{"response":{"docs":[{"id":"bcas_bcmss0837_498","title":"Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Volume II","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":["1989-01-31"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Volume II"],"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/498"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["28 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nH H I I n LITTLE ROCK SCHOOL DISTRICT I  I INCENTIVE DESEGREGATION PLAN I JANUARY 31, 1989 Volume 11 / agy.-J e.JW c u.-lUUU .5 ACADE.'-iic ?'\nog.-:a\n-is ano curriculum development Schools have the responsibility for expanding the scope of knowledge and ror developing the rational, ref 1ective, and critical capacities or all children. \"The content of the education must be true, appropriate, and relevant. The prc- '~-6Sses of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well. It (Saving the African-American Child, 1984) ... c, 1 . 1\nL The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social, emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. ACADEMIC PROGRAMS General Areas for Implementation 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District s Four-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. Lb Li L 2. 3. '.Vritinc to Read, an instructional tec  ology program, will at each incentive School for K-2 stucents. \u0026lt;1 ndercarten be implemented The Little Rock School District Early Prevention of School Failure mooel will be operative in each Incentive School. . - ---------- Rei ease time and rlexible scheduling will be utilized to conduct reoularlv scheduled lancatory parent-teacher conferences. 3G 9I I 4. Reading Across the Curricu1 urn 2 4 I reading proficiency and critical will also utilize strategies to i will be d major emphasis for developina al a i' nzn b 1 T r - reading skills. Each subject area - -- -- increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). 5. 2.J_Expression Across the Curriculum will offer i and strategies in each subject area designed to munications and American English skills of the instructional objectives increase the oral com- I 1 6. 7. 8. students (Pre-kindergarten-6). yarning Styles Inventories will be used in each Incentive School to assist 1^001 Themes will be developed at the local school level by parents and staff and are recommended to be intpnrjtod 1 n f\" A A A are recommended to be integrated into the total curricul urn. ~'^6Dartmental ization will be the recommended for grades 3-6. ' I specialized skills for levels. -y, .............. organizational structure This organization will facilitate the development s for subject area\" teachers for the respective grade of I 9. Instructional Technology will be available in specialized laboratories in individual classrooms. and 10. I 11. Science Laboratories will ho 1adequate equipment and material s/suppl ies will be available for students in grades 3-6. If minimum of 24 stations in each classroom. enrichment will be expended fo r a 12. H 13. Foreign Language Laboratories be operative in each school. with appropriate equipment and materials will IS L 14. 15. 16. Study and Test-taking Skills will be taught in curriculum at each grade level. an integral component of the Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home.  - Remediation and enrichment software will be available for home-based learning experiences. ^^h'^grade^(^^6)'^ Guides will be developed in each core subject area for ft 17. 18. Computer-Managed Instructional Technology will be used for continuous track- mg Or student progress. Individualized Education Plans will be developed, for each student. implemented, and monitored Soecia 1ized Proorams special education, _ - Federally or state mandated programs (remedial, gifted and talented) will be available during the core instructional day, with reinrorcement activities available throuah the Haiz u.aAlz _____________ extended day, week. or year programs.*(see page 7) 37 Js ri ri ri. 19 , 3 Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. ri. 20. ri\u0026gt; 21. ri Homework - homework is required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoino assessment of students. 22 . ri Hetereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group small group, and individualized approaches to teaching. 23. II Effective Schools model will be operative in each incentive . with appropriate training provided for implemen- school, tation. 24. Il Afrlcan and African-American History - each school will establish a sequential program to include the study African and African-American history and culture. of II SPECIF5C SUBJECT AREA EMPHASIS 4. The core curriculum for pre-kindergarten through grade 6 Il will be the Little Rock School District model. Areas for II emphasis/expansion have been identified for areas. each of the content Hl READING Through Literature, with emphasis on II thnic classes in each genre, will be the primary readinq program (K-6) j-cauxuy ri ri Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades -Increased motivation and learning with oral 6xpj.easu X i.e., choral reading, student storytelling, debate, drama, etc.) (K-6) 4-6) expression ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used writing s:ills of students (K-6) -Latin Program will be used to increase the vocabulary and word attack skills of students to enhance the (5-6) reading and English/language arts will be a major emphasis in the areas (K-6) 3S I Ia -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) *1 Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers (K-e\") expression, M I SOCIAL STUDIES a 1 -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansa History (4-6) aaaa a aaa a I I f I 4 -Emphasis on introductory concepts in history, geograohy, and 4 CIVICS (\u0026lt;-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include multi-ethnic curriculum (K-6) a -Learning strategies and activities will promote studies\" (K-6) It living social Ki -Emphasis on American and Arkansas History (4-5) -Emphasis on World History (6) -Celebrations/ceremomes will be integrated into the curriculum m MATHEMATICS m n -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and results (K-6) II SCIENCE II II n k| -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project\ni.e., Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic and art concepts in music -Art and music instruction will be seguential and cumulative in the content, knowledge, and skills -Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6)  -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 39V 5 FOREIGN LANGUAGE -Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language strong recommendations as -The instructional methodology for each language will be a total physical response\" approach -Emphasis will be on basic vocabulary, conversational cultural materials for K-3  II and -A foreign language laboratory will be used for instruction, including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions native language user with a -Emphasis wi11 be on vocabulary, cultural materials (4-6) grammar, reading, writing, and PHYSICAL EDUCATION/HEALTH II -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and respect - - , disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) for the handicapped\nSOCIAL SKILLS II Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore -Studen.s will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will problem-solving, decision-making, peer pressure, etc. focus on 40 i: V i  5 H . n n n N K a - i 1 .e.i 6  . gA-tes of Passage - A structured program will be initiated to i respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students.  Rgle Models Programs - Individuals (international, natiuna state, local and community) will be used for presentations at the school in every area of the program to provide role models for the students. \"  ' national, . ------ Special emphasis will be placed African-American role models for males. on i munity and the Partner's Program, 4 ^ntoring Program - Utilizing local resources in the com- u 1 - -----3---, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be deveI I I V I n 4 loped at the local school level. However, all academic programs, social skills programs/activities and clearly and broadly articulated to the special activities must be school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement. special interest clubs, and/or units of national zations. or state organi- Academic Reinforcement Activities limited to) the following: may include (but not Pg.pr-Tutoring Program - Peer tutors will be assistants to Homework Program or during the renular scnool day. r.i-fii u- ____ . . Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Club, Debate Club, Thesbian (Drama) Club Club Mat-h m _______ .. ' '-xuu. Club (Math Olympiads), Odyssey of the Mind level). Foreign Language Club , uayssey of the Mind, Great Books (elementary Math 4 Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Clubi q. II Tennis Club Arcnery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art C1ub Horseoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge the world, and to assist in the development of coping skills for students. of Local field trips (see Support Programs) may be suppiemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be  I \u0026lt; q q q II U submitted to the Board and administration for approval on an annual basis. q Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected q budget must accompany each plan. q  q q qRR la a LATIN ENRICHMENT PROGRzAM LE.MENTARY LANGUAGE ARTS CLASSES LI 1iLE ROCK SCHOOL DISTRICT a I. Backcrcund H. In t..e early 1960 s, the Philadelphia (PA) School District raised and vocabulary scores of elementary school children through Latin in language arts classes.  reading Latin teachers. ' 3 program using The program was developed by a team of a- but the materials were designed to be used by elementary language arts teachers\nj.-j _... --------- , . a the^program did not depend on using trained Latin , , . , - -------  Since that time programs of this sort have been implemented in many other school districts, Washington, O.C.\n-  - teachers in the elementary classes. Indiana\nAngeles, Calirornia\nKansas City, Missouri. St. Louis, Missouri\nNew York City, New York\nsuch as Indianapolis, Dallas, Texas\nOakland, California\n2ome use the Philadelphia materials\ndeveloped their own materials. I Los and others have a In these programs the focus is not on it is on using Latin words and myths c ,, . - fiese programs have also resulted in improved self-image among learners. teaching formal Latin grammar\nmeans to improve English skills. as a a The initial implementation a above ident population. oH him  . by Philadelphia and later in the _I .e d districts was i n\" inner city schoo.l s w.it.h. . The targeted levels were grades five and six Reports concerning students' performanc a large minority or grade six only, ss on standardized tests in the above a In all districts, a team of Latin teachers trained the elementary lanquaoe a arts teachers in using the materials and served background in Roman and Gree.k culture. as resource persons for a Dac.\u0026lt;ground in Roman and Gree.k culture. As the program grew, many of these elementaryj,eachers studied to become proficient in Latin, program using the Greek language has also been developed\n' the same methods and approach.  A corresponding this program uses aa II. aa R The materials focus on using Latin and Greek word Englis.h reading and vocabulary/ skills. Materials are varied\nthe two basir -curses are designed for fifth and sixth grades and are based on classical rrij tnoiocy 2nd 11 * e - -uoplensntdl coursss \"cover including science, math, roots as a basis to increase Materials are varied\nSupplemental courses cover a wide variety of subjects, , astronomy, and blacks in antiquity. Nationales More than focusing i edoe of E, SOS of 7/0rds n Lat n '.-iz' 1ish vccaoi in the English language are based on Latin words\nrea pro Abil, a i-oa :\u0026gt; n e mors S-living. scnccT. se s ary. ots and word-building elements will increase knowl-zz . 5 o Many fifch and sixth grace\" \":cula inc:ude mythology and the Gre social studies and t*at re '.ri chmen this subject mat i^oman worlds r wi11 broaden 1e : vocabulary ring and to read English is not limited to \"language arts and cth S'. s in life itself\nr academic 3C I C\" J1 in iduals who feel n is an unusual subje Is t.*S S. y IS no an unus-al and \"di '\nncs an comoet increasing that ability creates 0 deal with school and for stude.n especially in elementary n learning the Latin language per rerent subject, and seeing success in focused ved seif a su he learne- 44  4 4 Latin Enrichment Program -- Page 2 The program itself is easy to implement. 4 The cost is minimal, and investment of time by elementary teachers to learn the materials islimited The materials are easy to use. I e materials ye easy to use. They are inexpensive to purchase and be duplicated for distribution to teachers. ~ .  can ihe program has been success- 4 ^,.11,, , J u ----------- ------K'vyi aiii iiai Been success-  by many areas with educational situations similar to Little the Unioueness rhp nmnram chnnlW annoal 4-., _____X. ,, ... - , r - -- IW...J as well as no othy public or private schools in Arkansas, certainly in the Rock. The uniqueness of the program should appeal to parents students\n-   *   - - 4 sZ^vp'^?i1?h'' program. The program would seye ye desegregation plan for the incentive schools a program. uycyregacion plan Tor tne incentive schools and would help in raising standardized test scores and eliminating disparity between 4 school community. scores of the major ethnic elements of the Also, with the emphasis on multiethnic education within the Little Rock School District, materials elude this emphasis. 4 ,, . te developed locally to in- , tlsing the existing materials as models, L.RSD teachers yn creye units that use their unique talents and skills and that directed to the special interests and needs of Arkansas students. are 4 III. Prooosal I It is prooosedthat the Little Rock School District implement an elementary Latin oronram in thn oiomonHn, _______ ..... = 4 ** U I i vi I C u 1 programin theelementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing readino and vocabulary skills, imoroving standardized test scores, and enhancing the self-image of learners. at the fi and enhancing 4 IV. Program Descriotion 4 4 incentive schools have been identified in the   of 1989, these tey.hers will receive six hours of inservice training during the summer o- IQRd m imniaman^-itu. . .. mented a teachers of 1989 in implementing the program. spri ng 0. lyay in implementing the program. The program will be imple- fha the 1989-90 school year and will be incorporated into the fl I th and six^.h grade language arts ' ' -  - fiftee.n to twenty minutes per day. instructional block for approximately Throughout the 1989-90 school year 4 4 . , ......r- one ivoy-yu school year teachers wil be involved in four (4) additional inservice workshops (two tnese teachers will have the opportunity to become mcr- fici^ht by enrolling in a college course designed especially for' them\nthis course will be optional and at the teacher's own expense jj-'ougnout the year the principal in each building will monitor theprogram  At the end of the 1989-90 school me re 4 the program will be made\ndata. year, a formal district-wide assessment of this assessment will be based on surveys and test 4 45 IINCENTIVE SCHOOLS  SCHOOL ADMINISTRATION I The focus, 4 \u0026gt; 4 f^i^ction and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor students. The school program will address student success and development of potential from affective, skill based and demic perspectives. SUPPORT PROGRAMS aca- i' The following items will be components of every incentive school: ' A. n \u0026lt; HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5-30 p m Homework Centers should be extant in each school'at' least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who {Some otherwise involved in activities during'the last^two\"?2) nnnrR nr i-ho mi_________ f hours of the day, Monday-Thursday). It will be  n K , necessary to provide transportation home for students who remain at the Homework Center su Lh .dents whose parents cannot supply transportation who live outside of the area which is reasonable walkino distance may avail themselves of the Center, if students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a 'volunteer\" rotating basis, community volunteers and peer tutors. Staff will be comoensated. so that stu- Center. staff will be compensated. and/or H Homework Centers will have a certified teacher If the number of students reaches 25, a aide shall be added to assist'students. of students attending regularly reaches tional certified teacher will be hired.' each additional increment of students attends, instructional aides and teachers will be added alternating basis. working. an instructional When the number, 50, an addi- Thereafter, as certified on an B. HOMEWORK HOTLINE - Homework \"Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will M provide one (1) evening's service approximately every 45 class cays. Staff will be paid for this time. staff will be paid for this time. 6AI R c. I  PEER TUTORING - Peer tutors will be selected from among group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only with outstanding academic averages but open to achieving students who work well students and who can verbalize an understanding of subject matter to be a to those students will also be covered. I Peer tutors will be compensated with be redeemed for donated items coupons which can for purchased goods such Sd^othZ\nmagazine subscriptions, school supplies as ems the family may not be providing as well equipment, hats, sweatshirts, will be assigned by subject w,xi in order to allow all students who wish tutors the opportunity to do etc. Tutors area^and on a rotating basis \"he ..i_h to serve as peer so. D. E. retired teachers to come into the schools and to work with individual tutors\nto sponsor clubs such additional extra support such as story teliina time with and for students. Mentors can work volun- tarily or may be paid * ' ' ' ' voiun needs. students as as future teachers and to a stipend depending on their own INSTRUCTIONAL AIDES - There will be ional aide available in every classroom, tions for the aide positions will commitment to work with students in an well as a minimum of 60 hours of earned Applicants must be working toward a certified instruc- Qualifica- include demonstrated urban setting as college credit, a degree. provide extra =sslstaAc\n\"fon^aLjdu:?.:\ndeJis^:nr\"' groups of students. Aides will also  Aides will also assist teachers ith monitoring of student progress, communication with progress F. matSiLs?^ preparation of supplemental instructional CAREER SKILLS DEVELOPMENT PROGRAM - developed within each school w^xteen inror- ^ni prSen?a?Lns to students on topics relevAnh t-n possible career choices. A program will be whereby written infor- on topics relevant to each presentation will be skills Among the information given in chills needed, academic Other components of this category will be interest inventories and opportunities for students to par- programs sponsored by the Boy Scouts of MJ 11 c L  a  I/. 7J \u0026gt; G. YEAR ROUND SCHOOL - Both summer remediation and enrich- ment options will exist through the summer at all incentive schools. segments. This program will be in two 5 to 6 week Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally A few seats may be open to other students on a space available and paying basis well. attending those schools. as Transportation may be provided. Th, ___\n__ schools at which summer programs will be held will be based on identified student needs and interests. The number of incentive II H. II Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation, in other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. In other words, II COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips 'and community access for students together with students from other LRSD schools, trips and access will include the Field dent experiences with: opportunity for stui s * * * historical events and displays cultural events and exhibits scientific/mathematical events and exhibits 4 to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an to the schools. 4 Some such exhibits and performances will also be brought Students wiTl also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e.. Sth and 6th. Among opportunities in the community which exist are: * * * * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66I 4 q H J * if * * * * * a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center 1 Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and a law school. I. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building Explorer post access/membership will also be available as noted earlier. J. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5.30 time period (or whatever the designated time for extended day activities), scheduling should be not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. training. These skills shall be defined ticipate in: as 5:30 p.m. provided the opportunity to parif if if choir (voice) music (instrumental) dance after school, one (i) gay per week. Assistance will be sought from area colleges and university schools of fine af P^vide these Services at no cost to the child (and hopefully to but certainly at minimal cost to the (1) day per week school. the program), SCHOOL ADMINISTRATION 4 A. STAFF RECRUITMENT , Staff recruitment and certain specific experience will be desired of all staff at the out- experience will pe desired of all staff at the out- Relative to work in an urban setting with at risk youth)\nand ongoing training will be provided lar basis for all staff at each school. on a regu- 4 1. . A nationwide search will \"be conducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. 67I  n, 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an Involuntary transfer or other district decisions may be put into effect depending on the m a I H I BH 1 q continued - Incentive Schools page 5\nerT rmancs and tne success or the individual in working with students and procedures. 4 w.un S.ucents and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers completion of the with the District. Successful year may lead to a long-term contract B. q q SPECIAL TRAINING - Ongoing training will be provided for suafr in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth a? ri?k- worxing in an urban setting and analysis and enhancing student achievement. learning and use of data for II All staff training. , including support staff,- will be involved in Patrons also will receive access special trainina Students, assisting with homework, nutrition and human growth and developments. q z. PARE:yAL I.WOLVEi'^ENT - Parents will be absolute q + - rar sues Will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. will take place, both through written and oral means. Regular communication q visit their children's classes. q tie arranged to come to school to lonteer for the day and to work with students as well as to Parental access will be provided for Identified pick-up points within the school community. paid a stipend for this. assistance and may be 0. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5-30 will students to include the Homework fcr^exampfr training and leisure time activities, q * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday q , ,, ------ - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based onjtudent interest and access to appropriate q playing fields etc.) * Clubs, Extra Curriculars - Wednesday E. q HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be rormulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student's neds and achievements.  _ cont:nueo page 5 r/e Scr.cois EXTRA CUR?, ULAR PROGRAMS - Extra curricular programs will Pe establisned to allow students recognition, leadersnip experience and a cnancs to be involved in school activities. A mri nn Kn w- l. _______ _ - Among tPess wi11 be future teachers programs, Just Say No r 1 1 iKr ii2_L_n ___ _ * Clubs, intermurals, monitor \"jobs\" in the office, library with tne flag, safety patrol, fire marshalls and student council memoerships. q * at recess or lunch time, not class time G. q q q H. q ATTENDANCc ANO 3EHAVICR GUIDELINES - Attendance and behavior guioelines will provide unique opportunities to assist students and keeo them in school. Time-out rooms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agresement to be at school and on time eac.h day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like mat.h olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. q Students q Parents will be informed of all of these options. SL,.,:...... will be encouraged to participate in these activities and a regular schedule'will exist for club/academic related activities. COUNSELI.\\'G/SOCIAL WORK q A. q q q COMMUNITY SE.RVICES ACCESS - There shall be access to community based support programs provided to students who attend the incentive schools.. Among these supports will be projects to be negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. s. q COLLcGE/POST GRADUATION AWARENESS - A mentoring program will be establisned which will provide interactive time for students to work with young professionals to enhance aware- q ness of skHls necessary for successful entry into the world cf ..crk. The program will also serve to heighten student of work. expectations with regard to their own abilities and potential to attend college and to graduate. Parents will q also receive this information so that they may be aware of the options which truly are open to their students. 69 II s fl If II 11 Bl  dontinued page 7 Inc=nt:ve \"COl 3 C. D. E. F. STUDY SKILLS - Counselors and taacners will he working with students skills and study sk to ennance 1 s. Pradti rssDonsible for tsst taking skills, listening 2 wi11 be provided for I students in test taking, i.e., bubble hjt wi ho \" . some class tests and a ,ariet o n .es J' by teadhers. a variety of question types will be used HOME/NEIGHBORHOOD MEETINGS Ail,' h K 1.  MEx.INGS - Meetings with parents will not always 6e held at tne scnodls. other meati, IL 11 .. V. A  - -. Ouiiermeetings for^n^ii groups or parents, will be scheduled at c:.-..! such as churches and some homes as invited bv less rormal meetings out of the school  productive and can help forge c. ship. It is suggested that local part of the school partnership and dommunity looations . parents. These environment may be more a. sdhool/neighborhood partner- INDIVIDUAL AND GROUP COUNSELING - ministers be oonsidered dommunity. as n?i Counseling - individual and qrouo P'\" ^^'^ilitators will be employed at the school to assist students as they attempt to work^thmiinh concerns and the normal issues whirh^ri.! Jx J and development takes plaoe. conflidt resolutions. 1ssues which arise as student growth ------ Students will also be taught INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students each school. Ideas (suggestions) . committee meeting included\" ^onimun athletic events, tangible rewards such as a book Suudent s choice for academic staff and patrons at presented in the sub- ^awards programs, reoognition 'h tickets to community and growth and the like. of the G. H. 'NELLNESS PROGRAM bonding with a,aI,:bm\n\":raS???lr\nof:e'\" be soreened for physical health tion on topios like self-esteem and awareness and first aid. - Students will and will also receive informanutrition, drug prevention Presentations will likewise be dontinuing edudation basis. additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some hnr! Program away from the school ^nd the provides counseling, intensive academic support and time management skills. P------- Parent involvement is an inherent on homework and aoademics. them to h t Seni 1 70 k\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_1030","title":"Aerospace Technology Magnet School","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Aviation Education Programs (U.S.)","Magnet schools"],"dcterms_title":["Aerospace Technology Magnet School"],"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/1030"],"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":["134 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.\nDate From To ------------ 7~0\n\\A) Lt \\).. l Iv 75 - d-\u0026lt;Z55 FORM 48 OFFlCERS Cht1tnmm 0/7be /J()(Jrd Oick I lolhcn. Pn,:sident Bill Lt.:wdlcn Pnsitlent-Uect Ector Johnson Ill i 'ice I'n-sU/enl Kay. C\\.\\lh Secn4arr Julia Sanc..lcrs Tn.asun'Y Emn 1 llall DIRECTORS I knJ'\\ Broath Jim Bro\\\\ nhd\u0026lt;l Bcnc:omh.s Greg Feltus Alex llani.s Ken llleb't'I Donllolbcrt A (j \\kbon Dr \\\\ .\\ Dolph Owing, Jorn \\\\ llill Ramsey \\\\ .t) nc Rupe Randall Spear eec,I Tennant S.:th \\\\ rd EX-OmCIO DIRECTORS I rJnk \\ lla1lcy Lc.,ghton Colhn.s lt.l) l 'hs  alhar, Gordon J L)nnlldm, Eddie llolland C ,ss Ho gr, \\\\ alham Sea\\\\cll Luac,n I f.l:lbc Charl, Taylo \\X lP\"itOn p \\\\ il~n Dr. Eugene Reville Metropolitan Supervisor c/o Judge Henry Woods United States Courthouse 600 West Capitol July 10, 1989 Little Rock, Arkansas 72201 Dear Dr. Reville: llN Arkansas Aviation Historical ~ociety P.O BOX 351 l LITfLF ROCK, ARK.\u0026gt;\\. \"SAS -2203 r501, i-s n,, Let tnl? take this 0pp:::::rtunity tc\n,c::lcorne you tu Arkansas! I am excited about the positive ideas you have brought forth for improving our school system. Recently, I was visiting with Skip Rutherford, who told me about his visit to several of the more unique schools you had conceived in Buffalo. Skip was particularly taken with the success you had achieved in placing schools in conjunction with established institutions serving the arts, sciences, and humanities. The concept of such institutions having a special relationship with public schools is fascinating to me. I would like to share with you a situation which, I feel, offers a similar partnership opportunity for the Little Rock School District. The Arkansas Aviation Historical Society has, for many years, worked toward the development of an Arkansas Museum of Aviation History. Arkansas has a rich heritage in aviation, and today aviation related industries are some of the largest employers in our state. The Society has collected and preserved much memorabilia related to the various phases of .?l.:vi3.ti:::::r. History, a,1d i.i::s members own many historic aircraft available for display. Here at Central Flying Service I am storing a restored Sopwith Camel, painted in the colors of a World War I ace from Gravette, Arkansas! Earlier this year, the Society commissioned a feasibility study, the results of which concluded that private support did exist to provide a significant portion of the cost necessary to build and maintain an aviation museum at Little Rock's Adams Field. In visiting with Skip, it became crystal-clear to me that a public school, built in conjunction with this museum, would be a tremendous asset to our community. At this point, the museum is in the planning stages. An architect has designed a beautiful, aesthetically pleasing building, which would greatly enhance the east side of Little Rock, and our school system. Dr. Eugene Reville July 10, 1989 Page 2 If Little Rock's east side is considered for the site of a new school, this could provide a tremendous opportunity for students. Not only is this an area of high minority concentration, but economically, it lags behind even other minority areas of Little Rock. Minorities are greatly under-represented in high-tech fields, and especially in aviation. To expose these children to the exciting field of aviation could offer a head start on a technical career almost impossible to prcvide ot::enlise. Certainly you have other possibilities to involve cultural and educational institutions with the public schools, but I feel that the timing of this opportunity is particularly fortuitous. If the plans for a school could be incorporated into our museum now, we have the advantage of designing the functions to work together smoothly. The existence of adequate transportation arteries, utilities, and other services near the main air terminal at Adams Field would offer a site difficult to duplicate elsewhere in east Little Rock. I believe that there could scarcely be a better opportunity to develop a public-private partnership to provide education for our children and inspiration for all. I want to extend an invitation for you to meet with the Aviation Museum Planning Committee to discuss these possibilities. The committee will be meeting at noon on the next two Fridays -- July 14 and July 21, at Central Flying Service's \"Flight Deck\" Restaurant. If one of these dates suits your schedule, please give me a call at 375-3245. Looking forward to hearing from you soon, I am Sincerely, RNH/mac Enclosure ~ - J_j 1 ~ /,'\" Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OFFICERS Chainnan 0/7be Board l),ckllolh\u0026lt;:.t Pn-s1dent Bill Lcwclkn President-E/t..-c:t Ector Johnson Ill i \"ice Pn.\"Sidenl K\nty. ,l',\"th Secn.tary Julia Sandcr-. Tn.tlsun:r Fmma llall DIRECTORS !kn') Broach Jim Brn, ... nfld\u0026lt;l Ben Combs Grt:'~Ft:ltus A.k. I Ltnis Ken lhegd Don I lolht:n A.(,. \\klson Or\\\\ \\ Dolph\" 0\\\\,ng, John\\\\ Bill\" Rantsey \\\\ aync... Rupe.: Rtnd.111 Spear Cecil rc:nnant Seth\\X.m.1 EX-OfflCIO DIRECTORS Prank \\ llatley Lcghton Ccll1rs Ra\\ Fllis a~\nan (Jon.le n I Lynn I Iclms l'\u0026lt;k11e Holland C.mllnugh \\\\ Jli.am\n:t\\\\ di L..c1 \\I Tadl,1 Ch\nirles T.,ylor \\\\ inst= P \\\\ 11 Dr . Eugene Reville Metropolitan Supervisor c/o Judge Henry Woods United States Courthouse 600 West Capitol July 12, 1989 Little Rock , Arkansas 72201 Dear Dr . Reville : Arkansas Aviation Historical Society PO BOX 3511 UTIU'. RO\u0026lt; K A.RKA. ,As -220j (5011 375-12' Let me take this opportunity to welcome you to Arkansas! I am excited about the positive ideas you have brought forth for improving our school system . Recently , I was visiting with Skip Rutherford, who told me about his visit to several of the more unique schools you had conceived in Buffalo . Skip was particularly taken with the success you had achieved in placing schools in conjunction with established institutions serving the arts , sciences , and humanities . The concept of such institutions having a special relationship with public schools is fascinating to me . I would like to share with you a situation which, I feel , offers a similar partnership opportunity for the Little Rock School District . The Arkansas Aviation Historical Society has , for many years , worked toward the development of an Arkansas Museum of Aviation History . Arkansas has a rich heritage in aviation , and today aviation related industries are some of the largest employers in our state . The Society has collected and preserved much memorabilia related to the various phases of Aviation History , and its members own many historic aircraft available for d~splay . Here at Central Flying Service: am storing a restored Sopwith Camel, painted in the colors of a World War I ace from Gravette , Arkansas! Earlier this year, the Society commissioned a feasibility study , the results of which concluded that private support did exist to provide a significant portion of the cost necessary to build and maintain an aviation museum at Little Rock ' s Adams Field . In visiting with Skip, it became crystal-clear to me that a public school , built in conjunction with this museum, would be a tremendous asset to our community. At this point , the museum is in the planning stages . An architect has designed a beautiful , aesthetically pleasing building, which would greatly enhance the east side of Little Rock , and our school system. Dr. Eugene Reville July 12, 1989 Page 2 If Little Rock's east side is considered for the site of a new school, this could provide a tremendous opportunity for students. Not only is this an area of high minority concentration, but economically, it lags behind even other minority areas of Little Rock. Minorities are greatly under-represented in high-tech fields, and especially in aviation. To expose these children to the exciting field of aviation could offer a head start on a technical career almost impossible to provide otherwise. Certainly you have other possibilities to involve cultural and educational institutions with the public schools, but I feel that the timing of this opportunity is particularly fortuitous. If the plans for a school could be incorporated into our museum now, we have the advantage of designing the functions to work together smoothly. The existence of adequate transportation arteries, utilities, and other services near the main air terminal at Adams Field would offer a site difficult to duplicate elsewhere in east Little Rock. I believe that there could scarcely be a better opportunity to develop a public-private partnership to provide education for our children and inspiration for all. I want to extend an invitation for you to meet with the Aviation Museum Planning Committee to discuss these possibilities. The committee will be meeting at noon on the next two Fridays -- July 14 and July 21, at Central Flying Service's \"Flight Deck\" Restaurant. If one of these dates suits your schedule, please give me a call at 375-3245. Looking forward to hearing from you soon, I am RNH/mac Enclosure i:eiLij. Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OFFICERS Cba,mum Of7bt Board rnck llolben Pn\u0026gt;su.111 Bill Ll,vt:llen Pn-sident-Flect Enor Johnson Ill \\ 'ice Pn.-sul\u0026lt;wt K1y. cwth S\u0026lt;\u0026lt;.n:tary Julia Sanders Trtt.L.'iun,r Enun.1 flail DIRECTORS I knry Broach Jim Bro\\\\ nf1cld BcnComh'.\\ C,rcg Feltus Akxllarris KcnlI1q~d Don llollx:n AG \\1d,on Dr \\X A Dolph O,\\ln!(, John \\\\ 11111 Ramsci \\\\ .t) ne Rupt.. Rand.Iii Spt..u u.'C.I r enrant SC\" \\\\an.I EX-oFFICIO DIRECTORS Frank A Bad,,y Leighton Collin., Ray llhs .1tl1.an (iordon J Linn I !elms Eddll I lollard (.as.~ llrugh \\\\ dham Sea\\\\ ell Wu\u0026lt;.n \\1 rulbc Charles Tl  \\\\ mston P \\X 1l'i0n Dr. Eugene Reville Metropolitan Supervisor c/o Judge Henry Woods United States Courthouse 600 West Capitol July 27, 1989 Arkansas Aviation Historical Society PO. BOX 3511 UTnF ROCK, ARKA'.\\'SAS ... 2203 a\nol) pi\n.32,s Little Rock, Arkansas 72201 Dear Dr. Reville: Thank you for taking the time to join the Aviation Museum Planning Committee at our meeting last Friday. We were encouraged by the possibilities discussed, and are hopeful that the ideas considered can reach fruition. I am intrigued by your idea of making a school located in conjunction with the Aviation Museum a magnet school. It has been my experience in the aviation industry that minorities are underrepresented not due to overt discrimination, but due to the lack of adequate opportunity to develop interests in aviation related professions at an early age. A magnet school at the Aviation Museum would plant the seeds of this interest, and, over a period of time, provide our growing industry with dedicated and skilled people to improve the quality of life for this part of Little Rock . We were delighted that you found merit in this idea, and wish to work with you to help make your mission successful. Please let me know if the Society, Central Flying Service, or I can be of assistance to you in any way. RNH/mac Sincerely, Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OFFICERS O,amnan 0/7I)(' lloarc N overnber 1, 1989 D1tk I Ir lbcrt Arkansas AYiation Historical Society 511 JTT'.f R()(K ,\\lw\\ , -z2 \u0026gt; (t\nC 'f'~i ... 441 I klent h..1or John'SOn I \\.-,cc\u0026gt;/n'Sui\u0026lt;'lll I\\J\\ C\\\\th \"'~\"\"\",, J h ... ,.mdcrs 1rtil..\\llrt'1' Emnu ti.di DIRECTORS lleru rt .1\"-h J1r. Brm,111 I lkoC lire~ h:I , Alex fur Kl..- the gd OonHoJlxrt 8111 J..,Y,c.: 1kn \\ (, \\klS\u0026lt; n Dr \\\\ \\ I ~ \u0026gt;lph o,\\lngs J n \\\\ 11111 Ran\u0026gt;\"') \\\\ J\\nc Rupe H.in\u0026lt;iill pe r c ec1I t.ruuflt '\u0026gt;Cth \\\\ irl EX-OFFICIO DIRECTORS I rank \\ ltult') Le1gluo: C,,thn, H.I\\ f IL, th\n: l rJcn J l.)nr J-ll'lms Id, 1 Jlolland ( fi., Hough \\\\ lli:.un St l\\\\tll L nen .\\1 T 111la1. \u0026lt; .ark,T,I\\ \\\\ mston r \\\\ dson To: From: Re: Arkansas Aviation Museum Planning Committee and Community Leaders Bill Bowen The following individuals Jre participating in the special briefing on the Arkansas Museum of Aviation History and Aviation Magnet School Attending from the committee are: 1. Marion Burton 2. Dick Holbert 3. Ector R. \"Buddy'' Johnson, III 4. Fred Menz 5. Skip Rutherford 6. Lucien TaiUac Special Gue.,\nts arc: 1. Taylor Brown -- Fakon kt Corporation 2. Fred Darragh -- Darragh lnve..,tmcnts 3. Dennis Davis -- Arkansa, Modification Center 4. Herschel Friday -- Friday, Eldredge, and Clark 5. Ray Kemp -- Dillards 6. Sanford N. McDonnell -- Retired Chairman, McDonnell Douglas Corporation - St. Loui~ 7. Sharon Priest -- Vice Mayor of Little Rock 8. Eugene Reville -- Metropolitan Supervisor 9. Win Rockefeller -- Winrock Group, Ltd. 10. Robert Shults -- Shults, RaJ., and Kurns 11. Bill Terry -- Friday, Eldredge, and Clark 12. Charlie Taylor -- Real Estate - Investments 13. Buddy Villines -- Mayor of Little Rock AGENDA Briefing on Arl.imsa.s Museum of Aviation H::slory and propo\u0026lt;.\ned A \"iation l\\Jagn,et School Noven:b~r 1, 1989 - 10:30 a.m. h1~ Co:nn~rdal Building Mr. Bill Bowen, Presiding Dick Holbert - Overview of .A.rk\n-\nn~:.,, ,\\viation Historical Society  Museum Plar.  Campai 1n Goal  Chalknge Grant Skip Rutherford- Ccucept of Aviatiu11 i\\.1agnet School  Spe..:iali:u.d ted11 it.,tl c,J,.\n.:,t.\non for central Arkansas young people.  Develops Puhli1\nl,iv~, r :11! t:rship in solving educational probh.:11,s in om cn.1111tuni y.  Showcases excdlt-H ... .:\nof p,1b'i.: schools Bill Bowen - Summary of Pubt:..::1P1 ivatc p 1n.,1er:-..tiip  Aviation largest Ir 1pl,\u0026gt;yt:r in 1:t 11r.1l Arkansas (if Lillk Rock Air Iorce Base includ\"d)\n3rd l,trgest priv.itt: en1ployer in central Arkansas, offt\nii,~ r.h ,e opportunities for partnership with schools  Specialized eel r tion in 1e--!11:ic,tl skills will provide pool of killed worke, , lu\\\u0026gt;.tng avi,ui 111 in IL1. try and other technology companies to xpa.: d in central Arkansas  Economic \u0026lt;L l\"lopmcnl tJ nefit lur region would reach beyond aviation industry  Po Vive \"lit t i1 ,pre ,-.ion\" and l.isting im..ige for community since airpo:-1 :s :he g L:w,1.  n Little Rock for most visitors  Twei,t\nt,vc .. viati m i11du tri. .. :. statewide OFFICERS Cba1rma11 0/7be Board Dick Holbert Prestde,11 Ector John.son Ill i,ce Prestdem Kar ev.th S.Cretary Julia Sanders Treasurer Emma Hall DIRECTORS Heruy Broach Jun Brownfield Ben Combs Greg Feltus Alex Hams Ken Biegel Don Holbert Bill Lewellen AG. Mdson Dr, W.A \"Dolph\" Owmgs John W \"Bill\" Ramsey \\\\ayne Rupe Cecil Tennam EX-4ff!CIO DIRECTORS Frank A Bailey Leighton Colhns Ray Elles !\\athan Gordon J Lynn Helms Eddie Holland Cass Hough Wilham Seawell Lucien M Taillac Charles Taylor \\\\'tnSlon P Wilson January 18, 1990 Dr. Ruth Steele Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72202 Dear Dr. Steele: Arkansas Aviation Historical Society P.O. BOX 3Sll UTI1.E ROCK. ARKA!\u0026lt;SAS 72203 \\501) 37S-32\u0026lt;S JAN 1 9 ,r.'' 1 Thank you for the opportunity to meet with you last Thursday, along with Dr. Herb Cleek, Mr. Chip Jones, and Mr. James Jennings. The Arkansas Aviation Historical Society is l0oking forward to the series of productive discussions that will result in the construction of the Aerospace Magnet School and Arkansas Museum of Aviation History. I enjoyed presenting the overview of the planning and development progress of the aviation museum. However, we recognize that Mr. Burton's examples of benefits to the children that will be educated at the Aerospace School, and the economic impact for Arkansas thru their job placement, are the primary enhancements of the museum and school partnership. Arkansas' rapidly expanding aviation industry will provide the foundation for this unique educational opportunity to flourish. But the real winners in the venture will be the students, especially the minority students who aspire for the career opportunities that will be available through the curriculum available at the school. As we discussed, the aviation school will be funded by a capital campaign effort, that will include corporate, individual, and foundation monies. Currently, the leadership for the campaign is being recruited and it is our plan to implement the fundraising program once a site is determined. I also appreciate your considerations of naming opportunities of the school, including the building, auditorium, library, and other areas that can be presented to a potential contributor. It is timely for you to proceed with a letter to Mr. James Rodgers, manager of the Little Rock Airport, requesting the Airport Commission to begin exploring site possibilities for the Museum/ Magnet School. I will be pleased to discuss the points that should be included in this written request. Since a fair amount of preliminary work will need to be done by the commission's engineers, and architects, stating a site at or near Adams Field, providing the acreage requirement, should enable them to begin studies. Dr. Ruth Steele January 18, 1990 Page Two We are looking forward to meeting with you and other Little Rock School District representatives in implementing the Aerospace Magnet School and Arkansas Museum of Aviation History. As I suggested, Dr. Linda Beene, Executive Director of the Board of Private Career Education would be an excellent participant in the committee that is to be formed between our organizations. Please let me know of any immediate assistance I may provide and when the committees will be organized for continued discussions. As a lifelong part.i.cipant in the aviation industry, J fP.-=l that this museum/school partnership is a rare opportunity to enrich the lives of thousands of students while building a better future for our school system, our industry, and our community as a whole. I eagerly await our progress on this matter. Please do not hesitate to call on me if I can provide any assistance. RNH/mac / cc Eugene Reville Sincerely, Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OfflCERS Cbamnan 0/7be Board Dick Holbert Ector John.son 111 \\'fee Preside,11 Kay1'tcwth Secretary Julia Sander, Treasun,r Emmal!all DIRECTORS Henry Broach Jim Brownfield BenComhs Greg Fdru, Alex Hams Ken lliegel DonHolhert Bill Lewellen AG.Melson Dr \\\\ .A. \"Dolph\" Owings John W \"Bill\" Ramsey Wayne Rupe Cecil Tennan1 EX-c\u0026gt;FFICIO DIRECTORS Frank A Bailey Leighton Collins Ray Elli, 1'athan Gordon J. Lynn lldms F.ddie Holland Cass Hough William Seawell Lucien M Taillac Owies Taylor Winston P Wilson - MEMORANDUM February 23, 1990 e - e Arkansas Aviation Historical Society PO BOX 3511 urn.E ROCK. ARKA-'SA5 72203 (501) 375-3245 To: From: RE: Eugene Reville Richard N. Holbert, Chairman Museum Planning Committee Summary of issues concerning the Aerospace Magnet School and its relation to the Arkansas Museum of Aviation History. The following is provided to assist you in keeping up to date on the ideas, plans and issues which have been under consideration over the past several months concerning the concept of the Aerospace Magnet School being in conjunction with the Aviation Museum. We consider the timing of this opportunity to be most fortunate for both the Arkansas Aviation Historical Society and our school system. This Public/Private partnership will be a striking example of the progress made in education in our community, and will serve as an example of how the resources of private organizations and of individual industries can be utilized in enhancing the quality of life for our community through increased opportunities for young persons. The statements herein do not mean to imply that the Aviation Museum Planning Committee has made any final determinations on the issues under consideration. However, we have spent a considerable amount of time working toward this end, and wished to share this information with you. It is our hope that the work we have been able to accomplish to date will assist in expediting the construction and implementation of the School/Museum so that we may meet the goal of completion by the 1991- 92 school year. ~ Presuming that the facility will be located on property owned by the City of Little Rock and administered by the Little Rock Airport Commission, we will work with the Commission to locate a site suitable to both the Arkansas A via ti on Historical Society and the Little Rock School District. Ownership of Facility Ownership of the Museum portions of the building will be by the Society, and the school portion will be by the School District. Common areas, such as library, auditorium, and laboratory facilities, will be primarily utilized by students, and will be owned by the School District. Other common areas, such as the atrium, will be a part of the Museum, but available for school functions in coordination with activities of both entities. Architectural Plan of Museum/School The AAHS has retained Mr. Tim Heiple, AIA, of Nathaniel Curtis-Riddick-Heiple to design the Museum. Enclosed is a rendering of the facility he has envisioned. Obviously, this proposed plan was made prior to Mr. Reville's proposal that the school serve grades 7 through 12. Final plans will require planning for both the various grades, curriculum and site location. In order to provide for efficiency of both functions, it will be necessary that all architects and engineers involved with the project closely coordinate their work. Project Costs The AAHS has established a goal of $4.5 million to construct and furnish the museum. This figure would include the $1.5 million challenge grant provided for in Act 716 of 1989, which was placed in Category \"B\" in the Revenue Stabilization Act. Our plan is to request from the Governor release of funds for the project when we have raised the $1.5 million match in private funds. If funding is not readily available, we will request that the appropriation be passed again in 1991, and placed in Category \"A\" so that the grant can be disbursed on or after July 1, 1991. The AAHS has retained Catherine Johnson and Associates of Little Rock as fundraising counsel on this project. Mrs. Johnson has worked with the Museum Planning Committee for several months, and we have every confidence in her ability to devise a successful plan to meet our project goals. Museum Fundin~ Plan The capital campaign of the Arkansas Museum of Aviation History, will conduct an aggressive, broad base funding effort. The sources of support have been defined by the leadership chart which include national corporations, aviation industries, Arkansas businesses, corporations, philanthropic leaders, and foundations. Additionally the aviation organizations in the state, which include the Arkansas Pilot Association, the Aero Club, 99er's, Confederate Air Force, and others, consist of membership in the thousands, which will provide the museum support at the grass roots level. The planning committee is currently finalizing the recruitment of the most viable committed leadership to raise the $3 million needed to complete the museum facility and exhibits. Earlier work has begun in the foundation area of the campaign. Once the site hus been deterr.nined the c~unpaign will proceed with the solicitation of prospective contributors, both in Arkansas and nationally. It has been determined that 12 to 18 months will be required to complete the capital effort. Operational Support It has been determined that approximate $500,000 annually will be needed to operate the Arkansas Museum of Aviation History. One fortunate aspect of the museum is that it will open with a support group in place. The Arkansas Aviation Historical Society, has over 300 members state wide, that have sponsored annually the Arkansas Aviation Hall of Fame banquet, and other fundraising activities. An annual development plan will be implemented upon the dedication of the museum. This will include an Aviators's Club, memberships, lectures by and receptions honoring persons significant to aviation, air shows, aviation auctions, and other fundraising activities. The earned income of admissions and gift shop sales will provide the balance of annual support needed. Discussions has been included in the capital campaign to provide for a permanent endowment that will be utilized for maintenance and operation of the museum. This endowment will also be included in long range funding activities, such as planned giving, which includes estates, trusts, and insurance beneficiaries. Campaign Leadership At this time, the Museum Planning Committee has begun recruitment of key leadership to assist on the campaign. Several of the persons who have already agreed to assist us are: J. Dan Baker Founder and President of Avis Rent-A-Car of Arkansas, Mr. Baker was manager of Delta Air Lines operations in Little Rock for thirteen years. An active pilot since 1953, logging over 5,000 hours, he served as President of the Arkansas Pilots Association in 1969, and distinguished his home state that same year by winning the National Pilot Proficiency Award, signifying the top private aviator in the United States. In additional to community service work in Arkansas, including volunteering as a pilot to fly celebrities and dignitaries to fundraising events in our state, Mr. Baker is a founding member and former Commander of the \"Flying Fez,\" an organization of Shriners who fly children to Shrine orthopedic hospitals and bum centers across the country. J.W. \"Buddy\" Benafield Bio Pending Wayne Bennett Mr. Bennett, a former U.S. Air Force fighter pilot during W.W. II has remained an active pilot today. He flies to and from the farm in Jefferson county on a daily basis. He is president of J.O. Bennett and Sons, Inc., a family owned farming operation in Lonoke and Jefferson counties, chairman of the board of First State Bank in Lonoke and past president of the Arkansas and the American Soybean Associations. He serves as a national director of the Child Welfare League, a state director of the Florence Crittenton Home and as a director of the Crittenton Mission Board established by Congress. He is also a director of the Arkansas State Building Services. He is active in the Lonoke Methodist Church and served on the local school board for 22 years. Henry Broach Mr. Broach is a former US Air Force pilot, as well as a former pilot with the renowned and historic 154th Tactical Reconnaissance Squadron, Arkansas Air ational Guard. During his thirty year career as a commodity broker with Merrill, Lynch, Pierce, Fenner and Smith, where he serves as a vice president, he has remained active in business aviation and recreational flying. He and his wife, Joy, currently fly their beautifully restored Beech T-34A, the plane he first soloed in 1957 as a pilot trainee in the US Air Force. In addition to his interest in aviation, he is a student of Arkansas History, and is currently serving as President of the Board of Directors, of the Old State Hou e Mu eum Associates. Other community interest include an active role in the leadership of his parish, St. Mark Episcopal Church, as well as the Episcopal Diocese of Arkansas. F. Taylor Brown Retiring from the U. S. Navy as an Admiral, Mr. Brown has served as Senior Vice President of Falcon Jet Corporation in Little Rock for the past ten years. Falcon Jet completes the interiors and other components of the Falcon 100, 200, 50, and 900 jet aircraft manufactured by its parent company, Avions Marcel Dassault Brequet in Bordeaux, France. Along with Mr. Davis, Mr. Brown will be active in seeking assistance from the aviation industry for the project. Marion Burton Mr. Burton, a prominent Little Rock attorney, is also an accomplished pilot. A former Naval aviator, he served as commanding officer of a Naval Air Reserve squadron in Memphis prior to retiring from the Navy Reserve with the rank of Captain. The holder of world speed records in the Falcon Jet 20, Mr. Burton served as personal pilot to the late Governor Winthrop Rockefeller. Mr. Burton serves as Co-Trustee of the Winthrop Rockefeller Charitable Trust, and is active in many civic affairs, including his service on the Museum Planning Committee. David Clark Founder and President of Little Rock based Air Traffic Services Corporation, a firm involved in leasing of transport category aircraft, aircraft parts and sales, and property development, Mr. Clark relocated from Michigan to Arkansas in 1983. He is co-owner and president of Air Transport International, Inc. and All Cargo Air Carrier, and is a partner in GATX/Air Log Company, the only entity other than The Boeing Company currently authorized by the FAA to convert Boeing 747 aircraft from passenger to freighter configuration. Mr. Clark's non-aviation interests include the breeding and racing of thoroughbred horses at his Iron Horse Farm in Perryville and is a member of the Board of Trustees of Arkansas Children's Hospital. Dennis Davis Mr. Davis is Presid ent of Arkansas Modification Center, one of the largest aviation industries in our state. Serving a worldwide clientele, AMC designs and constructs custom interiors and avionics for corporate and private jets. Part of a management team which purchased AMC in 1984, Mr. Davis and his partners merged their company with British Aerospace Corporation in 1988. David Eldridge Moving to Arkansas in 1988 to become Director of Economic Development for Arkansas Power \u0026amp; Light Company, Mr. Eldridge had a distinguished career in industrial recruitment in the states of North Carolina and South Carolina prior to joining A.P.\u0026amp;L. A native of Michigan, Mr. Eldridge was an executive with B. F. Goodrich Corporation prior to working in the state industrial development profession. He will assist the campaign in seeking assistance from national and international corporations. Herschel H. Friday Senior partner of one the largest and most prestigious law firms in Arkansas, Mr. Friday is certainly one of the most distinguished attorneys in our state's history. He has received innumerable honors within the legal profession, and has been honored by many civic organizations across Arkansas for his countless volunteer activities. In addition to his other activities, Mr. Friday has long been a private pilot. Charles Harper A native of Little Rock, Mr. Harper has been an active pilot since 1942, serving as a Naval Aviator on carriers in the South Pacific during World War II. In November, 1945 he returned to Little Rock and worked for W. M. Apple \u0026amp; Company, a property and casualty general insurance agency. He was recalled to active duty by the Navy in 1950 and spent an additional two years as a carrier pilot. Mr. Harper joined Rebsamen Insurance in 1954, and was promoted to his present position as President in 1971. He is currently a board member of the United Way, the Foundation Board of CARTI, the Quapaw Area Council of the Boy Scouts of America, the Arkansas Tennis Patrons Association and the Florence Crittenton Home. Richard N. Holbert Mr. Holbert is President of Central Flying Service, Arkansas' oldest fixed base aviation operation. Founded in 1939 by Mr. Holbert's father, Claud Holbert, Central offers complete aircraft service, sales, charter, and flight instruction. Its customers have included Air Force One and the Concorde. Mr. Holbert was a founder of the Arkansas Aviation Historical Society, and currently serves that organization as Chairman of the Board. Ector R. \"Buddy\" Johnson, III Mr. Johnson is an attorney and a senior vice president of Worthen Bank \u0026amp; Trust Company, heading the trust division. Before joining the bank, Mr. Johnson was a partner in the law firm of Hamilton, Mackey\n\u0026amp; Johnson. He is past chairman of the Arkansas Bar Association Committee on Aviation Law and a member of the Experimental Aircraft Association. As a avid private pilot, Mr. Johnson has over the years owned and restored a number of antique and military aircraft. Ray Kemp Bio Pending Fred Menz Recently retiring as an executive with Merrill Lynch, Pierce, Fenner \u0026amp; Smith, Mr. Menz is an active member of the Museum Planning Committee. Mr. Menz was a military pilot during World War II, flying C-47s. Winthrop P. Rockefeller Winthrop P. Rockefeller, son of the late Winthrop Rockefeller, is chairman of the board and chief executive officer of Winrock Farms, Inc. He is past president of The Arkansas Cattlemen's Association, and is presently serving as president and chairman of the International Billfish Research and Conservation Foundation, and president and chairman of the Tactical Re ponse Association Foundation. He has served as a Commissioner on the Arkansas State Police Commission since 1981. He is very experienced aircraft owner/operator with extensive use of business aircraft and is a owner/operator of several executive airplanes, including a Lear Jet. James L. \"Skip\" Rutherford A native of Batesville, Mr. Rutherford is Senior Vice President of Arkansas Louisiana Gas Company and currently serves as President of the Little Rock School Board. Long active in Arkansas politics, he served as director of the Little Rock office of Senator David Pryor, and founded the Political Animals Club, a bipartisan organization of political aficionados. Until his election as School Board President, Mr. Rutherford was Chairman of the Arkansas Democratic Party. Lucien M. Taillac A native of New Orleans, Mr. Taillac flew B-17s in Italy during World War II, and returned home to the Crescent City after the war, joining Delta Airlines. Later, he sold Aero Commanders for Trans Air Corporation, a job that brought him to Little Rock in 1965, when he became the President of Little Rock Airmotive. At Airmotive, he began customizing business aircraft, especially such jets as the Falcon. Airmotive grew and modified Falcons for another Arkansas aviation innovator, Fred Smith of Federal Express. In 1973, FedEx purchased Little Rock Airmotive, but Taillac and his partners Roland Corriveau, Edwin Hendon, and Richard Copeland stayed on until the company moved to Memphis. Deciding to strike out on their own, Taillac, Corriveau, Hendon, and Copeland started Arkansas Modification Center with seven employees, a contract to work on one plane, and no facilities. Now, sixteen years later, AMC has over 300 employees and is a subsidiary of British Aerospace Corporation. Mr. Taillac sold AMC to two Little Rock businessmen in 1984. Now retired, he is a member of the Arkansas Aviation Hall of Fame and is an active member of the Museum Planning Committee. Identifiable Benefits to Students of Museum/School Partnership We feel that this partnership offers a winning situation for all parties involved. The opportunity for students to interact with various facets of the aviation industry, while gaining superior skills in science and math, will serve our entire community. The seeds of a better life for these students - and our entire community - will be planted here. Minorities, which will comprise at least half of the student body, will have opportunities for jobs in high technology fields which have been difficult for them to attain in the past. Certainly, we in the aviation industry are especially mindful of the need for qualified, skilled persons as we see the advances in our field. The best way to provide for the human resources which will keep Arkansas' aviation industry competitive in the next century is to make the investment of our time and resources now. We envision particular school curricula sponsored by specific companies or by industry groups. Special lectures and guest instructors will enhance the curriculum, and the school should have many chances for industry representatives to offer resources that will more vividly illustrate the course of study. The opportunities for field trips to interesting locations, including some out of state, will be tremendous. Vocational opportunities for part-time and summer employment of the high school age students can manifest in permanent jobs in the future. While many young people will see their paths leading toward higher education, the curriculum will not be limited to the college bound student. Vocational training will prepare other students for careers in aircraft maintenance, avionics, electronics, and other technical fields. Mutual benefits will accrue when students are involved in restoration of historical aircraft for display in the Museum. Through their study of these historic plane, students can understand the thought processes of the aeronautical pioneers of yesteryear, beginning with the Wright Brothers, following their logic as they solved the engineering problems that made powered flight a reality. Obviously, world history, American history, and Arkansas history can come alive when augmented by the resources of the Museum. Studying World War I, for example, will have added significance as students learn about the exploits of Captain Field E. Kindley, a flying ace from Gravette, Arkansas. Benefits to the Greater Little Rock Community As A Whole The final consideration to the success of this partnership is the effect on our community as a whole. For over thirty years, Little Rock has sought to escape the stigma of 1957. We feel that positive attention to local efforts - especially those of the private sector - to solve our own problems will create a new image of our community. We envision this facility as the symbol of Little Rock's commitment to end this crisis and provide quality education for all our children - education with real opportunities in real jobs for the future. Citizens of Pulaski County, and indeed the entire State of Arkansas, will be able to take special pride in this unique partnership. The museum will provide a beacon for those interested in history and aviation to learn more about the people from our state who contributed so much to this vital industry and to the defense of our nation. These great men and women are excellent role models for our youth, and their courage and determination to succeed against many obstacles will provide examples which can inspire disadvantaged youth to start believing that they can reach their dreams. Aviation is largest employer in Pulaski County. It is especially fitting that our industry lead the way for participation by other private sector groups in \"Partnership Schools\" such as proposed herein. This project will create a living partnership for economic growth, which can blossom into an economic base to serve our region well into the next century. It is not enough that aviation is the largest employer in our area. We must build upon this foundation so that Pulaski County will be an aerospace equivalent of the Silicon Valley or the Research Triangle. We look forward to working you on implementation of this project. For Immediate Release January 3, 1990 Dick Holbert - 375-3245 Aviation Group Applauds Aerospace Partnership School and Air Museum The Arkans:!s Aviation Historical Society enthusiastically welcomes the opportunity to work with school officials to make the Aerospace Magnet School proposed by Metropolitan Supervisor Eugene Reville a success, Society Chairman Dick Holbert said Wednesday following Reville's announcement. The school, which will serve students in grades 7 through ~2,\n., 1, .. vf,V~'-'~ u.\n~ ..\n1::~ .. :(!i...,u .. ~C.L :\u0026gt;1dgf1-l .\n_! .. ..\nvl ~I '4 !\\:,~al~(,\" 11Ccl.1 iln::: Lit.L1C RV\\,\nk. Rce,~v,i\u0026lt;.I.J Airport, to be built in conjunction with the Arkansas Museum of Aviation History. The Museum would have an area of approximately 80,000 square feet, and would house the Arkansas Aviation Hall of Fame, honoring Arkansans who have made significant contributions in the aerospace field. It would preserve aviation history through restoration and permanent exhibit of approximately 40 aircraft having specific importance and connection to Arkansas, consolidation of the resources of the various aviation organizations within Arkansas, and preservation of aviation-related artifacts and collections. Act 716 of 1989, passed by the Arkansas General Assembly and signed by Governor Clinton, authorized a $1.5 million challenge grant toward construction of the Museum. Through this ambitious project, the Society and the aviation indu.\ntries of Arkansas will join in a partnership with our three school districts to improve the educational opportunities for our youth. This partnership will benefit our young people, Arkansas' aviation industry and the community as a whole. \"The school could serve as a model for schools across Arkansas, with advanced curriculum in engineering, science and math, Holbert said, adding that \"Fortune 500 company representatives could tour this facility as an example of the educational excellence that Arkansas is achieving.\" \"Besides providing educational excellence for young people,\" Holbert continued, \"the museu111/sd1oui viouli\nprovio~ a posicive rirst impressbn' tor visitors to i..ime l:\u0026lt;.ock tnrough its proximity to Adams Field, enhancing the image of the airport and the entire community. Additionally, it would serve as an attraction to entertain and inform commuters, offering exhibits which would leave a positive perception of our City, and creating a boon for economic devdopment efforts.\" The real dividends of this commitment will return to our community in many ways as we prepare to move our economy into the next century. The preparation for advanced skills provided by the Aerospace Magnet School would be a necessity for our students to compete i,1 the high technology world of the 21st Century. \"While American dominance in many areas of technology is being challenged by competing nations, we continue to be the world's leader in aviation. The innovation of such companies as Arkansas Modification Center and Falcon Jet has resulted in continued investment from abroad in both firms,\" Holbert said. \"The aviation industry base in Arkansas will continue to expand as we provide educated persons to fill their needs for qualified employees,\" Holbert continued, adding, \"The immediate payback of the private sector's investment into ~e proposed aerospace school/museum will be a strengthening of our economic base that will benefit every sector of our economy.\" Holbert cited the educational advantages, stating that: \"Often math and science are taught in a theoretical manner, causing some young people to lose interest in the practical application of these skills. Being constantly surrounded with tangible reminders of the benefits of technology - the aircraft and memorabilia of the Arkansas Museum of Aviation History - can cause these students to have a revitalized interest in the concrete results of scientific effort. Science and engineering curricula would lend itself to exploring these applications, and the aircraft and other displays in the Museum would provide \"hands-on\" opportunities for students to relate to the engineering problems (and solutions) faced by aeronautical engineers of yesteryear.\" The Aerospace Magnet School could offer introductory courc\nes in aviation mainten:mcr!, air traffic control, and avionics, and would be eligible for an Air Force ROTC program and/or a Civil Air Patrol Cadet program. Students 16 and older could apply their private pilot license toward class credit, and would be eligible for employment with local aviation industries, both for part time and summer jobs. By serving young people in both the junior high and senior high levels, the school can offer long-term commitment to these programs. Holbert, who is President of Central Flying Service in Little Rock, emphasized the importance of offering students an opportunity to prepare for the jobs of tomorrow,. \"We feel that this will be the first of many successful Partnership Schools, offering not only an introduction for students to the aerospace industry, but a firm foundation in pre-engineering, science and math for college-bound students.\" \"In addition to the tremendous educational benefits, this project will provide an example of the 'can-do' spirit which can inspire our entire community,\" Holbert said. \"The benefits will be far beyond the school system, and through an enhanced image for our entire community, we can overcome the problems and resultant negative image of the last thirty years to enjoy an improved economy and quality of life for all citizens,\" he added. Encouraging the creation of other such cooperative ventures, Holbert concluded by stating, \"We.pledge the support of our industry to make this bold project a success, one which can be emulated by other business groups as we develop public/private partnerships to create new educational opportunities in the 1990's.\" Other members of the Aviation Museum Planning Committee are William H. Bowen, Chairman of First Commercial Bank, Marion Burton, Administrator of the Winthrop Rockefeller Trust, Lucien Taillac, retired founder of Arkansas Modification Center, Ector R. \"Buddy\" Johnson, Vice President of the Trust Division of Worthen Bank \u0026amp; Trust Company, Bill Lewellen of Rebsamen Insurance, Fred Menz, retired executive of Merrill Lynch, Tim Heiple, President of Nathaniel Curtis-Riddick-Heiple, and Henry Broach, Vice President of Merrill Lynch. ##### Arkansas Aviation Historical Society P. 0. Box 3511 Utile Rock, Arkansas 72203 / (501)372-3245 March 1@, 1990 Richard N. Holbert Chatrman of the Board Mr. Sanford N. McDonnell Chairman Emeritus McDonnell-Douglas Corporation P.O. Box 516 St. Louis, Missouri 63116 Dear Mr. McDonnell: RECEIVE.D MAR 1 6 1990 CiiUCI DI fflltl'D~IIUtll Sapll'YIHP It was a unique honor this past year to have you as an inductee into the Arkansas Aviation Hall of Fame. Last year's ainner was, by far, the best-attended Hall of Fame Banquet we have ever had. Your remarks were appreciated by all, especially your salute to the brave people of our armed forces, and your reminder of the vital link between America's military strength and world peace -- a fact too often forgotten. Our Society, and indeed all Arkansans are extremely proud of the tremendous contributions made by you and your family, both in aviation and other fields of endeavor. As we told you last October, the Arkansas Aviation Historical Society has been working diligently toward our goal of a permanent home for the Arkansas Aviation Hall of Fame -- the Arkansas Museum of Aviation History. Since your visit last fall, we have made significant progress toward finalizing our agreement with the Little Rock School District, forming a partnership to create an Aerospace Magnet School in conjunction with our Museum, at or near the Little Rock Regional Airport. This school would specialize in providing the educational base in math and science for our young people, while increasing their awareness of career opportunities in aerospace, engineering, and other high technology fields. We are moving forward enthusiastically with this exciting opportunity for a unique public/private partnership, and feel that our experience will show other groups across the country how they also may become involved in education. Our recruitment of campaign leadership is nearing completion, and many of these community leaders are your lifelong friends and acquaintances. For your review, I have enclosed a diagram that outlines the areas of support that our leadership will be working in. We feel that Little Rock's commitment to this innovative project will send a clear message that both the public and private sectors are dedicated to excellence in education. The preparation for advanced skills that would be provided by the Aerospace Magnet School will allow our students to compete in the market for the high technology jobs of tomorrow. - ___....... ------4---------------- ----- .... . -- - - ..-................ Mr. Sanford N. McDonnell March 15, 1990 Page Two As other matters concerning the Museum and School are resolved, we must address the final issue of locating an acceptable site near the airport. Originally, we had considered a location on Airport Drive near the main passenger terminal, but the addition to the Museum of the Aerospace Magnet School necessitated a larger site. Consequently, the Little Rock Airport Commission in conjunction with the Little Rock School District is reviewing other sites that could accommodate the facility. At this time however, it is difficult to determine whether these site possibilities would be acceptable for our project. This last concern prior to launching the capital campaign for the Museum is most critical, since plans call for the school to be opened by the 1991-1992 school year. Within the last month, we were informed by Mr. Bill Putnam, of Putnam Realty, that you and your sister owned the 43 acre wooded site near the new runway. Both in size and proximity, it could meet all of the needs we have for a location for the Museum and School. The members of the Museum Planning Committee respectfully request that you and Mrs. Lawrence consider a gift of this property for the potential site of the Arkansas Museum of Aviation History and Aerospace Magnet School. It is possible that the tax savings realized by the donation of this land could create a net result as advantageous financially as an outright sale. The members of the Museum Planning Committee will meet at a time and location that is convenient to you. I will phone you in a few days to schedule a meeting place and time. Thank you for your consideration of this request. RNH/mj Enclosure Sincerely, Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society Richard N. Holbert Chalnnan of the Board MEMORANDUM March 15, 1990 Arkansas Aviation Historical Society P. 0. Box 3511 Little Rock, Arkansas 72203 (501) 372-3245 To: Sanford N. McDonnell From: Richard N. Holbert RE: Campaign Leadership Arkansas Museum of Aviation History Chairman Honorary Chairman Vice Chairman Board of Directors William H. Bowen Chairman of the Board First Commercial Little Rock, Arkansas Herschel Friday Senior Partner Friday Eldredge and Clark Little Rock, Arkansas Winthrop Rockefeller Chairman of the Board and CEO Winrock Group Little Rock, Arkansas Richard N. Holbert President Central Flying Service Little Rock, Arkansas Ector R. \"Buddy\" Johnson Senior Vice President Worthen Bank and Trust Company Little Rock, Arkansas National Corporations Business and Professional Foundations David Clark President Air Traffic Services Corporation Air Transport International, Inc. All Cargo Air Carrier Little Rock, Arkansas David Eldridge Director of Economic Development for Arkansas Power and Light Little Rock, Arkansas Fred Menz Retired Executive Merrill Lynch, Pierce, Fenner, and Smith Little Rock, Arkansas Wayne Bennett President J.O. Bennett and Sons, Inc. Lonoke, Arkansas Fred Darragh Manager and Senior Partner Darragh Investment Company Little Rock, Arkansas Marion Burton Attorney Little Rock, Arkansas Community Leadership Advanced Gifts Acquisitions A via ti on Organizations Government Ray Kemp Vice Chairman Chief Adminstration Officer Dillard's Little Rock, Arkansas Charles Harper President Rebsamen Insurance Little Rock, Arkansas Lucien M. Taillac Founder/Retired Arkansas Modification Center Little Rock, Arkansas Henry Broach Vice President Merrill Lynch, Pierce, Fenner and Smith Little Rock, Arkansas J. Dan Baker Founder and President Avis Rent-A-Car Little Rock, Arkansas J.W. \"Buddy\" Benafield President J.W. Benafield Company Little Rock, Arkansas Government Continued Aviation Industry James L. \"Skip\" Rutherford Senior Vice President Arkansas Louisiana Gas Company Little Rock, Arkansas Dennis Davis President Arkansas Modification' Center Little Rock, Arkansas Taylor Brown Senior Vice President Falcon Jet Little Rock, Arkansas I r Chairman 'I National Corporations * David Clark ~ David Eldrid2e. * - Confirmed Campaign Leadership Arkansas Museum of Aviation History r 'I r 'I r National 'I Honorary Chairmen Chairman Advisory Board *Herschel Friday  William H. Bowen Jack Stephens \\.. *win Rockefeller Sidney Moncrief '\" r 'I Vice Chairmen  Richard N. Holbert \\.. Nathan Gordon I r Board or 'I r Campaign 'I Directors Counsel *Ector R. ''Buddy\" Johnson Catherine Johnson \\.. President \\.. \u0026amp; Associates I I I I r Chairman 'I r Chairman 'I r Chairman 'I r Chairman 'I r Chairman \" r Chairman \"I r Chairman \"I Business \u0026amp; Foundations Community Advanced Gifts Acquisitions Aviation Government Professional * Leadership  Organizations * J. W. \"Buddy\"  *FredMenz * Fred Darragh  RaliKemp Lucien M. Taillac  Henry Broach * J. Dan Baker  Benafield , Wayne Bennett \\.. *Marion Burton , Char ie Harper \\.. Walter Smiley , Charlie Taylor \\... James Rodger\n. , Skip Rutherford I I I 'I El Dorado [ FooS~ili ) I Fayetteville Jonesboro Pine Bluff Stuttgan Chairman Aviation Industry : Dennis Davis T lorBrown Little Rock School District February 1, 1991 To: The Office of Desegragation Monitoring ~ From : Dr . Ruth S. Steele, Superintendent Subject: Aerospace Technology Magnet Attached you will find a copy of the latest draft of the proposed stipulation concerning the Aerospace Technology Magnet . We believe that this will be the final draft prior to the preparation of the actual Stipulation . When the final document is prepared for filing, we will send a copy to your office . 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS \\-:ESTERH DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL.  PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District ( L:'-::::_,\ndeseq'- 0 C'at:i on plan sl:r:,_ ld be ame:1c.ec. t o include an Aerospace Technology Magnet School as described in Exhibit 11A11 to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School Distric~ Aercspace Tec~~c-ogy Ma_net School can only be constructed of first-ye a r funding of t::e Kagnet sc:-10ols ~.ss ist:.::.:-.ce ?ro-\nra:n grant, for which Exhibit 11A11 is its app lication, i n a t otal amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by sp~cific outcome expectations that black youth will be at least as well served in.educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying premise of Joshua is that student from higher socio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by the district. The outcome expectations shall be measured by objective, education rela ted criteria. The results will be subject to further analysis by the Distr ict-wide Bi-racial Co~~ittee and the Office of the Monitor. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Desegregation Plans of the parties (\"the Settlement Plans\"). The parties stipulate that the Aerospace Technology Mag~st School Plans shall be consistent with p lanned, opened and hareafter operate on a f ully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational ' ' environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 The Aerospace Magnet School shall effectively be a joint venture between the school district and the local community's ae~ospace industry in certain operational and financing respects. The school di~trict, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities. The local aerospace community referred to herein consists of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airp0rt Comnissi on and the foilowing private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the commitments shall become, with elaboration, contractual Commitments between these par t i es end t he school district to which affected pupils become t hird party beneficiaries. A. Compani es 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see statement attached to this page) 3 The Court shall be provided affidavits of support, with the prom i sed el abora t i on set out above , not l a t er t han February 19 , 19.91. These elaborations will commit to (a)\npecific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the Aerospace Magnet Technology School\n(c) year round mentoring and support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprentices hip programs and employment within these enterprises\n( e ) creation of r acially inclusive, nondi s crimina t ory work environme nts\na nd (f) broad b a s e d r a cia l a nd gender ~cpr esenta~ion on appropriate advisory and governing boards of each of the business enterprises. These commitments will be permanent and binding upon these employers or enterprises as well as their successors. EDUCATIONAL INITIATIVES 1. Student Educat ic:1 Plans {SEP' s) shall be developed for e ach pupi l who elects to att end t~e Aerospace ~ech~olc\ny ~3g~et School. The plans s hall be dev e l oped and t hen i mplenent ed in s uch a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required , , in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either SE/'1.J after school or on Saturdays . A principal objectiv e of the IEP's is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 for evaluation purposes. 2. The school shall employ a sufficient nunber of teacher assistants to insure that the serious tea~hing and learning objectives of ,the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate educational credentials for further study and/or entry into college type programs. The only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for the .SEP I .s. ...J:-E'F' s to work, demonstrate that they do not have either the capacity or interest fer the req~ired schcol ~or~. 4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shal l be in accordance with the Professional Negotiations Ag~ee~ent (?NA ). , 5. 'l:ie rac '31 .__....._...\n... ,JV'-'-,.. of t:-..e. Magnet School shall ber.~ a ~easer.able ~e:ationship to the r~cial balance of the other high schools. It initially shall be sixty percent (60%) black and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be -operated and supported by the district in those ways wnich do.hot diminish the status, faculty or student bodies of the other high schools. 7. All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all times provided their school work is first addressed to the level of their respective capacities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGE AMENDMENTS Page 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski Coun~y School Districts. That plan provided interdistrict remedies oi nagn~~ schools ~~d =ajcr~t~ ~o rn~~ori.ty transfers. The percentage of black stueencs i~ Nert~ Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page 26 During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the f all of 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biracial effort of their further work on this project.) Page 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timel y approved, with the further expectancy that i n Septern~er , 1992 or sooner thereafter t he new school will be opened. Tje racial bala~ce cf t~e sc~oc: sha~- ~e a range of black students ~ithin fifty-five to ~ixty-five percent and a range of white students between thirty-five and f orty-f ive percent. Those figures are comparable to the other senior high school enrollments. Page 29 (Last sentence on the page) Central High School has been successful in attracting white students from the Pulaski County and North Little Rock School 7 Districts. Page 32 (Supplement) Other standardized tests confirm the above disparities in test results between at least black and white students. The district is committed to fully addressing and remedying these disparities. To this end outcome objectives shall be formulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however , the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 36 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those s~ills will be effectively taught to all students so that they will meet the high school standards in the areas of Algebra, Physical Science and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Page 52 (New paragraph 2) 8 The planning process was not successful in including black citizens to the extent that it included white citizens as set out ii\ni paragraph one, supra. Nor did it include the LR.SD Biracial Committee in .the process. corrected forthwith and These unintentional omissions will be will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committee described in the next paragraph and shall otherwise be utilized to insure that this school meets its goals and expectations. Page 58 ( a new last .=.Ec\n::ence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Page 59 (supplementary language) _A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations for students .. achievement. , Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this fact and shall work to insure that it, too, will be fully desegregated a~d integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include \\ concepts from math and sc.:..er:ce such as velcci ty , vectors, 2.nd kinesthetics. Page 91 (new first paragraph) Student Education Plans (SEP I s) will be developed for all students. achievement. These SEP I s will vary according to past student Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 potentialities are developed to the fullest possible extent by virtue of their involvement in this progra m. Spe cia l e f f orts will be made to insure that black and socio-ec0nomical-ly deprived students shall have no less opportunity for academic success than other students. Page 106 (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for t hose students-who seek it. Page 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, speakers for students. Ser.ii nars will also be held and guest to allow s tudents to intera c t with -~i~o~ity and female individu~ls who have careers in science , math , a::--.d f ields r elated to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 district expends, which is $2,165 on average at non-magnet, nonincentive schools. Page 116 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology. by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluator(s) will work closely with the school staff and be b\nth sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Desegregation Monitor(ing). Page 146 (new paragraph three) 12 There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these.colleges for c~llege cred~~ to be given . for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingencies described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation of Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District's desegregation plan is ~edified t~ include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, contingencies: subject to the following 1. The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1993\nand 2. The Arkansas Aviation Historical Society must contribute 13 at least Four Million Five Hundred Thousand Dollars ($ 4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house .both the Aerospace .. , Technology Ma9fet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\". JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 BY,Qur,~ ~ WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: ____________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third ::~o ~=:_cr\n:_1 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 BY: ______________ _ Christopher Heller JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, P~~ 72201 \\. E'f : _______________ _ Steve Jones Richard Roachell SO ORDERED THIS DAY OF FEBRUARY, H91. SUSAN WEBBER WRIGHI' UNITED STATES DISTRICT JUDGE 14 Little Rock School District February 1, 1991 TO: The Office of Desegregation Monitoring FROM: ~Dr. Ruth Steele, Superintendent SUBJECT: Update on the Status of the Proposed Aerospace Technology Magnet The Little Rock School District has been in the process of discussions with several of the parties to the case during the past four days in order to arrive at agreement with regard to the proposed Aerospace Techno 1 ogy Magnet. The attached materials reflect the agreements made as of 8 a.m. this morning and are for your information. We will send you a copy of the final stipulation when it is forwarded to the Court. AS/laj Attachment 810 West Markham Street  Little Rock, Arkansas 72201  (501)3743361 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL 1-\".2 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Tha undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegragation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit 11A11 to this stipulation as modified below to address the concerns expressed by tha court and some of the parties. The parties further stipulate and agree ttat tha Little Reck School District Aerospace Technology Magnet School can only be constructed ~f_,o J cf f,rJf-ye\"-r f:.,,,c/.~\n.+- and operated it the Little Rock School District receive\\ the Magnet Schools Assistance Program grant, for which Exhibit 11A\" is its ,c, ~_, application, in~ amount of Four Million Dollars ($4,000,000.00) /4r '~\"'). -ttJ) al /ttt!f- /f f\n-!'1- ~J, \"and  if the Arkansas Aviation Historical Society contr1butes 1 Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospaca Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. JHI I 3 1 \"31 l~ : c.lJ By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: Page 19, (paragraph 2 after sentence 1.,. add)  .The 1986 court approved plan . provided the first interdistrict remedi~s in the Little Rock case, i.e., majority to minority transfers and interdistrict magnet schools, Page 23, (paragr.aph l delete #6) sibling preference which was part of the Tri-District Plan is not part of the settlement Plan and is thererore deleted from the grant proposal. Page 2 6, (paragraph 1, sentence 2) The phrase \"under construction\" should be clarified to read that planning is underway !or the school. Ar chi t~ctural renderings and site analysis are in progress. Page 27. {E\u0026gt;rogram Objective II) The school's racial balance shall have a target ratio of 60% Black and 40% White with possible range of 65% Black and 35% White t o 55% Black and 45% White , Page 29. Tha last sentence on the page should read: 11Central' s program has succeeded in attracting white students from the North Little Rock and Pulaski County School Districts, Paga 32. outcome objectives shall be formulated and implemented for students at all grade levels such that students will hava their remedial and learning needs met prior to the 9th t o 10t h gn .. da tra ns ition into the aerospace program. Page 3 6, (paragraph 1, sentence 5) The term II school standards\" refers to specific course work which shall be completed by students in the school. These courses include algebra, physical science, and earth science . . Page 59. (paragraph 1, sentence 3) A program or teacher _dQVeloped incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60, (paragraph 2, sentence 4) outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities ror their students, and progralTIInatic exp~ctations for students' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. 2  J~,11 ::! l '91 1 S: c. l Paga 77. (paragraph 21 aentenc0 6) The theme and focus shall parmaate the entire program, Even courses such as physical education and physiology shall include concepts from math and science such as velocity, vectors, and kinei.thatics. Page 91. (paragraph 1 1 sentence 2) Appropriate intensh,e counseling will provide. assistance and direction to students to ensure that their potentialities are developed to the fullest possible extent by virtue of their involvement in this program, Spacial efforts will be made to ensure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 106, (paragraph 2, sentence 3) The District will work with the business community in general and specifically with the aerospace/aviation industry to ensure summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it. Page 108, (paragraph 1, sentence 2) Adjunct. ~taff will include mentors, role models, and guest speakers for students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in scienca, math, and fields related to the Aerospace Magnet program. Paga 111. (paragraph 2, sentance 4) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to ba considered in additi on to the per pupil cost which the district expends, which is $2165 on average at non-magnet, non-incentive schools. Page 116, (paragraph 1, sentence 6) Success shall further be determined by analysis of statistics .related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender 3 P.-l decreasQ in dropout rato ae compared to other high schools such that the number of black students in the graduating class will be equivalent to the percantage of black at-iJ~ents .. enrolled in the program Page 146, (paragraph 3 1 sentence 4) A collaborative effort shall also be pursued with the university of Arkansas at Pine Bluff, This 117 year-old institution has been a major educator of black student\u0026amp; in the fields of high8r education, The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modi!ied above, subject to the contingencies described above, would compliment their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit 11A11 , as modified by this Stipulation and consent order, contingencies: subject to the following 1, The Little Rock School District must receiva the Magnet Schools Assistance Program grant, !or which Exhibit \"A\" is its ~~~ F application, in~ amount of Four Million Dollars ($4,000,000.00),z,rflf'/-r tw.,J\nqq3\nand  .t.-- 2. The Arkansas Aviation Historical Society must contribute f /tAS1 ~ A Four Million Five Hundred Thousand Dollars ($,4 1 500 1 000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and 4 ' JRN 31 '91 15 =22 P .6 the Aerospace Museum, I! either of these contingenciQs dogs not happen, the Little Rock School District will have no obligation t~ bui14_th0 school or i~plemant t~e Aerospaca Technology program described in Exhibit \"A\". JOHN WALKER, P,A, 1723 Broadway Littla Rock, AR 72206 BY: ____________ _ John Walker WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg, 200 West Capitol Little Rock, AR 72201 BY: ____________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P,A, 1014 We~t Third Little Rock, AA 72201 BY: ___________ _ Richard Roachell . \\ . FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Littla Rock, AR 72201 BY: _____________ _ Christopher Heller JACK, LYON \u0026amp;c JONES., __ P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY: _____________ _ Steve Jones  . IS SO ORDERED this ____ _ day of February, 1991. Susan Webber Wright United states District Judge 5 Knight Intervenor Concerns and Recommendations to the LRSD Aerospace Technology Magnet Grant Application References to Teacher Compensation and Salaries (Pg. 5, 9 , 11 ) Knight Intervenor's Position - All compensation for teachers and support personnel including stipends for inservice, additional pay for extended days, or work outside the contracted year s hould be allocated in accordance with existing contract agreements. Where contract provisions are inapplicable or new pay schemes are contemplated negotiations should occur with the Association to insure appropriate compensation for the employees involved. l. 2 . 3. 4. 5. Relevant provisions - PNA Article I Sec B, Sec D. I Sec E. Article II Sec A Article VII Article VIII Article IX Sec. A Relevant Provisions - ESP Agreement Article I Article III Sec I Article XII Article XIII References to staffing of teachers and support personnel in Aerospace Magnet. (Pgs. 52-53) Knight Intervenor's Position All staffing of teachers and support personnel shall be done in accordance with the relevant provisions of the PNA and ESP Agreement. Relevant Provisions PNA \\ Article XV Article XVI Article XVII Article XVIII  . e. Relevant Provisions ESP Agreement Article XV $~lection of teachers and support personnel to serve on Aerospace Magnet planning committees should be done in accordance with the relevant provisions of existing contract agreements. Relevant Provision PNA Article XXV Article XXVI Sec K Relevant Provisions ESP Agreement Article XIX \\ . .l..'f.'.f~. ~':. ., ,,., ... , ..... . , \" \"' .. .. 111r.1a,,.  '\"'\"\" -~ ............................. ,... ........... ............. . . .. a, o. '- ._.._ -  h\"- II. ..,. .-.-... c. ......... .,...,. ..... ...., , ... . cc1e11  w11a11111, -..-, \" ~ ................. . .o..a.c.... .c.. . ...... \".' .\". ... \"' ,111110   1ttCc.\"\"'  \"\" ..10 a.-..-. .. , .. , ..... Jt 1t, .... . -\"\"' . . ....... 11 1, \"\"' ........... _. ....... ...  .,c:ti.t llll 111.  CT1 JIit   6, .................. , ..... . ........... ,. 1\"\u0026amp;\\.C: .... . . .... \"'  o . .,,., .. T -. e\\CT\"', \"\" .,, c1 1 ,,.. ,..u, .. ,  1r1 41 tt, 40N, A. 1io1t1M f- tTIJII, JI.Ao ...., .,.... .. ..A.,.W ,. l.a. .I.I ,._.._ u~  '\"'- ._.._ ..,o-  \"~\" \"' ... .,,., 11.l\u0026amp;I.I \"'A\u0026amp;  \u0026amp;, .... Clill te11t a..\"-Ca, ,._,.._, :r:axl:) .. -r, :u.J:\u0026gt;..itJ:\u0026gt;o:i  e:. ... .-s.  --c:,.ao.1110, IHIIM~ N'  ~.....xi,,.ncH8 ATTOI011r,s f ....... a ,. .... ,. O:  CIICIAI,, au1L.414 00 wC,aT C,.\"I TIIII, 1,ITTI.C OC:~, ,..11.Afll\"\" 7.IOlie.a FROM: ______________________ _ tttssAGE: ..7. 4\"/S aaa:-7 .L4\"'ae\n, cU. 8/\"IAC ~~ ckC#/7/22? Ttft2$ - a P. l ._.w t'lt1ti,,1-. 11111,, .  ..._ o\"  .... ,., .   .., ... -. ......  1 ... 111 , ... '\"'--  o    .. \\.   Ge111c o, .. ,. . , ..   ._,  , ..... 111,   \"  c .,, ..._ ,. ... .,,..,.... ... w.a. \"eo ...i... ..  \"  , ca-.v1 4. 1t ICllff  r...-''I 111.\"' ~ 1o111c 11, 11'P\\t ~Cllllh1 j ..... , , ............. . 11 A .......  C'# .i , \\ill 1114 .i ..... =  , .,iilll , -.. . ._ ....\".'.*.'. . cwc,,. ...... ,. t4eil\"P   \"'cc .,  ,.  0  -01o. ........... ,.,  111 o\"\"\" to faflltCI C, a ..... .,. 1 o-\" Cc , ,  GM\u0026amp;,f1i,  cC'4 .. \"C1 1  ,o-.ca OAV 1e   .., , \\..ACIII ,\u0026amp;rP11 14. OO  t -- w- ... .__,,  J,  ,, ..   1t1t    U,tCCICIC, I~. . . .... ... \\., 1- ...... TOTAL NO. or PAG!S I 5 T!I! IN10!\\MATION SM~!T PLUS!..:/__ PAG!S cAT!: __2 -/_1 ,....../_ct.,_\n__ IP' 'lOfJ 00 NO'r R.!C!IV% A.LL TR? PAGES - i'Lt.ASE eALt SAClC ASA.P ,01-J7'-20ll 'rP.ANSM!TTING TP.OK: (PLZAS! CillCt.E ONE) ACTOKATIC FAX RAPICOK 200  (501) 376-2147 AC'tOMATIC lA.X lll'ICOK 200 - (!Ol-J766369 'rll.ECOPY OPERATOR: ____________________ _ FOR. OF?IC! USE ONLt: __.. .\nL\n.'. .._I_ 2._~~3.,._ _o_ _____q ~o-----=-=---- ' CI.I ENT Nt\"MB ER) ( MATTER NUMBER} IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO, l, ET AL, MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, !T AL, P.2 PLAINTIFF DEFENDANTS INTERVENOM INTERVENORS STIPULATION AND CONSENT ORDIR R!OllDING LITTL! ROCI SCHOOL DISTRICT AEBQSPAC! TECHNOLOGY MAGNJJT SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnt School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated it the Little Rock School District receives approval of first-year funding of the Magnet Schools Assistance Program grant, for whieh Exhibit 11A11 is its application, in a total amount of Four Million Oollars ($4,000,000.00) for 1991-92 and 1992-93: and if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,500,ooo.oo) as its share of tha construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aero\npace Museum. FEB 01 ' 91 l  = 23 P. 3 The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in tha proposed Aerospace Magnet School. Th underlying premise of Joshua is that student from higher socio-economic backgrounds, based upon pa1t and present treatmnt by Little Rock School District, are being and will be well served by tha district. The outcome expectations shall be measured by objective, education related criteria. The results will be subject to further analysis by the District-wide Bi-racial Committee and the Office of the Monitor. The Aerospace Technology Magnet School is being integrated into and angrafted upon the Settlement Dgregation Plans ot the parties (\"the Settlement Plans 11 ), The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. Th school shall be planned, opened and hereafter operate on a tully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. Th district commit that it will maintain this facility on a racially integrated basis into perpetuity. 2 i ! I FEB 01 '91 1 ~ =2  PA The Aerospace Magnet School shall effectively be a joint venture between the school district and th local community Is aerospace industry in certain operational and financing respects. The school distriet, however, shall have full and final authority tor all decisions and conduct of the school including but not limited to its staft, students, program and activities, The local aerospace community referre~ to herein consist of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rook Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airport Commission and the following private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the comrni tments aha 11 become, with elaboration, contractual Commitments between these parties an~ the school district to which aftected pupils become third party beneficiaries. A. companies 1. central Flying service 2. Falcon Jet C0rporation 3. Arkansas Moditication Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see statement attached to this paga) 3 P.5 The Court shall be provided affidavits of support, with the promised elaboration set out above, not later than February 19, 1991. These elaborations wi1i commit to (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities: (b) summer training and employment opportunities for the black pupils who will attend the -Aerospace Magnet Technology School\n(c) year round mentoring and support programs for blac-k- pupils at the school, (d) preferential consideration upon graduation for training or apprenticeehip programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (t) broad based racial and gender representation on appropriate advisory and governing boards of each ot th business enterprises. These comrnitmnts will be permanent and binding upon these employers or enterprises as well as their successors. EOUCATION~L INITIATIVES 1. Student Education Plans (SEP's) shall be developed tor each pupil who elects to attend the Aerospace Technology Magnet School, The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be ''mainstreamed\" into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the $!:P's is to allow the progress of each pupil to be measured periodically, It will also assist in determining individual teacher performance 4 I I P.6 for evaluation purposes. 2. The school shall employ a sufficient number ot teacher assistants to insure that the serious teaching and learning objectiVQS of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate educational credentials for further study V and/or entry into college type programs. The only posible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for th $EP 1 s to work, demonstrate that they do not have either the capacity or interest tor the required school work. 4, There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in th practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA}, 5. The racial balance of the student body of the Aerospace Magnet School shall bear a reasonable relationship to the racial balance ot the other high schools, It initially shall be sixty percent (60%) black and forty percent (40%) white, The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 : FEB 01 '91 1~ :26 P. 7 job and a period of employment thereafter for the district. 6, The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7, All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all  times provided their school work is !irst addressed to the level of their respective eapaeities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGlll AMENDMENTS Pag 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS 11 ) In 1986, the Federal District court approved an interdistrict plan of desegregation between the Little Rook, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies of magnet schools and majority to minority transfers. The percentage ot black students in North Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page a, During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near IntQrstate Highway Thirty (30) in Southwest 6 P.8 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the tall ot 1992 or aeon thereafter. (As a footnote, the architects who are working on these plane have committed to make a biracial effort of their turther work on this project.) Paqe 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted, Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of blaek students within tiftyfive to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those figures are comparable to the other senior high school enrollments, Page 29 (Last sentence on th page) Central High School has been successful in attracting white students !r0m th$ Pulaski County and North Little Rock School 7 Districts. Page 32 (Supplement) P.9 Other standardized tests confirm the above disparities in teat rsults between at least black and whit students. The district 1 committed to fully addressing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented tor students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program, I those are not met, howevr, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Paga 3, {substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be ettectively taught to all students so that they will meet the high aohool standards in the areas of Algebrl!, Physical Scienee and l!:arth Science, The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils, Paqe 52 (New paragraph 2) 8 FEB 01 '91 1~:.::s P.10 Th planning process was not succesaful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the ~roeess. These unintentional omissions will be corrected. forthwith and will not be repeated. The Biracial Conuni ttee and Joshua shall be fully represented in the Magnet School Planning Committee described in the next paragraph and shall -- otherwise be utilized to insure that this school meets its goals and expectations. Page 58 (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have tor maximizing their abilities within the school. Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation ot studants at the Aerosp~ce Magnet. Page 60 (supplementary language to paragraph two) 9 FEB 01 '91 14 :28 P.11 Outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities tor their students, and prograltll'llatic expectations tor students achievement. Special outreach ettorts shall be made to parents of black and soeio-eeonomieally deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing ataft is disproportionately white. The district is sensitive to this tact and shall work to insure that it, too, will be fully desegregated and integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts !rom math and science such as velocity, vectors, and kinesthetics. Paqe 91 (new first paragraph) Student Education Plans (SEP I s) will be developed for all students. These SEP's will vary according to Appropriate intensive counseling direction to students to insure achievement. assistance and 10 past student will provide that their I ' FEB 01 ' 91 1~ :29 P. 12 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 10, (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summer jobs, part-time employment, mentorships, apprenticeships, and employment atter graduation for those students who seek it. Peqe 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers tor students. seminars will also be held to allo\"-1 students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual eost of Magnet components only and is to be considered in addition to the per pupil coet which the 11 FEB 01 '91 14:30 P.13 district expende, which is $2,165 on average at non-magnet, nonincentive schools. Paqe 111 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender decrease in dropout rate as compared to other high echools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Paga 119 (final paragraph) The evaluator(s) will ~ork closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office ot Desegregation Monitor(ing). Paqa ucs (new paragraph three) 12 FEB 01 '91 1  =30 P. 1  There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff, Arrangements will be sought with these colleges for college credit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned p~rties stipulate and agree that a modification ot the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingenciea described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, al though the parties understand that this program might have a ngative impact upon the further desegregation ot Fuller Jr, High and Mills High School. It is therefore ordered that the Little Rock School District' desegregation plan is modified to include the Aerospace Technology Magnet School deseribed in Exhibit 11A11 , as modified by this Stipulation and Consent Order, subject to the following contingencies: l, The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,00o,ooo.oo) tor 1991-92 and 1993: and 2, The Arkansas Aviation Historical Society must contribute 13 P.15 at laaet F0ur Million Five Hundred Thousand Dollars ( $ 4,500,000, oo) aa its share ot the construction costs of the Aerospace Education Canter which will house both the Aerospace Technology Magnet School and the Aerospace Museu~. If either ot these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\", JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthan Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: __________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 BY,n: _ ... CLL Richard Roachall FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First commercial Bldg. 400 west Capitol Little Rock, AR 72201 BY: ________ ~---- Christopher Heller JACK, LYON \u0026amp; JONES, P,A, 3400 Capitol Towers Capitol \u0026amp; Broadway Little Roek, AR 72201 BY: _____________ _ Steve Jones SO ORDERED THIS r::Jl.:f OF FEB.~, 1991, SUS.Z\\N WEBBER WRIGH!' UNITED STATES DISTRICT JUOOE 14 ..  tu 9 F 11 h pr vi VO U tt ent, hiring d t ti or r ini or ith  nt rpr , ( nd Ort DUCATIO J\\t, 1 ~c icn 1 na ( P's) h ll b d v o~ he d1 triot t a to pro r It will 1'111111n 1\" 111 I a e th r E .. FEB 04 '91 10 :53 .l..'.l.'I.! !':. - ,.,._., . ,,,,,: \" .... .,, .. ,. ..... '\"\", , . . .... .. t ~ tal, _, .. ,. Aa. ~- .. 4 ................ \"\" ... G11.~A. lll1Ct1llll1t A, P\"-- ._._ JC1111 c . ,  i.,, . ... . - .... 1\\11\"\" - .. . ,.ca,c  w     r -1.c111c,  ~. aar.  ..... ,., 4. ,. ..C... .t:., .C \"'-  J .. \u0026amp;.A. .... ., ........ . .i  ... cl'f .,,..,.a \" .......... ,,.1., .... . tiii11. . . ........... \"' \" ~ ................ -~ ., -'-1  111 1a\u0026amp;T1 J  , ,  A, .il.itri II C  AO .a11111, ._A, ..J., .-..1.'-.1 1.1 1itCO , ,-._., ...  ..\n, .. ta141f-, CAf\\..ff,  ._ ti 111, 14'aTON, ..... ,J, ........... \"-~lit lit ..... \" .... 41 ... . 11a1io 1 , .......... , ...... .. 1'1   .. w .. \" \" ._._ tA I, oe11,- \u0026amp;, CAO a. '~ ~Ao .IO  c a,  .,_  ,,,._,., 11,,,1\u0026amp;\u0026amp;\" ............... . c1111 te,o ..,,.,.,.,., ... \"- JI' .a l:rl.\\.T, Z t.D 1cG \u0026amp; 6 c\n:. ... :az .. --o, ... --......,.0~-~ ... ,,.o ... ,.,  ,. ......  ~1  1' C:-c1-. A\\,/11.,a, .... GIi U1' i-rfO~ 1,/TT1,c oc:i1 ....... . .... UIOlJ ... a Tc1,c,.~ IOloJ11iCIII ,3 7 J- 0 I O 0 \u0026lt;.STE VE t~o ~~ - 'K \\ f\".\u0026lt;.o f'iC~C. L( 37\u0026lt;._/- /\"l L/7 3 7 ..5 - I O ?_ 7 3 -7 5 ,_ I q y () P.1 ~ ....... ,. ... , ..  . .... Gell IP I. I 'I, \\,1t1A111   1-- 111, a ..  ...... 4 ,   ..1 .-.1 ,1 4\\ Ir,.  111t  ....... , ..... . .,..,,  C'- .,,-.~,  c~1t.    C.I.T9C te \\.lllC C4-Yt-. ,J, Itri. .-. ,. \"'ce,1.- \u0026lt;1111 ... .._ i.,o-.c .-.. ..\".'.' \", ' ....1...c.\". ... .  ............. 1.e1111 ....    t=i-lt J4MCa   IA4C,    .,.~_.\\II 1c11111.-e1 \"  1.tawt \"... ..~.. c \"\n,., .,1 ...1..  --a ... ,. .. \" ........ .. 4\\11 .. i..,a  11111 c. oc fl  GI, ._Clf ,. --\"' 11c111,,., ~,0111111  c o, .,. , ,.aa ..  c,,.,.,  ac -- 1111h Wt\\.1.1 J, rw w11.1,, 1  C\\i.a .. oc, \" ,    \\.-IA l. \"C~-. WI ~ .. , ... ta ~MO .. ,    ..  TE!.EC:OPY TO FOLLOWING NO: ___ __...,__ __________ ....... ,,, ...... THE '/ IC/ ~ 4:0i1e - e~ a,a //11Mf?t'P~ ~t:!tl\"~.S - ~ ~ Mt) c7JWtt2-. TOTAL NO. Ot PAG!S 3 'l'!!IS IN70RMATION SHEET PLt1S _ PAGES OAT!:: :P::r-\n2.,-\u0026lt;-(-tf / TIME: IP' YOti 00 NO'? UC:!IVE ALL Tm: PAC.!S - PtzASE CALL 8Aa ASA\nS01-31t-201l 'l'RANSMI'I\"rING n.OH: AOTOMATI~ FAX lAiiecM 200  (501) 37~2147 Tll.ECOPY OPERATOR: ___________________ _ FOR. OFFICE C'SE ON'tl =-----------1---------~~~--:-:~~~-- ( CI.IZNT NUMBER) (MA'l'TD NtJM!SER) TO ~IUC\u0026gt;AY l'IU! P. 2 P,12 Th Aeroapaoa Me.gnat Sch0ol sh.11 ettectively be a joint ventu~ betwn the ac:hool diatriot and th ArJcana Aviation Historical soeiety in certain ~perational and tinanoing rpct1. The school diatri~t, however, shall have tull and tinal Uthority tor all deeiaiona and conduct ot th ac:hool including ~ut not limit~ to its tatf, studente, progru and activities, The looal aerospace eommunity consists of those aerospace technical busin enterpri which are located around the Little Rock Regional Airport. lt includes the Little Rock Airport commission, a public enterprise, which operates th Little Rock Regional Airport, Th Littl Rock Airport Commiaaion and the following private aerospace technical businaa entet'l)rises hereby make the commitmnts contained in the atatement ef upport attaehed to thia pag~d tha reaonable interencea which flow t.hrefrom regarding the level and duration of aaid support. A, Companies 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkan Moditic:ation Center 4. Midooaat Aviation s. Air Tranaport ?nternati0nal 6. Little Rock Regienl Airport B. General Commitment (see attachment to this Pge) The court shall be provided aftidavita ot auppert from repreeentatives of the local aeropaca oommunity, not later than Pebruary 19, 19il, Th attidavita of aupport will deacribe each 3 FEB \\Zi..1 '91 10:54 P .3 82104/lHI let 19 FROM JOHN IJ,IJRLK ~R l\"dl, P,03 company' p~esent c~mmitments and tuture voluntary ettorts in th tollowing area 1 (a) specific employment, hiring and promotion commitments for each ct the employers and aftect all futuro employmnt opportunities, (b) suuer training and e111pl0yment opportuniti for the black p~pil who will attend the Aeroapce Magnet Technology school\n(c) yea:- ro~nd mentoring and support programs for black pupils at th eohool, (d) preterential conaideration upon graduation for training or apprenticeahip programs and employment within th nterprit (e) Qreation of racially inclusive, nondiscriminatory work environme.nt# and (t) broad baaed racil and 1ender reprntation on approp~iate advisory and governing ~eard of eaob of the busin enterprises. In th event that it 1a necessary to m0dify these c011Unitments, notice ahall be ~rcvided to the partiea and efforts vill be ~ad to continue the epi~it of theee coll1Xllitmenta. BDUCATION~L %MITIATIV!l8 1. student Educaticn Plan (SZP's) shall be dvlo~ed tor each pupil who elects to attend th Aerospace TechncloiY Magnet School. Th plan ahall be devaloped and then implemented in sudh a way aa to insure that all pupils therein hall be \"mainstreamed\" into regular classes. If additionl, out of claa\" work i  required in order to promote remediation to pupils to meat 0lasar0om work, the diatriot shall otter it a needed at district e:icpen either atter school or on Saturday. A principal objctive of th SZP's i to allow the progress of each pupil to b measured periodically. od~tm,i)1,v~ 1ii:\u0026gt;D1v,D1Jt\u0026gt;,../ -to-.ch.te. Od'_J:',c,el\"\\A.10~,C Teacher's Brown Pilgrim Keith Thompson Moix Comer Ford Moran OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY 1st GRADE RACIAL BALANCE January 22, 1991 Name Total Black White Other 21 14 7 0 20 14 6 0 20 13 7 0 20 14 6 0 23 17 5 1 20 14 6 0 21 14 6 1 21 14 7 0 % Non White 67% 70% 65% 70% 78% 70% 71% 67% ROCKEFELLER ELEMENTARY RACIAL BALANCE BY GRADE January 22, 191 Grade Infants-2 yr olds 3 yr olds 4 yr olds Kindergarten 1st 2nd 3rd 4th 5th 6th SUB TOTAL Infants-1st gr 2nd-6th Total 27 17 58 59 60 32 33 34 36 26 221 161 Black 16 10 34 33 32 25 27 25 27 23 125 127 White 11 7 23 26 25 6 6 8 9 3 92 32 Other 0 0 1 0 3 1 0 1 0 0 4 2 % Non 59% 59% 60% 56% 58% 81% 82% 76% 75% 88% 58% 80% White FOREST HEIGHTS JR. AND HENDERSON JR. CAPACITY \u0026amp; ENROLLMENT FIGURES January 23, 1991 Forest Heights Capacity Enrollment 1-23-91 780 748 96% filled to capacity Henderson Capacity Enrollment 1-23-91 960 893 93% filled to capacity CENTRAL HIGH INTERDISTRICT MAGNET PROGRAM t OF STUDENTS PARTICIPATING AND RACIAL BALANCE t OF STUDENTS PARTICIPATING ON A M-TO-M TRANSFER January 22, 1991 Called Jane O 'Neal, Registrar at Central. She did not have the information. Would be able to provide the number of students in the interdistrict classes but was not sure that would be the total number of students in the magnet program. She was not sure exactly who was in the magnet program and was not sure if anybody at Central could provide that information. Called Gladys Adair, Attendance Secretary at Central. She was not sure if she could get the information. Did not think that information was available from Central. Sue Pederson from Student Assignment had sent her a list of all students at Central on M-to-M transfers, but did not know which of those students participated in the magnet program. Called Sue Pederson, Student Assignment Office, Little Rock School District. Sue was to call back with the information. With the return call on January 23, Sue reported Student Assignment Office did not have the information available and she would have to call Mr. Hickman. Sue was told of the deadline this office was under and that the information was needed. On the morning of January 24, Mr. Hickman's office was called to see if the information was ready. Patty Teach, Mr. Hickman's secretary, said Mr. Hickman was out of the office and had not returned Sue Pederson's call. Ms. Teach did not have the requested information. Sue Pederson called to report in order to provide the requested information the international class rosters would have to be gone through by hand to mark out students that took more than one magnet class. After that was completed, she would be able to identify the Mto- M students and have a count of participants, but it would take a few days. Sue was told a few days would probably be too late for our deadline, but I would call her back after talking with Ann Brown. James Jennings then called to say he understood this office had requested some information and to make sure we understood what would have to be done. I told him that I had talked with Sue and was to call her that afternoon after discussing the situation with Ann Brown. Mr. Jennings said he did not know he was under a court deadline. I told him he was not. This office was the one under a deadline to the court. I told Mr. Jennings I would contact Sue that afternoon after talking with Ann regarding the time line for the requested information. After talking with Ann, I called Sue Pederson on the afternoon of January 24 to tell her a few days would be too late for us to meet the deadline, but the information was valuable and needed to be provided to our office. Sue was not available and was to return my call. On the morning of January 25th I again called the Student Assignment Office and could not get through, therefore, I told Linda Bryant to continue trying to get Sue Pederson and give her the message that a few days was too late for the information to be provided to meet our deadline, but since the requested information was valuable, to please provide it to our office when available. Sue Pederson was contacted with that message. She replied the information was in the process of being collected and would be forwarded to this office. Minutes Aerospace Education Center Campaign Leadership Meeting November 21, 1991 DEC 1 0 1991 The year end meeting of the Campaign Leadership of the Aerospace Education Center was held November 21 at the Statehouse Convention Center. The meeting was scheduled to precede the first National Leadership Institute on Aerospace Magnet Schools, co-hosted by the Federal Aviation Administration and the Little Rock School District. Committee members present were: J. Dan Baker, F. Taylor Brown, Frederick J. Menz, Maj. Gen. James Ryan, Charles M. Taylor, Wayne Bennett, Henry Broach, Marion B. Burton, Edgar K. Riddick and Lucien M. Taillac. Special guests were: Pat Gee - Little Rock School Board Member, Jim Dailey - Vice Mayor of the City of Little Rock, Tom Dalton - Manager of the City of Little Rock, Tony Wood - Deputy Superintendent of the Little Rock School District, Julie Speed - Special Assistant to Congressman Ray Thornton, Phillip Woodruff - Director of Aviation Education for the Federal A via ti on Administration and Aerospace Education Center contributors Philip Jonsson, James Hamlen, Warner Gamer, Ruth Remmel and Emma Hall. The meeting was called to order by Vice Chairman Dick Holbert. Mr. Holbert introduced Lucien M. Taillac, who reported on the fundraising progress to date. The cumulative total is $4,160,047.19 of the campaign's $6.5 million goal. This figure included $2.0 million in public funds - $1.5 million State of Arkansas and $500,000 from the City of Little Rock. A total of $2, 660,047.19 has been pledged from foundation, corporate and personal gifts. The capital campaign of the Aerospace Education Center began in October 1990, and is scheduled to conclude in October 1992. Mr. Taillac recognized the contributors to the Aerospace ,,, Education Center and expressed his deepest appreciation to all that helped the campaign reach 65% of its goal. Mr. Holbert gave special recognition to the City of Little Rock for their recent commitment of $500,000 for site improvements. This gift from the city will assist the Aerospace Education Center leadership in leveraging foundation support outside the state of Arkansas. Julie Speed, Special Assistant to Congressman Ray Thornton, reported on recent legislation passed by Congress that was signed by President Bush on October 28 enabling the FAA to grant funds to four aerospace magnet schools within the United States and 57 workshop programs. This legislation was initiated by Congressman Thornton and Senator Bumpers after former FAA Administrator James Busey delivered the keynote address at the April 12 Aerospace Education Center campaign kick-off luncheon. The FAA has become a national partner in the development of the museum/school facility, and was recently joined by NASA after a November visit to Arkansas by Dr. Eddie Anderson, Director of Elementary and Secondary Education for NASA. Mr. Holbert then introduced Mr. Phillip Woodruff, Director of Aviation Education for the FAA and coordinator of the National Leadership Institute on Aerospace Magnet Schools. He and Tony Wood discussed the itinerary of the Institute and participants, including school representatives from Long Beach, California, Phoenix, Arizona, Louisville, Kentucky, Du Val, Maryland and Atlanta, Georgia. Curriculum consultant Dr. Merv Strickler gave opening remarks at the Institute, followed by a presentation by each of the school districts represented. The keynote address of the Institute was given by Alicia Coro, Director of School Improvement Programs for the U.S. Department of Education. Ms. Coro oversees the $1.5 billion in federal funds that are distributed as grants and various educational assistance programs. Pat Gee, Little Rock School Board Member, gave supportive remarks on behalf of the District to the Aerospace Education Center's leadership, FAA, Department of Education and city and state officials that are working to make the Aerospace Education Center a first for Little Rock and Arkansas. As new business, Cathy Johnson announced that a special luncheon was being planned for February 6, 1992. This luncheon will feature two astronauts, Lt. Col. Donald McMonagle and Dr. Gerald Carr who will give the history and future of the space program. Mr. T. Wendell Butler, National Director of the Young Astronaut Program, and Dr. Eddie Anderson will also be making remarks. Lt. Gov. Jim Guy Tucker will be Master of Ceremonies. Information will be mailed around January 1 for reservations. Mr. Holbert concluded the meeting and invited all to attend the welcoming reception, hosted by the Aerospace Education Center leadership for the National Leadership Institute of Aerospace Magnet Schools. Respectfully submitted Catherine Johnson I ' , 1 '  2 3 4 5 6 7 6 9 10 11 12 13 14 15 16 :7 2.8 19 20 21 22 23 24 25 26 :. 7 2S 29 30 :n 32 33 34 --~,- 36 RESOLUTION NO. 8,602 A RESOLUTION EXPRESSING AN INTENT TO USE ECONOMIC DEVELOPMENT FUNDS TO ENHANCE PROPERTY AT THE AIRPORT TO ATTRACT .AND DEVELOP AN AEROSPACE MUSEUM .AND EDUCATION CENTER. WHEREAS, the City of Little Rock, (*the City*) has maintained an economic development fund so that the City can encourage and promote the creation and maintenance of jobs\nand WHEREAS, economic development of Little Rock is critical to the continued well-being of its citizens through increased job opportunities, and a growing base of revenues to support City activities\nand WHEREAS, cities and states throughout our nation to use funds for economic development to attract and industries and promote the creation and maintenance and continue maintain of jobs\nWHEREAS, the City through its Economic Development Fund made available approximately $3 million to enhance facilities at the Little Rock Airport which helped facilitate the creation of a new facility for Arkansas Aerospace, thereby leading to the creation of more than 300 jobs, which facility was dedicated recently\nand WHEREAS, the continued promotion of the aerospace industry as a key component to growth of the economic base of Little Rock is important to the future of the City\nand WHEREAS, citizens and businesses have joined together to plan for an aerospace museum and the Little Rock Aerospace Technology Magnet School (collectively \"the aerospace center\") as part of the Little Rock Airport area complex\nand WHEREAS, the col!lJllitment and specific participation of the City .to help the formation of this aerospace center is an important factor to urge commitments by other businesses and persons to join in the creation of the aerospace center\nand WHEREAS, the City will benefit and be strengthened by the ability of an aerospace center to enable our citizens to be trained for jobs in the related aerospace industry which is growing in Little Rock. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF DIREC'TORS OF THE CITY OF LITI'LE ROCK, ARKANSAS: . , 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 3 5 36 SECTION 1. The City expresses its intent to participate in the effort to create an aerospace center by making available over a period of two years up to $500,000 of its economic development funds to be used for physical improvements to the Little Rock Airport property so as to enhance the operation of the aerospace center. SECTION 2. Examples of possible improvements to the Airport property which would aid the operation of this aerospace center may include street renovations, correction of drainage problems, and the construction of ramp facilities linking the education center to a runway. SECTION 3. The Board of Directors notes that the use cf these economic development funds will enhance the airport property of the City and will promote economic development by assisting the aerospace center and its effort to create an educated and capable work force for the aerospace industry. SECTION 4. The Board of Directors hopes that this commitment of the City will encourage citizens and businesses to join in the effort toward creation of the aerospace center. The Board of Directors also notes that only by continuing quality economic development can cur City thrive and offer the services needed by its citizens, whether police and fire protection er other services. AOOPI'ED: November 5, 1991 ATTEST: APPROVED: s/Robbie Eanoock ROBBIE HANCOCK CITY CLERK APPROVED AS TO FORM: d,~ /L{ . ~ TBoMAs M. CARPEN!J.1.R. CITY A'ITORNEY s/Jirn Dailey JIM DAILEY VICE !1AYOR 0 0 ~ 0 0 $2,000,000 .~... ~ $1,800,000 $1,600,000 $1,400,000 $1,200,000 $1,000,000 $800,000 $600,000 $400,000 $200,000 $0 Gifts at: $500,000 Projectetl ltrnrnj Actual E22] Aerospace Education Center Campaign Goal - $6.5 Million December, 1991 (Campaign began on October 1, 1990 - conclusion on October 1, 1992) 0 0 o_ 0 0 co ~ 0 0 0 o\" 0 ll) ~ 0 0 O 0 0 0 0 ll) ll) .... $250,000 $100,000 $50,000 $25,000 $10,000 Cumulative Total for Campaign Private and Local Funding: $2,685,047.19 State Funds: $1,500,000 Total: $4,185,047.19 Less than $10,000 .. r ' ~soc.i.at Feb u r 4 lG s S penntenc ent of the. Litt ~ R c p n much interest 1 the es~eihli h u e to be kno, as the Aerospa e\nF u1\nation Cc o  fl ~ ... 11.ty c\u0026lt;msisting of a museum., 0,1.\notad ano. opo ctt t t \\'  t1on HJ.st~r1cal Society, a a magnet school, ~ ~ ~c~ Schoo Distric~. The ide for the c~, e  ~ s -nc!udeo 1 1 Le 'r1:.1-D1stric~ Des'='.:!: J tior Plan -::md st..ppo -ced by the Sch~cl Bo rd. ~he Board COLrnitted to building tte school 110,:1 ,q he succescf 11 mll l aO\"e lect.i\u0026lt;.,n in pd J , l 990. eal1z1ng that operatl?n of the A r0s ace Scno~1 would b ~ po. 'bi ~ithcut Jn dditional infusion of m ,ay a ,d bel c  in~ hat th- concept of the school wart anted re,v ia bv tne u. s. _part:menr- cf Education's M.qllet School Assistance Program, tte ! 1sttic1~ fi~e1 a grant :~pplii\n.:at.1.,. in D?cer.1ber, 1990, for $4  t~ion to OD,ratc the schoo. Sub\u0026amp;-~uent , a court hea~inq ~as follo db a seria3 o, ~ee~ings with rep~esen~at1vea fo~ he rterver0rs to aka certain th,t their vie~s as a par. 1~ ,' 1.:. w \"'C :t:eprosented in th13 gr n~ .~nolicatic1n. ~9G, the DiRtrict le r.ed that tt, gra t application ~a a Jr~ ved. 21nce then various: .~as have been iis~ussed aq o t~. chool could be funded and oper1ted. In my opinion, the h:\\. ci:iwe to expl.or.e other fu d:l.ng poasibil 'ties sinr::P. t!w it:'on ._f t\n, ! ',itt.le Bock Scho,,l Distrjct re.l!lains w.t\"Htt it. ha\"! n !l ~ oro: th3t we ccn build the school but we cannot opera .e tt s1nce dollacs ~ ich WOJld b, used to a~ so would have to 'e taken rro~ exiqting scnools ana programs. b 1 ... eva Quch discussion~ ne d to be helo with individuals who ve t'.ixpr'c:!S'ed tnti\n:r st'. .i.n this project and whose exper1enc:E\" ,H.j ... nvolve.~ent .,.,u:d be helofu in disc..issing ,arious fuiding opti\n.i-u\n. L culd li~e t0 invite you to b n cartic'pant in these discu~~lons at a lGnc. eon ,el:!t ng t,:-i b'!! helo in n1y oft'L:e on February 12, 1992 12 noon. !f you arf, nable co be present, I invite yoa to send \"F-Ul a re rec\ne1tat \". . Pl a e c l Mr . As i~tant ~t 3 4-2G 2 t confl Pat ,mpuri ro ence i\n,\" ~o wt! attend in your pl ~e l 001-. fr: rward to se 111 lCtt ,,r. rerrua rv , 2  .:,inc, re ... Ru t:h c\n. s e 1 e Suner1r.-.. cnd n of .:c 1001 EXeC\"uti I t r.e1 \u0026lt;new  J ''  I i l I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1024","title":"\"Aerospace Technology Magnet School, Long Beach Unified School District, Aerospace Technology Magnet Program\" and correspondence","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Finance","Aviation Education Programs (U.S.)","Magnet schools"],"dcterms_title":["\"Aerospace Technology Magnet School, Long Beach Unified School District, Aerospace Technology Magnet Program\" and correspondence"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1024"],"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":["69 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n/ ' I A AEROSPACE TECHNOLOGY MAGNT long Beach Un1hed SchOOI ()slflCI Area E Sopennteodenl s Ot1ice 5101 E Centra a SHeel Long Beacn CA 90808 (S2T1E3)V 4E3N6 9F9IS31H , A rea E Superintendent  ext. 3950 GAIL QUINN, Industry and Post Secondary liaison (213) 436-9931 ext. 1402 ~C~/ ~t ClAV\nk., 3ro.,,,\n6 a-...L u-z.~ tr,J\u0026amp;.\"\"-fl \u0026lt;u au~4,,\u0026lt;JL, ~ , !1~ L.f--0 C 1L\u0026lt;\u0026amp; - o,__, u~ '1v ~ ~~),, ('~a,a_ e?y.x:u~ ~ a-,,..cL ~ ~!!r_yicJ..,/4, 1-1a), ~ ~ ~ ct,,R., ~ \"C7M--U- -ruy ~~-,v{4 7J ~), 1Z_,,-,,J\u0026amp;\u0026lt;2, ,h-,_ J- ~ ~ :,,u_, +v-lc ,,0 c~/.,AJ ~ Magnet Schools  Alvarado  Bancroft  Buff um  Cleveland  DeMille  Lakewood  Monroe January 6, 1992 TO: Kathryn Johnson Johnson and Associates FROM: Gail Quinn Aerospace Technology Magnet-Long Beach SUBJECT: Contract Proposal to repare Little Rock Magnet Schools Assistance Program Grant Application to U.S. Department of Education - 1993 The following delineates consultant fees and budget, and a timeline of activities to prepare the MSAP federal grant application for Little Rock Schools. It is assumed that the grant deadline will be early 1993 which allows for a one year preparation period. Although I spent four months on the Long Beach application, I expect to write the Little Rock application in 8 weeks or less. The organization will be the same as spelled-out in the table of contents of the Long Beach grant of which you have a copy. I will use vacation time for planning with yourself, Little Rock School personnel, and others\nand for writing. The dates listed below are my vacation dates: January 20 April 18-26 June 27-August 22 November 10-12 February 14-17 May 23-25 September 14 November/Thanksgiving Grant planning trips to Little Rock and Washington D.C. will need to be arranged according to the vacation schedule. In addition I can take 4 days this year and next year as needed for travel~ Travel time must include a Saturday to keep airline fares at $300-$400 instead of $1,000 for round trips\ntherefore, I would initiate travel on Saturday or complete a trip on Sunday. All meals and working while flying are free or at my expense. Please review the budget on the next page. 1. 2. 3. 4. Consultant Budget Contract not to exceed ($50 hourly rate x 320 hours) Airline fares a) Average 3 round trips to LR @ $358 b) Hotel - $66 x 3 nights x 3 trips c) Average 2 round trips to Washington O.C. (Los Angeles or direct to Dulles Airport) $398 each d) Hotel average $100 x 2 nights x 2 trips e) Ground transportation Federal Express Average $22 x 10 mailings Secretarial Assistance Average $15 hourly x 160 hours $16,000 $1,074 $594 $796 $400 $125 $220 $2,400 $21,609 Total Cost Note: The grant application will ask for 4 million each year of the two-year project period. You may want to weigh any consultant fees, whether they are for this proposal or others, against the 7 or 8 million Little Rock can anticipate for a successful application. The timeline and criteria relate to the requirements of the grant application. I recommend the following as a guide. Federal Magnet Schools Assistance Program Timeline of Activities for Preparing the Grant Application Criteria 1) Quality of Project Design Identify: . curriculum components, course sequence (JHUniversity), technical skills and academic content in relation to LR junior and high school course requirements\nPrepare course outlines for all new courses\nLaboratory facilities, hardware/software, and equipment needs\nSpecial instructional approaches and activities\nStaff training Collaborative efforts with university, industry, FAA, and business/industry organizations\nProgram objectives in relation to MSAP Goals regarding the \"Strengthening of academic content and development of marketable technical skills. 2) Desegregation Plan/MSAP objectives to reduce a. b. c. Consultant Resource Needs state and local curriculum standards and frameworks Postsecondaryrelated courses outline Technology resources available/compile listing Timeline February - June Trip 1 in February to plan project design Trip 2 in July to critique completed project Design and to discuss Desegregation aspects to proposal1 Evaluation plan, Key personnel and Management plan, and Budget Federal Magnet Schools Assistance Program Timeline of Activities for Preparing the Grant Application Criteria 3) Evaluation Plan relative to items 1, 2 4) Key Personnel and Plan of Operation 5) Budget and budget justification\ncost effectiveness 6) Complete all other criteria of grant 7) First review panel/ Washington D.C. 8) Second review panel and meeting with U.S. DE Program officer . Consultant Resource Needs Timeline July July August August Trip 3 - End of August to finalize application  Trip 1 - Washington D.C. Trip 2 - Washington D.C. One month prior to grant due date I. II. Ill. Unit Outline Aerospace Science, GRRDE 4 Earth characteristics that affect flight IV. Unmanned satellites and exploration A. Atmosphere A. Weather Satellites 1. Weather-Measuring B. Applications technology satellites 2. Temperature C. Lunar probes B. Magnetosphere D. Interplanetary spacecraft l . Magnetic lives of force 2. Radiation belts V. Humans in space Flight in the atmosphere A. Astronauts A. Lighter-than-air-craft l. Selection 2. Physical requirements B. Heavier-than-air-craft ,. B. Space suit Principals of flight 2. Lift/Gravity VI. Projections Technological advances A. Further exploration of space A. Power 1. Power plants 2. Spacecraft l. Chemical batteries 2. Propellers B. Solar systems B. Spacecraft design 1. Significance to Earth l. Symmetry C. Technological improvements in air- 2. Protection of payload craft C. Data collection l. Instruments 2. Recoverable spacecraft D. Safety I. II. 111. Unit Outline Rerospesce Science, GRADE s Earth characteristics that affect flight C. Doto collection A Atomosphere 1. Instruments 2. Passive unmanned spacecraft 1. Weather-Changing 3. Computers 2. Density \u0026amp; pressure 3. Radiation D. Safety B. Magnetosphere IV. Unmanned satellites and exploration 1. Solar Wind A Communication Satellites Flight in the atmosphere B. Astronomy satellites A Bird Flight C. Projects Mercury, Gemini, Apollo B. Heavier-than-air-craft D. Skylab 1. Principals of flight V. Humans in space 2. Lift/Gravity 3. Thrust/Drag A Life-support systems 4. Wind tunnel 1. Spacecraft-atmosphere, water Technological advances supply, food, instrumentation A. Power B. Reentry into Earth's atmosphere 1. Solar cells VI. Projections 2. Fuel cells A Utilization of space environment B. Navigation 1. Life support systems 1. Orbit 2. Control B. Universe C. Technological improvements in air-craft I. 11. 111. Unit Outline Aerospace Science, GRADE 6 Earth characteristics that affect flight IV. Unmanned statellites and exploration A Atmosphere A. Earth observation satellites l . Weather-Forecasting B. Biosatellites 2. Jet stream 3. Ionosphere C. International cooperation 4. Gases and dust D. Space Shuttle Flight in the atmosphere v. Humans in space A. Lighter-than-air-craft A. Astronauts B. Heavier-than-air-craft l . Selection l. Problems in flight 2. Training 2. Rockets 3. Newton's Third Law B. Life-support systems 4. Fuel 5. Guidance l . Spacecraft-temperature, waste, personal hygiene, communica- Technological advances tions A. Management of systems VI. Projections l . Coordination A. Management of resources 2. Flow charts 1. Education B. Navigation and guidance 2. Earth Resources 3. Weather l. Orbit 2. Control B. Products from space 3. Guidance C. Technological improvements in air- C. Data collection craft l . Instruments 2. Computers D. Safety I. Unit Outline Aerospace Science, GRADE 7 Ute in Space II. Humans in Space A. Fish otolith organ A. Life-support systems 1. Abnormal swimming 1. Space craft 2. Orientation to light 2. Reentry into atmosphere 3. Hatchlings adopt 3. Physiology B. Bacteria and spores B. Astronauts 1. Growth 1 ' Selection 2. Shape 2. Physical requirements 3. Sensitivity 3. Training C. Spider behavior C. Medicine 1. Web texture D. Careers 2. Web shape Ill. Bird Flight D. Motor-sensory performance A. Physiology 1. Astronaut coordination B. Perception and Guidance E. Plant responses 1. Growth 2. Photo tropism J A AEROSPACE TECHNOl~Y MAc.NET Unit Outline Aerospace Science, GRADE e Two Semesters, Physical and Earth I. Matter and Energy in Space 2. Atmospheric pollution A. Fluid behavior D. Satellites l . Surface shape 2. Oscillation of drops l . Weather 3. Coalescence 2. communication 4. Diffusion 3. Technology 5. Charged particle mobility 4. Search and rescue B. Mechanics 111. Flight l . Conservation of momentum A. Mechanics 2. Action and reaction 3. Energy exchange l . Lift/Gravity 4. Gyroscope 2. Thrust /Drag C. Magnetic Effects B. Power D. Crystal Growth l. Fuel II. Space and Earth from Space C. Navigation A. Stars and Planets l . Guidance 2. Control l . Quasars 3. Orbit 3. Pulsars 3. X-rays from Jupiter D. Design B. Celestial objects E. Data Collection l . Lunar libration clouds l . Instruments 2. Objects within Mercury's orbit 2. computers C. Remote Sensing F. Safety l. Volcanic eruptions  -\n.\n1 .-i - =~ ~ Unit Outline Aerospace Science, GRADE e Two Semesters, Physical and Earth Page2 IV. Careers A Academic 1 . Aerospace engineer 2. Astronomer 3. Chemist 4. Electronic engineer 5. Geographer 6. Geologist 7. Mathematician 8. Meteorologist 9. Physicist 10. Systems analyst 11 . Test and research engineer B. Technician 1 . Aerospace craftsperson 2. Aerospace engineering techni-cian 3. Electrical technician 4. Electronics technician 5. Ground radio operator 6. Machinist technician  7. Metallographic technician 8. Optical technician 9. Patternmaker onci moldei. .  .. _ 10. Teletypist 11 . Mechanic - aircraft 12. Mechanic - ground support vehi-cles ~ 13. Aerial photography 14. Flight attendant INDUSTRY PARTNERSHIPS CONCEPT LEVELS Theme Major Conceol: fwhal lhe sludonl will F.NF:RGY: Lir.HT ullirnatr.ly 11ndcrslandJ r -- - - - - _l _ ----- ----. 1 LIGHT F.NF:RGY IS THF. PORTTON OF THF: ELECTRO- I Explanatory Concept: I MAGNF:TJC SPECTRUM TO WIil CH THF. fllJMAN F:YF. I S I ( an Idea used to explain the major concept) I SENSITIVE. IT TRAVF.1.S VF.RY R/IPlDI.Y IN I STRAIGHT l.TNE.S . ' I '--- _______ l __ _ S11bConcepts: (the parts of the explanatory concr.ptJ -r may be absorhed, r e fJPcted, or refracted. I LJght. White liRht is a mJxt.ure of co l ors that can be Sf'parated Into a spectrum of col or. Industry/ Teacher Generated Ac ti vi ties: 1.S 1988 r ____ [ ___ \"l Manipulative I Laboratory Skills I I Use r e flected lip.ht I I to chanRe tempf'rat.urf' I lpo]artzed light I 1mirrors and lf'nsf's I 1Prisms \u0026amp; spectra 1 1ero lor mixinr, I I I I L ___________ _J I I -....J r - - A pplk,atioos:- - - 1 f Science Processes I I recoP,ni ze hypotheses I 1eq11ipment. USf'rl in t I Jtr:ht research - 1 industry processes 1analyze how hrn i n 1 interprets imapf's ,r~latf' flow of elec- 1 trons produced in a t photof'lf'ctric cell to I F:inst.ein's e\"\u0026lt;p]anat.tont1 It.hat. liRht. is a str 11 l_o[ J:!.hQ.lO.!!..\"l ___ _ f ,- - - - - - Those who apply li~ht t.echnolor:y to I solvin~ problems ln society or to improvjn~ society tn some slr:nificanJ way and must. 11nrlerst.:-.nd how 1 ir:ht. I I can be userl as n form of energy. I L _____ l _____ J r- - - - - J - - - - 7 r - - - - L - - Applications: , Careers I Society 6 Technology I : lefiber optics I I aerospace , lelasers \u0026amp; holo~r~ms I I emed1ctnf' flnfrared ima~inr: I I ephot.o~raphy - spec ial! ,spPct.rum nnalysis I I pffect,s I ' ephot.oelec t.ric cell I t.clevJsinn lechnlrinnl synchrotron I lenelneering I : I t I L __________ J L ________ J PREPLAN Title: Objective: - Concept I~ s t r~c tion Department OFFICE OF SCIENCE EDUCATION CONCEPT SCIENCE TEACHING SECONDARY ACTIVITY LESSON PLAN - Process Skills Involved Materials: LESSON Introduction: (anticipatory set or input) Procedure: Discussion: (closure) Evaluations Purpose (why learn or use): (relevance to society/technology) Revised 1987 I . AEROSPACE TECHNOLOGY MAGNET Long Beach Unified School District A Partnership with ...  McDonnell Douglas  Northrop  Rockwell International  Long Beach City College  California State University, Los Angeles  NASA  Jet Propulsion Laboratories Our Mission AEROSPACE TECHNOLOGY MAGNET T he mission of the Aerospace Technology Magnet is to insure that all participating students will be technologically'literate, well-educated and better prepared to be responsible, productive members of the workforce. This mission will be attained through an articulated 2+2+2 curriculum in manufacturing technology, problem-solving applications integrating academic core components, and career guidance. ..... The future has arrived. AEROSPACE TECHNOLOGY MAGNET Step into tomorrow as you enter the unique classrooms of the new Aerospace Technology Magnet, the first of its kind in the U.S. You'll notice the quiet excitement of students investigating technology and their futures in some of the most advanced public school computer laboratories in the world. In close cooperation with the Southern California Aerospace Industry Education Council, the Aerospace Technology Magnet is designed to provide tomorrow's skilled workforce. A TM is -Hkely to become a national model for public education. It offers students several paths to high tech careers. Graduates can start aerospace careers with entry,level jobs right out of high school. Or they can continue in articulated aerospace manufacturing programs at Long Beach City College and California State University Los Angeles to earn engineering degrees. The only upper limit is a student's skill and desire for more advanced training. Student success in computer technology, mathematics, science, and pre,engineering will translate into competitive success for U.S. aerospace firms. The quality employees that graduate from this model of industry,education partnership will help the U.S. succeed in increasingly competitive world markets. We are fortunate that the U.S. Department of Education, the Long Beach Unified School District, McDonnell Douglas, Northrop, Rockwell International, Long Beach City College and California State University Los Angeles have created this dynamic plan to teach new skills and keep the U.S. aerospace industry strong. 2 AEROSPACE Initial Funding Source: Project Duration: Cooperating Industries and Agencies: Focus: Levels: Number of Schools: Number of Students: U.S. Department of Education 6.2 Million Two Years August 1989 - July 1991 McDonnell Douglas, Northrop, Rockwell International, Ellison Machinery, NASA and JPL Manufacturing Technology 4-12 Continuation\nArticulation with Long Beach City College and California State University Los Angeles School of Industrial Technology and Engineering 7: 4 elementary schools, 2 middle schools, 1 high school 2000 3 AEROSPACE TECHNOLOGY MAGNET Long Beach Unified School District Elective Integration Computer Technology The Instructional Program Grades 4-12 Core Aerospace Science Mathematics Communication Skills \u0026lt;:=\u0026gt; Elective Integration Manufacturing Technology AEROSPACE TECHNOLOGY MAGNET Long Beach Un~ied School District The Instructional Program 4 6 12 +2 +2 Grades/ T T T T T Levels ---------------------------------- L Manufacturing Technology Communication Skills Applied Mathematics and Science Computer Technology Long Beach City College Associate Degree  Advanced Training - Manufacturing Technology Level II - Tool Designer - Computer Numerical Control Technician - Machine Operator - Computer Numerical Control Programmer California State University Los Angeles School of Engineering and Technology B.S. Degree options:  Mechanical Engineering  Electrical and Computer Engineering  Industrial Technology ~!-I Overview of the Instructional Program Grades 4-12 AEROSPACE TECHNOLOC.V MA\u0026lt;.NET Computer TechQology 4-12 0 Keyboarding  Hypermedia Animation 0 Aerospace Pre-CAD 0 Application Ulllitles:  Word Processing  Database  Spreadsheet  Graphic Design  Programming  Simulation  Hypercard 4-5  Hi-Tech Presentations  Networking  Telecommunicaions  Lego Logo, Logo CAD  Oral and written skill integration through project creation and application utilities. ., . Aerospace Science 6-8 0 Earth Characteristics that Affect Flight 0 Technological Advances 0 life In Space 0 Matter and Energy In Space  Spacecraft Design 0 Humans In Space  Power  Data Collection  Navigational and Guidance 0 Unmanned Satellites 0 Projections  Further Explorations  Technological Improvements 0 Flight 0 Space and Earth from Space 9-12 0 Aerospace Biology  Responses of the Human Body in Space 0 Aerospace Physical Science  Forces of Flight  Aircraft Design and Structure  Stability and Controls  Instrumentation  High Speed Flight  Remote Sensing 0 Mathematics 8-12 Technical Algebra 9-12 Descriptive Geometry 0 Communication Skills 12 Technical Writing Manufacturi~g Techr:iology 6-12 0 Materials 0 Processes 0 Measurement 0 Electronics 0 Automation CAD  CAM Gibbs Software  CNC Dyna Mills  CNC Dyna Lathes  Soorbot ER Ill Robotics System  Hydraulics  Pneumatics  Mechanics  Company Organization and Management  Job Requirements  Educational Requirements , Technology Lab 2000 j.: \u0026lt;O I n t e g r a t i 0 n  Computer Applications  Product Creation  Problem Solving ATM EduCOMP The Student's Educational Plan .  .... Elementary - Grades 4 and 5 \u0026lt; 4 schools) .  Keyboarding and Computer Application Utilities  Aerospace Science  Written and Oral Skill integration through product creation and computer applications -__ \u0026lt;: -~- - Middle School - \u0026lt;2 schools) Grade 6  Aerospace Science  Lego Logo Programming, Logo CAD  Aerospace Pre-CAD Grade 7  Aerospace Science  World of Technology Tech Lab 2000  Hypercard/Hypermedia Grade 8  Aerospace Science  Drafting and Manufacturing Technology  Aerospace Physical Science  Aerospace Biology  Integrated Software Applications  Hypermedia  High Tech Presentations  Intro to Manufacturing Technology in the Tech Lab 2000  Drafting Technology  Desk-Top Publishing  Technical Algebra  Descriptive Geometry  Electronics Technology  Manufacturing Technc!ogy  Technical Writing 7 .. ,~ A AEROSPACE State-of-the-Art Equipment At Each ATM School TtCHNOlOQY MAGNET HIGH SCHOOL Technology CNC/CAM Computer Laba Science Laba Lab 2000 CAD Faclllty Faclllty Lakewood 36 Mac llex 12 Maclld 10 Mac II ex 31 Mac II d 11 Mac II ex 6Laba 1 Mac II ex File Server 1 Mac II ex File Server 4 MacSE 1 LaserWriler 1 lmageWriter 2 Laser Writers 1 lmageWriler 1 Apple II GS 1 Image Writer 1 LaserWriler 2 Scanners 1 CD ROM Unit 1 Image Writer 1 LO Printer 2 Dyna Mill 4 Videodisk players 1 Laserdisk Player 1 Laser Writer 1 Tape back-up Unit 1 Dyna Lathe Sound and Video 1 TV Monitor 1 LOWriler 1 Mac II ex File server 2 Robotics Digitizers 1 VCR 1 Scanner 3 Plotters 1 Pneumatics 1 VCR 1 Tape Backup Unit 1 Tape backup Unit 1 Scanner 1 Hydraulics 1 TV Monilor 1 CD Rom Unit 1 CD ROM Unit Versacad site license 1 CAM Recorder SciMatech Multifunction, Gibbs NC CAM slte Yamaha Speakers lnlerfaoe Probes license and Sensors MIDDLE SCHOOLS Technology Hypermedia Lego Logo Aerospace Science Lab 2000 DeMille 36 MacSE 36 Apple II GS 12 Apple II GS 7 MacSE Bancroft 1 Mac llex Flleserver 1 Mac SE30 Flleserver 1 Mac II ex Fileserver 2 Apple IIGS 10 Laba 3 tmageWriters 2 lmageWrlters 1 lmageWriler 1 Mac II ex 2 LaserWriters 1 TV Monitor 1 Tape Backup Unit 1 lmageWriter 1 Tape Backup 1 VCR 1 Laserdisk Player 1 LaserWriler 2 TV Monitors LogoWriler site lioense Video Microscopy , LO Printer 11 CD ROM unh Technlc Control t 1 Scanner 1 VCR Robotics Kit 1 Tape backup Unit 1 Laserdlsk player 1 TV Monitor 1 CD ROM UnH video and sound 1 VCR digitizers Yamaha speakers ELEMENTARY SCHOOLS Computer Laba Physlcal Science Laba Buffum 35 Apple IIGS 12 Apple II GS Cleveland 5 MacSE30 1 Mac SE30 Flleserver Monroe 1 Mac SE30 Fileserver 1 lmageWriler 3 lmageWriters 1 Tape Backup Unit Alvarado 2 LaserWriters 1 Laserdlsk Player 8 Laba 1 Scanner 1 TV Monitor Total= 24 Laba 1 Tape Backup Unit 1 CD ROM unit 1 VCR 2 TV Monitors 1 VCR 1 Laserdisk player Yamaha speakers 1 CAM Recorder Sound digitizer , Electronlca Faclllty CNC/CAM 11 Mac llcx 1 Mac II ex File server 1 lmageWrlter 1 LaserWriter 1 Scanner 2 Plollers 1 CNC Dyna Mill 1 Robotics Kepro Etched Circuit Equipment Douglas CNC/CAM and Gibbs Ne CAM Software Programs CAD/NC/CAM Facility 17 MacSE30 1 Mac SE Flleserver CD 1 lmageWriter 1 LaserWriler 1 Plotter 1 Dyna MIii 1 Lathe 1 Robotics 1 Mechanics 1 Pneumatics 1 Hydraulics/ Claris CAD/ Gibbs Ne CAM Software -- lnsb'Uctor's Zone Problem/Concept Exploration Island -\"': - ( I I L Owrhead Grid \\__ T echnolbrium Deep Thi S.~LS_-::::::7x: ~ Reoean:11 Pods (wall-mounled) Wcble Equlpnwnl ~ Concurrent Engineering Zone I I (). c:,IP9JI \u0026lt;(j\\ lJ Communications Island ,C\\J -~Ion Ai:',:.:.,i_-\u0026amp;::._.f..~~-:-:.-:: Q TedlCelll\"' (wal-mounted) Fabrication/Prototyping Island (JJ_ Experimental Structures ttt?P88ttiQ ' Mini-s Zone Testing/ Data ~uisttion - - Island l Soft Prototyping ~ Island e, .., .,..,.. ... ,_..~,---,..---... Technology Lab 2000 / the SmartLab for Pre-Engineering Studies Designed for the Long Beach Unified School District O\u0026gt;  aw A AEROSPACE Organizations Touring ATM Labs February 1990 - January 1991 TECHNOLOGY MAGNET Long Beach l.lniied School District Across the Nation and Canada  The U.S. Department of Education/School Improvement Program Director  The Council of Great City Schools, Washington, D.C.  Prince George County Public Schools, Maryland  Montgomery County Public Schools, Maryland  Little Rock (Arkansas) School District California  San Jose Unified School District  Sanger Unified School District  Anaheim Unified School District  Los Angeles Unified School District  Stockton Unified School District  Los Angeles County Office of Education Technology Education Teachers Statewide Replication of portions of ATM Industry  McDonnell Douglas  Rockwell International  ARCO Transportation  Methode Electronics - Graphic Research  Northrop Corporation  Ellison Machinery Presentations by the ATM Staff  National Science Teachers Association Conference  National Middle schools Conference  National School Boards Conference, Washington, D.C  National Committee for School Resegregation  Macintosh LA 1989 and 1990 10  Rockford (Michigan) School District  Phoenix Union High School (Arizona)  Peoria School District, Arizona  Las Cruces Public Schools (New Mexico)  Burnaby School District, British Columbia, Canada  Los Angeles County Office of Education Computer Technology Teachers throughout Los Angeles County  San Diego State University  California State University, Long Beach (3 visits)  Oxnard Union High School District  Napa County Office of Education - ROP  GTE  TRW  IMAR  National Technical Systems  Navy Space Systems  California Vocational Education Conference  Industry Education Council  Southern California Aerospace Industry Education Council 2+2 Articulation Workshops at El Camino College and Cerritos College  Institute for Manufacturing Automation Research at Hughes Aircraft  \"'IJ A AEROSPACE TECHNOLOGY MAGNET Long Beach Unlied School Dislrid Introduction ATMEduCOMP Design  Manufacturing  Service Industrial Simulation The formation and operation of a company within the ATM middle and high schools has as its primary goal the introduction of actual industrial practices and procedures within the classroom. The Company will be confronted with all of the real everyday problems, frustrations and rewards that an actual company encounters. Students are faced with the requirements of individual responsibility and accountability for specific jobs. Interaction with students from other classes and other schools now becomes necessary for completion of tasks. Accurate and complete communication is essential, as it is in industry. It now becomes necessary for a student to perform for the benefit of the group and the product rather than just for himself, just as is required in the \"real world.\" Activities The learning experiences in industrial simulating are broad and varied and are introduced through exposure to and involvement in the following activities. 1. Generation of organization charts showing individual responsibilities within the company. 2. Keeping of time cards noting dates, contract, job and activity information. 3. Calculating bids for design, engineering and production costs. 4. Analysis of bids against actual cost on completion of task. 5. Schedule forecasting through the use of Gantt Charts. 6. Wage realities through monthly computer generated paychecks showing all required deductions. 7. Designing and fabricating jigs, fixtures and other related tooling for machining, holding and positioning of parts. 8. Cost analysis of development and tooling through amortization over product run. 9. Work simplification analysis of production tasks. 10. Task analysis for CNC program writing for lathes and milling machines. 11. Task analysis for writing robotic application programs. 12. Management meetings for personnel and production problem solving activities. 13. Technical report writing and inter-divisional communications. Procedures  A General Manager will be appointed to oversee all daily operations.  Each school participating as a part of ATM EduCOMP shall become a division of the company. The primary instructor at each school shall become the Division Manager. Each division will generate its own organization chart showing lines of responsibility. Each division of the company will be assigned specific tasks to perform toward the completion of the product. The division will submit a fixed cost bid to management of their part of the project. The bid will be based on engineering drawings and specifications submitted to the division, specifying exact tasks to be performed. Upon award of contracts, each division will submit an organization chart of personnel showing the responsibility structure of the division. Within the structure each division will have a Project Manager and a Manager of Quality Assurance that will report directly to the Division Manager. Other responsibilities and titles within the division will be assigned by the Division Manager as needed. 11 Each employee of the company will be assigned an hourly wage scale commensurate with his or her responsibilities. Time cards will be submitted to the designated accounting site every two weeks. Time cards will carry the name of the employee, the division where working, the appropriate dates, the contract and assemblies worked on, the operations performed and the hours required per operation. The times for each division will be verified and signed off by the divisional Project Manager prior to submission to accounting. Accounting will be responsible for generating the company payroll by the last day of each month. Computer generated checks will be issued showing number of hours worked, gross pay, net pay and  all the appropriate deductions. Accounting will also be prepared to submit operation cost analysis reports to the Division Managers and the General Manager at the end of each month. Overhead, general and administrative and contingency costs will be established by the Division Managers in consultation with the General Manager. Company memos will be used for all substantive communications between divisions and central management. Phone calls will be confirmed by a memo from the initiator when involving engineering changes, schedule changes or modification of assigned tasks. Summary The company will operate as much like a standard manufacturing firm as can be accomplished in a classroom setting. The students become employees and will be assigned Tesponsibilities that are uniquely their own. The experience is intended to give them an introduction to the many details required to properly operate a manufacturing enterprise. The actual product used as a learning vehicle is important only from the standpoint of keeping student interest. The most important aspect of this type of experience is the exposure to the process. 12 ~ AEROSPACE TECHNOlOC.Y MAc.NET Long Boach lkliiocl School Oi\u0026amp;trict ATMEduCOMP Design  Manufacturing  Service Management Plan General Manager ATM Program Coordinator, Lakewood High School I I Manager of Finance Division Manager Division Manager Division Manager Instructor, Bancroft MS Instructor, DeMille MS Instructor, Lakewood H.S. I I I I I I Project - Manager of - Project - Manager of Project - Manager of Manager Quality Manager Quality ~ Manager Quality Assurance Assurance Assurance Period 1 Period 1 Drafting/CAD - Inspector - Inspector Inspector (4) Period 2 Period 2 Drafting/CAD \u0026gt;-- Inspector ,__ Inspector Inspector (6) Period 5 Period 4 Drafting/CAD \u0026gt;-- Inspector ~ Inspector Inspector (7) Period 6 Manufacturing f-- Inspector -- Inspector (3) Period 7 Electronics - Inspector Inspector (4) 13 AEROSPACE Number of High SchoolGraduates from the Program TECHNOLOGY MAGNET . - Our Mission is to ensure students will be technologically literate, well-educated, and better prepared to be responsible, productive members of the workforce. Year 1991 1992 1993 Number 22 55 40 Total: 81876 . \" 1994 114 1995 1996 170 210 1997 215 1998 1999 560 490 Fact: ATM Students in the 1998 high school graduation class will be the first to have completed the total program which they began as fourth graders. a Number does not include students who live in the Lakewood attendance area who are participating in A TM classes . .\".\u0026lt;..t AEROSPACE Aerospace Technology Magnet Locations TECHNOLOGY Gail Quinn, Assistant Director, 880 Locust Avenue , Long Beach , CA 90813  (213) 436-9931 , ext. 7277/8 ..........\n.- -------------- :- ------------ ~ : ~ ..., .:' \\ ~  r~  t I ' I ' .. :' :_ ___' . ' : I t :,. ............  : ... .. - ..r. -............. ~---: \\ ~ . . .6. Cleveland ,... ,------------- . ' ' .  ! Bancroft \\ :' A Monroe:..  Lakewood . . . ' ,-- - ---- --- ----- - - - _1 ' -     .   - - - -      -  -   j    I '' . . .DeMllle --...... ,  Lakewood High School 4400 Briercrest Avenue, Lakewood  425-1281 e Bancroft Middle School 5301 E. Centralia Streat, Long Beach 425-7461  DaMllla Middle School 7025 E. Parkcrest Street, Long Beach  421-8424 15 A Alvarado Elementary School .. ... 1900 E. 21st Street, Signal Hill  985-0019 A Buffum Elementary School ... . 2350 Ximeno Avenue, Long Beach  498-2431 A Cleveland Elementary School 4760 Hackett Avenue, Lakewood  420-7552 A Monroe Elementary School 4400 Ladoga Avenue, Lakewood  429-8911 ..' NASA, ROCKWELL CELEBRATE THE BEST PARTNERS IN EDUCATION Bob Minor, president, Rockwell International, Space Systems Division (SSD), and Joyce Jarrett, director, Productivity and Quality, NASA, recently honored 10 Southern California educators for their innovative contributions to the quality of elementary and secondary school education-and to the quality of tomorrow's NASA scientists. The brief ceremony, in which the honorees were presented with certificates by Mr. Minor and Ms. Jarrett, was part of SSD's Building Excellence in Science and Technology (BEST) program. \"For over 20 years, SSD people have applied their mal'f!gement and technical skills to problem solving in the community,\" Minor said. \"I'm really proud of their efforts and the tremendous difference they've made in people's lives. I'm also proud that we're able to play a part in NASA's own community efforts. We've been partners in space for a long time\nit's gratifying to see our partnership ex1ended to common concerns right here on earth.\" Programs and activities such as BEST exemplify Rockwell 's commitment to community involvement. While our activities in the community range from small business support to Special Olympics sponsorship, we are especially committed to supporting educational programs, for they represent a long-term commitment to improving the quality of life for future generations. Only by passing on our knowledge to the youngand supporting them in their quest for new knowfedge--\u0026lt;an we ensure that our society stays competitive in the world marketplace and that our standards of living are maintained. Our honorees' creative solutions to the challenges of education are as varied as  . _, -  . \n..~-  I ,- 1990 Issue the students who have benefited from them. Gail Quinn of the Long Beach Unified School District, with support from government agencies and private industry, founded the country's first aerospace education curriculum for elementary and secondary school students\nLong Beach elementary -school students can now learn basic computer skills along with reading and arithmetic, while their high school counterparts work on hands-on projects in areas such as robotics. Hank Smith, a longtime SSD employee, was a cofounder of SSD's Advanced Career Training (ACT) program, in which SSD volunteers teach weekly after- Community Interface Program FOUR-POINT PLAN 1. To expand on existing employee lnvolv1m1nt and 1nrlchm1nt program. 2. To enhanc. relation, with cuatomer1, key government repreaentatlvea, and ag,nclH. 3. To achieve leader1hlp end HI 1tandud1 In asal1tlng bualneu organizations that Impact Rockwell's business Interest. 4. To support the private sector by Interacting with communities to ensure their economic 1tablllty. 16 .411111~ Rockwell P._~ International Spac Svstem1 01v111on A Journal Of The Community Interface Program BEST wishes-Joyce Jarrett, NASA director for Quality and Productivity, and Bob Minor, president, Rockwell International, Space Systems Division, sign c.rtlllcates of appreciation for ten outstanding Southern Callfornla educators. school classes to local high school students in professional fields ranging from technical writing to computer programming. Linda Kennedy, principal of Ward Elementary School in Downey, initiated a partnership with SSD that brought material and human support to the school, both in the classroom and out. Karen Allen of the Bellflower Unified School District has helped numerous disabled students pursue rewarding and productive careers in mainstream society. These people's accomplishments, and those of their peers, can play a crucial role in the future of America's space programand, for that matter, in the future of any field that demands an educated work force. Quiet innovations such as theirs rarely make big news, but they do make a big dif ference. In this brochure, we will highlight some of the people at Rockwell who are working to make a difference in our communities-and in doing so, we hope to inspire others to do the same. , so will only add to the problem.\" said Randow. \"Our theme 1s 'the decade for preparedness.' \" SSD and its primary customer, NASA, share a concern for the future of space study and exploration and know that the dream of expanded space exploration can never be rea lized without a new generation of scientists and engineers qualified to continue the work of their elders. The Community Interface Program (CIP) through its Four-Point Plan promotes the ultimate partnership of Rockwell, the private sector, and the customer. This yea r. Rockwell contributed thousands of dollars to the NASAsponsored Project LASER Mobile Teacher Resource Center, which travels around the country to provide teachers with software, videotapes, and stacks of printed material about aeronautics, astronomy, and space exploration for students of all ages. SSD's Building Excellence in Science and Technology (BEST) program is specifically geared to recognize educators who have endeavored to improve the quality of education. Working hand-in-hand with educators are the Rockwell International employees who voluntarily participate in programs such as the Rockwell Educational Advancement Program (REAP) to inspire students from preschool through graduate studies to believe in themselves and strive for higher levels of achievement. Workforce 2000 at SSD - A Direction not a Destination Another step is to ensure that existing employees are prepared to meet the requirements of evolving technology. Kirk McKenzie, director of Training, Affirmative Action and Services. supports the concept of \"life-long learning.\" \"We have developed the philosophy that throughout a person 's tenure there will still be a need for learning exposure, because skills become outdated,\" said McKenzie. \"Since 75 percent of the jobs here are of a technical nature, we need to anticipate where we're going and communicate these things to our people.\" Frank Chabre, vice president, Human Resources and Employee Communications, said Rockwell and the union are working together to come up with continuous improvement initiatives. \"We want our employees to be as strong as possible, and we want good people from the community to come in to take jobs,\" he said. \"Whether it's working in engineering or working in the community. when we all work together, it's a pretty powerful relationship.\" SSD and NASA team up to reward the cpllshments of Southern California educ.torL Standing, from left to rtght: Bob Minor, Joyce Jarrett, tuink Smith, EIIM Sandford, John Smith, Carol Fox, and Karen Allen. Seated, from left to rtght: Gall Quinn, Ernie Roy, Linda Kennedy, and Betty DeWolf. .... SSD Joins the Congressional Black Caucus to show support for aducatlonal development programs. Standing, left to right: Leon Tlpplna, Business Development\nJeanette Lax, Logistics Administration\nthrff Washington, D.C. area students and their t cher\nCarroll White, Logistics Operations and Support\nind Dr. Curtis Graves, NASA deputy director, Government ind Civic AffalrL ROCKWEU-CULTIVATED PROFESSIONAL PERSONNEL REAP TEACHER IMPROVEMENT PROGRAM {TIP) E~RYQ= Q ~ Q ,-----, r-----, ,--------, ,--------, COMMUNITY COi.LEGE  9ClHC( EXPOeUAI!  MATH.ENGINEEMN:1, ec,vca ACHIEVEM!NI'  ADYANCEDCAAIEEl'I  STATTECHNICAI. ., i EDUCATION DEVELOPWVff TIW-CACT) AOVISOAVco.MTTU  \"EOIONAL OH EDUCATION OCCUPATIONAL aESEAACH CSTAC!Aj PAOGRAw 1-,  IUIU\u0026gt;IHO EXCElUHCI ' YOCAT10HAl. SCIENCE\u0026amp; TECHHO..OOY BEST  CAREER DAY PROJECTS 'COUNSELING  MOTTVA T10N 'TOURS EOUCA110HAL PAOC3AAM  TEACHER IMPAOV!WEHT' ____________CV E_Pl ____ _ P_AO_G RA _w ___ SMALL 8lJSjNESS  HANDS-ON EXPERIENCE  WORK EXPERIENCE  EXPOSURE PROGRAr.15  SOENTIFIC CllYMPICI  CONFERENCES 17  ACT 3 ~ (T\\JEI)  DA TA ENTRY  ROP 20 HR (MON.fll)  COi.LEGE INTERNSHIP  VEP 20 ~ (MON .fRQ  STACER MONTK, Y WTD 101021-4U7 w cc i  ~ Aerospace Physical Science AEROSPACE TECHNOLOGY Units are integrated into the required LBUSD Science and Scope Sequence. Teachers use conceptual strategies, supportive activities, and industry resources to emphasize content. I. Atmosphere and Theories of Flight A. Characteristics of Atmosphere 1. Composition and behavior 2. Pressure, weight and density 3. Temperature and humidity 4. Wind and air currents 5. Effects of altitude and relative wind B. Theories of Flight 1. Bumoulli's Principle 2. Newton's Action and Reaction Theory II. Forces of Flight A. Lift 1. Angle of attack 2. Relative wind and air density 3. Wing area and airfoil design B. Drag 1. Angle of attack and boundary layer 2. Aspect ratio and velocity III. Aircraft Design and Structure A. Materials: wood, aluminum, steel, titanium, nickel, magnesium, ceramics, plastics B. Design: fuselage, tail, wings (subsonic - supersonic) IV. Stability and Controls A Stability 1. Positive, neutral, negative 2. Sensitivity of controls, dynamic and static 3. Longitudinal: relative wind, thrust, drag 4. Lateral: dihedral, keel effect, sweepback 5. Directional: vertical tail surfaces, center of gravity, throttle B. Flight controls: ailerons, rudder, elevators, trim tabs V. Aircraft Instruments A. Engine: oil pressure, fuel, manifold pressure, carburetor temperature gauges B. Aircraft: air speed indicator, magnetic compass, alitrneter, tum-and-back indicators, rate of climb indicator, artificial horizons C. Operating Principles: electrical and mechanical instruments VI. High Speed Flight A. Nature of Sound 1. Transmission and variations in speed 2. Mach number, subsonic, transonic, supersonic, hypersonic B. Transonic Zone 1. Air compression and variations in airstream pressure and velocity 2. Shock wave formation and effect on flight C. High Speed Design: thickness-to-chord and aspect ratios, structural strength, drag-lift, sweepback and delta planforms, geometric wings D. High Speed Heat Problems VII. Remote Sensing A. Earth Features: global techonics, landforms, snow-mapping, vegetation patterns, cultural features, ocean currents, meteorological motions B. Technological Coordination: search and rescue, communications, natural resources, vehicular tracking VIII. Careers: professional and technician PREPLAN Title: 3, 2, 1, Impact! Objective: Concept Science Teaching Secondary Activity Lesson Piao Concept: Objects theoretically accelerate toward the earth at 'g'. Forces such as air friction change the acceleration of a falling object. Process Skills Involved: communicating, comparing , organizing , relating , inferring Cognitive Skills Involved: knowledge, comprehension, synthesis Materials: stopwatch, graph paper, leaf, feather, golf ball, marble, etc. LESSON Introduction: Ask students to predict which will fall faster, a golf ball or a marble. Show video of \"hammer and feather\" experiment of the Apollo mission. What differences between earth and moon cause these objects to behave differently. Procedure: 1. Your groups should choose a strategy to drop an object and clock its time of fall to within 0.1 second or better. Consider a long-fall drop site, various releasing techniques, and reaction times associated with the timer you use. 2. Submit your plan to your teacher. 3. Measure the height and the falling times for your object using the approved methods. 4. Using your measured value for the height, calculate the theoretical time of fall for your object. Remember, this is the time it would take the object to reach the ground if there were no air resistance. 5. Using the graph paper, trace figure B, leaving out the actual speed v. time curve. Draw one vertical line from the theoretical time of fall for your height up to the theoretical speed v. time line. Draw the other vertical line from the actual time of fall up the theoretical speed v. time line. 6. Starting from the origin, sketch your approximation for the speed v. time curve, out to the point where it crosses the actual time line. The area of of your stippled region should be the same as that of the cross hatched-region 7. Draw a horizontal line from the upper right corner of the your stippled region over to the speed axis. Where it intersects the speed axis is the object's probable impact speed. 8. Repeat the procedure for other objects available. Discussion: 1. How did your graph for the marble compare to that of the golf ball? the leaf? 2. Compare your answers to others in class who have used the same objects. Are your answers similar or dissimilar? What could have affected your outcomes? 3. What would a speed v. time graph look like of a styrofoam cup dropped from the Empire State Building? Would it differ from that of a bowling ball? If so, how would they compare? Evaluation: 1 . Have students approximate (using their graphs) the time of impact of an object that you choose from the classroom. How does the material in \"slower objects compare to that of faster objects? 2. Have students write a proposal for materials to be used in rockets that are going to re-enter the earth's atmosphere. Purpose (relevance to society/technology): Re-entry of objects such as satellites and the space shuttle into earth's atmosphere must be predicted based upon many factors, including friction due to air resistance. Objects falling toward earth are affected equally by acceleration due to gravity, but air resistance acts on objects differently because of surface area, porosity, etc. IbOenaOc h ~ unified _tf school district \"'\" PREPLAN Instruction Department Office of Science Education Concept Science Teaching Secondary Activity Lesson Piao Concept Science Teaching Secondary Activity Lesson Plan PREPLAN Title: Apparent Weightlessness Objective: Concept: Microgravity exists in spacecraft orbiting the earth due to freefall. Microgravity can be simulated in classroom freefall experiments. Process skills involved: observing, communicating, comparing, organizing, inferring, applying Cognitive skills involved: knowledge, comprehension, application, analysis Materials: 2 Styrofoam or paper cups, 2 long rubber bands, 2 washers or other small masses, masking tape, large paper clip, water LESSOO Introduction: It is commonly believed that because astronauts aboard an orbiting space vehicle appear weightless, the pull of gravity upon them is zero. This condition is commonly referred to as \"zero-g\". While it is true that they feel weightless, gravity is acting upon them. It acts with almost the same magnitude as on the earth's surface. The key to understanding this condition is realizing that both the astronauts and the space vehicle are in free fall. Many students have experienced free fall on amusement park rides. The primary difference between such rides and the space vehicle is that the ride has no horizontal velocity (relative to the earth's surface) as it falls toward the earth, so iot eventually hits the earth. The horizontal velocity of the space vehicle ensures that as it falls toward the earth it also moves around the earth. It falls without getting closer to the earth's surface Both cases involve free fall. Procedure: Activity #1 1 . Knot together two rubber bands to make one long rubber band. Knot each end around a washer, and tape the washers to the ends. Bore a small hole about the diameter of a pencil through the bottom of a Styrofoam or paper cup. Fit the rubber bands through the hole from the inside. Use a paper clip to hold the rubber bands in place under the bottom of the cup. (See Fig. A) Hang the washers over the lip of cup. The rubber bands should be under some tension. 2. Drop the cup from a height of about 2 meters. Record your o bse rvatio ns. Activity #2 1. Remove the rubber bands from the cup you used in Activity #1 and fill the cup half-full with water, using your finger as a stopper over the hole. Hold the cup directly over a sink. Drop the cup in the sink. 2. Observe what happens to the water as the cup falls. Record your observations. Activity #3 1. Using a new cup, poke two holes through the ~ near the bottom of the cup. Hold the cup directly over a sink. Drop the cup in the sink. Observe what happens to the water this time. Record your observations. Discussion: Activity #1: What happens to the washers? Explain what caused the washers to act in this way. Activity #2: What happens to the water as the cup falls? Explain why the draining water acted as it did. Activity #3: What happens to the water as the cup falis? Explain why the draining water acted as it did. Evaulation: Suppose you were standing on a bathroom scale inside an elevator. Based on your observations in this activity, predict what would happen to your weight reading when the elevator: 1) Accelerated upward 2) Accelerated downward at an acceleration less than g 3) Moved upward at a constant speed 4) Moved downward at a constant speed 5) Accelerated downward at an acceleration greater than g Purpose: (relevance to society/technology) This concept illustrates articifical weightlessness. NASA uses this concept to simulated microgravity on earth in order to train new astronauts. I . ( 1 LONG BEACH UNIFIED SCHOOL DISTRICT DEPARTMENT: Science COURSE TITI..E AND NUMBER: Aerospace Physical Science 1-2 LENGTH OF COURSE: 2 semesters PERIODS PER WEEK: 5 CREDITS PER SEMESTER: 5 GRADE LEVELS: 9-12 PREREQUISITES: Admittance into the Aerospace Technology Magnet Program or 2.0 cummulative grade point average or better. GOALS The student will understand the nature of science. The student will develop scientific thinking processes (i.e., observing, communicating, comparing, ordering, categorizing, relating, and inferring). The student will be aware of the commonly shared values of the scientific community. The student will develop rational decision-making skills applicable to major issues of personal and public concern. The student will be aware of how the enterprise of science operates in the United States and elsewhere in the world (e.g., space exploration*). The student will be aware of the array of job prospects and interest areas within the science and technology arena (e.g., aerospace industry*). The student will understand the connections among the disciplines of the physical, earth, and life sciences. *Denotes concept that is supported with aerospace classroom activity. .' ( 2 The student will develop a strong sense of the interrelationship between science and technology and an understanding of the responsibility of scientists and scientific literate individuals to both present and future societies. The student will understand how physical and earth science concepts are important to the aerospace industry.* OBJECIJYFS The student will be able to define matter and identify its properties. The student will be able to identify the basic units of matter and explain where they came from. The student will be able to identify the principles that govern the interactions of matter. The student will be able to explain how chemical structure determines the physical properties of matter. The student will be able to explain what happens when substances change. The student will be able to identify the controlling factors of substance change. The student will be able to describe motion and identify the basic kinds of motion. The student will be able to describe force, identify its characteristics, and explain the relationship of force and motion. The student will be able to explain what machines do and the principles that govern their actions. The student will be able to describe energy and its characteristics. The student will be able to identify uses of energy (e.g., aerospace applications*) and explain the changes that occur when energy is used. The student will be able to describe heat energy, explain where it comes from, and identify its properties. *Denotes concept that is supported with aerospace classroom activity. 3 The student will be able to identify uses of heat energy (e.g., aerospace applications*). The student will be able to describe electricity and magnetism, identify their properties, and explain how they interact. The student will be able to identify uses of electricity and magnetism ( e.g., aerospace applications*) The student will be able to describe light  and identify its properties and sources. The student will be able to identify uses of light (e.g., aerospace applications*). The student will be able to describe sound and identify its properties and sources. The student will be able to identify uses of sound (e.g., aerospace applications*). The student will be able to identify objects in the universe and how these objects relate to one another. The student will be able to explain how the universe has evolved. The student will be able to explain how we learn about the contents and structure of the universe. The student will be able to explain how plate tectonics has shaped the evolution of the earth. The student will be able to identify the responsibilities of humans toward natural resources. The student will be able to describe the water cycle\nexplain how it affects the climate, weather, and life of the earth\nand how it affects surface features of the land and the ocean floor. The student will be able to describe the oceans. *Denotes concept that is supported with aerospace classroom activity. ! ( 4 The student will be able to explain how humans interact with the oceans and identify some long-term effects of human interactions with oceanic environments. The student will be able to identify the physical bases of the earth's climate and weather. The student will be able to explain how humans are affected by weather and climate, how to predict it, and how it can be altered by humans. METI-IODS AND MATERIALS USED IN TEACHING TIIB COURSE Basic Texts: Conceptual Physics, Addison Wesley Publishing Company, 1987 Chem Com, Kendall/Hunt Publishing Company, 1988 Focus on Earth Science, Merrill Publishing Company, 1987 LBUSD Approved Supplementary Materials (e.g., texts, videotapes, films, computer software, laserdiscs, etc.) NOTE: All physical science concepts are applicable to the aerospace industry. OUJLINE OF CONTENT AND TIME ALLOTMENT Semester One I. Mechanics A. Motion 1. Newton's Laws a. Law of inertia b. Force and acceleration c. Action and reaction B. Vectors 1. Projectile motion C Momentum D. Energy F. Gravity 1. Center of gravity a. Stability 2. Universal gravitation 3. Gravitational interactions F. Circular motion 1. Satellite motion *Denotes concept that is supported with aerospace classroom activity. 5 a. Circular vs. elliptical orbits* 2. Rotation vs. revolution* 3. Centripetal vs. centrifugal forces* 4. Simulated gravity* II. Matter (Chemistry) A. Atomic nature of matter 1. Elements 2. Atoms a. Nucleus b. Electrons 3. Molecules 4. Compounds B. States of matter 1. Solids a. Density* b. Elasticity* c. Compression and stretching* 2. Liquids a. Buoyancy* 3. Gases a. Atmospheric pressure* b. Boyle's Law* c. Bernoulli's Principle* (1) Lift (a) Angle of attack and boundary layer* (b) Aspect ration and velocity* (c) Relative wind and air density* ( d) Wing area and airfoil design C Temperature and heat 1. Temperature 2. Heat 3. Thermal expansion a. High speed heat problems* 4. Transmission of heat* a. Greenhouse effect* 5. Change of state Ill. Sound and Light A. Vibrations and waves 1. Transverse vs. longituidinal 2. Doppler effect* 3. Bow waves 4. Shock waves a. Formation and its effect on flight* *Denotes concept that is supported with aerospace classroom activity. B. Sound 1. Speed of sound* a. Mach number b. Subsonic, transonic, supersonic, hypersonic C Light 1. Color a. Atomic color code-atomic spectra b. Sunlight* D. Reflection and refraction F. Lenses 1. Telescopes a. Reflecting b. Refracting F. Diffraction and interference 1. Lasers Semester Two IV. Electricity and magnetism A. Electrostatics B. Electric Fields and Potential C Electric Current 1. Ohm's law a. Current b. Voltage c. Resistance D. Electric Circuits 1. Series 2. Parallel 3. Schematics F. Magnetism 1 . Magnetic poles 2. Magnetic fields a. Earth's magnetic field* F. Electromagnetic induction V. Atomic and nuclear physics A. The atom and the quantum 1. Photoelectric effect B. Atomic nucleus and radioactivity C Nuclear fission and fusion 1. Fission 2. Fusion VI. Earth in space A. Earth-moon system Denotes concept that is supported with aerospace classroom activity. I  7 1. Eclipses 2. Space exploration a. Race to the Moon b. Space shuttle* c. Space stations B. Solar system 1. Origin* 2. Sun 3. Planets 4. Other objects C Stars and Galaxies 1. Stellar astronomy 2. Stellar life cycles 3. Classification of stars 4. Origin of the universe VII. Atmoshpere A. Characteristics of the atmosphere 1. Composition and behavior 2. Pressure. weight. and density 3. Temperature and humidity* 4. Wind and air currents 5. Effects of altitude and relative wind* B. Weather and climate 1 . Factors of weather 2. The water cycle 3. Forecasting a. Remote sensing 4. Climatology VIII. Oceans A. Composition B. Currents 1. Remote sensing C Waves D. Tides F. Topography F. Deposits VII. Plate Tectonics A. Theory B. Plates and plate boundaries 1. Remote sensing* C Earthquakes *Denotes concept that is supported with aerospace classroom activity. \\ , 1 DEPARTMENT: Science COURSE TI'ILE AND NUMBER: Aerospace Biology 1-2 LENGTH OF COURSE: 2 semesters PERIODS PER WEEK: 5 CREDITS PER SEMESIBR: 5 GRADE LEVELS: 9-12 PREREQUISITES: Successful completion of Aerospace Physical Science with grade of \"C\" or better, meeting of Biology 1-2 prerequisites, or Teacher Approval. GOALS The student will understand the nature of science. The student will develop scientific thinking processes (i.e., observing, communicating, comparing, ordering, categorizing, relating, and inferring). The student will be aware of the commonly shared values of the scientific community. The student will develop rational decision-making skills applicable to major issues of personal and public concern. The student will be aware of how the enterprise of science operates in the United States and elsewhere in the world (e.g., space exploration*). The student will be aware of the array of job prospects and interest areas within the science and technology arena (e.g., aerospace industry*). The student will understand the connections among the disciplines of the physical, earth, and life sciences. *Denotes aerospace application. I .  l 2 The student will develop a strong sense of the interrelationship between science and technology and an understanding of the responsibility of scientists and scientific literate individuals to both present and future societies. The student will understand the effects of air and space flight upon the human body. OBJECTIVF.S The student will be able to identify the characteristics of living things. The student will be able to explain how the structures of living things perform their functions, interact with each other, and contribute to the maintenance and growth of the organism. The student will be able to identify the realtionships of living organisms and explain how living things are classified. The student will be able to explain how humans interact with other living things. The student will be able to identify the effects of air and space flight upon the human body. The student will be able to explain the biochemcial basis of life and metabolism. The student will be able to identify the component structures of cells, explain their functions, and explain how cells grow. The student will be able to explain how the characteristics of living things are passed on through generations and how heredity determines the development of individual organisms. The student will be able to explain how life has changed and diversified through time. The student will be able to identify the processes and patterens that characterize the evolution of life. The student will be able to identify ecosystems and explain how organisms interact in them. *Denotes aerospace application. \\ .  I 3 The student will be able to explain how energy flows within an ecosystem. The student will be able to explain how ecosystems change. The student will be able to identify the responsibilities of humans toward ecosystems. METIIODS AND MATERIALS USED IN TEACHING TI-IE COURSE Basic Text: BSCS Green Version: Biological Science: An Ecological Approach, Kendall/Hunt Publishing Company, 1987 LBUSD Approved Supplementary Materials (e.g., texts, videotapes, films, computer software, laserdiscs, etc.) OUJLINE OF CONTENT AND TIME ALLOTMENT Semester One I. The Biosphere A. Food Webs 1. Interactions of organisms B. Individuals and Populations 1. Abiotic and biotic factors 2. Limiting factors C Communities and Ecosystems 1. Ecosystem structure 2. Stability 3. Human influences D. Matter and Energy 1. Biochemistry 2. Photosynthesis and Respiration II. Continuity A. Cells 1. Structure 2. Function 3. Reproduction B. Reproduction 1. Sexual a. Meiosis b. Fertilization C Development *Denotes aerospace application. 4 1. Animal 2. Control of conception 3. Cancer D. Heredity 1. Mendelian genetics 2. Genes and chromosomes 3. Genes and DNA E. Evolution 1. Diversity, Adaptation, and Evolution 2. Natural Variation and Natural Selection 3. Forces of Evolutionary Change Semester Two III. Diversity and Adaptation A. Biological Classification 1. Prokaryotes a. Microorganisms and disease b. Bacteria, viruses, viroids, and prions 2. Eukaryotes a. Origin of mitochondria and chloroplasts b. Protists (1) Autotrophic (2) Heterotrophic c. Fungi d. Plants (1) Nonvascular (2) Primitive vascular (3) Seed plants e. Animals IV. Functioning Organisms A. Digestion and Ingestion B. Cellular Respiration C Nutrition D. Humans 1. Maintenance of internal environment a. Circulation ( 1) Cardiovascular function in microgravity* (a) Cardiovascular responses to lower body negative pressure is greatest during first three weeks of flight. Stabilization occurs by about the eighth week* (b) Changes in blood flow and compliance of the leg vessels (related to muscle) show rapid *Denotes aerospace application. I .  I 5 adaptations to first, weightlessness, then sudden return to one-g (c) Present length of space flights shows no deterioration of cardiac function, but longterm accumulation of cholesterol must be measured* ( d) Decrease in red blood cell mass is a constant occurrence during space flight* (e) Plasma volume decreases (f) Oxygen released by red blood cells increases (g) Minor structural chromosomal defects in blood cells seem not to significantly increase during flight* b. Metabolism ( 1) Metabolic functions in microgravity* (a) The ability to at relatively high levels (500kcal/h), without physiological problems, is reasonable for short periods* (b) The pacing of activities has been about 250kcal/h which, for long durations, has been comfortable (c) Fluid and electrolyte metabolism changes reach a stabilized condition of homeostasis* (d) Metabolism of bone minerals, protein, and carbohydrates show persistent lack of stability c. Immunity ( 1) Immunology in microgravity (a) Alterations in serum proteins is insignificant (b) Lymphocyte responsiveness decreases markedly on flight recovery* d. Gas exchange and excretion ( 1) Respiratory response in flight* (a) Above 10,000 feet the effects of hypoxia are significant: increase in breathing and pulse rate, dulling of sensory receptors, impaired vision, and decreased muscular control* (2) Lung cells exposed to weightlessness for two months showed only minor, insignificant changes e. Temperature regulation 2. Coordination a. Movement ( 1) Musculoskeletal function in microgravity *Denotes aerospace application. 6 (a) Increase in urinary calcium is similar to that found in prolonged bedrest (b) Significant loss of nitrogen and phosphorous is associated with observed reduction in muscle tissue ( c) Initial loss of mass in weightlessness will not prevent humans from sustained missions provided proper diet is maintained ( d) Mineral loss in bone occurs mostly in the lower extremities. This loss appears to stabilize after one to two months ( e) Muscles lose mass and minerals (f) Appropriate exercise can minimize loss b. Nervous System c. Endocrine System d. Behavior and nervous system ( 1) Neurophysiology in microgravity (a) Most humans going into microgravity experience some responses, varying from dizziness to incapacitating nausea (b) Humans are able to obtain adequate sleep over prolonged periods (c) Sleep quality diminishes during postflight periods ( d) In-flight tasks usually take longer at first than those conducted prior to flight* ( e) Performance adaptation in microgravity is very rapid (f) No evidence indicates that performance deterioration can be attributed to long-term exposure to microgravity* e. Drugs and behavior E. Plants 1 . Form and function a. Leaves and photosynthesis b. Stems and conduction c. Roots and absorption d. Growth e. Morphological adaptations to different environments 2. Maintenance and coordination a. Photosynthesis b. Respiration c. Biochemical and environmental control of growth *Denotes aerospace application. 7 V. Patterns A. Selection and Survival I. Populations a. Changes 2. Environments a. Succession and evolution in ecosystems B. Prehistoric ecosystems I. Environmental reconstructions 2. Evolution of life a. Human evolution C Biomes I. Climate a. Precipitation b. Temperature 2. Insolation 3. Human influences D. Ecosystems I. Terrestrial 2. Aquatic a. Freshwater b. Marine environments E. Human-shaped ecosystems 1. Human built ecosystems a. Cities and suburbs b. Agriculture c. Future ecosystems F. Humankind in the future 1. Human biology and behavior 2. Major issues in human ecology 3. Human technology in the future *Denotes aerospace application. J SCIENCE By the conclusion of the project period 1n 1991, at least 70 I of the Grade 4-12 students enrolled since October 15 w111 have completed with minimum competency8 the LBUSD Performance Based Assessment administered the last week of May/first week of June. 8H1nimum competency will be defined as an average of at least .....lQ1._ (Elementary/Middle) and _____.2!_ (~igh School) correct. PHYSICAL SCIENCE By the conclusion of the project period, 70 , of the grade 4-5 students enrolled in the magnet school progrm will score at or above an established competency score on each of four (4) teacher and student selected reportsb. The extent to which this objective is met will be determined by teacher records and verified by the site magnet facilitator. 8 Minimum competency will be defined as an average of at least _l_ on each report using the following scale: 4 Well beyond expectations for grade level\nextraordinary. 3 Does better than expectations for grade level\ncanpetent/fluent. 2 At level or average performance for grade level\nappears comfortable with demands of project . l Approaching average performance for this grade level\nsane skill/c0fl'4)rehension acquired. 0 Novice\nno evidence of relevant skill/comprehension . bScientific Method - Experimental Design Given a question or a problem, students will formulate a hypothesis, design an experiment, observe and draw conclusions frcrn the data. Process Skills Elementary: Observation, classification, comnunication, inference. Middle : Comparing, organizing, categorizing, relating, inferring, applying. Computer Technology for Scientific Purposes Having a product that reflects the use of canputers, laser discs, VCR's, calculators, and science equipment. Self-Assessment/Self-Esteem Student and teacher selected work will be placed in individual student portfolios. TECHLAB7 II PHYSICAL SCIENCE 11 I PROJECT RATING FORM FOR STUDENT ASSESSMENT Student: Grade: Scientific Method- Ski 11 Sb Sel f-AssessmeJt Experimental Process Computer Technologyc Self-Esteem Design I I I I IO QJ QJ Criteria C Ill \"' \"' .., - - 0 0. 0. .., Ill 0. 0. (to be developed) .I.l.l .-., C Ill ::, ::, QJ Cl V E E ... 0 C I I QJ C: Ill Ill Ill - 0 QJ Ill QJ \"' .c Ill QJ 0 V') ~ V') j .., .., - .., .., .., QJ V') QJ L - C Ill .., Ill - C - \"' L \"' Ill +-' Ol- Ol Cl) u Ill Ill u II\u0026gt; .., L Ill Ill Cl) L .... ::, Ill Ill \"U Ill \"' 3 u C C C QJ E - 0 0 Cl) ti# L 3 0 0 E 3 \\,. .c 0 0 Ill .D .c QJ QJ - C :, - Cl) . - ~ 0 . QJ ::, \u0026amp;. u QJ . QJ Ill 0. .D - .., - . \"U 4 u .D \"Cl 0 .! 0. .D 0 \"U u .D 0 \"U 0 L .., Ill o- -~ ~ - \"U \" 0 :, - .c 0 Cl) 10 .c - 0 Ill .. L - .c a. IO L L Q L,- ....I Cl a.. \u0026gt; a.. u c., a: ..J a.. \u0026gt; Cl ..J at: ID \u0026gt; a.. V') Cl l!l a.. u 3 ID 3 ::c 1. Abt llty to Implement a Plan of Action 2. Techn teal Skills/ Problem Solving 3. Understanding of Ideas Evidenced In Production 4. Understanding of Ideas Evidenced in Reflection 5. Quall ty of Work TOTAL Average - Total # of Criteria 8Given a question or problem, students will fonnulate a hypothesis, design an experiment, observe and record data and draw conclusions from that data . bObservation, classification, conmunication, Inference in elementary, comparing , organizing, categorizing, relating, Inferring, applying In middle . ~ving a product that reflects the use of computers, laser discs, VCR's calculators, and science equipment . Student and teacher-selected work will be placed in individual student portfolios . I L I \u0026gt;- Cl) -- 0. 0 E o Ill .C V') u V') Ol C4- Ill Ill - 0 0 0 . . QJ - \"U 0 \"\"Cl L C .c - 3 UJ a.. \u0026gt; 11/20/90 L O H Q B B A C K O H I P I B D 8 C K O O L ~ t ~ ~ x I c ~ llROSPACB TECHNOLOGY MAGNET PROGRAM PROPOSBD roa TBB MAGNET SCHOOL ASSISTANCB GRANT APPLICATtON TO TBB 0.8. DEPARTMENT OP EDOCATION APPLICATION FOR 2.QAT'IIU..n\"ID ..__,_  FEOERAL ASSISTANCE 12/4/89 95000-1886-AI ,. ,.,,.r,  - 2. Q.11'1 - ff Sl'AT'I SI.-\"-'- ~ ,.., :DP=-o- 89040822  Ow-  c:..r.- 4Q61'1_.., __ ,,___ ~~ ~ PR Award Its 165A90138 L~-- i..-- ~UM: Soec ia 1 Proiects Services USrottiy T:-~ S165A.,C'() 138-~ ____ ,,._r,1,,.._,ac,a_.,._.,..._ Long Beach Unified School District --i,.-=-i 701 Locust Avenue Dorothy T. Harper, Director Gail Quinn, Long Beach, CA 9J613 Special Projects Services Aerospace Tech no (2!3) 436-9931, Ext. 1322 Magnet Ext. 727 ----------- 7. ~a,~\\_,_, IIXl\")OT\u0026amp;.11 Jene, rn OCU'I ln 61 ol al I I al al 61 -I Ai I I A. -- M,_SCfWDO.... 9 5 - I 1.eo.- L Slam c.:r,.,_ ,,_,,,_,al~.._ c...._ J.-- .. ~ 01' -...c.r.1- 0.T- ll .,.,,.,r,_ ,. - 6jc.a,,,,,_ --- E- ~-- F-...... ..\n,,,,,n'-_, ., ~-.,., CD\"0Qr\"a:llt ~-- .. cx.i: 0  13.~C:-.:. ~ -~,,,, A. ~ A..C .. ~ .. -- c_,,.._o...a, 0~~ oi,..1-,.,,: L-01'-.--r, U.S. Depart::ient of E:ducat::.on/ ACC ioiash::.ngton, D.C. 20::.02 ''- :-.lT~- 01' --~ I s I 4 ll l ~ jS Al ,,. ~ mu c, ~ ~ ffl'L.E: Magnet Schools Assistance Program The Aerospace Technology Magnet Progra 12. -~ ..,\"\"0,ACT {C:,-. - - __ ,, Long Beac!-1 U:i i f:.ed Sc:1001 n:.sr:-ic~ \u0026amp;.~\"\"CACT: ,._ cco-,~ oosnncn ~ si.,o.. l!ndlnQ 0.. LAoc,lica,,c !11.~ 080190 073191 3 I, 32, 42 3 I, 32, .'.. _~ lL OT'7IIIA T'ID ~ I L is .-.,c,,,.roo, ~ -:-o,..,,..,. .,, -:T.lTI !DCJTl'IW caoa ~ oao:::ss-r .. i:-. 1  3,125,939 . QII .. -1:.5. ~ ~..:c\u0026gt;.~,.,-..:c\u0026gt;.:\"'CN WAS i.c.AD!: AV~\"\"\": \"\"\"E S-:-A\"l'c :XEC.ITil.1: ~ ,.:n ~ ~~ \"VIEW ,:i,. 11.\"-'t I ..QD CATI! 12 /i/89 ~si.. I ..QD II ,ci. D ~ IS MOT~ SI' !.C. 1Zl1'2 d.~  ..  O'I ~ MAS ,cir 3E9\u0026lt; ~ E1Y STA~ eOl'I 111:VlEW ~01,w  ..QD I. ~ .........  ..QD 11. S nta ~ ta.Jll0l.eff OIi ,,_ - .:Bn\n. :'CTAL  3,125,939 .QII CY . .., ... _.,_ Ci .., IL ro n,a IRST CII' - ~ - --- AU ::.i.r .... n.a ---=--~TIOOI AAII ~ - -=--:T. ,.. ~ ..... - CIULY ...,_..,,.,.. ~ ol1f o, n,a ~ \"\",.,.. --.x:ff ~ ~Y wm. noa TT.oooe:, ~..en\"' \"\"lf'II \u0026amp;G\u0026lt;ST.ucz ,s - I. r,,_ -al ---~WWW- 1 7 Leon E. Tavlor 1:i.r-\u0026lt;1111 Bus:.ness ~Iar:ac:,::- lc..-..-.cnor,a~ .'.. 36-9931 X II 89 d. ~,z\n\"'-lT -...o.a cQ,lllQl\"U NOi l..l,ACle .J Auttlonz9d !er ~I Reproduc:ion :3 ,~ ,\n,h ~IM'IC.lr\"C -\"Jlf'ffl ..,,4 \"C:\\t A 08 ~-oao .,.,, ,:wa .\n..re...., .a.. 1c\nstandard Form 424. Table of Contents. Budget Information MSAP Assurances TABLE OF CONTENTS Non-Construction Program .......... . Certification Regarding Debarment, Suspension, and other Responsibility Matters ...... . Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion .. Certification Regarding Drug-Free Workplace Requirements . . . . . . . . . . . Desegregation Plan Information. Supplemental Data Sheet. Abstract ... .  ..... Program Narrative. I. Background (green) A. City of Long Beach B. Long Beach Unified School District (LBUSD) C. LBUSD Voluntary Desegregation Plan 1 II. Needs Assessment. Goals. and Objectives (orange) . . . . 9 Need 1: The Reduction and Prevention of Minority Group III. Isolation Objective La. Need 2.a.l.: Strengthening the Knowledge of Academic Content 2.a.2.: The Underrepresentation of Minorities in Science and Math 2.b.: Developing Marketable Technical Skills 2.c.: Employment and Training Needs in the Aerospace Industry 3.a.: Evaluation of LBUSD Magnet Programs Objective 2.a. 2.b. Plan A. B. c. 2.c. 3.a. of Operation (beige) ...... . Management Plan Management Tirneline 26 Relationship of Project Objectives to Purposes of the Program D. Use of Resources and Personnel to Achieve Each Objective E. Equal Access and Treatment F. How Assistance Will Be Used to Promote Desegregation IV. Quality of Key Personnel (goldenrod) .......... 44 A. Overview B. Qualifications of Key Personnel c. Qualifications of Other Key Personnel to be Used in the Project _ D. Time Commitment of Key Personnel to Project E. Nondiscriminatory Employment Practices V. Quality of Project Design (blue) ............ 57 A. overview: The Aerospace Technology Curriculum 1. The Basic Skills for Physical Science and Physical  Science Laboratory . 2. Computer Technology and the Computer Technology Laboratory 3. The Pre-engineering Studies B. Aerospace Technology in the Elementary School 1. Content Knowledge in Aerospace Science 2. Content Knowledge in Computer Technology c. Aerospace Technology in the Middle School 1. Content Knowledge in Aerospace Science and Technical Algebra 2. Content Knowledge in Computer Technology 3. Content Knowledge in Pre-engineering Studies 4. The Technology 2000 Laboratory D. Aerospace Technology in the High School 1. Content Knowledge in Aerospace Biology, Aerospace Physical Science, Descriptive Geometry and Technical Writing 2. Content Knowledge in Computer Technology 3. Content Knowledge in the Pre-engineering Studies 4. The Technology 2000 Laboratory E. Instructional Approaches and Time 1. Cooperative Learning 2. Teachers Expectations for Student Achievement (TESA)\nformally entitled Equal Opportunity in the Classroom 3. The Academic and Non-Academic Student Recognition Program 4. Amount of instructional time F. The Staff Training Plan G. The Planning Component to Evaluate the LBUSD Magnet Program H. Bringing St~dents from Different Backgrounds Together I. staff Experience in and Knowledge of curriculum Development and Desegregation Strategies J. Addressing Educational Needs Appropriate to Students Enrolled K. Parental Decision-making and Involvement VI. Budget and Cost Effectiveness (lt pink) ......... 114 VII. Evaluation Plan (gray) ..... . . . . . . . . . . . . VIII.Adequacy of Resources (purple). . . . . . . . . . . IX. x. Commitment and Capacity (yellow) .. . . . . . . . . Special Consideration (drk pink). A. Recentness of the Implementation of the Approved Desegregation Plan . . . . B. c. D. E. Involvement of Minority Group children Need for Assistance Degree of Achievement Collaborative Efforts 116 120 122 127 BUDGET INFORMATION~ Non-Construction Programs GIii ................ ..... ,,..,. ~.,...,. . 11n1,.._ A IIUOCllf  ' -  ~-: 1......WUr blgN4,_. ....... ................ DeandcA ....... Adhlllr ..... ...... ..... .., .. ...... ....... .. , .... Ca) ~ (\u0026lt;) (d) (e) (f) ti\u0026gt; 1 I I I I I vcA,'P DI. I l\nC A 1 l'.Vi Q1Q 3.125 939 J. J. .. I. TOl'MS I I s I I 'l J?CQ'lQ .. J?t\n, O'lO - H~ -IIUOGITCAffGOAIU --f\\lNC'IIOIIC.ACIMI\\'  .,....anac.. ....... ,. ... .. ........ (I) (!) ()) (4) m I I I s I I 1/,,I\ni,.7Q I 11,.(,, 1.,1. It. ............. 204 .4 78 204 .4 is C. , ..... .. ., \" ... .. ...... 594. 151 594 .151 D\".1'7 ')')g rJ')'J \".l\".ID - t C..edliill It 1cn ?nn I co ?1\\1\\  c. ,~ .... . - .. . .. ... -- 73459 73,45~ L , ............ OllwllC.--ofle-1111 'L00S.102 1 .oos. ,h2 .. ....... ~ 120.837 120} 837 t. TOT AU (lull! of II end II ) I I s s I 1 _12'i 939 , .... 3.125.9H I,. ,... ___ s I I I I --- ~ ,_, SECIIONC NON-fEDUAL mouaas __ .... - . -- -- -IO'f.11. ..  I  .. , .. \"  - IJ. TOTAU (luaof ...... lelld 11) I I I SECTION D  fOIIECASTtD CASH NEEDS IL,.._.. ...... , .. ,_ -- -- -- S 3 125.939  1.196.889 I 602.738 I 602,7 39 ............ IS. TOTAL (waofliMI 1J 111111114) I 3,125,939  I. 196,889 I 602,738 I 602,738 I SECIION E  IUDGET ESTIMATtS Of FEDERAL FUNDS NEEDED FOR aAlANCE Of THE NOJECT ,., ......... .......... ---....... (d'\"-\" \"\"'1Mt4 11.  I I 17. IL , .. JI. TOTAUC.U-of..._111t) I I I SECTION f. OTHEI IUDCiET INFOIIMA TION . \u0026amp;Ana\u0026lt;hNdltioMIShee11rf'--Y) JI. DnctO..-: ,. Ill. ..... a....-: 120,837 RateS.012% 3. . . 005, 102 1J. ...... Capital outlay is deducted from the direct charges. the result is the base, which is indirect coat rate. . Aulhorlzed fo, local Reproduction  I --  602.737 I 602,737 ... , .... I  multiplied by the flf 424A t4_..I .... I ,......-,oi,ac...A-... ' THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The Elementary Level: 4 Schools Magnet Enrollment 1720 pupils Object Class Number Cost a) Personnel/Certificated 1. site Manager/ 4 46,520 Computer Specialist 2. Physical Science 4 38,717 Teacher Specialist 3. Summer Teacher 3 $25 per hour Specialist in X 6 weeks X Physical Science 4 hours 4. Year-round 4 tracks $25 X 4 Intersession hours X 8 Teacher Specialist weeks (2 intercess-ions) 5. Classroom Teachers/Summer School 3 schools $25 X 4 X 3 hours X 6 teachers weeks per school=9 6. Classroom 1 school Teachers/Year Round X 3 Intercession teachers 7. Teacher Training: Stipends For participation in training that takes place after duty-hours or duty work year a. Sensitivity to Interacting with Diverse Populations b. Advanced Cooperative Learning X 4 tracks=12 25 49 $25 X 4 hours X 8 wks (2 intercessions) $13.71 X 6 hours $13.71 X 6 hours Total 186,080 154,868 1,800 3,200 5,400 9,600 2,056 4,031 Explanation supervision and instruction at school site instructor for Physical Science Lab implementation of a summer science program implementation of a summer science program implementation of a summer science program implementation of a summer science program training for teachers new to the program more training on equal status interactions c. TESA d. Computer, laser disc, hypercard, scanner, CD-ROM, and network administration training 8. Teacher 25 25 $13.71 X 6 hours $13. 71 X 30 hours 44 $100 X 5 Training: Substitute classroom days Teachers teachers to release classroom teachers \"Essential Elements of Instruction\", the Aerospace Curriculum, and Strategies for lesson delivery 9. Additional curriculum Writing a. Computer Technology Component 1. Lego Logo 2. Hypercard for the Apple GS b. Aerospace Science Sub-Total/Personnel 3 3 3 $25 X 40 hours $25 X 40 hours $25 X 40 hours 2,056 10,283 22,000 3,000 3,000 3,000 $410,374 training for teachers new to the program required training for project and classroom teachers new to the program teacher training carried out during school hours for purpose of teachers learning new content and software designated in the instructional lesson accompanying course outlines. The Madeline Hunter Model is used. To keep course content current with technology, and student level of competency. As students become knowledgeable and proficient, course outlines will need to be modified/updated to keep pace with student abilities and new information b) Fringe Benefits/Certificated (sheets attached) Sub-Total/Personnel and Benefits d) Equipment Juan Bautista Alvarado School 1. COMPUTER LAB a. A2P6015/A Apple IIGS 1MB RGB Professional System Includes Apple IIGS CPU (1MB) (A0012LL/A) Apple 3.5 Drive {A9M0106) Apple 5.25 {A9M0107), Apple Color RGB Monitor {A2M6014) A2B2092 Apple II Video Overlay Card A2P6020/A IIGS Hard Disk B0103LL/A Macintosh IICX Hard Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display and Video Card (M0119) b. M5335/A Macintosh SE Hard Disk 40 CPU (2MB) w/Apple Keyboard 32 1 1 1 8 1,466 385 1,055 4,768 2,470 82,764 $493,138 46,912 385 1,055 4,768 19,760 Mandated by employees bargaining unit as a part of Teacher contract effective through August 1991 Items a-hare required to implement coursework, and to share files and printers c. B0098LL/A S0MB-SE/30 AppleShare File Server system (for Apple II, Macintosh \u0026amp; MOS-DOS Workstations) Includes Macintosh SE/30 Hard Disk 80 CPU ( 4MB) (M5361) , Apple Keyboard (M0116), AppleShare File Server 2.0 (M054S/B) , LocalTalk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A2D2059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), AppleShare Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) d. A9P0521/A ImageWriter II Network Printer Includes ImageWriter II Printer (A9M0320), ImageWriter II/LQ LocalTalk Option (A9B0314), LocalTalk Locking Connector Kit-dins (M2068) e. M6210 LaserWriter IINT w/Toner Cartridge and letter cassette 1 5,125 5,125 3 505 1,515 2 3,174 6,34S f. M5098/A Apple Tape Backup 40SC w/cables for Internal Hard Drives Includes Apple Tape Backup 40SC {M2640/A), Apple SCSI System Cable {M0206), Apple SCSI Cable Terminator {M0209) g. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive {M2700/A), SCSI System Cable {M0206), SCSI Peripheral Interface Cable {M0207), SCSI Cable Terminator {M0209) h. M6023 Apple Scanner w/cables Includes Apple Scanner {A9M0337), SCSI Peripheral Interface Cable {M0207), SCSI System Cable {M0206), and SCSI Cable Terminator {M0209) i. A2M2058 Apple II 256K Memory Expansion Kit j. Hayes Modem V9600 k. Farallon PhoneNet Connectors #PN208 1. Farallon Cable Adaptors rn. Farallon Sound Digitizer n. Pioneer Videodisc Player (LB-V4200) 2 2 2 32 1 50 2 1 1 1,105 923 1,343 111 905 23 5 134 1,161. 2,210 1,846 2,686 3,552 905 1,150 10 134 1,161 for networking system to be used in instruction o. Zenith TV Monitor Receiver, Color 25\" diagonal screen p. Wall-Mounted Rack, black enamel for 25\" TV and VCR includes installation q. Video cassette recorder-player, VHS format, 1/2\" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 r. Projector, Overhead, 10\" X 10\" optical stage with 14\" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 r. Projection Screen, pull down, wall mount, 60\" X 60\", matte surface, includes brackets. Draper \"STAR\" s. Data Display for Apple IIGS 2 580 2 210 1 350 1 160 1 40 1 1,500 1,160 420 350 160 40 1,500 for students to view the instructional lesson for purposes of preplanning instructional lessons to be placed on the teacher station for teacher directed instruction installed on computer for purpose of viewing the instructional lesson on projection screen t. Bose Roommates 1 pair 250 250 to amplify Speakers audio from CD-ROM player which will enable students to hear lesson without use of headphones u. Furniture 1) Student desks 32 375 12,000 ( 3 2 II) with lock down devices to fit Apple GS computer systems per specifications attached in appendix 2) Student desk 8 350 2,800 (32\") with lock down devices to fit Macintosh SE computer systems, per specifications attached in appendix 3) Chair, 40 11.29 452 classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue 4) Table, printer 5 480 2,400 to house laser per specifications printer and attached in ImageWriter appendix Network Printer 5) Teacher station 1 500 500 for purposes of unit (on casters) teacher to hold computer, directed CD player, instruction laserdisc player, scanner, and overhead projector 2. PHYSICAL SCIENCE LAB a. A2P6015/A Apple 12 1,466 17,592 Items a - are IIGS 1MB RGB required to Professional System teach course Includes Apple IIGS content and CPU (1MB) software\nand (A0012LL/A) Apple to share files 3.5 Drive (A9M0106, and printers Apple 5.25 Drive (A9M0107), AppleColor RGB Monitor (A2M6014) A2B2092 Apple II 1 385 385 Video overlay Card A2P6060/A IIGS Hard 1 1,055 1,055 Disk A2M2058 Apple II 12 111 1,332 256K Memory Expansion Kit b. B0098LL/A SOMB-SE/30 AppleShare File Server system (for Apple II, Macintosh \u0026amp; MOS-DOS Workstations) Includes Macintosh SE/30 Hard Disk 80 CPU ( 4MB) (M5361), Apple Keyboard (M0116), AppleShare File Server 2. O (M0548/B), LocalTalk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A202059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), AppleShare Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) c. A9P0521/A ImageWriter II Network Printer Includes IrnageWriter II Printer (A9M0320), ImageWriter II/LQ LocalTalk Option (A9B0314), LocalTalk Locking Connector Kit-dins (M2068) 1 1 5,125 5,125 505 505 d. M5098/A Apple Tape Backup 40SC w/cables for Internal Hard Drives Includes Apple Tape Backup 40SC (M2640/A), Apple SCSI System Cable (M0206), Apple SCSI Cable Tenninator (M0209) e. M6023 Apple Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI system Cable (M0206), and SCSI Cable Terminator (M0209) f. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) g. Pioneer Videodisc Player (LB-V4200) h. Zenith TV Monitor Receiver, Color 25\" diagonal screen i. Video cassette recorder-player, VHS format, 1/2\" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 2 1 1 1 1 1 1,105 1,343 923 1,161 580 350 2,210 1,343 923 1,161 580 350 to be used in instruction for students to view the instructional lesson for purposes of preplanning instructional lessons j. Projection Screen, pull down, wall mount, 60\" X 60\", matte surface, includes brackets. Draper \"STAR\" k. Video camerarecorder, VHS. (physical science lab) Two zone autofocus, AV input for recording from TV. To include, Battery Pack, AC adaptor, pause control remote unit, 300 to 75 Ohm transformer, A/V cable, AV converter connector, Battery pack charging connector, VHS coaxial cable, carrying case and shoulder strap. Panasonic Model AG-170 1. Data Display for Apple IIGS m. Bose Roommates Speakers n. furniture 1) Student desks (36 11 ) with lock down devices to fit Apple GS computer system per specifications in appendix 1 1 1 1 pair 12 40 1,500 1,500 250 378 40 1,500 1,500 250 4,536 One camera is required to take pictures of students doing hands-on activities for purposes of comparing the results of investigative work Installed on computer for purpose of viewing the instruction lesson on projection screen to amplify audio from CD-ROM player used in teacher directed instruction 2) Chair, classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue 3) Table, printer per specifications attached in appendix 4) Teacher station unit (on casters) to hold computer, CD player, laserdisc player, scanner, and overhead projector 5) Wall-Mounted Rack, black enamel for 25\" TV and VCR includes installation 6) Table, lab, 30 X 72\" per specifications in appendix 12 11.29 1 480 1 500 1 210 6 190 Monroe, Cleveland, and Buffum Schools 1. Additional equipment needs consistent with coursework descriptions in program narrative and first year equipment purchases a. A2P6060/A Apple IIGS Hard Disk 2 X 3 schools= 6 1,055 135 480 500 210 1,140 6,330 to house laser printer and ImageWriter Network Printer for purposes of teacher directed instruction one for the computer lab and one for the physical science lab b. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) 3 c. A2M2058 Apple II 3 schools 256K Memory X 32 Expansion Kit computers in computer lab and 12 computers in the physical science lab= 132 d. M6023 Apple 3 Scanner w/cables schools Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) e. Pioneer 3 Videodisc Player schools {LB-V4200) f. B0103LL/A 1 per Macintosh IICX Hard 3 schools Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display and Video Card (M0119) 923 2,769 111 14,652 1,343 4,029 1,161 3,282 4,768 14,304 for teacher directed instruction through technology in the computer lab for teacher directed instruction in the computer lab for teacher directed instruction in the computer lab g. Projector, 3 schools overhead, 10\" X 10\" X 2 labs optical stage with = 6 14\" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 h. Projection Screen, pull down, wall mount, 60\" X 60\", matte surface, includes brackets. Draper \"STAR\" i. Teacher station unit (on casters) to hold computer, CD player, laserdisc player, scanner, and overhead projector 3 schools X 2 labs = 6 3 schools X 2 labs = 6 160 40 500 j. Data Display for 3 schools 1,500 Apple IIGS X 2 labs = 6 k. Bose Roommates Pair of Speakers 1. Science Equipment such as assorted apparatus and balances: specific Gravity, measurement, weight, instrumentation, solar, electrolysis, heat, work, and light Sub-Total/Equipment 3 schools X 2 labs = 6 3 schools 250 5,000 960 240 3,000 9,000 1,500 15,000 $239,472 for teacher directed instruction in the computer and physical science lab for purposes of teacher directed instruction installed on computer for purpose of viewing the instructional lesson on a screen to amplify audio from CD-ROM player as used in teacher directed instruction for hands-on activities in the physical science lab e) Supplies 1. Additional software 2. M0132 40 MB Tape Backup Cartridge (box of 5 pre formated cartridges) 4 schools X 2 labs per school= 8 4 APPLE PRINTER 3. A9G0331 ImageWriter II Color Ribbon (box/6) SUPPLIES: 4. A2M0077 Cloth Ribbon (DMP) (box/6) 3 per computer lab+ 1 per physical science lab X 4 schools= 16 3 per computer lab+ 1 per physical science lab X 4 schools= 16 30,000 240,000 139 556 59 944 44 704 There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. LASERWRITER PRODUCTS: 5. M0139 LaserWriter II Legal Cassette 6. M6002 LaserWriter II Toner Cartridge 7. Scanner Replacement Lamp 4 schools and computer labs X 2 = 8 4 schools and computer labs X 2 = 8 4 schools X 3 per computer lab and 1 per physical science lab X 2 = 32 125 1,000 90 720 25 600 8. Supplies 4 2,500 10,000 . Xerographic paper . Pencils . Lined white paper . Pens . File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 9. Science Conswnables 10. Lego TC Logo Starter Kits includes interface, software, slot card, teacher's guide, student guides, reference guides\none kit for 4 students Apple IIGS #1092 4 X 1720 students 9 25 485 172,000 4,365 Introduction to robotics in computer lab and Lego Logo, Logo programming in the physical science lab 11. Lego TC Logo: Technic Control I for up to 24 students includes 12 Technic Control I sets of optosenors, volt motors, counting wheels and activity cards and 12 manual control units 12. Classroom sets of resource books for computer lab 13. Classroom sets of resources books and posters for physical science lab Sub-Total/Supplies h) Other 1. Postage 2. Xeroxing/ printing costs Sub-Total/Other 4 2,223 4 1,000 4 2,000 1720 .25 X 10 students mailings 1720 .03 X 10 students mailings X 10 sheets TOTAL DIRECT/Elementary 8,892 4,000 8,000 $451,781 4,300 5,160 $ 9,460 resources for creating teaching lessons to be implemented in computer lab resources for, the lab instructor to plan experiments as part of teaching lesson student recruitment and parent involvement bulletins student recruitment and parent involvement bulletins THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The Middle School Level: 2 Schools Student Enrollment: 1,951 pupils Object Class Number a) Personnel/Certificated 1. Site Manager/ Computer Specialist 2. Career Counselor .50 DeMille .50 Bancroft 3. Physical Science Teacher Specialists 4. Technology 2000 Lab Specialist - Pre-Engineering Studies 5. Summer Teacher Specialist - Applied Physical Science and Mathematics 6. Teacher Training: Stipends a. Sensitivity to Interacting with Diverse Populations b. Advanced Cooperative Learning c. TESA 2 1 2 2 2 X 2 teachers per school 10 25 25 Cost 48,734 49,026 38,714 38,714 6 wks X 4 hrs X $25 per hour $13.71 X 6 hrs $13. 71 X 6 hours $13.71 X 6 hours Total 97,468 49,026 77,434 77,434 2,400 823 2,057 2,057 Explanation program monitoring and computer instruction assisting students with career path\nliaison w/industry Instructors for Physical Science Lab Instructors for Exploring the World of Technology in the Technology 2000 Lab to implement special summer program Training for teachers new to the program More training on equal status interactions Training for teachers new to the program d. Computer, laser 10 $13.71 X 30 4,113 For teachers disc, hypercard, hours new to the scanning, CD-ROM, program and network administration training 7. Teacher Training To develop and/or Curriculum and/or revise Writing: new course Substitute Teachers outlines which to release include the classroom teachers learning of software programs and equipment a. Aerospace 3 $100 X 5 1,500 Biology days b. Aerospace 3 $100 X 5 1,500 Mathematics and days Technical Algebra c. Technology 2000/ 3 $100 X 5 1,500 The World of days Technology d. Aerospace 6 $100 X 5 3,000 Pre-CAD and Lego days Logo 8. Curriculum Writing Teams: Computer Technology, Aerospace Science, and Pre-Engineering Studies - Aerospace Pre-CAD 6 $25 X 40 6,000 and Lego Logo hours integrated in the Physical Science Laboratory - Technology 2000 3 $25 X 40 3,000 Lab/Introduction to hours Manufacturing Technology Sub-Total/Personnel $329,312 b) Fringe Benefits/ Certificated (sheets attached) Middle School Sub-Total/Personnel and Benefits d) Equipment 1. Bancroft computer Lab a. A2P6015/A Apple IIGS 1MB RGB Professional System Includes Apple IIGS CPU (1MB) (A0012LL/A) Apple 3.5 Drive (A9M0106 Apple 5.25 (A9M0107), Apple Color RGB Monitor (A2M6014 b. A2B2092 Apple II Video Overlay card c. A2P6020/A IIGS Hard Disk 15 1 2 31,737 $361,049 1,466 21,990 385 385 1,055 2,110 Part of employment contract Required to implement Lego Logo coursework, and utilize software not , available for the Macintosh (Note: Computer Labs are Macintosh Labs. DeMille has Apple IIE and GS equipment and therefore does not need additional equipment) DeMille and Bancroft Computer Labs: Additional equipment needs d. B0103LL/A Macintosh IICX Hard Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display (M0404), and Portrait Display Video Card (M0119) 2 4,768 9,536 To implement parent involvement component through home-school communication regarding the magnet e. A2M2058 Apple II 256K Memory Expansion Kit e. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) f. M6023 Apple Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) g. Pioneer Videodisc Player (LB-V4200) 39 2 2 2 111 923 1,343 1,161 4,329 1,846 2,686 2,322 To increase memory of Apple IIGS computers purchased with MSAP funds 1989-90. There are 12 Apple IIGS in each physical science laboratory and 15 (see la above) Apple IIGS requested for Bancroft's Computer  Lab. This will enable the project to utilize new software. To be used for instruction in the computer lab 2. Projector, 4 160 640 For teacher overhead, 1011 X 10\" directed optical stage with instruction in 14 II f/3 .5 lens, fan the computer cooled, attached 3 and physical wire cord science labs: approximately 16 projectors will feet long, dust go on the cover, 75 hour teacher station rated lamp. 3M Model 313 3. Projection 2 schools 40 160 Screen, pull down, X 2 labs wall mount, 6011 X = 4 60\", matte surface, includes brackets. Draper \"STAR\" 4. Teacher station 2 schools 500 2,000 For purposes of unit (on casters) X 2 labs teacher to hold computer, = 4 directed CD player, instruction in laserdisc player, the computer scanner, and and physical overhead projector science labs 5. Science 2 schools 5,000 10,000 For hands-on Equipment such as activities in assorted apparatus the physical and balances: science lab specific gravity, measurement, weather, instrumentation, solar, electrolysis, heat and work, light 6. Furniture: 15 375 5,625 Student desks (32\") with lock down devices to fit Apple GS computer systems per specifications attached in appendix 7. Chair, classroom 15 11 165 stacking, one piece, plastic shell, chrome frame, Dutch Blue Sub-Total/Equipment $ 63,794 t e) Supplies 1, Additional software 2. M0132 40 MB Tape Backup Cartridge (box of 5 pre formated cartridges) 3. Apple Printer Supplies: A9G0331 ImageWriter II Color Ribbon (box/6) 4. A2M0077 Cloth Ribbon (DMP) (box/6) 5. LaserWriter Products: M0139 LaserWriter II Legal Cassette 2 schools 30,000 X 3 curricul-um componen-ts 2 3 per computer lab+ 1 per physical science lab X 2 schools 3 per computer lab+ 1 per physical science lab X 2 schools 2 schools X 2 computer labs 139 59 44 125 180,000 278 1,112 352 500 There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. 6. M6002 LaserWriter II Toner Cartridge 7. Scanner Replacement Lamp 2 schools X 2 computer labs 2 schools X 4 labs 90 360 25 200 8. supplies 2 2,500 5,000 . Xerographic paper . Pencils . Lined white paper . Pens . File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 9. Science Consumables 10. Lego TC Logo Technic Control I: Includes 404 elements with two 4,5 volt motors, two optosenors, two counting wheels and five activity cards (1090) 11. Classroom sets of resource books for computer lab 12. Classroom sets of resources books and posters for physical science lab 13. Pre-engineering Studies 425 students 5 2 2 a. Graphic 425 Representation students course 25 138 1,000 2,000 25 10,625 690 2,000 4,000 10,625 Lego Logo computer coursework Resources for creating teaching lessons to be implemented in computer lab Resources for the lab instructor to plan experiments as part of teaching lesson Velum paper, regular drawing paper, mechanical pencils and lead, masking tape, erasers, pencil pointer refills, sketching pencils and paper, ink, miscellaneous tools b. Materials Systems course 425 students 15 10,625 Miscellaneous hand tools, hardware (rivets, screws, washers, etc.), wet and dry sand paper, steel wool, crucibles, tool steel, aluminum, assorted topes and dies, pop rivets, solder, files, jewelers saws and blades Sub-Total/Supplies h) Other 1. Postage 2. Xeroxing/ printing costs Sub-Total/Other 1951 .25 X 10 students mailings 1951 .03 X 10 students mailings X 10 sheets TOTAL DIRECT/Middle School $226,367 4,878 5,853 $10,731 $661,941 student recruitment and parent involvement bulletins student recruitment and parent involvement bulletins THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The High School Level - 1 School Object Class Number Cost Total a) Personnel/Certificated 1. Site Manager 2. Career Counselor 3. Computer Technology Teacher Specialist 4. Technology 2000 Lab Teacher Specialist: a. Introduction to Manufacturing and Technology b. Fabrication/ Modular Automation/ Prototyping/CAD 5. Aerospace Physical Science Teacher Specialist 6. Summer Teacher Specialist - Applied Physical Science and Mathematics 1 1 1 1 1 4 59,384 49,026 38,717 38,717 38,717 6 wks X 4 hrs X $25 per hr 59,384 49,026 38,717 38,717 38,717 2,400 Explanation Program implementation and supervision liaison at the high school. This is an actual salary. Programming magnet coursework and identifying student's career path (350 students) Instructors for magnet coursework To implement special summer program 7. Curriculum Writing of Writing Team detailed course Additional Hourly content into Salary: lesson plans a. Aerospace 2 24 hrs X $25 1,200 Biology (1 year) per hr course b. Fabrication/ 3 40 hrs X $25 3,000 Modular Automation/ per hour Prototyping/CAD (1 year) course c. Electronics/CAD 3 24 hrs X $25 1,200 (1 semester) course per hour d. Descriptive 3 40 hours X 3,000 Geometry (1 year) $25 per hour course e. Technical 3 40 hours X 3,000 Writing ( 1 year) $25 per hour course 8. Curriculum 14 $100 per day 7,000 Development: use of X 5 days substitute teachers to release teachers for writing 9. Teacher Training To implement Stipends: training program for teachers new to MSAP program a. Sensitivity to 5 $13.71 X 6 411 Interacting with hrs Diverse Populations b. Advanced 5 $13.71 X 6 411 Cooperative hours Learning c. TESA 5 $13.71 X 6 411 hours d. Integrating 25 $13.71 X 30 10,283 Required Technology - hours training for Computer, laser teachers new to disc, hypercard, the program and scanner, and the for classroom CD-ROM, throughout teachers who the teaching participate in lessons of newly follow-up lab developed Aerospace activities and Magnet curriculum reinforce activities taught in the classroom Sub-Total/Personnel $256,877 b) Fringe BenefitsL 51,447 Mandated by Certificated employees (sheets attached) bargaining unit as a part of Teacher contract effective through August 1991 Sub-Total/Personnel $.3o.~,32L/ and Benefits d) Equipment 1. Computer Lab: Hardware a. M5740LL/A 32 5,071 166,432 To implement Macintosh II Ci DeskTop Hard Disk 80 CPU Publishing, ( 4MB) High-Tech Presentations, and Integrated application coursework b. M0116 Apple 32 90 2,880 Keyboards c. M0404 Apple 32 769 24,608 Macintosh Portrait Display d. 80MB AppleShare 1 5,836 5,836 File Server System (for Apple II, Macintosh \u0026amp; MS-DOS Workstations) Includes Macintosh IIcx Hard Disk 80 CPU (4MB) (M5680), Apple Keyboard (M0116), Apple High Resolution Monochrome Monitor (M0400), Macintosh II 1bit Video Card (M0504), AppleShare File Server 2. O (M0548/B), Local Talk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A2D2059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), Apple Share Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) e. M0403 Apple 32 62 1,984 Universal Monitor Stand f. A2P6015/A Apple 5 466 2,330 To implement IIGS IMB RGB Technic II Professional Factory Systems: Includes Automation Apple IIGS CPU, portion of Lego Apple 3.5 drive, TC logo into Apple 5.25 drive, robotics and Apple Color RGB content of Monitor World of Manufacturing coursework g. A2B2092 Apple 1 385 385 II, Video Overlay Card h. M6210 2 3,174 6,348 LaserWriter IINT w/Toner Cartridge and letter cassette i. M6033/A Apple CD 1 923 923 SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) j. M6023 Apple 1 1,343 1,343 Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) k. Hayes Modem 1 905 905 V9600 1. Farallon 25 23 575 for networking PhoneNet Connectors system #PN208 m. Farallon Cable 2 5 10 Adaptors n. Farallon Sound 1 134 134 Digitizer o. Pioneer 1 1,161 1,161 to be used in Videodisc Player instruction (LB-V4200) p. Zenith TV 2 580 1,160 for students to Monitor Receiver, view the Color 25\" diagonal instructional screen lesson g. Wall-Mounted Rack, TV, VCR, black enamel for 25 11 TV and VCR includes installation r. Video cassette recorder-player, VHS format, 1/2\" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 s. Projector, Overhead, 1011 X 10\" optical stage with 14\" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 t. Projection Screen, pull down, wall mount, 60 11 X 60 11 , matte surface, includes brackets. Draper \"STAR\" u. Data Display for Mac II 2 1 1 1 1 210 350 160 40 2,245 420 350 160 40 2,245 for purposes of preplanning instructional lessons Installed in computer, teacher uses for purposes of viewing the instructional lesson on the projection screen v. Bose Roommates 1 pair 250 250 To amplify Speakers sound coming from CD-Player which will enable students to hear elements of lesson without using headphones 2. Furniture a. Student desk 32 350 11,200 (32\") with lock down devises to Macintosh SE computer systems, per specifications attached in appendix b. Chair, 32 11.29 361 classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue c. Table, printer 2 480 960 to house laser per specifications printer and attached in Imagewriter appendix Network Printer d. Teacher station 2 500 1,000 For purposes of unit (on casters) teacher to hold computer, directed CD player, instruction in laserdisc player, computer scanner, and coursework and overhead projector in the physical science lab 3. Pre-Engineering To implement Studies: Materials coursework: Systems/CNC/CAM Materials System a. Computer 2 8,995 17,990 Numerical Control (CNC) DynaMyte Model 2200 (attachment) for milling and drilling b. Forging Furnace c. Crucible Furnace d. Sandmiller e. Molder Tools and Flasks f. Mig Welder g. Welding Stations (10) includes regulators, plumbing, stainless piping, and safety (Broadhead and Garrett) h. Robotics Hardware package: Scorbot-er II Sub-Total/Equipment e) Supplies 1. Additional software 1 1 1 1 1 1 2,000 2,600 1,200 2,000 25,000 5,000 3 curri 30,000 culum componen-ts 2,000 2,600 1,200 2,000 25,000 5,000 $287,290 90,000 To implement robotics units into curriculum There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. 2. LaserWriter Products: M0139 LaserWriter II Legal Cassette 3. M6002 LaserWriter II Toner Cartridge 4. Scanner Replacement Lamp 6 125 750 6 90 540 2 25 50 5. Supplies 1 2,500 2,500 . Xerographic paper . Pencils . Lined white paper . Pens File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 6. Science Consumables 7. Lego TC Logo Technic Control II: Includes 458 elements with three 4.5 volt motors, two optosenors, two counting wheels activity cards and six light elements 8. Classroom sets of resource books for computer lab 9. Classroom sets of resources books and posters for physical science lab 350 25 students 5 195 1 1,000 1 2,000 8,750 975 1,000 2,000 For 3 pre-engineering classrooms, Technology 2000 lab, computer and physical science Advanced robotics and factory automation as a part of Introduction to Manufacturing Technology Coursework Resources for creating teaching lessons to be implemented in computer lab Resources for the lab instructor to plan experiments as part of teaching lesson 10. Pre-engineering Studies a. Graphic 350 Representation students course 25 8,750 Velum paper, regular drawing paper, mechanical pencils and lead, masking tape, erasers, pencil pointer refills, sketching pencils and paper, ink, miscellaneous tools b. Materials systems course 350 students 15 5,250 Miscellaneous hand tools, hardware (rivets, screws, washers, etc.), wet and dry sand paper, steel wool, crucibles, tool steel, aluminum, assorted topes and dies, pop rivets, solder, files, jewelers saws and blades 11. Textbooks a. Descriptive 35 25 875 To implement Geometry students new coursework b. Technical 35 25 875 Algebra students Sub-Total/Supplies $124,190 h) Other 1. Postage 3685 . 25 X 10 9,213 student students mailings recruitment and parent involvement bulletins 2. Xeroxing/ 3685 .03 X 10 11,055 student printing costs students mailings X recruitment and 10 sheets parent involvement bulletins 3. Installation of 25,000 welding stations Sub-Total/Other $ 45,268 TOTAL DIRECT/High School $7 /\n,S, tJ-7~ THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories Object Class Number a) Personnel/Certificated 1. Project Manager (100%) 2. Assistant Director, Research (10%) 3. Program Specialist (.05) a) Personnel/Classified 4. Public Information and Recruitment Facilitator (.50) 5. Computer Graphics Technician (. 75) 6. Programmer (15%) 1 1 1 1 1 1 Central Office Cost Total 58,262 58,262 6,383 6,383 2,906 2,906 20,000 20,000 18,200 18,200 8,540 8,540 Explanation Implementation and supervision of project Evaluation of the districtwide plan to improve and magnets aRd summative evaluation of Aerospace Technology Magnet Project Student recruitment and marketing Developer of printed materials for student recruitment and marketing Access student achievement and other data in the evaluation of 15 magnets 7. Secretary (100%) 1 $2000 X 21,700 Typing of 10.85 pay public periods information, curriculum, evaluation, testing, teacher training material a. Clerk Typist .50 10,322 (. 50) b. Temporary Office 1 $10 per hour 3,600 Worker X 360 hours Sub-Total/Personnel $149,913 b) Benefits Applies to personnel according to , employees contract for employment\nsheets to calculate are attached 1. Certificated 12,395 2. Classified 26,135 Sub-Total/Benefits $ 38,530 d) Egyi12ment Portable Macintosh 1 3,595 3,595 For the {M5350) director to record the minutes of the Technical Advisory Committee and Site Parent Advisory meetings, and to take to conferences to record input of sessions Sub-Total/Equipment $3,595 Object Class f) Contracts 1.a. Maintenance of computer equipment b. Visiting Evaluation Teams: 2 \"outside magnet practitioners\" per team X 15 teams X a 9 day evaluation process consisting of site observations, interviews, and report writing Airfare: 3 trips X 15 people X $500 average 3 trips X 15 people X $200 average Hotel: 55 nights@ $80 Total Cost 50,000 70,000 22,500 9,000 4,400  Explanation The district will use a time and materials warranty on an open purchase order basis. on site warranty includes $75 trip charge, $60 per hour labor, plus parts. Loaner equipment will be supplied if repairs take longer than 24 hours. Carry-on is at $60 labor per hour, plus parts. This contract would begin when the 90 day Apple warranty terminates. NOTE: The district is assured a one year warranty with Apple dealers will be finalized if the project is funded, thereby reducing maintenance cost. The Planning Component to evaluate LBUSD magnet programs is 10% of the Direct Costs (MSA Acts P.L. 100-297: Section 3010). The evaluation process is described on pages 98-100 of the Program Narrative. Fifteen LBUSD Magnet Programs will be evaluated in 1990-91. The process is conducted by contracted visiting evaluation teams composed of magnet school practitioners from cities who have outstanding magnets. Cost cover the salaries of \"magnet practitioners\" for 9 days (3, 3 day evaluation sessions} Per diem: 55 nights @ $60 3,300 Sub-Total/Contracts $159,200 e) Supplies Office Supplies - xerographic paper, pens, pencils, file and pendaflex folders, envelopes, videotapes, diskettes, and tape Sub-Total/Supplies h) Other 1. Mileage@ .24 per mile, 500 miles annually 2. Xerox/printing cost@ .025 per sheet 3. Postage@ .25 per unit 4. Office Phone $200 X 12 months Sub-Total/Other TOTAL 25,000 $ 25,000 200 1,000 2,000 4,800 8,000 $384,238 Supplies for public information and recruitment, curriculum, training, and evaluation materials development Project Manager to travel to seven sites, industry, and community college, university sites Recruitment, curriculum, training, and evaluation material production Public Information materials MAGNET SCHOOLS ASSISTANCE PROGRAM ASSURANCES In accordance with section 3007 of Title III of the Elementary and Seco~dary Education Act of 1965, the applicant hereby assures and certifies that it agrees-- Cl) to use funds made available under the Magnet Schools Assistance Program for the purposes specified in section 3007 of Title III of the Elementary and Secondary Education Act of 1965: (2) to employ teachers in the courses of instruction assisted under the Magnet Schools Assistance Program who are certified or licensed by the State to teach the subject matter of the courses of instruction: (3) that it will not engage in discrimination based upon race, sex, religion, color, national origin or handicap in the hiring, promotion, or assignment of its employees or other personnel for whom it has any administrative responsibility:, (4) that it will not engage in discrimination based on race, sex, religion, color, national origin or handicap in the mandatory assignment of students to its schools or to courses of instruction within its schools expect to carry out the approved plan: (5) that it will not engage in discrimination based upon race, sex, religion, color, national origin or handicap in designing or operating extracurricular activities for students: and (6) that it will carry out a high quality educational program that will encourage greater parental decisionrnaking and involvement.       FOR THOSE APPLICANTS THAT HAVE PREVIOUSLY APPROVED DESEGREGATION PLANS ONLY. The applicant hereby assures and certifies that it is implementing that desegregation plan as approved. Long Beach Unified School District Organization Name Dr. E. Tom Giugni, Superintendent of Schools Name and Title of Auth:rize~sentative .Ls:f ~\nSignature Fll Date/ ' ASSURANCES - NO~ONSTRUCTION PROGRAMS Note: Certain of thne assurances may not be applicable to your project or procram- I! you have questions, please cont.a.ct the awardin( .,ency. Further, certain Federal awlJ\"dil:li qencie may ~uire applicants to certify to additional auurance1. I! 1uch ii the cue, you will be notified. ~ the duly authorued representative o( the applicant I certify that the applicant: 1. Hu the leral authority to apply (or Federal aui.ttanc:e, \u0026amp;Ad the institutional, znanaaeri\u0026amp;l and financial capability (incl udini funds 1ufficient to pay the non-Federal share of project coital to ensure proper planninf, mana1eme11t and completion of the project detcribed in t.hiJ application. 2. Will pv, the awlJ\"dil:li qency, the Comptroller C.11eral o( the United States, and if appropriate, t.he State, throll(h any authorued representative, acce11 to and the richt to examine all record , boolu, papen, or docume11t1 related to the award\nand will establilh a proper accountinc 1ystem in \u0026amp;CCQrdance with renerally accepted accountinr sta.odardJ or arency dinctivH. 3. Will establish safeiuards to prohibit tmployfft Crom u1in1 their po1itio111 (or a purpoH that conJtitutes or present.I the appearance o(penonal or orpniutional conflict o( intere1t, or personal pin. 4. Will initiate and complete the work within the applicable time Crame after receipt o( approval or the a wardin( \u0026amp;1911C)'. 5. Will comply with the I11ter1overnm1ntal Personnel Act o( 1970 (42 U.S.C. H 472S..763l relatini to prescribed standard, (or merit 1ystema (or prorrama funded under 0111 o( t.he nineteen statutes or reruJatioru specified in Appendix Ao( OPM's Standard, (or a Merit System o( Pert0D11el .Ad.ministration (5 C.F.R. 900, Subpart F). S. Will comply with all Federal ltatutet relatinc to 11011discriminatio11. TheM include but are not limited to: (al Tit.le VI oft.he Ciril Ri(hta Act of 196-4 (P.L. 88-3S2l which prohibit.I discrimination 011 the buit o( race, color or n.ational oriiin\n(b) Title IX or the Education Amendment.I o( 1972, u amended (20 U.S.C. H 1681-1683, and 1635-1686), which prohibitl cwcrimin.atio11 on the buit o( 11x\n(cl Section 504 oflh. Rehabilitation Act or 1973, u amended (29 U.S.C. I 79-4), which prohibit, cfa. crimi.natio11 on the buiJ of handicaps\n(d) the Ap Di1erimination Act of 1975, at amended (42 U.S.C.U 6101-6107), which prohibit, di1crim ination on the basil of qe\n(el the Drue AbUM Office and Treatment Act or 1972 (P.L. 92-255l, u amended, relatinf to nondiscrimination 011 the buit o( drur abUH\n(n the Compreheruive Alcohol AbUH and Alcoholism Pnvention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616l, u amended, r,latin( to 11ond.ixrimination on th1 buiJ o( alcohol abuse or alcoholitm\n\u0026lt;1l ff 523 and 527 o(the Public Health Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ff 3), u amended, relatinr to confidentiality of alcohol and drur abUM patient records\n(hl Title VIIl of tht Civil JUihta Act or 1968 (42 U.S.C. t 3601 et Hq.), a, amended, relatin1 to nondiscrimination in the salt, rental or financinr of hou1in1\n(i) any other 11ondi1crimination proi.liona in the specific 1tatute(1l under which application ror Federal auutance it beinr made\naod (j) the requirement, o( any other 0011d.iJcrimination 1tatute(1) which may apply to the application. 7. Will comply, or hu already complied, with the ~uinmentl o( Titles II and III o( the Uniform Relocation Aui1tanc1 and Real Property Acqui1ition Policies Act o( 1970 (P.L. 91-646) which provide for (air and equitable treatment or perso111 displaced or whose property is acquired u a result .o( Federal or federally assisted programs. These requirement.I apply to all interest.I in real property acquired for project purposes re1ardle11 o(Federal participation in purchase, . a. Will comply with the provision, or the Hatch Act (5 U.S.C. H 1501-1508 and 7324-7328l which limit the political actiYitiet o( employeu who11 principal tmplo,m.nt activitie1 are funded in whole or in put wit.h Federal (undl. 9. Will comply, u applicable, with the provisions or t.he Davu-B\u0026amp;con Act (40 u.s.c. H 276\u0026amp; to 276a- 7), the Copeland Act (40 U.S.C. t 276c and 18 U.S.C. H 87-4), and the Contract Work Hours and Wety Standards Act (40 U.S.C. ff 327-3331, re-prdinl labor 1t.and.ardl (or federally assisted c:on1truction subail'ffmenta. Stancwd Form Ocl ,, ... , Pr-.cnbed bl' OUI Ctc:ular A-102 Authorized for Local Reproduction n2 Certification Regarding Debarment, Suspension, and Other Responsibility Matters Primary Covered Transaction$ This certification is required by the regu!alx)ns implementing Ex8CU!iva Order 12549, Debarment and Suspension, 34 CFFI Part 85, Section 85.510, Participants' responsibili5es. The regu!alions were ~ as Part VII of h May 26, 1988 federal Register (pages 19160-19211). Copies of the regu!alions may be obtained by c:ontac!i'9 h U.S. Deparunent of Ech.calion, Grants and Contracts Service, 400 Maryland Avenue, s.w. (Room 3633 GSA P.egionaJ Office Builang No. 3), w~ D.C. 20202-4725, telephone (202) 7322505. (BEFORE COMPLETING CERTIACATION, READ INSTRUCTIONS ON REVERSE) (1) The prospective prrnary partx:ipant certifies 10 the best of its krowiedge and belief, ttiat it and its ~pals: (a) /.le not presendy debarrad, suspended, proposed for deba1Tner4. declared ineigbe, or wuitariy exd!Xled from covered transactions by arr\nF1lderaJ department or agency\n(b) Have not wihn a ttne-year period precadng ltu proposal been convidsd of or had a civi jl.01T)ent rerdered aoam them for ccmmission of frau:l or a criminal offense in comection witl otJtai'ir9, attempti9 1D obtin, or perlormr,g a putii\n(Federal, Stals or local) nnsaction or conlTad l6-cler a put:k b'anSaction\nviola.lion of Federal 01 State anlW1JSI SlallJ!8S or commission of embezzlement, 1hett, forgery, lri:lery, ta!sificatjon or deslndion of r8COf'ds. maJo:i'1g false s!alements, or receivn\nl Slelen p.-operty\n(c) /.le not presentty indici9d for or OM'MSI Ctinnally or cM1y 0'larQ8d by a goverm,enlaf entity (Federal, Stals or local) wilh commission of arr\nof the offenses eruneral8d in para~ (1 )(b) of ltu carUcaoon\nand (d) Haw not wittll'I a ttne-year period ~ ltu ~saJ had one or more puti,c nnsactions (Federal. Slate or local) IBrminaled to.- cause or defa1il. (2) 'Nhere the prospect.-e ~ par1ldpant is ll'atje 10 certify 10 arry al the Sta!emenls in lhs C8ftikation, such prospective participant shall attad'lan8x\nw,aliontcltui:roposat. Long Beach Unified School District Magnet Schools Assistance Program O~Name PP.'Award ~be( or Project Name Dr. E. Tom Giugni, Superintendent of Schools C1 ED Fool! GCS-OOS. (REV.12,U) Certification R~ardlng Debarment, Suspension, Ineligibility and Voluntary Exclusion Lower Tier Covered Transactions This certffi:alion Is recred by the regualions inplementing ~ Order 12549, Debannent and Suspension. 34 CFR Part 85, Section 85.510, Participants' responsibi~Ues. The reo,.ialions Wffl pubished as Part VII of h May 26, 1988 EederaJ BeQister: (pages 1916(}19211). Co~e, of the regualions may be ob!ained by contacting h person 10 wndl tis proposal is submilltd. (BEFORE COMPLETING camFlCATION, READ ~UCTIONS ON REVERSE) (1) The prospective lower tier participant C8ftffies, by stbnission of !his proposal, tat neilher ~ nc, its principals are p-esentty deba.'red, , susperded, proposed lor debarment, declared ine6git,e, ' ~ exdooed from pam:ipallon in this nnsaction by arr, Federal depar1ment 0( agency. (2) Where the prospedlve lower * participant is ir,al:lle 10 carllly ti arr, of h statements in tis cer1iGcallon, sud'1 prospecUve participant shall altadl an expar,ab 10 tis~- Long Beach Unified School District Orgarwtion Name Magnet Schools Assistance Program PPJAward Punbef ' Project Name Dr. E. Tom Giugni, Superintendent of Schools Name and Tille of Autlorized R:Z-\n.. /f~_r- GJ ED Foon GCS-009, (REV. 12i18) Certification Regarding Drug-Free Workplace Requirements Grantees Other Than Individuals Thia CC't1\u0026amp;adcn ii raqwnd by tha regula.dom lmplement1ng tlw Orug-r~ Workpaca Ad ol 1981, 34 en Part 85, Sw,pan F. The ~na. pul:,lilbad in the January\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1000","title":"\"Aerospace Technology Magnet School Program,\" Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational planning","Magnet schools","Aviation Education Programs (U.S.)"],"dcterms_title":["\"Aerospace Technology Magnet School Program,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1000"],"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":["34 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock School District Aerospace Technology Magnet Program The Little Rock School District's Magnet Schools Assistance grant applicatioo presents a dynamic plan fer implementation of a grade 7-12 Aerospace Techndogy Magnet Program in three (3) junior high schools and the new Aerospace Educatioo Center. The Center comtines a museum of aviatioo histcry with a grade-12 Aerospace Technology Schc:d a, a 19.8 acre tract at the Little Rock Regirnal Airpcrt adjacent to the main terminal, Falca, Jet, and Arkansas Aerospace. CoUabcratively develcped with the Aerospace industnest\u0026gt; and. Campaign Leadershipb\u0026gt;, foor universities\u0026lt;=\u0026gt; and the U.S. Department rJ Educatirn~Federal Aviatirn Administratirn (FAA), this magnet program t~.d. i~\nt'\\()\\:) . . targets the rlia ),T'lg of s dents fer 1mmed1ate employment ag/i/er postsecondary education in either engineering technology er airway science. As illustrated belCM', students are pro.lided a wide range ct choices fer career develcpment in a,e of nine areas at an entry, technician, er prctessirnal level: Aerospace Engineering Technology Aviation Airway Science (FAA)  Manufacturing  Airway Canputer Science  Computer Science  Airway Science Management  Mechanical  Aircraft Maintenance  Electronics  Aircraft Systems  Professiooal Pilct Majer Arkansas aer05pace emplC1fers and the FAA have identified techndogical CCOJpatirns and the skill base students need for future emp1C1jment. LRSD has inrorpcrated the skill base into a highly integrated prograrn/cnll'se sequence ca,sisting ci Academic Instructioo, Work-Based Leaming, Werksite Experience, and Infom,ation and Guidance. All magnet students will take a a:rnmrn academic ccre of sequenced courses whid, indude six years ci applied mathematics and science (mere than required for grap.~~ keyed to proouc:t engineering and flight/space cmcepts, two er more years ci a language signtflcant to ou1 glcLaJ catipeatl've mariEetpaee sud, m Jl!lpm,ese o ~\nand Applied Canmunication. In ccmputer netwerked laooratcries, students will access and ca,trd content, applicatirns, and infcrmatirn in the areas ci rocotics, bio astronautics, systems simulatirn, CA.DJ CAM, publishing, werd processing, teleca rn nunicatioo5\u0026gt; material science, and aerooynamic:s. Students will produce presentatirn material by' impcrting soond, graphics, digitized phctographs to hypercard er laserdisc stacks ci their c:wn aeatirn. In Science, students will ca,dud hands-on investigatioo5\u0026gt; manipulate scientific instrument5\u0026gt; and cdlect/analyze data a) Arkansas Aa-ospac~ Rohr Industries, Falcon Jet, Midcoast. Ceitral Aying Service b) Membership attached c) l 1niversities of Ari\u0026lt;ansas at Little Rod and Pine Bluff, Heid~n S\\ate University, Southern Aritansas Unive-sity TECH. . . Student Progression in the Aerospace Technology Magnet \"Linking the Curricular Path to Work\" Level 1- Aerospace Education Entry-Level Center Employment Grad(s\nJ\n2 ..  Support Analyst  Enginee\n, -~ T __ ..._ __ , y -~  Quality Analyst or  CAD Operator  Airway Science \u0026amp; Professional Pilot  Hazardous Material Specialist ! t I ' ' Level II  Advanced \u0026amp; Speclallzed Training Technical Careers  Southern Arkansas University TECH  Associate Engineer I - Associate of Applied Science Degree 181 and/or Advanced Certificates cone yNr after  Tool Designer Associate Degree) ..  Quality Technician i - Aviation Maintenance  Hazardous Material T earn Leader  UALR - Electronics Engineering Technology - Mechanical Engineering Technology I ' ' Level Ill - Baccalaureate Programs Professional Careers  UALR - Manufacturing Engineering  Production Engineer - Computer Engineering ..  Manufacturing Engineer  Liaison Engineer  Henderson State University  Design Engineer - Aircraft Systems Management  Quality Engineer - Professional Pilot  Environmental Engineer I - Airway Science Management I - Airway Computer Science\nI using the crit1cal thinking skills d cbservaticn, canmunicating. romparing, a-denng. categorizing. relating, inferring, and applying. Specialized curricula related to each cf the nine career cptirns has been developed to meet OCXl.lpation specific knONledge and emerging techndogy requirements. Students will be trained on the joo thrrugh partidpatia, in industry and aitpcrtbasecl internship programs. All students Will be educated to higher levels than ever be/ere. The vehide for CXXllpatia,aJ c:ertiftcatia, is achievement cf the U.S. Department of Laba-'s SCANS ary's Canmissia, cf Achieving Necessary Skills) five workplace ccmpetendes, Resources, lnterpersaial Skills. lnfcrmation, Systems, and Technology\nand the g of Certificates cf Initial Mastery (CIM). An assessment system based a, SCANS Kno.v-Ho.v and rumulative resume, which reports results. will be the permanent reccrd cf genuine student attainment of CIM and future employment. In addition, program a:rnpletion in a chosen OCXl.lpatia,aJ majer will enatie students to receive advance university credit and c:cntinuatia, of the engineering er airway Science career trade thrwgh associate cf Science and bac:caJaureate degree programs. [ I I I I I I I As yoo cxnsider the fine merits a this highly a::ilal:Drative magnet program, please keep in mind the thrusands ci students it Will:enable to gain state-of-the-art I techndogical skills. encourage to ca,tinue their educatia, thrwgh Artirulattrn Agreements, and iP fill key manufacturing and FAA jchs so vital to the future ci this I nation to a:rnpete in the wald market. s Ji \"_,_ \" [N,,. \\J..~ ,. ~ ,._ ..... ~~ c......, _,,_, \\. l'W \\ ~ ,.= ~\\. c.~ \\ ~0~ ...... J I $.\u0026gt;--\u0026gt; I I I I I I I I I. J ~~~t~ 7'0 ~ Background Information A Greater Metropolitan Little Rock Greater Little Rock's four county Metropolitan Statistical area (MSA) is the cehter of the second fastest growing region in the United States. Its central location is within 550 miles of forty percent of the United States buying power and population. The $1.3 billion dollar Arkansas Navigation System, one of the nation's largest water development projects, is a 445 mile waterway providing year-round access to ports on the Arkansas River from the Mississippi River to Tulsa, Oklahoma. The 1,500 acre port with its industrial harbor Foreign Trade Zone -14, and the United States Customs Port of Entry are an indication of the increasing importanc  Rock's '1 linkage to ports worldwide. All are in close proximity t Adams Field ittle llnP, ~ Rock's airport. The city's rich mixture of historic architecture an new Ul.,1'\"1('i development is attracting new residents. Little Rock is seeing growth and ~ revitalization unparalleled in the city's history. Little Rock is on the move. Fueling this revitalization are the aerospace industries, the Arkansas Aviation Historical Society, the Governor's Aerospace Task Force, and institutions of higher education. Some of the world's most successful aerospace companies are located here: McDonnell Douglas, Rohr Inc., Arkansas Aerospace (a subsidiary of British Aerospace), Falcon Jet owne~by the French-based Avions Dassaut Brequet Aviation, M1d co ast,p ,an1n.'Qa. e. entr al Fl ym. g Se rv1. ce.i .it.N, umerous pn.v ate an d corporate aircraft dealers~ a~ Aero-Commander, Pipe1, Beechcraft, and Cessnahave facilities at the Little Rock Regional Airport. Little Rock Airforce Base is home to the largest C-130 aircraft training and airlift facility in the world. A number of major educational institutions serve Little Rock's M.S.A. By far, the largest of these is the University of Arkansas at Little Rock (UALR), enrolling more than 11,000 students in seventy-five undergraduate and  forty~two graduate degree programs including Associate, Bachelor and Masters of Science Degrees in Engineering Technology. The Graduate Institute of Technology (GIT~housed in the new Engineering Technology Center,offers courses in mecfianical, computer science, electrical and manufacturing engineering. Industries utilize GIT facilities for advanced research and graduate study. In 1991, the Arkansas Space Grant Consortium, under the leadership of GIT at UALR, received a four-year training grant award from the NASA National Space Grant College and Fellowship program. The primary purpose of the program is to educate and familiarize faculty and undergraduate and graduate students with aerospace fundamentals and NASA's research programs and opportunities. A secondary objective is to motivate K-12 students to excel in math and science courses necessary for entrance into aerospace programs at the universities and high tech positions in industry. Henderson University, in coordination \u0026lt;,O~ ilJII 1 with Central Flying Service, conducts one of the few aviation degree programs in the nation. The University's Department of Aviation provides four-year programs in Airway Science Management,Airway Computer Science, Professional Pilot, and Aircraft Systems Management. . The Arkansas Av.iation Historical Society serves the entire state as the focal ~1uqfor the-involve~ef-Arkansas' aerospace industries in community affairs, education, and economic development. In 1989, the Society, executives of aerospace companies, the Little Rock School District, and UALR came together to form the Aerospace Education Center Campaign Leadership. The unprecedented public/private partnership has planned an Aerospace Education Center. As the architect's drawing illustrates, the Cenfer combines a museum of aviation history with an Aerospace Technology Magnet High School on a 19.8 acre tract at the Little Rock Regional Airport adjacent to the main terminal, Falcon Jet, and Arkansas Aerospace. The facility will cover 200,000 square feet, including common areas used by both the museum and high school such as the library, cafeteria, and theatre/ auditorium. The upper level of the museum will function as an educational resource for adult programs, and outreach for schools, state and nationwide through a satellite television uplink provided by the Arkansas Electric Cooperatives. The most comprehensive and largest technical and historical aviation and aerospace library collection outside of the Smithsonian's National Air and Space Museum was acquired for the Arkansas Museum of Aviation History. Virtually every civil and military aircraft, rotocraft, and spaceship designed and constructed throughout the world is represented in the collection by technical specifications, photographs, and historical descriptive information. There are well over 5,000 books, 50,000 journals, 200,000 photographs and transparancies, hundreds of rare collectable items signed by famous pilots and aviation personalities, original paintings, scale aircraft models, and unique aircraft parts. ~ The Society has raised over five~ll:n dollars in gifts and pledges toward construction ~e aviation history museum. The Little Rock School District has budgeted .cc million dollars for the construction of the Aerospace Technology Magnet High School from funds approved by voters at a property tax election in 1990. The Aerospace Education Center Campaign Leadership believes that Greater Little Rock's future rests on the vitality of its public education system. At all levels of the public education system, educators and industry must develop programs which give students the knowledge and skills that enable them to reach their full economic potential. While the Center will prepare students for aerospace careers, it will also focus the Central Arkansas community on commitment to excellence in education. In March 1819, Arkansas became a territory and the Arkansas Post, the state's first permanent settlement, became its capital. The little French village was soon deemed unsuitabl7mainly because of its location in the Mississippi Valley, far from the center of the territory. A year later the legislature moved . the capital to Little Rock. Todar.,with a metropolitan area spanning a (\\ seventy-mile radius, Greater Little Rock MSA is home to over 513,000 people. ' \"'- In the last quarter century, the Greater Little Rock MSA has almost doubled \" its populatioiy- approaching 1,200,000. Today, North Little Rock, the third largest community with a population of 62,000, and Little Rock are joined by the Arkansas River in Pulaski County. Twenty-seven percent of the MSA's population is under 18 years of age. Forty-four percent of the population is within the 18-44 age range. According to the 1990 Census, the population was ---percent Black, --percent white. B. Little Rock School District The Little Rock School District, encompassing an area in excess of 100 square miles, is the largest school district in the state in terms of enrollment. Enrollment in the schools has increased from 25,975 pupils in 1989 to 26,212 '7 pupils in October 1992. This increase is occuring at the junior high level. -  16,538 pupils or 64% of the total district minority enrollment is Black. The percent Black student population exceeds the District 64% average in grades 5-9. The highest percent Black student enrollment is 69% in grade 8. Jr, Of the District's f~ty-nine (49),~c!}qglis, thiry-six enroll pre-kindergarten or kindergarten through grade 6 students, eight enroll grad~J\n9 students, and five enroll grades 10-12 students. Educational program'o/school choices include elementaq{ijlcentiv~ools, grade K-12-InterdistriotBagnet '= /]thools, a=entary area schools. Chart A outlines the number and type of sch~ol o a s. T_he text b~low Chart A d~fines ~ach type of school and  the rationale for selecting certam schools for this proJect. J Chart A - The Organizational Plan for Little Rock Schools n = number of schools iie School andlor ucati on Pro!J'8f'll Bern mtary, ~es Pte-K or -6 JnorHi~, IJlldes ti gh School~ IJlldes 1i.-1 n n n a) Area. and Feeder Schools 22 6 J b) hcenti-.e Schools 7 NIA NIA c) lnterdis!l'ict M\u0026amp;Qnet Schools 6 2 2 d) h tierdis!l'ict N onmt.Q net Schools 1 NIA NIA Total J6 8 s ~~ a) Area Schools - The elementary school that is the LRSD school for where a student lives is called an Area School. Each Area School feeds into a particular junior high and senior high school. The instructional program focuses on language arts, mathematics, science, and social studies. b) Incentive Schools - Incentive Schools are Pre K-Grade 6 elementary schools located within the immediate downtown are . nt Black student enrollment for Incentive Schools ranges fro 85 schools receive double financial resources to provid eacher-student ratio of 1:20, additional instructional aides, permanent substitute teachers, and extended day-week-year learning opportunities. An individual learning plan is developed for each student based on the district K-6 core curriculum. Computer-assisted instruction, a student homework hotline,.e\n' a parenting skills center, and a program for four-year olds are additional features that distinguish incentive from area elementary schools. c) Interdistrict Magnet Schools - As Chart A illustrateQ terdistrict Magnet Schools have been established at all three school les- elementary, junior high, and senior high. Although operated by the Little Rock School District, students from North Little Rock School District and Pulaski County Special School District (PCSSD) ~ eligible for enrollment in accord with the desegregation plan. AlIJerdistrict Magnet Schools are racially balanced within the acceptable range of 55-59 percent black to 41-45 percent white. As Chart A illustrates, there are tet\\Wterdistrict Magnet Schools. These schools provide, in addition to the regular core program, coursework based on a special curricular theme. The desegregation section found on page 8 further describes the purpose and thematic focus for these schools. Chart A indicates there are 31 area and feeder schools. Some of these area/feeder schools are located in racially isolated areas of the school district. This project will establish a new grade 7-12 interdistrict magnet of three junior high schools, and the new grade 10 - 12 Aerospace Magnet High School. Each of the three junior high schools exceeds the 64 percent district-wide average for black students. Whites n :will be recruited from across district lines, primarily from Nort ttle ock and Pulaski County Special School Districts to racially bal e three junior high schools. The new Aerospace Magnet High School ill begin magnet program operation for tenth graders the second year of the project. The grade 10 enrollment will consist of 300 grade 9 voluntary student transfers from this magnet's junior high enrollment who will be continuing the magnet curricular career path at the new Aerospace Magnet High School. This project,~e, will establish the first rulaski County Int~trict ~ ~et conf ua  program in four secondary level schools consisting ..,.of grades 7-9 t e first project year and grades 7-10 the second project year. In subsequent non-project years, the Aerospace Technology High School will add grade 11 in 1995-96 and grade 12 in 1996-97 through normal progession of the magnet's grade level enrollment each year. Aft ()._ Aerospace Technology Magnet has been designed in collaboration with the Aerospace Education Center Campaign Leadership, the Universities of Arkansas at Little Rock and Pine Bluff, Henderson State University, and t1fy Sm._bern Arkansas University-TECH to attract this magnet's enrollment\u0026lt;oN (j.,2~ students. Students who attend each of the three junior high schools will also be eligible to participate in the magnet. The total grade 7 -10 aerospace magnet enrollment will be~pupils. The breakdown in enrollment is illustrated below: :l.\u0026lt;Z62- rv~-- ~\\ Pl- _ cA..,A.) Incoming ....:,\\...._-...,\\., J..v .s .l.oo I - From outside of LRSD From within LRSD 3~5\"  .21'0 grade 7-9 white students  90 grade 10 white students 1  630 grade 7-9 students ~,'.  210 grade 10 students l,41(.-vV\"' 65 Subtotal: 1,2.00'Magnet students In-Attendance Enrolled in Magnet Junior High Schools J\u0026lt;i\u0026gt;S z,,.  1597 grade 7-9 students Total:~ students ~ /qoO ~ 1996-97 the Aerospaget High School grade 10-12 enrollment will be at capacity which is ~~ils. The high s.08?Jfnrollment coupled with the grade 7-9 J 1oitri~h enrollmenyhlel~.s the aerospace magnet has the potential to serve~upils. The magnet enrollment will reduce black isolation in thr~~9ti5r high schools. qoo 4 96~ C. Interdistrict and Intradistrict Desegregation Measures - )~ C/::\u0026gt;l\u0026gt;!.rL.} .... 1. Background Information on the Court Order -- The only image that some people have of Little Rock is the one formed in the Fall of 1957 when Governor Orval Faubus defied a federal mandate and tried to use the Arkansas National Guard to keep nine black students from entering Central High School. In Cooper vs. Aaron (1958), the Supreme Court stated that \"public opposition to desegregation of the races, no matter how deeply entrenched, could not be allowed to interfere with the full realization of the constitutional rights of black citizens.\" Twenty-four years later (1982), the Little Rock School District brought suit against North Little Rock and Pulaski County Special School District, ~ ~ claiming that the Constitution compelled the consolidation of the three dll,- ~ districts into one governmental unit. This claim was rejected by the courts v7/\\ in 1985 and again in 1986\nhowever, the courts held that interdistrict constitutional violations had occured and must be remedied. Over the course of the next three years, various remedial orders were entered and further appeals were taken to court. 1 J Then, in 1988 and 1989, in a sharp departure from the adversary bitterness that had marked this controversy for over thirty years\nthe parties, including the Joshua intervenors representing the injured class of black schoolchildren and citizens, LRSD, the North Little RoAhool District (NLRSD), the Pulaski County Special School District (~9,SD), and the State of Arkansas (Arkansas State Board of Education), agreed to settle the case. They submitted to the District Court four comprehensive agreements covering both interdistrict and intradistrict desegregation measures - agreements referred to by the parties as the \"settlement plans.\" They also submitted a separate but related document, called the \"settlement agreement,\" settling the financial liability of the State of Arkansas. The United States Court of Appeals for the Eighth Circuit reversed this judgement on June 27, 1989,.and directed the District Court to adjust the boundary between the LRSD and PCSSD, to revise student attendance '-within each district to reflect the racial composition of the district,{:~o maintain PCSSD's percent black student enrollment within the ran of plus or minus 25% of the districtwide average of blacks by organiz ional R levels\nand to limit busing, one-way, to forty-five minuteD 2. The LRSD Desegregation (Settlement) Plan 0989) ttlfl~ ~ ~ The following description is from the record of the United States Court of Appeals for the Eighth Circuit: \"Eight of the 31 non-magnet elementary schools will be designated Incentive Schools. Initially they will be all black. These schools will receive compensatory-education programs and two times the level of  funding for six years. The plan includes a detailed and volum.ous  description of the kinds of programs that would take place at the Incentive Schools. A salient feature of these schools is a maxim.urn effective student-teacher ratio of twenty to one. Twenty-two of the twenty-three remaining elementary schools will be called Elementary Academies. These schools will have projected student ratios of between SO and 62 percent black. The other elementary school, Romine, would be an interdistrict school. Any white student can elect to attend an Incentive School, and a black student living in an Incentive School attendance area can opt to attend one of the Elementary Academies.\" 3. Interdistrict Desegregation Plan The Interdistrict Desegregation Plan is designed to achieve racial balance in the schools and districts of Little Rock, North Little Rock, and Pulaski Country Special School District through voluntary movement primarily to magnet programs. Interdistrict schools are \"to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal of these schools to be 50 percent black/white.\" The Little Rock School District reports biannually the number and percent of students enrolled by racial /1..A.-q background_jn each of the district's 49 schools. The above data is also summarized in terms of the total district (Pre-K-12). Interdistrict magnets are used to attract a specific student population from outside of the district and from within the original district to racially balance the school and district. Participation in a magnet is through student/parent choice. ~ The Magnet Review Committee.,(MRC), created by the Eig@ircuit Court of Appeals in September, 1986, oversees the implementation and operation of the interdistrict magnet schools. Com.prised of representatives from each of the three districts the Committee makes policy on issues such as magnet enrollment, trt:sfers, building capacities, and operating funds. fJi.:l:ri M '(1n.~ ~ The Magnet Educational Team (MET) is the recruitment arm oft,~ . 7 tiill and is responsible for public information and recruitment strategies and activities. In the Little Roc~l District, six elementary schools, three junior high schools, an igh schools have magnet programs (refer to 'Chart A). Six (6 erdistrict magnets (4 elementary, J j_Y.,nior high, 1 senior high) were created in Little Rock in compliancffl'the 1985 court opinion. Since 1987, five more interdistrict magnets have been established in the Little Rock School District. Magnets enhance the district's core curriculum. The specially designed curricula is the \"hook\" for attracting students across district lines. Individual interdistrict magnet school brochures provide a program description. Chart B summarizes the eleven interdistrict magnets in the LRSD by theme and number of schools participating at each school level. Chart B - LRSD Interdistrict Magnet Programs Theme School Level and # of Schools Elementary Junior High High School 1. Early Education 1 2. Basic Skills 1 3. Basic Skills/Math-Science 2 4. Arts 1 5. Arts and Sciences 1 1 6. International Studies 1 1 1 Subtotal 6 2 2 Total Magnets - 10  This is a Pre-K magnet housed in an Incentive School. The majority of LRSD Interdistrict Magent Programs have been in operation since the 1986-87 school year, Magnet enrollment that year was 3,647 pupi his year it is 7,250 pupils. The number of u ils enrolled in ? LRSD in ivid 1 magnets has increased 50%. The Interdistrict Desegregaton Plan is more than just magnets. The Pulaski County M-to-M (Majority to Minority) Transfer allows a student to transfer from a district and school where his/her race is in the majority ,,_ to a district and school where his/her race is in the minority. This means that black students in the LRSD may transfer to schools in North Little Rock and the Pulaski County Special School Districts, and white students I aJ in NLRSD or P aski County SS may transfer to a Little Rock School District school. The Aerospace Technology Magnet will advance the voluntary desegregation efforts of the Settlement Plans. The district commits that it will \"maintain the facilities on a racially integrated basis into perpetuity.\" (Refer to 2/4/91 Amendment in Appendix.) The Little Rock Scho o1ict 2esegregation Plan, the Pulaski County Special School District e nt Desegregation Plan, the North Llttle Rock School District Des gregation Plan, and the Interdistrict Desegregation Plan hold excellent promise for achieving unitary school systems in these three districts. (Exerpted from text of Settlement Plans - refer to Appendix.) 4. The Settlement Agreement The Settlement Agreement provided for payments by the State to the three school districts for desegregation purposes only. Under the agreement, the state makes payment to LRSD, NLRSD, and PCSSD totalling /f $107,723,175 over the next ten years. Jhe state le_gislature and the __Goyg_mor expended these funds without a court order. Moreover, the State also agreed to lend LRSD up to $20,000,000 over the next ten years. The loans are to be forgiven if at any time between the date of the agreement and December 31, 2000 the composite scores of LRSD black students (excluding special education students) on a standardized test agreed upon by the State and LRSD are 90% or greater of the composite scores of LRSD white students (excluding special education students). The settlement plans and the set~~ment do not limit the District Court's ability to re~e the creation of additional interdistrict schools. They limit only how new schools may be funded. This funding may include payments by the State for majority-to-minority transfers, but it may not include the imposition on the State of a share of the capital costs of these new facilities. The agreement does not bar the creation of additional interdistrict schools\nit simply provides that, when created, they will not be funded in the same way as the six stipulation magnets. (Refer to entire text of Settlement Agreement in Appendix.) ---~\"'---'--u..:2.l~ ~c~oL'ei!urt mandated the creation of the Office of Desegregation Monitoring staffed by a Monitor to supervise compliance yJ the four Settlement Plans and the Settlement Agreement. ~ ~ 111,jj II. Needs Assessment The Little Rock School District, in conjunction with Nortll Little Rock School District and Pulaski County Special School District, is implementing a court-monitored desegregation plan of which magnet programs and M-to-M transfers are a voluntary option to integrate the three individual school districts. Although Little Rock has achieved racial balance through the creation of ~/.,, interdistrict magnet programs in once racially isolated schools, th  ~ 1 schools whose percent black to white enrollment exceed the %- atio. The district wants to establish more a~rict voluntary mo ent of  students to bring racially-isolated schools within the balanced range. According to the l~D Enrollment'rirvey, there are three junior high schools that meet tltl\n~i~\nia. Three of the junior high schools have been targeted to attract white students primarily from school districts of the Interdistrict (Tritrict) Desegregation Plan, other school districts within close proximity of --a-1eUttlei~ck school districts, and private schools. This plan promotes desegregation/\nt increas~he grade 7-9 white student enrollment at each grade level of three ~ dally (bla~or high schools. ~ to attain this project's desegregation goals and objectives is the Akr'osface Technology curriculum. Since 1900, the United States has become wealthy and powerful by exploiting the rapid changes taking place in technology, world trade, and the international political order. New developments in technology, international competition, demography, and other factors have altered the nation's economic and social landscape. There will be few jobs for those who ...,,.,..-. -~ lack adequate science/ technical knowledge and who cannot read, follow ...,. sf~ directions, or use mathematics. Higher skill requirements of the economy ~t ~ that schools must impove the preparation of the nation's youth in order to economically compete in the global marketplace. This can only be accomplished if the schools have excellence in technology education, communications, problem-solving, and scientific and technological literacy. This district believes it is absolutely necessary to help students understand their technological future if they are to function as responsible, productive members of a competitive society. This district also believes this endeavor must be a cooperative and concentrative_ effort with this area's prime employers, the aerospace/ aviation industry, the State Department of Education, the Universities of Arkansas, Henderson State University, and Southern Arkansas University-TECH. The aerospace technology education magnet has long range impact for desegregation in  e Rock School District. First, it involves further voluntary movement of n-distri white students to prevent the progressive, increasing isolation of pre ommantly black junior high schools. Second, this project has carefully planned for a new racially balanced high school !9 prevent racial isolation in the existing high schools. Between Octobe~ _1987 and Octobe\n:r1992, the Black enrollment increased by 9% from a 51 % Black average to a 60% Black L u]Wt' 10 average. The increase will continue due to the progression of the junior high enrollment (69% black average) through the grades. Finally, this district is confident that the aerospace magnet will attract and retain a new enrollment of 360 grade 7-10 white students while maintaining the current enrollment.1 7 These are the reasons: l\u0026lt;\u0026gt;.,P!,.?- 1. \"Aerospace Technology\" is a statewide p~bc e ducation and economic development effort in accordance with th Arkansas Aerospace Task Force and its creation of the Arkansas Aviatio and Aerospace Commission through passage of State Senate Bill 35. Their mission is to provide \"the knowledge and skills that will allow students to reach their full economic potential.\" 2. 3. 4. 5. The Stipulation and Consent Order of February 1991 amended the LRSD E\u0026gt;esegregation~ to include the Aerospace Technology Magnet School(s) and their maintenance as racially integrated facilities. The public and private contributions of funds for up to 6.5 million dollars to construct the aviation history museum which will implement curricular activities during and after magnet school hours in coordination with the magnet's specialized curriculum. -\\-o .\\-,.t,M. ~ A successful millage campaign approved by voters f~llars to construct the AerospacE: Magnet High School. ~n.,.,~ The Aerosrace employment need for a skilllli workforce is well known in Arkansas. ~Specially-trained employees...,~required to meet new contracts for aircraft d the employment vacancies li~ ~ the Little Rock Airport , Ccmmi@Si8R. 0~ ~ ~\\-(.M'YI. ~\u0026lt;r Technology education is addressed in conjunction with the study of applied mathematics and physical science. More science and mathematics have been built into the existing curriculum. The academic and technology-integrated curriculum begins in grade seven to better prepare the minority student for future employment, college, and success in finding his/her niche in a technological society. Because of the strong aerospace industry and university linkage, and the hands-on problem solving approach used to learn the curricula, the district foresees the inclusion of some Little Rock elementary schools in the near future. ,n~1 Need 1: The Reduction and Prevention of Minority Group Isolation There is a need to establish a new interdistrict magnet at the it\nl}iMgh 1~ .._racially balance t ree sc ools. An en -o -proJec enrollment ~nable ( each of the aerosp~=~agne~ls and total magnet enrollment to reflect a ~ 11 J } black/white ratio of between 60 and 40%. The goal reflected by the% black figure in Table 1 is to reduce racial isolation by increasing the number of white pupils in three Little Rocle junior high schools. This will pring the junior high school % black student enrollment in line with the Interdistrict Desegregation Plan goal of 50% black/white. ~ fa ~ ~ TABLE 1 1 Reduce . End of Project . tJ Receiving Schools Now ~r-~ % Black 1. % Black ~~u \\ Cloverdale JH 73.7 so.d ---i -t-6\\- (cJ 2. Forest Heights JH 70.4 50.0 ~ 3. Southwest JH \\ 75.3 50.0 ~ The goal reflected by the percent black figure in Table 2 is to prevent black group isolation in the new high school. This Will be accomplished through voluntary movement of grade nine pupils from the three aerospace magnet junior high schools. The grade nine enrolhnent inciudes M-t@i transfers from NLRso, 0 ,f..._. PCSSD, and other school districts not a part of the Interdistrict Magnet ./l,A,'Off-4.- _Desegregation Plan\nand LRSD pupils provided such movement does not negatively impact the racial balance of the sending junior high schools. This will _rDaecsiaelglrye bgaaltaionnc eP tlhane .n ew high school in accordance with the Interdistrict TABLE 2 Receiving School New High School 70.0* End of Project % Black 50.0 *based on the% black student enrollment average for the desegregated sscehnodoiln. g junior high schools located in the attendance area of the new high 12 Program Goal 1: To reduce or prevent racial isolation in the Little Rock School District Objective l .a: By September, 1993, the district will reduce racial isolation through recruitment of white students from out-of-district to aerospace magnet programs. The aerospace magnet program will be balanced when the percent black to white figur s within the 60%-40% balanced range or is 50% black/white. Reduce % Minority % Minority Magnet School Before After 1. Cloverdale JH 73.7 50.0 2. Forest Heights JH 70.4 50.0 3. Southwest JH 75.3 50.0 Objective l.b: By September, 1994 the district will racially balance the new high school through voluntary transfers from the grade 9 continuing magnet enrollment. The new high school will reflect a 50% black/white ratio. Magnet School New High School Prevent- - % Minority Before 70.0 % Minority After 50.0 Need 2a.1: Strengthening the Knowledge of Academic Content For the past two decades in America, the low level of academic achievement in our secondary school has spelled disaster for our youth and for our economy. The statistics are alarming: a. Ninety-three percent of 17-year olds do not have the capacity to apply mathematical operations in a variety of problem settings. An increasing number of the nation's students are ill-prepared for college courses or jobs that require technical skills. (National Assessment of Educational Progress 1988, p.# 2) b. For generation1)traditional prejudices have encouraged mathematics achievement in only a pcrtirn d the student pcpulatirn - middle class white males. Females and mincrities1with the eic:ceptioo cl Asian-Arnericans) were 13 C. d e. percaved as beth 1ess capatie ci learning mathematics, and needing\" it les.s. (Mathematics Education - Wellspring ct U.S. Industrial Strength, Deam-t ber 1988.) In txxh participation and achievement, American students in science and mathematics are lagging behind prevtws years andcther a:11ntries. (Science and Engineering lndi~ors, Natimal Science Bard, 1990.) Qnly abo.rt twenty percent ct 10th graders believe thatidogy, chemistry, physics, a geanetry are needed to qualify fa their fl st\"' dee cxx::upattm. Only twenty-eight percent believe they need algebra Laigitudinal \u0026amp;nvey ct American Ywth, 1988.) Schcds must imprO/e their science instructim to allo.v the nation to base its ecxnany a, high technology. New programs must be developed and strategies reexamined to achieve the sharp fOCllS required. (The Triangle Cmlitim fa Science and Tedmdogy Educatia,. 1988.) Acarding to the results ct the National Science Foundatim's nationwide study, students are net receiving enwgh hands-en labcratay experience. f. The 1.25 grade-level-equivalent decline in the academic achievement ct high schod seniors lo.vered the natim's productivity by S86 tillim in 19fr'1 and will lower it by mere than S200 tillim annually by the year 2010 (Jwmal ct Curriculum Studies, 1989). Studies demcnstrate that a:mpetence in reading, writing, mathematics, science, and proolem solving are straigly related to productivity in alma\nt all jch. At the histaic education summit, September 1989, President Bush and the natim's gO/emas agreed to six national perfarnance gcals in educaticn to be achieved by the year 2cm. These two impatant goals were among those adcpted: Goal IV - Science and Mathematics U.S. Students will be first in the wend in science and mathematics achievement The pocr standing ci U.S. students a, intematicnal assessments ct mathematics and science achievement is no accident, says a new ASCD task face repcrt.  It results fran systemic proliems in the quality ct curriculum and instructim in the United States, the uneq.ial q,pcrtunities affaded different students_ and perv~ve cultural beliefs that do little to suppat high mathematics and science achievement The ASCD task face repcrt dtes fwr maja factors CDntril:l.lting to Jo.v U.S. student achievement in mathematics and science. These are 1) Rdaliwly few studads tae a:xases that indude high-lewl culllad in malhemalis and sdence Fewer than half ex students take a chemistry a algret:ra II cwrse and fewer than me in five ever take a a:11rse in physics, trigonanetry, analysis/precalc:ulus, a calculus. McreoYer, the  Aaem\nat,cm fq ~Cll m Cum0.1hpn Prvd~ . R.m!llng Our Sights ~ng U.S. Ad11eYBIW1t tn Mathlmll:lcs and Sdina, Dlarnt:a' 1991, p. 6 14 widespread tracking a students means many pupils - partiallarly minaities - are never required to learn high-level oontenl 2) Wla::11all':I and mem2 amtmhml\\, as WIii as the exflw I ts and a!ll!lll!!il!IIDEil!l'ldsll:s linked tothl!ln, fall torefted the '\"fauitlas d k:IKMledglr abcm hallf dlilchn lean bis. U. S mathematics and science curriculums sacr1t1ce depth fa co.,erage, da,'t take advantage d techndogies .. .fail to make crnnectia,s amcrtg the disciplines. and generally ignae the real-life experien\u0026lt;ES and oognitive develcpment a students. In general, students assume a passive rde, with teacher talk, textlxx\u0026gt;ks, and worksheets predaninating. The Natia,al Center fa Educatia, Statistics study recently dcx:umented the percentas,a 8th graders whose science teachers oonducted scientific experiments. @ah Catholic and private - other religioos and nai-religioos 1 \u0026amp;:hods - sci~ce teachers surpassed public sc:hods science teachers a, frequency _r'Once per day, and a,ce per week - fa prCNiding experimentatia, in science (Educatia, Week, September 1992). 3) 1ns1i udil.fl does nd retied the need for all stadmls to masll!r dlall~ cuiib::111. The training and suppcrt affaded teachers too citen fail to reflect the challenge ci delivering high-level crntenl Teacher preparatia, and insavice suppcrt, dass size and teadting Iced, and teachers' oppcrtunities fa cxilatxratioo and dedsioo making all hinder the delivery ci pctent instruction. 4) Oiltural values and dher fa.:hn cudn-ide to the belief._, fer many st:uda high adde..w:alli in malh and science is net worth slriving for er is 1IRiiiltainal:J Except fa a small number a highly mdivated students, many pupils appear to be swayed ~ discnJraging wltural attitudes to.vard math and science prciidency. In additia,, the United States is ooe a very fei.v industrialized demcx::rades that does not prCNide stra,g incentives (such as better jd::6) to students who do well in toogh high sc:hcx:i math and science CCllrses. The Natia,al Science Board and the ~ Panel~that alt students shoold be required to take math and science a full foor years in grades 9-12. The Natiooal Camdl a Teadlers a Mathematics, the Natiaial Science eachers' Asscx:latia,, and the American Assodatioo fa the Advancement ci ence also stated that math and science curriwlums shoold a::nnect earning to watc, integrate principles fran the two fl elds and ether plines, and take better advantage ci technologies. Similarly, grooping students ~ ability and tracking shoold be eliminated. Q Natia,wide research a, tracking suggests that being placed in a lo.v atility track effectively sJams the gate en any pc:6Sititity that a student can take ocurses leading to a:ilege (Natia,al Educatioo Lmgitudinal ~dy ci 1988). 15 Gaal III - Student Achievement and Otizenship American students will leave grades taJT, eight, and twelve having demcnstrated a:mpetenc:.y in dlallenging subject matter induding English, . mathematics, sdence, histay, and geography\nand every schcd in America wilt ensure that all students learn to use their minds well so they may be prepared ta responsil:ie citizenship, further learning, and productive empl~t in our modem ec:Cllmty. In respmse to Gaal ni the Secretary cl Labcr's Canmi~ia, a, Achieving Necessary Skills (SCANS) issued its initial report, What Wak Reqyires of Schools. This repcrt identified a three-part toundatia, - basic skills, thinking skills, and personal (11alities - that will be at the heart cl jd\u0026gt; perfamance ooth ta students gdng directly to wale and those planning further educaticn. The SCANS three-part foundaticn and the ASCD panel's science and curriculum 1EUJ11u11endations inducting mere a-edit hwrs will be ina:rpcrated into the project design. In Marcil 1992, representatives fran the tdlo.ving Arkansas educaticn and industry grwps met to discuss the knowledge and academic a:mpetendes that students shwld possess to succeed in preparing fa aera\npac:e/aviaticn careers:  Aerospace industry exea.itives  Aerospace Educatia, Center Campaign Leardership  Aviation Historical Society  State Department cl Educaticn Mathematics and Science Consultants, and the Asscx:iate Director ta Instructional Progra~ in Vocational and Technical EducatiCll  FAA Air Traffi_c Manager  LRSD !:Alperintendent ot Sc:hods  UALR Schcd cl Science and Engineering Essentially, the magnet will strengthen the academic achievement cl magnet wonc.-bwnd or a:ileg~l:n.md students in mathematics, science, techndogy, and 7 canmunicaticn crmpetendes in CDJrses equivalent to a:ilege preparatay--' r curricuj_um. Adtttms to rurrent typical~gn language CXJUrse ctferin~ will ,,\u0026lt;~~de an. 1 , e planned magnet program cl studies -~v .J- ltlbe based a, the Arkansas Plan fer Tech Pr~ 2+4+2+2 (February, 1992). ow Industry representatives panted wt hat traditicnal CDJrses\" in general science and mathematics, gecmetry, algetr trigcnanetry, and English do net emphasize enoogh practical applications cl tent, especially thase related to the high-tech '1mow-how,  #a~lity-to-do\" requir, in industry. It is imperative that industry and the public sc:hods waic tog her to b.lild strong, relevant science/math/ a:mmunicaticn/tedlndogy st into the c:unia.ilum. Relevant curriculum 'Z l I ~ means the camectedn-~ .....,.,L ~a-k and the magnet's specialized OJniOJI:~ The magnet progra~~~0.1late oourse a::ntent and a career ladder fran LRSD to UALR in Engineering Techndogy and LRSD to Hendersa, State University in Avtattrn. 1. State ct Arkansas Basic Siems Testing The Arkansas :Minimum Performance Testing Program is the mandated state effa1 fer repcrting the number and percent a grade 3, 6, and 8 students displaying mastery in reading, mathematics, language arts, science, and scx:ial studies. LRSD minimum perf=ce t~ results fer all students and fer students categcrtzed by ( and  ite) dCXl.lment national mathenatics and science findings 1 , , and al a::nfinn the cpinion held ~ industry oo cxntent tested Tatie 3, famd rn the cp~te page, display. s what basic skills are tested in mathenatics and sdence(__An analysis a what is tested and ho.v is indicated in the a::nduding statenents belo.v Table V This infonnattrn is pcrtrayed to show the need fa- a riga-ws ~ and sdence linked program Q \\ 17 TABLE 3 - The Arkansas Mint mum Pedronanc:e Testtn\u0026amp; Pr:QJUaro  Grade s B\nwc Sktns A. Mathematics Numeration  ldent. whole num. place value  Recog. whole num.tword name  Round whole numbers  Recog. dee. word name/std. fm  Compare decimals Whole Number  Add whole numbers  Subtract whole numbers  Multiply whole numbers  Divide whole numbers  Solve Reading Problems B. Science Earth History  Define Earth History terms  Identify evidence which supports theory of plate tectonics Matter and Earth Material  Identify characteristics of matter, rock types, minerals  Identify particles of nucleus/energy levels of atom  Define pH Earth Process  Define earth processes terms  Identify agents of erosion 18 Rational Number  Change Fraction/equivelent  Add/subtract fractions  Change Fraction to Decimal  Add/subtract decimals  Multiply decimals  Divide dec.-by whole number  Write percent as decimal Maurernent  Select metrir./cu~om meas  Determine line seg. length Geometry  Identify Shapes  Find perimeter Probablllty/Statlstlca  Inter. charts/tables/graphs Meteorology  Define meteorology terms  Identify major cloud types, layers of atmosphere/gases used, air pollutants and their sources, four types of precipitation  Identify weather Instruments  Identify lightning causes  Interpret data from a temperature graph Oceanography and Watercycle  Define Oceanography terms  Identify water cycle  Identify causes of water pollution Unlverae/Astronomy  Define universe/astronomy terms EnergyMmural Reaourcea  Define environmental terms  Identify/classify natural resources as renewable/non-renewable - 1 1 Test items fer science and mathematics reflect 1cno.vledge and skills typical a an upper elementary grade program Measurement and geanetry is minimal. Testing cf physical science cx:n~ is limited Test items indicated ~ the werds recognize, identify, determine, seiec:t, define, ask students to recall informatia,, the lo.vest level cf thinking per Ba:m's Taxaiomy. Condudini Needs Statements If ntes-dk:tnct d distri gnet students are, by the year 2000, to leav~ grade 8 having trated cx:mpetency in challenging suqec:t matter, then this interdistric:t magnet must proode the fdlo.vtng  The appHcatia, cf mathematical skills in science thrrugh a hands-a, industry-relevant program which measures student rutccmes thrrugh pertcrmance-based asses.mlel_!l  Academic cxntent strengthened~ cx:nnecting cmcepts fer earth, life, and physical sciences to engineering tedmdogy and aviatia,, and teaching fer cx:nceptual understanding.  An instruc:tiooal approach with 10~ utilizatia, cf the science pra:ess skill~ and experimental design  The use cf tec:hnotogy as an instructiaial tod in cx:njunctia, with a:mputer simulations and applications fer reccrding and interpreting data. Talie 4 repcrts the percentage cf grade 8 students (cf the Aerospace Magnet junier high schools) passing the Arkansas :Minimum Perlcrmance Testing Program by race and gender catagcries as a:mpared to the perca-tt passing fer all students in the district. TABLE 4 - The Arkansas Minimum Perfcrmana! Testing Program - Grade 8 Academic Area Junior Hiah SchoollDlatrtct Pwcent P ... lna All Students White Students BlackStudents SCIENCE Male Female Male Female District  Coverdale JH 64 95 79 70 48  Forest Heights JH 62 83 96 49 53  Southwest JH 46 n 33 46 35 MATHEMATICS District  Cloverdale JH 86 95 89 83 85  Forest Heights JH 80 87 93 70 81  Southwest JH . 75 87 76 69 73 19 , .. Results dearly show there ts a disparity in mathematics and science perlamance between white and rfack students. Maj~ differences in the percent passing rate cxx:ur between 1:iack and white males in both su~ect areas. and white and 1:iack females in sdence. The wide race-gender :) perlamance gap substantiates the neEd to strengthen how science.is taught to ensure equal access toward progress in the are curriculum 2. Stanford Achievement Test, Eighth Editia, Students in the Little Rock Sc:hcd Ilstric:t also take the Stanford Achievement Test ~ng. Stanford assesses achievement in all a:ntent areas - Reading, Mathematics, Language, Listening, Science, and Social Sdenm The Science sutxest reflects the natimal trend in science curriculum toward emph~zing a:ncepts ct science rather than isolated facts. However, Stanford uses the traditimal divisims dtphystcal science, tidogical science, and earth/space science as the vehides fa testing skills and understanding ct basic CD'lcepts. The prqxrtims in which the areas ct science are represented m the sutxest reflect the emphasis each receives natimally. In mathematics, Stanford has three su~ects: Ccncepts ct Number, Mathematics Computaticn, and Mathematics Applic:atims. Special Sa:JreS in using itt!J lnfamation and Thinking Skills are derived fran an evaluatim ct responses students make to items embedded in several sutxests such as Mathematics Applic:atims, Science, Scx:ial Science, Language, and Reading Canprehensioo. Grade eight and nine below nam percentile sares fa students enrdled in the three magnet junior high schcxis are shown oo the next page in Tal:ie 5 fer Mathematics, Science, Using Jnfcnnaticn, and Thinking Skills. Results are expressed as the percent ct students in \"1artiles me and two who sa:red at a below a specified percentile sa:re Tctal district percentile sares are used as _a tmis fa cx:mpariSCll to individual schcxi results. 20 J G R A D E 8 9 .. 8 9 8 9 8 9 Content Area by Quartiles DISTRICT N = 1669 N = 1625 SCHOOLS Cloverdale JH N =214 N = 199 Forest Helghta JH N =205 N =210 Southweat JH N = 167 N = 183 TABLE 5 - Stanf erd Achievement Test Spring 1992 Grades 8 and 9 Percentile Sa:res Mathematica Science Us~n Info. Pcerde ecore Pcef1tlleecore P eecore Q1 02 01 Q2 01 02 -  I 17 35 23 40 22 41 13 29 27 45 28 46 15 28 21 36 17 35 13 23 27 39 26 43 15 31 21 40 20 38 18 30 30 50 31 51 13 23 21 36 20 35 9 21 24 36 26 43 Quartile 2 - ~ ct students sa:red at er below these sares Quartile 1 - 25,, ct students sa:red at er below these sares ~ Thlnklnf. Skills Pcent  ecore Q1 Q2 20 40 23 41 17 34 21 55 15 35 22 43 17 28 20 36 ~ ~ ~ Results indicate, except in me inst~ that prq:,ased magnet schcxis have sares lower than the dism_g.7 ht~trast to the Arkansas Minimum Praidenty Testing, students faired better' in science than in mathematics. Sping 1992 was the first time the LRSD has given the Stanferd Achievement Test. The percentile sares shONn in Table 5 will serve as baseline data fer devEicping this magnet's student performance d:,jectives in the academics. ~ Need 2a2' The Underrqresentation cl Mincrlties In Sdence and Math The Congressimally estatiished Task Ferc:e a, Wanen, Mincrities, and the Handicapped in Science and Technology r~. O,anging America: The New Face c:i Science and Engineering, fcund thaf__]l.acks. who comprise 121, c:i the U.S. pcpulation, make up just 2,, ct all scientists and engineers. The findings are especially 21 unsettling oonsldering changing demographics. Prqec:ticns indicate that by the year 2CXXl, Blacks and Hispanics cxmtined will make up 47~ ct the American students enrdlment As a resulj it is imperative that the naticn and locaJ school districts take extraordinary steps to prepare minaities ta greater levels ct partidpaticn. in science, math, and engineertng. The Quality Educaticn ta Minaities Plan fa improving sdence and mathematics instructim nationally calls for q.iadrupling the number a minaity students receiving bachela's degrees in the sciences and engineering fran 17,000 in 1987 tc,68,000 l:!,' 2CXXl (Educaticn Week, April 1992). In the Little Rock Sc:hcx:i Ilstn5~ a the grade 7-9 enrdlment is Black. This is a 7% increase o,,er 1987 figures. LRSD anticipates ccntinued gains in the number/ percent ct Black students. The aitical issue ct underrepresented minaities, i.e. Blacks. and the need to bing Blacks up to parity in perfamance and graduatim rates, and in cxilege enrdlment is a gaal ct the LRSD as evidenced in the Pulaski County Schoo Desegregatioo Case Settlement Plans and Agreement:  1t any a the Incentive Schcx:is remains racially identifial:ie (SO,, or mae Black) after six yeiars. LRSD has explicitly a:mmitted itself to a:ntinue pre\u0026gt; viding cxmpensatay and enhancement funding (refer to page 4).  If at any time between the date a this agreement and Is:ember 31, 2CXXl, the cxmpa\ntte sa,res ct LRSD Black students (excluding special educaticn students) a, a standardized test are 90~ a greater ct the ampa\nite soores ct LRSD white students (exduding special educatia, students), the esaowed funds will be paid to LRSD and any ootstanding -loons will be fagiven. The intent is that LRSD will receive 20 millim ddlars plus any acx:rued interest if its gaal a increasing student achievement is reached and that the ~ate will be repaid in full amo.mt ct all loans plus interest if the LRSD does net reach  its gool (Seftember 1989). The m:1,on,1\u0026gt;t roUs 1,571 Black students. CurriClllum focuses en math/science a:n ent as related to car~.Aera\npace industry. Additiatally, the magnet provides the student wtth~eer q:mms artiClllated to university pre\u0026gt; grams. This magnet was purpa\netully designed to lay the foondatioo ta later academic perfamance and interest in math and science-related fields. lnduded in the design is career cnmseling. Career crunseling will stress in the student self-wcrth, motivaticn, and ammitment to acxx:mplish personal goals in learning and ~ aspace career preparaticn. The sc:hcxi district, industry, and higher educaticn believe this crllatx:rative effat to devel a high tech, marketalje skills magnet will ccntribute significantly to raisi g Bia student acheivement in mathematics and science, and to inaeagng umber ct students receiving asscdate and bachelor degrees in engineering techndogy and altway science. f/_ 22 \\leed 2b Develcplng :Marlcetatie Technical Sktlls 'America's once-commanding lead in the aittcal techndogtes driving eca,anlc OWth and nattaial security is selwsly threatened by faelgn crmpetttas,  the :OOndl a, Competitiveness said in its repcrt Gaining New Gramd: TechndQi.Y Priaities fa America's Future. The term High-Tech ts used to desatbe a wide artety a businesses and industry which indude: aerospace, a:mputers and dtware, tel ecx:u u uunlcati ans, eledrailc oompa,ents, medl cal technology, nstruments fa measuring and a:ntrolttng manuf acturtng processe.5, energy, , 3lvironmental, phctographtc, lasers and q,ttcal, and data processing services. The Natta,al Center fa Advanced Toc:hndogies (NCAn a the Aerosp~ Industries Assodatta, (AIA) Key Techndogies fa the Year 2cm Program have ndenttfled these hlgh-priaity tec:hndogles:  Computatta,al Sdenre  Scttware Develcpment  Advanced Metallic Structures  Advanced Composites  Superoonducttvtty  Ultra- Rellatie Eledrailc Systems  Artifldal lnteJlegenre  Airbreathlng Prcpulsla,  Rodcet Prcpulsion  Optical Information Processing  Advanced Sensors These techndogles represent a shared view a U.S. tedmotogy requirements. Gitical technotogtes in Engineering Prcxfuctia, and Electronic Canponents where the United States is falling behind a will net have a presenre are represented in Tatie 6 a, the next page.  U.S. Departmern olC.011111eceard Odens,: \\\\hlte HouseOHceolSchnce a,d Technology (Rela- to Appendbc. for deflntiom a,d list cl contrlooting organzations. 23 l  l J  I TABLE 6: Ted:Jnd0ies in Which the United States ts Weak, Lostna Badly, a: HAS LOST  Design for Manufacturing  Design ct Manufacturing Processes  Flexilie Manufacturing  High-Speed Machining  Predsicn Machining and Faming  lntegrattcn ct Research, Design. and Manufacturing  Integrated Orcutt Fal:ricaticn and Test Eq.iipment  Robotics and Autanated Equipment  Taal Quality Management  MemayOlips  Printed OraJit Balrd Tedmdogy  Optical lnfamaticn Sta-age  Multichip Packaging ~stems  Liquid Crystal Displays  Electro Statics Sa.tJ\"Ce Camdl en Canpetitiven~ partial listing This infcrmatioo h~ implicattcns fa the need ct this magnet to - teach industrial relevant technology slcnts in stattH:t-the-art technology laboratories - place a heavy fcx:us a, the applicatioo ct scientific kno,vledge - use engineers and tedlnidans fran industry~ instructors - provide industry-blsed learning experiences for students. Students in this magnet are primarily being trained~ tec:hnidans. Technidans wcrting with autanated eq.iipment must be familiar with tdh scltware and hardware used by \u0026lt;DmpUters and miaq.Tocessas. The development, design. installatia,, calilratioo, manufacture, assembly, and fabricattcn proasws using sqi'listicated equipment, tools, machines, and cx:mputers require a oomtinatioo ct kno,vledge and slcnts ectending far beymd the simple fail-safe mechanical devices ct a few decades ago The aera\npace industry and its array ct suppliers and sul:Hx:ntrac:tas are amCl'\\g tha\ne that witt increasingly req.iire techndogically literate entry level wakers. The American Vcxatiooal Asscx:iation (AV A) and the Center fa Oa:upaticnal 24 Researdi and Develq,nent (CORD) pdnt a.rt that technidans run-ently being prepared for entry in tancrrow's wcrk fcrce shculd possess several important charactaistics. A few cl these are highlighted belo.v because they have ramificatiais oo the rurrtrulum desaibed later. 1. .., 3. 4. A BROAD KNOWLEDGE BASE: They must possess fundamental academic skills in reading, a:mmunicattng, oomputtng, and applied science. COMPlITER LITERACY: Many high tech processes are a:mputertzed. Thus waters shculd possess a tasic understanding cl axnputers and their appltcatia,s in manufacturing and management infamatia, system.s. At. base, students should have the kno.vledge necessary to acress and use miaoprocesscrs cr intelligent a:mputer terminals using wnmesdally available scttware packages. AWARENESS OF A RAPIDLY CHANGING WORK ENVIRONMENT: Develq,ments in CAD (wnputer aided design) and CAM (wnputer aided manufacturing) alatg With advances in telecxmmunicatiatS, integrated dra.rits, laser/ epics and ether wnputer applicatims assure that techndogy Will oonttnue to grow and ecpand Thus, technical workers require a l:road base in technical and mathematical kno.vledge so that they can learn new techndogies and assimilate new infcrmatiat after they are employed. UNDERSTANDING OF A SYSTEMS ORIENTATION: Modern manufacturing tec:hni~es are wnprised cl a:::mplec inter-related systems a electrical, elec:trmic, pneumatic, hydraulic, thennal, and optical devices. People who wcrk with sudi equipment need a broad understanding a such systems. ~alists in each a these fleids Will still be required, but a grasp a the overall system a prcductim Will be impatant This grasp calls fcr an interdisciplinary appraadi to training. \u0026gt;~ 'With the diversity c:i high technologies, the need fcr new oourses is great. This Will require LRSD to integrate techndogies and new oontent into 'sting oourses as well as aeate specialized oourses a study. Sane ecamples i magnet are Ccmputer-alded Design (CAD) Applicati005i Lego Logo Rdxxics, igh Tech PresentatiatS, Airwirf Science Currirulum, and Quantitative Uteracy fcr Aerospace Althalgh LRSD has prepared CDJrse desaipticns and cutlin~ to appendix), additimal Wltent outlining lalxratcry and design prqect(~ be deveiq\u0026gt;ed with aera\npace/aviatia, rep-esentatives and the university. Flight and space Wlcepts need to be infused into the new science rurriculun,thus aeati~ science oourse a study. hi additia,, oourse oontent ~ ~ into an assessment design that measures actual student perfonnance in academic and wcrk-based learning requirements. 25 ~~ / Need 2c Emplg,,ment and Tratnin \u0026amp; Needs in the AS[cg,ace lndustzy -----/ Today tn our a,.intry there ts a aittcal need fer high~ ~dth~art technidans in the aeraspatE Industry. Aaxrdtng to~~ the Arkansas Aerospace Task Fer~ Toe greatest challenge ts to aeate an educated wcrkferce able to rapidly meet the needs c::t the industry. Although there will always be a need fer specialized training, tn the 1mg term much can be dme to betta- prepare students fa empt~t Educatim is our largest invesbuent in Arkanw and that investment prq,eriy focused can be air mast significant advantage CNB\" cthastates.. This statement parallels the dtsturang finding a the U.S. Labor Department's Secretary's Canmissim m Adueving N~ Skttts (SCANS): Mere than half c::t alt young peq,te leave schcxi wlthait the skills needed fa productive empt~t These young people will fac:2 the 1:ieak praspect a dead-end Joo after dead-end joo interrupted mly ~ periods c::t unemployment (Educattm Week, May 1992). Aax:rding to the Natimal Ca'lter a, Educattm and the Eanany, the ava-age skttt level c::t graduates net baJnd fa cxitege is the functimal ecp.iivalent a aln.rt a 7th a 8th grade achievement level. M:lSt at risk are students in the so-called general and vocattmal \"tracks. Because employers generally aren't interested in the a:,urses jd, applicants have taken er the grades they have earned, these students have little incentive to take tough academic d~ er to earn high marks. As a result, high schod becanes a hdding tank fer th~ not gang a, to cxitege. Researchers studying the waicferce pcint to an antnais sign: good jcbs - the kind that c::tfer reasonal:ie pay and the cppcrtunity to advance atmg a career ladder - are gradually being shut at to students fresh ait c::t school. The mcst prominant ecplanatim fer such findings is that white the skttl and knowledge requirements fer entry and advancement in the werkf ace are rising, graduates are nct being prepared to meet inaeased demands. New werkers must be aeative and resp::xlsible prdJlem solva-s and have the skilts and attitudes a, which empt~a-s can tuild,  aaxrding to the SCANS Canmissicn Traditimat jd,s are changing and new job\nare aeated everyday. High paying, tut unskilled jcbs are di:,appeaabtg. What the Canmisslm calls \"high-perfmnance\" wakplaces are mere flexil:ie and custaner aiented. Schcxis must teach the skills peq,te need to be productive and adaptable werkers.  A a:mmitment to meet this chattenge was adopted in a resoluttm by the Beard c::t Diredcrs c::t the Qty c::t Uttle Rode to use ec:cnanic develq,ment funds to develcp an .Aera\npaa! Muse.im and F.ducatim Center. Resduttms pertinent to the employment and training need fa this magnet are stated below: \"Wber5' the cf' d IJl8e Rlu has lllilialianed an euaanj1,\ndevdqanad frmd mthal: fhe dfy can euwu::.::gc and pUide lhe malnlenanae d ~ and 26 'Wlw:: Ell dlies and slalls thmapoat aarnatlm mdbme IDll!le f1mds fa rnlk.dl!v!lqmmll lopuude Ille malan and ma1n11manm d ~ and 'Wla  'he di\n)- llauagl111s \u0026amp;u.uuik: DIM!lqmmd Rmd male awallaiJle S3 nllkm to fadllta the cnallm d mme than 3111 Jda alAn.mN+-.e1and Ytbi::'-4 c:11121115 and ban harejdned kp8w toJian fer an w+1wrue 111andtheUl8elld -'=1weTtdadogr IC rSdai (nflafl'lll!lyth\u0026amp;,AF+-.aeOirurtapatdthe UtBe Rm Abp:at am rmpa\nand Wbti  'he dt:J wlD ba.Eflt ~ be slnnglhmed by an .. w: ,-e Cmla'tomal:ie rm dlb\u0026amp;as ID be ballll!ld fcrjdls in thenlaled as-,we bdaslrywhida ts gt\u0026lt;Mbtgin Ullle RDm. Two SCANS repats ootline the sktlls students shoold be taught and what needs to be dooe to effa::ttvely teach than In additim to the foondatim sktlls (refer to page 5), there is a set ct fivt: w11peteaides that are at the are ct Jci\u0026gt; perlamance. Aaxrding to SCANS these will be needed ct all graduates, b:th the ailege-bamd and those directly entering the wakfcrce. The five wakplace crmpetendes are desaibed below:  :\u0026amp;.si was Fmployees need to be able to identify, agantze, plan, and allocate resources (such as time, mmey, materials and facilities, and human resoorc:es).  lnl\u0026amp;psan.i slcllls. Employees shruJd be able to wak effectively with ahers. F.xamples are the abilities to partidpate as a member ct a team, teach ethers new skills, serve dients or a.istaners, exercise leadership, negotiate, and wak with diverse people.  lnfmmalim. Employees need to be able to acquire, evaluate, interpret, and wnmunicate infamatim, as well as to use wnputers to process informatim.  S,:atma Employees must understand ha.v sodal, aganizational, and techndogtcal syst~ wak and cperate effectively within them They must mcnita and WTect perfamance, improve the quality ct prcxructs and savic:es in existing systems and develcp new a alternative systems.  Tedaad'V- Empl~ees must be al:ie to judge which sets ci prcx:edures, tools, a machines, tnduding wnputers and their progr~. will produce the desired results. They must be al:ie to set up and cperate wnputers and their progranming syst~ as well as maintain and trrubleshoot techndogy. 27 The Ccrnmissirn's plan as detailed in America's O,oice High Skills cr Low Wages also remnmends that: All stud1::11b mml meet a naticnal sladad cl tib31icmal exallence by age 16 er sacn thaeal'ld. Sllatads _fRlling a 91::ries d perfu11r~ I a.BESSIDibtl!l'ldsll:s that Idled 11M: st.a.dad .add ftll!ive a Qrtlflc:ale d Initial Masmy. Nm ft!1DE:iving the mrtifi~ sllldt:ids wmld da.ue to go ID wort. enll!r a ailcgc pq\u0026gt; pqpaa,. er study fer a tl!danlcal a pt.les\u0026amp;ialal Cl!ltifiClle. In~ prqec:t design, the SCANS canpetendes will be inmrpcrated into the mathematics, science and technical causes of study as well as the design for measuring student pertonnance and the attainment a this magnet's program oqec:tives. The change ~ envisia,s will recplire additiaial resources through the funding of this prqec:t. Amrng the mast impatant will be investments in curriculum wrtting, teacrer training, technology and instructional material including oomputer-based and multimedia material. To address the emplayment and technical training needs, Little Rod's Aerospace j- Campaign Leadership and Industry has turned to LRSD, UALR, and Hendersa, State University to develc:p a better student. ~ With the assistance of the United States Department of Educatia, and the Little Rod\u0026lt; Aerospace Campaign Leadership and industries, LRSD beleives it can provide a state-a-the-art technology-driven ~ematics, Airway Science and Engineering :t-viagnet Program which meets the purposes, priaities, and spedal CC11sideratirns a the MSAP as well as addresses the natirnal imperative to maintain a wcrldwide c:anpetitive lead in techndogy. P.cwaia Gaal-2 To strengthen the kno.vledge c:i Academic Caitent and to develc:p marketable technie2I skills c:i students in project magnet schools. Oqec:tive 2.a 1: Perlonnance Assessment: Applied Science/ Mathematics/Techndqgy Integratia, with SCANS Wakplace Cpmpetencies and the Occupatirn Program Majors By the condusirn d the prqect period at least 80% of the grade 7-10 stud:en s( J enrolled in the magnet schcxi program will have attained the WakReaw ~ Proficiency Levela a, the LRSD-SCANS Perfcrmance-Based Assessment , administered the first week c:i May. a \\'Vhat Werk Requires ci School, a SCANS Re,port for America 2000. p. 24-29 (U.S. Department ci Laoor Secretary's Canmission a, Achieving Necessary Skills. 28 b Perfamance Standards will be set the first prqect year when actual baseline data bea:mes available. 0qective 2.a2: Perlonnance As.sessment: Certificates d Initial Mastezy (OM) By the c:a,lusion of the prqect period in 1995, at least 90% cl the grade 10 students in the magnet program will have achieved a Certificate cl Initial Mastezya as repcrted on the student's Cumulative Resume and verified by the site magnet As.sistant Principal. aoM is defined as the attainment cl an overall standard. The overall standard will be estaliished by the end cl the first prqect year in relatia, to student ootcx:mes repcrted for oojectives 2.a 1 and 2.Q and the Cumulative Resume. The Cumulative Resume will show prcliciency levels fer the werkplace cx:mpetencies and Aerospace Techndogy courses completed based on evaluatia, results retlecte::i in Pcrtfdias and Perfcrmance-Based ~ment materials. Leaming a Living: A Blue.print fer High Perlcrmance, A SCANS Re.pert fer America 2000. pages 60-68. Objective 2.b: Pcrtfdio As.sessment By the ca,dusia, cl the project period, 80% cl the grade 7-12 students enrdled in the magnet schcxll program will sare at er above an established cx:,mpetencya sare a, each cl foor (4) teacher and student selected SCANS Integrated As.signments. One repcrt er assignment must be selected fran each of the four (4) major areas. The extent to which this ~ve is met will be detennined by teacher records and verified by th~ Assistant Principal. aeanpetency will be defined as an average cl at least 2 on each report using the follo.ving scale: 4 Well beyond expectatia,s fer grade level\nextraerdtnary. 3 Does better than expectatia,s fer grade level\ncxrnpetent/fluent. 2 Af. level er average perlormance fer grade level\nappears canfcrtab1e with demands cl prqect. 1 Approaching average perfcrmance for this grade level\nsome skill/ comprehensia, acquired. 0 Nc::wic:e\nno evidence of relevant skill/ ccrnprehension c.omputer Technologx 1. Word Processing/ Keyboarding - Using proper keyboarding and editing skills to produce documents. 2. Graphic Design: Using the graphic program to prcx:!uce graphics. 3. Communicatiais: Using speaking, writing. video er hypermedia to 29 express an idea. 4. Programming: Being able to write a set ci instruciicns in the hype-media or LEGO/ LOGO environments. and Technd ogy Lab 2000 1. 2. 3. 4. and Aet:9sliace Science 1. Scientific Method - Experimental Design: Given a questioo a a problen\\ students wilt famulate a hypcthesis, design an experiment, cbserve and draw CDldusions fran the data 2. Process Skills: Canparing, a-ganizing, categaizing, relating, inf erring. applying. 3. Computer Technology fa Scientific Purpa\nes: Having a product that reflects the use ci computers, laser discs, VCR's, cala.llata-s, and science equipment. 4. Self-Assessment/Self-Esteem: Student and teacher selected wa-k will be placed in individual student pcrtfdiCE. and Airway Science 1. 2. 3. 4. or Engineering Techndogy 1. 30 I 2. 3. 4. o?ective 2.d Program Effectiveness During June c:i each prqed year, at least 80% c:i the parents, students. and teachers will rate the fdlowing items Neffective\" a, a locally develcped survey:  breadth c:i o.miwlum  program quality  parent training  teacher training  use of community resources  program ca,tributions to career cptions  improved student adlievement  positive ca,tributirn to student career plans By the conclusion of the project in 1995, the percent of Aerospace School students scoring in the second, third and fourth quartiles on the Stanford Achievement Test:in mathematics and science will exceed the percent of students scoring in the sec9nd, third and fourth  quartile~. in other LRSD schools_ in grades 8, 9 and 10. 31 III. Plan of OperatiQn A. Management Plan This section will discuss how the LRSD intends to manage the Aerospace Technology Magnet in order to ensure proper and~ administration of the project. This will be accomplished through a traditional vertital management structure ( shown below) complemented by new cross-functional organizations as used in McDonnell Douglas Corporation's (MDC) Total Quality Management (TQM) System. \\ \\ \\ \\ \\ \\ \u0026amp;I.IS ~\\\\..o ...... ~ .UO\" 'o.... P.,. c:.,c--,1.)~ ~ 1. Vertical Mana1?,ement Structure r f .... ,....f' .. ,)-:.  (..J,.,\u0026gt;.:.\\~ ~ r.:1_ u.~ \\ c:.\\ .. ~\"'\"\\ \\.~ ~ \\ ~-~ \\ t.  ~~ t \\L~  Little Rock School District \\:,\".....\\.w - Board of Education .ft rl\\J+~~-'- I ~Lo-)u '-' -ri_ Superintendent of Schools I Associate Superintendent Associate Superintendent Associate Superintendent Organizational and - School Operations and - Curriculum and Learning Learning Equity Climate I Assistant Superintendent Secondary Schools I Magnet School Principals I Assistant Principal- - Aerospace Magnet Magnet Site Manager Project Director I Magnet Specialist Teachers 32.. Management Plan (continued) As the chart illustrates. the overall administration of the magnet is centralized in the office of the Assistnat Superintendent for Secondary Schools who supervises and evaluates junior high and high school principals. The chart also shows there will be a Project Director . who will report to the same Assistant Superintendent. The Project Director is responsible for the implementation, monitoring, and on-going planning and evaluation activities of this magnet. Duties include: securing industry and university personnel to assist in preparing technical course content and to train teachers on curriculum products\ntraining personnel on the preparation of performance-based assessment material\nordering all equipment, software, and instructional materials relevant to curriculum . implementation\narranging for/ overseeing the installation of all laboratories\ncoordinating the public information campaign to recruit students across district lines\nestablishing/chairing the TQM Executive Steering Committee\nassisting in identifying qualified, talented instructors\norienting project personnel and teams to MSAP purposes, and student and program outcomes related to these purposes\nmaintaining expenditure records per grant award\nand preparing nrcw,,-,f-,,-7'1-n~ .. ~ to the U.S. Department of Education, LRSD Board of Educatio , agnet Review Commit , Universities, and Aerospace Campaign leadership. ~ -'.Ftte1~oJieec:cit Director w1 wor t ough the magnet site principals to direct the magnet school managers / assistant principals on their implementation responsibilities. The Magnet Site managers I Assistant Principals will be responsible for organizing teacher and student team~ and the Block Schedule at their schools\nmonitoring curriculum and performance-based assessment implementation\nand collecting evaluation data. I l ] 2.a. Cross-Functional Organizations: TQM Executive Steering Committee The TQM Executive Steering Committee will reJX)rt to the Assistant Superintendent of Secondary Schools through its Chairman, the Project Director. Membership will be composed of  the Magnet Project Director  one Magnet School Principal  four Assistant Principals - the Magnet Site Managers  the Aerospace Campaign Leadership Vice.:Chairnian  the General Manager, Rohr, Inc.  one LRSD Board of Education Member  the Dean, College of Science and Engineering Technology /UALR  the Department Chairman, Mathematics and Science/UAPB  the Director of Aviation, Henderson State University  the Dean of College Division, SAU-Tech 0  the Magnet Review Committee Chairman ----------r----......__  the Aviation Museum Director  LRSD Math / Science Curriculum Representative The Executive Steering Committee provides management guidance to enable the magnet to accomplish MSAP purposes, the project's specific objectives, and first- time program quality. The Committee's specific responsibilities include:  Providing review and oversight of progress as indicated in TQM Implementation Plan  Implementing TQM Measurement Tools for monitoring and assessing effective program performance, and achieving Systems Improvement/ Problem Solving (refer to Evaluation Plan)  Providing guidance to Horizontal teams that are empowered to ensure continuous improvements to program implementation and operation  Implementing Public Information / Marketing Campaign  Formulating final Articulation Agreements through university members  Coordinating Funding Plan for continuing program operation 2.b. Cross-Functional Orgaoimtions: Horizontal Teams The Horizontal Te.ams primarily represent the student and curricular / instructional technology organizational are.as and require integration to function effective] y. The Horizontal Teams are as follows:  Engineering Technology  Airway Science  Applied Mathematics and Science  Information and Guidance  Student Recruitment / Placement  Teacher / Student Teams\nScheduling The te.ams provide focus to program implementation and the process of continuous improvement as well as increased communication and shared decision making among the collaborative partnership. Horizontal Te.am responsibilities are outlined below for e.ach of the six te.ams. The Student Recruitment I Placement Team provides focus ment for the recruitment and enrollment of a white student popul tside of the district and a black student population from wit,~bd=\u0026lt;I\"\" reduce racial isolation. Processes and procedures for student-as  nt with district and Magnet Review Committee policies, and are enhanced by this magnet's recruitment strategies. The Applied Mathematics and Science Team provides focus and improvements to teacher training on the presentation of content to thematic instruction, job-related applications, investigative activities, and technology integration\nand performance-based assessment. The Engineering Technology Team provides focus and improvement for curriculum development and instruction consistent with industry standards, including emerging technology requirements, SCANS Know-How integration with academic instruction, and work-based / work-site learning experiences, performance evaluation, and certification. The Aviation I Airway Science Team provides focus and continuous improvement for curriculum presentation and articulation, and progress toward student certification in accordance with SCANS Know-How and FAA regulations. The Information and Guidance Team provides focus and improvement for career development and progressive communication to the community and industry regarding the education6.)md employment potential of students who participate in the magnet. This includes postsecon'Mary articulation, e, 1 three-level career path and wage / earnings, occupational I 1 cenification. industry-based work experiences, and preparation of career education/workplace readiness curricula. The Tea.cher-Student Organization Team provides focus for restructuring teacher and student assignments, and the Master Schedule to Block (\"flexible\") Scheduling. This new organizational approach is described on ~ The Magnet's Management and/or Teaching Staff will meet to review / assess implementation on regular basis as indicated below for specific groups: {f\n-: TQM Executive Steering Committee ........................... Quarterly  Superintendent's Cabinet .............................................. Quarterly  Assistant Superintendent Project Director, Magnet Site Assistant Principals ..................................... Twice Monthly  Horizontal Teams .......................................................... On-going until the instructional program is implemented\nthen twice monthly  Project Director, Teaching Staff, and Magnet Assistant Principals ........................................................ Monthly ) B. TQM Implementation Plan Overview The Magnet's Operating Plan will apply the MDC Total Quality Management System as an integrative mechanism for achieving MSAP purposes and objectives. Progress toward the Operating Plan will be formally reviewed each quarter by the Magnet's TQM Executive Steering Committee, and the Superintendent's Cabinet,and twice monthly by the Assistant Superintendent Project Director, and Magnet(sii\n)Assistant Principals. This review process ensures that management stays on track with-\"implementation activities and takes corrective action. if necessary. The Summary TQM Implementation Plan includes 13 majorobjectives and supporting tasks grouped according to three elements of the Magnet's TQM system: Personnel - School and Management Partnerships Teams\nSupportive Cultural Environment\nand Formative Evaluation System and Processes. Tables 7a, 7b, and 7c show the 1993-95 Summary Implementation Plan. * McDonnell Douglas Space Systems Company 37 I I I I Table 7a  Summary TQM Magnet Implementation Plan Attract /Hire / Orient Right Personnel :l Announce Openings-Management, Teache-----~  Attract Experienced Management People  Recruit Top-rated Local Talent _______ ......, ... :J Interview, Select, Assign Personnel ------+-L=-+---+---+\"'\"'\"\"\"I w All Hands Orientation Meeting --------+---\"'~--~--+---+--  Project Director Briefing on - MSAP Goals and Objectives - Magnet Student Outcomes and Measures - Curriculum \u0026amp; Instructional Technology - TOM Implementation Plan - Management Plan - Program Coordination with Museum of Aviation History Form Partnership Management Teams\nBrief and Train :J TOM Executive Steering Committee _____ ---fl_  Institute Orientation Program -------~ (8-1)  Train for Increased Accountability------1---.,..... ....... ~ ....... ~ .............. ,...... ....... ~ ....... - ::J Horizontal Teams ___________ ----1-~  Institute Orientation Program _______ -+--t~,.,.,.:,~,..,.,.,..J....,..,.,.,....h,..,.,.,.ml,.,.,.,.,.,.,.,I  Train for Increased Accountability _________ ....... ....... ~ .............. +\" ....... _ ....... \"\"\"\"i Achieve Magnet Student Enrollment ::.J Implement Recruitment Plan --------f-\"\"\"'~..,.....~ .....  White Students Across District Lines and Private Schools C Black Students within Magnet JH Schools White Students within LRSD - enrolled in Magnet JH Schools or other LRSD JH Schools :J Assign Students to Magnet Junior High Schools __ +--_-+\u0026lt;-\u0026lt;......,\u0026lt;-\u0026lt;1 ::J Assign Grade 9 Magnet Enrollment to New Aerospace Magnet High School KEY: Bold Text = Objectives ~ = Supporting Tasks A = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June Table 7a (Continued) Personnel - Teams and Partnerships Implement Student Information and Guidance Component  Advise Students on Occupational Program 1st  2nd. 3rd 4th :1st  2nd 3rd  4th Majors and Economic Potential --------+----+---1_ ...... ~ ....... ....,,.. ....... ~-....... .,,.... ....... .......... - Career Path at 3 Levels - Job Descriptions - Articulated Course Sequence I Advance Credit - Occupational Certification Achieve Teacher I Student Organizational Plan 0 Form Teacher Math/ Science/ Technology Teams---------------+---+\"\"\"\"\"\"'~ :J Assign up to 120 Magnet Students to One TeacherTeam-------------+---lt\u0026lt;\"\"'\"'\"\"'~ :J Establish Block Schedule ---------+-\"\"\"\"~\"' Achieve Specialized Course Content and Applications for Grades 7 -9 :l Technical Algebra I, Descriptive Geometry (8-9), Engineering / Space / FAA/ SCANS Infusion ----+-~-\"'\"\"\"1 :l Applied Mathematics I, 11, Engineering/ FAA/ Space/ SCANS Infusion (8-9)--------+---\"\"\"+\"'\"\"'\"\"\"I :.J Aerospace Mathematics, FAA/ SCANS Infusion (7) --------------+-----\"'\"\"\"'+\"\"'-\"\"\"\"'I :l Content Matrix for Science _ Including Aerospace Biology --------t--.LL,C,'1\"-'~'1  Software I Laserdisc Program Identification for the Above ---------+---'~...,,_,,__,. 0 Science Apparatus / Equipment Identification ----t---\n:\n~~,l..,..,. .... 0 Airway Science with SCANS Academic lntegratio ...._--+-___,\"\"\"\"\"......,..........,. ........ :l Engineering Technology with SCANS Academic Integration _______________ ......_~.....,_r.o+,\u0026lt;......., CJ Software / Equipment Identification for Airway - Science and Engineering Technology (9) _____ ....... ....... i:J Implement Instructional Program ____________ _.._._.......,..~ .............. .,,.... ....... ....,.... ....... ....,._...., KEY: Bold Text = Objectives ~ = Supporting Tasks .\u0026amp; = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June Table 7a (Continued) ) 4th Develop Performance-Based Assessment Material (Grades 7 -9) -----------+---+-----+\"\"\"''\"\"\"\"\"\"\"''\"\"\"~'\"\"\"~'\"\"\"\"\"\"\"'i\"-\"'\"\"\"I 0 Science ::\u0026gt; Mathematics u Technology Lab 20CO 0 Airway Science (9) c:I Engineering Technology (9) Implement Planning Component for Aerospace Magnet High School  Develop Course Outlines / Project Designs --~---\"\"\"-~=~=a..= - Aerospace Physical Science - Hi-Tech Presentations - CAD / CAM Project Designs - Electronics Project Designs - Airway Science/ Museum/ FAA/ University Activity Coordination - SCANS Infusion to Above  Align / Prepare Assessment Material to Course ---+---+----,1---...,.,.....,...~....,....,....,....~r,,.~\"'l Objectives to Content for Above  Design Computer Laboratory Facilities -----fl',\u0026lt;,\"\"'\"\"\"\"  Prepare Hardware/ Software Purchase Listing_--+----t---'\"\"\"+\"-\"\"\"\n.q  Identify Teacher Training Activities for All Grade 10 Curricular/ Instructional Technology Implementation  Prepare I Approve Formal Articulation Agreements ---------------t--,....,..\"\"'\"~\"\"\"\"\"\"\"'\"\"\"\"'\"\"\"\"\"\"\"\"\"\"l :.J Prepare Evaluation Collection Data Sheets I Surveys for Above\nDisseminate to Magnet Site KEY: Managers --------------+---+----+----,~--+'-\"\"\"\"\"\"\"  Portfolio - Computer Technology, Technology Lab 2000, Aerospace Science, Airway Science, Engineering Technology  Performance - SCANS Know-How, Certificates of Initial Mastery, Stanford Achievement  Program Effectiveness Surveys Bold Text = Objectives ~ = Supporting Tasks  = One Date 1st= July- September 2nd= October - December 3rd= January - March 4th= April - June I  l I Table 7b  Summary TQM Magnet Implementation Plan Supportive Cultural Environment 1993-94 ,1994-95 2nd 3rd ..... 4th ,1st : 2nd . 3rd 4th Ensure Essential Knowledge and Skills Development :::J Implement Training Plan  Use of Multimedia Equipmen...._ ________ '\"\"\"'\"\"'-\"\"\"\"~\"\"\"\"-\"\"\"\"_.......,\"\"\"'\"4  Computer Software Applications and Videodisc Programs --------------------'\"\"\"\"\"\"\"\"\"\"\"\"\"\"\"\"\"'\"\"'~\"'\"\"'\"\"\"\"\"'\"\"''\"\"\"  Teaching for Conceptual Understanding in Science Via the Content Matrix--------+----~=\"\"\"'=~=\"\"'=~  Experimental Design and Science Process SkillS----------------------=-\"\"\"'=~=~=\nu.q  Performance-Based Assessment through SCANS------------r-r-r-r~t\n:\n~\nl~\nj~~  SCANS Cumulative Resume Student Record --+--,=::l::::=---+------t:=~-\"\"\"'\"\"'\"\"'1-\"\"'\"\"''\"+'\"'\"\"'\"\"\"\"r\"-''\"\"\"I  Applied Mathematics and Software Programs ---1~~~----+---f'~~  Computer Technology Curriculum-----~~=~\nt----t~~b\"\"~\"\",,I  Airway Science Curriculum and Equipment -----....--\"1-------.,....--61  Engineering Technology Curriculum and Software Programs and Equipment------r--r=4\n:\n:\n:e:~~~~~~  SCANS Know-How Integration --------1..-----........ -~\"'\"\"'\"'\"'\"'\"\"'~~'\"\"\"\"~  Student Product Development Teams and Management ____________ -t-_--t\"___.,\"\"t...._-\n:'l\n~.,)n=~==b=~\"\"\"'  Portfolio Implementation and Management __________ ___.~=-~---~\"'\"\"''\"\"\"'-\"\"\"\"\" Achieve and Retain Enrollment :.l Implement Public Information Campaign -----+-...z\n,e.\"f,\u0026lt;=~==1\"-G\"\"\"-~\"\"\"=f-\"\"\"=\"iF\"\"-=~'\"\"I w Student Industry and FAA Tours and Shadow Programs --------------r--r-\n:\n:\n~~~=~=~=~~~~= Q Career Counseling ------------+--+-'\"'~~~~~~~~~~~~~~ 0 Industry I Aviation/ University Mentors-----+--,-+----1\u0026lt;'~'-\"l\"'\"\"''\"\"\"~'\"\"\"\"f-\u0026lt;~\"\"+\"\"\"\"~,......~ :J Student Awards Program ---------+--+---+----4---11----+---+-----,1----i Develop an Environment of Open, Honest Communication CJ Monthly Magnet Staff Meetings --------t----\"~=~~=e~~~~=~~~~= 0 Bi-monthly Horizontal Team Meetings------+-----+'\"'\"\"'~\"\"\"\"\"~\"\"\"~\"\"\"=4\"\"''\"\"\"\"\"\"\"~\"\"'\"'\"\"\"\"\"\"' KEY: Bold Text = Objectives ~ = Supporting Tasks  = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June L j l 1 Table 7b (Continued) w TQM Executive Committee Meetings _____+ --..A.+-_..\u0026amp;._.-~. ......... \u0026amp;-,j--j.\u0026amp;.-.-+-+-.- -.-+-_..\u0026amp;.  Assessing Implementation Progress  Providing Guidance to Horizontal Teams 0 Management Staff Meetings (Bi-Monthly) ____. .~. \"\"-\"4'~=\"\"\"'~==~='4\"=.c,q..=\u0026amp;.u,.=\u0026lt;.u.\n~'\"\"I :I Progressive Communication Program  Progress and Feedback/ Meeting Minutes - TQM Executive Steering Committee ____ -4-_ _., .... .__,.1.L........1j..,_ _.j.___.j..,__,.,..,.__J,.__j - Horizontal Teams ----------~-... ~~~---.~--+~--.~--.. ... ~a....i...,.-1 - Superintendent's Cabinet _______. ...... _... . .,..__.,.,~L........1J..,__,.J..,___.j..,__,...4.__~..,_. .....j.. ,..  Teacher Recognition Progr t. ~ t.. t. ,. ~  School Tours ____________+ ---+-----~........~- ~ ...-...., .,.......- .-.-~~ --  Program Effectiveness Survey to Parents, Students, Teachers ------------\u0026lt;~-~-+---........ --.\u0026amp; ........ _---l __ ~_.....,....__ - Report to Board of Education A. A.  Newsletter A. A A. A A. A  A. KEY: Bold Text = Objectives ~ = Supporting Tasks  = One Date 1st = July - September 2nd = October - December 3rd= January - March 4th= April - June Table 7c  Summary TQM Magnet Implementation Plan Formative Evaluation System \u0026amp; Processes Establish Management Schedule and Become Audit Ready ::l Prepare TOM Executive Steering Committee 1993-94 1994-95 1st 2nd 3rd  4th 1st ,, 2nd 3rd Quarterly Meeting Calendar and Agenda ____ ....,..  Assess Implementation Progress in Accord with TOM Plan\nProvide Corrective Action or 4th Changes, if necessary ___________ ___._ ....... .,.,,.,,., .............. _. ....... ........ ....._. ............... ,,.,..... ....... ..__  Assess Horizontal Team Progress\nProvide Guidance _______________ ....., .............. ,...... ....... ....... .....,. ............... ,,.,..... ........ ...,..... ....... ........  Assess Progress Toward Final Formal Articulation Agreements with Universities-----+---+-----1\"\"\"\"\"' ....... ~ ....... ~~ 0 Check Desegregation Compliance -------+---+---+-----+---+---+-: I Review / Assess Expenditures in Accordance with Grant Award--------------+----+----,f--\"\"\"\"'i\"\"'\"\"\"\"\"i\"\"\"\"\"\"1\"\"\"\"\"'~\"\"'~\"\"\"\"'1 :l Check High School and Museum Construction Progress----------------+-_...,... ....... ........................... 0 Prepare Horizontal Teams Calendar-------+-\"-  Prepare Magnet Staff Calendar--------+- Implement TOM Measurement Tools to Monitor and Assess Effective Performance ---------,1--....-..ii :l Team Self-Assessment Survey _______ -+----+--\"'-----lf---\" _ -+-_-+-__ \"'-----1 _ +-' __ --+-'_ :J Community Assessment Survey -------1---+---+----+--1----+---+----+-: J Benchmarking --------------+---+----+-\"---+---~--..__....--+-\"---+-- Achieve Systems Improvement/ Problem Solving :l Detailed Planning Based on Team Self- Assessment _____________ --+----t==~=~=~==~=~\"\"-\"'\"f\"\"\"\"\"\"\"I :l Apply Selected Problem Identification Tools, if necessary --------------i----~~~~~~~~~~~~~~~~ CJ Implement Structured Team Problem Solving ----t--F\"'....._~...,..~\"\"'~\"\"'\"\"\"~\"\"'\"\"'+\"' ....... '\"+' ....... \"\"'1 0 Detailed Planning Based on Community Feedback\nObjective Setting ---------+---+----+--1----l\"\"\"\"\"'\"f'\"\"\"'\"-'1 .............. +--'\"\"\"\"\"\"1 KEY: Bold Text= Objectives W2':l = Supporting Tasks A.= One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June C. Attainment of Specific Outcomes The MSA Act has two purposes: the elimination, reduction, or prevention of minority group isolation in elementary and secondary schools with substantial portions of minority students\nand the strengthening of content knowledge and the grasp of tangible and marketable vocational skills of the courses of instruction within magnet schools. As Table 8a, 8b show, this section will discuss the achievement of this magnet's outcomes to accomplish MSAP purposes within the project period Table8a MSAP Purpose: 1. Support the elimation, reduction, or prevention of minority group isolation A c.~...A-\\t.. Project Activities Project Objectives: La.Reduce racial isolation in three junior (J) high (H) schools exceeding the 60% (B) - 40% (W) range of being in balance. JH ~ Enrollment Outcomes New White Enrollment 118 195 112 % Black 13% 10% 15% Racial 1.b.Pfevent racial isolation in a school in danger of becoming  Centralized Public Information Campaign  The recruitment and enrollment of 1255 magnet students as coordinated throu h this ma net 's Student Recruitment and Placement Team and the ___ Magnet Review Commit e RC) 7 _.___ __  Car'eei:--cll~j-e{mtt~--ancr counseling to ensure program commitment  Assessment by the TQM Executive Steering Committee and the Student Recruitment I Placement Team Table Sb MSAP Purpose: Project Objectives: 2. Support courses of instruction within magnet schools that will substantially strengthen the knowledge of academic subjects and the grasp of marketable skills Project Activities 2.a.To strengthen content knowledge in science. mathematics, and the elements of high technology as measured by the LRSD SCANS Performance-Based Assessment and Portfolio Reports\nand the Stanford Achievement Tests 2.b.To achieve the Work-Ready Proficiency Level and Certificates of Initial Mastery in accordance with the U.S. Department of Labor SCANS Reports for America 2000 and as measured by the LRSD SCANS Performance-Based Assessment and Portfolio Reports 2.c. To determine the effects of a high technology program on student performance and work readiness as measured by the LRSD Communit,y Assessment Survey _,_..:  The development of detailed coursework which integrates instruction, SCANS competencies, high technologies, industry-based training and Museum of A via ti on programs. . ,,,,,../ Jr~  On-going articulation with the Universities at Little Rock and Pine Bluff, ~ Southern Arkansas University-Tech and Henderson State University regarding course content, the sharing of instructors, and formal articulation agreements  A structured on-going training program with verification of in-class laboratory implementation through supervision and monitoring by TQM Executive Steering Committee, Horizontal Teams, and LRSD Magnet Management ? Team_  The design of a science scope and sequence unifying concepts across disciplines, Aviation / Space, product engineering. and environmental issues using Science For All Americans themes  Technology-based instruction through multi-media integration experienced in state-of-the-art laboratories  The presentation of content through nine articulated course sequences representing five aviation career tracks and four engineering technology career tracks  Instruction that builds a student's conceptual understandings through handson, problem solving investigations, and teamwork  Enhance meat and reinforcemerrr-student understanding of content connected to museum activities, summer school programs, and industry tours and work experience  Restructured learning environments involving teacher-student assignment and schedule reorganiration  Student information and guidance regarding career track/ prescribed course sequence, university articulation, job descriptions and career levels regarding economic potential, industry-based training, and SCANS certification  Development of student portfolios and cumulative resumes for assessing actual student performance  Creation of SCANS Performance-Based Assessments in alignment with course objectives to measure actual student performance  Progressive program communication plan involving teacher and student '1 recognition assemblies\nschool tours open to the community\npartnership--/' ' team meetings\nand minutes, surveys, reports, and newsletters to the TQM Executive Committee, Horizontal teams, Superintendent's Cabinet, Board of Education. and the community  Implementation of the Evaluation Plan for assessing progress toward project objectives and the TQM Implementation Plan  Implementation of TQM Partnerships Management Teams for achieving continuous program improvements I , I D. Use of Resources and Personnel to Achieve Each Objective Goal 1: To Reduce or Prevent Racial Isolation Recruitment Pertinent to the achievement of goals in this area are the recruitment, enrollment, and retention of students in the magnet The recruitment, enrollment and retention of students in the magnet will be accomplished by personnel in the following positions who will be members of the Student Recruitment I Placement Team: Magnet Site Managers, Magnet Site Career Counselors, Computer I Technology Teacher, Technology La.6 2000 Teacher, with industry and university personnel, and MRC representatives. To recruit the project enrollment, a centralized and on-going, but staggered public information campaign consisting of aggressive marketing and recruiting will be carried out in North Little Rock and Pulaski County Special School Districts, neighboring school districts and private schools. The marketing phase will focus on providing general information to the community. The recruiting phase will be implemented in two stages. Activities are portrayed 1 the boxes below. inc de:  M s mailing of high  ts sheets tions and sessions  Special media coverage from newspapers and cahle TV involving industry and university partners  The placement of highlight sheets in targeted businesses, churches, and newspapers  Telephone hotline  Billboard, hus benches, newspaper advertisements Recruitment Activities include: Phase One - Project Initiation  Saturday recruitment booths at designated shopping malls and stores  Flyer distribution\nneighborhood blitz  Special assemblies at targeted schools demonstrating how students learn in this magnet, i.e. multimedia technologies  Evening sessions involving partnership presentations outlining career path and employment I ecomonic potential Public Service Announcements indicating how to apply eetings with L_RSD and PCSSD parents and PT A groups Phase Two - On-going  Media Blitz  Brochure distribution  Video cassette recordings used in public presentations and school assemblies  School tours and Open Houses with joint industry and university presentations  Speaker's Bureau and parent recruiters  Use of any of the above outlined in marketing and Phase One  Magnet School newsletters '-, Student Selection All students must complete an application form in order to be processed for enrollment. Enrollment priorities are listed below: I .a. NLRSD and PCSSD _______ l.b. Black and White Student White Students 2.a. Out-of-district ancL ______ 2.b. Private School White Students enrollees attending the three (3) magnet junior high schools -~ Thirty (30) White Students / (\"'~ '1, within LRSD. Ten students will be selected for each magnet site provided the racial balance of the sending school is not affected. Student selection within categories 1 and 2 above will be on a \"first-come/ first-served\" basis. Students will be wait-listed in the same manner. When a vacancy occurs, students will be called in the order listed. For the second year of the magne7only grade seven students will be recruited / selected unless an opening and no waiting hst exists for grades 8 - 10. Grade 9 students become the grade 10 student enrollment in the new Aerospace Magnet High School. Goa() 2r To Strengthen Content Knowledge in Mathematics, Science, and the elements of high technolog)'. ~ To ensure continuous improvements to program 0 implementation and operation through a Total Quality Management and Evaluation System. To accomplish the above goals, district and project-funded personnel and resources will be used in the (1) development and implementation of specialized curricula and assessment materials, (2) teacher training\nand (3) program communication, management and quality. Curriculum development and teacher training to implement the new instructional and assessment materials will be completed by the Horiwntal Teams for Applied Mathematics and Science, Engineering Technology\nand Aviation/ Airway Science. All project-funded personnel will be assigned to a team based on the particular magnet content they will instruct Horiwntal Team membership and tasks are specified in Table 9. Table9 Horizontal Teams Curriculum Development and Implementation  Teacher Training Applied Mathematics Engineering *Aviation/Airway Information \u0026amp; Teacher/Student \u0026amp; Science Technology Sciences Guidance Organization MEMBERSHIP MEMBERSHIP MEMBERSHIP MEMBERSHIP MEMBERSHIP . . 6 Mathematics Specialists . 3 Technology Lab 2000 . 2 SAU-Tech University . 3 Career Counselors . 3 Asta~nt P incipals 6 Science Specialists Specialists Professors 3 University . . 1 M gn eacher LASO Math/Science . 4 Computer Technology . 2 Henderson State Representatives Spe list and 1 Career Consultants Specialists University Professors . . 1 FAA Representative Counselor from each of the 2 University - Logowriter Robotics . 2 FAA Representatives . 2 Industry Representatives other Horizontal Teams Representatives -Aerospace Pre-CAD . . 1 Central Flying Service . 2 Industry Representatives -CAD Representative 1 FAA Representative . 4 Industry Representatives . . 2 Museum Representatives 1 ComputerTechnology -CAD . 1 ComputerTechnology Specialist - Product Engineering Specialist - Quality . -Environmental . 1 UALR Professor TASKS 1 SAU-Tech Professor .  Course Outline Preparation 1 UAPB Professor TASKS \u0026amp; Identification of FAA TASKS TASKS Resources, Equipment/  Content Matrix Preparation TASKS Software Purchases and  Career Development \u0026amp;  Block Schedule  SCANS Assignments hands-on activities tor Workplace Readiness Organization  Experimental Design to  Software \u0026amp; Equipment instruction Course Preparation  Heterogeneous, Racially Project Identification Purchases  SCANS Assignments, and  Articulation Agreement Balanced Teams ol 120  Engineering, Aerospace,  Capstone Projects, \u0026amp; Performance \u0026amp; Portfolio Preparation Students Museum Applications Instructional Module Assessment Material  Career Counseling  Science I Mathematics/  Equipment \u0026amp; Software Teaching Lesson Pre- Preparation Schedule and Handbook Technology Core Teacher Orders paration to Integrate SCANS  Instructional Schedule Preparation Team\nAssignment of 120  Performance-Based Workplace Competencies to Preparation  Monitoring \u0026amp; Assessing Students to each Teacher Assessment Materials Academic Content  Planning Component Team Progress per Tech Core Team  Planning Component  Performance \u0026amp; Portfolio Implementation Implementation Plan Implementation Assessment Manual  Monitoring \u0026amp; Assessing  Teacner Training Plan Preparation Team Progress per Implementation I Planning Component Implementation Plan  Monitoring \u0026amp; Assessing Implementation Team Progress per  Teacher Training Plan  Courses instructed by lmplementatlon Plan Implementation Henderson State University,  Monitoring \u0026amp; Assessing SAU-Teen, FAA, and industry Progress per TOM personnel Implementation Plan - - - r The membership of each Horizontal Team will be organized into working committees of 4 - 5 members that compose the partnership (i.e. LRSD, University, _FAA, industty, Museum) to complete curricular and assessment materials, to implement the planning_ component for grade 10 coursework as described on page __ , and to plan the sequence of activities for on-going training (refer to page __ ). The working committees will devise benchmarking criteria for assessing progress in accordance with the TQM Implementation Plan. One member from each horizontal team will report to the TQM Executive Ste.ering C.Omrnittee regarding program implementation progress. A second horizontal team member will be the liaison among the other horizontal teams to insure there is academic-technical-SCANS curriculum integration and assessment alignment with curriculum materials. As detailed course content and lesson models are developed, the project will acquire related computer hardware and software, scientific equipment/ apparatus, and instructional materials to meet the learning needs of magnet students. The project will also prepare the perfonnance assessment materials to correspond with course objectives in integration with SCANS proficiency levels, workplace competencies and portfolio work samples. Fused throughout curriculum and assessment material development will be computer I multi-media, software / video disc training sessions, and industty / FAA tours for magnet personnel to experience firsthand the technology requirements for content and instruction. Teacher training on curricular / assessment content will be presented by the working committee partnership to Magnet personnel of all horizontal teams and the TQM Executive Steering C.Ommittee, as appropriate. ~ Apple Computer, City Business Machines (Apple Computer Installing ~-+-\u0026gt;--.:Creative /~ ~ing Systems, and other hardware / software dealers will provid (in-kin the ?' computer software / hardware and Technology 2000 Laboratory training. T  g or magnet teachers to manage and implement student \"Product Development Teams,\" Elements of Instruction, and special lesson design will be coordinated by the Project Director through the Arkansas State Department of Education and professional organizations. Although teachers will prepare materials, install laboratories, and receive training the first semester of the project, it will be necessary to add project-funded summer and weekend institutes to accomplish Goal 2 by the second semester. Magnet teacher specialists will use this project's course content, and related participatory hands-on laboratory activities and technology to strengthen student understanding of concepts and skills. A variety of instructional and organizational approaches to meet the range of abilities, learning styles, and interests of students will be provided by all personnel in the I instruction of students. Teacher science / mathematics / technology teams responsible for just) '1 120 magnet students, more instructional time, academic / work-based / work-site learning t, integration incorporating SCANS Know-How, students working cooperatively in heterogeneous teams, the establishment of relevant work-connected learning to the educational setting. and flexible scheduling will promote individual student learning and raise student achievement levels. The instructional approaches, student/ teacher assignment plan. and block scheduling are described in depth on pages __ _ Career counselors at the junior high and high school levels are critical to student _progression and retention in the magnet, and career goal attainment. The four counselors will play an important role in gaining student commitment to complete the project and to continue the career path into community college or university enrollment and aerospace I aviation employment. These counselors will serve as advisors to magnet pupils as they work with -students making career track / occupational program major decisions, and planning course schedules~ will also be the liaison between industry and the magnet. and ~~~e magnet with respect to the work-site experience, program and \u0026amp; .... -:?ANS certification, and monitoring articulation agreement progress. To maintain student ~JY:, 7 interest in the magnet and chosen career goal, counselors will coordinate the industry mentor S\n,rrf ' and shadowing program, and student awards program with aerospace representatives. They j rY' ~ will also instruct the grade 8 Career Orientation and grade 10 Workplace Readiness courses. I All management and teaching personnel through their active participation on the TQM Executive Steering Committee (Project Director and Assistant Principals) or Horizontal Teams (Assistant Principals. Career Counselors, Magnet Specialist Teachers) will complete tasks integral to monitoring program implementation, and continuous improvement toward the achievement of project objectives. The network representation diagrammed below illustrates tasks necessary to this formative evaluation process. Guidance Toward \u0026amp; Acheivement of Project Objectives Structural Team Problem-Solving \u0026amp; Formulation of Improvement Objectives sta Bene C Horizo Tea elf-Asses ~~~ { ification  eeds E. Equa] Access and Treatment The Little Rock School District is committed to providing equal access and treatment to all those eligible to participate who are members of underrepresented groups. This commitment is demonstrated by the LRSD Board of Education Policy that states \"All children, regardless of race, sex, creed, ethnic backgrounds, and/or socioeconomic stature will have equal access to educational opportunities.\" LRSD has designed the Aerospace Technology Magnet to allow access of both minority and non-minority students to program enrollment in three Aerospace Magnet Junior High Schools. All students will be admitted to the program in accord with fair and equitable magnet enrollment procedures. These procedures use a lottery system when a school is over-enrolled guaranteeing that all programs are fairly accessible. In addition special education students who are being mainstreamed will be accepted into the magnet where the program is consistent with the IEP (Individual Educational Plan). School plants have been modified to allow the special education student easy access to facilities. Once students are accepted into the magnet instructional programs such as cooperative student work teams and student / teacher team organization will guarantee students will not be segregated within the school or the laboratory. F. Recruitment of Students From Different Social, Economic, Ethnic, and Racial Backgrounds i The Aerospace Technology Curriculum ----------... Applled Mathematica Aerospace Malhemalics (7) Applied Malhematic:s I (8) T edlnical Algebra I (8) \"\" Applied Mathematics II (9) OeticnptIve Geome1ry (10 Techmcal Algebra II (11) auant1tatIve Literacy tor Aerospaoe (12) DNcriplive Geometry (9) Tectncal Algebra II (10) Advanced AJgfbra/ Trlgouomelry ( 11) Cak:uUI (12) Aviation Airway Science Intro Aeronautics,t.ab (9) or General Av1a11on (9) or Machme Shop Technology (9) Progranvnmg Language (10) or A1raah Systems Theolv (10) or Powerplant Theory \u0026amp; Maintenance (10) Powerplant Theory ( 11) or Electrical C1rcut Analysis ( 11) For1ran.Cobol ( 11) or Av1atIon SaletyA.egislation/Air Transportation (11) Pnvate Pilot Cer1 A.ab (12) Powerplant Systems (12) or Air Traffic Control\" (12) or Assembler Language \u0026amp; Operating Systems Internship I, II ( 11 , 12) Aerodynam1cli \u0026amp; Per1ormance ( 12)  Classes will be instructed ,n Museum ol Aviation History Comput Technology Integrated Softwa,. Applicallona and Logowriler Robolic:s (7) Hypercard,tiypennedla and Aero.pace Pre-CAD(\u0026amp;) tt-Tech Pr...,._lions (9, 10) Applied ComnncaMon (English) (12) I Japar'IW or Ruaelan Oft~ Spanilh or German c1 ~ ) ~ ~ Magnet Course Sequences Grad 7-12 Title Ill - Magnec Schools Allistance, Sec. 3003: Stalemenl of P\\#poee (2) - Colx1ies ol in\u0026amp;1ruction lo sub\u0026amp;tantialy atrenglhen academic u:,jec:ts and lhe tangible/ marketable vocational skiU\u0026amp;. - Applled Science Aeroepace Science I (7) ~ Science II (8) Aero9pace Biology (9) Aeroepaoe Phymc:al Sdence (10) I Chemistry (10) Aerodynamca and Meteorotogy (11) Physica (11) 0Na1Jljve Allronomy \u0026amp; Phyac:al Geology (12) Engineering Technology In~. ConcuTwll EnglnNring (9) or km\u0026gt;. eon,u.r Sdence (9) Cc\u0026gt;quer-Aided O.V, Appllcallons (10) or Maoolad\\mg E11gl11a.tng lec::hi'lology I, II (10, 11) ~ Englnaarlng T ecmology.CAD I, II ( 10, 11) AdvMOed Cor11MW-Aldad o.lgr'I Applications (11) Prograrming tor Eliglneamg Majors (12) Fabrication DNiQ1'1 Prqedll (12) or Mechanical Systa,na DP (12) or Manufacturing Deaign PrOiec:t (12) Internship I, II ( 11, 12) - - Quality of Project Design The project includes the fcilowing topics: A O.,erview: The Aer05pace Technciogy Cu1Tia1lum 1. Applied SdenCE and Science Latxratay 2. Applied Mathematics 3. Computer Technology and the Canputer Techndogy Laboratcry 4. Faeign Languages 5. Engineering Technciogy 6. Aviation 7. SCANS Know-Ho.v 8. Work-Based and Wak-9te Leaming and Experience B. Aerospace Technology in Grades Seven and Eight (Junia High Level) 1. Content Knowledge in Mathematics 2. Content Knowledge in SdenCE 3. Content I\u0026lt;no.vledge in Canputer Techndogy 4. The Techndogy Lab 2000 Curria1lum Integrattoo Center 5. lnfamatia, and Guidance  C Aerospace Technology in Grades Nine and Ten 1. Content I\u0026lt;no.vledge in Mathematics, Sden~ and Computer Technology 2. Cootent I\u0026lt;na.vledge in Engineering Techndogy 3. The Tec:hndogy Lab 2000: Scientific Uteracy Center 4. Content Knowledge in Airway Science 5. Workplace Readiness and Industry/Business Internships D. Instnic:tia,al Approaches and Assessment a Student Perfamance 1. Learning in Cootext 2. Product Deveiq,11.ent Teams/Cooperative Leaming 3. The Patfdio 4. Perfananc:e-Based Assessment E. Teacher and Student Organizati a, F. flexible Scheduling G. The Aviaticn Museum Educaticn Department Docent Program 1. Courses d Instnic:ticn 2. The Library 3. Schcol Visitaticn Program 4. Planetarium 5~r~ H. The Staff Training Plan 1 The Aviatim Museum Educatia,al Resoorae Caiter fa Teachers J. The Planning Canpaient to Develq:, Aa-a\npaae Techndogy Magnet Curriculum fa the High Sduxi K Bringtng Students Fran Different Backgrounds Together L Staff Experience in and l\u0026lt;no.vledge ct Curriculum Development and Desegregation Strategies M Addr~ing Educatia,al Needs Approp,ate to Students Enrdled N. Parental Dedsiat-Making and Involvement Eadl tq:,ic is desaibed in detail after the CYerview to this sectfa,. A Overview What fdlows is a oornprehensve summary a the Aertspace Technology a.1mdum As sho.vn in the aganizatia,al chart below, the Aerospace Techndogy Magnet is crganized into two oa:upatiaial program majcrs ct nine career trades and an interrelated academic and technaogy oore a rtqiirements a:mtsting at Applied Mathematics and Science, and Canputer Techndogy. The Aerospace Technology Curriculum Elective Elective Integration Core Integration Aviation Applied Engineering  Airway Sc:ienc:. Science Technology ~YComP'Mf Science Applied  Manufadimg Engineering AJr-,\u0026amp;aence Mathematica Technology ~rt * *  Electroni01 Engineering Ai-craft Syatama Comput Technology Management Technology  Cc\u0026gt;rnputer Enginewing AYll!lonMai~ Tec:MOlogy  Profeasional Pilot Foreign Language  Mechanical EnginNnng Technology I I I I  1 A structured sequence ci courses has been specifically designed fa- eadi a the three OJrricular ccrnponents to enhance participants' prospects fer immediate empl(3/ment er continued education following high school graduation. All magnet students in grades seven through ten will participate in applied mathematics and science, and a:mputer technology oourseworlc each year. This means that magnet students will take one mere year ci math and two more years of science than is required for high school graduatioo. All magnet students have the cptiai of beginning faeign language instruc:tia, in grade 7, 8, er 9 in a,e language a their chcice. This allo.vs for six years of a:nc:entrated study a a global language. Magnet students will select either the Aviatia, gineen g Techndogy Occupational Magnet program majcr and a car tr hin the selected __ cx::cupatiaial area upa, entering grade nine Th et stu en fdlo.v the specialized tDJrse sequence thrwgh grade 12, thereby a:mpleting the program in his/her oa:upational program majer. The chart a, the q,pastte page wtlines the rurrirulum ~ cx:mpa,ents and grade levels fer the entire grade 7-12 aerospace magnet. Grade 7-10 course seq.aences wi111 be implemented during the two year MSAP prqect pericx1 (1993-95). Grade 10 students will a:ntinue the rurrirular path as eleventh graders in 1995-96 and as twelfth graders in 1996-97. The latter two years (1995-97) are not MSAP prqect years fer this partirular application, thereter rses introduced durin these two ,~-.i.\u0026amp; :t._~ will be desaibed in the Canmitment and Capacity sec:tia, of this application. The magnet's articulated course sequences in Mathematics and Science, Aviation, and Engineering Techndogy are designed fer students to a:mplete in advance some requirements toward receipt a Federal Aviatia, Administration (FAA) certificates, and/ er Assodate a Applied Science or Bachelcr a Science degrees. 1. Applied Science and Science Labcratcry Aerospace Science ca,tent will be preseited in ca,nec:tia, with its applicatiais in aviatiai/space, design and prcxiuc:tion technology, and envira,ment protec:tioo. This will be aax:mplished thrwgh the recrganization ct the district's science rurrirulum and the aercspace science applications (refer to Appendix) to thanes. Thanes are ideas that integrate the ca,c:epts of different scientific disciplines. Cainec:ting the impcrtant science a:ncepts between existing rurrirulum and aerospace science with science themes will improve students' atility to make more meaningful the relaticnships between science a:ncepts and cxher related disciplines. Amaig the majer themes that will be used are these discussed in Science Fer All Americans-: * Chapter 11, Common Themes, p. 155. See Appendix. )  Systems  Coostancy  Patterns ct Olange  Sc.ale  Model  Evolution Table 1 represents a pattern fa a a:ntent matrix that wilJ be filled in with a:nc:epts and thematic ideas. ~ Table 1 - A Pattern for a Content Matrix Grade 7 8 9 10 G.,.,al Science Aeroepace Science Phyelcal Science Earth Soienoe U Avllltlorv Product eiwta11 .i SoJenoe Spaoe EnglnNrlng ..._ Unifying Concepts Theme(1) Subconcept The magnet's science teacher specialists wilt use the pattern fa a a:ntent matrix to design the sa:pe and sequence c:i the Aerospace Science curriculum (grades 7-8) Aerospace Bdogy (grade 9) Aerospace Physical Science (grade 10) in a:njunctia, with the district's General Science and Bdog cuniculum. Building the matrix will require that magnet t cher ecialists a:ncentrated pericxi c:i time free from teaching respa,si ...., applic.aticn asks for amiculum wTiting time during the S\\lmmers and after schod haus to develop the matnx in alllabcraticn with the universities and industry. Imptementatia, of the matrix will be enhanced ~ student investigatia, and experimentatia, in a laooratoty setting. This program also requires a science labcratcry at each magnet site for students t:tE ence hands-a, activities keyed to the matrix. The lal:xratcry will bes up to indude scientific equipment and materials. fifteen a:rnputers d a:rnputa- interface txJxes, probewar~ and software pacxages that will alla.v students to simulate experiences and use a:rnputer utilities (spreadsheet, graphing programs. database, wad prcx::essing). The district ts asking fa magnet program assistance to enable its tiack students and ina:rnirig white students to participate together in these specially-designed experiences. The tab will be staffed by a prqec:t-hired sdene2 tead\\er specialist who Will be a member ct a,e a the magnet's Science/Math/TECH instructtaial teams. This instructia,al team will direct each ct its four teams ct 30 magnet students in the labcratcry per the flexible schedule desaibed a, page __ . To determine impaiant aspects of lal:xratory implementatia,1 major goals have been estatiished. These are student attainment ct: Manipulative and a:mmunicative sktlls to indude the manipulation of materials and equipment, and the ailectia,/crganizatia,/a:rnmunication ct information fran labcratcry experiments and activities Ratia,al and aeative thinking prc::asses throogh observing and c:a,ducting statistical procedures, through ailecting, dassifying, and measuring oqects\nthroogh tndentifying and cx::ntrdling variables in c:a,trolled experiments  f ,-0 ~s \"s This goat invdves students in learning the scientific precesses ct dJserving, a:mmunicating, a:rnpartng, crganizing, relating, and applying. The district envisia,s the fdla.ving scenario as( a,e way magnet students will learn in the special science laooratory:  The Aeraspae2 sdenc:e teacher specialist prCJ.lides an interactive video disc presentation desait:ing gravity as fcrce.. Because it is hcnced to a c:anputa- program. the infamatia, on the disk will bP aa-essen in a variety ct ways (e.g., -Ii ). Throughoot the viewing ct the video, students wtll diswss gravity and fcrmulate answa-s to fellcm students' questions about gra ty a, ciher planets in oor sdar system. To prCJ.lide them with additia,al infcrmatiai, the students Will have aa::ess to 1) the Aeraspae2 Educatia, ter films, 2) university programs. and 3) a variety cl ether infcrmaticn sources availa):je thrrugh satellite a::rnmunic:atia,s netwerks. Werking in teams, students will use a variety cl ccmputer programs to s,mulate gravity in various erwira,ments, logging infcrmation aboot each enviraiment into a spreadsheet using the graphing functioo. They will use a werd prcx:essa to recxrd and analyze their ooservatioos. Students will use teleca1011unicatioos satware to seek advice from a NASA scientist about findings frcrn their simulation studies and the relationship between these simulations and actual NASA expeditiais. They will prepare a trief video presentatia,, desaiting their experiences, to help other students understand gravity. The skills to implement videodisc instruc:tioo and authcring programs will be taught in the Integrated Scttware Applicatioos and Hypermedia ccmputer a,urses. 2. Ap_plied Mathernati cs --- As displayed in the Applied Mathematics boc a the chart on page ---, all grade 7 magnet stud~will take Aeraspace Mathematics. Beginning in grade 8, two a,urse sequence ra.ites are depicted: ~ Applied tv1athematics I (8) Applied Mathematics II (9) Desaiptive Geometry (10) Technical Algetra (11) Quantitative Literacy fer Aerospace (12) ~ Tedmical Algebra I (8) Desaiptive Geanetry (9) Technical Algetra II (10) Advanced Algebra/Trigoncrnetry (11) Cal0.1lus (12) COJrse sequence A was devised fer learners who have generally an eighth-grade, pre-algetra mathematics canpetency level. Ca.irse sequence B captures the student whose pertcrmance indicates readiness fer algetra in grade 8. Beth CX11rses a::ntain required a::ntent knowledge which is y.\u0026gt;, ~., supplemented~ engineering er aviatia, related skills and ac:ti  ---.ne tw~  engineering and avtatia, applications ve ,.._,,_,..,,__ with industry and university persmnel, are relevant to careers emp asized in this program, and are linked to the Aerospace Science and ax:upational 0.1rri0.1lum Calt'se a::ntent is described oo pages __ . 3. Computer Technolcs,y and the Cgn,puter Technciggy Lat:oratay C.OUrse a::ntent in Integrated Scttware Applicatia,5. Logo.vriter Rotx:tics, Hypercard/ Hypermedia, Aera\npace Pre-CAD, and Hi -Tech Presentatioo will give students the bad\u0026lt;grrund of kno.vledge and skills needed to be competent ccmputer users in the Engineering Technciogy and Airway Science I , COJrsewcrk\nin the Technology Lab 2000\nand at the wcrksite. Canputer COJrse content reflects a sequential program c:i skill development and task a:mplexity involving the learning of sdtware applications, specific programs, and multimedia equipment. To implement the coursewak, this magnet program requires a a:mputer Jabcratay at the individual magnet sites. c.anputer coursewak will require crte a:mputer per student in a class. To aax:mcdate the typic.al grade 7-10 class size, 30 Macintosh LC Irs. 3 Laserwriter Ifs and 2 lmagwriter Irs. Teleccnuuunications hardware/scttware, a Macintosh Quadra file server systl!IT\\ and Appletalk Netwa-k (Ethernet) hardware will be needed for each Jab. All programs will be stcred crt the Quadra filesa-ver. Printers, the Quadra file sa-ver, and individual Macintosh a:mputers wilt be CD'\\nected together into a network system. Via the network, students will ~ and CD'\\tra CD'\\tent, applications, and infcrmaticrt in the areas a systems simulattcn, wad p~ing, Lego Logo. rdxrtics, and publishing. They will produce their o.vn presentatioo material ~ importing samd, graphics, digitized phaographs to hypercard or Jaserdisc stacks c:i their own aeaticn, and receive suppa\"ting visual imagery crt adjacent video mcnitas. The local netwak will allow teachers and students to share files, scttware, and printers. In adcliticrt, classrcxrns within the school, the tau magnet schools, and the museum will be tied tn together to the Prqect Directa's Office allo.ving for additional netwak savic:es like electronic mail and database sharing that will be widely utilized fa a:i\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_370","title":"Desegregation: Interdistrict desegregation plan and settlement agreement","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":["1989"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: Interdistrict desegregation plan and settlement agreement"],"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/370"],"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":["73 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\nJuly Submission Settlement Plan Interdistrict/Settlement Agreement #4 J*?the f.ll \u0026lt;lh-n, 1989 Minnn  Substantially finalized in February of 1989. Minor revision occurred thereafter. The parties extended by up to three in the text of '\"ferred to xt of the plan be extended by up to three voane ( on orm to the originally proposed schedule of compliance. INTERDISTRICT DESEGREGATION PLAN February IS, 1909 SP-01023 01716INTERDISTRICT DESEGREGATION PLAN February 15, 1989 1. Introduction 2. Overview 3. Interdistrict Desegregation Plan Student Choices and Options 4 . Summer School 5. Staff Development 6. Multl-Dlstrlct Desegregation Plan School Operations 7 . Library Media 8. Special Education 9. Vocational Education 10. 11. Guidance and Counseling Program Parent Involvement/Communlty Linkages SP-01024 01717INTRODUCTION The goals of school desegregation planning must he clearly focused and well understood. It Is Insufficient to establish as a single goal the physical movement of bodies and the rearrange- ment of boundary lines. An educational environment whlc.h encourages and provides academic and human growth for ail students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction. the parties have Included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdlstrlct desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdlstrlct desegregation aspects on assigned subjects. There were four (4) main committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand. 4) school operations. The student assignment committee also had oversight responsibility for the other committees. SP-01026 01718HI The committees submitted their reports to the oversight committee (Student assignments) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs. procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language 13 specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is Included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\". \"the districts\". \"districts In Pulaski County\", \"the parties\". \"trl-distrlct\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate In additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. SP-01027 01719OVERVIEW I. Ob1ectlves\nThe objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdlstrlct Schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these Interdlstrlct Schools to be 50% black/whlte. Proposed Interdlstrlct Schools shall be phased-ln to these ratios over time. The establishment of Interdlstrlct Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. Interdlstrlct Schools: There shall be Interdlstrlct cooperation in developing the thematic programs at the Interdlstrlct Schools. Responsibility for operating and managing Interdlstrlct Schools shall rest primarily with the host district. subject to coordination and cooperation among the parties with respect to such matters SP-01028 as 03 01720recruitment, theme selection. transportation, and other matters whlch are relevant to the interdlstrlct character of the faci- llty. Six (6) new Interdlstrlct Schools will be established in the near term: A. Baker 1989-90 B. Harris 1989-90 C. Romine 1989-90 D. Stephens 1990-91 E. Crystal Hill area 1990-91 F. King 1992-93 Facilities considered for construction or establishment in the future may include in or near Chenal Valley and the Scipio A. Jones site. The Interdlstrlct Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdlstrlct Schools. III. Incentive Schools: There shall be a limited number of Incentive Schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Academies) of 55* black and 45* white with a variance of 5*. The recruitment of white students to SP-01029 04 01721these Elementary Academies may Increase the percentage of white students In these schools to a maximum percentage of 60%. The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated in phases through a combination of white recruitment into the Incentive Schools, and by a reserving designated number of seats in each Incoming kln- dergarten class for the enrollment of white students. As new Interdlstrlct Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experlences/actlvlties. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully Implementing such programs in a majority-black educational setting. IV. Magnet Schools\nThe Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and SP-01030 05 01722LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD Schools: The PCSSD schools shall have black-white ratio goal in a accordance with that district's proposed permanent desegregation plan. PCSSD. Interdlstrlct Schools shall be built and/or established by PCSSD commits to populate these and other Interdlstrlct Schools In accordance with the procedures outlined in this plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdlstrlct School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. Further School Construction: All school construction shall bo subject approval and shall promote desegregation. VIII. Transportation: to the court's Students shall be provided transportation in order to attend their assigned schools (Including its programs and activities ). Nothing In the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. SP-01031 06 01723zx. Sulldlnq Quality: An alm of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. X. Students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select IXLLa44etrtct Schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts shall set recruitment and hiring goals so as to prevent Imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimina- tlon of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially SP-01032 (} 01724Identifiable schools than on others, and further that the nigh demand/hlgh expectation concept will target low achievers in all schools C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Actlvltles: There shall be presLunptlon that racial disparity in a programs and activities in any school need not exist. where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented . Special attention shall be given to any Imbalance in placement into special education. honors, talented and gifted. advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV, Monitoring\nTho districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- SP-01033 ('Q 01725ties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive. XV. Housing: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: Funding for the Intradistrict and interdlstrlct desegregation plans of the parties shall be In accordance with any underlying agreements between or among the parties, which when finalized are hereby Incorporated into this document by reference, or as may otherwise be ordered by the court. Implementation of these desegregation plans by either LRSD or PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdlstrlct plan without either approval of the settlement with the state. or Court-ordered funding from the State. Further, even if the settlement is approved. LRSD will need additional funds before It can Implement the plans. SP-01034 01726 (XVII. community Involvement: The parties are committed to ensuring a high degree of Involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. Curriculum and Programs: A joint committee will be established to review the curri culum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to facilitate and/or enhance the movement of students among the districts In Pulaski County. SP-01035 01727INTERDISTRICT DESEGREGATION PLAN Student Choices and Options The parties to this proposal believe that the recent success of the Magnet Schools In the Little Rock School District as well as the real potential for expansion of the Interdlstrlct Majorlty-to-Minorlty program should constitute the fundamental building blocks upon which a multl-dlstrlct student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdlstrlct Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdlstrlct Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of the- mes, the location of themes, and the Implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may bo conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement. and further input regarding theme location. The parties believe SP-01036 11 01728that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respective districts for those Interdlstrlct Schools coming on line subsequent to the 89-90 school year. Those schedules will be completed on or before April 28, 1989. Interdlstrlct Schools The following Interdlstrlct Schools shall be built and/or established in accordance with the schedule and/or timetable herein: A. Baker Elementary The Immediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate the transfer of that number of black students from the presently configured Romine attendance area to compose Baker Elementary as an Interdlstrlct School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdlstrlct School. PCSSD will likely provide additional geocode reassignment as such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of increasing white enrollment at Baker to compliment the recruitment of black students from Romine as well as to bring Lawson and Robinson Into as close a racial balance with each other as is reasonably practicable with the use of Baker as an Interdlstrlct School. SP-01037 1.2 01729Little Rock black students will be permitted to attend designated Incentive School for its after-school incentive program. The only presently known facility modification necessary at Harris Involves an upgrade of the landscaping. Other potential a modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to transferring Little Rock black students but also to the present student population at Harris. However, the parties fully intend to conduct appropriate parental meetings with black parents In the LRSD to determine whether or not an alternative theme or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly Identifiable. However, LRSD will make every effort to obtain comments from parents in the general target 1989 . areas on or before February 24, The PCSSD will implement enhanced compensatory education at Harris, beginning with the 1989-90 school year. The program will be implemented in sufficient black children for whom the scope to accommodate any Little Rock program is appropriate or necessary. C. Romine Elementary Romine Is to be converted into an Interdlstrlct School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to SP-01039 14 01731The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be expanded as necessary to accommodate the black students transferring in from the Romine area. Baker Interdlstrlct School will carry a thematic program. The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdlstrlct School. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdlstrlct School if 35 or more black students transfer from LRSD to Baker. B. Harris Elementary Harris Is to bo converted to an Interdlstrlct School. Such designation offers numerous advantages, including the fact that it is the only elementary school in the PCSSD which has sufficient excess capacity to serve an immediate significant role in the interdistrict plan. At least 200 seats are presently available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the Harris program. SP-01038 13 01730LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist In the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. D. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor bet- ween 1-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw Its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. E. Crystal Hill Area PCSSD will construct and operate a new Interdlstrlct School to be opened by the 1990-91 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, If necessary. SP-01040 15 01732from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker and Romine as Interdlstrlct Schools will not completely resolve the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that Imbalance, PCSSD will construct this new school. The parties project that the school would have a capacity of between 600 and 800 students. This capacity would allow the desired number of blacks to be recruited from Romine to PCSSD. In addition to the other desegregatlvo effects outlined above, this school in have the further desired desegregatlve effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdlstrlct (and. in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementarles will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected In those areas beginning with the 1989-90 school year. SP-01041 16 01733King Elementary LRSD will construct a new King Elementary School as a downtown Interdlstrlct School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located In the general area bounded by Interstate 630 between 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for Individuals who work within the governmental and business centers of Little Rock. A Montessori school theme will be explored for King and a committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings regarding the desired theme. G. Other Matters All Interdlstrlct and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently option of attending Interdlstrlct or Magnet Schools. have the Serious consideration should bo given to the establishment of an alternative school In North Little Rock in 1909 or beyond. The parties recognize that such facility might most a appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school year, a timetable for construction of an Interdlstrlct School in SP-01042 17 01734the Chenal valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdlstrlct M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdlstrlct majority- to-mlnorlty transfers. This Plan will permit the treatment of interdlstrlct transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdlstrlct Majorlty-to-Mlnorlty transfers under the Court's Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and doos not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School, This will require additional constiructlon at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an Inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD and NLRSD shall recruit and exchange. on a one-for-one basis, the following students (and as described In Exhibit \"A\" hereto) : SP-01043 IS 017351. Junior High schoo1s: PCSSD Oak Grove white students with NLRSD Ridge Road, Rose City and Central Junior High School black students. 2. Senior High schools\nPCSSD Oak Grove white students with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the Joint pursuit of federal magnet grants for the operation of the multl-dlstrlct Magnet and Interdlstrlct Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdlstrlct Schools. SP-01044 19 01736IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS . NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MRS. LORENE JOSHUA, et. ai . INTERVENORS KATHERINE KNIGHT, et. al. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A\"  ^0 01737 SP-01045outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. still in compliance Ail other schools within the District with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching 1imit. this On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having ail students in grades 11 and 12, Northeast High School housing ail students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision. however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ SP-01046 21 017381989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the racial composition. same To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ 22 SP-01047 01739Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senlor high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central .lunior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ SP-01048 01740 23proposed the use of the System of Muitipiuraiistic Assessme nt (SOMPA) as an alternative test for intellectual ability in Identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test. the expense of its administration and the fact that alternatives in the gifted field have proven more effective. the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantaiician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ SP-01049 1 01741Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantaiician Foundation in its report. The parties recognize that the purpose of the Cantaiician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantaiician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is being done through other programs, attached). (See Exhibit A The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantaiician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ SP-01050 01742District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. use -7- 3-OOlJ SP-01051 01743CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 72201 February , 1989 By\nUj- STEPHAN W. JONES, Attorney for North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 By\nLJA^ZZAARR W PALNICK? At Joshua Intervenors WRIGHT, LINDSEY 6 JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By\nM. SAMUELyJONES, Attorney for Pu^ski Oounty Sg^ial School DiatrLex ski -8- 3-OOlJ SP-01052 01744 \\ , Attorney fo?'^'. The undersigned parties do not object to this modification. By: LITTLE ROCK SCHOOL DISTRICT STATE DEPARTMENT OF EDUCATION By: KNIGHT INTERVENORS By:_ -9- 3-OOlJ SP-01053 '2 01745 A ccm?ar:sos O SIX a.:: SY THS CATAL :r\nat:ve\nc:a.n fc: TATIC: :al ??a:t\n:e3\nz.\n:9SL) TO E.X.S' P3AC7 IS THE SC STH LT : SOCK sc:-::i DISTRICT PRKRAMS VI '^3 U I 13 5 c a CO u ai , 3 IV) Qi'? o ei e Is h I O w 1 e. e o 0 I u 9 V) CATALICIXN FOUNDATIOS'S RECO.'ClISOED ALTCINATIVE ISSTRUCTIOSAL PRACTICES ADAPTIVE LEARNTXC OnTROIXEKT I COEL \u0026gt; Adaocs laaraiat anviroaeanc co ' individual ntadto B Provides taehnlcal support to tlassrooa caachars. SCudtnc iadividuAl difftraacts dttcribad la cams diraecly ralacad co lascruccioa. EXCIPLAAY CEaSTU READING INSTKUCTTOM Elicxca corraec raipoasas from Qoa-raipoodia| scudaacsa E*cbllxhd uicacy Itvals Tint for suparrlitd praeclea. Cocrtlactd lia(ua|a art* acclvlelta. Effactlva managaaanc t aonltoring systaa. DISTAi DLiaet IniCTuecion. Scudaacs aysccaaecleaXly aova chrougb saquanead Bacart\u0026amp;ltd Oafintd ccachlst babavlors vich a focus. Cltacly tpselfltd goals. Rapld/hlgb tact of scudsnc itspoosas. Imdlaci acadsale ftadbaek. Ttaehsr concrols, solaces, and pacas ccevura assisted ihstxuctiob Skills caugbe ebrougb Indlvlduallasd Inscrueclon using CAI curricula. PEEX TtrTOlIKC Scudancs asslsclng ochar atudancs In acadaale ralacad acclvltias PXCCISIOa TEACHIMC w U ee t  o  \u0026amp; u e. 3 u o e. a Vi 8 . V.. e I u wi o c C hl-  '**1 W M I U u wt a 9 u a e o a o e U  9 (Z)  u (Z) u 8 8 S. 21- (2 SI c a 4 s X X X X z X X e e \u0026lt;9 O o u o wt u s 0 it s t a \u0026lt; o OK. O 9 9 a o o \u0026lt;Z) o 0 tj (Zl  e a o U 9 a 8 u J u e * 22 Cl m I a (0 e a e a V)  X X X X X X X z X X X X X X X X X X X X X X X X z X z X X Z X X X X X X X X z X X X X z z z X z z X X X X X X z X X X X z X X X X X z X X X X Z I I  I o O tn 1^ - - 29 ' EXHIBIT A EITICACT RLSrARCH KOT AVAILABLE 01746SUMMER SCHOOL Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupll/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be Implemented for those students who fall to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation. In accordance with Arkansas Department of Education guidelines. in the areas of reading, English/ language arts, mathematics, science. and social studies. Students will receive instruction only In the Identified area(s) of need, with instruction being provided In three-week modules. A student may receive extensive remediation In one area for six weeks or assistance In two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. SP-01055 30 01747Little Rock School Dlstrlct/JTPA Literacy Program Effective the summer 1907 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of remediation Instruction. reading and mathematics and provided The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education. some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children. like their nonhandicapped peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity, a break In programming may bo detrimental rather than beneficial to the overall learning The purpose of the extended process. year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity Is present. The extended year program provides for an extension of the programming from the regular school year, as identified In the lEP. SP-01056 31 01748Areas of Collaboration Cooperative planning for summer school with the Pulaski County school districts should be scheduled for early 1989. Students In all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/fundlng -transportation -eligibility Since all three districts. Including NLRSD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations. dates and curriculum offerings would be beneficial for all Invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students In grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- SP-01057 32 01749tlon. It Is also anticipated that a tuition-free summer enrich- ment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will bo provided for students who fall the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. V Expected Outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/fallures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. SP-01058 33 01750FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION INTERDISTRICT SUMMER SCHOOL SP-01059 /U(| A oiiiujivi\nI 2. i. tiUHdliiM* Si liHU I III i dent i f y elementary and secondary siiihiiier school sites Io advertise for, interview, and select sunnier school administrative staff Io develop propiised Siiiuiier school budgel -o,'4 QI .. \u0026lt;43 to  .4a \u0026lt;xi \u0026lt;43 in 63 I O O CJl o I. I I.? 2.1 3. I 3.2 3. 3 li H II I.  1 I...I Kll'lllli ..HI iiiiij lui: uii.il 1. lu i .aIci.cut suaiuer. sclicicil olloM11 III\n/Al.11V11 ii Work witli .u..i..er SibunI Cuur-dinators from titR, I'l.SSD, and IR to obtain  ecoiu.cinlatiun for elen.entary and seiondar, sites. Meet with lucdl building administrators to discuss the procedures. lOncerns, expectations, etc., for use of the identified buildings. Delevop job announcements fur interview Conduct sniii.ipr school joti interviows. Obtain I'Itlll sui.n.ei Sili(JU I budget balance fro lee t 1'3119 suiiii.ei siliUul program anil budgetary needs Investigate alternate fundin. sources for sunnier school 111 J\nii\u0026gt;.-iiic.\nllVli. Det emher-1, 1968 lanuaiy 3 dahuary-19, 1989 February 19 February 22, 1969 Hji cti t\n- liJti^l Hjicti 3\n-f983 Hllillli\niiAii\nbeeeit.ber-22, 1968 lan^ry 22 January 26, 1989 februjry March 16, 1989 Harcli 23-,-196'. Hdicli 23-. i98* ill.' h.:i, 1 111 1 117 hivisiahs-tif'Cum-eulum- dNd-Sehaals Ediicatiun.il Programs blVtSIUh-Ul-SthUols Di vi sItoh-wf-f urrI - Eulurn-and-Scheels Educational Program\nbivisiuhs-uf-tui ri- Eulum-and Schesls Edbcationjl Proyrji.is SAuiitpiipinoi itI Services IVAIIIAllH'l Records aiid/or finished puuknts will be on file for vi-r i f ic.it lon/eval nat ion of siiiuci.r schuul teachers. lulls fur fdL I 1 11 les Distribution of job annuidn i iueiits Interview schedules henelup bui]iji\nt K_ MitA Siiiiiiit'i IltlLl 1 Gu d L 1: _ (cuatiniutii)---------- OlUI-jCTTVIi 4 . fo identify summer school program dates ST-la-identify-tFanspar-needs- far-summer-sehu I (Hetrepalitan) Io plan for qua 1ity instruction in sunniei school a .AJ cu m   c. IM o w hO I O O 01 4.1 4.2 K ijc.i) i45.u\nkh.ai iixi riA/i itirma SlKAlljJ 1 K/ACr 1V IT 1 t.'i Coordinate dates with Suntvei school coordinators fiom NIR and PCSSD Submit proposed dates to (1) Plant Services. (2) Executive Staff, and (3) Board of Dircc tors for approval St I-Est imale-nawber-at-buses-and est-f8F:HetrepelitaH-suit*ef sehael-site Brstuss-Posstble--EBH-Pass-wi th-6Af 5.J Develop and implen\u0026lt;ent siiiiner school job announcements (in and Out of ERSD) 5^ Interview suiiiuer school applicants HEhllffllNC DATE Bet ember - 15 1988- In effect Mare\u0026lt;-I\n-I9g9 March U\n-I989 April )O!-I989 WICX) TIHH.IHL S.^ Notify teachers to be employee May 1,-1989 ENDUIG DA It Beetmber-22\n1988- O'ilQl.Q'J Hdrth-2J.-' March 29\n-I9g kK'.HXISinil.riY Dtvlaiohs-of-Burr*- Eulum-and-Sthaels Ed^ation^l Programs BivisioHs-af-Eurri-fcolb+ aRiJSthaals yucat iona 1^ Prpgr^im Di ret tor-af - Iranspur tatibHi-BIreetar ef-Veealiaaal Edotalien Breelar-of-Persanne Human Resources April 28i-19Hi Suiiiiier School Admin- May 9i-1989- islrators\nDirector of Personnel Human Re^ices\nContent Area Supervisors LVAIJbVUlXI Firidt dates Submission of d.ites tst tmaled-tbSl Job aiinouiiceiiieiit s Interview schedule Notification letters I_ II i\u0026gt; I.I..H.1 i..:i ll.-Ji lIliHIU \u0026lt;\ni I Illi I IM. AHI A (.0,11 I : Simii.er Schuul (c^nt inued) IllillJ.'l IVI'.', 6 1(1 .uleiJiidUj ly stuff and su|)|ity suKiier 6 I\niK\\iii,U'. //i.'l I'.'i i 11.. i'.i., 1 liil I ill 1 liAll-iiiiiiii.: daie: I i: j\\'i'i..liill I iV I VAUiAi u -\ni school -a Al cu m a  ID A* ISO cn W XJ I o o a\u0026gt; to I.leiillfy sUli....er s, lii.ol '.tafi evaluation protedures 6.2 Revise and print teather hand- Outs 6.3 Provide scuinier school contract to employees 6.A Provide inservice fur sunu.er school staff 6.5 6.6 April \u0026lt;i5-)yH9 Hay 8i-19119 Hiy it),-1989 lune 1989 April Huy 29,-1989 June 2,-1989 provide clinicdl supervIsion and mon I tor inij of program I'leiilify and secure n.jteri,ils, texts, and eguipmenl needed for junior hitjh and senior high level pro(|rani 6.7 Complete sunnier school evaluation report 6.8 Provide a comprehensive sunnier school report to the LRSD Board of Directors June 1989 June 1989 August 19, 1989 Augus t August 1989 September 28 1989 Siiiiii.ei Silii.ul Aj.iiin-istraturs\nDirector of Personnel lliiman Resources SdlliC- iiS iillUVC Director of Persenne thmi^n Resources Division of Cun i-culum. Sunnier School Ad.i.inistrators Suni..er Sihool Admin-istrat. iis DivislOH-af-Schuuls-, School Administrators Educational Program's Suiiiner School Adiiiin-istrators\nEinancial Services Support Servites Eva lii.it lull Iles I'ln Pl lilted iii.itei 1.11 s Sign cuiitidcis Inservice di|eiid.i Pl irif ipa I s ' miles Rece I ve ii.jtcr ia 1 s Complete report Suliiiiitled report AUt A Hr 11 |.|..Ia.I.II lid i'l/itl Uli'inu. iCKJ Tiiin.iiii\nSijliiiik'i biluiol Ql^l*! ! : (Coiit ifiijcil) (iiiiu.Tivi.\n. :\nii\naiti\nii.\n/a\u0026lt;:iiviiii., liEj.lllilliA: liAli\nujiiiia\niiAii\nr.i? iuisiiiii 1 lY hv.\\iiiAri(d 7. Ill define the scope of the curriculum for the elementary and ary prograiiis. serond- 7.1 Hall notices to supei visors requesting recoinnendat ions lor summer school courses Noveoiber 3\n1988 November 38\n1988- Blvlbiun al  Lari- ita-lam Educat lulial Programs Nut l(e:\u0026gt; n.Jl li il y.2 Invite proposals for luin.icr school enrichment courses 7. J Pl art cooperatively with suiivuer school coordinators 7,4 Hake each district's offerings available to principals and counselors in all three districts 7^ Plan lor Bliver Education Program 7J) Identify and print each cuuise to be offered tor summer school No.eOibcr 3, 1988 llci-emhtr 1\n1988- April t\n-l)89 March Ii-1989 March 18i-1989 November 38\n1988 Becember 22\n1988 Hay 3\n-1989 March 9\n-1989 April 1\n-I989 Blvislofl ol tarrI-- fcalam Educational Programs Bivision nl Cum-eulbin tducat lonal Programs bivisicn-of-tam-- ealom Educational Programs Blviatnii-ol-tam-e a I amEducallonal Programs Support Services Bl V IsIuH-af- Carr 1 - ealaffi Educatlonal Programs AiiiiouiK.enieiilk  lid Couperjl) vL* pljii\\ Lists of offtriiiijs Action plan Course olferinijs fv tn o ro ho C U) I o o 01 Q k. 7.7 Plan and institute summer school media/advertising April 1\n-1989 May 2I\n-1989- bl visinn-oi-Lorr I - ealam Educational Programs Puhi Icily Alii A IK:.Il l.l.'.! I'lAli IllilJlU] J 1 iiHJ iin: Si ilhllH 'I b' iipy! Giiiil I: lull'll HIM-Ey) (iiiiH.'i ivu\n/. (i:i)iiHnueil) 8. lu impruve the ideiiti- 1 H dliuii 01 and iioti - I icat lull for students lu attend summer school T3 o\u0026gt; iQ ID ixi' I\\3 oi CiJ w fl I o O 01 iPv\nii-,Arn:ii.'./Ai:i ivi 1 ii\n, 7 .a He.elup 111 1.1111119 the (lire 1 uiitciit ioi lalh ol Ihe course uf feriiiijs Z.Share curriculum expeclal luus with sunmier school staff a. I hevelup suiuiici' school financial procedures ^.2 bevic-M appl icat lun/nul 11 ical lull procedures and course ulferirijs Hl th pr 1 lie I pa Is 8^1 He\nlew appl ii al luii/liut 11 leal luii prui.ediires and course ollerings Ml th cuunselors 8,4 Revise diid dislriliule Suinnii.-r school applications lu the individual schuuls 8^ Ailvei 11 Se it hul ai Shlpi 8^ Revise and prim student handbouks 111., I Illll ml HATE April l\n-lu89 Julie 19b9- March 1\n-1989 Hal ch 2U\n-1989 March 20\n-1989 llllilhi\nDAIK May 31\n-1989 Jure 20\n-1989 April 1\n-19H9 March 24,-1985 March 24,-1985 I ^..||.:l:,lhll I lY Subjei-l Al i a Super VI .UIs bivIston-of-torri-- ealam fdiical lonal ProijrairSj Summer Sihuul Ad.iiin-islralurs, Uivisibn-of- tuFricdlu-iiaHd Stheols f iranc iai Services\nand tducatluiial Pl udi aiiis Same as ahu.e Same as al-uve I.VAlllAI 11XI Coilleiil di ea ijiilili\n\u0026gt; Meeliiuj ajerJa filial [Il III' ediiitb Hetllii'j dijeiiJa Heeliii.j di|eiiJa March 20\n-1989 March 24\n-1985 March 80,-1989 March 24\n-198 Hay 8\n-1989 Hay 29\n-1989 blvlbioh-nl-Sthool5 tducat Hindi Pruijrams bn I 51 nil nt  School a {flueatluhdI PriHjramb Sunmier Schuul Adiiiiii- I slrdli.ib UlStrihul lull ut a|i|il II al lidic Allver 11 sc-iiii'iils llev 1 bed halidhiiul Ahl A Uc.l) ItXI IlAJI IlUUni Ullll-IUK Suiiiiicr Sttltol Godl 1: (continued) oiDiiJlVl\n, it. (i iiiit inued) 9. Io improve student evaluation procedu res 10. Io refine summer o, m lO  2 IM cn Ui hO I O O 01 cyi .VniAlHill.-./ACi IVI'l 11., a.7 Receive all stu.liiit app 1 ica t luii fornis and fec-s fro.i, local schools a.a Conduct Sumner school legist-trat ion 11.9 Conduct LAIC registration 3.1 Odvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) I).2 Establish registrar procedures for recording and averaging Sumner school grades for permanent record 0.3 Determine needs and request JTPA Summer workers ID.4 Determine how records are to be stored uu.iiihiia: ljy 1j/ 19i-1989 lune 1989 lay 1989 lay 8,-1989 lay 8,-1989 Hay-8-,-1989 Ongoin May 1989 Hllillli\nIVUK June 1989 June 1989 .June 1989 June 1989 Jay 18i-1989 '\u0026lt;ay-18\n-1989 lay-18,-1989 As long as funding and program are available June 1989 l\nh'.iu\nMltll 1I7 Local and Sun,Iter School Adi.iinistrators financial Services Sumner School Adnlin-istraturs\nfinaneiai Services Sanie as above Same as above Sumner Schuul Administrators Regular and Sonnier School Registrars\nData Processing Sumner School Administrators BivisleH-ef-Seheels, Programs\nFinancial Services I.VAIIIAI Kh'l ionus/fees tollecled School/course regisirdi um School/course registration School/course registration final (Ji'ocedures final procedures identIfied needs Procedures identified STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts. including the NLRSD, will meet a minimum of four times per year. twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. SP-01066 40 01757FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION STAFF DEVELOPMENT SP-01067 I HUI 1)1 :iliiU_GAHiiU Mi .H-il UI Al lUU I IKI I Illi.  'll   -1 al t|m|-wiiI- HUI Tl-dlSTHICl COlLADORA!I OU PI AU .-I. .1 -. I Hir lli'f If IH t tHI- I it-.uidl ibK*,lihi -IfiijUi f * ftUi Hi Mi I- k.UH (- 4  btt c! T jr.c I .!i A': u! i 1i !l I. IlG Ii-i ( IHlI'l { I HUI HAU C'ILD Plsriiir.luii ID I J M Ilf I Kill .1 \u0026lt;'l.iif ilcv(i|\u0026lt;\u0026gt;|inri I I IfP C(T1|MISC\u0026lt;I til sriilalives Inn SClkUll TJ iliiiiinini (i( fiMir ) nieeliiigs |\u0026gt;er year will Ie |M.-Id, (wo (2) eacli seraeslcr. July, 1991 Staff Oevelopmenl DlrecLors of the Di st r icls duelling aii.ilv'' (i iin iici-ils nsscs:.iiMii( (hif\u0026gt;,iiiiig 0 I ids , Dee's fiNKl ion l Io ideiillfy iii|\u0026gt;lnncnl stall iDliieiil slralrgies will assist live r iota illtlliiig lie Ini ions o| inlng igiallly .regaUxI scliool IDs. -O m lO  o tn 00 0 nJ I O O O) 00MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County Districts is necessary. A collaborative effort Is crucial to the success of this countywide desegregation plan. We commit ourselves to the following: I. Underlying Principles * All students will be accorded equal opportunity to participate In all academic and extracurricular programs and services in the districts\n* All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\nAll students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and Implementation of school plans and goals\n* Special efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recruitment will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law\n* Staff assignments will be made on an equitable basis\nPolicies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\nV: 01759 SP-01069FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION MULTI-DISTRICT PLAN SCHOOL OPERATIONS SP-01070 AREA 1 icai l.r\n,l\u0026gt;\ni.i b Multi ()istric^2!lB_^!!^\n2! f!PI21i92^ r.ual 1. Tu nlJEClIVt'J Appoint a st 11001 im provement council of the representatives I roir. cai h district. 1 1\njrKA'nj\nii .'i/Ai.i ivri u.-.\n. Ir.-SS Oh.j.H.j plun.-.ii. J f.,r' (letegregaticii anJ plan a.\n,.) 1 I I ,1 li/j) iniinimiATiaJ TUM-mK Liil.lisr. a ^221 l!i:R12Yi!lh'21 cation or iA.pleir.ei.tati r..\nfrjs, if any. PK.U.'NK.e: ':!!2 L niDIllG DMi\n,11111 i i'i Supc i 11.1 un.i(..|. t s anil Assotiale/Assisiant Super i ntei.'leiits for [,cstgrv\nai icn IVAI11/. 1 I. ..'I Ai,[,uii.t.:,LUl i-t 1 1.1. 11 \"O Qi CD IM l) Appo I llliliclll Ot CGHJUil lees to ileiil uilh issue specific con-cei IIS ill ar'eas of scbools and suppofl S C I V i C  s u C/) I O 2 1 (ers.,ns uitii spes-ilK e.^pui'11- v.ill rr.eet, as neeJeO. in co.t.- ir.ittees anJ resolve ongoing coordination in areas relate,! to the plan such as transportation and staff de.elop.tent 1 1 .1. i 1S.jC 1 Rctalui 1 .(I 01 1 C L S I S t .:M Supci u.lif. lent' s Hti.j l.i.u i.id .1 i i/Jl'IHi'l IHlI Fxj TiHiJ.ini: Aftt A Hili 11 H jf' J LJj r al Uil.S u?j! il I . (juiix\nrivi-.s s'ik/.nbii^./ACiivii iis\n id'^p in btOltltllliC iiVir I I et I \u0026lt;11   I   ' tlilJlNG IlAlt i\n.1 ii'.i id\n! 10 develop joint recrui l in J efforts and procedures willi particular emphasis on minority teacher lecruilment 1.1 SI..ire planning, resouicts a contacts for re. i ui tir.enl of staff, botli Cerlified an.l certified (. ,1. 111'1 etitly in effect Ongoing semiannual 1y liirc^t^r j_o liuinju Resources increase i n i:.i i...i i:, slillinj among cerliiicd tall ai.l ii.ore proper 1 ior.jl re, r suppoi I staff'- sct.l.'ili .11 ai: ..hj To sliaie the applicant pools am..ng the districts 2.1 Use teachers in ttie rtcruit-ment process Lui rent I y _ln effect Ongoing 0 lieu tul' S ^s^irces 01 llumin 2 .2 Certified and iioncer 11 f icd applicant pools will be shaieJ with the agreement to assist each other in correction of disproportionate staffing Curren^d y in effect Ongoing Resources I iluijin Propoi 1 lonal in pi e-i ntal i. ninon ty and nuijority fu.pl all staffing tategorits n 1 I n Io nioni lor d i str itnilion of staff across grade levels and support areas 3.1 1 ne pi i n. i pu 1 s mil tiC accountable to ensure equ liable distribution of ic-acliers by grade level and subject area Curre^ly_!n effect Ongu i ng Il 1 liC 1 e j I s Sia11 st 10 a 1 II. 11 1.11 .1 iij Ol IlC I r of Human Resources Assoc 1atc/Ass i slant Super i nlcndents teachers hive access lu i.-i i.ii., opportunities al all gr.i.ii levels, in all sufjjC'Cl aieas an.l in all (ft'uQi oHiS  AP, IL.nors. I..'l. etc T3 o\u0026gt; lO n\u0026gt; dlu CaJ o ID Ui 13 fO O N) AREA IK.I. MM.,Hl. 'jtl illlij.ilii. Multi bislricl Plan S, liianl bi.pi a11i.nt, Goal II: (liiiin iviii 1. (torilinueiJl To i.ltiilily studciils .lio may be iutiire teachers and to provide support programs to tllClil lu establish a joint conjiiittee to address district planning for support of students uho wish l.l become teachers -o \u0026lt; to :x) EQ 4.1 S. 1 5.2 5.3\niiG\\'ii .Ji .'H'.'li ll\n. isial.listi intuit tt.iJitis clubs in ele.T.ei.tary. junioi l.ighs Olli scnioi' l.i,]l, sct.oul'.. Hold career fairs ior stu.ler.t. Contact the business coirrr.un-ity for support Create \"contracts of intent\" to hire future teachers upon de.jrce and ccr ti I icat i.\u0026gt;ii completion provi.i,' 1 nterllsh 1 p uppui t.in 11 les f.,, students of educat ion I'.ii.iil,-Ili.,. I itiE ' 0.1' L- ii ef fee t E Au.^uSt 15119 Currently in of tect  CT, ru U) 1 o El.bllX\nDAIK Oi.goii.j Onjoir.j bn join.] Ri:.it,.Mlilll.ll'i' I'r 1 (,^ 1 pa 1 a /1 c a c liC'i's Assoc 1 u t t/A ss I stai.t Supei i iitenJents birectui' oi humin PfSOiirceS Illi t.\nui 11,1.7.111 ReSi'.ui I ts lull l.lii .j Pl 11.^ n.jls 1 '.iii' i ii.:i Inci ease ll,.- i.ui..i.-, r oi 111,1, 1 .1 ciitei in,] tl,t tcai.t,ii,,j j , oi ,\".,1,i. i. lncica*.c It,-- 1,1, OI mil, .III, students v.lio (jia,li.ate li',ii, ti,e Districts and it tin n i\nteach ti,, .1. I O W ARLA 111 iiht .\nAi HXi 1 i/Ji'iiiruiiii J Til tn Hit Hidii Qj slciC-l - LliP-ith'i'i! QUKt^ Goa) il: (continued) (liiil..TlVr\n\u0026gt; I). To cstablish a joint coiunittee for planning recruitir.ent strategies and procedures 6.1 6. i 6.3 \u0026gt;u Qi m ca (b cj GTfcMbUi-'./ACilVTlil^ Production of a Set of re-ciuilii. ent procedures and timelines to be developed jointly to increase effcc-tiveness and define ment responsibilities I c CI u I I Ocvelop d cOOpcIctiwC' d'jlC'f ment for recruitment of certified and nonccrtificd staff dith reservation of nu.T.oer of slots so that a employee categories mil ne desegregated Improve teaclier vcji l ing Condi I i'UiS to n.jintain teact.ers in llic profession liUJIilllbJ DATE Spring 1990 1991 199u HlUlliG DATE Ongoing Oibjoinj Ongoing K?\n\u0026gt;lt..l.,lllll.lli District Directors o llun^ Resources bl StI let bi I'l C 101 s of lluii.ai. Resources Snpp I -er vices and Bui Idin J I'l incipals IVMb'ub .'i Comp) Ct I on of ll.j do\noi, .i.t tfac I d 1 I d 11 os In d i I s t : I I positions con n .UI a le v.itn d1'fI ic t an I cour t apniosed gm del iiiCS loci c J1 ',11 I. I re ten I ion\n1 W 'fl I o o O' I'i^l ii .'i 1 I .'Ji'IMi'l H11 H . 'iiiai iiif. ARf A Multi bistricl SlIiJuI Uici jlMJli. I. ..H iii I . sluJeiil d i sc ip 1 iii.iiy jn.l a n .-...1 jiif.e policif. v.lmh j.l li  . . it.ilcul needs A^we]l_^s_sr.hco1 clj^te cciicei^ns ciitjH.rivi-.s 1. Establ i sh a comni ttee to study disciplinary rilles and regnlatioiis and to work to address areas of divergence 1.1 1.\nnG'xrb,il...''.'j7 ivii ii.. Ci.ii.mitce assessriiciit and cGCi-parison of policies and procedures in student Pjiidi.oGks n.xilll.lilu\n11 .n: ll.ljlllG D.AIK Omju i 16] li Alt,\n...11.11.117 i\n.Aiii\\i i.J 111 sag.jie.j.i 11 on of data related to student discipline I s tall I i th a pl otedui e tor stiai ing aeccss to disciplinary reccr ds when students transfei Qi lO n\u0026gt; a\u0026gt; co CT, CO Ui I O O J O' 2.1 J. 1 J. iiistriul |.,ipil personnel directors, identif ie 1 si tool staf fs . an 1 patrons CoiTifiletii,.T 61 tr.i i.i.l. fiGiT, II. d I s ti it IS lie-velop a set of riilcs/iuptr tat ions wPich is cunai.on to students in districts. (Spec i f ic pvnal ties r.a, vary-final penalties will t.e enforced in co.T.hOn) Review I,t stnknt dita t.i addicss issues of racial dI spar i ty 1'.. 11 e \u0026gt; .^pi' .'Uul I' ItJ lc designed Mr C6nj..unica11un of student disciplinary records wi.- n students trai.sln or are expel led/suspended li. effect ...jMih.J iiui Mil. III'. Ip.I I s BBQ ARIA llulLi-UisLiit.i I'J jii .Sclijul Qpeiiliciii jlodi 1 _____ oiK:nvi.s 4. keV lew of attendance policies to attempt to create a comaiion policy and set of procedures j. Appoint ongoing mon- 1loring commi ttee to keep policies on attendance and discipline under review and to review data 6. Develop alternative school for students in need of intervention or special assistance if \"at risk\" due to teen parenthood etc. 4.1 5.1 5.2 6.1\nn(.Anj'\nir-''./ACHvirii.s Appoint ic-fliu c.,.....iHee of patrons, staff and toard members Appoint Coramitlee Ongoing revieu of disaggregated data to address disparities and student needs Plan alternative school to be available to students on a contract basis and con-tigent upon funding availability lie.11 iH.'jiljib.Al k'.l ri/'Ji'l.'ll'lJMEl J 'rnuiii.t bujltiiill'C ii.vrE As nL.'cUc'l As needed In effect UIDIIJC DATE Ongoing Ongoing Ongoing ki.')iv'i.,ibii.ri'i' Appi'vpi 1 ate Asso-ciate/ Assistant Super Intendent from each of the districts Siipci 1 fl LL-nJenl s Principils and District Administrators Appropriate Asso-ciate/ Assistant Super 1ntendent 1 Loirijilc l lull ui '.1 IA I H '.'1 I J a\u0026gt; in fb CaJ 4^ n\u0026gt; at UI W t) I o o 01 AHEA ijc.M bril.atliiAiiixi I'l/ji-itii'iiiia\n'uii 1 ituiaia: _.Hj 11 i: Q i 5 ir i L L Elaik Sthuii LUpiiji L i Olli. l.oa 1 1 (. Id provide ITPit dViJe jjd.jiiiiiill pprrooggrraammss in guidance/OuuiiSe) ing to s toilenL UCeJi-iDlt-tQ .ensucfi -cacaai-ciiuiLy---------- oiiJtrrivhS SrKvMTi\nILS/AC117II1 i i isECTItRUGG DATE ElfOIKG DAIt REiiU-ISlBlI.iri' LVAllJAI luU 1. Hold eruployment fair for students who would enter the world of work after school 1.1 1.2 1. J 2. Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with specific and special concentration in access to black colleges and universities and financial aid for minority slinlenls 2.1 2.2 2.i 2.'1 funtact employers (lueal, regional and national) Hold fair with focus on employers of minori t. Target skills neede.l tor employiaent as well as opportunities Hold joinl counselin.j information sessions for counselors Contact colleges regarding minority scholarships and financial aid f.ontuct colleges legarding admissions, minority admissions Provide target counseling for minority students in effect Ongoing 2 S in.lify slurlents. p.lients. and educate stall regarding all opportunities Yearly 1 ear ly In fall, annually Lach fall Lach fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing OnguI ng Ongoing Ol 03 ID CaJ cn n\u0026gt; OV O' C/1 hO I O O Directors of Guidance. Vocational Teachers, Director of Vocational Lduca tion Jouma 1 I sm Depar l-ments Counselors School Priiieipals Directors of Guidance Directu. j uf Gul dance w/couii ttec-of counselors Sc lidd 1 1 olihSe 1 OI s Counst l.,rs/l'rincipal Stall Gevelopn.enl Directors HtA l}\u0026lt;Sb liEblLKtGAriiXI IlAH UttTBlUfEATIOU TIHU.IHE 2!ul 11-District Plan ScbuJi Operations 3ai_J Uli .itx\nrivES S IKVlIi\n1LS/AC11V111 llbJllnlillG iiAu: DlDllX: DAIK REC\u0026gt;lv:bliin.l'iY tV.AlUAl Ki i I nlijnce minori ty r ecru I tir.ent and awareness of student of AP, honors and elective programs 3.1 I r,.l 1 V I .iiial sill.lent c.ni-ferencing . Teacher an.I c.iun-selor encouragement of anJ G.onitoring of students tn. jjinj ConnsciiH i/icaci.ers Propor tiunal minui ii, i vj.i i-i i.ial lOfi in these classes Provide pooling of resources and specific plans of intervention for students who are disadvantaged and/or at risk 11.1 1.2 Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Gn.goi ng birecloi s of f.u 1 - dance75tu'dent Services Deve 1 opr.enI an.l i...(,lei..ei.la 11 oi. o strategies Develop and implement student career guidance plan with individual student educational plans and comi.iun it a I i on with parents to encourage student access to al 1 curricular and pro-graiijiialic oppoi-tunities in a ratio commensurate with school racial compos 11 ion 5.1 10 be developed and reviewed by students, parents, counselors and teachers (predicate.! on potential) In eftect Lounse 1 ..I s/ leathers Director of Guidance Dcsegregj t ion Officer Implenienlalion of rimis -a 01 03 (0 a\u0026gt; GJ CT* W nJ o o -J 00 I \\RtA iKsu i)i:,ii\ni\nii\nAibxi ri/Ji na'iimuATiai Tiina.itii: t \u0026gt;-tiistrict Plan School Operations ioal IV: (continued) lilECnVE 1 nliance communications among divisions related to counsel iinj in the districts 6.1 6.? EncAT10IP.S/ACHVli'II.S Pcjular. niohthly r.retings air.ong directors of guidance Periodic Joint guidai.ie meetings UiTTitailCC D.A'IT .ibl, ISil E31DUJG DATE Ongoing REiriA'iSilllEllY Director of Guidance Appropriate Asso-ciate/ Assistant Siiperinler.dent Director of Guidance EVAUJAi 10.'I Enhanced Services Improved Cociii.unical i .ns Lo.Tipl e-1 loll of 1aSl o u a D a-yp'( d'ci records trans fr_^ icy ere - at ion and systems y.i Appoint coiinii ttee to develop procedure and timelines of records transfer 1591-92 Directors of goi-daiice, principals, directors of pupil accountiiij f.uinpl et I oh of last inprovca.cht in Proc JO o\u0026gt; 00 w hO I O O to iREA llulli District Plan Opera t ions  DECriVti To study GPA and citi-senship participation requirements of districts to address academic requirements and student partici pa tion needs 1.1 1.2 1.3 1.4 Iic4) ijr-'.l 1 fHrAfAl i'i.-Jl if li'iU Q ICXi lIMEI.IfiE Goa 1 V. To dt.vlop t.fuitaLle recruitment strategics, access and opportunities _ __for_all .AlUilpnts or extranirricular acliyilies P bnG\\Tlj\niL.S/ACiIVITli.S Revieu policies and percent of student participation in cavh district Review data on student par ticipation and achievement Over the last 5 years in each district Revieu racial group representation in extracurricular activities by district over 3-year period Appoint committee to evaluate results of data revieu and see if any areas of policy agreement exist DATE eudiiig DAIX Ongoing RESICiiSlbll ITi hVAHIAi io\ni Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Associate Superintendents Assouiutc Superintendent Associate Superintendent Associate Superintendent Completion of p.jliu) re\u0026lt;iL.. Revisions of policies to address student needs a Qi 03 (t\u0026gt; .Q* Xi rt\u0026gt; co CT\u0026gt; co (n hO I o o 00 o J REA iKM) nyji ufliuttJ/rATioti 'niia.niE llulli-bistrict Plan School Operations 241. V: (continuedj_____ UECriVI-LS To recrui t students for participation in academic related and athletic co-curricular activities 2.1 2.2 2.3 E\niH.-viEniE.s/ACi'ivrnt5 Teacher, parent and counselor awareness of opportunities and in turn encouragement of students Pluvide special supports of costs, recruitment, and encourageii.ent to students Reserve slots, if necessary, to ensure student participation and access in programs on a proportional Oasis iiEiJtflllO'G DATE June 1909 June 1989 June 1989 BED ING DAIE Ongoing Ongoing Ongoing REShX'iolllil.llY Principals Counselors Teachers Associate Superintendent or Designee LV,\\lJIAlli.\nl Increased student purticipation - enhanced proporti..na1ity in student participation -o Q\u0026gt; ni -c* GJ CO fO W I O O 03 REA Multi District Plan School Opeidtions .lEX-'ElVES I. Oi str ic t uniformi ty in reporting test re^ts and analyzing disparities f orm bi-racial monitoring teams to ensure appropriate test preparation and testing coiidi t ions for all students. Implement strategies to reduce disparities by means of school plans and individual student improvement plans TO LCQU ft) o rt\u0026gt; w hO I O O 00 IQ 1.1 2.1 3.1 3.2 IKSO bLSbbRfjGAUutl H7JI UQTfMUftATlOtl TIMQ-UIE Coal VI. To cnhaiice testing programs anJ student |,repai nt ion anJ access to prograg^ S'lTtAT-EGIES/AUlVlTHS DEjGItfniMG DATE Program for analysis of student Spring 1989 test results with data disaggregation to analyze disparities and student needs by race by subject area Monitoring teams composed of Planning and Evaluation Specialist and other DTstriet_gcrsonnel to mon- Ttor test preparation and test conditions for students Analysis ol school by school data and individual student needs Development of strategies to address concerns and to meet needs June 1990 Suiimer 1989 Sunnier 1969 RflilllG DATE Ongoing Ongoing ongoing Ongoing ItESTttlSKlIl.nV Associate/Assistant Superintendents Associate/Assistant Superintendents Principals Assistant Superintendents LVA1U\\T1O\nI Completion of tasi Activation of tlie monitoring coiiimi ttees Development of plans Ileasurahle decrease in disparities AREA U(SD ijEsu\nrfjga'i iixi ii/j) imiMun'A' n Tmn-iNE .Hu 11L ki ilLll_EUii-Suli!j!iL Hucr^l Goal VI\n(continued) )[1JECT IVE'S siitvresiLS/Acrivn I F.s BEL 1 till ItlG D.AIE UIDUIG DATE RESEtXiSIBll.nY EVAUhVllOil Provide services to teachers re\n'use of test scores interpretations of scores 'reporting of scores to parents interventions to benefit students (and address these specific needs 1 4.1 4.2 4.3 4.4 4.5 Joint staff development in testing Individual teacher analysis of student needs leacher preparation of strategies to address student needs School-based planning of interventions to assist students in areas of academic need leacher inservices for student learning styles, cooperative learning, and nionitoring needs of youth at risk and disadvantaged students and minority students Ongoing ongoing Ongoing Ongoing Oligo I ng Ongoing Ongoing Ongoing Ongoing Ongoing Directors of Testing/ Evaluation Appropriate Asso-ciate/ Assistant Superintendents Frinci pa Is Prine I pa 1s State Department of Education Districts Staff Devclopn.ent Direc tors Academic improvement of all students -a Qi lO (t) aj (D ro b) I O o 00 co FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION LIBRARY MEDIA SP-01084 M MU 01 vl J Ion: Initructlonjl Program/Area\nLIbrary Media OeJECTIVES STRATEGIES/ACTIVITIES BEG IHHING CATE LCMPLETION DATE COSTS The selection of materialsZresources to support the curriculum In desegregated school districts Is a multl-dlstrlct goal of the library media programs. Continue hosting Mu 111-D1strlct Hultl-cultural Resource Sharing annually ongoing Minimal Fair. IN THE FUTURE. THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Dlstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts annually ongoing Minimal RESPONSIBILITY Library Media Directors or responsible person (Including NLRSD) Library Media Directors or responsible person (Including NLRSD) evaluation Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts he Inservice training Ibrary media staff embers to desegregated chool districts Is a ultl-dlstrlct goal of he library media rograms. Plan to host multl-dlstrlct Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 198a to explain the new national guidelines for school library media program planning ongoing ongoing Seek Funding From Cooperative Library Media Director or responsible person Including NLRSD) Inservice training will develop skills for library media specialists who work in desegregated school districts  1 Plan to host Inservice training for multl-dlstrlct library media specialists using district eiRployees to ba established ongoing Minimal to hO I o o 03 tn \"O cu uo n\u0026gt; m czi 05 J SB Division: Prograa/Area\nInstructional Library Media objectives utilization of television technology In desegregated school districts Is a aultl-dlstrlct goal of the library aedla prograa^ llecrultaent of Minority Library Media Specialists In desegregated school districts Is a multl-dlstrlct library aedla prograas. goal lultl-dlstrlct coaaunlca tlon for library aedla irograa adalnistrators Is a goal for the rograas. I 1 cn *o Ol la (D m o tu STRATEGIES/ACTIVITIES ___ I begihhihg date lepleaent utilization of cable channel 19 and/or videotapes prodjced at Metro to teach skills, etc. basic to be established COMPLETION DATE COSTS ^5PONSIBILnirJ EVALUATION to be established Seeking I Federal Funds under Star School am Library Media Directors or responsible person Students will gain practical vocational experl- Contact teachers training Institutlons/Recrult teachers for training In library aedla cert prograas certification - Copy aeMs relating staff lovelopaent opportunitt as Lo other district adilnlstra-tors Meet Inforaally for sharing sessions ongoing ongoing ongoing Hlnleal Library Media Directors or responsible person (Including NLSD) ongoing HInlaal Library Media Directors or responsible person (Including NLRSO) c 980T0-dS [ anco In running a television studio\nstudents will benefit froa Instructional units provided over cable system or recorded for later classroom use. Hiring and placeaent Inorlty aedla will occur. of specialists Bettor communication be achieved. will SPECIAL EDUCATION I. The school districts in Pulaski County should employ stra- tegles that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to 'handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples Include: (1) A multl-dlstrlct committee for assessment Is In Its fourth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate In their community based Instruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 01775 SP-01087boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel. facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts. It seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can ba established to meet the best Interests of the districts and can ba added to each district's individual desegregation monitoring plan. Areas for the districts, Including NLRSD, to explore and/or expand include: 59 01776 Sp-010882. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Mu1t1-Hand1capped d. Seriously Emotionally Disturbed Staff Development 1. a. b. c. Central Office Staff Prlnclpals/Other School Staff Teachers 3. Multl-dlstrlct assessment committee a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for MR and SLD 4 . Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multl-dlstrlct system (forms and format) for documenting due process procedures. The directors (including NLRSD) plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration. and provide technical assistance where appropriate. The directors (Including NLRSD) will also look for activities that will foster cooperation and sharing such as III. writing grants to secure funding for innovative programs. Multl-Dlstrlct's Expected Outcome 1. By the 1969-90 school year the multl-dlstrlct will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 01777 SP-01089C. collaborate on staff development efforts in all D. aspects support of special education. activities of the multl-dlstrlct assessment E. committee. Establish a process education teachers. for recruiting minority special IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentatIon of minority students and males in special education. Greater demands have been made by parents. state. and national agencies vlded to for evidence of the effectiveness handicapped students. There is a of services proneed for better Information: (1) attesting to the relevance of special education (pull-out programs self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishing the scientific significance and validity of new/exlstlng assessment Instruments , materlals/supplles and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence of Improper or inadequate classification or placement in special educa- tlon\n(4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) providing more extensive parent educational Information systems. 61 01178 SP-01090Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. 01779 SP-01091FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION SPECIAL EDUCATION SP-01092 .'.t.l u J 1 r- 1 jn 19i^-9u ^^r\\,on Rcspons iblfc ( t J r I Goa 1: Dircciors - iri-Listricts Estniilis'n prcx^ess and coordination in area ot re. OBJECTIVES STRATEGIES/ activities :k\ni i: AIl'JI IJKlLII.i VTJiCulii'.. - -rait.Ticnt of minority teachers and support staff. k-'! r r ,r r !. 1 Special Iducetici. BEGlIltllNG DATE COMPLETION DATE COSTS RESPOHSIBILITY evaluation I \u0026lt;n oa I Ensure proportionate representation of cell qualified minority special education teachers Recruit and onploy minorit teachers in certified areas of: a. Mildly handicapped b. Hearing inpaired c. Moderately/severely liandicapped d. S|x\nech impaired e. Visually impaired actitdties: staff develo\njr.-nt a. Partnership with state colleges and universities for training and retraining of teachers. 1989-90 Chafing $7,000 $5,000 Tuition TO m o Ui hO I o 00 o O to u Directors: Personnel Special Education Supervisors - Special Education Professors, Special Education Department Central Office Staff Increased jxx)! of ccrcirctent minority special education teachers Af.f Ut. 1 i-ljn (i rsor. P.cSpon-Ti'blt [ji God 11 ___________________ ((tar) rectors - iri-lustricts :k\ni [ i\nji I iMii :. 11,1. Curriculiiii 1 \\ svste.n (forms and foniL:itj will Le developed for d.,\u0026lt;jr.entalion of due process procedures. r rt^,rMt/tjxci.il Lduc. OBJECTIVES STRATEGIES/ ACTIVITIES BEGItlhlllG DATE COMPLETION DATE COSTS RESPOnSIBILITY EVALUATIOU 1. Ltvelop revised form.it for tri-district docerr^r.t  ation of due process. 2. Implement revised format for tri district docu\n.'ent-ali- ii of due process X) rm \u0026lt;ri I o 00 0) TJ I O O (O Is. a. Select conriittee of special education personnel from all three districts. b. Develop format for  documentation of due process c. Submit to ADE for review a. Inservice teachers ana personnel, on use of revised forms 1969-90 1991-92 Spring, 1991 OTfipilTR $30,000 for Printing Directors and Associate Directors Designated Special Education Staff I Docuneiitation will be consistent services will be provided in more timely rnreier for students i-\u0026gt; r'.ci Oojl: . .el, 1'.- H'.spon-., 1 Hr. \u0026gt; li.r.. (\u0026gt;etr, iri-i),strict i'e d' veli.:i a cg-rvin I'ru/r.r.i for stiti. OBJECTIVES 1. begin plan.-.ir.g process -Provide approiriate program for the foilcuing: a. Visual unpaired students b. Hearing impaired c. Multi-handicapjied d. Seriously Emotioiully Disturbed ai'leTeiit [iroer. nteas listld ubove.\ns l..r the I ya m on  \u0026lt;n 'U I 00 ro W hd 1 o O (O O1 . i .HjII IlMll !!.\nCiirrivul..--.   i' t.-. 1-1 tn i li.,idet.ee h-iixlicaps. STRATEGIES/ ACTIVITIES BEGItlllltlG DATE COMPLETION DATE COSTS RESPONSIBILITY He ^.ecul tdui EVALUATICH .1 r.-i, I . Conduct needs assessr.en . Select a school site (s for VI, 13,.'11, \u0026amp; 31) stubii i . Sliare specialists required to meet needs of VI, 12, Ml,\nrd SED Identify ar.J carbine e.x-isting resources available . Purchase ncedeel re'- suurces uikI irateriaH . 1 ruvidu s()eciali2i.d tr.iining fcr staff . Eeorui at end sole. of perscn.al aixl/or vice providers Sir.\n^iej ni-.d .uli.iii. to 1x2 dcten.iin.\nd by Individual Education Flans (lEF's) 1989-90 School \u0026gt;ear 1990-91 Ctlgpirg To be determined. Use of local, stale, and federal furds Directors and Associate Directors of Tri-District Ejtpanded and itttproveci services to low incidence handicap[x.\u0026lt;i students. Services will be inore cost effective I I G. J Ik'.\n I ck,. Mt ^tl i.. ul 1 : T. To CeJlCTIVlS STRATEGIES/ ACTIVITIES .re GOt ot LJ3_lGaiL3 to insercice tea.hers - kceiviec eentr.ll office Sl.llt Ir.Strc-ice six.ial te. on spe-ciai education ricultrr, and recarr e: teaching ials, etc. tcoi-r.irros .r.u zTs cur-ivJ r.c-presentotives tro.n thrcu (3j districts r.rt at specified tkr.cs to deter-c. ine needs ar.d select ccr. sultcnts tc Vi lop ii. .irii .ciiL to ovu-.k.^t a iicCkls assess-c\n Select a te.-icher coc- ..rittec i-.gIc\n! carious i:isi_-r prCijra-r. nerds process\nissa i.e. due of riricri: cverrepruscatation\ngular schcol/prcgran rc-ir. oditicalicns\nscreeair..'. 33 m us  (Ti -J I 00 to -tj Ct (.Jt-caiiGii. BEGItl.'lltiG DATE 9/o9 o/c9 i/'H ? r I I,. Pre pLcij] i/iu\niv t: COKPLETlOH DATE OTSPirg COSTS Consul torus Substitutes Teachers Ilitiri-J i Supplies Printing Stipei Js RESPOHSiaiLITV EVALG'ATICU Director and Associate Directors /WE l.ill h,jve a coeprehensive tri-district staff developceat prograns M hfl I O o (O at p ..'H Ri cpi.i.c 11.ie iijf,,\n. '   . 1^-----lloa . . -1-- rgiiiiy i i'\"' and r C3JtCTIVS I i- , i-Jh .idthi.. X14\nlearning Center. ii-nL-iLi'-:: t i t .j ...___L., L.\ni Rri.r IN c.eti.il idiicatiun thruu.ch .'i eu..-.\n.ri h-i...ive staff de-veloie.ent ' C.u\n'j ituli: r- STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITT evaluation 1. i-ravide insei-vice that locuses on teacher Lehavioi lo'.iard a disprojxirtion ol rir.arity students eareJaUy 1-iack .Tales in special education. I i I XI m I I I (Ti -a 03 I 4^ Ui n) I o o to a. Develop training center for regular teachers experiencing problems in understariding ar.d teaci\n- ing black tnales ai.d other mincrity students Identify teachers i.ith high referral rates of black icales to special education chcdule inscrrice Arrange sucatitutes far regular teachers Seivice Ut.iL Khuvier .'..aili\nicati,\nfar teacher lehavicr . 1\\ . l.k 1 tec.hers to Ir, Cl I I .li .1 iiti lizc 1939-9U OgpiiTg \u0026gt;125,OOu-Per-sonricl \u0026gt; 20,000 iL-it-srials/ Se(plins Director - Special Educ. Supervisors/Coordir.ators of Special Education Improve instruction for raitri'/./ other students Decrease in referrals to Ljec-cJ Education Principals Supervisors - Spec. Exluc SOS Director - Spec. Educ. Learning Center Staff Rates of disi.iissal of i.i\n.ck males/other students increas .iSe in discipline reicrraii 111. . I!., e.i'. .r.lii. ui.-.\nrt . lcs, 1, Ali.,1 Ilf t  i...\ntill,.I /A -  Ml I 1 : : ... 1  -  .111 Pv.l...1.Sibil- G. .I\n1 . I I h i: J  L.C -_l-_Lciii .llLtlll:. I r /Ar- . ! t  L !c!' C3 T1V t S STRATEGIES/ ACTIVITIES EEG I till I NG DATE CCHPLETIOti DATE CCST5 RESPOHSIBILITY E7ALUATIC!I  i'revide ir.teas ii.t disciplinary interter.ti for\nStu. and ral:. adv. :its uh. .ll atctici*!! iereivicc it diffi-ult to\nce acad-tically\nSlaients ..ho the.. sic..- patterns of devel_.pr.ent i.iiich ra'. i' odi: test sccrt.3. co m . f'ipl) shills at Ceiil^.. v\u0026gt;lth Student . ?.u:u~. to school . Ilcnitor teacher effectiveness Aly [ re-referral interver.- tioi'.s traii.ir.. CdrciCjlUTa luiuj assess lint: Linkir.^ Asiessr.-c\nt\nClassroom Strategics . Identify regular u.c ers for training ide training ti...L tocuses on cliangvs tn instruclio\n.al tech:i-to iT.atch stud. h r.cc'S i! . i t .iluatv i.\n.'.\nckiteri.il instrixtions are ] re- :-nted to stcdints 5/=5 5/6 0 7/69 / o9 ' 9/cy Regular Teachers Regular Ttacl^rs upervisors/Princi(\u0026gt;als Regular Teachers Principals Expande-d ts'.d ic.pruve-d teachi\n.., skills Reduce referrals for u.ir.crit\n, students to special ed..cation (hoping filgf/ing Qlgping I (Tt QO I Ui I o I 00 en O lO 00 25 teachers 5 days X ' ,0C-0 J 500 Central Office Staff Psychological Lxeeair- rs i 1^1. I I\ni':! :: I '.on Gc4 1\nRcip'.r.s ible 1  Ccr.ti: .i -l ?,i\nl\u0026gt; r i ?lir, ILitllus 1.\n1I .11 I'rh'jr / ,'-rL--: - jk 1. . . 1\n. : i I C3JECTIVES STRATEGIES/ ACTIVITIES BEGIll.'llhG DATE completion DATE COSTS RESPONSIBILITY EVALUATlC.'i 33 m o (Ti  to 'J I 00 CTi W tJ I o O to (O . O.eck for niss/tnleii\nef student skills/ deficits/teacliirg approaches . .Assess i.hy students are not nustering .materials Monitor stuleiit act iv'itics ever lor.,h ir. tur\\21s to identify Lfeskdj-Tij in ths learning process . kmiLcr icctive-r.ess - da stu dents understand tne t.isk? . Provide n-.A-rous i... hods of assessing chat students have learned . i^ale cut e.xclusicnj\nfeeturs for studenti not learning L.ck of instru.tic Inck of prerequisi les for ae-jiisilj i. for a'., .-ialls OlfPiTTg QTfpirig OTgpirig (\u0026gt;T8Ping ftlfipiJTg Ltattriuls jSuo L'l.pfove student pcrfor::.:nct\nI (D I 'I *iL.i I iKi t : r.  '.iin bu.il\nU :r I It. le I,,,-. I .J. - 1 1, i|, . J^_!\n?nljn!a^ibtr_l_________ ___________ I 1.,. . kre-j *' i\\rk: f .1, b j i.U bJif C3jtCTIVES STRATEGIES/ ACTIVITIES BEG I MU NG DATE CCHPLETION DATE COSTS RESPONSIBILITY evaluation i revise inservice ttut i'\u0026gt;\nuses on teacher liehavior toward a disproportion cf .-inority students c^xcxtU'. black males in special cvacation. rn co Ui fl I o caci.il factors - Scho-'.ls atteul, ! Atteridance Support syster. Pre-school instra-ction lrovi\u0026lt;,i2 TE.\\ InsctT. ice . Revici.- literature research regarding teacher expectation.\nfor minority students especially black ralts . l-ruvide training Application of trai.-,- ing by teacb.erj . ebserve/provide fee.i-back to teachers . Monitor teacherbthu\\ icr on an ongoing lasts 10/69 Qvpirig J5,^uu Special Education Qaitral Office Staff Increase stuJent/teacher interactions Higher exjx.ctations ter stirrr.ts Improved instruction and surij.t achieveraent O o r (,n Pcsi i:l. i f G.\nil : I D I c i I -Ut - P l. Tit Kiiitii  1. C. t U\nt:-S r 1 CSJtCTIVES STRATEGIES/ ACTIVITIES BEGIHHIHG DATE I I 33 m o co co iMi I . : I 1 I . . .  . Pr.cy-\nCCMPLETIGN DATE COSTS RESPOHSIBILITY  Cufi i .111*. ' 1 LI - * 2 L ' I**- ' * E7ALUAT1CH Ijisure the fcllo'..-i:.c\nAssist Hack .Tales in developing adaptive sla.ll. a. I'rovide cur.prehensive assusai.ciits and dk^ju i. b. Provide short-ten?, interven,tions such co group activities to strengthen social itCer-action skills without changii.g student's assigrr-.ents c. L-plu....nt Exit.-.del F'lacec'.ent services in n diagnostic classrooff,. Placement to lie revit.,- td each StiT.ester. d. icvelcp Parent Ga.iuu.t (1) InfomuLiei/r.t^/u:i (?) Behavior Managen.-cni Skills (3) .'J-.ocacy icr Qiildren y iraii'.ir.^ (A\nIntA^mcticn L'.-.tcr Cei'.tit\nat.j corai\non?-a?.ily rot.ources 9/i9 9/89 9/89 C^icig Chping Qlgpirg W 0 I o o 1 Regular Teachers Psychological Lxaniiners Social Uorker Psychologist Improve siuJent acadc.ic [ erConn..nce Increase in siudenl alt-c.-.da Increase parent invol .c- ,criL a.-id advocacy SyslCfir.ide effective KiryJs-o.. inservice I . - . i f i ,11. '.on P 'Sa Gu i : _L I blf 1 -J. .l.Jh (df i Iltlll.. 1I 1| *4' Xr. I b t\n$ Z Prt/jr \u0026lt; 'iff ivuht / ''ri\nJ  J' ..J\nr blC- _li 5. C:JCTIVlS STRATEGIES/ activities BEG I till I IlG DATE CCHPLETIOtl DATE COSTS RESPOHSIBILITY EVALUATICII Ejisure increased equity in instructional r.ethod- h'.y thrauch a cecipreh, sl\\'e P^ogr. lai f di iviieent 5. Lnsure increased equity ii instructicnai methodology through participation in regular classes co m I I o 05 'XJ I o no I co to O to f. Miint.iin transitional Services to regular classes throujji liais.n support sendees g. Oevelop/adept rateriuld ard disscninale to lce.J schools Conduct the fullccing services\nin- a. b. d. b. 1/90 4/90 CtTgping learning Strategic\n. laut-ich Readin' 'o A Peer Tutoring Mike adaptations/i...'ii- fications of curri- culun for regular classes Identity effective in- structional tcchni ,ee\n\u0026gt; learning styles, chinq stylca tea (\u0026gt;epir|g 1990-92 $ 750 i 500 'Ot 100 S 2ou f\u0026gt;.Ci00 $ 3oJ Central Office Staff Social Corker Special Teachers Director and Special Education Supervisors Decreasing reterrals of blacr tales and other minority . dents to special education StL' hicrease-d application of skills in regular classes ft Increast-d student-teaclier interactions Reduce the niiiiber of students pulled out of regular classesXI m D. 1 Doj 1 : n Pes ..i.s.ul   fi:-.-t Lil' - L-r iLi_r OBJECTIVES 1. hcfine the ruiiito\nO I 1 uo eo I O i\n11 arg ti- - f IJXl vvaluation process in the District. J. To c: in data colltc-tien for a Icngitudinal stui/ of plccer.cnt frac tices in the District. tZ) 'd I o I ttiiis itf.riii: svst - STRATEGIES/ ACTIVITIES 1. ILnitoring is completed on a bi-nnLhly basis. A su.-riary report is pre vided to the building principals, action forms Corrective are pro-vided to ensure continued con.jiliance of due process ty the District. ) Ca..\npile sfx.cial education enrollment including race, sex, etc. a.-.c monitor cn a regular Ixisis. Data is re-viewed Dy the associate superii.Lcndent. Specific schools are targeted if proble.TS are identified by staff. Building principals an: their staff nust develop action plans to ra-mediate deficiencies identified ty Central Office. Ttieso pains are rionitored ly Centi-.i Office staff. 11  I:  -l.ii.i fir eonduclin.\n.1 lon\u0026lt;i Iucjj-l\n! l-IuI. i,f -|cLial hliicaticn [.rocr jj. BEGINNING DATE Oigoing Ongoing / rv ! wD.\n.-dc-.sLil ifii .1 COMPLETION DATE Ongoing Ongoing COSTS Softuaru S3,OOtJ Consultants n.ooo Forms S2,000 Professional Growth JI,COO Materi.ils $3,000 RESPOHSIBILITY evaluation Central Office Sfecial Education Staff Director - Special Education lleview as an on-going process all rules, regulations, policies, and practices in the District's special education and regular education progrxis. Prereferral interventions are utilized by school personnel. Each school has organized pupil service Loaias. Prertferral interventions are designed to prevent inappropriate referrals as well as focus on alternative instructional programs. school's pupil service team Each actively participates in ensuring appropriate referrals. O w I !\niirib-:\nf::\ni. G. . i : 1 P .:.,lGlt L, il. .id _t. G.,tt H i.il i-\n!!.- * k i L11 i i \u0026gt;\nt ir . 1 V ,1. 1: t I nt.iLiiiii ot ninjril',' stui.i.t. .\n.rol I'd in rro^i I,.. I k r L 111... I C3JECTIVE3 STRATEGIES/ ACTIVITIES BEG 1 Ilin NG DATE COHPLETIOH DATE COSTS RESPONSIBILIT* evaluation 1. Provide assistar.ce in reducing the cverrepresunta-tic. n of minority students in special education. 33 m I o to I  W TJ I O o its 1. Schedule staff development on the following: a. b. d. f. e- Current legislatio.n aid litigation Eligibility criteri. for special edurnin and related service: Current trends in assess.T.ent lion-biased asjussTtr.t Translation of test data into appro-priate curriculu.i and instruction Adaptive Behavior AsSC:S.T.Ci, L Curriculum Based ASSC: cent il. Apply appropriate pre-referral interventions .11. Review coc:ponents ci Little Rock School District delivery system a. i.-.licies ard Procedures Apprniral GaiL b. Organizational structure c. Curriculum d. Service delivery rui., I Ongoing Ongoing Ongoing Ongoing Ongoing Oigoing Ongoing Ongoing Ongoing Oigoing 1991 1991 1991 Ongoing $25,CeO overall cost: Inservice average cost per type- $3,000 X 7 sessions 75 teachers $2,000 printed matters\n$2,000 consul taj'.ts $3,003 Director of Special Education Supervisors Dr. Al Sullivan State Department of Education - Special Education Consultants Central Office Staff In.prove skills .in utilizing cne referral, placcsrent procedures Decrease in referral of minority students to special education Decrease in misclassification of minority students as handicap\ned Increased knowledge of due process and appropriate proerarrdng increased laiuwledge of e\nM..ciel Education Programs aid Procedures I 1 1'1.Ill 1O' 1'1 I '..UR Kc-.ipur.'., iblc M 11 L.'V CojI : le ci\"i: i I'liliurt lor t OBJECTIVES 1. i'artieijjate in a tri-districl assess.Tnint cu-- ir.ittee with a planned agenda and stated di:Ti-rim m \u0026lt;n lo I ro U) 'fl I o O o\u0026gt;\nk\nI i ?i ni 11.: _____ (O.ir/  1 r 1 -I  1 s t r i c t s j'.c Iri-district asses .IRI H.I..ltli\n|C'.r..l./ I.11 Uii fl^illi. . J $|vCl\u0026lt;ll 1/11. .111 .-.-I ..t I. .. STRATEGIES/ ACTIVITIES BEGIHHIHG DATE COHPLETIOH DATE COSTS RESPOHSIBILITY EVALUATIOII . Dettnaine agenda nrttiig . Establish consiste.icy in areas of assessment: -screenirig -evaluation instnrr.er.ts -eligibility criteria -review existing assess- T.er.t instruments -identify new assessmei instrimeiits and pur-ciiase for field test-ii's It -expanj purchasing based on data secured from field testing Ongoing Ongoing $10,000 Directors - Special Elc. Ongoing Ongoing Consultants Examiners Consistency within and across tri-district boundaries thcuiji-out the assessment process. Ongoing Ongoing Qigoing C\u0026gt;going Ibterials/ Supplies Printing Cooperative Purchasing Coordinators 1 I \u0026gt; I JI. Ihi\n1 i \"..uil r'espur.. Itilc 1'1 Gc J1 I je t . .1 e r 3 (/ II, 1 Il.I Prey . \"Z Ari\nt'lCl'jJci-iiilll..ii - , ...t I \u0026gt;11 Alai blue :t lu.i C2JcCT[VES STRATEGIES/ ACTIVITIES SEGUIN ING DATE COMPLETION DATE COSTS RESPOHSIBILITY E'ZALG'ATICII e. Parent involvc.'xnt f. Parent Lducation Seminar - Special Education To reduce by ten percent over a five year period the number of minority students enrolled in siecific learning disabled pnulaticn Current Percent\n:' .Researeh-longitudinal Stud, a. Pilot Program in targeted schools utilizing various strategiu. b. Use effective strategies district wide 1993-94 Director of Spe\u0026lt;ial Education Supervisors Longitudinal studies vill iidi-cate tltat special education enrollment will reflect district's racial population. Principals black 7o4 Unite 30.^ Special Education Taxlias 3. Io reduce over a five year period by twenty percent the nusber of students cn-rolled in it. :ally retard-vd and speech i\npaired population. a. Lise as its base of operation federal, PL 94-142 and Statu Zirkansas\n\\ct 102, legislations. CL.nr 9/87 1993-94 Division of School Personnel Supervisors Adherence uh 11 reduce the [rrcjit of misclassification representation. id over-m well written ulicies lave been esl.'JJi.-hxi to provide satisf.x-tory assurance tltat policies, procedures and progrrrr.s esLddi.^bf c-d and addnistered l^- the district sh-ill L ccTELSUit \\,itli the ptt/- visiais of fcda-al\nnJ stale laiditcs. o I --J -XI co \u0026lt;n GO I W I o O 01 J t. .1. !1 TIMul. urJ 1 : S H 1 R.-'. 1 -r - i-st. lll .'Lattlli.s 1: r r(,'ir-.-lnrta -f. - :[Z\nIXLciiil Ijdu: I CoJtCTl 5 STRATEGIES/ ACTIVITIES BEGINNING CATE COMPLETION DATE COSTS RESPONSIBILITT evaluation 70 m o -w lO I W tl I O I I I b. Review the referral evaluation, and placement decisions irade by the Education Mana^ecent Tca.m. c. Monitor the process aixj all due process folders in each school. 9/84 9/84 Ongoing Ongoing Special Education Gffitra Placenent decisions and Office Staff ecuca-tional plans will be bascsC on overall comprehensive mants. assess- An appreciable decline in corrective action procedures. o  iMI Ub'.iiOII liKil I. -.j.i I. 1.1 . 11 If r 1,11 CEJECTI'.'ES I iiijj\n'!! Lie. .iiiiiii. i'. .iiU',I ir. b 1Vr. UJI tjirru ulu Pre jrjin/Are : I .  Irj-J '! J'lu. I . STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY evaluation 1. Insure pro.'xjrtion.ite representation of kill r,u.ilified minority special education teachers. 33 m I ' 00 uo I cn W hd I o O 03 Recruit and employ minor-ity teachers in areas of: Curtilic-a. Mildly haixlicapped b. Hearing impaired c. Modcrately/scverel handicapped d. Speech impairud e. Visually unpaired Expand staff development activities: a. Partnership kith state collejjes and universities for training aid retraining of teachers. b. See Student Idc-nti  fication and Place (cent and Instructional Methodology for otlier staff develoiinent activi  ties. 7/89 8/89 1993-94 Oigoing $7,000 $4,000 ibition Directors: Personnel Special Education Supervisors- Special Education Professors, Special Education Deparbnent Central Office Staff 50 percent of district's teaching staff kill be qualified minority teachers r 1 Jfl\n:i\n-i i :ii\n',li IlMil J-.\"\n LCr. Scspors lb 1 GgjI\n'111 l-nSL!!' J__ i 1 ij.L lur Isl. 11 1 :r.-'VC il l2U^ i IL I  I .\"klLlhl\n. ind equity in raiti i i.ils end supplies provided to harelicapiinl students.  CurriulilLI\nrc'jruih/z.rtj 1 1. OBJECTIVES STRATEGIES/ ACTIVITIES BEGItilllNG DATE COHPLETIOH DATE COSTS RESPONSIBILITY EVALUATION Social education teachars t.'ill detnonstrate systcn-atically that hi^h quality effective special instruc lien is being provided through the use of varied innovative, and appropriate iraterials and supplies. a . Identify a special education conmitte-a representative of the total special educatiui staff to assist in thu: selection of appropriate materials and supplies 3/\u0026amp;1 (\u0026gt;igoing None Director - Special Educ Each classroom will contain adequate and appropriate raterialt/ supplies b. Schedule \"tkiterial Fair\" Ongoing for staff using local, state, and nationally knoi.Ti vendors c. Identify materials/ supplies, etc. that an basic to resource, itinerant and special classrooms 3/88 ftigoing $120,000 Supervisors Special Education Ccomittee Lnprove quality of instruction d. Identify rciterials/ supplies needed to ira-prove/ enhance the quality of instruction identified in students lEP's 10/89 Oigoing Special Education Connittee e. .'ionitor selcction/usv of liciterials/supplies Ongoing Ongoing Principals Supervisors At I uJ i i' 1 jn H-SOr Bvsp.r.ilUe iii'n.ta:- - Fs 11 1 I  r l/, e uCc I\n5' . C* rntir.iiH .irj- r 5 C3JECTIVES STRATEGIES/ ACTIVITIES 8EG1IIH1HG DATE IIMLl !l.i -  --''cAnn CCuurrii''iiccuulliittnn - Special 1ro.ra r r .-^rM/Tjiecial Lducatich' XI m o I  00 (E \u0026lt;O I 'a in t) I o COMPLETION DATE COSTS RESPOHSIBILITY EVALUATICH f. Activities to focus on current trends of nee- materials/smiie g. Schedule sharing times for effective and innovative use of materials/ s-pplics h. Aaaptations/rxxlifi-cations of materials, suppl ies/equipnei'.t Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing $3,000 $2,000 Supervisors Director Teachers Teachers Informed regarding national trends Availability of new materials and supplies I i I o FOR TRANSITIONAL PURPOSES WE HAVE INCLUDED DATE ADJUSTMENTS TO ALLOW FOR TIMELY IMPLEMENTATION VOCATIONAL EDUCATION c SP-01111 Annual Plan 1994 (^ear) Scr Person Responsl^V vocational Directors Goal: To 'mprove articulation/offerings of PCSSD, LRSD, and NLRSD  lit ) Cl1i icn InslriKt ion Prc'\nrani/Arei Voca t i OBJECTIVES STRATEGIES/ ACTIVITIES BEGItllii.'iG DATE CCMPtETlCN CATE COSTS RESPCHSIBlLliy EVALL'ATiCfl To improve articulation of 1 vocational programs. I Attend each other's 'advisory council meetings 1903 1989 Ongoing Each Vocational Director Actual attendance Improve recruitment of students into Metropolitan Vo-Tech 2. Review course offerings 1988 - 1989 Annually FI AvQtnA None Vocational Di rec tots 1 -a a* Id n\u0026gt; :ia m o lO 00 2. Offer Open Houses Student Brochures Employment fair 1988 1989 Annually -$989 Completion Activity of $200 Vocational Directors 1989 - 1990 1990 II .. Annually. -1998 Completion Activity of $2S0 Vocational Directors Annually -1998- I I $250 Vocational Directors I I Completion Activity Completion Activity of of Ui hO I O hO AREA |j\ni) IJI.S1 iki riAH iiii-iuu I TinhJ.iin\nVotiLiandL-- Goal: Io improve cooperation among vocational departments in PLSSD. LRSD^ ahd HLRSD oitittriivLs 3. Student meetings 3.1 4. Share Information 4^ 4.2 Sl'KATOI I I'.S/AC.r IV1 f I E.S Conduct monthly meetings among vocational directors It Share applicant pool 5. Comnon Course Description 5.1 2t Consult each other concerning new course offerings Review course offerings and course descriptons for differences a 01 Id n\u0026gt; o m AO Ui t) I o BEflllltllflG DAl-E Monthly September -12 Oeteber-ll Hevember-IS Beeember-11 uiDiix\nDAIK Q-Ospj.ns When new course i Ongoing arise January 1989 February 1989 Ongoing ItliltXISIltlLI'lY Each director will attend Each student wi11 attend Each Director will attend EVAIJIAIKX) Minutes of Meetimjs Ddcumentation Documentation Documentation W GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to share concerns, and plans for Joint activities. Some of the areas of cooperation that will be explored are: entering the working world students 1. employment for directly after high school. 2. 3. minority scholarships and financial aid, parent education In terms of student opportunities. 4 . college recruitment minority applicants. practices and their impact on 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective Intervention and/or at-risk students. strategies for disadvantaged The outcomes expected from using a Joint approach by all con- cerned school counseling personnel in the multl-dlstricts Include: Increased employment for post high youth. school minority 1. 2. more minority students attending receiving financial assistance to attend college college. and/or 3. increased enrollment of minority students in advanced and AP classes. 4. 5. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and more positive parental interaction with the schools. SP-01114 83 01800To facilitate and Insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bl-raclal multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will bo formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cir- terlon. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the districts, including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. 84 SP-01115PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be infoirmed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community Involvement is of utmost importance in planning and implementing a school desegre- gation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental Involvement affords parents the sense that they have some control over their children's education and their future. Research Indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are variety of approaches and specific activities that can be effective in promoting support and Involvement in desegregated schools. The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs. as SP-01116 85 a 01802well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1969 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish Parents in Learning Program, a a community-supported effort to involve parents in 2. 3. 4. 5. 6. the learning process programs as APPLE, which would utilize such Just Say No,\" and HIPPY\nProvide workshops for parents on such topics as discipline, learning aids, study skills, academic tutoring, etc.\nParents and staff work cooperatively to develop strategies to encourage positive home learning\nEach school will establish a teacher/parent commit- tee to design and implement school-based activities\nPromote multi-ethnic In-school paront/teacher committees\nDevelop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired n teachers and community leaders\nSP-01117 86 01803B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public 3. C. schools: Seek positive media coverage featuring parents from all multiethnic backgrounds: a. b. c. Work through local parent/teacher organlza- tlons to encourage positive media coverage\nDesignate a contact person at each local school to report to an established information center\nProduce video presentations of area schools for use by real estate offices, utility companies and day care centers\nEncourage community-wide multi-ethnic cltlzen/parent/ teacher/student committees for input Into planning and decision-making: 1. Establish building. district and multi-district level committees which are racially, geographically and soclo-economlcally representative to provide input and feedback on the operations of the schools and the districts\nSP-01118 87 01804D. Work with the Chamber of Commerce Committee on Education on Its advocacy for public school activities: 1. Expand the school/business partnerships\n2. Have a multi-district event to honor business part- ners in public schools\n3. Encourage the Chamber to continue existing programs such as ths teacher appreciation rally and the Excellence in Education Awards for educators and students. Special needs will be addressed in each school district's desegregation plan Participation and programs are contingent on additional staffing and funds in PCSSD SP-01119 88 0180Sdocket \\O. 126 3a return to folder 29a.1 V s \u0026lt;v PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT March, 1989 (As Revised September 28, 1989) SP-01120 03443 PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT March, 1989 (As Revised September 28, 1989) SP-01121 03444 PULASKI COUNTY SCHOOL DESEGREGATION CASE SETTLEMENT AGREEMENT CONTENTS Page I. Introduction 1 II. General Provisions 2 III. A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Magnet Funding Calculation .............. Magnet Surplus Credit..................... Magnet Operational Charge................. Restrictions on Funding Magnet Schools .  Continuation of Existing Funding ........ Compensatory Education, Early Childhood Education and other Statewide Programs . . Conditions to Settlement ................. Act 34 Exemption ......................... Staff Development......................... Recognition of Autonomy................... District Budgets ......................... Prohibition of Punitive Action .......... Rededicated Millages ..................... Limit of Liability ....................... Majority to Minority Provisions.......... Consent Order............................. State's Role in the Desegregation Process . . A. B. C. D. E. F. G. H. I. J. K. . L. M. Monitoring Compensatory Education........ Statement of Support for the Plans .... Petition for Election..................... Statutes and Regulations Affecting Desegregation............................. Elimination of the Pulaski County Education Service Cooperative....................... Commitment to Prlncit)les................. Remediation of Disparities in Academic Achievement............................... Test Validation........................... In-Service Training....................... Recruitment of Minority Teachers ........ Financial Assistance to Minority Teacher Candidates ............................... Minority Recruitment for ADE Staff .... School Construction....................... 11 SP-01122 03445 2 2 3 4 4 6 6 7 8 9 10 10 10 11 11 12 13 13 13 14 14 14 15 15 16 16 16 17 17 18 IV. Dismissal of Litigation 18 A. B. C. Dismissal of the State with Prejudice and Release................................... Agreement Regarding Litigation Among Joshua and the Districts......................... Reserved Issue ........................... 18 19 19 V. Attorneys* Fees 20 VI. The LRSD Settlement 22 VII. A. B. Payment Schedule and Terms Loan Provisions.......... 22 24 The PCSSD Settlement 27 A. B. C. D. Financial Settlement 1. Magnet Payments . 2. Other Payments. . Staff Development. . Food Services. . . . Housing............ 27 28 28 29 30 30 VIII. The NLRSD Settlement 30 A. B. C. D. Magnet Payments. . ................... Compensatory Education Payments. . . . Additional Payments................... Description of Additional Compensatory Education Programs ................... 30 31 31 36 IX. Execution 36 ATTACHMENTS Attachment A Attachment B Attachment C Attachment D Release of Claims State Release of Claims - LRSD Release of Claims' - PCSSD Release of Claims NLRSD 111 SP-01123 03446 I. Introduction The Little Rock School District (\"LRSD\") Desegregation Plan (January 31, 1989) , the Pulaski County Special School District No. 1 (\"PCSSD\") Peirmanent Desegregation Plan (October 3, 1988 , as supplemented February 15, 1989), the North Little Rock School District (\"NLRSD\") Desegregation Plan of March and October, 1986 (as amended or modified through February 15, 1989 or by operation o this settlement agreement) and the Interdistrict Desegregation Plan (February 15, 1989) (the \"Plans\") hold excellent promise for achieving unitary school systems in these three districts which are free from the vestiges of racial discrimination. Continued litigation regarding funding and other issues may make more difficult and further delay effective implementation of the constitutional obligations of the State of Arkansas and the three Pulaski County school districts (the \"Districts\"). This settlement of the issues concerning the Districts, the Joshua Intervenors (\"Joshua\"), the Knight Intervenors (\"Knight\") and the State of Arkansas in Little Rock School District vs. Pulaski County Special School District, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (\"this Litigation\") is in the best interest of the students, patrons and staffs of the Districts and the people of the State. SP-01124 1 03447 The superintendents of the Districts support the settlement and it has received the unanimous approval of their respective boards of directors. The business community as represented by the Greater Little Rock Chamber of Commerce also supports the settlement and the Plans. That group has pledged the strong support of its membership to help the Districts achieve many of the goals of the Plans. The black plaintiff intervenors (\"Joshua\"), the NAACP Legal Defense and Educational Fund, Inc., the Little Rock and North Little Rock chapters of the NAACP and the Greater Little Rock Christian Ministerial Alliance pledge their support to the Plans and this settlement. The settlement is also supported by Knight (LRCTA, PACT, NLRCTA and the AEA) . The Arkansas State Board of Education, the Arkansas Department of Education (\"ADE\") and the Governor of Arkansas support the settlement. I SP-01125 1-A 0344811. General Provisions A. Magnet Funding Calculation Each District's magnet students will be included in the calculation of that District's table rate in determining State aid to be paid under the MFPA formula or any future funding formula. B. Magnet Surplus Credit Any cash surplus remaining in the magnet school fund for given fiscal year after all expenses and receivables for that fiscal year have been accounted for (including payment to the host District for administrative costs) will be returned to the Districts and ADE as follows: (1) NLRSD will receive the difference a a between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year to the extent surplus funds are available\n(2) If additional surplus funds exist following the payment to NLRSD, PCSSD will receive the difference between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year, to the extent surplus funds are available\n(3) If additional surplus funds exist following the payments to NLRSD and PCSSD, 2 SP-01126 03449 LRSD will receive the difference between its table rate and $1,550 multiplied by its average daily membership in the magnet schools for the fiscal year, to the extent surplus funds are available. (4) If additional surplus funds remain following the payments to NLRSD, PCSSD and LRSD, the ADE will be refunded its magnet operation payments to the extent such funds are available. This provision will remain in effect for seven years beginning with the 1988-89 school year. The payment to the host District for administration of the magnet schools for the 1988-89 school year will be 3.09% of the magnet school fund. In future years. the payment to the host District for the administration of magnet schools will be the same percentage of the magnet fund as the state-determined percentage of the host District's budget attributable to administrative costs. C. Magnet Operational Charge The current per pupil operational charge for magnet students ($3,100) will remain in force until changed by the Magnet Review Committee, or in the event the Magnet Review Committee is restructured or eliminated, then by agreement of the parties, subject to the review of the district court in any event. SP-01127 3 03450 The parties will review the operational charge on an annual basis but will not increase the charge solely for the purpose of creating a surplus. Calculations in paragraphs II.B., VII.A.1. and VIII.A assume a $3,100 operational charge. D. Restrictions on Funding Magnet Schools The State will have no further obligation to contribute any additional funds to magnet schools other than under paragraph II E. below. The Districts' obligation to contribute funds to magnet schools shall be limited to their paying their portion of the costs of the six existing magnet schools pursuant to the Court's order of February 27, 1987. Any reference to the six existing magnet schools in this settlement shall mean, for funding purposes, up to their present seating capacities. Those seating capacities are as follows: Carver 613 E. Williams Gibbs Booker Mann Parkview 515 351 660 935 991 Continuation of Existing Funding In addition to any payment described elsewhere in this agreement, the State will continue to pay the following costs: SP-01128 4 03451 (1) The State's portion of magnet school operational costs for the six existing magnet schools (Gibbs, Booker, Carver, Parkview, Mann and Williams) using the formula employed by the State during the 1987-88 school year modified by the inclusion of the number of students from each District attending magnet schools in the calculation of that Districts table rate for distribution of MFPA\n(2) Majority to minority student transfer incentive payments to the host and home Districts as described in the August 26, 1986 M to M stipulation\n(3) The State's share of Magnet Review Committee expenses as currently allocated\n(4) Transportation to the six existing magnet schools\n(5) Transportation of majority to minority transfer students between the Districts as described in the August 26, 1986 (6) M to M stipulation\nand The State's share of any and all programs for which the Districts now re\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_979","title":"Discipline","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":["North Little Rock School District"],"dc_date":["1989/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","North Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline","School improvement programs","Student assistance programs"],"dcterms_title":["Discipline"],"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/979"],"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  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n PGMID : DIS012R DisciplinaryR eferral Su,maryB y Page AUG-F8E9B- 90 Referral Reason 3/08/91 -------TOTAL--------I-------BLACK--------1-------WHITE--------I-------OTHER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTACT! 01 Disregard for directions of teachers 2762 31. 99X 1506 I 1868 21.MZ 971 887 10.m 528 7 .OBl 7 I or administrators, I 02 Disregard for directions of bus drivers, 508 5,887. 243 I 403 4.m 168 I 104 1.20% 74 .on lunch aides, or other authorized school I I personnel. I I I 03 Disruption and/or interference with the 2326 26.94% 1605 I 1580 18.30% 107b I 741 8.581 526 s .m 3 I nor  al and orderly conduct of school I I and school-sponsoreadc tivities. I I 04 Behavior that involves indecent and/or 101 i.m 77 I 70 .an 53 31 .m 24 0 .OOl 0 I iuoral acts. I OS Wagerinogr any formo f gambling. 7 .08:t 6 I 4 .m 3 3 .03l 3 0 .OOl 0 I 06 Physical abuse or assault or threatened 123 i.m 94 I 94 1.08% 72 29 .331 22 0 .001 0 I physical abuse to a school employee. 07 Physical abuse or assault or threatened 1401 16.m m1 994 11.sn 664 406 4. 70'/. 291 .Oll 0 I physical abuse to other student or any I other individual. I I 08 Possession of a knife, razor, ice pick, 56 .m 51 I 39 .m 36 16 .181 14 I .01'/. 1 I explosive, pistol, rifle, shotgun, I I pellet gun or any other object that can I be considereda weapono r dangerous instrument. I I 09 Using, offering for sale or selling 32 .m 28 I 10 .rn 8 I 22 .25'/. 20 0 .00'/. 0 I alcoholic beverages or any narcotic drug I as defined by Arkansas law or School I Board policy. I I 10 Destruction of or the atte1pt to destroy 51  597. 40 I 24 .m 17 I 27 .m 23 I 0 .001 0 I school property. I I I 11 Stealing or the atte,pt to steal school 75 .m 55 I 62 .717. 46 I 13 ,15'/. 9 I 0 ,OOl 0 I property or the property belonging to I I I another individual, I I I 12 Cheatingo r copyingt he worko f another 17 .m 11 I 10 .rn 7 I 7 .08'/. 4 0 .00'/. 0 I student. I I 13 Failure to abide by attendance rules, 694 8.03% 590 I 373 4 .32'l. 317 I 315 3.64'/. 267 I 6 .06X 6 14 Useo f profanity, vulgar languageo r 328 3,7 97. 223 I 222 2.m 143 I 105 l.21l 79 I ,01'/. 1 obscene language. I I 15 Com1ittinge xtortion, coercion, black- 4 .047. 3 I 4 .on 3 I 0 .00'/. 0 I 0 .OOl 0 I mail or forcing another person to act I I I I through the use of force or threat of I I force. I I 16 Engagingin verbal abuses such as naae- 104 1.201. 84 I 70 .Bl'/. 57 I 34 .m 27 I 0 .oox 0 I calling, ethnic or racial slurs, or I I I I using derogatory statements to other I I I I students, school personnel or other I I individuals. I I I 17 Hazing, Hazing includes any willful act 43 .m 30 I 31 .m 19 I 10 .m 9 I 2 .m 2 I done by a student, either individually I I or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, etc. I TOTARLE FERRALS8-6--32 5601I 5858 67.86%3 660 1 mo 31,m 1920 24 .m 21 ~ .,. PGHID : DIS013R DisciplinaryR eferral Su11arBy y 3/08/91 AUG-F8E9B- 90 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencwe ith Student 1324 15.33'l. 490 I 938 10,861 316 I 382 4.m 171 I 4 ,04% 3 I I I 02 Conferencwe ithP arent 247 2,86'l. 1951 165 1.m 124 I 81 .m 70 I .on 1 I I I 03 Conferencwe ith Studenta nd Parent 341 3.m 316 I 203 2,351, 185 I 137 UBI 130 I .on I I I 04 Privileges Denied 227 2.62'/, 100 I 171 1.98X BO I 55 .m 19 I .on I I 05 BehaviorC ontract 145 1.67'l. 100 I 86 .99% 56 I 58 .m 44 I .on 0 I I I I I 06 DetentionH al1 3459 40.on 2276I 2233 25.86X 1440I 1219 14,m 830 I 7 .OBX 6 I I 07 StudentN ill NakeU pT i e 39 .45'1: 24 I 24 .m 15 I 15 .m 9 I 0 ,001 0 I I I I 08 Student Placed on Probation 240 2.787. m1 142 1.64% 83 I 96 i.m 67 I 2 .m 2 I I I I I 09 OnC ampuSsu spension( S.A.C.) 1226 14.20% 1010I 850 9.841 6751 370 4.281 329 I 6 .m 6 I I I 10 Off CampuSsu spension 160 1.85% 115 I 114 i.m 77 46 .m 38 I 0 .001 0 I I I 11 Boys Club Suspension 79 .m 62 I 56 .64Z 41 I 23 .m 21 I 0 ,001 0 I I I I 12 Bus Suspension m i.m: 91 I 99 1.141 75 I lb .181 16 I 0 .001 0 I I I I I 13 Corporal Punish1ent 560 6.487. 4251 433 5.0H 324 I 127 i.m 101 I 0 ,001 0 I I I I 14 RecoMmenEdxedp ulsion 34 .m 32 I 25 .m 23 I 8 .09l 8 I .on 1 I I I I I 15 Other 436 5,051. 213 I 319 3.691 146 I 117 i.m 67 I 0 .001 0 I I I I I TOTAALC TIONS---8--632 5601I 5858 67.86%3 660I 2750 31.BSl 1920I 24 .m 21 I \u0026lt; .. . ~ . Attachment II-I PGII D: D!S012R Disciplinary Referral Su11aryB y Page AUG-FE90B- 91 Referral Reason 3/08/91 -------TOTAL--------J-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENT I CODDEE SCRIPTION TOTAL PCT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Disregard for directions of teachers 2730 30.281 ml I 1900 21.081 13491 815 9.0H 581 IS .m 11 or ad1inistrators. 02 Disregard for directions of bus drivers, 388 4 .307. 272 276 3.061. 187 109 1.201. 82 3 .031 3 lunch aides, or other authorized school personnel. 03 Disruption and/or interference Nith the 2749 30.50% 2000 1928 2un 1404 814 9.031 593 7 .on 3 nor1al and orderly conduct of school and school-sponsoreda ctivities. I 04 Behavior lhal involves indecent and/or 56 .m 36 42 .m 26 13 ,141. 10 .on 0 I i111oraal cts. 05 Wagerinogr any for  of ga  bling. 8 .081. 7 5 .05'l. 5 I 3 .m 2 0 .001. 0 I 06 Physical abuse or assault or threatened 106 1.1TI. 93 I 70 .m 60 I 36 .m 33 I 0 .001 0 I physical abuse to a school e1ployee. I I 07 Physical abuse or assault or threatened 1537 17,0S'l. 1132 I 1111 12.:m 804 420 4.m 322 b .Obl 6 I physical abuse to other student or any I other individual. 08 Possession of a knife, razor, ice pick, 64 .m 60 34 .m 34 29 .m 25 I .on explosive, pistol, rifle, shotgun, pellet gun or any olher object that can be considered a weapono r dangerous instru111ent. 09 Using, offering for sale or selling 45 .m 43 23 .m 21 22 .241 22 0 .001. 0 alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10 Destruction of or the atte1pt to destroy 30 .m 26 13 .m 11 17 .!Bl 15 0 .OO'l. 0 school property. 11 Stealing or the atte1pt to steal school 74 .an 56 I 55 ,bl'l. 39 19 .m 17 I 0 .OO'l. 0 property or the property belonging to another individual. 12 Cheating or copying the work of another 20 .m 16 lb .m 14 4 .041. 2 0 .001 0 student. 13 Failure to abide by attendance rules. 640 7.101. 565 I 344 3.811. 300 I 295 3.m 264 I .Oil I I 14 Use of profanity, vulgar language or 365 4.041. 270 I 266 2.951. 192 I 97 1.07% 76 I 2 .021 2 I obscene language. 15 Co11itting extortion, coercion, black- 13 .14'I. 12 I 12 .rn 11 .on 0 .001 0 I ail or forcing another person to act I through the use of force or threat of force. 16 Engagingi n verbal abuses such as na,e- 133 1. 4 71. 104 93 l.OH 68 38 .m 34 2 .on 2 calling, ethnic or racial slurs, or using derogatory state1ents to other students, school personnel or other individuals, I 17 Hazing. Hazing includes any Nillful act 55 .m 45 I 44 . 48'l. :,7 11 .m 8 0 .OO'l. 0 I done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, huMiliation, etc. TOTARLE FERRALS9-0--13 6678 6232 69. 141 4562 2743 3o.m 2087 38 .m 29 I ...... . P6MID : DIS013R Disciplinary Referral Su,maryB y 3/08/91 4UG-FE9B0- 91 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PAREIN T PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencew ith Student 11S8 12.84% 730 I 801 8.887. 491 I 349 3.87% 231 I 8 .087. 8 I I I I I n2 Conferencew ith Parent 331 3.67'/. 310 I 216 2.39% 203 I 113 i.m 105 I 2 .02! 2 I ! I I 03 Conferencew ith Student and Parent 391 4,337. 369 I 268 2.9n 251 122 i.m 117 I .OH I 04 Privileges Denied 382 4.237. 274 269 2.987. 192 I 111 1.237. 80 2 .02% 2 I I 05 BehaviorC ontract 132 1.467. 122 99 1.on 91 I 33 .m 31 0 ,007. I) I 06 DetentionH alI 3323 36.867. 2172 I 2235 24.m 1457 1075 11.92% 709 13 .147. 6 I I ,_17S tudent Will MakeU pT ime 78 .867. 59 I 54 .m 41 23 .257. 17 I .017. 1)8 Student Placed on Probation m 3.987. 295 I m 2.Bn 214 I 98 1.081. 79 2 .on 2 I\n)9 OnC ampuSsu spension( S.A.C.) 1355 15.03%1 181)I 898 9.967. 764 I 451 5.007. 411 6 .067. 5 I I l0 Off CampuSsu spension 241 2.6 7'l. 218 I 160 1.m 143 I 81 .an 75 0 ,007. 0 I ! 11 Boys Club Suspension 120 1.337. 110 I 81 .891/. 75 I 39 .rn 35 I 0 .007. 0 I I I I \\2 Bus Suspension 184 2,047. 153 I 153 1.m 130 I 31 .m 23 0 .00'.I. 0 I I [3 Corporal Punishment 246 2.m 205 I 201 2.m 165 I 45 .m 40 0 .oor. 0 ft\\\\\u0026gt;Y, .. - I 13 rt:{l) I 6 fl, I l 4 RecoamendEedx pulsion .lff 8 I ,..Cf. - ,{}'17: .-n ,.-1 .on 0 .007. 0 I I I 15 Other 703 7.797. 473 I 529 5.867. 338 I 171 1. 89'.I. 133 3 .03% 2 I I TOTAALC TIONS----9-013 6678 I 6232 69. 14'l. 4562 I 2743 30.43'l. 2087 I 38 .m 29 I THE NORTH LITTLE ROCK SCHOOL DISTRICT OFFICE OF STUDENT AFFAIRS February 8, 1991 EXPULSIONS FOR 1990-91 SCHOOL YEAR NAME SCHOOL GRADE/RACE/SEX OFFENSE Waits, Sheere Lakewood Md. Richey, Haden Ridge road Md. Conklin, David Ridge road Md. Lowe, Dekashun Ridge road Md. Perkins, Willil-, Rose City Md. Bryant, Wilma Rose City Md. Campbell, Jeremiah Rose City Md. Barnett, Me1issa NLRHS-East Dotson, Andre NLRHS-East Kuske, Danny NLRIIS-East Watson, Pashee NLRHS-East Wesley, Roderick NLRHS-East Bogard, Dornetrical NLRHS-East Gunnells, Yosheki NLRJIS-East Horton, Eric NLRHS-East Key, Dewayne NLRHS-East Moore, Phillip NLRHS-East Rhodes, K,,y~hia NLRHS-East Talley, Anthony NLRHS-East BLK/WHT 1 1 DISTRICT POLICY PROHIBITED CONDUCT 8 /Black/Female Weapon 7 /White/Male Prohibited 8 /White/Male Weapon 8 /B\nt.ack/Female Weapon 7 /Black/Male Weapon 8 /Black/Female Weapon 8 /Black/Male Prohibited 9 /White/Female Weapon 9 /Black/Male Drugs and 9 /White/Male Weapon 9 /Black/Female Weapon 9 /Black/Male Disorderly 10 /Black/Male Disorderly 10 /Black/Female Weapon 10 /Black/Male Disorderly 10 /Black/Male Weapon 10 /White/Male Weapon 10 /Black/Female Weapon 10 /White/Male Weapon 3 0 1 0 FBJ FBM FBO FBP DEMONSTRATIONS AND DISORDERLY ACTIVITIES DRUGS AND ALCOHOL 8 5 WEAPONS AND DANGEROUS INSTRUMENTS 13 6 Total: 19 Conduct Conduct Alcohol Activit-, Activit.'., Activity .. NLRSD REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 MIDDLE SCHOOLS From AUGUST Through JUNE ------------------------------------------------------------------------------== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------- -----BM------ -----BF------ 1ota1 number of a.,oigm,ents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =======-=----=--------------------------------------------------------==-====-=- 09 S.A.C. 394 42.00% 232 24.73% 180 109 10 HOME SUSP. 22 50.00% 13 29.55% 20 10 11 BOYS CLUB 63 55.26% 28 24.56% 44 22 16 EXPULSION 3 100.00% 0 .00% 3 0 1 9 9 2 - 9 3 -----BM------ -----BF------ 1ota1 number of assigments: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU  236 25.16% 134 9 20.45% 8 17 14.91% 15 0 .00% 0 -----NBM----# REF PCT /TOT # STU 76 8.10% 46 0 .00% 0 6 5.26% 5 0 .00% 0 -----NBF----# REF PCT/TOT # STU 938 469 44 38 114 86 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 612 45.30% 320 23.69% 193 113 10 HOME SUSP. 56 39.72% 46 32.62% 45 32 11 BOYS CLUB 88 59.06% 34 22.82% 53 25 16 EXPULSION 1 33.33% 2 66.67% 1 2 COMPARISION -----BM------ rotal number of assigrments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 328 24.28% 111 31 21. 99% 25 22 14.77% 16 0 .00% 0 -----NBM----# REF PCT/TOT # STU 91 6.74% 39 8 5.67% 5 5 3.36% 4 0 .00% 0 -----NBF----# REF PCT/TOT # STU 1351 456 141 107 149 98 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 218 55.33 % 88 37.93 % 92 38.98 % 15 19.74 % 413 13 4 23- 7- 13- 10 HOME SUSP. 34 154.55 % 33 253.85 % 22 244.44 % 8 800.00 % 97 25 22 17 5 69 11 BOYS CLUB 25 39.68 % 6 21.43 % 5 29.41 % 1- 16.67-% 35 9 3 1 1- 12 16 EXPULSION 2- 66.67-% 2 200.00 % 0 .00 % 0 .00 % 0 2- 2 0 0 0 Z-3 - REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 HIGH SCHOOLS From AUGUST Through JUNE -=----------------------------------------------------------------=-----====-=== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------= -----BM------ -----BF------ -----NBM----- -----NBF----- 1ota1 nunber of as~ignnents: # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------= 09 S.A.C. 313 53.97% 100 17.24% 143 24.66% 24 4 .14% 580 163 59 92 21 335 10 HOME SUSP. 25 59.52% 4 9.52% 10 23.81% 3 7.14% 42 21 4 10 3 38 11 BOYS CLUB 51 67.11% 9 11. 84% 16 21.05% 0 .00% 76 38 8 12 0 58 16 EXPULSION 1 50.00% 1 50.00% 0 .00% 0 .00% 2 1 1 0 0 2 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total m1mher of aR:,igrments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual ~tudents involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 302 43.20% 167 23.89% 163 23.32% 67 9.59% 699 133 94 80 37 344 10 HOME SUSP. 32 65.31% 6 12.24% 7 14.29% 4 8.16% 49 28 6 7 4 45 11 BOYS CLUB 45 61.64% 16 21. 92% 10 13.70% 2 2. 74% 73 39 13 8 2 62 16 EXPULSION 5 71. 43% 1 14.29% 1 14.29% 0 .00% 7 5 1 1 0 7 COMPARISION -----BM------ -----BF------ -----NBM----- -----NBF----- Total nunber- of assignments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 11- 3.51-% 67 67.00 % 20 13.99 % 43 179.17 % 119 30- 35 12- 16 9 10 HOME SUSP. 7 28.00 % 2 50.00 % 3- 30.00-% 1 33.33 % 7 7 2 3- 1 7 11 BOYS CLUB 6- 11.76-% 7 77.78 % 6- 37.50-% 2 200.00 % 3- 1 5 4- 2 4 16 EXPULSION 4 400.00 % 0 .00 % 1 100.00 % 0 .00 % 5 4 0 1 0 5 ), Z-4 REF: DIS032 NORTHL ITI'LE ROCKS CHOOLD ISTRICT Suspension/Expulsion Comparisons Run Date: 7 /22/93 DISTRICT LEVEL From AUGUST Through JUNE -------- .------------------------------------------------------------------===== 1 9 9 1 - 9 2 =----------------------------------------------------------------==-=====--==-== -----BM------ Total nunher of assigments: # REF PCT /TOT Actual students involved: # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU ==---------------------------------------------------------------------------=== 09 S.A.C. 707 46.57% 332 21. 87% 343 168 10 HOME SUSP. 71 57.72% 25 20.33% 63 20 11 BOYS CLUB 245 60.20% 75 18.43% 185 61 16 EXPULSION 4 80.00% 1 20.00% 4 1 1 9 9 2 - 9 3 -----BM------ rota1 number of assigr,nents: # REF PCT /TOT Actual students involved: # STU 09 S.A.C. 915 44.61% 284 10 HOME SUSP. 148 50.86% 116 11 BOYS CLUB 295 59.60% 177 16 EXPULSION 6 60.00% 6 -----BF------ # REF PCT/TOT # STU 487 23.74% 189 70 24.05% 50 99 20.00% 72 3 30.00% 3 379 24.97% 226 24 19.51% 23 73 17.94% 63 0 .00% 0 -----NBM----# REF PCT/TOT # STU 491 23.94% 181 59 20.27% 48 90 18.18% 59 1 10.00% 1 100 6.59% 67 3 2.44% 3 14 3.44% 12 0 .00% 0 -----NBF----# REF PCT/TOT # STU 158 7.70% 71 14 4.81% 11 11 2.22% 9 0 .00% 0 1518 804 123 109 407 321 5 5 2051 725 291 225 495 317 10 10 -------------------------------------------------------------------------------- COMPARISION -----BM------ rota1 number of .,.,e,,ments: # REF PCT/TOT Actual students involved.  # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU -------------------------------------------------------------------------------- 09 S.A.C. 208 29.42 % 155 46.69 % 112 29.55 % 58 58.00 % 533 59- 21 45- 4 79- 10 HOME SUSP. 77 108.45 % 45 180.00 % 35 145.83 % 11 366.67 % 168 53 30 25 8 116 11 BOYS CLUB 50 20.41 % 24 32.00 % 17 23.29 % 3- 21. 43-% 88 8- 11 4- 3- 4- 16 EXPULSION 2 50.00 % 2 200.00 % 1 100.00 % 0 .00 % 5 2 2 1 0 5 Z-1 REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7/22/93 ELEMENTARKY-6 From AUGUST Through JUNE ----------------------------------------------------------------------==-======= 1 9 9 1 - 9 2 ------------------------------------------------------------------------======== -----BM------ -----BF------ rotai number of .,,,ignnents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =---------------------------------------------------------------------===-====== 09 S.A.C. 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 10 HOME SUSP. 24 64.86% 8 21.62% 5 13.51% 0 .00% 37 22 6 5 0 33 11 BOYS CLUB 131 60.37% 38 17.51% 40 18.43% 8 3.69% 217 103 32 36 7 178 16 EXPULSION 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total number of \"\"igr,nents: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actu.,l students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 0 .00% 0 .00% 0 0 10 HOME SUSP. 60 59.41% 18 17.82% 47 12 11 BOYS CLUB 162 59.34% 49 17.95% 99 35 16 EXPULSION 0 .00% 0 .00% 0 0 COMPARISION -----BM------ rota1 number of assignments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 0 .00% 0 21 20.79% 16 58 21. 25% 38 0 .00% 0 -----NBM----# REF PCT/TOT # STU 0 .00% 0 2 1.98% 2 4 1.47% 3 0 .00% 0 -----NBF----# REF PCT/TOT # STU 0 0 101 77 273 175 0 0 -------------------------------------------------------------------------------- 09 S.A.C. 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 10 HOME SUSP. 36 150.00 % 10 125.00 % 16 320.00 % 2 200.00 % 64 25 6 11 2 44 11 BOYS CLUB 31 23.66 % 11 28.95 % 18 45.00 % 4- 50.00-% 56 4- 3 2 4- 3- 16 EXPULSION 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 Z-2 ,   DISCIPLINE INFORMATION REFERRALS ACTIONS TAKEN (Please attach computer generated information) 23  '1: DISC1a Discipli111TYR efernl S....ry.-By P19e 1 IUU.ATM Rtf1rnl Ranon 9nJJl'f2 D LI11l m ~ sam. - w12 -TIJTrL-- ---a.ta-- ---tOf-lJa-- Code Dascriptian Totll Ptt Pu Can Tot,l Ptt P1r Con Tot1l Ptt Pu Can 01 Disr191rd for dir1etions of t11chen REFERRAL2S4 ~.oox 15 14 23.m 9 10 16.661 6 .. idalnlstr1tors. STtmE\u0026gt;fTS 22 39.2.SX 13 14 25.00X 9 8 14.2SX 4 r191rd for dir1etions of bas drivers, REFERRALS 1 1.661 0 1 1.661 0 0 .oox 0 lanch ,idK, or other 111thorizasdc hool Sl\\lE(l'S 1 1.78X 0 1 1.7BX 0 0 .oox 0 penonrwl. OJ Disrtlan .ind/or intM\"ftrera with the REFERfW.S 5 8.331 3 5 s.m 3 0 .oox 0 norul ind orderly condw:to f school S1lllOOS 5 8.92X 3 5 8.92X 3 0 .oox 0 1nd school1POll5Dr,lcdt iv it in. 04 JIRhlviotrh lt inOlvesi ndlcent. ind/or REFERRAL0S .oox 0 0 .oox 0 0 .oox 0 iMOr1l ,cts. snmrs 0 .oox 0 0 .oox 0 0 .oox 0 05 Wi9fif II I or IIIY for of 9HDl i Ill, REFERRALS0 .oox 0 0 .oox 0 0 .oox 0 S1llDTS 0 .oox 0 0 .oox 0 0 .oox 0 06 PhYSicll ibue or HSillt or thr11ttned REFERfW.S 2 3.33X 1 2 3.m 1 0 .oox 0 ph)'Sic1l lbue to  school lO)'le, STlllENTS 2 3.571 1 2 3.571 1 0 .oox 0 07 Physlcll lbue or 1ss11lt or thrNtened REFERRALS 2 3.331 2 2 3.331 2 0 .oox 0 physic,l lbue to othlr st.dent or IIY  STlllENTS 2 3.571 2 2 3.571 2 0 .oox 0 othllr individul. 08 Pos1e11ian of, knife, ruor, ic1 pick, REFERM.S 0 .oox 0 0 .oox 0 0 .oox 0 espl05iw, pistol, rifl1, shotvm, snmrs 0 .oox 0 0 .OOI 0 0 .oox 0 pellet 1111o1r 1ny other abjact thit un be cansiderad  IINPOfl or dilllJl!l'OIS instnnt. 09 Using, offtrint for s,le or selling IIEFEJM.S 0 .oox 0 0 .oox 0 0 .oox 0 1lcmollc IMMrlCJIS or 1ny n1rcotic dr119 STlllENTS 0 .oox 0 0 .OOI 0 0 .oox 0 ,s dlfinld by Arhl'ISH lill or School Bolrd Policy, 10 DKtrw:t ian of or the ,tt..,t to destray REFERRALS 0 .oox 0 0 .OOI 0 0 .oox 0  1 prqierty. STIIOTS 0 .oox 0 0 .oox 0 0 .oox 0 11 int or the 1tte1Pt to st11l school IIEFEJM.S 1 1.661 1 1 1.661 1 0 .oox 0 pro,erty or the property belonging to STlllENTS 1 1.78X 1 t 1.7BX 1 0 .oox 0 1nother individul. 12 ChNti111 or co,ying the of ,nother REFERRALS 0 .oox 0 0 .oox 0 0 .OOI 0 student. STlllEHTS 0 .oox 0 0 .OOI 0 0 .OOI 0 13 Fi ln to ibide by ,ttmi.nc:e rates. REFERRAL2S0 33.33X 15 12 20.00X 8 8 13.m 7 STUllENTS 19 33.92X 14 12 21.Q 8 1 12.SOX 0 14 Useo f prof,nity, valpr 1111111o11r REFERfW.S 4 6.661 3 4 6.66X 3 0 .oox 0 absc1111l1 111utt. ST1JOTS 3 5.35X 2 3 5.35X 2 0 .oox 0 15 Cc:aitting extortion, coercion, bl1ek- REfERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ui l or forcing 1nothlr person to Kt snmns 0 .oox 0 0 .oox 0 0 .oox 0 thrCMl9hth e ne of force or thr11t of force. 16 ETIIPiinJt in wrbl l lbues nch H ~ REFERRALS1 1.661 0 1 1.661 0 0 .oox 0 c1lli119, ethnic or r,ci1l slll's, or STUllENTS 1 i.78X 0 1 i.78X 0 0 .oox 0 usint dlr091tory stateaents to other st.dents, school perSOlllll!lo r other individuls. 17 Hiz i119. REFERRAL0S .OOI 0 0 .oox 0 0 .oox 0 STUllENTS 0 .oox 0 0 .oox 0 0 .oox 0 18 w119 relted t1ttivities. REFERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ST\\WfTS 0 .oox 0 0 .oox 0 0 .OOI 0 TIJTf(. REFERIW.S6 0 ~ 42 70.00X '17 18 30.00X 13 - STUIDTS 56 36 41 73.211 26 15 26.781 10 Raf, D190i3il Disciplinary RlrilPITiSl uM,ry )y 91Y)/f2 CUii.AIDE Action T1un NJmtL ITTLEm HIQ4! Dill. - 11/12 --TUT#l.-- -rua- ----fOf-k.Aa-- :s:rlption Totil Ptt Pu Con Tot1l Ptt Pu Con Tot1l Ptt PIT Con 01 Conferenc i th Student ACTIIJIS 9 15.00X 3 8 1J.m 3 1 1.661 0 Sl1IEITS 9 1S.25X 3 8 13.551 3 1 1.691 0 02 Conf.,-anc ith Puent ACTIIJIS 2 3.m 2 0 .oox 0 2 J.m 2 STlllOO'S 2 3.B 2 0 .oox 0 2 3.B 2 03 Conferancei th Student ind P1rent ACTIIJIS 2 3.331 2 2 3.m 2 0 .oox 0 STIIIOOS 2 3.381 2 2 3.381 2 0 .oox 0 04 Privi l\"6 Denied flCTIIJIS 1 1.661 1 1 1.661 1 0 .oox 0 STUDENTS 1 1.691 1 1 1.691 1 0 .oox 0 05 B1hnior Contnct ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .oox 0 0 .oox 0 0 .oox 0 06 DetentionH ill ACTIIJIS 7 11.661 2 4 6.661 1 3 s.oox 1 STUDEHTS 7 11.Blil 2 4 6.77X 1 3 S.081 1 07 Stldlnt Yi l l Kak ~ Ti ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 Sl1IEITS 0 .oox 0 0 .oox 0 0 .oox 0 08 StllNllt Pl1eed on PrabltiCII ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 09 On CilfU 6apersion (S.A.C.\u0026gt; ICTitl6 24 40.00X 20 15 Z5.00X 12 9 15.00X 8 ST1IIENTS 23 38.981 19 15 Z5.42X 12 8 13.m 7 10 tmR Sa,eiision ICTIIJ6 1 1.661 1 1 1.661 1 0 .oox 0 STUIOTS 1 1.691 1 1 1.691 1 0 .oox 0 11 bl Cllb Sa,eniion ICTIIJIS 3 S.OOI 2 3 s.oox 2 0 .OOI 0 STUDEHTS 3 s.oex 2 3 s.oex 2 0 .oox 0 12 Bu Sapefsion ICTIN 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 1-ardiy School ACTIIJIS 9 15.00X 5 7 11.661 4 2 3.331 1 STUDEHTS 9 15.25X s 7 11.861 4 2 3.381 1 14 Recoaende[dJp llsion ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .OOI 0 0 .oox 0 0 .oox 0 15 othtr ACTIIJIS 2 3.331 2 1 1.661 1 1 1.661 1 snmTS 2 3.381 2 1 1.691 1 1 1.691 1 16 Eq,ll1i0111 ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 snmTS 0 .oox 0 0 .oox 0 0 .oox 0 TOTILA CTIIJIS 60 40 42 70.00X 27 18 30.00X 13 snmrs 59 39 42 71.181 27 17 28.B11 12   COHPREIIENSIVOEU TCOHY.S.V ALUATION (COE) SURVEYR ESULTS (If applicable, please insert after this page) 24  I J NORTH LITTLE ROCK HIGH SCHOOL COMPREHENSIVE OUTCOMES EVALUATION NORTH LITTLE ROCK, ARKANSAS _ 1991 ARKANSASC OMPREHENSIVSEC HOOLI MPROVEMENPTL AN Arkansas D~pQrtment of Education - School: North Little Rock High School - West Year: 1991-92 District: North Little Rock School Superintendent: James R. Smith TABLE OF CONTENTS Letter of Coi:mnitment from District ..................... 1 Letter of Commitment from Principal .................... 2 Introduction . .......................................... 3 Overview of the Improvement Plan ....................... 5 COE Steering Coi:mnittee ................................. 7 Target Area Conuni ttees . ................................ 8 Review of Data ........................................ 10 Description of School and Comrnunity ................... 12 Mission Statement and Goals ........................... 15 Mission Statement ..................................... 16 Monitoring and Assessment of Student Achievement ...... 17 School Climate . ....................................... 24 Parent/Community Involvement .......................... 28 High Expectations ..................................... 32 THE NORTH 1LrITlLE ROCJK PllIBLIC SCHOOL -ADM!NISTR1UIVE OFFICES 2700 POPLAFi STREET COE Steering Committee North Little Rock High School-West Campus 101 West Main Street North Little Rock, AR 72114 Dear Committee Members: The administrative staff of the North Little Rock School District is committed to assisting the faculty of North Little Rock High School West Campus with the implementation of their Comprehensive Outcomes Evaluation Plan which was developed over the past several months. The four areas targeted for improvement are in concert with district priorities established by the Board of Education. We recognize the value of this introspective school improvement process and pledge our support for the school's plan. Sincerely, ~Lt James R. Smith Superintendent of Schools dw P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 November 19, 1991 Dear Comprehensive Outcomes Evaluation Visiting Team: 101 West 22nd Street North Little Rock, Arkansas7 2114 (501) 771-8100 Since the fall of 1990, I have observed our staff working tirelessly and diligently in planning for the future of North Little Rock High SchoolWest. The commitment and dedication displayed by the entire community has been an inspiration to all who have witnessed the rebirth of North Little Rock High School. It is with great enthusiasm that I fully endorse and pledge my commitment to the plans for the future of North Little Rock High SchoolWest as set forth by our Comprenensive Outcomes Evaluation plan. s ly,\n/ Ari?.~\nlompsbn, Kin~pal North Little Rock High School-West 2 INTRODUCT:i:ON North Little Rock High, West Campus, began its Comprehensive Outcome Evaluation (COE) Improvement Plan in November of 1990. Actually the school was a new school because of the reorganization of two former high schools, Ole Main and Ncrtheast\nthus, some data from both former high schools had to be obtained\nhowever, most of the staff was formerly from Northeast or Ole Main. The Steering Committee, reflecting a cross section of the faculty and staff, began to gather statistics and administer the perceptual surveys to a sampling of parents from different demographic areas, to all students administered by the English teachers, and to the faculty and staff members. Parents assisted in the mailing of surveys to parents. Concurrently, the school's mission statement and goals committee, comprised of faculty and community people, began its report. Other committees, such as the School and Community, earnestly began. Sirice COE is a new process, informational meetings were held. After receiving the surveys, the Dawson Educational Service Cooperative in Arkadelphia tabulated the results\nin addition, North Little Rock High's computer instructor, utilizing the statistical materials, developed charts making the results more visual. Each committee chairman prese11ted an in-depth report to the faculty. Based on the analyses of all data, including the archival, achievement, and perceptual, the faculty unanimously decided on the following target areas: 1. HIGH EXPECTATIONS 2. SCHOOL CLIMATE 3. PARENT/COMMUNITY INVOLVEMENT 4. STUDENT ACHIEVEMENT/TIME ON TASK (MANDATORY) Committee chairmen, selected from the Steering Committee, and vice-chairmen were chosen for each area\nagain after examining the data, the chairmen, vice-chairmen, and subcommittees selected outcomes. After numerous meetings, the chairmen, vice-chairmen, and committee members formulated detailed improvement plans designed to eliminate the disparities revealed in the baseline data. The criteria for each outcome were completed during the spring of 1991. During the summer the Steering CoIDmittee Chairman and target area chairmen met to check for repetition. In e\u0026amp;sence, the Improvement Plan for the target areas were finalized\nhowever, after some of the improvement areas were identified in the plan, actions were immediately begun fer implementation for the 1991-92 school year. The faculty was again apprised of the study, modifications, and final results. 3 The faculty, staff, and administration of North Little Rock High, West Campus, recognize that the Improvement Plan is an ambitious document\nhowever, with the combined efforts of the students, staff, administration, and community, not only will these issues in the five-year plan be addressed, but other concerns will be addressed because the school is dedicated to student growth. 4 Respectfully submitted, Billie Jo White Emogene Wetherington OVERVIEW OF THE IMPROVEMENT PLAN The four targets and the desired outcomes form the basis for the school improveme~t plan. The action plan is designed to achieve the outcomes established for each target. TARGET: Monito1:ing and Assessment of Student Achievement/ Time on Task OUTCOXES 1. To increase enrollment in academically challenging courses and maintain thet enrollment throughout the school year with particular attention given to. increasing minority student participdtion. 2. To improve student success on standardized tests and in the classroom. 3. To increase student time on task. 1. 2. TARGET: School Climate OUTCm!ES To increase student perception of the schocl as a safe environment. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. TARGET: Parent/Community Involvement OUTCOMES 1. To increase the involvement oi the business community in the school programs. 2. To increase the involvement of parents in the school programs. 3. To improve involvement o= the non-business community in school programs. 5 'I\"ARGET: High Expectations OUTCOMES 1. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation. 2. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. 3. To expand the use of classroom strategies designed to encourage interactions that promote critical thinking skills and problem solving abilities. 6 North Little Rock High School-West Campus COE Steering Committee Emogene Wetherington, Chairperson Penny Clay, Reporter Pris Benson Ron Brown Greg Burl Anita Cameron Linda Fuller Liz Fulton Tom Hudson Rena Knight Patsy Pearson Sue Perry Betty Sneed Roy Spradlin Mary Taylor Billie Jo White 7 North Little Rock High School-West Campus Monitoring and Assessment of Student Achievement/ Time on Task Committee Betty Sneed, Chairman Bill Garvin, Vice-Chairman Phyllis Doerr Eulin Downing Geraldine Garrett Ron Ingram David Kaufman Mar::orie Kirby Sallie Langford Sam Mascuilli Carol McAdams Darrell McCoy Mary Power Roseanne Sallis Ira Scoggins Harold Stark Mike Tucker Phyllis Wiggins High Expectations Committee Liz Fulton, Chairman Monica Davis, Vice-Chairman Glen Amis Jim Billings Steve Dar.iels J inuny Harper Lou Hart Quilla Lanes Jim McMurry Christine McRae John Narkinsky Trish Partridge Suzzette Reynolds Jon Robbins Mary Lee Schultz Mildred Standley Johnny Talley Carol Toombs Tammy Tucker 8 North Little Rock High School-West Campus School Climate Committee Rena Knight, Chairman Berdell Ward, Vice-Chairman Helen Casteel Johnnie Collier Ann Cowart Gary Davis Cheryl Fallis Patrina Greenway Annie Hamilton Faith Jones Donnas McGinley Carl Moore Don Robbins Jackie Ryan Jan Scholl Kathy Smith George Thompson Willie Vincent Joe Ward Parent-Community Involvement Committee Patsy Pearson, Chairman Cynthia Hampton, Vice-Chairman Shelia Baker Sue Beach Bill Bowers Gwen Brooks Louise Cammack Cheryl Daniels Kay Ewart Rick Gravette Gary Haver Gail Hopkins Fred Johnson Ron Kieklak Shelia Smith Paul Stovall Billy Wagley 9 REVIEW OF DATA Members of the Steering Committee gathered archival, achievement, and perceptual data on which to base the school improvement plan. ARCHIVAL DATA The archival data included personnel information on certified and non-certified staff members\nstatistics about students' attendance rates, family environment, and participation in extracurricular activities\nand detailed information about the instructional program. Archival data indicated strengths in the following areas: a highly educated, experienced staff\na comprehensive instructional program, and an extensive student activity program. Approximately 70% of the faculty members hold masters' degrees and above. Specific strengths of the instructional program include the Advanced Placement courses, the television production program, and the computer lab facilities for math and reading instruction. The student activity program includes 44 student organizations that meet on a rtgularly scheduled basis within the school day. Therefore, all students have the opportunity to participate in extracurricular activities and are encouraged to do so. Archival data revealed the following areas of disparity: The percentage of minority students enrolled in advanced courses was low. The nunilier of students selecting lower level courses was considered excessive. The absentee/tardy rates for all students needed improvement. These concerns are addressed in the following targets: Monitoring and assessment of student achievement and high expectations. ACHIEVEMENT DATA The achievement data wa$ obtained through records from the school guidance office and the district's offices of instructional services and computer services. Included in the information compiled are grade distribution records, MAT-6 scores, ACT profiles, PSAT scores, lists of scholarships awarded, lists of state and regional awards received, and lists of students receiving honors for outstanding achievement. A significant area of strength is in the number and amount of scholarships awarded to g~aduating seniors. Another area of strength is in the number of state and regional awards received by students in the speech and drama department. 10 A five-year summary of ACT scores shows that our composite score of 19.9 represents a steady increase since 1988-89. For the first time in five years, our composite score is at the state average. Twenty-eight percent of students taking the ACT in 1990-91 were black. The composite score report by ethnic groups shows a 3.6 point difference in the scores of black and white students. Only 34% of black students taking the ACT had the college-core curriculum as compared to 44% of white students. Steps are being taken to encourage all students to complete the strongest courses in which they can be successful. The summary report of the Metropolitan Achievement Test, 6th edition, which was administered to eleventh graders in April 1991, shows an overall basic battery percentile of 56.6. This average indicates that our students scored above the 50th percentile nationally. The test data also reveals a 22.2 percentage norm discr1:pancy between scores for white students and those of minority students. Reducing this disparity while raising the overall test scores is a desired outcome of the improvement plan. PERCEPTUAL DATA The perceptual data was based on the opinions of students, parents, and certified staff members and was obtained through surveys designed for each group. Parent volunteers assisted in mailing surveys to a random sampling of parents. Surveys were distributed through the English classes to all students. All faculty members also completed the opinion surveys. All groups surveyed indicated the following areas of strength: Clear school purpose, monitoring and assessment of student achievement, and high exp~ctations. The opinions of parents, students, and teachers varied on some of the correlates. Although the results of the surveys were generally positive, some variances occurred in the areas of school climate and parent and community involvement. There was a slight discrepancy in the attitudes of students toward the school as a safe environment and the attitudes of their teachers and parents. The surveys also showed a perceptual difference in the area of fairness as related to the administraticn of discipline. There was also a discrepancy in the attitudes of the students, parents, and teachers regarding the degree to _which parents and other members of the community are involved in the school. These areas of discrepancy are addressed in he improvement plan. 11 . DESCRIPTION OF SCHOOL AND COMMUNITY The city of North Little Rock lies just across the Arkansas River from Little Rock. An estimated 61,700 persons live in North Little Rock. That figure represents a 6% decrease in population in the ten-year period from 1980 to 1990. The median age of about 33 years is increasing, and the school age population percentage is decreasing. Approximately 79% of the residents are white, 20% black, and 1% other minorities. Studies indicate that the black population percentage in North Little Rock is increasing while the white population percentage is decreasing. Of the existing labor force in the city, the largest percentage of workers hold management or professional positions (24.3%), while 19% have administrative or clerical jobs, and 12.3% are in service fields. The remainder of the work force is made up of sales people (11.8%), skilled craft workers (11.8%), unskilled laborers (16.7%), and those in technical fields (3.4%). The remaining .7% make up the workers representing fields other than those listed. Although industrial development in North Little Rock is restricted by boundaries on all sides, there are positive economic indicators for the school and community. While the unemployment rate in Greater Little Rock is 7.6% the citizens in North Little Rock are at 4.6%. In 1989 voters approved a 4.9 mill school tax increase on real property. This millage increase is an excellent indicator of the community interest and support of public education in North Little Rock. Cultural and recreational facilities in North Little Rock include the Laman Public Library, the Community Band, the Old Mill, Wild River Country, Riverfront Park, and the North Little Rock Community Center. Within minutes of North Little Rock are the Arkansas Arts Center, the Arkansas Symphony Orchestra, The Arkansas Ballet, and the Arkansas Repertory Theatre. The area also offers the Arkansas Museum of Science and History, the Little Rock Zoo, and a number of state parks, lakes, streams, camping and hunting areas, and hiking trails. The North Little Rock School District is serving 9,194 students in the 1990-91 school year. The city's demographic trends are reflected in the school population, which has decreased in recent years. Of the total enrollment, 52.3% are white, 46.5 are black, and 1.2% represent other minorities. The racial composition has also paralleled the city's trend of declining white population and increasing black population. 12 The 1990-91 school year is the first year for implementing the reorganized secondary school plan. This reorganization process was completed by the \"Planning Task force for Secondary Reorganization,\" which included 39 committees and subcommittees made up of parents, teachers, students, administrators, and citizens. Beginning in 1990-91, the North Little Rock School District changed to one high school on two campuses and three middle schools. All 9th and 10th graders attend the North Little Rock High School East Campus with an enrollment of 1,372. All 11th and 12th graders attend the North Little Rock High School West Campus with an enrollment of 1,180. Seventh and eighth graders attend Lakewood, Ridgeroad, or Rose City Middle Schools, depending on residence and school attendance zones. This reorganization allows the racial makeup of the secondary schools to reflect the racial. makeup of the community as a whole. The administration of the North Little Rock School District operates under policies established by a Board of Education. The School Board was reorganized in 1989 from a six-member at large board to a seven-member geographic zone board to allow for a more equal representation of the various races and socioeconomic groups in North Little Rock. Positions are for alternating three-year terms, and elections are held each September. The North Little Rock School District has established a number of programs to meet better the needs of minority students. The position of Assistant Superintendent for Desegregation was established in March 1990 to ensure racial equity. An activity director at each secondary campus works toward greater minority student participation in extracurricular activities. Compensatory education programs have expanded, and staff development opportunities have been implemented for improved understanding of students who achieve below grade level. Free bus transportation is now provided for all students living more than two miles from schools. District-wide trends indicate that the North Little Rock schools are expanding services and improving educational opportunities for all students: -A greater percentage of public school students graduate than ever before. -The standardized testing program has expanded to include students in grades 1 through 11. -Special education programs are offered to hundreds of students with a variety of learning disabilities and handicaps. 13 -Hundreds of students are in programs for the gifted and talented. -More than 500 computers provide for individualized, self-paced instruction. -Schools work with students to reduce drug and alcohol use. -North Little Rock students consistently earn top awards in regional, state and national competitions in math, history, vocational education, music, art and other subject areas. -More than 100 scholarships were awarded to 1990 graduating seniors. The North Little Rock School District is following the national trend of community involvement in its education development. With the reorganization of the secondary schools in the district, parents and other residents served as advisors on reorganization committees. The Classmate Program teams schools with businesses in the community. These business partners reward student achievement, recognize teacher achievement, provide materials and services, and help schools reach their goals. The Student Incentive Program at North Little Rock High School is designed to recognize and reward student excellence in academic performance, attendance, activity involvement, and citizenship. The Incentive Program is based on a cooperative effort of the school and area businesses tu reward students with discounts at the community businesses. After the first nine weeks of operation, there was a 74.2% increase in students qualifying for the program. The community has also been involved in the creation of the television production program on the West Campus. Through a grant and city funding, a television studio was installed to broadcast City Council meetings. A strong PTSA (Parent, Teacher, Student Association) provides assistance for students and teachers in the North Little Rock School District. Parents and other residents also serve as advisors on academic area committees and other special topic committees that are established to consider school issues. The interest of North Little Rock residents in their schools and their individual neighborhoods results in local involvement, improved services, and community pride. 14 Mission Statement and Goals The chairman of the committee met with the Steering Committee November 14 and November 28 to receive information, data, and guidelines for direction to proceed. After several conversations with Steering Chairs Wetherington and White, and an organizational meeting of the Mission Statement and Goals Committee, surveying the educational community - students, teachers, parents - became the number one priority. In order to develop a surve:, instrument, the committee decided to formulate a list of goals based on existing philosophies: administrative priorities for 1990-91 and objectives from past evaluation processes. After the chair gathered the pertinent data, members of the committee met in a lengthy, writing session. Six goals were for~ulated and sent to a cross sampling of classes: basic, regular, and honors English, as well as special education and other disciplines. The PTA P~esident took surveys to meetings with parents for their input. All teachers on the staff were surveyed. A second draft added three goals based on the data collected. A final survey produced one additional goal for the committee, making a comprehensive list of ten goals in the final draft. Using these ten goals, the committee developed the Mission Statement, which was presented to the Steering Committee in January and was accepted. In the fall of 1991, the chair met with representatives of the East Campus, for their input. Based en their findings, two goals were modified and the final Mission Statement completed. West Campus sue Perry, Chair Sylvia Allen Marilyn Carter Cynthia Hampton Mala Rogers MISSIOO SI'ATEMENT With a carmitrnent to provide experience, opportunities and challenges where irrlividuality is acknowledged and maximum potential can be realized, North Little Rock High School values people, ideas, and learninJ. * * * * -* Goals The curriculmn must be designed to educate all youth so that they may becane productive and responsible citizens of our country and world. The cu..rriculum should provide multicultural experiences which enable students to learn to respect irrlividuals, their cultural differences, and the interdependence of people through a study of histo.cy, gt\n!()(Jraphy, and varied cultures of the nation and the world. The curriculum must provide instnlction which enables students to learn basic skills in matherratics and reading, as well as to achieve canpetence in oral and written ccmnunication. The curricuhnn must provide an enviroment in which students learn to think critically in order to make infonred decisions so that they may attain self-respect ru1d self-discipline. The curriculum must be designed to raise the cultural level of the a:mrn.uut.y by developing within the student an appreciation of art, literature, il!ld music. * The curriculum must be designed to nurture adaptability in students so that they may achieve their full IX)tential and nay realize that many of the jcbs in which they will work have not yet been created. * 'lhe curriculum must be designed to meet the special needs and abilities of our students on all levels. * The curriculum should offer o:wortuni ties for students to learn market-ready skills through a variety of work-related programs. * The curriculun must offer students a varied program of school-related activities focusing on the developrent of lE:adership skills, service to the school and camnmity, involverrE11t, and cooperation. * The curriculum must bE: designed to develop the whole person intellectually, physically, arotionally, and socially. 16 TARGET NARRATIVE MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT/TIME ON TASK Beginning in March 1991, this committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee merr~ers isolated three areas directly impacting student achievement: increasing time on task, improving student success un standardized tests and in the classroom, and increasing and maintaining enrollment in advanced classes. The committee felt particular attention must be paid to the achievement of minority students in each of these areas. A subcommittee was assigned to each outcome. Each subcommittee conducted additional research into its outcome before considering specific actions to address the outcome. A survey of enrollments in advanced courses (advanced, college bound, GT, AP) revealed a lower percentage of minority students in these courses. Teachers in all subject areas expressed concerns regarding students dropping to a \"lower level\" course or initially selecting a \"lower level\" course rather than meeting the challenges of the advanced courses. The data for absentee/tardies revealed a rate higher than desirable for all students. Teachers also expressed concerns over the amount of class time missed due to interruptions and absences. A review of MAT-6 scores showed a significant discrepancy between scores for white students and those of minority students. This same discrepancy could also be noted in the current GPA data. Once the data was reviewed, each subcommittee considered specific actions to address the desired outcomes. The preliminary improvement plans were presented for consideration to the whole committee. Suggestions were offered and incorporated by the subcommittees. Final inprovement plans were submitted to the Steering Committee in April 1991. 17 00  IMPi PLAN Target:IDNI'IORING AND1 \\SSl'SSMENOTF S'!UDENI' ACHIEVEMENI'/'l'IOMNE T ASK  OUtcare:'ro increase enrollment in acadanically challenging cwrses and maintain that enrollment throughout the school year with partic.'Ular attention given to increasing minority student participation. ACTICNS RFSPCNSIBILITY TIMELINE RFSCOOCES STAFFD EVEWPMENr EVAWATIClD-1A TA 1. Develop ways to GUJ.dance Inplarent Student Explanation and List of potential identify students for counselors, 1991-92 achieverrent interpretation of students. acadanically Teachers Re-check data, Student test scores challenging cwrses Principal each year records, Of:portunities for based on test scores, teachers teachers guidance to past performance, conference teacher reccmnendation, etc. ' 2. R!:!fine and e.'ql\u0026lt;Uld Principal, Initiate Brochures, Opportunities for CaTiparisoo of current procedures for Guidi:ince Spring 1992 Curriculum teachers and guidance to enrollnent to that of providing Counselors, Expand in Booklets, discuss ccurse content previous years. infonnation to students Dept. Chairman, 1992-93 Choices Program and teacher and parents conoenring Teachers Newsletters expectations. the challenges, Camri.ttee St:ooent Leaders oi:portunities, and Coordinator Cwrse Cootent expectations in these Guides courses. 3. Establish a procedure Priocipal, Preliminary Canputer lists O:mnittee of parents, Caiparison of to make it nore Guidance, plans, of enrollment Camselors, Teachers dropout/transfer difficult for students Teachers 5Pring 1992 and other interested rate in current year. to change to less Expand in faculty to hear requests Monitor grade reports challenging ccurses. 1992-93 for schedule changes. to detennine success Revise as rate. needed 4. Establish procedures Principal, Preliminary Professional Infonn parents, teachers, Students grades and for intervention with Dept. Cllairman, plans, Fall publication, and students of programs dropout/transfer students having Teachf:rs 1992 District available. Carmittee rates carpared to difficulty in these FUll .i.rrple- curriculum of teachers to those of previoos courses before dropout/ mentation specialist reccmnend programs. years. transfer occurs. SPring 1993-94 TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. 2. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hac been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating (7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Parents generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from parents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes were selected on the basis of the data listed above, a subcommittee was appointed to develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24  IMPi PLI\\N Target:MCM:TORINGA NDA SSESSMENOT F S'IUDENr ACHIEVll1EN.l'/TIMOE N TASK  Outcare:To increase enrollrrent in aCTldanically challenging ccurses and maintain that enrollmmt throughout the school year with particular attention given to increasing minority student participation. ACTIOOS IID3PCNSIBILITY TIMELINE RESOURCES STAFF' DEVEWPMENI' EVALUATIOmO TA 5. Implement incentive Departnental Inplement NLR TV, Departnental Staff Number and list of. programs within ccurses Staff Fall 1991 School dete:anines workable incentives uses. so students can Recheck Newspaper, ideas and activities Number of students achieve success and be each year Bulletin receiving recognized for their Boards, reoognitico. efforts: i.e. Exhibits, Crnpetitions, Local Publication of work, Businesses etc. N 0  IMP~ PLAN Target:l'Oll'IORING AND l\\SSESSMENl' OF S'IUDENT ACIIIEVEMEN'l'/TIME 00 TASK Outcane:'l'o inprove student success on i\ntandardizE..'CIte sts and in the classroan. l\\CTIONS RESPrnSIBILITY TIMELINE RESOURCES STAFF DEVEIOFMENI' 1. Inplement programs Principal, Trial run Test Prep. Meeting of cannittees designed to prarote Guidance 1991-92 Manuals, and staff to encourage suocess on Counselors, Fully Professicoal cross-curricular starrlarclized tests. Teachers implemented Journals involvement. Staff a. Establish before/ 1992-93 meeting to review skills after school to be taught. tutoring sessions in test-taking skills b. Provide canpute.r Principal, Add to and District Explanation of what in software for the Media Specialist update Mooia available. canputer lab to holdings Services, prepare students each year Canputer for a variety of Vendors tests. c. Encourage teachers Principal, !nplement Professional Departmental inservice to~ a variety of Dept. Chainnan, 1992-93 Publications, on relevant testing testing styles. Director of and recheck District styles Secondary each year CUrriculum Education Specialists 2. Inplenent progr= designed to encourage a higher success rate in the classroan. a. Develop before and Principal, Trial run Guidance Meetings of ccmnittees after school Dept. Chairman, Spring 1992 counselors, and st.aff to encourage tutoring sessioos Teachers Fully Professional cross-curricular for study skills implemented Publications involvement. and content in 1992-93 required subjects.  EVAlllATIOND ATA Report on student scores as reported by testing services. Report on student scores as reported by testing services. Student Survey. Report on student scores as reported by testing services. Corputer generated smrnary of grades at end of each sanester.  IMProvllrr PIJ\\N  Target:M:JNITORING AND ASSESSMENr OF Sl'UDENT AOJIEVEMi,NT/TIME ON TASK OutOC111e:J'o .inprove student success on standardized tests and in the classrOCill. ACTIONS RESFONSIBILITY TIMELINE RESOURCES STAFF DEVEIOPMENT EVALUATIODNA TA . b. InpJ.ement special Pr1.rx:1.pal, Inplement Renaissance Inservice on CanpJter generated. recognition and Renaissance 1991-92 Program, Renaissance Program. sumnary of grades. incentive programs Team Refine each Ccmmmity for academic year adrlevarent c. Continue and expand Principal, Implemented Existing labs. Explai,atioo to teachers Canp.iter generated the rea.ding labs. Reading 1990-91, and staff of the program s1.lllll,aryo f grades. Specialists Revise and and its possibilities expand each year N 3. Iroplanent a plan to increase parental 5UHX\u0026gt;rt for academic achievement. a. Establish an Principal, Initial Renaissance Inservice on the Student achievement academic booster Renaissance Plans, 1991 Program, programs ftan the data, Student/ club. Team Pully Camunity Renaissance program. teacher surveys implemented 1991-92 b. Refine the present Principal, Examine Interim report Meetings to explain Parent survey at the program to keep Guidance existing Parent conf. precess and get input end of the year. parents informed counselors, program and Days fran teachers in regard to Camunication revise as Newsletters academic progress Coordinator necessary and results of standardized tests. N N  IMPi PLAN Taiget :IDNITORINGA NDA SSES9-IUJTO F SWDENTA OUEVEMINJ.'/TJMONE TASK Outcane:To increase student time on task. ACTIONS RESPONSIBILITY TIMELINE P.ESOURCES 1. Establish a procedure to minimize outside interruptions to the classroan. a. Establish a Principal, Inplem:mt NLR 'IV regularly scheduled teachers, office Septauber Pager for tinE, procedure, st\n,.ff, guidance 1992, Refine custodians and length of counselors in May of announcements. each year b. Inplerent an Principal, Inplement Club sponsors, assanbly schedule Activities 1991-92 School which provides an Director, Cami. Refine in calendar equitable of teachers May of each distribution of tinE .for classes and minimizes the loss of class tinE. c. Establish an Administrators, Inplarent Teachers, effective policy D-Hall teacher 1991-92 D-Hall for dealing with Re-evaluate teacher tardies to minimize each the disruptions to sarester class tinE. d. Develcp a policy for Principal, Inpleuent Administrators administrators, Assistant 1991-92 Counselors office personnel, Principals, Refine Teachers and guidance to Guidance each year limit classrocm Counselors, interruptions (i.e. Office sending rressages, Personnel pulling students ait for conferences)  SI'l\\FF DEVELOFMENI' EVAUJATIODNA TA Explanaticn in preschool Teacher survey at faculty meeting. the end of the year. Written e)!j)lanation and fonns in faculty handbook. Explanation in preschool Teacher survey at faculty ~ting. the end of the year. Written explanation in faculty handbook. Explanation in preschool Survey of teachPrs faculty ~ting and and administrators procedures stated in at the end of the faculty handbook. semester. Explanation in preschool Survey of teachers facul t'\u0026lt;J r.eeting and and staff at the details in faculty end of each serrester han:.ll:xx:\u0026gt;k 'w\"  IMProvlL PLI\\N Target:l-0,JI'IORING ANil ASSESSMENr OF STUDENI' ACIJIEVEMENI'/TIME 00 'J'A.\u0026lt;\nK OUtcaoo:To increase student time on task. J\\CTIONS RESPCNSIBILITY TIMELINE RESOUR:ES 2. Inplement a plan to reduce absences fran the classroan. a. Establish a District InplE:rrent Club spcnsors, maxim.Jm number of Adrn:ini.strators, February Teachers, school business Schcol Board 1992 Parents, absences per Re-evaluate Students serester (clas~ each year related and extra- L\"'l.trricular) b. Establish a Principal, Inplanent Renaissance program to Teachers 1991-92 Program, encarrage and Crnmunity recognize good attendance. c. Establish a system Caiputer Service\nTrial run Existing for catputer- Director, Fall 1991 ccnputer assisted attendance Principal Implerent hardware, check each class 1992 Trai.ntd period. Personnel 3. Continue programs to Assistant Fall 1993 Trained encarrage tirre on Superintendent Personnel, task within the for Instruction, EY.isting classroan. Director of procedures for Secondary i.nservice Education, Principal  STAFF DEVELOPMENI' EVAIUATICN DATA Explanation in preschcol Teacher/ student faculty ireeting and survey at the end handbook. Explanation of tht year. to studk,nts at beginning of year and include in student handbook. Inservice session on C01p1ter generated Renaissance Program attendance report each grading period. Explanation in faculty C01p1ter generated ireeting. attendance report each grading period and teacher sw:vey. PET and Classroom Observation and Managerent for those evaluation by who have not attended administrators TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. ?.. To increase the level of satisfaction teachers feel about their jobs and their work envircnment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hud been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating {7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Par~nts generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from pa.rents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes wert selected on the basis of the data listed above, a subcommittee was appointed tu develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24 N Ln  IMPi. PLI\\N Target: School Clilrate OUtCCIIE:To increase student perception of the school as a safe enviranrrent. 1\\CTIONf\nRE.5PrnSlBILITY TIMELINE RESOUOCES 1. Encourage the use of Administraticn AUgust NLRID police patroi.s thra.1gh 1991 carrpus before a.ud after school 2. Establish and A ccmnitt.e.-e of Septanber ProfesE\nional illplanent a roothc-d by administrators, 1991 camo.mity which tr=bled or counselors, and cw.nseling dangerous students teachers services, coold be referred for NLRSD camseling and perhaps counselors, alternative schooling local alternative school 3. Expand the use of peer Peer counseling 3rd 9 weeks Faculty and c=nseliug to enable faculty advisor 1992 student students to discuss human relations vohmteers for fears about safety camri.ttee pe.-e.r ccunseling services 4. Establish a nethod by 1\\dmi.n:i.stration Spring 1992 Human which a student may Relations identify duty Camri.ttee personnel 5. Utilize portable 1\\dmin:i.stration Spring 1992 Faculty camunication devices for duty pers01mel  STAFF DhVELill!'!ENI' EVALUATION DA'l'A Explain procedures to Sturent survey at staff in preschcol end of schcol year IllEtting Explain procedures to Study of referral staff in preschool data over a five meetings year pericd Current faculty advisor Records kept by peer to meet with and to coonselirg train volunteers Explanation of Perusal of data by identification procec,.ure admin:i.strati ve r\ntaff Dplanation involving Perusal of data by the use of camunicati.on adminir\ntrative staff devices  IMPi PIJ\\N  Target:Sch=l Climate OUtcare:To increase the level of satisfaction teachers feel about their jabs and their work envirorarent. ACTIONS P.ESPONSIBILITY TIMELINE REOOURCT.S STAFFD EVEWFMENI' EVAIUATICDNA TA 1. InplenEnt reward Teacher 5-year plan Businesses, Inionn staff of Feedback fran system for years of recognition beginning Civic criwria honorees service ccmnittt, Spring 1992 organizations, patrons 2. Provide faculty PISA and Student 1992-93 Businezses Inform staff of F'Eeedback fran luncheons once a organizations academic and patrons criteria faculty and hosts nonth school year Septanber May 3. Establish system of Teacher 1992-93 Supervioors, Inform staff of Feedback fran acknowledgeirent for recognition Spring and Principals, criteria faculty outstanding teaching ccmnittee Fall Departnent practices in the Semester Chairs, classro:m Students and peers 4. Obtain discounts from Renaissance August 1, Renaissance Infonn staff businesses Director 1991 Director  IMProvill.r PLAN  'l'arget:.School Clinate Outcx:rre:To increase student perception of school niles, policies, ana aisciplinary actions as fair and e::aj.table. 1\\CTIONS RFSK.lNSIBILI'IY TIMELINE RF.SOORCES STAFF DEVEIJJPMl:NI' EVALUATIODNA TA 1. Include a unitollll A comm.ttee of By August 1, Present and Present new Evaluation oy survey system of rules and administrators, 1992 past handbooks to faculty ar.d staff at the end of the punishnents to be teachers, parents fran and point out changes school year followed consistently ar..d students surrounding in the Student districts Hrux'lbook, with established ai:peals process ' 2. Conduct a survey to The Student By March 30, Survey Results Circulate results of Use data fran survey know exactly where Council 1992 the survey to fonrulate possible students ~ceive new proaa.-dures \"unfairness\" to exist 3. Form hmian relatims Students, August l, Students, Inform staff On-going team teachers and 1991 teachers, and a. To coordinate administrators administrators activities that praoote unity and involvarent frar, all s~ts of the student popllation b. To act as a ccmnuni-cation tool between the student body and the faculty and administration c. 'l'O serve as a sounding board for student problems d. To serve as a liaison be~n school and ccmnunity TARGET NARRATIVE PARENT-COMMUNITYIN VOLVEMENT Beginning in March of 1991, the members of the Parent-Community Involvement Committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee members defined three areas that directly impact parent-comnmnity involvement and selected the following desired outcomes to facilitate the improvement: 1. To increase the involvement of the business community in the school programs, 2. To increase the involvement of parents in the school programs, and 3. To improve involvement of the non-business community in school programs. Using the surveys which were administered to students, parents, and teachers as a basis, the committee came to the conclusion that there were discrepancies in the attitudes of the students, their parents, and their teachers regarding the involvement of parents in school programs. In response to the question of parent conferences, 63% of the students said parents rarely or never attended\nhowever, parent responses showed 92% did have an opportunity to discuss student progress through some form of teacher conference. The committee members felt that increased involvement on the part o~ both the business and non-business community should be a target area since more than 60% of students surveyed stated that guest speakers were rarely invited to classes. A subcommittee was then assigned to each outcome. Each subcor.unittee conducted additional research into its outcome before considering specific actions to address the outcome. The subcommittees met over several weeks developing their plans. The plans were submitted to the chairman and the vice chairman of the target committee for approval. Some were returned for refinement and the elimination of duplications. The final versions of these plans are attached. 28 N '  :\n:MPi. PLI\\N Target:PARENI'-\u0026lt;Il'IMUNITIYN VOLVEMENT OJtcane:To Increase Involvarent of Parents in the School Programs ACTIONS RE.5PCtlSIBILITY TIMELINE IlESOOlO:S 1. Farm Academic Booster Administration Inplerent Renaissance Club sponsors Spring '91 Program 2. Increase direc,t Administration Fall 1992 Media Involvarent of parents Coonselors Continuing Newsletter with students' procJrarn Teachers Staff Ccmnuni ty Camrunications Orc,dlllZatiumi Coordinator A. Teacher camrunication with parents 1. 11 G::od News\" card 2. Telephone B. Parent Conferences/ Open House 1. weal Media/ NLRIV 2. School newsletter  STAFFD EVELOENT EVALUATIODNA TA Presentation of Participation of Acadanic Booster Club actively involved parents Distribution of carparison of information to staff participation with through school calendar previous years w 0  lMPi PIJ\\l'i Target :PARENT-a:JMMUNITilYlV OLVEMEl'lT Outc::aoo:To increase the Involvarent of the Business Camll.lility in the School Programs ACl'IONS RESPOOSIBILITY TJMELINE RESOUICES S'ffiFF DEVElOFMENJ' 1. Detenru.ne and Renaissance Inplaient Students Presentation of camrunicate the needs Carrnittee October Staff P,erurissance Program to of the school to the Principal 1992 Business Staff business ccmrunity Ongoing Camunity A. Survey students, staff, and camruni ty B. Establish goals c. Present resultD to camrunity 2. Utilize the rr~terials/ Renaissance Inplerrent Staff Crnpilation of resa.ircp_s resources fran the Ccmnittee Novanber Business available and business carmmity 1991 Camunity presentation to the Revise each Stuaents st,1.ff year 'Ihereafter 3. Establish a procedure Principal Inplarent Staff Explanation of Academic for contirruing Renaissance Spring '91 Students Booster Club to Staff business camrunity Camu.ttee Expand Business involverrent, i.e. Chamber of Invol varent Carm.mity Academic Booster Club Ccmnerce '91-92 Parents Ilcfine each year thereafter  EVAWATICN DATA Analyze data Detennine the use of resa.irces by staff Trace the involvarent of business camuni ty over 5-:year period J'   IMPROVEMENT PI! Target: PMENI'--\u0026lt;Xt-MJNITYIN VOLVEMENI'  OUtcare:_'.I'o I11prove Involvement of the Non-Busilless camunity in School Programs ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVEWPMENT EVALUATICtil DATA 1. Establish school needs Sch:Jol Inplerrent Camtunity Pre-school conferezx::es Deternu.ne nllll\\bers for ackli tional Camunications Octc:ber 1991 Students Staff receives training and effectiveness involvenent of the coordinator Evaluate Parents in parent-camrunity of volunteers used non-business ccmnunity yearly School involvement strategies during year and ways to involve Personnel camunity 2. Establish a p:iol of A ccranittee of Inplarent Parents, Teachers advised of Staff and volunteers volunteers (rrumbers to volunteers, February Grandparents services av-dilable and will evaluate be detennined parents, school 1992 .Retired procedure for obtaining effectiveness of according to requests personnel, and individuals and services during faculty program on an w for service) students other rreeting individual basis interested persons 3. Develop_ an awareness Coordinator of Inplerrent Media Special rulletins to Survey staff and of services available Volunteers Septanber District staff i.e. calendar volunteers and Principal 1992 newsletters students School newsletters School television .. TARGET NARRAT:VE HIGH EXPECTATIONS Collection-of information used in this study began two years ago in preparation for the total restructuring of the two existing North Little Rock High schools. Work continued through the fall of 1990. This committee first met in March, 1991, to review collected materials, including achievement, archival and perceptual data. The project was completed in May, 1991. Many positive factors were noted in data gathered through surveys of teachers, students and parents. Some areas of conce=n, derived from the collected data, led this committee to identify high student expectations as an area that needed enha1,cement. The following factors were noted: Increased performance-based assessment and other alternative assessments should be expanded to stay abreast of national trends. Enhanced learning could occur with the use of more classroom activities requiring thinking skills, problem solving, and cooperative learning. Student enrollment in higher level and science, could be increased by enroll and to remain in the class. would be valuable in this area. courses, especially math encouraging students to Mere parent involvement Recruitment of minorities for high level classes would improve the racial composition of classes and help reduce discrepancies between black-white test scores. Improving attendance rates of students in lower-level classes would improve the success rates of these students. The committee chose three outcomes designed to alleviate concerns and to enhance student expectations on the part of teachers, parents and students. They are as follows: To expand the Ube of classroom str~tegies designed to encourage interactions that promote critical thinking skills and problem solving abilities. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation . 32 w w .. '  IMPID PLAN  'rarget: High Expectations OUtcare: To expand the use of classrcx:m strategies designed to encoo.rage intP.ractions that prCJ10te critical thinking skills and problan solving abilities. ACTICNS RESPCNSIBILITY TlMELINE RESOURCES STAFF DE.VEWPMENI' r:vALU1\\TICND ATA 1. Provide observation Central office By May 1, School distn.ct Select master teachers Em-of-year days for teachers to and b.Jildirq 1993 and business with daronstrated departmental reports ooserve master teachers administration and university ability in teaching to include a sumary (in and out of alliances problan solving arid of what observaticns district) =itj cal thinking were ccooucted and what changes were inplarcnted in classroans as a result of the observations 2. EDphasize tests Classroan By September State Schedule inservice Gurvey at end of requiring problan- teachers 1, 1992 DE:part:rrent of sessions on alternate 92-93 to ccnpare solving and decision- Education\nforn,s of testing types of tests being making skills\ndistrict used encau-age performance iI1Structional based assessment services 3. Encourage teacher Director of By May 1, Content area Give inservice sessions Carpare teacher rnanbership in state Personnel, 1992 orgruuzations for participation in participation in and naticnal content Director of and acadanic content area 1993 with that in area organizations Secoooary alliances organizations, workshops 1992 Education, and conventions Assistant Superintendent of Instruction 4. Hold inservice Acadanic August 1992 Specialists Inservice workshcps Inflf'rvice evaluation workshops enphasizing depar1:ntnts Ongoing forms proolair-sol ving, central office Classroan observatim cooperative learning, thinking skills and alteniative assessrrent  IMPID PLAN  Target: High Expectations Outoane: To prarote the use of instructional techniques and policies that convey high teacher expectations for all students ACTIONS RESPCNSIBILITY TlliELINE RESOURCES STAFF' DEVEWPMENT EVALUATICDNA TA 1. Do away wJt.h 50% floor Central offJ.ce 1991-92 Central office Staff meeting on grades and school board 2. Encwrage training Ce:ntral office Over next Central office Training sessions Observations programs such as PET, 5 years TESA, cooperative learning, thinking skills, etc., that will err:ourage teachers to expi:ess consistently high expectations for all students 3. Administrator-parent- Glidance, Septaiber Retention data of teacher-guidance teacher, parents, 1992 students in upper-conference prior to administration, level classes and cut~ff date for students docurrentation of drq:ping upper-level conferences clas5es 4. Establish an academic Renaissance team October School Staff rrero newsletter 1991 personnel 5. Offer suggestions for Academic February Master teachers Staff Developrent days Inservice evaluation inservice programs on departments 1992 forms high expectations for students and teachers within each content area 6. Decrease enrolllrent in Guidance August 1992 Central office Camtunicaticn of action Statistical l=-level classes Administration Principal to staff, along with evaluation of so nore individual Departrrent Chairs Glidance expectations academic performance attention is possible Deparbrent of these students Chairs .. ' t'  IMProJ!llI' PLAN  Target: High Expectations Outcane: To inplenent programs that will aid \"at-risk\" students in mastering requirerrents for graduation w V, 1. 2. 3. 4. .ACTIONS Conduct a survey of students/teachers on reasons for poor attendance, dropping out or making failing grades on the pru:t of students. Prarote student participation in the follc:Ming programs as necessary --oaipensatory education -alternative school p~nt -reaclin9' program (PALS, Ll'Jl)\n.iorkstudy programs -suwart groups -incentive programs -parenting skills for students Inplement attendance alert teams Provide incentive programs within classes and/or departnents so students can be recognized for their efforts RESIOISIDILITY English classes and staff surveys CCllllSelors, special services Attendance administrator, OC11p,1ter services director Academic department Renaissance Team Department chairpersons TIMELINE RESOl.JK:ES STAFF DE.VEWPMENI' EVALUATIODNA TA 1991-92 Staff and Staff meeting SUrvey results and. students identification of tq\u0026gt; ten conoerns May 1992 Special Review conoerns for services changes September Attendance Staff meeting CCJl{'Uter generated 1993 administrator attendance report for and OC11pUter each grading period services Fall, 1991 Renaissarce Faculty rrcetings Statistics analysis program on attendance, :ill,proved grades, graduation rates  ANNUAL SCUOOL IMPROVEMENT PLAN (Please insert after this page) Nit  .!' r \"' REPORT to the NORTH LITTLE ROCK BOARD OF EDUCATION From the COORDINATING COMMITTEE ON DISCIPLINE MAY 1995 \\. ~ Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Overview The Coordinating Committee on Discipline was appointed during Spring of 1994 through the Office of the Superintendent to develop recommendations relating to the broad area of discipline in the North Little Rock schools (see Committee list in Appendix A). The Coordinating Committee met from August, 1994, through May, 1995. In weekly meetings, it defined discipline, identified the areas of concern, and selected the categories for Focus Groups. More than two hundred and fifty people were involved in the Committee and Focus Group activities, contributing more than 1200 work hours of time to the project. Dr. Allan Ward of the UALR Department of Speech Communication served as Project Facilitator. The Coordinating Committee organized sixteen Focus Groups. Each Focus Group included a category of participants in the school system, including parents, teachers, students, administrators of the elementary, middle, and high schools, bus drivers, law enforcement/related personnel, alternative elementary school teachers, and alternative secondary school teachers. The Focus Groups identified needs and recommended solutions. Facilitators for the Focus Groups were Dr. Linda Pledger and Ms. Christy Standerfer of the UALR Department of Speech Communication. The Coordinating Committee reviewed the recommendations of the Focus Groups and, through a series of discussions and written drafts, prepared this final report to be presented to the Board of Education. Committee Definition of Discipline For the purposes of making recommendations to the Board of Education, this Committee uses the following definition: Discipline is the process of learning and following clearly defined guidelines for productive behavior and of identifying penalties for violations of that behavior. This process includes the acceptance of responsibility for choices and consequences, thereby demonstrating selfcontrol and respect for self and others. 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Philosophy of Discipline The Committee feels it is important that all of the detailed work of writing and implementing discipline policies should be carried out in a spirit that views discipline differently from punishment. The Committee views discipline as a positive part of the process of learning, where we emphasize consequences for behavior. In this way, the process of disciplining can become a \"teaching moment,\" demonstrating how, in the future, alternative behaviors can produce more beneficial results. The positive benefits of discipline have an impact on individuals who are learning new behavioral choices and also on the learning environment which is freed from disruption and can concentrate its collective efforts on the activities related to education. There are three aspects of work with discipline that relate closely and must be constantly considered: first, written guidelines on discipline should be as specific as feasible\nsecond, flexible and reasonable application of the guidelines would be made in individual circumstances\nand third, the more frequent and extensive the communication is among all parties related to matters of discipline, the more consistent should be the individualized application of the guidelines. This philosophy of emphasizing the positive aspects of discipline can be infused into the educational system by all of us in a variety of ways in individual circumstances. 3 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Recommendations Discipline Policies 1. Review the district-wide policy currently in force. 2. If necessary, rewrite the policy in simple, direct language. 3. Review the policy with groups of students, parents, faculty, bus drivers, and law enforcement and related personnel to be sure the policies are clear to them, and invite their suggestions in the wording of the policies. Make them all owners of the process and the result. Be specific on cause and effect relationships\nthat is, list and define a specific offense and explain as specifically as possible the range of consequences for the person who abuses this guideline. 4. When the policies are completed, have a major kick-off campaign, in which these policies are made accessible to everyone. Hold assemblies for students, discussions for parents, review sessions for faculty, etc. Be prepared to implement the policies consistently starting on a date soon after the kick-off activities. Content of Policies 1. Describe categories of offenses from mild disruptions to lifethreatening situations. Identify the nature of the specific kinds of acts that come under each category. 2. Specify the personnel responsible for handling each level of offense. 3. Be very specific about the range of consequences for each category of offense. Be prepared to enforce these consequences consistently. 4 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Implementation of Policies 1. After the policies are revised, hold discipline training sessions for all district personnel. Encourage them to act promptly and consistently in all situations. Let them know that the goal is for all personnel to implement the policies with equal justice in all school environments. Emphasize positive aspects of maintaining a safe and orderly environment for learning. 2. Implement a plan for addressing infractions specifically and quickly. 3. Ensure that timely feedback occurs among all parties involved. Student Support 1. Develop training plans for peer facilitation: a. Increase time of peer panel sessions. b. Develop \"Buddy\" system for long-term relationships. c. Bring together students with similar concerns. 2. Offer both guidance and personal counseling services for students, adding personnel as funds become available. 3. Identify at-risk students as early as possible and provide assistance. Student Safety 1. Increase hall supervision. 2. Increase the use of metal detectors and video cameras on school property. 3. Expand number of resource officers. 4. Provide teacher training on gang-related issues. 5. Monitor the process of admitting students from other districts. 5 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Follow the procedures for disciplinary referrals and evaluate them for efficiency. 7. Assure quick access and response time for all teachers in obtaining assistance. 8. Make intercoms accessible in all staff work areas. 9. Work with the NLR Police Department to do an analysis of each school building, in order to be aware of any security measures that should be implemented. 1 O. Consider adding aids or increased video monitoring on bus routes with documented behavior problems. Student Self-respect 1. Share information about successful incentive programs across the district. 2. Review incentive programs to determine effectiveness in promoting good student behavior. 3. To improve the image and perceptions about schools, disseminate regularly information about the positive things students are doing. 4. Establish a procedure for on-going discussions so students can voice their opinions and make suggestions. 5. Promote more student interaction with educators and people in the community. Law Enforcement and Related Personnel Recommendations 1. Develop a method of networking among students, parents, school officials, probation officers, juvenile justices, law enforcement officers, resource officers, OHS, and any other pertinent agencies. 2. Notify schools and teachers of the students under court jurisdiction. 6 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Lobby for legislation that would have an impact on discipline, such as acts that would expand and improve the juvenile justice system, and that would add a OHS office in NLR and a probation office in NLR. 4. Provide more full-time resource officers in schools as needed. 5. Provide all school personnel with training in conflict management. 6. Incorporate into the curriculum in all grades the teaching of personal responsibility. 7. Explore ways to make parents feel welcome in schools. 8. Monitor the method of documenting and reporting discipline incidents for clarity and consistency. 9. Enforce all attendance regulations. New Teachers Guidance 1. Develop a mentoring, buddy system. 2. Create orientation on procedures and discipline. 3. Do not overload schedules of new teachers\nconsider release time for observing mentor's teaching skills\nand have new teachers observed in classroom and assisted if necessary. 4. Encourage administrators to hire as early as possible in order to have the schedule completed as soon as possible so teachers can be prepared. Coordination of Policies Between High School Campuses 1. Schedule periodic dual-campus faculty meetings to insure increased communication between staffs. 2. Review all dual-campus faculty meetings to ensure increased communication between staffs. 7 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Identify as early as possible students at risk of not completing high school and provide assistance. Accou ntab i I ity 1. Offer viable alternatives for students (such as vocational training and apprenticeships). 2. Develop clearly written procedures and referral processes, including a range of acceptable options for discipline. These options will provide parents and students and educators with alternatives from which to choose, such as parenting skills training to be attended by both parents and students. These options will also enable the educator to exercise creativity in dealing with individual circumstances in unique and innovative ways. 3. Design and implement staff development programs for conflict management adapted to meet the needs of each building. 4. Develop a plan for recruiting positive role models for minority males. 5. Develop a pre-K through 12 program to teach students conflict-management skills and to build positive self concepts. Reality of Gangs 1. Provide periodic training for all administrators, teachers, support personnel, parents and community in the sociology and basics of gang-related matters 2. As soon as possible, appoint a Task Force to research, plan, implement, and evaluate a program of positive options to replace gang-related activities. The Task Force should include representatives from home, school, and community. 8 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Positive Feedback 1. Carefully record and quickly publicize accomplishments in the area of discipline, including policy and responses to wellknown incidents. 2. The NLR newspaper should be contacted by the district's Information Coordinator for continuous positive coverage of progress made. 3. The Information Coordinator should consider the feasibility of producing an employees' newsletter and of devoting a section of current publications of the school system to provide continuous positive feedback. 4. At school assemblies, PTA meetings, faculty meetings, administrative sessions, etc., a place on the agenda should always be available for an update of the positive things being implemented. 5. In conjunction with the NLR newspaper and the schools, consider developing a periodic column and/or an insert such as Positive Results, written by rotating high school student interns, accountable to the journalism teacher and the newspaper. Listening To and Empowering Students 1. Schedule small group meetings on a regular basis so all students will have the opportunity to express themselves. At the students' request, bring in others, such as law enforcement officers, counselors, administrators, bus drivers, who can address various topics of concern to the students. Send reports from the student group meetings to the appropriate personnel. 2. Empower the students to use the procedures of working through the system, including the Principal, the Superintendent, and the Board. 9 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Alternative Schools, Elementary 1. Rename the Alternative school, omitting the word Alternative. 2. Provide clearly-defined entry and exit guidelines, including who is involved and who makes decisions at each step. 3. Provide more on-site counseling opportunities for students. 4. Provide written information from the school staff for parents of children in alternative schooling, including legal aspects and procedures for entering. 5. Continue to provide staff development and networking with other programs and agencies. 6. During the coming year, explore alternative schools in other states for options used in disciplining students. 7. In staff development, address legal issues concerning discipline, including procedures for Family in Need of Supervision (FINS)\nprocedural due-process\ntort law\nstate codes on behavior\nIDEA\nSection 504 of the Rehabilitation Act of 1973\nand provide yearly training in non-violent crisesprevention and intervention. Alternative Schools, Secondary 1. Provide clearly defined entry and exit guidelines, including who is involved and who makes decisions at each step. 2. Provide thorough orientation program for all new students. 3. Provide social skills curriculum supervised by trained professionals to help the students' interpersonal behavior. 4. Maintain low student-teacher ratio with paraprofessionals to aid teaching teams. 5. Include in-service training for working with behaviordisordered youth. 1 0 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Continue to work with juvenile intervention programs, including Step One Early Intervention Program and the Youth Challenge Program at Camp Robinson. 7. Explore the feasibility of including a Student Assessment Class (SAC) for alternative students. 8. Consider daily use of metal detectors at Argenta and the Boys' and Girls' Club. 9. Provide teachers with training in physical crisis intervention. 10. Explore the possibility of uniforms for students, with possible corporate sponsorship to fund those in need. 11. Expand programs for students with alcohol and drug problems and for children of alcoholics. 12. Include parental responsibilities as part of the intake process, e.g. regular school visits and enrollment in parenting classes. 13. Continue to encourage progress toward site-based management and decision-making. 14. Implement in-house G.E.D. option. 15. Ensure that teachers have sufficient and current materials. 16. Consider incentive stipends for teachers in alternative schools. 17 Provide more on-site counseling opportunities for students. On-going Future Efforts The Committee suggests that the superintendent create an ongoing committee with rotating membership to review discipline concerns and make recommendations for change. 1 1 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Facilitator's Recommendations for Using Team Focus These suggestions are made as a way to efficiently implement the next steps of the NLR work on discipline. Team Focus is an interactive computer-based program originally operated by IBM. This equipment is now at UALR and just becoming available for use. Participants meet around a U-shaped table as they might in a regular conference setting with a recessed computer station in front of each of them. A facilitator assists in the user-friendly computer generation of ideas, editing, and prioritizing, with intermittent discussion among participants. Because all participants have simultaneous input into the computergenerated group results, the Team Focus process makes maximum use of participants' time, accomplishing in a short session what might take long multiple meetings without the equipment. The Committee this year has conducted a broad needs assessment, has made many specific suggestions for implementation, and has identified areas that need further detailed work. For the next phase in the ongoing work with discipline, these recommendations are made: 1. To implement those recommendations that need no further study. 2. To let the appropriate administrative offices implement recommendations related to their respective areas. 3. Where more detailed steps to be taken are needed, to appoint several smaller committees, each with a very specific narrow area of focus. 4. To use the T earn Focus resources for each of these committees to create specific action steps and to prioritize them within a short time frame. 5. To utilize the services of UALR Team Focus facilitator Dr. Michael Hemphill, Chair of the Department of Speech Communication, to coordinate these committees' efforts using the new equipment next year. 1 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Appendix A Coordinating Committee on Discipline Members Bobby Acklin Harold Allen Rhonda Banks Bill Bowers Joyce Brewer Dana Chadwick Johnnie Collier Kathy Cook Esther Crawford Rose Dirden Christine Hickman Charles Hunter Fran Jackson Robert Johnson Louene Lipsmeyer Mable Mitchell Nancy Moore Lou Scott Sherry Smith Helen Stegal Winston Turner Bill Whitten Gayle Wing Assistant Superintendent-Desegregation Principal-Glenview Elementary Parent/East Campus PTA President Administrative Asst-Lakewood Middle School Parent Director of Secondary Education Teacher-NLRHS-West Campus Principal-Rose City Middle School Director of Elementary Education Teacher-Belwood Elementary Parent/HIPPY Program Parent/Biracial Committee Director of Student Affairs Parent/Biracial Committee CTA President/Teacher-Central Elementary Board of Education School District Psychologist D.A.R.E. Officer CTA/Teacher-Ridgeroad Middle School Parent Teacher-Lakewood Middle School Counselor-Boone Park Elementary Parent/PTA Council 1 3 PROHIBITED CONDUCT AUG 1 8 1995 Ofifc e of DesegregatioMno rntonng FBJ Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation, and various other influences that result from student misbehavior. Certain student actions are beyond the definition of acceptable student behavior and are therefore prohibited in school. Prohibited conduct includes, but is not limited to the following: 1. Disregard for directions of teachers or administrators. 2. Disregard for directions of bus driver, lunch aides, or other authorized school personnel. 3. Disruption and/or interference with the normal and orderly conduct of school and school sponsored activities. 4. Behavior that involves indecent and/or immoral acts. 5. Wagering or any form of gambling. 6. Physical abuse, assault, insult or threatened physical abuse to a school employee. 7. Physical abuse, assault, insult or threatened physical abuse to another student or any other individual. 8. Possession of knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun, mace, tear gas, pepper spray, or any other object that can be considered a weapon or dangerous instrument. 9. Possession of alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy\nor using, under the influence, offering for sale, selling, or buying alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10. Destruction of or the attempt to destroy school property. 11. Stealing or the attempt to steal school property or the property belonging to another individual. 12. Cheating or copying the work of another student. Page 1 of 2 PROHIBITED CONDUCT FBJ 13. Failure to abide by attendance rules. 14. Excessive tardiness to class. (Secondary use only) 15. Use of profanity, vulgar language or obscene gestures. 16. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 17. Engaging in verbal abuses such as name calling, ethnic or racial slurs, or using derogatory statement to other students, school personnel or other individuals. 18. Hazing includes subjecting students to indignity, humiliation, intimidation, social or other ostracism, shame or disgrace. 19. Gang Related Activities include belonging to or participating in secret societies of any kind. Gangs are prohibited on school grounds and at school-sponsored activities. Clothes, jewelry, hand signs, and other symbols of gangs and gang membership are not permitted. 20. Sexual harassment. The School District reserves the right to establish rules in addition to those listed above and to punish those who are guilty of their violation. Punishment may include detention study hall, suspension, expulsion or referral to the police. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 2 of 2 DISORDERLY ACTIVITIES FBM Disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Page 1 of 1 DISRUPTION OF SCHOOL FBQ No student shall by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct intentionally cause the substantial and material disruption or obstruction of any lawful mission, process or function of the school. Neither shall a student engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if such a disruption or obstruction is reasonable certain to result. Neither shall a student urge other students to engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if the disruption or obstruction is reasonably certain to result from his/her urging. Any student who threatens a teacher or a teacher's family shall be disciplined by the building administration. The student will not return to class until the building administration has taken appropriate action concerning the incident. A conference with the custodial parent or guardian, an administrator and the teacher, will be scheduled by a building administrator as soon as possible following the incident. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 1 of 1 DRUGS AND ALCOHOL FBO The North Little Rock School District recognizes that student alcohol and other drug use is illegal and harmful and can seriously impair capacity to learn and to function effectively in our schools Therefore, the North Little Rock School District prohibits the possession, use, distribution or sale of such substances. Further, the North Little Rock School District supports a comprehensive program approach which includes, prevention, early identification/referral, intervention, and support/after-care to prevent or disrupt the use of alcohol and other drugs. The services of a certified drug/alcohol counselor are available at no cost to District students and parents. This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus}, or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To posses, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. Page 1 of 2 DRUGS AND ALCOHOL FBO 1. First violation: The student shall be suspended to the North Little Rock Boys and Girls Club for a minimum of ten (10) school days. The police may be called. Proof of professional help is required when the student returns to school, and a parental conference is required prior to readmission. 2. Second violation: The student shall be expelled for the remainder of the school year. B. Selling or buying on school property any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. ( 1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/ drug counseling may be grounds for expulsion. Page 2 of 2 EXPULSION FBT The Board of Education may expel a student for the remainder of the school year for conduct it deems to be of such gravity as to make short-term suspension or other disciplinary action inappropriate or where it finds that the student's continued attendance at school would be disruptive to the educational program or would pose unreasonable danger to other students or staff members. (Arkansas Statute 80-1516) The Superintendent of Schools, or his designee, shall give written notice to the parent or legal guardian that he has recommended to the Board of Education that the student be expelled for the remainder of the school year. The notice shall be sent by registered or certified mail to the address shown on District records. The notice shall contain a statement of the reason(s) for the recommendation and shall reflect the date, hour, and place where the Board will hear and act upon the recommendation. The hearing shall be conducted not less than three calendar days nor more than seven calendar days following the date of the notice, except that the Superintendent and the parent or legal guardian may agree to a date not conforming to this limitation. The President of the Board or other designated Board member shall preside at the hearing. The student shall be entitled to representation by legal counsel. The hearing shall be held in open session of the Board unless the parent requests that the hearing be conducted in a meeting that is closed to the public. During the hearing, the Superintendent or designee will present evidence, including the calling of witnesses, that gave rise to the recommendation of expulsion. The student, or representative, may then present evidence, including the statement of persons with knowledge of events or circumstances relevant to the charges made by the Superintendent. Formal cross-examination will not be permitted. Questions of clarification, however, may be raised by any member of the Board, the Superintendent, or designee, or the student or his/her representative. The presiding officer shall decide in case of question about the appropriateness or relevance of any question asked by any participant. Act 567 of 1995 requires expulsion from school for a period of not less that one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 SAFETY REGULATIONS BICYCLES/MOTORIZED VEHICLES FCF Students in grades seven and eight are permitted to ride motorcycles to school but are not allowed to drive automobiles. Licensed students in grades nine through twelve are permitted to drive automobiles to school. In order to have the privilege of driving any motorized vehicle, the student must complete a registration form provided by the school. All vehicle drivers must obey the following rules: 1. Observe all traffic regulations required of automobile drivers. 2. Ride single on bicycles and motorcycles. Safety helmets must be worn by riders of motorcycles. 3. Park in designated places and leave the area immediately. Students should not return to their vehicles during the day for any reason unless authorized to do so by school personnel. Bicycles, motorcycles, or automobiles may not be driven (or ridden) during the school day unless student has properly signed out in the office and is departing the campus 4. Prohibited substances, items, and weapons found in a vehicle parked on a school campus will subject the driver of the vehicle to all penalties described by policies. The school cannot be responsible for stolen or damage to property\ntherefore, students are encouraged to use locks. Page 1 of 1 STUDENT DRESS AND GROOMING FBD The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all time. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed. 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No caps, hats, or sunglasses will be worn in school building(s). These items are best left at home. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If in the judgement of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Page 1 of 1 SUSPENSION FROM SCHOOL FBS The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. The school principal is authorized to suspend a student from class attendance for disciplinary reasons for a period of time not to exceed ten school days, including the day upon which the suspension is imposed. The suspension may be off-campus or may be to the on-campus student assignment class. A student may be suspended if he/she: 1. Violates school policies, rules, or regulations. 2. If guilty of conduct which substantially interferes with the maintenance of essential school discipline. 3. Is guilty of conduct which, in the judgement of school administrators, warrants the reasonable belief that substantial disruption of school operations will likely result. 4. If guilty of incorrigible conduct, including insubordination, disorderliness, and defiant and hostile acts\ntruancy or cutting class\nfighting or other hostile behavior\ndestruction of school property\nact involving moral turpitude\nor violation of parking regulations. School officials shall determine whether the alleged misconduct, if proven, would warrant a suspension from classes, and then shall proceed as follows: 1. The student shall be advised of the exact charges against him/her. 2. If the charges are denied, the evidence shall be explained and the student given the opportunity to present his/her facts or opinions. 3. If the school official finds the student guilty of the misconduct, a suspension may be imposed. 4. If possible, prior to the suspension, the custodial parent or guardian will be notified of the reason for the suspension, its duration, and the manner in which the student may be readmitted to class. If the suspension results from an Page 1 of 2 SUSPENSION FROM SCHOOL FBS incident with a teacher and if the teacher requests a conference, the student will not be readmitted to classes until a conference with the custodial parent or guardian has been scheduled by a building administrator. Every effort will be made to schedule the conference when the teacher is available. Availability would be defined as, \"before/after school and during the teacher's preparation period.\" 5. On the day the suspension is imposed, a written notice of suspension will be mailed to the parent or guardian at the address shown on the school records of the student. 6. The parent(s) or legal guardian(s) of a student shall have the right to appeal a building level decision as outlined in the student handbook section, \"Complaints, Problem Solving, and Appeal Procedures.\" Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. If a student is assigned to SAC three times in a given school year, any subsequent serious misbehavior will result in that student being suspended off-campus (Boys' Club, Alternative School or home) for a maximum of ten (10) days. Chronic severe discipline problems may be grounds for recommending expulsion for the remainder of the school year. An alternative school for secondary students has been established for suspension of students who are identified as having severe discipline problems. While under suspension, students shall not be eligible to participate in, practice for, or attend any student activity whether during or after the school day. These activities include both Vespers and graduation. Absence from school due to off-campus suspension shall be treated as an unexcused absence. Page 2 of 2 WEAPONS AND DANGEROUS INSTRUMENTS FBP No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a knife, razor, ice pick, explosives, mace, pepper spray, tear gas, pistol, rifle, shotgun, pellet gun, or any other instrument or substance capable of causing bodily harm. Act 57 of 1994 prohibits any minor under the age of eighteen (18) from possessing a handgun and sets the criminal penalty for possessing a handgun on a school campus, on a school bus, or at a school bus stop. Violation of this state law is a Class D felony with no provision for a suspended or probated sentence. Students found in possession of a handgun will not be treated as a first offender. Act 567 of 1995 requires expulsion from school for a period of not less than one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 ABSENCES AND EXCUSES FADA The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instances parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal. 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students who have unexcused tardies or absences shall be disciplined accordingly. No make-up work shall be allowed if the absence is unexcused. A student who accumulates six (6) unexcused absences in a course during a semester shall not receive credit for that course. Exceptions may be granted by the principal after consultation with teachers, counselors, and others who have knowledge of the circumstances. School principals will notify parents or guardians when students unexcused absences total three (3). Notification will be made by telephone (on the same day) or by mail (on the following day). Schools will notify the prosecuting attorney's office when students unexcused absences exceed six (6). The prosecuting attorney can recommend that courts impose civil penalties on parents not to exceed $500 plus court costs and other fees assessed by the court. Act 572 of 1995 amends Arkansas Code 6-18-222 related to school attendance. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused, and no make-up work shall be allowed. Because a student is required to be in attendance, days of suspension to the oncampus Student AssigQment Class (SAC) and/or the suspension class at the North Page 1 of 2 ABSENCES AND EXCUSES FADA Little Rock Boys and Girls Club are not counted as days of absence. A student who is exempted from compulsory school attendance (18 years of age or older) will not be permitted to enroll in school after the 6th day of the first semester or after the 6th day of the second semester unless the principal determines that extenuating circumstances exist. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. Arkansas Code 6-18-222 requires school districts to notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer in school. The Department of Finance and Administration is authorized by state law to suspend motor vehicle operator's licenses of students under the age of eighteen ( 18) who are not enrolled in school. Act 876 of 1989 authorizes school districts to enter into cooperative agreements with law enforcement agencies to detain suspected truants during school hours. The North Little Rock Police Department will detain and question school-age children who are not in school on those days and hours that the North Little Rock Schools are in session. Secondary students who are found off school grounds without permission from the school will be transported to Argenta Alternative Education Center. Parents will be contacted for further action on the truancy. Page 2 of 2 ENTRANCE REQUIREMENTS FMB In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than sixty days, who will become five during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October 1 of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher, and the child's parents. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in the first grade of an Arkansas School District or a private school, but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. Act 363 of 1993 amends Arkansas Code 6-18-208 as follows: (a) Prior to a child's admission to an Arkansas public school, a school district shall request the parent, guardian or the responsible person to furnish the child's social security number and shall inform the parent, guardian, or other Page 1 of 2 ENTRANCE REQUIREMENTS FAAB - responsible person that, in the alternative, they may request that the school district assign the child a nine (9) digit number designated by the Department of Education. (b) Prior to a child's admission to an Arkansas public school, the parent, guardian, or responsible person shall provide the school district with one ( 1) of the following documents indicating the child's age: ( 1) A birth certificate\n(2) A statement by the local registrar or a county recorder certifying the child's date of birth\n(3) An attested baptism certificate\n( 4) A passport\n(5) An affidavit of the date and place of birt\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_432","title":"Finances","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":["1989/1991"],"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","Education--Finance","Education--Evaluation","School management and organization"],"dcterms_title":["Finances"],"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/432"],"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":["6 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\nFINANCE COMMITTEE SUMMARY November 21, 1989 GOVERNING GUIDELINE FOR THE COMMITTEE: \"How to achieve adequate funding for our schools.\" 1. 2. 3. 4 . Areas to explore: to review present operating cost. Ways to increase revenues. Best ways to Invest the money we do have. Propose Immediate and long term options. TOPICS DISCUSSED AND RECOMMENDATIONS A. Reorganize district debt to lower payments over the next few years by extending that debt over a longer period of time. *B. Shift current debt mills that are no longer needed to fund debt payments to maintenance and operations so that additional revenues may be realized through the forty percent (40S() pullback provision of State law which allows the pulling back of revenues from the succeeding year for current year use. *C. Participate in inter-district schools designed to enhance the desegregation programs of all three districts located In Pulaski County, which will enhance the revenue condition of the districts by providing more State funding. D. Merged Services (ranked according to savings potential). 1. 2. Food Service - seemed to have most promising value. Transportation - although complicated. Is a likely area for significant savings when thoroughly studied. 3. Printing services - some savings presently realized by utilizing vo-tech program. 4. E. F. G. Should investigate to maximize utilization. Data Processing - unlikely due to widely differing methods of operation. 5. Purchasing - all three districts are already appear to be receiving maximum benefits due to their own high volumes. 6. Warehousing Functions - no obvious savings apparent. exploring further. other non-profit sector? Selling Services *1. But worth Can excess space be leased to other districts or Food Services - sales to other districts not just to North Little Rock and Little Rock. 2. Data Processing Services - explore possibility of selling services to other districts. Continue To Build On \"Business Partner's\" Relationship. Positively Take Full Advantage of Free or Low Cost Programs. (Recent Commercial News Deal Pulaski County Accepted Is a Good Example). H. Grant Money - Maximize our opportunities to receive all funds that are available. *1. All Incentive and magnet programs should be closely monitored to assure a favorable cost:benefit ratio. J. Voluntary pupil movement may cost more initially, but is necessary to guarantee parental support, and provide necessary stability that will produce greater long term savings and enhance ability to raise funds. *K. Develop Slick Advertising Campaign to Promote: Theme - \"Good things that are happening in our schools.\" 1. 2. 3. 4. 5. Parent Involvement with school and administration. Teachers and administrators - quality and commitment. Combat negative media image. Quality of education In every school. Extra opportunities available: magnets, incentive. Inter-district. 6. The Importance of parents and patrons. Perceived stability through positive ad campaign will promote real stability which will enhance our opportunities for increased public funding. FINAL COMMENTS Our committee felt that time allowed was too short for adequate study of Pulaski County Special School District's financial condition. We also believe current committees should be continued beyond the planned preparation to monitor and enhance implementation. Which would promote the essential parent/patron Involvement which is needed in our school system. *Indlcates areas we consider to have a high probability for immediate Impact on our financial condition..5 Deloitte \u0026amp; Touche Ill Center Street, Suite 1800 Little Rock, Arkansas 72201-4420 Telephone: (501) 374-0206 Facsimile: (501) 374-4809 March 7, 1990 Mr. Eugene Rev i I Ie Metropolitan Supervisor Office of Metropolitan Supervisor Her i tage West Bui Iding 201 East Markham, Suite 510 Little Rock, Arkansas 72201  Dear Mr. Revi lie: Deloitte \u0026amp; Touche is pleased to respond to your request for assistance in performing an assessment of the costs incurred by the Little Rock School District (the \"District\") which are attributable to the U.S. District Court (the \"Court\") desegregation order. This proposal is based upon: Information supplied to us during personnel and yourself. interviews with both District read i ng of the February 16, 1988 II Recommendations of the Special Master. II Interim Report and A  A reading of Volume I of the \"Little Rock School District Proposed Desegregation Plan\" dated January 31, 1989.  A reading of the District's Fund 13 (i.e.. Desegregation Account) record of expenditures for fiscal year 1989. Based upon our initial interviews and preliminary assessment of the documents supplied to us by the District, we believe that a more detailed accounting of District desegregation activities would appear to de desirable in order to:  Establish rules for the District's accounting and reporting of desegregation costs for reimbursement by the Court's desegregation fund. Estab I i sh a base year II programs and associated costs. benchmark for allowable desegregation order This procedure is necessary in to both provide the District with a basis for financial forecasting and for the Court to have a mechanism to readily identify new initiatives of the District which are additions to the approved \"base year\" programs. Since each succeeding year's budget for the District builds upon the platform of the District's prior year desegregation programs, it is essential to clarify allowable base year desegregation costs so that both the Court and the District can monitor program performance and costs.STATEMENT OF THE EXISTING SITUATION The Metropolitan Supervisor serves as an agent of the U.S. District Court in allocating funds to the Little Rock School District to implement Court mandated changes in the District's operations and programs to achieve a goal of desegregation. The Metropolitan Supervisor has a responsibiIi ty to ensure than desegregation funds are used in an appropriate and prudent way In recent months both the to implement the directives of the Court. Metropolitan Supervisor and the Court have expressed concerns regarding the reasonableness of costs which the District has reported as being incurred to achieve the desegregation goal. A more detailed accounting of program expenditures for desegregation activities Fs essential to provide the Court and the Metropolitan Supervisor with the assurances that:  Claimed desegregation costs fully conform with the plan for desegregat ion.  Claimed costs are reasonable and have been incurred by the District.  Claimed costs correlate to the specific programs identified in the plan, and that actual expend i tures by the District for desegregation programs conform to the budgets set forth in the plan. The Little Rock District s i m i I a r I y i s reimbursement process for desegregation costs. experiencing problems with the operated at a deficit, and is experiencing H The District recently has cash flow\" problems. In this environment the District's financial planning can be greatly disrupted if:  Claimed reimbursements for desegregation costs are disallowed by the Court.  Court payments are not made on a timely basis. Certain financial Distr ict can be alleviated forecasting difficulties currently experienced by the if a set of rules for the accounting and reporting of allowable desegregation costs can be developed. POLICIES NEEDED TO ASSURE RELIABLE INFORMATION Our preliminary analysis of the existing situation has identified a series of policies that must be developed to define an H cost. H allowable desegregation It should be noted that the listing of policies identified here is preliminary in nature and is based upon our initial two-day assessment of the existing situation in order to develop this proposal. During the performance of the project, we would expect to substantially refine this preliminary listing of required policy decisions. Policies which appear to be required include addressing the following questions\n- 2 -)  What percentage of target group students which must compromise program beneficiaries in order to permit 100% of program costs to be al lowed?  Should desegregation costs not presented or itemized in the plan be al lowed?  Should claimed desegregation costs be allowed to vary significantly form the budgeted amounts set forth in the plan?  Should programs implemented before the desegregation order funded in whole or in part from the Cour Vs desegregation funds? be The preliminary listing of policy issues described above and other issues that will possibly be identified during the project must be addressed and resolved in order to establish the allowability of certain costs claimed by the District. OBJECTIVES OF THE PROJECT Our objectives in performing this project include:  Assisting the Metropolitan Supervisor in establishing a financial report ing procedure which prov i des means of report ing desegregation costs associated with specific desegregation programs Iisted in the plan. a Identifying policy decisions which are necessary to establish which programs and costs will be allowable reimbursable desegregation costs.  Contrasting program expenditures with the beneficiaries of those program expenditures to identify instances where the costs of a desegregation program activity should possibly be shared by the District and the Court. Identifying expenditures, if any, which vary significantly from the budgeted amounts for the program set forth in the plan. Identifying expenditures, if any, claimed by the District which may not be clearly attributable to the plan.  Developing recommendations to strengthen the process for updating and monitoring the District's plan for desegregation. In conducting our analysis we plan to use fiscal year 1989 plan, budget and expenditure data as the benchmark year for establishing programs and costs which are allowable and reimbursable costs. The policy, procedure and reporting issues identified during our analysis of fiscal year 1989 data should provide the necessary foundation for the Court to evaluate and act upon subsequent fiscal year claims by the District for cost reimbursement. - 3 - WHAT WE PROPOSE the District's claimed The appropriate starting point for analysis of desegregation costs would appear to be the fiscal year 1988 operating The fiscal year 1988 expenditures will provide a basis for expend i tures. the subsequent evaluation of fiscal year 1989 expenditures to determine whether fiscal year 1989 District activities are new initiatives in response to the desegregation order or are reclassifications of previously existing activities and programs. In establishing the fiscal year 1988 expenditure data, we will analyze and document:  District programs existing in served and costs. 1988 in terms of size, students  Identify teacher/pupiI ratios by school. We will also prepare a profile of each school for which desegregation costs were claimed in fiscal year 1989. The profile for a school will document the status of the school with respect to the desegregation activity in fiscal year 1988. As an example, the District has indicated that additional custodial employees were assigned to certain schools in fiscal year 1989 as part of the desegregation initiative to improve the cleanliness and Our profile of fiscal year 1988 practices would appearance of the school. establish whether a custodial employee claimed in fiscal year 1989 was or was not performing substantially the same duties in fiscal year 1988. Once we have established the fiscal year 1988 benchmark data, we will then Activities claimed by the District analyze fiscal year 1989 District costs to isolate desegregation related activities instituted by the District. will be costed on a program basis. We will then contrast the fiscal year 1988 benchmark data with the fiscal year 1989 desegregation costs claimed by the District to:  Identify on a program-by-program basis new desegregation activities implemented by the District. Building upon the custodial example, we might indicate that five new custodians had been retained and assigned to schools A, B, C, D and E. V,'  We would also estimate the cost of this program. Identify instances and associated costs where a preexisting fiscal year 1988 activity had been reclassified as a desegregation cost. Again as an example. if a student/teacher ratio at a particular school were ten to one in fiscal year 1988, we would identify a claimed desegregation cost in fiscal year 1989, if it purported to be for the purposes of reducing the student/teacher ratio at the school to a ten to one ratio. - 4 -t It should be stressed that both the custodial and teacher/student ratio examples are presented only as examples to facilitate an understanding of our planned approach. We have no information which indicates these examples are factual and they should not be construed as factual by the reader. After we have isolated the specific desegregation activities of the District in fiscal year 1989, we will perform additional tests. One test wiI I consist of a program activity-by-activity review to determine whether the program activity is focused upon the targeted disadvantaged student group or serves a I I students. If all students participate in a particular program activity, we will determine a reasonable allocation of the program activity's costs between those allocable to the target group and those allocable to the non-target group. We will contrast each desegregation program and its associated costs with the desegregation plan to identify, if any:  Programs which are not referenced in the plan.  Programs where expenditures have been claimed by the District which vary significantly from planned amounts. We wi I I select expenditures on a random basis and will examine 1) support to verify the desegregation related nature of the expenditure and 2) related disbursement support. We will then prepare a report for the Metropolitan Supervisor which lists in sequential order each program activity claimed by the District in fiscal year 1989 as a desegregation related activity. For each program, we will:  Briefly describe the purpose and objective of the program activity. Identify the costs of the activity. Identify and explain, if applicable, any costs which appear to be reclassifications of an activity which existed and was performed in fiscal year 1988, the base comparison year. Identify program activities which are shared by disadvantaged and other students and recommend an appropriate proration of costs. Finally, we will track and list legal expenditures by the District from fiscal year 1981 to the present. If District records permit, we will also classify legal expenditures as related or unrelated to the desegregation suit. Our final report will also identify certain policy decisions required in order to clarify the reimbursement process and wiI I further present recommendations for the types of reports which should be prepared by the District to support future claims for reimbursement. - 5 -Only the Court can and should decide whether a particular District desegregation initiative meets the intent of the Court order. Our proposed I eve I of assistance intended to ensure that both the Metropolitan Supervisor and the Court are in full possession of the facts with regard to the financial and program activities data. Such facts wi11 ass i st providing them with sufficient information to permit them to make difficult decisions regarding the appropriate allocation of funds to the District for desegregation activities. I s i n PROJECT STAFFING Our proposed project team for this engagement will include: Mr. David Bankard, a partner from our Firm's national public sector pract ice. Mr. Bankard will serve as the engagement partner and will be responsible for the overall performance of the work and for all deliverable products which are developed. Mr. C. Michel Haigh, the partner in charge of our Firm's Little Rock office. our Firm. Mr. Haigh is a very experienced audit partner with He will serve as the technical partner for the project and will advise our project team regarding accounting treatments and testing procedures. Ms. Rozanne Thompson. pract ice, wi I I serve a manager as our the project manager. Firm's pub Iic sector She wiI I be responsible for the development of our detailed project work plan and the supervision of the day-to-day performance of the work. i n Ms. Lee Ann Shell, an audit manager in our Little Rock office, will serve as a team leader. The team will be further supplemented with senior and staff accountants from our Little Rock office. Our team collectively possesses the necessary blend of K through 12 expertise and knowledge of accounting and costing procedures to efficiently and effectively perform this analysis in a manner which is highly responsive to your needs. PROJECT SCHEDULE AND COSTS We estimate that the analysis can be accomplished in a six week period, are prepared to begin work on the project immediately. We - 6 - Our fee quotation for this project is $65,000 plus expenses. This quotat ion represents a significant discount from our usual and customary fees. The fee quotation includes an oral presentation and discussion of our findings and recommendations for the Metropolitan Supervisor and/or the Court. The fee quotation does not, however, include any expert witness testimony which may result from the performance of the work. Should expert witness testimony be required, we would plan to bill these services at our full standard rates. * We appreciate this opportunity to assist \"the Metropolitan Supervisor with the performance of this important project. It is our belief that the accounting rules and procedures which are developed during this project will provide the necessary framework for controlling and monitoring desegregation expenditures for many years to come. road It More importantly, the rules of the which are developed during this project will improve relationships between the Court and the District by establishing the financial parameters under which desegregation costs will be reimbursed by the Court. Our ability to perform the work described in this proposal is clearly predicated upon the cooperation of District personnel who will need to provide access to program and financial data. We look forward to working with you. Should you have any questions regarding this proposal, please feel free to contact either Mr. David Bankard at (312) 856-8130 or Mr. Mike Haigh at (501) 374-0206. Very truly yours. David M. Bankard Partner C. Michel Haigh Partner - 7 - TO: Little Rock School District March 16, 1990 Members of the Metropolitan Supervisor's Financial Committee FROM: Ruth Steele, Superintendent We need to seek endorsement from the Financial Committee on two items with respect to the use of desegregation settlement funds. 1) We have provided documentation to support our position that a hearing officer and related expenses should be included in the desegregation budget. Both our preliminary plan submitted to the Metropolitan Supervisor and the Court approved plan address' the needs to reduce the disparity of disciplinary actions. In our preliminary plan, we also submitted a funding proposal that included a hearing officer and a budget for positive student discipline. 2) The district has had a serious cash flow problem for the past year and a half. Although we received the first payments from the Settlement a couple of months ago, these payments merely reimbursed the district for desegregation expenses already incurred. cash. As a result, we are on the brink of running out of The Settlement provides for a $6,000,000 loan to be \"loaned\" to district for desegregation programs. We have asked our attorneys and the State to draft the loan documents so that these funds will be available to fund desegregation efforts. We are requesting that the Financial Committee establish and endorse a procedure that permits the LRSD to make withdrawals from the proceeds of the loan fund that are in the Metropolitan Supervisor's escrow account. It is requested that the procedure provide for timely withdrawals that will assist LRSD in avoiding unnecessary interest costs. The district has been negotiating with local banks for several weeks to secure a line of credit to alleviate our cash flow problems. They have requested that we pledge as additional collateral for the line of credit the Settlement payments to be paid on July 1, 1990. We request that the Committee endorse the district pledging the payments as collateral for a line of credit. The necessity to pledge these payments will be minimized if a procedure is established with regards to loan fund proceeds. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Little Rock School District To: From: March 21, 1990 V. a r\nOffice of Metropolitan Supervisor - Finance Committee \"KUth S. Steele, Superintendent of Schools Subject: Request for Determination on Allowable Desegregation Costs MW 2 1 W i..2! In keeping with efforts to ensure that desegregation funds are used in an appropriate way, the Little Rock School District (LRSD) submits for your consideration the following expenditure estimates for planned desegregation activities: 1. Curriculum Audit  A description of this activity, as written in the January 2, 1990 Tri-Distrlct Desegregation Plan is enclosed as Exhibit I. Current estimates on the cost for this activity are $5,000 for 1990-91 and $50,000 for 1991-92. Original cost estimates provided by LRSD for the curriculum audit were $5,000 for 1990-91 and $100,000 for 1991-92. It is our belief that the curriculum audit should be accomplished during the first semester of the 1990-91 school year to provide maximum effectiveness in the development of plans for reducing disparity in the academic achievement of students. Further, we believe that it would be beneficial to have advanced training in the 1989-90 school school year for two or more staff members who will serve on the internal audit team. This approach will permit members of the internal audit team to become familiar with the audit process and thus enable preparation of information for use by the external audit team. 2. Two-Run Bus System -- Exhibit II provides details on changing from a three-run to a two-run bus system. At this time, it is estimated that the annual cost for this part of the Desegregation Plan will be $600,000 for 1990-91 plus Increases 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3301of three percent for the next four years of the capital lease payment period. Revised costs estimates will be provided no later than the end of the five year payment period. We have been advised that an order for new buses should be placed no later than April 2, 1990 to ensure delivery for the beginning of the 1990-91 school year. 3. Information on Magnet Schools and Programs required by the Trl-Dlstrlct Desegregation Plan Is enclosed as Exhibit III. According to the Plan, Dunbar Junior High School will open In the fall of 1990 as an Interdlstrlct Magnet School for International Studies and for Gifted and Talented Education. A joint planning committee has de- veloped recommendations on facilities renovations that would be appropriate to the themes at Dunbar and would enhance recruitment of students to the new Interdlstrlct Magnet School. Cost estimates for Initial renovations at Dunbar are enclosed as Exhibit IV. He are seeking approval on the described renovations at this time so that work might proceed on schedule. Additional estimates will be submitted as planning continues on Dunbar.From: Tri-District Desegregation Plan - January 2, 1990 Exhibit I INFORMATION ON CURRICULUM AUDIT These recommendations are made in addition to the ones proposed by the districts. The individual district plans follow. PLANS FOR REDUCING DISPARITY\nLITTLE ROCK SCHOOL DISTRICT The Little Rock School District has identified three problems related to equity in the academic achievement of its students. First, disparity continues between black and white achievement, as evidenced by grades and standardized tests. Second, black and white students are disproportionately represented in certain classes, programs, and activities. And third. the level of learning expected from students often varies according to a student's race. These problems will be addressed in the following ways: Problem One\nDisparity in Educational Achievement Despite years of awareness of the problem and numerous attempts to combat it, the disparity in educational achievement between black and white students continues, worsening as students move from grade to grade. The Little Rock School District will develop the following programs to address this problem. Five-Year Program Review\nThe district will immediately develop a five-year schedule for the review of all courses and including incentive programs, and magnet schools. to determine whether their content is sufficiently challenging, students. relevant, and enriching to all 5Curriculum Audit: The Little Rock School District will conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a schedule, in order to prearranged assess their effectiveness for all students. Programs to be audited include, but are not limited to: Chapter 1 Reading and Math Drug Education Foreign Languages Four-Year-Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library-Media Mathematics Music Physical Education, Health, and Nutrition Education Program for Accelerated Learning (PAL) Reading Science Social Studies Special Education Vocational Education The first programs to be audited will include Chapter 1 Reading and Math, Guidance and Counseling, PAL Learning Lab, and Foreign Languages. The purpose of the review will be to determine whether programs need to be modified to increase their educational value to students. In some cases programs may need to be eliminated or drastically changed. Review Multiethnic Curriculum Guides: Curriculum supervisors will be required to review the use of the multiethnic curriculum guides in order to propose necessary revisions and modifications. This review will be done yearly so that problems which become apparent can be quickly resolved. Instructional Management: The Little Rock School District will seek assistance Instructional Management System in for establishing an Technology now exists that can analyze every a student. student's learning style and achievement level, predict success or failure in school based on certain factors, and prescribe the necessary interventions in a timely manner. The 6district will inunediately engage experts in instructional technology to devise such a system. It should be noted that this approach is intended to benefit the successful as well as the unsuccessful student. The district will attempt to have this program in place by 1991-92. Problem Two\nDisproportionate Representation in Programs The disproportion representation of blacks and whites is not' a problem that can be addressed by simplistic solutions such as quotas or percentages, which are often humiliating and frustrating to students. All students, both the gifted and the low-achieving. must be provided every opportunity to excel, contribute, produce. and be challenged in school. A necessary precondition for this to occur is a strong basic education for all students beginning with kindergarten or before, and enrichment for disadvantaged children so they can compete with the more advantaged without losing ground over the years. Enrichment activities include additional or extended homework centers, summer learning programs, Saturday classes, extended day programs, academic incentive programs, and tutorial services. In schools that lack these programs, the district will allocate funds to establish at least one such program in each school. Principals, teachers, and guidance counselors can positively affect this problem. However, Boards of Education and administrators must support their efforts and insist on optimum learning opportunities for all students. The extent to which staff development can assist teachers and administrators in dealing with this problem will be discussed in the staff development section of this plan. 7From: Tri-District Desegregation Plan January 2, 1990 Exhibit II DETAILS ON TWO-RUN BUS SYSTEM student Assignment Appeals Conunittee\nThe Appeals Committee will consist of one representative from each of the following organizations: the Biracial Advisory Committee the PTA Council the Little Rock Classroom Teachers Association The Appeals Committee will also include two members at-large appointed by the Board of Directors, and one ex-officio member (an administrator) appointed by the Superintendent. The Appeals Committee will meet once each month to hear appeals. It will review only the following types of appeals: --geographic isolation racial isolation medical hardship --extenuating circumstances (as defined by the parent) Transportation: For the 1989-90 school year, the Little Rock School District is using a three-run bus system with schools opening on the first run at 7:55 a.m., on the second run at 8:50 a.m., and on the third run at 9:40 a.m. For the 1990-91 school year, the Little Rock School District will use a two-run bus system with the first-run schools opening at 8 a.m. and the second-run schools opening at 8:50 a.m. The Little Rock School District will also attempt to have all 17From: Tri-District Desegregation Plan - January 2, 1990 Exhibit III INFORMATION ON MAGNET SCHOOLS AND PROGRAMS PROPOSED INTERDISTRICT MAGNET SCHOOLS AND PROGRAMS 1990-91 1. Washington Basic Skills/ Math and Science Magnet Grades Pre K-6 2. Dunbar International Studies/ Gifted and Talented Magnet Grades 7-9 3. Central High International Studies Interdistrict Program Grades 10-12 4. Rockefeller Cooperative Early Childhood Education Demonstration Magnet Grades Pre K-6 1991-92 1. University Laboratory Magnet Grades Pre K-9 2. Franklin Early Childhood Environmental Science/Basic Skills Magnet Grades Pre K-6 3. Romine Gifted and Talented/ Basic Skills Magnet Grades Pre K-6 Aerospace/Technology Pre-Engineering Magnet Grades 7-12 1992-93 1. Business/Coiiununications Magnet Grades 7-12 2. Environmental Sciences/Zoo Magnet Grades 7-9 3. Garland Montessori Magnet Grades Pre K-6 4 . 1993-94 1. MacArthur Park Science/Natural History/Arts Magnet Grades Pre K-6 8elementary schools on the first run and all secondary schools on the second run. In order to move from a three-run to a two-run bus system, the Little Rock School District will need to acquire approximately forty additional buses before the 1990-91 school year and plan to replace approximately 15 to 20 buses per year, beginning in 1991-92. Financing these purchases with capital leases should reduce the first-year impact on the budget. In addition. the two-run system will require approximately thirty additional drivers and two route supervisors. 18DESCRIPTION OF INTERDISTRICT MAGNET SCHOOLS AND PROGRAMS There will be twelve additional interdistrict magnet schools in the Little Rock School District, with student ratios of 55-60 percent black and 40-45 percent white, and one, Central High School, that will be a limited interdistrict school. The 55-60 ratios will be implemented in the initial grades at the six existing magnets. There will be one interdistrict magnet school in the Pulaski County Special School District, and one. Oak Grove Jr./Sr. High School, that will provide an interdistrict program. Student ratios will be set at the maximums allowed by the court. Some funding for the interdistrict magnets will be through majority-to- minority transfers. The themes of every school will be further discussed and reviewed with parents for possible modification. LITTLE ROCK INTERDISTRICT MAGNET SCHOOLS Washington Basic Skills/Math/Science (Pre K-6) This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by academic. physical, and social competition\nand who are interested in math and science. 9Dunbar International Studies/Gifted and Talented (7-9) Dunbar Junior High School will open in the fall of 1990 as an Interdistrict Magnet School for International Studies 4nd for Gifted and Talented Education. A joint planning committee of area businesses, school administrators from the three districts, staff. and parents will be formed to supplement present plans developed by the district. They will start Feb. 1, 1990, to develop international studies programs for both Dunbar Junior and Central High Schools. A pledge of cooperation and support has been secured from the Greater Little Rock Chamber of Commerce and from Arkansas-based businesses interested in seeing the schools of Arkansas succeed. Those area businesses include Systematics Inc., Stephens Inc., Jacuzzi, Maybe1line. Timex, Orbit Valve, and TCBY. Other businesses will be approached to seek their assistance in this process. These corporations have significant international business interests. Central High School (10-12) A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. Other seats will be made available to any student on a space available basis and in compliance with desegregation limits. The program will be developed around a theme of international studies 10TO: FROM: Exhibit IV COST ESTIMATES FOR DUNBAR RENOVATIONS LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 South Bryant Street Little Rock, AR. 72204 Bob Robertson, Vernon E. THROUGH: DATE: Principal, Dunbar Junior High School Smith, Construction Manager Doug Kendall, Director of Plant Services March, 14, 1990 SUBJECT: received mak 1990 SERVICES Proposed Renovations to Dunbar Junior High School The following is an estimated cost for proposed renovations of a rpeting, windows, and grounds, cosmet ic building, and materials to complete the job. improvements to the DESCRIPTION ESTIMATED COST Carpet and Pad Removal and Replacement (16,348 Stage Curtains Lighting in Auditorium sq. ft.) Auditorium P.A. Main System Intercom System (Console Only) Electrical (Computer Room) Seif Sufficient Air Handler (B-5) Masonary Cleaning Window Replacement (Clear Plexiglass) Parking Lots (New) Asphalt Drive for Bus Drop Off Sidewalk Repairs Basket Ball Courts \u0026amp;. Goals Landscaping Removal of Two (2) Existing Flagpoles From Old Carver \u0026amp; Gilliam and installation at Dunbar Junior High (Completion Date, April 15, 1990) $ 15,000.00 3,707.60 3,882.00 1,200.00 2,500,00 1,250.00 5,500.00 3 ,090.00 30,720.00 14,775.00 4,599.41 1,500.00 3,500.00 8,725.00 1,500.00 Sub Total cc: Contingency, Fees, Permits, etc. (10%) Total $101,449.01 10,144.90 $111,593.91 Chip Jones LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 South Bryant Street Little Rock, AR. 72204 TO: Jackie Boykin, Director of Food Services FROM: Vernon E. Smith, Construction Manager THROUGH: Doug Kendall, Director of Plant Services DATE: March 12, 1990 SUBJECT: Renovation of Dunbar Jr. High Kitchen The following is an estimated cost for proposed renovations to the Kitchen at Dunbar Jr. High School, and items required to complete the job. DESCRIPTION ESTIMATED COST Partition Walls Exhaust Fan and Duct System For New Dishwasher Hot Water Heater \u0026amp; Booster Security Gate (Steel) Electrical Pantry (Wall Removal \u0026amp; Build New Shelves) $2,358.00 1,517.00 1,700.00 1,950.00 425.00 585.00 Total $8,535.00 . cc: Bob Robertson Chip Jones V-'\" To: From: Subject: Little Rock School District April 3, 1990 Office of Metropolitan Supervisor - Finance Committee 0^ A Ruth S. Steele, Superintendent Request for Determination on Allowable Desegregation Costs The Little Rock School District (LRSD) submits the following expenditure estimates on planned desegregation activities for your consideration and approval as allowable desegregation expenditures: 1. 9JJ-i-Se of Safety and SecurityExhibit I summarizes the recommendations made in the TriDistrict Desegregation Plan relative to establishing an Office of Safety and Security. The LRSD requests authorization to establish this office for the 1990-91 school year at a cost of $850,000 per year plus annual increases of approximately three percent (3%) for ongoing maintenance and operations expenses. In addition, approval is requested for a one-time capital improvements expenditure of $100,000 for renovation and modification of the former LRSD Transportation building located at 21st and Barber Streets so that this facility might be used as headquarters for the Office of Safety and Security. 2, a description of the science magnet program which was initiated in 1989-90 in accordance with Volume I of the LRSD Desegregation Plan dated January 31, 1989. Implementation costs for the second year of the program are estimated at $180,000 for one-time facilities expansion/im-provement and $70,000 per year for personnel costs. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 It is respectfully requested that a decision be given on these requests by April 16, 1990 so that necessary actions can be taken on a schedule that will enable programs to be in place by the beginning of the 1990-91 school year. RSS:nr Encl. Exhibit I Exhibit II Security Parkview Science Magnet SchoolExhibit I - Tri District Desenregation Plan - January 2, 1990 SECURITY SUMMARY AND RECOMMENDATIONS In the many meetings and forums held throughout Little Rock and Pulaski County last fall, a recurring theme was the concern of parents, black and white, about school safety and security. These themes involved apprehension about the safety of children in and around schools. and with black parents and community members. concern about the disproportionate numbers of black students suspended and expelled, particularly black male students. School programs in desegregated settings will suffer greatly if positive discipline policies aren't consistently and equitably enforced. Parents and community members must be involved in the preparation of programs to deal with this important problem. Staff development involving human relations, prejudice reduction. and discipline is an essential element of any program. The districts have included in their plans excellent suggestions regarding codes of conduct, security forces, and parent and community involvement. These plans must go forward in addition to recommendations contained in this report. The school principal is the key to this effort. School principals must be concerned about the safety of children in and around schools. and their leadership is essential in providing a safe school environment for children. For this reason, selection of school principals, inservice training in the area of discipline 14 . Establish a school-based student attendance incentive system at each school. discipline and 5. Activate discipline/attendance intervention teams at schools. Mandate that the pupil services team will do monitoring and involve the counselor with students who have discipline/attendance problems. 6. Involve parents in the team process regarding their children through meetings/conferences. 7. Establish discipline-review committee and sub-committees to include principals, staff, patrons, students, and at least one Board member to review discipline data and recommend modifications to ensure equity of policies and policy administration. The committee will be involved in the process of analysis of data and planning for reducing disparities in discipline. 8. Appoint a joint committee with Pulaski County Special School District and North Little Rock School District to coordinate discipline policies. 9. Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school. Safety and Security To parents whose children may be attending school in a part of the community that is unfamiliar to them, the issue of safety and security is extremely important. The Little Rock School District Board of Directors is determined to have safe, secure schools for children. Therefore, the following are proposed: 1. Establish an Office of Safety and Security with a coordinator and approximately thirty safety supervisors who will patrol campuses. follow and/or ride school buses, and perform other duties intended to protect the safety and security of school children. Salaries for safety supervisors will be in the $20,000 range. 2. Establish by 1990-91 a two-run bus system. thus eliminating a system requiring junior high students to begin their school day at 9:40 a.m. 12Exhibit II - Little Rock School District Proposed Desegregation Plan - January 31, 1989 PARKVIEW SCIENCE MAGNET SCHOOL Overview Parkview became\n ' 1987-88 school year, arts, drama, and dance the fine arts an interdistrict Fine Arts Magnet School for the A specialized curriculum in music, is part of the magnet program. visual program has attracted for the 1988-89 school 1 students short of capacity. Although approximately 815 students y3r, the school plant is still over 150 In anticipation of the facility , -----i--.-J . wii pa u xuil UX remaining undercapacity in the future and to provid ror students graduating from the Mann Math/Scien\u0026lt; e continuity and science a Sve^ a Ptoposed. The program will be phased In foir^in^ f 100-150 tenth grade students dents Wil 1 class. similar number of tenth grade stu- ? added during year two and year three of the school with a final enrollment of 300-400 students. school is proposed, three year period with rorming the initial class. A The Parkview Science Magnet School has the following goals: 1. To provide a science curriculum that exceeds the regul science program in depth and breadth. ar 2. To increase student understanding in the science content that IS prereoTjisite to a __ r_ . that IS prerequisite to a pre-professional course of study in medicine or health. or technical 3. To increase student acquisition of laboratory techniques in science. skills and 4 . To develop skills in information acquisition cessing, statistical analysis?- rtecto?r:S?ingr\" 5. To increase the Russian to the curriculum. foreign language offerings by adding ri mi 1 nm 6. To provide opportunities for health-science professionals health-science site, site. students to interact with through field trips to the .4. ,, presentations at the school fessional^ student shadowing of the health-science pro- i co o lUildlS I Program Design specialProgram will combine the District's high tech paS siSen?iT^  curriculum tLt wli? premajor in th\ntechnical wodld potentially maS exrpiirrS- students who of undergraduate providers washout\" blocks. After consulting with the University microbiology and organic chemistry Little Rock,  -------------care providers \"wash out\" programs because of a major stumbling of Arkansas at were identified few -lluas courses with traditionally high failure rates in undergraduate health-science Students fail these courses because of programs. a lack of mastery of the prerequisite content and skills. The magnet program will serve to strengthen the students' knowledge and skills in these and other critical areas. A. Organizational Structure/Operations Parkview Science Magnet School will be phased in over a three year period of time. In 1989-90 one hundred to one hundred and fifty (100-150) student seats will be available for tenth grade. in 1990-91 one hundred to one In hundred and fifty student seats will be added to eleventh grade to accommodate the rising tenth grade students. A similar number of seats will be added for twelfth grade in 1991-1992, bringing the total capacity to 300-450. The exact total (100-150) 300-450. capacity will complement the enrollment figures/projections for the Fine Arts Magnet program. The seven period day currently in place at Parkview will need to continue to allow students the rime to take the specialty courses in the curriculum. The Science Magnet School will utilize the administrative team and teaching staff that already Magnet School. * ' ' ' serve the Fine Arts - A part time Russian teacher will be the only additional staff member needed for the In 1989-90 an additional science teacher and Technical Writing teacher will be needed. 1988-89 school term. a part time , - ------------- Additional staff requests beyond 1989-90 will be based upon enrollment. The Parkview Science Magnet School will with the University of Arkansas cl L__:__ Sciences and the University of Arkansas for Medical Sciences to provide unique experiences for students. Both Universities have expressed work cooperatively at Little Rock College of B. for a willingness to host student groups for special laboratory investigations and guest lec- riiroe a 4- 4- U r i ~ J -.   j j____ .__________ _ tures at the University Campuses, and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some individual \"shadowing\" experiences where a student follows and works    fessional for a period of time. The University of Arkansas with a health-care proParkview Science Magnet . , - will meet annually with personnel representing the College of Sciences at UALR and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. School staff the Curriculum Design/Course Offerings The Little Rock School District non-science senior high curriculum will be combined with the District's high tech science courses and a science component to form the program or studies for Parkview Science Magnet School. District - _ 117The following program of study is required for high school graduation: Required Graduation Requirements (Grades 9-12) English (4 units) Social Studies (3 units) Mathematics and Science (5 units) Physical Education (1/2 unit) Health Education (1/2 unit) Vocational Education (1 unit) Fine Arts (1/2 unit) Computer Education The science magnet special course offerings are as follows: Biological Science 1. 2. 3. 4 . 5. Biolab (1 year) (existing District high tech course) Microbiology (1 semester) (new course) Human Anatomy and Physiology (1 semester) (new course) Environmental Health (1 semester) (new course) AP Biology (existing course) Physical Science 1. 2. 3. 4 . Chemtech (1 year) (existing District high tech course) Qualitative Analysis (1 semester) (new course) Organic Chemistry (1 semester) (new course) Physics (1 year) (existing course with slight modifications to emphasize medicine and health applications) Mathematics/Science Skill Courses 1. 2. Applied Statistics (1 semester) (new course) Technical Writing (1 semester) (new course) Mathematics (all are existing or proposed District courses) 1. 2. 3. 4 . 5. Geometry (1 year) Algebra II (1 year) Advanced Algebra and Trigonometry (1 year) Calculus AB (1 year) Calculus BC (1 year) - . 118Foreian Lancruaae 1. 2. 3 . Russian I, II (1 year) (new course) German I, II, III, IV (1 year) (existing course) Latin I, II, III (1 year) (existing course) Recfuired and Elective Non-specialtv Courses Non-specialty courses required for graduation and free elective courses will be selected from the District's full Program Parkview High School of Studies offered at Program ReoTJirements Biolab (1 year) required in the tenth grad Chemtech (1 year) required eleventh grade e in the tenth or Physics (1 year) required in the eleventh or twelfth grade Applied Statistics (1 semester) required in the eleventh or twelfth grade Technical Writing (1 semester) required in the eleventh or twelfth grade Two (2) semester electives must be chosen from Microbiology, Human Anatomy and Physiology, and Environmental Health in grades 10-12. One U) semester elective must be chosen from Qualitative Analysis and Organic Chemistry in grades 11-12. AP Biology may be elected grade. in the twelfth Two (2) years of foreign language must be chosen from either Russian, German, or Latin in grades 10-12. Mathematics must be taken each 10-12. year, grades All students will complete a science research project each year. All students will complete a 3 hour \"of a health-science professional during the twelfth grade. shadowing\" a 3 The following sample schedules are for illustrative only: purposes 119Sample Schedule A Sample Schedule B Grade 10 (PE, Health, Vocational Education, and Algebra II were taken in the ninth grade) 1. 2 . 3 , 4 . 5 . 6 . 7 . English Social Studies Geometry Foreign Language Biolab Chemtech General Elective (PE, Health, Vocational Education were not taken in the ninth grade) 1. 2. 3. 4 . 5. 6 . 7 . English Social Studies Geometry PE/Health Vocational Biolab Foreign Lang^uage Grade 11 1. 2. 3. 4. 5 . 6 . 7 . English Social Studies Trigonometry and Advanced Algebra Qualitative Analysis/Fine Arts Survey Foreign Language Physics General Elective 1. 2. 3 . 4 . 5. 6 . 7. English Social Studies Algebra II Fine Arts Survey/ Anatomy \u0026amp; Physiology Chemtech Applied Statistics/ Technical Writing General Elective Grade 12 1. 2. 3. 4 . 5. 6. 7 . English Calculus Advanced Biology Anatomy and Physiology/ Environmental Health Applied Statistics/ Technical Writing General Elective General Elective 1. 2. 3. 4 . 5. 6. 7. English Advanced Algebra/ Trigonometry Foreign Language Physics Qualitative Analysis/Organic Chemistry Microbiology/ Environmental Health General Elective Staff Development The instructional staff will ment and sSJ? a participate in curriculum develop- TSouchout development activities during the summer of 1989. to provide thJ ' inservice programs will be conducted to provide the staff with subject specific content and ski] 1c\nand litate^the^deVstrategies and skills that will faci- narc delivery of the science curriculum. UALR and GAMS J X . .--------------------- Consultants from will be used to assist with staff development. Parent Involvement Parents and participating students will understanding of the rules of the program'. sign a contract assuring X .,  school and participation in the Hoc' X will be expected to attend designated Pta ''  ----------- a limited number of meetings and other special events. 120Physical Facilities Space will be needed in the second , , ----------- year of the prooram for research laboratory/technical writing lab. use as writing lab. The room will house hou^^h! fragile instrumentation in science and will house the computers needed for the technical writing also course. Evaluation Evaluation for the ovaxudtion ror the science magnet school will be tied directlv tn ahH  mom coring team from the District' and Testing Department\n- dent questionnaire\n(:\n teview or such records^ and reco?S of trips, speakers, science fairs, J Information will be gathered. and assessed throughout guest experiences. luation report will Directors. ------- s Evaluation (2) a teacher questionnaire\n, - . (3) a stu- a parent questionnaire\n(5) an admi- (6) a review of pertinent documents behavioral records, (4) (5) science and \"shadowing\" , - ------ reviewed, analyzed, the school year and a summative eva- be presented annually to the Board of a summative to the Board 121April 18, 1990 To: From: Subject: OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 Dr. Ruth Steele, Superintendent, Little Rock School District Office of the Metropolitan Supervisor LRSD Requests for Determination on Allowable Desegregation Costs We have received your correspondance of March 21 and April 3, 1990, requesting a determination of allowable desegregation costs in reference to items discussed under the headings of \"Curriculum Audit,\" \"Two-Run Bus System,\" II High School Facilities,\" \"Office of Safety and Security, II Dunbar Junior and \"Parkview Science Magnet School.\" on Monday, April 16, 1990. We discussed your requests with the Finance Advisory Committee The Office of the Metropolitan Supervisor, with the advisement of the Finance Commi ttee. expects to thoroughly assess all requests for desegregation expenditures to determine whether they are appropriate and consistent with the spirit and the letter of the desegregation plan. However, at this time, with the work of the Deloitte and Touche firm still underway, we do not have information sufficient to enable us to determine whether any potential expenditure is reasonable and allowable. We will use the results of the Deloitte and Touche analysis and recommendations as a basis for identifying procedural and decisionmaking guidelines with which we will operate in the future in regard to desegregation expenditures.OFFICE OF THE METROPOLITAM SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK. AR 72201 April 19, 1990 To: From: Subject: Members of the Finance Advisory Committee Ann S. Brown, Associate Metropolitan Supervisor Memo to LRSD Regarding Requests for Determination on Allowable Desegregation Costs Attached for your information is a copy of the memo that was sent from this office to Dr. Ruth Steele, pursuant to our Finance Committee meeting on April 16, 1990. The three Associate Metropolitan Supervisors trust that this correspondence conveys the concensus of opinion from our meeting. serving not only as acknowledgment of the LRSD requests, but also making a reasonable statement regarding our inability to act on any desegregation funding requests until we have had an opportunity to review the findings and recommendations of Deloitte \u0026amp; Touch. Enc.To: From: Subject: Little Rock School District April 19, 1990 Office of Metropolitan Supervisor - Finance Committee^^ Ruth S. Steele, Superintendent Request for Determination of Allowable Desegregation Costs (No. 3) The Tri-District Desegregation Plan provides for the hiring of at least one additional parent recruiter and one data entry operator for the Student Assignment Office of the Little Rock School District. Exhibit 1 describes duties that will be performed by these individuals. Estimated annual costs of salaries, benefits, and other expenses for the two positions will be in the range of $51,000 to $55,000. These personnel are needed immediately to accommodate implementation of the long-term student assignment plan. Your favorable consideration and approval of these costs as allowable desegregation expenses at the earliest practical date will be appreciated. RSS:nr Attachment: Exhibit I - Tri-District Desegregation Plan dated January 2, 1990 QJ.f.l.ce Student Assignment * -r 810 West Markham Street * * v\u0026gt; Little Rock, Arkansas 72201  (501)374-3361 Exhibit I - Tri-District Desegregation Plan - January 2, 1990 Student Assignment Office\nThe Student Assignment Office will monitor new assignments, process all data entry work for elementary schools, process interdistrict majority-to-minority transfers and magnet assignments, reassign students because of over-crowdedness or desegregation requirements, consider appeals, verify addresses. conduct recruitment efforts, maintain waiting lists, and process desegregation transfers. The Student Assignment Office will also be responsible for incentive school and kindergarten assignments. The Student Assignment Office will be reorganized and extra personnel will be added to provide temporary and/or permanent support. At least one parent recruiter and one data entry operator will be added on a permanent basis. These individuals will be needed to accommodate the additional magnet, incentive school, and pre-kindergarten options that will be created by the long-term student assignment plan. Address Changes: All students will be required to report address changes immediately to the school's main office. Students who change addresses will have the option (if space is available and the assignment complies with desegregation requirements) to attend their new attendance zone schools or to remain at their current schools. The district will not be responsible for transportation if students elect to remain at their current schools. 16Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, i.t_ must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its walls are movable so that renovation requirements are minor\na separate lot will provide an outdoor play area\noff-street parking is generous\nand access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month. 6,500 sq. feet). This was the committee's second choice\nhowever, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, \"the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area.\" As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County -- Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Downtown Early Childhood Center will have three four-year old classes dur- ing the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats OLittle Rock School District May 11, 1990 TO: FROM: Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervisors Chip Jones, Manager of Support Services _ James Jennings, Associate Superintendent for Desegregation ^(5 Monitoring and Program Development THROUGH:^l)r. Herb Cleek, Deputy Superintendent of Schools 0)^Dr. Ruth Steele, Superintendent of Schools SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material \u0026amp; Supplies Postage Furniture \u0026amp; Equipment Renovations Contingency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the participating districts be allowed to use the Settlement proceeds to pay for the Center. O 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 Downtown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the application period to inform downtown employees about the downtown early childhood program. The three districts will work together to promote and support publi- city efforts. As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. The downtown area i s defined as the Central Business District of Little Rock. The boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a parti- cular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program wi 1T be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children. the joy of learning. It win appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected be- Children will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. Such activities facilitate language talking. and fine motor development. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD OTO: FROM: Little Rock School District May 11, 1990  V Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervi sors Chip Jones, Manager of Support Services James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH:l?^br. Herb Cleek, Deputy Superintendent of Schools ^Dr. Ruth Steele, Superintendent of Schools SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material \u0026amp; Supplies Postage Furniture \u0026amp; Equipment Renovations Contingency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the parti ci- pating districts be allowed to use the Settlement proceeds to pay for the Center. 810 West Narkham Street Little Rock, Arkansas 72201  (501)374-3361Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, it must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its walls are movable so that renovation requirements are minor\na separate lot will provide an outdoor play area\noff-street parking is generous\nand access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month, 6,500 sq. feet). This was the committee's second choice\nhowever, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, \"the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area.\" As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County  Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Downtown Early Childhood Center will have three four-year old classes during the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats ODowntown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the application period to inform downtown employees about the downtown early childhood program. city efforts. The three districts will work together to promote and support publi- As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. fined as the Central Business District of Little Rock. The downtown area i s deThe boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a particular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children, the joy of learning. It will appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected beChildren will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. and fine motor development. Such activities facilitate language talking. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD Osg| OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 STAFF/LRSD MEETING May 25, 1990 AGENDA 1. Area Schools 2. Deseg Requirement for Kindergarten 3. Extracurricular Activities Cheerleader/Drill Team Try-Outs 4. Magnet Schools 5. Incentive Schools 6. Hiring of Principals 7. Downtown Early Childhood 8. Early Childhood Education Report 9. Committee Procedure 10. Timeline for Monitoring Instrument 11. Other Deloitte \u0026amp; Touche 111 Center Street, Suite 1800 Little Rock, Arkansas 72201-4420 Telephone: (501) 374-0206 Facsimile: (501) 374-4809 May 11, 1990 Ms. Ann Brown Office of Metropolitan Supervisor Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Ms. Brown: Deloitte \u0026amp; Touche is pleased to respond to your request for a brief summarization of the areas we suggest for policy establishment resulting from the procedures that we were engaged to perform for the late Mr. Eugene Reville, Metropolitan Supervisor. Our procedures were performed in accordance with the proposal letter submitted to Mr. Reville on March 7, 1990. Deloitte \u0026amp; Touche School District (the visited the administrative offices M May 11, 1990. District\") during the period of April 9, of the Little Rock 1990, Our primary contacts at the District were Chip Jones, to Milhollen, James Jennings and Estelle Mathis, of the following desegregation plans: Mark The District provided copies February 16, 1988, Master\". Interim Report and Recommendations of the Special Volume 1 of the \"Little Rock School Plan\", dated January 31, 1989. District Proposed Desegregation \"Tri-District Desegregation Plan\". The District also provided an analysis of the Desegregation Account (Fund 13 on their accounting records). This analysis presented the desegregation costs of the District for the 1988-89 school year that were claimed as costs to be reimbursed by the U.S. District Court (the \"i desegregation settlement agreement. Court\") as part of the The total cost presented is $5,471,069. The costs were summarized by school and by major desegregation program\nPAL, Homework Centers, Extended Day Care, Early Childhood Education, Enhancement Schools and an Other cost category.After reading the information above and other related information provided and after analyzing various supporting documentation for desegregation program related expenditures, we held discussions with various individuals including District administrative and school personnel, staff of the office of the Metropolitan Supervisor and Court personnel. The target beneficiaries and the nature of costs were generally found to be as represented by the District. In our analysis of costs we noted no situations which were not supported by adequate documentation. Based on these procedures, we believe that the following areas for policy establishment should be addressed. Future Desegregation Plans Require guidelines desegregation programs. for budget information to supplement the Require guidelines for the format of financial information. Require guidelines for the preparation of the program implementation timetables. Determination of an Amendment Process Develop a formal process to document changes in the desegregation plan and the related budgeted amounts. Financial Reporting Process Require required. guidelines to describe the types of financial reports Require the presentation of the District's total desegregation expenditures, not only those related to the Court desegregation fund. Require comparison of budgeted expenditures to actual expenditures. Require explanations of budget variances. Determine the frequency of financial reporting. Establish an Evaluation Process Determine the criteria that are needed to measure the effectiveness of the desegregation plan and each program within the plan. Determine the reports that the District should prepare to provide those criteria. Determine the frequency of the reporting. 2We understand that you wish to avoid the additional incurred in our preparing a detailed report. cost that would be As you requested, we have only prepared a brief listing of the areas where certain policy decisions to be necessary. appear We understand that you believe our previous meetings with you in which we presented the specific details of our findings provided sufficient detailed information to you and that, in light of the previous detailed discussions, an in-depth written report is not necessary. As we communicated previously, we will be pleased to provide such details to you again, verbally or in writing. We appreciate this opportunity to serve you and believe that the accounting rules and procedures that are developed as a result of these various policy decisions will provide the necessary framework to monitor and control the desegregation expenditures in the future, further assistance in establishing policy. Our firm would be pleased to be of Sincerely, 3OFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 August 24, 1990 To: Bobby Lester, Superintendent, PCSSD James Smith, Superintendent, NLRSD Ruth Steele, Superintendent, LRSD From: '^Ann Brown, Associate Metropolitan Supervisor CZy.Arma Hart, Associate Metropolitan Supervisor Subject: 1990-91 Budget: Salary Adjustments On July 30, 1990, a letter was sent from this office to the financial directors of each school district regarding the 1990-91 budget for the Office of the Metropolitan Supervisor. As stated in that correspondence, we will continue to operate on the same budget total that was approved by Judge Henry Woods for the 1989-90 fiscal year. In accordance with an agreement with the late Eugene Reville, employees of the Office of the Metropolitan Supervisor are to suffer no financial loss as a result of their temporary employment move from a school district to this office. Anytime there is a salary increase for employees in one of the school districts which has previously been the \"home\" district of a Metropolitan employee, that staff member is to automatically receive the same salary increases as employees in the home district. Our agreement with Mr. Reville also specified that salary adjustments would be made after negotiations between the districts and the unions are completed. According to news reports, the Pulaski County districts have reached salary agreements with their employees. At this time, compensation at the rate commensurate with the salary increase settlement reached in the Pulaski County Special School District has been made to the former Associate Metropolitan Supervisor whose home district has been the PCSSD. However, compensation corranensurate with both the retroactive and current salary increase settlements reached in the Little Rock School District has not been received by the three employees (both current Associate Metropolitan Supervisors and our Administrative Assistant) whose home district is the LRSD. You will note from the attached copy of our July 30 memo that the budget will accommodate such salary increases for the Metropolitan staff without any additional cost to the di stricts. Since Judge Woods' order of July 6, 1990, clearly bars retaliation against any member of the Metropolitan Supervisor's staff, we believe that the failure to receive the adjustment in salary is inadvertent. correcting this oversight will be appreciated. Your immediate attention to Thank you.OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 November 6, 1990 TO: Dr. Ruth Steele, Superintendent Little Rock School District FROM: oily Ramer, Administrative Assistant THROUGH: .rma Hart, Associate Metropolitan Supervisor SUBJECT: 1990-91 Interim Budget With Judge Wright's Order of October 30th approving our 1990-91 interim budget, I am in the process of determining each district's contribution for that budget and bringing my books up-to-date, need to be followed to complete this process: The following steps 1. 2. LRSD send to this office a print-out determining the exact amount due LRSD for the 1989-90 retroactive pay for Ann Brown, Airma Hart, and Polly Ramer. LRSD send to this office a print-out determining the exact amount due LRSD for the 1990-91 retroactive pay for Ann Brown, Arma Hart, and Polly Ramer. 3. Using the above infoznnation. OMS pro-rate and credit the remaining 1989-90 budget against the districts 1990-91 budget contributions. 4. The three school districts cut checks for the amount due OMS for the 1990-91 budget. 5. OMS cut a check for the to-date reimbursement due LRSD for salary, travel allowance, and benefits for Ann Brown, Arma Hart, and Polly Ramer for 1990-91. 6. Monthly the OMS cut checks for reimbursement of salary, travel allowance, and benefit payments for Ann Brown, Airma Hart, and Polly Ramer. As you see by the above steps, the completion of the 1990-91 budget process cannot begin until this office receives the print-out of the retroactive pay. greatly appreciated. Whatever may be done to expedite this process will be with you or Mark Milhollen, if you so desire. If any questions arise, I will be glad to meet Thank you for your cooperation in this matter. 09/17'90 15:26 301 374 7609 L R School Dlst  001 n ECCtCEBBL aw Little Rock School District September 17, 1990 TO:. Arma Hart, Ann Brown, Polly Ramer FROM: ^Ruth S. Steele SUBJECT: Salary Adjustments I have asked Chris Heller to review the issue of salary adjustments for the metropolitan supervisor's staff, and he is now doing so. As I indicated to you, Arma, in our telephone conversation on Friday, I do not believe I have the authority to give you a salary increase without being directed to do so by the Court, since you and other members of the staff are not employees of the Little Rock School District, and- since I have no authority to make budget decisions regarding the operation-of your office. A second point is' that even if I- did have such.authority,'you and Ann would not be able to receive a raise because senior level administrative employees' salaries were frozen at a level established on August 30, 1989. In effect, you have been treated in the same way as all other top level administrators in the District have been treated.- Following salary adjustments made last summer, which reflected a higher percentage for.some than for others, salaries were frozen and remain frozen as of this date.' We I hope-this helps to clarify my position regarding this matter. .... look forward to the opportunity to see a proposed budget for 1990-91 and to comment upon i-t, as I believe the Court Order which established the office requires. /bjf cc: -Chris Keller- Herb Cleek PAX - transmit l TO: jJxPyd-7 DEPT: fT WlfjLlTi Memo FROM: C0:_ PHONE: NO-OF PAGES I FAX?: Post.lt'Brand fax transmiftai memo 7S71LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET TO: FROM: LITTLE ROCK, AR May 28, 1991 Ruth Steele, Superintendent SUBJECT: In order 72201 Jones, Manager of Support Services Phase II of Capital Improvement Plan to clearly define the modification section of the plan. parameters of the facility I recommend that we send the revised capital improvement plan to Ann Brown with notations next to those approval. time lines. proj ects for which we will solicit specific court All other projects will proceed under Board approved For projects that require specific court approval. I further recommend that we be allowed to contract with an architect so that budgets can be finalized and drawings prepared for the Court's review. The amount of money from Phase I for which specific court approval has been or will be sought is $12,954,480 or 77% of the total $16,900,000 issue. Of the $15,100,000 proposed issue, $10,507,691 would require court approval or 70% of the total issue. Obviously, this approach allows the Court to have sufficient resources to monitor and control the District's general direction. Without seeking a working solution to the plan language, the Court might have to approve every capital improvement project. If the District had to take this approach, stop. facility improvements would If you approve this recommendation, I will contact Chris so that we can try to reach an agreement with Ann Brown. cc: James Jennings Doug Kendall c\n\\n)emos\\phasel I .wpdSchool Henderson Henderson Henderson J.A. Fair J.A. Fair J.A. Fair J.A. Fair J.A. Fair King Mabelvale Mabelvale Mabelvale Mabelvale Jr. Mabelvale Jr. Little Rock School District Bond Issue Application May 10, 1991 Improvements Plumbing Replacement Energy Management Site Improvements Replace Phone System Energy Management Renovate Shop Area Waterproofing Repair Emergency Lighting New School Replace fire alarm Site Improvements Emergency Lighting Roofing Site Improvements McClellan (Field House) Roofing McDermott Metropolitan Mitchell Old Carver Old Carver Otter Creek Otter Creek Parkview Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Jr. Rightsell Rightsell Rightsell Rightsell Stephens Southwest Jr. Terry Terry Wakefield Wakefield Site Improvements Roofing Classroom Addition -4 ' Roofing Heating Replacements Emergency Lighting Site Improvements Site Improvements Carpet and Floor Tile Fire Bells Site Improvements Intercom Repair Site Improvements Plumbing Repairs Site Improvements Classroom Addition Roofing School Replacement Classroom Addition Roofing Site Improvements Emergency Lighting Paint /Vrf- Page 2 Cost 10,000 25,000 70,000 3,000 ' 25,000 33,000 (U 5,000 4,000 1,500,000^ 12,000 20,000 21,933 30,000 3,545 30,000 97,555 65,000^ 47,032 67,000. 2,500 25,000 25,000 25,000 2,000 5,000 15,000 20,000 10,000 50,000 65,000 16,866 3,400,000* 626,000^ 89,250 15,000 6,000 30,000 Isf |5\u0026gt;^w!) (Mu(, Little Rock School District Bond Issue Application May 10, 1991 School Improvements Cost Asbestos Abatement Badgett Badgett Badgett Badgett Baseline Baseline Booker Booker Booker Brady Central Central Central Central Central Central Central Central (Gym) Cloverdale Jr. Dodd Dodd Dunbar Eastside Fair Park Fair Park Fair Park Fair Park Food Service Forest Park Forest Park Fulbright Garland Geyer Springs Gibbs Henderson Henderson Henderson District-Wide - Phase 1 Carpet and Floor Tile Energy Lighting\nRenovation Site Improvements Plumbing repairs Intercom \u0026amp; Bell Repair Emergency Lighting Seal and Waterproof windows All-Weather bus waiting area Site Improvements Site Improvements Paint Waterproof East Exterior Installation of Lang. Labs Roofing Repair Deck Carpet and Floor Tile Replace Panic Devices Electrical Repair/Improvements Major Renovation Handicapped ramps Emergency Lighting Major Renovation Roofing Site Improvements HVAC Replacement At, Paint Carpet and Floor Tile Renovation Site Improvements Underpinning kitchen area Site Improvements Additional Outside Lighting Major Renovation Replace Sewer Line Replace Rooftop HVAC Units Wall Repair Enclose Six Hall Entrances 1,000,000 10,000 11,000 2,000 10,000 3,000 15,000 15,000 5,000 5,000 30,000 15,000 127,000 30,000 126,631 5,000 25,000 8,000 5,000 3,161,160*\" 5,000 4,000 100,000 71,400 20,000 8,000 30,000 30,000 200,000 2,000 5,000 15,000 5,000 2,006,800^ 6,000 30,000 40,000 35,000 Page 1Little Rock School District Bond Issue Application May 10,1991 School Improvements Cost Wakefield Wakefield Wakefield Waston Western Hills Wilson Wilson Wilson Wilson Wilson Wilson Woodruff Site Improvements Minor Renovation-' Carpet and Floor Tile Site Improvements Major Renovation Replace Ceiling Tile Fence Repair Replace Plumbing Fixtures Replace A/C Units Roofing Carpet and Floor Tile Major Renovation Contingency 30,000 75,000 25,000 20,000 1,235,832 Z 50,000 30,000 30,000 6,000 83,475 30,000 1,024,688 491,333 Total Previous Issue 16,900,000 6^ Page 3 Sux (Ac, Little Rock School District Bond Issue Application May 10, 1991 School Improvements Cost Proposed Issue Bale Bale Bale Bale Bale Baseline Baseline Baseline Baseline Booker Booker Booker Brady Brady Brady Brady Brady Brady Brady Brady Chicot Dodd Dodd Dodd Dodd Forest Heights Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Fulbright Garland Gillam Hall Hall Lighting \u0026amp; Plumbing Replace Hot Water Pipes Site Work Electrical Service Carpeting Roofing Site Improvements Electrical Service Minor Remodeling Provide vent fans Carpet and Floor Tile A/C replacements Repair Walls Ceiling repair under skylights Site Work Repair/Replace Heating System Intercom Equipment/Furnishings Carpet and Floor Tile Gutters installed New Cafetorium Sewer system Replacement Replace Wooden Building Paint Ceiling Replacement PbaserZ^ Renovation Cabinet repair Door glass replacement Carpet and Floor Tile HVAC Improvements Paint Additional Receptacles Doors for restrooms Carpet Roofing Acoustic Tile Replacement Painting 63,000 45,000 20,000 22,000 50,000 151,365 3,000 50,000 10,000 2,500 15,000 37,000 5,000 10,000 50,000 53,000 2,000 45,000 55,000 2,000 250,000\u0026gt; 15,000 80,000 e 25,000 125,000 3,867,691*' 1,000 1,500 3,000 20,000 32,000 3,000 10,000 10,000- 3TWo 25,000 Page 1School Hall Hall Hall Hall Hall Hall IRC Ish Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson King J.A. Fair Mabelvale Mabelvale Mabelvale Mabelvale Mabelvale Jr. Mann Mann Mann McClellan McClellan McClellan McDermott McDermott Meadowcliff Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Otter Creek Little Rock School District Bond Issue Application May 10,1991 Improvements Floor Replacement Replace Lighting Replace Plumbing Fixtures Parking/Site Work Steam Piping Heating Control Improvement New Facility Roofing Carpeting/Floor Tile Window Repair/Replacement Electrical Replacement Plumbing Replacement HVAC Replacement Cost 60,000 40,000 30,000 200,000 107,500 _ 6.5QQ ^\"\"'^,740,000^1^ 88,200 Site Work Painting New School Track Repair Roofing Paint Receptacles in Cafeteria Carpet and Floor Tile 8-10 Classroom Addition (Approx.) Plumbing Repairs School Sign Improve drainage Renovate Art/Kindergarten Areas Cafeteria Expansion Site Work Paint Carpet and Floor Tile Re-roofing Site Improvements HVAC Improvements Improved Electrical Service a* Paint Electrical Service Fence Repair Paint 60,000 60,000 150,000 140,000 250,000 50,000 40,000 2,350,000-h /.S 50,000 167,779 25,000 1,500 5,000 950,000slf 10,000 5,000 10,000 120,00^* 200,000 t Page 2 I 80,000) i 30,000 35,000 80,000 100,000 120,000 100,000 30,000 25,000 10,000 24,000 School Parkview Parkview Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Jr. Pulaski Heights Jr. Pulaski Heights Jr. Pulaski Heights Jr. Pulaski Heights Jr. Purchasing Romine Romine Romine Romine Terry Terry Watson Watson Watson Watson Watson Watson Williams Total Proposed Issue Little Rock School District Bond Issue Application May 10,1991 Improvements Paint Energy Management ' Replace A/C Units Roofing Paint Steam Piping Minor Renovation Roofing Additional Restroom Floor Repairs Upgrade Electrical Renovation '-CUSA. Site Improvements Carpeting and Floor Tile HVAC Replacement Roofing Repair HVAC control Replace Electrical Service Repair HVAC controls Replace Gas A/C System Carpet and Floor Tile Paint Reroofing Emergency Lighting Cafeteria Expansion Cost 35,000 20,000 12,000 5,995 40,000 150,000 50,000 19,530 5,000 2,000 15,000 50,000 45,000 15,000 215,000 I 28,98qJ 10,000 30,000 12,000 45,000 10,000 30,000 100,000 6,000 350,000 15,100,000 7ol Page 3CJJ.  _ - L-  08-'13 91 16:26 I 0301 374 7609 L R School DIst 0D5I @002/002 * i*: 3.-'\nLittle Rock School District August 13, 1991 Mr. Don Smith Thomas and Thomas Certified Public Accountants 201 . Markham Little Rock, AR 72201 Dear Don: Thomas and Thomas is authorized to release to the Office of Desegregation Monitoring current and prior year workpapers for the Little Rock School District. audi' and I If further information is needed, please let me know. Sincerely, Ruth S. Steele Superintendent of Schools RSS/ch 810 West MarRham Street  Little Roch. Arkansas 72201  {501)374-3^61 fcj - r. 08 '19 91 13:34 501 374 7609 L R School Dlst @001 I 5 '3 a TO: FROM\nRE: Little Rock School District August 19, 1991 Bob Morgan - O.D.M. Mark D. Miihollen, Controlle 4 INFORMATION REQUEST Per your telephone request of August 16, 1991, I am providing you the following information. 1. 2. Desegregation Legal Fees through 6/30/91 $2,670,897.67 1991'-92 Total Operating/Desegregation Budge' $110,109,825.00 Post-It brand fax Irani To ismtttal memo 7671 L DpL Phone? (Fax-* ~ 1 I \u0026lt;1 1 k' k 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3561 i ? xra tLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM UTTLE ROCK. ARKANSAS AUGUST 22, 1991 TO\nBOARD OF DIRECTORS cons*- L5N CONTROLLER ENI TONY WOOD, DEPUTY SUPERINTENDENT THROUGH\nDR. RUTH . STEELE\nSUPERINTENDENT SUBJECT\nFINANCIAL REPORTS WE RECOMMEND THAT THE FOLLOWING FINANCIAL REPORTS BE APPROVED AS SUBMITTED.LITTLE ROCK SCHOOL DISTRICT RECEIPTS-OPERATING. DEBT SERVICE AND DESEGREGATION FUNDS FOR THE PERIOD ENDED JULY 31. 1991 APPROVED BUDGET YTD RECEIPTS REVENUE-LOCAL SOURCES CURRENT TAXES DELINQUENT TAXES 40% PULLBACK EXCESS TREASURERS FEE DEPOSITORY INTEREST REVENUE IN LIEU OF TAXES MISCELLANEOUS AND RENTS IMTCDCCT AM IM\\ZCOT^^ CMTC ATHLETIC RECEIPTS TOTAL 37,919,150 4,000,000 21,222,860 122,568 400,000 206.000 300,000 ooe\nnnn 85,000 64,480,578 4,317,766 137,590 3,157 39,653 4,498,181 REVENUE - COUNTY SOURCES COU^iTY GENERAL SEVERANCE TAX 117.332 _____q. 117.332 u REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN ORPHAN CHILDREN EARLY CHILDHOOD TRANSPORTATION INCENTIVE FUNDS - M TO M ADULT EDUCATION CO.MPENSATORY EDUCATION TOTAL 23,349,349 7,637,482 4,500,000 76,190 1,612,456 577,435 9,085 450,000 3,400,000 1,300,000 660.000 602,491 44,174,488 2,000,000 50,000 4,200 2,054,200 REVENUE  OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM FED. GRANTS TRANSFER FROM BOND ACCT TOrAL 44,625 90,900 1,000,000 1,135,525 0 rOTAl P.EVENUE 109,907,^923 6,552,381:\\uii PAiGGSCNG .'SSCSS 129ES7CS PLANT SERVICES SUBTOTAL  690.000 ECNC ISSUE PURCHASING CONTINGENCY subtotal LITTLE ROCK SCHOOL DISTRICT BOND .ACCOUNT FOR THE PERIOD ENDED JULY 31, 1991 ScG oALANCc 07-01-91 7,714.24 53 651 32 61,365.56 95.425.30 26,959 12 122.254 92 5 -^lO 000 SONO ISSUE ENERGY GRANT 74.942.65 AiR CONCri NIN3 15,352.43 SUBTOTAL 9C.295 13 5 154 '0'3 DUNBAR CC'NTINGENC':' 139.833.50 1.629.018 67 ii'iCCyic 1991 -93 0 co 0 CO 0 CO I rv^,'! c^\\, SALANCc 1991-93 1991-93 07-31-91 7,714 24 53,651.32 0.00 0 CO 0.30 c.oo 0 00 . 495.00 495.00 61,365.56 95.425.80 26.959 12 -122 384 92 74,942 65 14,857.43 89.300.13 subtotal 1.767 852 37 0.00 0.00 0.00 139,833.50 1.623,018 87 1,767,852.37 c.SOJ.OOO 3OND ISSUE CENTRAL 21.981.59 11.622.00 TROPOLITAN 16.725.03 PARKVIEW 21.087.73 BOOKER 23.014 60 DUNBAR 12,520.25 10,359.59 16,725 03 21,087.78 23.014.60 12.520 25 FAIR 54,944.13 MDCHELL PULASKI HGTS 65.000.00 20,000.00 24,342.00 2.500.00 54,944.13 40,658.00 17,500.00 southwest MCCLELLAN 566.307.95 4,740.66 561.627.29 783 50 783.50 HENDERSON ALT LEARNING CENTER 150,241 47 63.143.0.3 CLOVERDALE JR CLOVERDALE ELEM 1,537,377.50 33,562 01 40,C00.00 45,692 82 MABELVALE 32 218 77 10,044.01 5,074.00 150,241.47 68,148.03 - _ 1.532,184.68 28,518.00 27,144.77 BRADY 27,595 47 16.246.43 BADGETT 31.027 67 MCDERMOTT E.AS ELI NE 19,973 98 11 gga 73 T A.R PARK 71.752 08 FOREST PARK 2,729 00 GARLAND 2.247 19 11,349 04 31,027.67 19,973.98 11,694.73 71.752.08 2.729.00 2,247.18I r UND EQUITY-BEGINNING RE'yENUE CURRENT TAXES DELINQUENT TAX 4m\u0026gt; PULuBACK OT^GR TOTAL LOCAL MFPA VOCATIONAL TPANorCR IAI l\u0026lt;/N OTHER SETTLEMENT PRCjCEEDS SETTLEMENT LOAN I Ml. FEDERAL OTHER STATc TOTAL RE'v'ENUE \u0026amp; EOUir/ r\u0026gt;?ENDlTURES CERTIFIED NON-CERTJFiED BENEFITS DESEGREGATION PURCHASED SERVICES S'lJPLIES Si MATERiAlS CAPITAL OUTLAY dedT service OT.HER OBJECTS CO N TI T'JGE NOi' total expenditures r*jnL/Ckuui I I ciNuii'i'j LITTLE ROCK SCHOOL DISTRICT FINANCIAL REPORV FOR THE ONE MONTH PERIOD ENDING JULY 31. 1991 OPEMAl INGzliESEG BUDGET ACTUAL BUDGET MAGNET ACTU/U. FOOD eri iviec RUDOfT actual SF FCIAL REVENUE BUOCiET ACTUAL CONSTHUCTION BUDGET ACTUAL 300,000 50,931 ?. IdG|9'j3 13,512,853 37,919,150 4,000,000 21.222,860 64.480.E78 23.349.349 1.612.456 3,400,000 3,792,533 7,637,482 _ 4^500,000 44,291,820 . 44 625 ___1^090^900 110,207,923 47.636,190 13,762,313 7.232,586 13,185,342 8,260,270 4,533.533 1,728,426 8,385,834 4,678,725 ____7PO,OGO 110209,825 S8,C%8 4 317 766 137.590 55.32.5 4,436,181 2,cxx\n,ooo 50,000 4.200 6,503,961 547,478 u, ',47a Gj612 3G2 190,589 553,700 120,769 370.184 649 523 253 0CO 450,183 1.475,462 234 176 24 6/3 33,745 7,115 48 935 207,84/ 5,566 560 a Cx\u0026gt;\na- 46,141 1526 2G2 421.500 3 29-1 219 312 2L? 43! W IRb.OX 1 502,31'* 73 3.545 33,171 5,024 23,280 13.225 7,049 ^/)57____ _:.2ej4:T6_. 894 .-,.2*357.4.3Q5-._ . 6,063 6.060 .3:518 7 15,044 14.847 1,385 S.74S 830,670 70.431___ 44^^9__ _ 040,416 . .469uO4Z_ i4W9L- ^35.9781306 ) )EXPEND^'TCRES WSSTcFN HILLS DCDD GEYSR SPRINGS PULASKI HGTS ELEM RIGHTSELL WILSON WOOUHU^r M'ABEL'-AuE ELEM TERRY FULBRIGHT OTTER CREEK WAKEFIELD WATS EAST SICE FOOD SERVICE ASBESTOS KING STEPHENS CONTINGENCY SUBTOTAL UTTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED JULY 31, 1391 EEG SALANCE 07-01-91 836.713 94 3 831 45 1,052.713.31 24.454.65 129,547.53 1.26.461.58 516,638.56 64.077 83 102.865 00 1 3 890 80 26.279 53 142.963.30 17,422 63.390.96 15 792.11 644,827 57 1.500,000,00 3 400.000.00 245.612.86 11.733.172.80 INCOME 1991-92 O.CO 15 ICO.Of0 PROPOSED ISSUE BALE o 199,472,61 ^4 4 O C C A A BOOKER BRADY CHICOT 54.500.00 222.000.00 250.000.00 TRANSESRS 1991-9C 30 009.00 EXPSNOtrURSS (70.000 00) 0.00 1991 135 318 54 358.496 87 25.679 13 115.310.03 S.437.00 22.071.76 736.565 25 644.49 END SAuiNCE C7-31-91 4,2G0.CC 701,401 40 3,831 45 694,226.44 24,454 65 103.868 40 126.461.58 431,328.53 64,077 83 102.865 00 13.890.80 26.279 53 133,526.80 17.422 54 68 .390 96 15,792.11 622,755.81 1,500.000.00 3,400,000.00 175.612.86 10.946,607.55 198,828 12 214,365.00 54,500.00 222,000.00 250,000.00 DODD FOREST HEIGHTS 245.000 00 FOREST PARK FULBRIGHT 3.725.788.63 60.500 00 10.000.00 32,089.70 QARbANO GILLUM 10.000.00 57 960 00 245,000.00 3,693,698.93 60,500.00 10,000.00 10,000.00 57,980.00 HALL 500.000.00 500,000.00 IRC JEFFERSON 2.634,568.55 838 200 00 KING 2.350.000 00 FAIR MABELVALE ELEM MABELVALE JR 50.000 00 199.279 00 950.000.00 MANN 25.000 00 MCCLELLAN 400 000 00 C 876 42 2,634,588 55 838,200.00 2.350,000 00 50,000.00 199,279.00 950,000.00 25.000 00 393,123 58EXPENDITURES MCDERMOTT MEADCV.'CLIFF OTTER CREEK PABKViEW FLiLASW HGT3 ELEM PULASKI HGT3 JR PURCH.-SING rC'W\nne : ti Y A'ATSON WILLIAMS SUBTOTAL RETENUES sale of property PROCEEDS-FIRE LOSS INTEREST SUBTOTAL TOTAL LITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED JULY ST. 1991 BEG BALANCE 070191 65.000.00 400,000.00 CC AAA AA 24.00000 55,000.00 207 995.00 91.530.00 50.000.00 303.980.00 40.000.00 203,000 00 350,000.00 14,852.138.79 147,614.26 115.677.75 0.00 263 492.01 28.890.701.58 INCOME 1991-92 0.00 6.069.08 6 069 05 6.069 08 TRANSEERS 1391-9S 0.00 C 00 0.00 EXPENDITUReS END BALANCE 19S1-92 39.S10.61 13,745 00 13.745 00 840 415 36 0T-31~91 e5.000.C0 400,000.00 CC Ann nn 24.000.00 55,000 00 207,995.00 91,530.00 50.000.00 303.530.00 40,000.00 203.000.00 350.000.00 14.612,528.18 147.814.26 101.932.75 6.069 08 255 815.09 28.056.354 80OFFICE 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\nAs you are aware, the District Court is obligated to monitor the use of settlement monies and does so through the Office of Desegregation Monitorin! ig- 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 them long before the plan commitments and their scheduled fulfillment have been realized. Budgeting and fiscal management to ensure fuU implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. 2. 3. 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 the 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 fall 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 ddstricfs 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, V-Ann S. Brown Federal Monitor cc: Judge Susan Weber Wright 71 ^KKBB0S =*j5r Little Rock School District December 12, 1991 7' in DEC 1 5 1991 Mr. Bob Morgan Office of Desegregation Monitoring Heritage West Building, Suite 510 Citics ot I'ior'ng 201 East Markham Little Rock, AR 72201 j I J 'kjt ^5^5? J S w 5 J Dear Bob: Attached are our responses to the questions posed in Ann Brown's letter to Dr. Steele on October 28. I believe you will find them to be essentially the same as our previous verbal responses. Please call if you have questions. Sincerely, T: Tony Wood Deputy Superintendent TW/ch 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361LRSD ANSWERS TO ODM QUESTIONS (Reference 10/28/91 Ann Brown letter to Dr. Steele) Question 1. Question 2. What are the district guidelines for identifying expenditures as desegregation costs? Answer: Desegregation is one of the basic objectives of the District. Almost everything we do is directed to some degree to this goal. It is not possible therefore, and we have not attempted to identify all the cost associated with it. Our approach has been to identify personnel and materials that are required for the specific programs mandated by the Desegregation Plan, to set up budget accounts for those expenses, and charge to them as the programs are implemented. This approach may result in our charging less than possible to desegregation, but it should allow us to account for the settlement funds. It has never been the view of the LRSD that the settlement funds would cover the total cost of desegregation. Using the funds for court-mandated programs will allow us to use the money and to be able to show that it was used for proper purposes. For the purposes of showing that settlement funds are properly spent, budget/expense accounts are established for the specific programs in the Desegregation Plan. Expenses associated with those programs are charged to those accounts. What process is used to project the desegregation budget? Answer: Building principals, department directors, and others responsible for various functions in the LRSD are designated as budget managers. Each spring the budget managers submit requests for each of the budget account codes assigned to them. If an individual has responsibility for a program mandated by the Desegregation Plan, he or she will have account codes for that. These budgets are approved by the Deputy Superintendent, Associate Superintendents, Assistant Superintendents (where appropriate). Manager of Support Services, and the Controller. All of these codes will show a fund code of 13. If a Desegregation Plan program requires office supplies, for example, there will be an amount coded in the budget for expenses of that description that are related to the desegregation program.QDM Response Page 2 Question 3. How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives? Answer: The costs can be tied to programs that are specified in the Desegregation Plan. This will not be obvious from accounting reports but can be done through discussion with budget managers and the Associate Superintendent for Desegregation. Question 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? Answer: If. at budget time, it is determined that an individual will divide time between Desegregation Plan mandated programs and other activities, appropriate portions of that persons cost will be budgeted to the fund source codes. That persons cost will be automatically charged as budgeted through the year. For non-personnel costs, most of the expenses that can be charged to desegregation programs are easily identified, such as PAL computers and four-year- old program equipment. We have the capability to apportion costs, if needed. Question 5. Who makes the decisions about which cost items are budgeted in Code 13? Answer: The budget managers make this decision with review by the Deputy Superintendent, Associate Superintendents, the Manager of Support Services, and the Controller.QDM Response Page 3 Question 6. Who makes the decisions about which costs are actually debited to Code 13? Answer: The budget managers either make this decision or review monthly expense listings to make sure it is properly done. The Associate Superintendent for Desegregation also reviews all Fund 13 expenses monthly. Since many Desegregation Plan projects are the responsibility of the Associate Superintendent for Educational Programs, she also closely reviews these expenses on a monthly basis. Further, our computer system will not allow a budget account to be overdrawn. To transfer additional money into an account from another account requires approval of the Manager of Support Services. These processes are the same as those used to control all LRSD expenses including those that must meet certain state regulations. practices are sound. Independent audits show that LRSD accounting Question 7. What criteria determine how budgeting and debiting decisions are made? Answer: The accounts are clearly named so there is little confusion. The budget managers code the expenses. Question 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? Answer: The procedures described above with the monthly reviews described are intended to catch any improper coding. If an expense is improperly coded to a valid account that has sufficient funds, manual reviews like those described above are the only possible ways to detect it. As stated above, these are the same procedures used throughout our system, and independent audits have consistently found our procedures to be sound.QDM Response Page 4 Question 9. What are the districts spending priorities and how have they been determined? Answer: The district must implement the programs mandated by the Desegregation Plan, must meet state education standards, must meet debt service commitments, and must make the capital improvements committed to voters in millage elections. All salary expenses are under contracts. There is little to prioritize. As Desegregation Plan programs are implemented and their effectiveness is determined, we can petition the court and the other parties to allow us to discontinue or modify those that are not effective. Until we reach that point, we can do little to prioritize our costs. Question 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? Answer: The LRSD will implement the plan called \"No More Excuses: A Plan to Increase Learning for All Students in the Little Rock School District.\" This plan, which was adopted by the Board of Directors on March 28, 1991, provides the framework for attaining the 90% achievement goal for black students (see attachment). Question 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its full extent? Answer: As stated in response #9 above, LRSD will measure effectiveness and attempt to remove ineffective programs in the plan. We will address overall funding problems through reducing programs that we can reduce, better management practices and, if necessary, a request for increased millages. F\nodminfo2.wpdNO MORE EXCUSES: A PLAN TO INCREASE LEARNING FOR ALL STUDENTS IN THE LITTLE ROCK SCHOOL DISTRICT The purpose of this report is twofold: first, to identify and discuss problems and issues which the Little Rock School District must address if we are to substantially improve the level of learning in our schools\nand second, to outline a plan to empower all our students to be successful learners. BACKGROUND impo: teic: What students are learning in our schools is the most tant issue School Board members, administrators, and ors must consider as decisions are made about education in cur ccsEiunity. The elimination of academic achievement disparities between black and white students, the enrollment in upper level courses, appropriate remediation for the students who are not learning, assignments, the use of school libraries, homework minimum grade poin requirements for graduation. number and quality of reading assignments, multi-cultural the education. \"tracking,\" higher order thinking skills, and many other issues are all related to this central question: How can we get students to learn what we think they should know and how can we be sure they are learning as much and as well as they can? Last fall the administration was asked to consider a proposal to require a 2.0 grade point average as a requirement for graduation and to subm consideration by December.\na rep The ad: to the School inistration oa: te. ,5 fcr ts its report December 3 and recommended that the 2.0 requirement be phased in starting with certain minimum requirements for the 1991-92 school year and implemented fully by 1994-95. The recommendation was presented to the Board at the December meeting and tabled for further consideration at a later meeting. o Cl Tn January, 1991, the Little Rock School District received culum Audit conducted in September 199 0 by a team of administrators and professors from the National Academy of School Executives. This audit was authorized by the Board when it adopted the budget in August 1990. The audit found that the District's curriculum is disjointed, uncoordinated, and inappropriately sequenced. It found that district-wide curriculum objectives do not exist, grading practices are o: IS ent, promotion criteria are unclear. assessment is not to the curriculum, and curriculum guides lack internal ency. In short, even though the Little Rock School ri t is performing \"reasonably well\" according to the Curriculum Audit, much work needs to be done to improve curriculum design, content, delivery, sequence, and assessment of student learning.Following the December Board meeting, three public hearings were held to give District patrons an opportunity to express their views regarding the proposed 2.0 requirement. were evident during these hearings. Two opinions The first was that people were generally in favor of the schools setting higher learning expectations for students. The second opinion was that schools are responsible for seeing to it that students receive every possible opportunity to develop their intellectual abilities to the fullest extent and that this responsibility is not being met in all cases. Concern was also expressed for the student with identified learning deficits who might not ever be able to achieve the requirement of a 2.0 g.p.a. Since the public hearings, a survey was sent to teachers and principals requesting their opinions concerning the 2.0 g.p The results showed support for the 2.0 but mos requirement. . a. thought it should be phased in. The District's Biracial Advisory Committee took the position that the effectiveness of the current remedial and compensatory programs should be assessed before the Board decides to implement the 2.0 g.p.a. requirement. PROBLEMS AND ISSUES The problem of low student achievement in the Little Rock School District is not unique in our community. In a report entitled Accelerating Academic Achievement: A Summary of Findings from 20 Years of NAEP [National Assessment of Educational Progress, September 1990] the following points are made: 1, \"Most of the data in this report show th our present education performance is low and not improving.\" 2. \"Research shows that student academic perforaance is likely to be greater when pupils work hard, when parents are actively involved in their children's education, and when teachers and school administrators incorporate research tested improvements in the classroom. Yet, this report ....shows that these things are not typically happening.\" 3 . \"Time devoted to some subject areas is limited... H 4 . Homework is often minimal or non-existent. II 25. \"Most classroom work is dominated by passive learning activities that feature teacher and textbook-presented information despite research findings indicating that these techniques are not the most effective. tt 6. II Although parents are our children's first and most effective teachers, large proportions of students are not reading outside of school, are spending excessive hours watching television, and are spending little time on homework. II 7. \"Students can read at a surface level, getting the gist of material, but they do not read analytically or perform well on challenging reading assignments. II c . It Small proportions of students write well enough to accomplish the purposes of different writing tasks\nmost do not communicate effectively.\" 9. \"Students' grasp of the four basic arithmetic operations and beginning problem solving is far from universal in elementary and junior high school... II 10. \"Only small proportions of students appear to develop specialized knowledge needed to address science-based problems and the pattern of falling behind begins in elementary school. II 11. \"Students are familiar with events that have shaped American history, but they do not appear to understand the significance and connection of these events.\" 12. \"In recent assessments, more students appear tc e gaining basic skills, yet fewer are demonstrating a erase of higher-level aoolication of these skills. II 13 . \"Despite progress in narrowing the gaps, the differences in performance between white students and their minority counterparts remain unacceptably larce.\" 14 . It Large proportions of students....are not en led in challenging mathematics and scie-ca coursework.\" 315. II Across the last 20 years, little seems to have changed in the way students are taught. Despite much research suggesting better alternatives, classrooms still appear to be dominated by textbooks, teacher lectures, and short answer activity sheets. II other findings from the NAEP report are also highly disturbing: 31 percent of the 12th graders in 1988 read five or fewer pages per day from alJ^ textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarelv borrow books from the school or public library. 97 percent of the 4th graders reported that they completed workbooks or skill sheet assignments on what thev read\nonly 45 percent said they talked in pairs or groups about their reading. More than 30 percent of the eighth and twelfth graders reported never talking to someone at home about things they read. Nearly three-fourths of the eighth graders had teachers who reported spending an hour or less on writing instruction and assistance each week - o less than 15 minrtes per cav. At grade 12, half the students assessed in 1983 reported that they had written two or fewer papers as part of any school assignment in the six weeks before the assessment. Only 14 percent of the Sth graders and 9 percent of the seniors reported weekly writing assignments of three or more pages. At grade 3, 49 percent of the teachers reported spending one to two hours a week teaching science. In 1986, one q-.iarter of the c sessed were no enrclle eleventh graders in a math course and another one quarter were taking lower j.ev5 Ma t'1 mat.h courses such as General ematics, ?re-algebra, or Algebra I. 4Slightly more than half said they were not taking any type of science course. More than two-thirds of the high school seniors typically do an hour or less of homework each day. Only 29 percent had two or more hours of homework each day. These findings are by no means all that the NAEP Report presented. Many others are equally distressing. The inescapable conclusion is that students, for the most part, do not learn nearly what they are able to learn. for several reasons: This appears to be the case (1) they are taught in ways that have been proven ineffective over and over by well-documented research\n(2) the curriculum is content-deficient, and (3) expectations from both parents and educators are set at an unacceptably low level. While these findings are based on nationwide research, they are typical of what we find locally and should give us cause for e concern. In fact, the grade distribution, test scores. level of expectations, a large amount of \"seatwork\" in our classrooms, and the limited use of libraries are among the indicators in our own District that support these findings. As we examine our schools in relation to the NAEP report and decide whether to impose a minimum requirement for graduation, we must reflect upon events that have greatly affected our ability to deliver quality education to our students. 1983, we have been in court almost continuously. Since January, During that period, no less than four desegregation plans have been written. Weeks were spent in 1938 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. District has experienced significant changes in its geographi The boundaries. Board governance. and administration. As wa ed out in the Curriculum Audit, the District has had five different superintendents since 1982. The issues we have dealt with and the rapidity of the changes which have occurred in the District have contributed in varying degrees to weakening many of our internal processes and organizational procedures. We have seen job roles become less clearly defined, lines of authority eroded, and employees not held accountable for their work. The result  as was vividly and painfully described in the Curriculum Audit  is a district in which \"Learning is not likely to get any better, and it could continue to get worse unless administrative direction, expertise. provided in the educational programs of the L. and intervention are ict. It (p.l4) e Rock School In fulfill opinion, two hings are necessary before we can he responsibilities we have as a school district toward 5our patrons and students. reviewed. First, Board policies must be revised, and in some cases improved. Coherent, consistent regulations, directives, and procedures must be developed where needed to support the enactment of these policies. Then all employees must be held accountable for carrying out Board policies and adhering to regulations, directives, and procedures developed to support them. Second, as the Audit pointed out, the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully written educational objectives. In my opinion, we cannot afford to take three to five years to complete this redesign of our curriculum. It must be started now. Core areas of the curriculum (reading. language arts, math, science, social studies and fine arts) be appropriately scoped and sequenced in time for use during the 1992-93 school year. This will require enormous work by a cadre of teachers and administrators, and it may very well require the expertise of curriculum designers who can work with our staff in putting our entire curriculum together in the proper scope. sequence, and format, K-\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_448","title":"Gifted and Talented program","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":["1989/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Gifted \u0026 talented","Student assistance programs"],"dcterms_title":["Gifted and Talented program"],"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/448"],"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":["110 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\n4?.-1 Little Rock Central High School Enrollment Data Advanced Placement/Gifted and Talented Classes End of School Year 1996-97 Course Black Other Total % Black Am. Hist. 18 108 126 14 Euro Hist 44 50 12 French IV 32 37 14 French V\u0026amp;VT 35 36 German 22 22 Latin 14 16 13 Spanish 19 94 113 17 English IV 15 97 112 13 Biology 12 37 49 24 Chemistry 22 26 Physics 13 13 Calculus AB 41 49 16 Calculus BC 16 16 Statistics 57 62 6 5 1 0 2 4 0 8 0 5 3 0 4 0 0 8 All Advanced Placement classes at Central are open to identified gifted and talented students without regards to their intent to take the Advanced Placement test at the completion of the course. Their records do not indicate whether they entered the class as GT students or as Advanced Placement students\nconsequently, the numbers above contain both categories of students.Dear Dr. Williams, My name is Sarah Holt. Five years ago I was in Hall High School for kindergarten. It was different than other schools in good ways. One way was how the teenagers came in and helped us. One of those teenagers ended up being a great role model for me at that time. I really looked up to everyone who came in to help us. Since Mrs. Wright had so much help from the high school students, she could plan activities that were very Involved. We couldn't have done those activities In larger groups. Mrs. Wright was an exceptionally good teacher. She always had fun activities planned and gave me a great beginning in my education.! know if I feel this way the high school kids do too. It would be awful if you shut it down because then other kids would miss out on the fun. Sincerely, Sarah K. HoltibUe ' ') ' DKS9 I / Administrative Vacancy 3.2 an -----, 3 I (Position now open ' GIFTED PROGRAM SPECIALIST (COORDINATOR) t I I Little Rock School District J Septepiber 7, 1989 QUALIFICATIONS\n1. A Master's Degree (rninimutn) in Elementary or Secondary Education. 2. Must meet Arkansas certification requirements for Gifted and Talented. 3. Must have at least three (3) years of successful teaching experience of which one (1) year must be in a Gifted and Talented environment. 4, 5. 6. NOTE: Demonstrates strong human relations/interpersonal skills. Evidence of a strong conmitment to gifted education. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INlflAL SEEING 1NTRVIW\n-----------------------------------------------------------A r REPORTS TO\nSupervisor - Gifted and Talented Jr JOB GOAL: To assist the Supervisor - Gifted and Talented in the tasks of implementing K-K\u0026gt; gifted programming and other aspects of the Gifted Education Department. ' / BASIC PERFORMANCE RESPONSIBILITIES: 1 rS?^. .Li [' 1. 4. 3\\ '-5, 6. Assists in conducting program monitoring tasks. Observes and advises gifted education personnel. Provides consultation to principals. Identifies, investigates, assesses and provides solutions to concerns related to all components of the program. Assists in administrative tasks inherent in the program. Other dtities assigned by the Supervisor. A r  es 3iVd 9. ,K:SI S66IZe2/S0 ' '(3 ':3 ,'T i Ia- B.j'cvAi,  )! '/ a\" Page Two (2) Gifted Program Specialist salary'AND TERMS\n$25,306 - $38,877 -- An Eleven (11) Month Contract plus Educational Stipend, Car Allowance, and Benefits Package. EVALUATION\nPerformance of this job will be evaluated in accordance with provisions of the Boards policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS\nSeptember 15, 198S SEND WRITTEN LETTERS OF INQUIRY TO\nEstelle Matthis Associate Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE\nF0 3\u0026amp;yd I-A, INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER V   7 a'7 V. 'I Aq.\nl'V\\ J 1' I aRBaiitaji ( 9 cJ i- 7.1 I -V-'H\" 'Jii A, SS:ST S66T/2/S0 i4bi ) Hl I ^3 S0 SCHOOL Cloverdale Jr. Hign LITTLE ROCK SCHOOL DISTRICT SECONDARY FACILITATORS 1994-95 PHONE NUMBER 570-4085 FACILITATOR Tamara Gullett Dunbar Magnet______ Forest Heights Jr. High Henderson Magnet Jr. High Madelvaie Jr. Hign Mann Magnet Pulaski Heights Jr. southwest Jr. central High J.A. Fair Hall McClellan Parkview Magnet 324-2440 671-6390 228-3050 455-7400 324-2450 671-6250 570-4070 324-2300 228-3100 671-6200 570-4100 228-3000 Joyce underwood Marian Thomason JOy Williams snarron Cannon Bonnie Bumpers Marsha Bibb Jackie Falls Lois Thompson Ruthie Hiett Joan Cage Jan Conine Linda Kamara 3 S661/E2/S0 \"I. f' 'SO 3Sd g ss:si S66TZeS/S0 i Etease Post Administrative Vacancy 3.2 an Position now open GIFTED PROGRAM SPECIALIST (COORDINATOR) Little Rock Schooi District September 7, 1989 QUALIFICATIONS: 1. 2. 3. 4. 5. 6. NOTE: . A Master's Degree (minimum) in Elementary or Secondary Education. . Must meet Arkansas certification requirements for Gifted and Talented. Must have at least three (3) years of successful teaching experience of which one (1) year must be in a Gifted and Talented environment. . Demonstrates strong human relations/interpersonal skills. Evidence of a strong commitment to gifted education. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE Initial screening interview. \" -------------------------------------------- REPORTS TO: Supervisor - Gifted and Talented JOB GOAL: To assist the Supervisor - Gifted and Talented in the tasks of implementing K-12 gifted programming and other aspects of the Gifted Education Department. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. 5. 6. Assists in conducting program monitoring tasks. Observes and advises gifted education personnel. Provides consultation to principals. Identifies, investigates, assesses and provides solutions to concerns related to all components of the program. Assists in administrative tasks inherent in the program. Other duties assigned by the Supervisor,4. page Two (2) Gifted Program Specialist SALARY AND TERMS: S'.??  *\" plus Educatl Car Allowance, and Benefits Package. onal Stipend, EVALUATION: Performance of this job will be evaluated i RnarH'e p evaluated in accordance with provisions of thp Board s policy on Evaluation of Professional Personnel. Provisions ot the DEADLINE FOR RECEIPT OF APPLICATIONS: September 15, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Estelle Matthis Associate Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION RIGOROUS SELECTION PROCESS. 7:\n,-,\n, A POSITION DOES NOT NECESSARILY MEAN THAT AN -------- must COMPLETE A VERY S^CAUSE AN INDIVIDUAL APPLIES FOR 'I .\":i INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER(?c: in -s. pa,-OTr'\",7 -O OCT 1 1994 Office of Desegregaiicn l-Zcnitvvng October 11, 1994 Elizabeth Shy Dowell 68 Cardinal Valley Drive North Little Rock, AR 72120 Dr. Henry P. Williaims, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Williams\nAttached is a copy of the position paper as adopted by the Dunbar Arkansans for Gifted And Talented Education (A.G.A.T.E.) membership at the September 28, 1994, meeting which you were unable to attend. A.G.A.T.E. wants the district and school board members to understand this adoption was chosen for what they believe is best for the entire school population. If based solely on the needs of their individual Gifted and Talented identified children at Dunbar, the parents decision would have been far different. Beginning last spring, as the district began addressing the budget constraints, parents were systematically excluded from the decision making process. The program, as implemented for the cunent school year, is not what was told to parents and students during recruiting. Again this fall, before any opportunity for real dialogue between the district administration and parents, a decision was reached, based on limited parental input, to re-instate the program as it had been for the previous school year. My personal experience with parents has taught me there is a very real distrust of the district on the part of its patrons. I believe it is this type of unilateral decision-making which promotes these feelings. As the logistics became known, such as the master schedule having to be reworked for the entire school population, a lack of parental concensus became obvious. A.G.A.T.E. feared a situation was developing that would pit parent against parent in trying to implement the fall mandate. We, therefore, elected to support maintaining the program as is for the current school year only. The Gifted and Talented program at Dunbar is a bare minimum program. An enhanced program is probably a more accurate title. It is suggested that all members of the Board tour Fuller Junior High School, in the Pulaski County Special School District, and make a comparison between the two G and T programs. I believe that LRSD will find it more difficult in the near future to recruit white students from the other districts as the success and quality of Fuller Junior High's program becomes more widely known throughout the county. Whether as individuals we support Gifted and Talented programs or not, in terms of desegregating Dunbar, it is the Gifted and Talented program which draws white students. If the quality and integrity of the program cannot grow, the district will find it harder to recruit and parental support for the district will diminish. Sincerely Yours in Support of Public Schools, Elizabeth Shy Dowell President, Dunbar A.G.A.T.E. ESD/esd C: Ms. Ann Brown, Office of Desegregation Monitor Little Rock School District School Board Members: Ms. Patricia Gee Ms. Oma Jacovelli Dr. Katherine Mitchell Ms. Judy Magness Mr. T. Kevin O'Malley Ms. Linda Pondexter Mr. John A. Riggs, IV Ms. Nancy Acre, Dunbar PrincipalArkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE POSITION PAPER MAGNET PROGRAMS AS ADMINISTERED AT DUNBAR JUNIOR HIGH SCHOOL The membership of Dunbar Junior High School A.G.A.T.E. voted at its September 28, 1994, meeting to adopt a position regarding the administration of the Gifted and Talented and International Studies programs at DJHS, as follows: 1. 2. 3. Beginning with the 1995-96 school year, the Gifted and Talented and International Studies programs at Dunbar shall return to their original 1990-91 formats, as established and implemented by the Little Rock School District Dunbar Committee\nmore specifically. a. b. c. d. letters will be sent by the Student Assignment Office to all attendance zone students informing them they must participate in the magnet programs and enroll in a foreign language class\nstudents electing not to participate in the magnet programs will be allowed by the Little Rock School District to opt to attend another junior high\nstudents shall be required to return a letter of intent, the LRSD will reinstate the ratio cap among attendance zone black students, thereby encouraging the recruitment of identified gifted black students outside the attendance zone to enroll in Dunbar\nthe LRSD Dunbar Committee shall be reconstituted as per the April 29, 1992, LRSD Desegregation Plan, page 143\ncommittee make-up should be by position, not specific individuals, i.e. LRSD Gifted Supervisor, Dunbar Principal, Dunbar International Studies and Gifted and Talented specialists, one black parent, one white parent and others as needed\nidentified Gifted and Talented students and designated Enriched students will not be grouped together in the four core subjects\nteachers of Gifted and Talented classes will be certified as Gifted and Talented teachers. To strengthen the program, Gifted and Talented classroom size shall not exceed 22 students. For the remainder of the 1994-95 school year ONLY, the identified Gifted and Talented students and the designated Enriched students at Dunbar may be assigned to combined classes in the four core subjects.4. The Little Rock School District will provide a minimum of two additional Gifted and Talented specialists at Dunbar for the remainder of the 1994-95 school year for the purpose of facilitating the Gifted and Talented teachers by providing instructional time with small groups and individuals as needed. The Dunbar A.G.A.T.E. group believes these criteria for administering the magnet programs at Dunbar are the bare minimums for maintaining the quality and integrity of these programs and for recruiting future students in compliance with orders of the Federal District Court. FOR MORE INFORMATION OR QUESTIONS PLEASE CONTACT: ELIZABETH SHY DOWELL President, DJHS A G A T E. 68 Cardinal Valley Drive North Little Rock, AR 72120 (501)834-3720Arkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE 1100 Wright Avenue, Little Rock, Arkansas 72206 Elizabeth Shy Dowell, President January 26, 1995 Dr. Henry Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 RECEIV' JAN 3 11995 Dear Dr. Williams\nOffice of Desegregation Monitoring In follow-up to the Dunbar A.G.A.T.E. Position Paper of last fall, we reiterate our concerns for the International Studies and Gifted and Talented magnet programs as outlined. While all four points remain very high priorities, at this time we want to recapitulate item 1 .b. of the position paper,(see attached.) Specifically, the ratio cap among attendance zone black students and the recruitment of identified gifted and talented black students from outside the Dunbar attendance zone. When Dunbar Junior High School opened as a magnet programs school, to meet court ordered desegregation guidelines, a 60% ratio cap for black students from the attendance zone was established. The Student Assignment OflBce initially required a student, who elected not to participate in either program, to return a form to the SAO. At that point, the student would be assigned to another school in the district. If the number of black attendance zone students electing to opt out of Dunbar dropped the ratio below 60%, the school could then recruit G \u0026amp; T identified black students from other attendance zones. Three years ago, without informing either the school administration or the parents of participants, the Student Assignment OflBce stopped sending out the above mentioned forms. This left prospective students and their parents with the impression they could come to Dunbar and not participate in the either of the magnet programs. As this information circulated and SAO never said anything to the contrary, students who in the past had opted out, returned to Dunbar. Not only did this unpublished SAO policy have a devastating effect on our programs, i.e. the elimination of some courses and the number of sections available in others, but each year we fall further behind in meeting the court ordered desegregation guidelines. Our numbers are approximately 69% black, 31% non-black for the current school year. We believe it is imperative, for the viability of the programs and for student recruitment, the Student Assignment Office for the 1995-96 school year should: A. in order to be in compliance with the courts, reinstate the ratio cap\nB. require students to return a form committing themselves to the Dunbar program(s) or be allowed to opt out of Dunbar.As cautioned in my cover letter of October 11,1994, regarding what might happen when the quality of Fuller Junior High School's G \u0026amp; T program became known, we have lost two Pulaski County Special School District white students to Fuller and a third is actively looking into making the switch. Lest this leave the impression that Gifted and Talented programs are of most import to white parents, I pass along the concerns some black parents have brought to me. More pointedly, the small number of black students in the G \u0026amp; T program at Dunbar. One parent told of how her son felt uncomfortable with so few black males in his G \u0026amp; T classes and the pressure put on him by peers to not participate. Of those who came to me, all said virtually the same thing, their children need others like themselves to withstand the peer pressure. We can only accomplish this through the proper use of the ratio cap. While we understand and sympathize with your daily pressures, we implore that these matters be given an immediate and high priority by you and your staff. Sincerely, Elizabeth Shy Dowell President, Dunbar A.G.A.T.E. Enclosure: 1 cc\nMs. Ann Brown, Desegregation Monitor Dr. C. Russell Mayo, LRSD Student Assignment Office LRSD School Board Members: Ms. Patricia Gee Ms. Oma Jacovelli Ms. Judy Magness Dr. Katherine Mitchell Mr. Kevin O'Malley Ms. Linda Pondexter Mr. John A Riggs, IV Ms. Nancy Acre, Dunbar Principal ESD/esd Arkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE POSITION PAPER MAGNET PROGRAMS AS ADMINISTERED AT DUNBAR JUNIOR HIGH SCHOOL The membership of Dunbar Junior High School A.G.A.T.E. voted at its September 28,1994, meeting to adopt a position regarding the administration of the Gifted and Talented and International Studies programs at DJHS, as follows: 1. 2, 3. Beginning with the 1995-96 school year, the Gifted and Talented and International Studies programs at Dunbar shall return to their original 1990-91 formats, as established and implemented by the Little Rock School District Dunbar Committee\nmore specifically: a. b. c. d. letters will be sent by the Student .Assignment Office to all attendance zone students informing them they must participate in the magnet programs and enroll in a foreign language class\nstudents electing not to participate in the magnet programs will be allow^ed by the Little Rock School District to opt to attend another junior high\nstudents should be required to return a letter of intent\nthe LRSD will reinstate the r atio cap among attendance zone black students, thereby encouraging the reciuitnient of identified gifted black students outside the attendance zone to enroll in Dunbar\nthe LRSD Dunbar Committee shall be reconstituted as per the April 29, 1992, LRSD Desegregation Plan, page 143\ncommittee make-up should be by position, not specific individuals, i.e. LRSD Gifted Supervisor, Dunbar principal, Dunbar's International Studies and Gifted and Talented specialists, one black parent, one white parent and others as needed\nidentified Gifted and Talented students and designated Enriched students will not be grouped to gether in the four core subjects\nteachers of Gifted and Talented classes will be certified tis Gifted and Talented teachers. To strengthen the program, classroom sij'.e shall not exceed 22 students. For the remainder of the 1994-95 school yearONLY, the identified Gifted and Talented students and the designated Enriched studea's at Dunbar may be assigned to combined classes in the four core subjects.4. The Little Rock School District will provide a minimum of two additional Gifted and Talented specialists at Dunbar for the remainder of the 1994-95 school year for the purpose of facilitating the Gifted and Talented teachers by providing instructional time with small groups and individuals as needed. I The Dunbar A.G.A.T.E. group believes these criteria for administering the magnet programs at Dunbar are the bare minimums for maintaining the quality of these programs and for recruiting future students in compliance with orders of the Federal District Court. FOR MORE INFORMATION OR QUESTIONS PLEASE CONTACT: ELIZABETH SHY DOWELL President, DJHS A.G.A.T.E. 68 Cardinal Valley Drive North Little Rock, AR 72120 (501) 834-3720 Icc.- Tnczi 0=* . -MAY-16-95 TUE 14:49 SUSAN W WRIGHT FAX NO. 5013246576 RECEfoB-n May 2, 1995 MAY 1 6 1995 Dear Parents of Children in Gifted and Talented Programs, Office of Desegregation Montoring The Little Rock School District Board of Directors voted April 27, 1995,\" to eliminate the District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students. However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for all children. In order to save this position, please help by doing one or all of the following\n1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3. Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4, Contact the Office of the Desegregation Monitoring, Ann Brown or Margie Powell 376-6200. 5. It is very important that parents write to the Honorable Susan Webber Wright, District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, immediate action. as parents, are obligated to take For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabeth Dowell Secondary A.G.A.T.E. Parent May 2, 1995 Dear Parents of Children in Gifted and Talented Programs, The Little Rock School District Board of Directors voted April 27, 1995, to eliminate the District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students. However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for ail children. In order to save this position, please help by doing one or all of the following: 1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3. Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4. Contact the Office of the Desegregation Monitoring, Ann Brown or Margie Powell 376-6200. 5. It is very important that parents write to the Honorable Susan Webber Wright, District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, as parents, are obligated to take immediate action. For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabi Dowell Secondary A.G.A.T.E. Parent May 4. 1 995 may I 1 1995 Dr. Henry Williams, Superintendent Little Rock School District 810 Markham Street Little Rock, Arkansas 72201 Office of Desegregation Mu. Dear Or. Williams: It is quite disturbing to find that, once again, the Little Rock School District is attempting to eliminate the high school kindergarten programs. My child participated in the program during the 1989-1990 school year and still fondly recalls the wonderful experiences the program provided her. I was extremely involved in the program myself, serving as Mrs. Wrights room mother. I spent countless hours directly involved in the classroom assisting with activities. I feel most qualified to defend the good qualities this program has. I am an elementary teacher myself who has spent eight years teaching in the classroom and another two years substitute teaching. These ten years experience have been in Georgia. Louisiana. Arkansas, and now Michigan. The system my children are now in is in a suburb of Detroit, Novi, and is most impressive. However, I have yet to find any kindergarten program that comes anywhere near the quality of your high school kindergarten programs. First and foremost is the benefit the program offers to the young children. This is such a sensible way to \"wean\" children from their mother's one-on-one care. They are in smaller groups, enabling them to see that others around them also have needs, but not yet overwhelming them with high pupil-teacher ratios. The high school students can help nurture their needs and guide their activities. With the additional help of the high school kids, the teacher can plan activities that are impossible in the traditional kindergarten setting. The high school itself provides countless opportunities for the children through their art. drama, music, foreign language, and physical education departments. It is lagniappe that this program benefits the high school students also. Many teenagers today see pregnancy and children as a \"way out* of their existing circumstances or simply as the 'cool' thing to do. This program shows them how very patient and well prepared you must be to be a parent. It also shows them how rewarding it can be to work with children. The affection shown to the high school students is so beneficial to their positive self-esteem ! The memory is still vivid in my mind of a six-foot young man saying good-bye* to his *students* on his last day of high school with tears rolling down his cheeks. Another asset of the program is that, hopefully, many young people would find teaching to be the profession of their choice. In conclusion, I feel it sad that every five year-old in the country cant have the opportunity to be involved in such a rewarding program. Please strongly consider leaving this program in place. Let it be a shining star in the Little Rock School District\nsomething unique that other systems throughout the state or the country do not offer. Dont allow this program to fall victim to the mediocrity we see in so many public school systems. Sincerely, Patricia B. Holt 45409 Addington Lane Novi, Michigan 48374 cc: E. Wright S. Wright A. Brown R. Mayo K. Mitchell K. O'Malley J. Magness J. Riggs L. Poindexter P. Gee S. JohnsonMAY- 9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 A -R I 'S B U R G CROWLEYS RIDGE EDUCATION SERVICE COOPERATIVE P.O. Box 377 Harrisburg Arkansas 72432 (501) 578-5426 Serving Public Schools in: Craighead County Bay-Brown Brookland Buffalo-Island Jonesboro Nettleton Riverside Valley View Westside Crittenden County Crawfordsvitle Earle Marion Turell Cross County Cross County Parkin Wynne Jackson County Newport Mississippi County Armorel Blytheville Gosnell Manila Osceola So, Miss. County Poinsett County East PoinsHtl County Harrisburg Marked Tree Trumann Weiner May 4, 1995 The Honorable Susan Webber Wright OfBce of Desegregation and Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, I am an associate and colleague of Diane Rynders, who is currently one of the two Gifted and Talented Coordinators for the Little Rock School District. The position held by Diane was cut in the latest round of cuts for the Little Rock School District, It seems to me that as soon as something positive gets a start in Little Rock School District, here comes something to tear it apart. Even if Diane wasnt doing a wonderful job in the position it would still need to be there. The size of Little Rock School District warrants at least two people to monitor programs and provide services. The fact that Diane does a fantastic job makes it more crucial that the position remain. She is the organizing force behind many provisions enjoyed by Little Rock students. Some of the parts of her job, besides premonitoring, staff development and dissemination of information are: Odyssey of the Mind, Quiz Bowl and Sixth Grade Challenge. I think many of the opportunities provided by the Gifted and Talented Program would fell by the wayside with the elimination of the position. This whole thing spills over into the desegregation issue, because all students will he affected within the elementary gifted program. I know you are thinking about this issue. Please know that the Little Rock School District needs its elementary gifted and talented position and it needs Diane Rynders. RSCE5VSD CHA-MSERS OF SUSAN WRIOiT MAY 0 9 1395 Sincerely, Kay Kyle Luter, Supervisor Gifted and Talented Education U. S. DISTRICT JUDGE MAY- 9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 May 4,1995 The Honorable Susan Weber Wriglit Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, I am writing to urge you to disallow the termination of the position of Gifted and Talented Education Coordinator for the Little Rock School District which is currently filled by Diane Rynders. I have a daughter at Gibbs International Studies Magnet School who has been in the gifted program there for the past three years.' I believe that the elimination of Ms. Rynders' position will have a detrimental effect on the quality of services provided by the district in this area. My daughter has also participated in the Odyssey of the Mind program, of which Ms. Rynders is Stale Director, and I know that tire termination of her position will also affect the involvement of the district in this program as well as in olher programs Ms. Rynders coordinates. Unfortunately, these programs are some of the extra-curricular benefits of a G/T Program that is designed to impact positively on students who are not identified for the program. Through programs like Odyssey of the Mind and Quiz Bowl, Future Problem-Solving and others, many nonidentified students gel to participate as well. I have first-hand experience in Odyssey of the Mind, as I was a coach for my daughter's team the past two years at Gibbs. Besides the student programs she coordinates, Ms. Rynders also monitors .school programs and provides staff development for teachers throughout the district. I have been in education for the past 21 years and have served as Supervisor for Gifted Education at the Arkansas River Education Service Cooperative for the past 11 years. Prior to the hiring of Ms. Mable Donaldson and Ms. Rynders, the Little Rock School Dislricfs Gifted Program was almost non-existent. They are a strong team and there is no way the program can continue to develop and improve if Ms. Rynders' position is eUminaled. My appeal to you is two-fold\nboth as a parent of a student in the Little Rock School District and as an educator who knows how important key people are to programs and their growth and development. Diane Rynders is an asset to the Little Rodk School District in her role as Coordinator of Gifted Programs. It is not an expendable position if we hope to continue to have programs that not only provide opportunities for our precocious learners, but also impact positively on the education of all of our students. I urge you to overrule a short-sighted and poorly researched decision and secure the position of G/T Coordinator and Diane Rynders in it. Sincerely, CHAMBERS OF Davis Hendricks 1016 East H Avenue North Lillie Rock, AR 72116 SUSAN '//RJGHT MAY 0 9 1995 U. S, DISTRICT JUDGEMAY- 9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 1 R, D, SAUNDERS DIRECTOR 1 i DAWSON EDUCATION CO-OP ft 711 CLINTON, SUITE 201 ARKADELPHIA, AR 71923 501 / 246-3077 May 5, 1995 Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Wright: I am concerned about the Little Rock School District cutting the position of Gifted and TaJented Coordinator. I feel that this program would suffer without the services that Ms. Diane Ryndera provides. She is involved with differentiated curricuhun development for gifted students, monitoring the programs in the elementary schools for the district to Insure compliance, and the identification of gifted students in the district She has L\u0026gt;ecii instrumental in giving disadvantaged and minority students an equal opportunity in the screening and identification processes provided by the mandate set forth by the state. For many years, Ms. Rynders has been involved as a state leader in the Odyssey of the Ntind comiietition. She held the position of State Director for a great number of those years. Under her guidance and leadersiiip, Aikausas has been well represented at the annual OM World Pinals. Without her expertise, I feel this program will sufier- ajid iiliimateiy the studenis of liic Littie Ruck Seiioul Disiiict wiit nut iiuve the opp^inunsiies afforded to them through her knowledge of the competition rules and regulations. Please consider the reinstatement of this position for the students of the Little Rock School District They deserve the very best we can give them, and I think Ms. Ryaders skills are an asset for the district. Thank you for your consideration. Sincerely, I 7' Judy Lively [udy Super-isnr of Gifted Educatiaii May 0 9  OP \" 'VSf/GHT J995 ''/ S. ^'^^TRlcr -JiJDGE: s^Ewing i^e. e^cAooZ1 eSsWin^ tAi C^ifdiEHI I I MAY- 9-95 TUE 15:28 is c 1 I* V JAIIPI) MlIXLRY. Dirfctftr Baxter Mountain home Norfork FULTON Mammoth Spring SALEM Viola INDEPENDKNCK Batesville Cord-Charlotte CUSll.MAN Midland Newark Southside SULPHUR ROCK IZARO Calico rock Izard county Consolidated Melbourne Mt. pleasant SHARP EVENING SHAPE Highland STONE MOUNTAIN VIEW Rural Special TIMBO SUSAN W WRIGHT NAESC Telephone May 5, 1995 FAX NO. 5013246576 P. 04 Northcentral Arkansas Education Service Center P. 0. Dox 739  Melbourne, Arkansns 725.56 Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright\nV/RIGKt 0 9 1395 U. S. DISTRICT judge I am writing you in response to a news report that the Little Rock School District is proposing to eliminate the position of Gifted \u0026amp; Talented Coordinator. While I can understand the need for the District to make budget reductions, I am truly surprised that this position would be one targeted for elimination. As a State G/T Supervisor, I work with twenty schools with varying numbers of students, I know the plight of the G/T coordinators in these schools and not one of them has anywhere near the size of program that Mrs. Rynders has with which to work. With a program the size of Little Rock School District's, approximately 4,000 students, confidently say that their G/T program is already understaffed.^ A curricular program designed to enhance the learning of high ability learners, regardless of race, creed, or color, should be the last program one would choose to negatively effect by reducing staff. I can sex, Iirs. Rynders has done an excellent job of designing student identification procedures that eliminate biases and allow gifted minority students to be considered equally for the G/T program. Without proper administrative oveirview, shortcuts will be taken, procedures will be dropped, and many gifted students will never be found. I want to emphasize that the administrative overview, in order to be effective, must come from someone with the training and knowledge concerning testing and identification procedures of all G/T students. overview I must admit that I can't comprehend why why, at a time when Little Rock is spending millions of dollars to encourage An Etiual Opportunity EmployerKATHRYN C. FITZHUGH 4715 Darragh Drive Little Rock, AR 72204 501-565-1994 Home 501-324-9444 Office *10 ,595 00^3 Q May 6, 1995 Dr. Henry P. Williams Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 RE: Gifted and Talented Coordinator, Little Rock Public Schools Dear Sir: I write as parent of Erica J. Fitzhugh, a child in the Little Rock Public School System. I write also as an interested friend of many Little Rock school children and young adults whom I see and talk to every week. I am a member of the Carver Magnet Elementary PTA, a VIPS volunteer, an Andersons Taekwondo parent volunteer and a member of Arkansans for Gifted and Talented Education. I am a Girl Scout volunteer and a former girl scout leader. I am concerned about the April 27, 1995, vote to eliminate the Little Rock School Districts Gifted and Talent Coordinators position. I understand that there is to be one similar position remaining, the District Gift and Talented Supervisors position. My concern is that activities such as Odyssey of the Mind, Quizbowl, and Sixth Grade Challenge competitions will be eliminated along with the elimination of the Gifted and Talented Coordinators position. In addition, I am concerned that the other duties of this position such as monitoring programs and conducting training for school staffs, will be severely curtailed or totally eliminated because there will be one person doing the job of two. I urge you to restore this position or advocate that the Board restores it. Keep the quality of our gifted programs high - we need all the programs, involvement and encouragement that wePage 2 can get for our children. It means a lot to the children as well as to the parents. Thank you for taking the time to read this letter. Very truly yours, Kathryn C. Fitzhugh cc: Magnet Review Committee Lz/Dr. Margie Powell Ms. Margaret Gremillion Ms. Sadie Mitchell Dr. Linda Pondexter !i i 1995 ice Ct J' . .'J May 6, 1995 Mrs. Margie Powell Office of Desegregation Monitoring 201 E. Markham, Ste 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Powell, As a gifted specialist in the Little Rock School District, I am very concerned about the decision made by the Little Rock School District Board of Directors on April 27, 1995, to eliminate the District's administrative position of the Gifted and Talented Coordinator. With only one District G\u0026amp;T Supervisor remaining to serve the GT programs in our 49 schools, I forsee the quality of our programs deteriorating. One person can't be responsible for the administrative duties and the direct services provided to the students and gifted specialists. If there is any action that can be taken by you to help get Mrs. Diane Rynders' position reinstated, please do so. Sincerely, Beverly Kinneman Gifted Specialist Otter Creek Elementary HAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 May 7, 1995 Dear Judge Wright, I am sure that you really don't want to receive another letter regarding the budget cuts proposed by Dr. Williams for the Little Rock School District, but I felt compelled to write to let you know how I feel about the elimination of the Gifted and Talented coordinator position. In the ten years I have been teaching at Central I have seen many changes occur. Many good and certainly many bad. One of the most positive things that has occured is the appointment of Diane Rynders to the GT Coordinator position. Before her arrival, the GT office was at best in turmoil. I had many dealings with the people in that office at that time and it was my impression that there wa.s absolutely no leadership and continunity occuring Since Diane arrived things have been well organized and directed. I always know who to contact and what is expected of teachers in the district who work with gifted students. One of the things that I most look forward to during the school is the few hours a week I get to work with my Odyssey of the Mind team. These students are truly gifted. You would be amazed at what these young people can do. There is nothing that they can't accomplish if they put their minds to it. It is refreshing to see students at this advanced level at such a young age. The few hours a day that I work with these students is time where I know 1 am not going to have to deal with the extraneous non-teaching chores that occur all day long in my regular classes. During my regular teaching day most of my time is spent with discipline and reprimands which unfortunately turn what should be a positive teaching atmosphere into an aggravation. I look forward to the time I spend with my OM team. It is always fun and positive, the highlight of many of my working days I can't think of what will happen if the GT office loses its coordinator, much less losing Mrs. Rynders. There has to be other ways to reduced the deficit at the district. The administration is top heavy in other directions if cuts need to be made. Sacrifices have to be made by all, but 1 honestly feel that this is a terrible mistake and very little thought went in to making this descision. One thing for sure. Many students will not attend Little Rock Schools if the Gifted Programs are not fully functioning One of the main attractions is the many GT classes and programs available to students who need them and parents who want their children in them. The elimination of this position needs serious reconsideration on everyone's part. I really appreciate your time. I hope things will work out where the GT Cooridinator's position can remain intact Please feel free to contact me if you need any additional input. Central High School RSCfi-Jyarp, '^'fUGKr 0 9 1995 S. ^ISTFilCTOffice 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 (SOI) 3710100 May 8, 1995 Ms. Jill Clogston, Supervisor, Gifted Education Northeast Arkansas Educational Cooperative P.O. Box 100 Strawberry, AR 72469-0100 Dear Ms. Clogston: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy, Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although 1 cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2(X)O or me at (501) 376-62(X), for the date and time of the school board meeting. 'gie L. Powell Associate Monitor MAY- 8-95 MON 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol Randolph \u0026amp; Harding Streets P 0. Box 217. Hoxie. AR 72433-0217 886-7717  Fax: (501) 886-7719 Central Office Teacher Center G-T / Reading! Special Ed Early Childhood NORTHEAST ARKANSAS EDUCATIONAL COOPERATIVE d 206 South Main P.O. Box 100, .Strawberry, AR 72469-0100 S28-3395  Fax: (501) 528-3396 Computer Services, Media Resources Regional Services (SED) 5crving Since 19S4 LEAS In: Clay County Clay County Central Coming Piggott Greene County Delaplaine Gieene County Tech Mtimvaduke Northeast Arkansas Jackson County Jackson County Swifton Lawrence County Black Bock Hoxie Lynn River Valley Sloan-Hendrix Walnut Ridge Randolph County Biggers-Reyno Maynard Oak Ridge Central Focal,ontas Sharp County Cave City Willjford MAY i iYn May 4, 19 95 0fries of Os. -.y 1 .V.oiiiccung Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright\nS-2 I This letter is in response to the Little Rock School District cutting the position of Gifted \u0026amp; Talented Coordinator. 3m a colleague of Mrs. Diane Rynders, who has that position. Through her efforts she has established an exemplary Gifted Education program. Mrs. Rynders is involved with curriculum development, program monitoring for all elementary schools in the district, and identification of gifted students. During the past five years, students have been given the opportunity to participate in programs such as Odyssey of the Mind and Quiz Bowl, it is my fear that if this position is eliminated, the students will not be afforded these and other opportunities. One administrator cannot possibly handle the amount of work involved in coordinating a quality Gifted Education program for 4,000 students. Please consider reinstating this position for the students of Little Rock School District. consideration, Thank you for your Sincere, ill Clogston upervisor of Gifted Education May 0 3 1935J1h^-95 mon 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol Raxulolph \u0026amp; Harding Streets P 0. Box 217. Hoxie. AR 72433-0217 886-7717  Fax\n(501) 886-7719 Central Office Teacher Center G-T ! Reading t Special Ed Early Childhood NORTHEAST ARKANSAS EDUCATIONAL COOPERATIVE 206 South Maia P.O. Box 100. Straw'beny. AR 72469-0100 528-3395  Fax\n(501) 525-3396 Computer Services, Media Resources Regional Services (SED) Sening Since 19S4LEAS In: May 4, 1995 Clay County Clay County Central Coming Piggott Greene County Delaplaine Greene County Tech Mannaduke Noitheast Arkansas Jackson County Jackson County Swifton Lawrence County Black Rock Hpxic Lynn River Valley Sloan-Hendrix Walnut Ridge Randolph County Bi^gcrs-Reyno Maynard Oak Ridge Central PocaliontAs Sharp County Cave City WiHiford Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright: S-3 I This letter is in response to the Little Rock School District cutting the position of Gifted \u0026amp; Talented Coordinator. . I a  colleague of Mrs. Diane Rynders, who has that position. Thrrough herr efffforrtts sshe hass established an exemplary Gifted Education program. Mrs. Rynders is involved with curriculum development, program monitoring for all elementary schools in the district, and identification of gifted students. During the past five years, students have been given the opportunity to participate \"- ----------- of the Mind and Quiz Bowl. in programs such as Odyssey . . , _ It is my fear that if this position is eliminated, the students will not be afforded these and other opportunities. One administrator cannot possibly handle the amount of work involved in coordinating a quality Gifted Education program for 4,000 students. Please consider reinstating this position for the students of Little Rock School District. consideration. Thank you for your Sincere, ill Clogston upervisor of Gifted Education OS 133^ Us. ^'STRfCT judge: cc\nCc. MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 RECEIVED May 9, 1995 MAY 1 6 1995 Honorable Susan Webber Wright U.S. District Judge 600 West Capitol Ave. Little Rock, Ark. 72201 Office of Desegregation Monitoring Dear Judge Wright: I am writing to you as a concerned parent of a student in the Little Roch School District. 1995, District's Coordinator. the Little administrative We have learned, Rock School Board voted that on April 27, to eliminate the position of Gifted and Talented As you may or may not know this position is responsible for monitoring the district and thereby insuring a strong program for each school in the District. If this position is eliminated it will harm each of the students who are enrolled in the District's Gifted and Talented program and in my opinion just further students\". increase the Districts ability to \"Dumb down it's We need this program to insure that our brightest and best students are challenged by their teachers and their District and are able to continue their advanced learning by allowing this person to continue conducting in-service training of school staffs, P.T.A. needs. groups and developing educational plans for students with special In closing I would hope that you will not allow the District to do this and for one time will let them know that the welfare of our students should come first. I so apprecriate you and what you have and are continuing to do for us and for our students. Sincerely, I Tom Brock 8207 Crystal Valley Cove Little Rock, Arkansas 72210 Rece\n5VS\no II I I MAY 111995 u. s. district judge MAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 students to remain in their district, one would want to adversely effect the quality of a program seen as a positive and attracting element of the district. I would also like to add that Mrs. Rynders has been very active, due to her position, in statewide associations. While operating within these circles she has been able to act as a strong advocate on behalf of the students from her district. This year a minority student from the LRSD is attending my AEGIS program. It was beneficial for the student that he was coming from Diane's program. She is strong advocate for her students, but this type of activity will never show up on any report to the Superintendent or the Court. a In closing, I urge you to please consider the damage that will be done to the G/T program, but more importantly to all G/T students, should this position be eliminated. read in a report that 90% of every federal dollar, for I education, is spent on remedial programs and only .1% is spent for high ability learners. I hope you take a stand against this trend. Respectfully yours. John W. Calaway Supervisor of Gifted Education ie: Jackie S. Clark 7721 ClaybrookRoad. Mabelvale. AR 72103 May 10, 1995 M4y ? Dr. Henry Williams Little Rock School Superintendent 810 West Markham Little Rock, AR 72201 -3 Dear Dr. Williams: I am deeply concerned about the elimination of the Gifted and Talented Coordinator. I have two children that will be directly affected by loss of service in this area. In fact, when we made the decision 5 years ago to take our children out of private school and place them in public school, the Gifted and Talented program was a major motivation. My children are will be in the 10th and 11 grades in the 95-96 schcxjl year at J.A. Fair High School. Both have all \"GT\" courses, and should this particular program be adversely affect^, it would have a tremendous impact on my decision regarding remaining in Pulaski County. Although I hope to sell my home within the next few months and move outside the county, my children want to request transfers back into the school district because they not only enjoy their schools, but I feel like they are getting a good education in the process. I would appreciate your strong consideration. I know that not only \"GT\" students, but all students are affected by the programs that are a part of the Gifted and Talented Coordinators position. We need to take out the \"fat\", but we need to leave the \"meat and potatoes\" in the administrative structure. Respeci mLu- Jackie S.vCl^k cc: Magnet Review Committee Margie Powell/Office of Desegregation Monitoring tMAY-16-95 TUE 14:48 SUSAN H WRIGHT FAX NO, 5013246576 P. 04 May 12, 1995 RECESVSa MAY I 6 1995 CHAft 3(_}crA.M KAff: E Office of Desegregation Monitoring MAY 15 1995 Dr. Henry Williams LRSD Superintendent[ 810 West Markham Little Rock, AR. 72201 'J. S. DtSTFJfCT Dear Dr. Williams: distr^bVe5\\\nTaSVo^- \"gij't^ has Little Rock School District talented sending you a copy to parents of been students in the sicnooi Dxstrict. We rcaciniz(a rhat- t-y,  i-ne tnne for you in identifying specific artas difficult sincerely believe however t-bat-  budget cuts. We Talented Coordinator positioA ,iu ad?lSSv''iff.r? and r?= ill the discontinuation or and successful programs. iscontinuation of direct services the We appreciate the _se?sion on Vy 17?^ iVsT. on May 17, 1995. children in the Gifted/Tal\\ As advocates for you and the hoard ot directors ilf^eoonside^lh'e 7e eliminate the position of Gifted and Sincerely, c Mills \\ Elementary A.G.A.T.E. Parent Elizabeth Bowell Secondary A.G.A.T.E. CC: Parent Honorable Susan Webber Wright Anne Brown - ODM LRSD Board of Directors LRSD Administrators Dr. Patty Kohler, Division of Magnet Review Committee Exceptional Children of Education Director James Smith - Superintendent of NLRSD ' Gene Wilhoit Bobby Lester John Walker  Superintendent of PCSSDcc \\ HAY-16-95 TUE 14:49 SUSAN W WRIGHT FAX NO. 5013246576 RE May 2, 1995 6 1995 Dear Parents of Children in Gifted and Talented Programs, Office of Desegregation Monitoring The Little Rock School District Board of Directors voted April 27, 1995, to eliminate the - - District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students, However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for all children. In order to save this position, please help by doing one or all of the following\n1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3.- Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4. Contact the Office of the Desegregation Monitoring, Ann 376-6200. Brown or Margie Powell 5. It is very important that parents write to the Honorable Susan Webber Wright District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, immediate action. as parents, are obligated to take For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabeth Dowell Secondary A.G.A.T.E. Parent cc : HAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P, 06 \u0026gt;\u0026lt;44/ 1 6 . DHice of VICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 ftECEsVSD CHA.MEIEHS OF SiJSAN WRIGHT MAY 15 1995 ^(^segregation Monitoniiy Home (501) 661-1758 Work 376-3800 ! FAX 372-3359 U. S. DISTRICT JUDGE May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. I'll be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. Tliat position is the Gifted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. I am researching that even as this letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular positions being cut to present their case. I hope I can count on you to write a letter to Judge Susan Wright, with a copy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half die staff for this aspect of public education will be eliminated. The coordinator has taken die lead in LRSD's outstanding participation in Quiz Bowl, Odyssey of tho Mind, Junior Groat Boolcc, Sixth Grad* Challenge, and Monitoring Programr. 1 have coached a Gibbs Magnet Schotil Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeoman's hours and effort on that program. She was diere when odicrs were not for any potential problem. But diis effort to retain the position she holds is not about h^ndividually. To cut half tile administrative staff of the G/T program sends the wrong message to tlie folks we want to try to keep in tlie Little Rock public school system. I have stuck with the system (kids at Forest Park, Pulaski Heiglits Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. Please write Judge Wright a letter or post card, stating \"1 oppose tlie elimination of the Gifted/Talented Coordinators position at LRSD\" or words to dial effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on tlie back of this letter. T\" /jtJO coMi. -b Ke Ttijh' I if. i V V \\ f,' 1\u0026amp;\n ll I*.. j MAY-22-95 MON 10i57 X h\u0026lt;jcAVZ- 7'. #  rr Ba SUSAN W WRIGHT FAX NO. 5013246576 G. RICHARD SMITH, M.D. j \u0026lt;v^4 P.'QS i. Tc: .  h s/hill'S \"11 r, 1)1) ( 'f' \u0026gt; ife 4 j'. J. t. -.  f .' .'Y J bfM^ \"U' V V. .\u0026lt; (^1: J. T- '? ' ' .J '1\n1 r- y: .' i\u0026lt; p:  ' h 'T^'' I y' I\"*? I -X .1 z J\u0026lt; Vr^'.\u0026lt;-.- 1 *1 MtW ^hHS] 1^- V r S:- K rv. ZA \u0026gt; W-.v *1 '1 T'i 1 3 it f:  ' 41s aa MAY-22-95 MON 10:57 SUSAN W WRIGHT FAX NO. 5013246576 #2 Melinda Drive Little Rock, AR 72209 May 18, 1995 I t-: P. 04 Henry Williajvis LRSD Superintendent 810 W. tSarkham Little Rock, AR 72201 Dear Mr. Williams, I am writing this letter in regards to the Gifted and Talented Coordinator position being eliminated. schools. I feel this is a very important program in our It must not be restricted to just one supervisor to serve the 49 schools or 4000 students involved. It is an excellent program that my child has enjoyed. He has had the opportunity to be involved in many things he would not have in a regular classroom iithese children need this extra encouragement. They need more than one supervisor to organise these project^. The LRSD needs to look in another direction to cut the budget. These teachers along with their supervisors are doing a great job! My husband and I would have been at the meeting last night, but we could not be there by 5:30pm. However, we do want our opinion on the subjected noted. Ihank you for this consideration. We would like for our children to excel at school. Please DO NOT make thi's budget cut. / Sincerely, I Mrs. Dan M. Walker cc: Honorable Susan Webber Wright District Judge 600 W. Capitol Little Rock, AR 72201 Magnet Review Conniittee 1920 N. Main North Little Rock, AR 72114 Margie Powell Office of Desegregation Monitoring 201 E. Markham, Suite 510 Little Rock, AR 72201 tergaret Gremillion Assistant Superintendent - Elementary 810 W. Markliam Little Rock, AR 72201 Sadie Mitchell Assi-stant Superintendent \" Elementary 810 W. Markliam Little Rock, AR 72201 Dick Hurley LRSD Human Resource.s 810 W. Markliam Little Rock, AR 72201 P- ' nntI3 i MAY-22-95 MON 10:58 SUSAN W WRIGHT FAX NO. 5013246576 VICTOR A, FLEMING 3801 TCBT Tower LUtle Rock, Arkansas 72201 (501) 376^3800 t FMl 372-3359 Honorable Katherine P, Mitchell Member Little Rock School Board 1605 Welch Street Little Rock, AR 72206 Dear Ms. Mitchell: May 18, 1995 P. 05 I First, Im sorry you weie uanble to attend the special meeting of the Little Rock School Board on Wednesdayj May 17. 1995. On behalf of all the persons who are opposed to cutting the GT Coordinators position, the Boards allowing us to present our case is very much appreciated. Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinators position from the administrative slots that have been set forth in the cut that you approverl last month. As was demonstrated by all of the persons who spoke against cutting this slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, the payment of this persons salary, at the present time nt least, is very much like the payment of au insurance policy tliat protects one's home, business, or automobile from calamities Uiat are hoped will never occur. The GT program is something the Little Rock School District should be extremely proud of and the issue of cutting half of the aduiinisirative positions designed lo maintain this fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you Siiicqi'i Vidiof k VAF/c^ IcdlidtOlM cc: Lve que.stions or comments, please feel free to call. M.S. Caryn Taulbee Ms. Barbara Mills t r S3 (J MAY-22-95 MON 10:58 SUSAN W WRIGHT FAX NO, 5013246576 1 P, 06 VICTOR A. FLEMING 3801 TCBY Tower Little Rock, Arktutsas 72201 (501) 376-3800 ! FAX 372-3359 May 18, 1995 Honorable T. Kevin OMalley Member Little Rock School Board 24 Glenmere Drive Little Rock, AR 72204 Dear Mr. OMaUey\nFirst, let me once again thank you for your courteous participation and attention at the si\u0026gt;ecial meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was tinie you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your aUowing us to present our case is very much appreciated. Second let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinalors position front the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of tlie persons who spoke against cutting this slot, it is perceived to be integral to the operation of an extremely important program, As I indicated in my remarks to tlie Board, the payment of this persons salary, at the present time at least, is very much like tlie payment of an insurance policy that protects ones home, business, or automobile from calamities that are hoped will never occur,. The GT program is .something the Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain this fine program is one that should not be entered into unadvisedly or in baste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A, Fleming VAF/cf cc: Ms. Caryn Taulbee Ms. Barbara MillsBB Ba s k' MAY-22-95 MON 10:59 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 yiCIOH A. FLEMING 33(11 TCBY Toy^\u0026gt;er Little Rock, Arkansas 72201 (501) 376-3300 ! FAX 372-3359 May 18, 1995 Honorable Judy Magness Secretary Little Rock School Board 708 Hall Drive Little Rock, AR 121^5 Dear Ms. Magness\nFirst, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewiiere but, on behalf of all the persons who are opposed to cutting tlie GT Coordinators position, your allowing us to present our case is very much appreciated. Second, let me encourage you in the strongest of terms to be bold and courageous and remove the QT Coordinators position from the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of the persons who spoke against cutting tliis slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, tire payment of this persons salary, at the present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that arc hoped will never occur. Tlie GT program is something the Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain tliis fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A, Fleming VAF/cf IrvllttLOW cc\nMs. Caryn Taulbee Ms. Barbara MillsnAY-22-95 MON 11:OO SUSAN W WRIGHT I FAX NO, 5013246576 P. 08 VICTOR A. ITEMING 3801 TCBY Tower JMe Rock, Arkansas 72201 (501) 376-3800 ! FAX 372-3359 May 18,1995 Honorable John A. Riggs Member Little Rock School Board 3600 Foxcroft Little Rock, AR 72207 Dear Mr. Rigg.s: First, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock Scliool Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. L 1^' Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinaiors position from the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of the persons who sjxike against cutting this slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, lite payment of tlris persons salary, at the present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that are hoped will never occur. 'Fhe GT program is something the Little Rock School District should he extremely proud of and the issue of cutting half of the administrative positions designed to maintain this fine program is one that should not be entered into unadvis^ly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A. Fleming VAF/cf IndleCuOM cc: Ms, Caryn Taulbee Ms. Barbara Mills A  -/r' - . 'a* \"  '^7MAY-22-95 MON 11:00 SUSAN W WRIGHT FAX NO. 5013246576 P, 09 I \" I j VICWR A. FLEMING 3801 TCBi' Tower Little Rock, Arkansas 72201 (SOI) 376-3800 ! FAX 372-3359 May 18, 1995 t I Honorable Patricia Gee Vice President Little Rock School Board 8409 Dowaii Drive Little Rock, AR 72209 Dear Ms. Gee\nFirst, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. Second, let me encourage you tn the strongest of terms to be bold and courageous and remove the GT Coordinators position from the administrative slots that have been set forth in Uie cut that you approved last month. As demonstrated by all of the persons who spoke against cutting tliis slot, it is perceived to be integral to tlie operation of an extremely unportant program. As I uidicated in my remarks to the Board, die payment of this persons salary, at the present time at least, is very much like the payment of an insurance policy tliat protects ones home, business, or automobile from calamities that are hoped will never occur. The GT program is something tlie Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain litis fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, \\)lv Victor A, Fleming VAFZcf U\u0026gt;(l(ea,W4 cc: Ms. Caryn Taulbee Ms. Barbara Mills I . .V ei 9 ! a s s i 4 JMAY-22-85 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 I P. 10 V/CTOR A. FLEMING 3801 TCBY Tower Little Bock, Arkunsas 72201 (501) 376-3800 f FAX 372-3359 May 18, 1995 Honorable Linda Pondexter Pre.sident Little Rock School Board 502 Green Mountain Drive, #56 Little Rock, AR 72211 Dear Ms. Pondexter\nFirst, let me once again thank you for your courteous participation and attention at tlie special meelbig of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are op{X)sed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. I Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinators position from tlie administrative slots that have been set forth in the cut that you approved last inonlli. As demonstrated by all of the persons who spoke against cutting this slot, it is perceived to be integral to tlie operation of an extremely important program. As I indicated in my remarks to the Board, the payment of this persons salary, at die present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that are lioped will never occur. Ilie GT program is something the Llitlc Rock School District should be extremely proud of and the issue of culling half of tlie administrative positions designed to maintain this fine program is one that .should not be entered into unadvisedly or in haste of any sort. Should you have questions or conunents, please feel free to call. Sincferely, t Victor A. Fleming VAF'/cf U4dlf4L004 cc: Ms, Caryn Taulbee Ms. Barbara Mills S' anBtsanRBHmHRiMAY-22-95 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 P.ll 2908 Lee Avenue Little Rock, AR 72205 May 13, 1995 Hon. Susan Wright, U.S. District Judge U.S. Courthouse 600 West Capitol Little Rock. AR 72201 Dear Judge Wright: We believe that the Gifted and Talented Program is essential to the success of the Little Rock public school system, and oppose the elimination of the Gifted/Talented  Coordinator's position from the Little Rock School System. .17\n.,1 Through our own experience with two children and almost nine years of public school attendance, we are convniced of the importance of such programs as Odyssey of the Mina and Quiz Bowl We strongly feel that the District should be encouraging academic excellence through the expansion of programs such as these. To eliminate the position of Gifted and Talented Coordinator would reduce the stalling for this important arc\n, at the administrative level by half This seems to strike at the heart of the mission of pub-schools We believe that Gifted and Talented programs are essentials, not frills, ana ask that you help to encourage such programs by retaining the coordinator's position I sorely, -7 CgTaJcVv'-- 3 :'3 'avid and Terry Cowan copy Arm Brown Oftice of Desegregation Monitoring ... 16 ?995 J It l^lSTFUcy JUDgit I %1R J ai MAY-15-1996 09:05 GEv'ER SPRINGS RBC 501 5b2 4189 I P.01 Sgggr springs first gaptist Church .1\u0026gt;6}5 Gpydr Springs TJ^oad  Littlp Pock, flp 7220*3 pbonsz .50J 365-347-f  FtIX 50t 5624189 To\n1 Of: _ From: A FfJX# 31/- 0/DG pagi^s\nlimfE\n*)ats2: Comments: i- I 4^ Sb -J s , \u0026lt; - -4. / I rz '^  'A A-i O ' r -izU 0 - LOt I 4 f /\u0026lt;\u0026gt; 'T' O ! S I a t  I MAY-15-1996 09:06 GEYER SPRINGS FBC 501 562 4189 P.82 May 15, ) Two roads diverged in a yeliow wood, and I- I took the one less travelled by. And that has made all the difference From now on each time I read this poem by Roben Frost, I will think of you - our special Senior Ciass of 1996. I will remember that, by choosing to continue with the Honors/AP program, you have metaphorically chosen a different path and, in this case, a more difficult one I will remember your perseverance in the face of so many assigned works to read, so many papers to write, so much red ink. ( 1 hope you know that sadism is not part of iny nature, but rather that 1 knew you were capable of excellence and that life demands attention to detail ) 1 will remember your courage as 1 played Devil s Advocate in discussions and tried to hold you accountable for generalized statements ( I hope you realize that I w ished not to change vour point of view, but t o strengthen it and that you will be held accountable in medicine and law, teaching, engineerinu, the ministry, business, and family life,) I will remember your endurance as you played volleyball, sottball, and baseball, golf, soccer, and tennis, as you ran track and put together the schooi newspaper, panicipated in drama productions and oratory contests and Superintendent's Cabinet and Mercantile Bank Board meetings You sang in the choir, played in the band, marched and cheered at every home game and many of those aw ay Some of you worked at afterschool iobs and several endured personal trauma and family trials. through -A? to the end and met all the deadlines You accomplished all this and still stayed You have surpassed my greatest expectations And. ccnsequentlv I want to thank you for that and for the new and unique perspectives you have given me on so many different subtects. Some people believe that studying the Humanities, literature in pamcular is a waste of time because these subjects do not help you make a better living. 1 would like to hope they will mak living better You have read of the nature of good and evil from Shakespeare and Golding, of e racism and Colonialism from Achebe . Existentialism from Hemingway, selfhood from Kafka, the impact of an unjust society on the individual from Wright, courage of conviction from Huck, the human tragedy that can result from those who blindly follow' tradition from Jackson, and the rewards of grit and determination from a little girl who named herself Ellen Foster and whose \"new mama\" showed us all what a loving parent should be We learn mainly from experience, of course, but we define and conceptualize through these things that come from books - the products of long hours and days of tbougnt and editing, visions and revisions, (to paraphrase Ellen Gilchrist ) the best parts of the best minds that have ever lived on earth, your real legacy from the educational svstem that no one can ever take from you in anyt MAY-15-1996 09=07 GEYER SPRINGS ^bc 501 562 4189 P.03 way As long as there are schoois a.nd libraries and free societie.s this wiil be waiting for you whenever vou wish to take it And lite will be better for vou when you do Some time ago at a party an acquaintance of ours, a businessman in the community, discussed the wonders of the corporate world with my husband for a few minutes and then turned to me - with incrediility, I thought- and asked why on earth I chose teaching as a career, especially in Arkansasyou can guess the rest I w'as stunned and could only answer at the moment that, well. 1 liked it It was a duesticn I could not let go of and, as w e so often do 1 replayed the moment in my mind I suppose 1 chose teaching initially because, except for Donna Reed . June Cleaver, and my own sweet mother, rny only role models were the strong, traditional women who taught me at Pulaski Heights and Central High Schoo! Later J stayed because, luckily, my salary was not the pnmary one tn our family But it is more than this - these are the superficial reasons If he reeled around at me once more, if I could replay that instant with all my wits about me. I would say, Why did I choose teaching Weli. it is because of Bryan and Jeremy, Clif. Ryan and Cheryl, Erica and Ashley, Liz, Sarah, .Alicia, Brigette, and Meredith. Tara, Leslie and Erin, John Paul. Corey, and Patrice, Tamika and Tamka, Dereka and Daphne. Laura, Brandi, Charnelle Amber and Stacy. And certainly it is also because of Cristy and Felicia. Jeremy H and Jason, Lizz. Hunter Jill ano Kara. Torrie and Angie. Tamara, Aronna. Kevin, Kelly, and Jeff, Allison and Ron. Kerne, Tametra, .Meivelyn, and Rusty.Kisa, Reesa, and Mackenzie \" May the sun snine warmly on your face, May the rain fall gently on your shoulders. May the roaa nse up to meet you, .'Vid may God always hold you in the palm of Kis Hand ..With iTiuch love, ,-7 \"AL P.03MAY-16-95 TUE 14:51 SUSAN M WRIGHT FAX NO. 5013246576 cz. i P, 09 RECEIVED May 9, 1995 MAY I 6 1995 Honorable Susan Webber Wright U.S. District Judge 600 West Capitol Ave. Little Rock, Ark. 72201 Office of Desegregation Monitoring Dear Judge Wright: I am writing to you as a concerned parent of a student in the Little Rock School District. 1995, District's Coordinator, Che Little administrative We have learned, Rock School Board voted that on April 27, to eliminate the position of Gifted and Talented As you may or may not know this position is responsible for monitoring the district and thereby insuring a strong program for each school in the District. If this position is eliminated it will harm each of the students who are enrolled in the District's Gifted and Talented program and in my opinion just further students\". increase the Districts ability to \"Dumb down it' s We need this program to insure that our brightest and best students are challenged by their teachers and their District and are able to continue their advanced learning by allowing this person to continue conducting in-service training of school staffs, P.T.A. groups and developing educational plans for students with special needs. In closing I would hope that you will not allow the District to do this and for one time will let them know that the welfare of our students should come first. I so apprecriate you and what you have and are continuing to do for us and for our students. Sincerely, i Tom Brock 8207 Crystal Valley Cove Little Rock, Arkansas 72210 I Recen/go may 111995 I U. S. DISTRICT JUDGEiC-.' MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 DON 31 ^31 QAI63YIULE PIKE JACKSONVILLE AR 12W ^icAoCa i':\u0026gt;tc ii) eLJ)ef I/-)/jiff REGEfVSO J/rci r /o! Cl -iAivirig-^s: \u0026lt; SIjS.AN vv^i 3ia VV?\n1GHT J 6 J995 may 12 1995 Office of Desegregation ftfloiiiionng Tc^c? (' U. S. DfSTRfCT JUDGE 73 f /'\u0026gt;t I' iij pi f/hii h/ C^ffry/'fa fcr fh/ 1^'^/'*''y pr^'/''O/\\. affech a h p ' VA o ri'/ t, c\u0026gt; I I. !y th. //^\u0026lt; pyjy/c. 7i^- G li\\ -^chd!.5dhc-f\u0026lt;5 I  r Cl f/\u0026gt; f t\u0026lt; r-f/^c^ / /Q U 7i\\^ d. y-b]5racti. /rvcker^ //\u0026gt; errc7^^./yiy c'/'UfrA- ThfC ^ypr^ial hr { ^/if'lrhar//. i/ds. fri'^ /hr I'f/ /h r^yc i/dS. I. 0 C6orii'^^^r I r/ii/e. 'h Jz-yf  dcr^ a. d-e- Cr-.UJ yi \\-ull~ // T^ If . 7/a! .1 /o Gllq S^id//ddz'ily. rc, a (l/'i/:' /r'/n-i^/i'///! 5f/-c:ci r.a/ii/-i' '1 u. J\" '/id f/^^z '/. 7'\n='^ r2i55 11 yj cf:' ait. rd c. rid.'/u/ii ^wy fd '/G'^C. I'/Cdi//\u0026lt;'/ J .-hl /h/'-y/^ 1^! !/^ -}h //yi^ i'l if /h. (f/- -h / ,.7, 'h ClD'I. !.(.{, prrrr' (/rL, ! C. (.( /I d\", r, \u0026lt;/. '\u0026gt;. /f/lA e\u0026lt;^/\\r-^/GL^ 7cc: HAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 0 OtIiCQ of W4r 1995 ^^^^aregation Arkansas Association Gifted Education Adininistratoi Route 1, Box 2 Plumen-ille, Arkansas 72127 May 10, 1995 Honorable Judge Wright: Connoting irs This is in regard to Little Rock School District's number of Gifted \u0026amp; Talented position in reducing the Administrators . I fad that one administrator quality of Gifted \u0026amp; cannot maintain the District has Talented Education which the Wane iM'lershl\nP of Mrs. Rynders has pre-monitoring for all worked with curriculum development, of students,i\nadditlt^L\"\"n^^'^ \"tification Sixth Gradechaditgi etc I ask that Little Rock Schon.1 this position. ennsider reinstating R incerely, President Arkansas Association Gifted Education Administrators K-ti'CSrui. n Xi 15 DISTRICT JUcr\n^MAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 Office cc: jtJi, P. 07 J 6/995-- Arkansas Association Gifted Education Administrators Route 1, Box 2 Plumerville, Arkansas 72127 May 10, 1995 Honorable Judge Wright: Des, ^nitor,ng This is in regard to Little position in reducing the Administrators . Rock School District * s number of Gifted \u0026amp; Talented I feel that one administrator quality of Gifted \u0026amp; Talented District has cannot maintain the Education which the Mrs. Rynders has worked pre-monitoring for all ,\nwith curriculum development, of Students,in addition^Jrorfv^'^ schools, identification Sixth Grade Challenge, etc. Mind, Quiz Bowls, I ask that Little Rock Schon.1 this position. \u0026gt;. ennsider reinstating Sincerely, Pally Bakker President Arkansas Association Gifted Education Administrator 5 op' I':P,wr.?iGHT -15 1.995 ^-OflSrRlCTJLJuc\n^-f- ./AA)'AWKAWM k f 1 I JohnMf* LO0 Ciz WESTERN ARKANSAS EDUCATION SERVICE COOPERATIVE Guy Fenter, Director RR 1 Box 104 Branch Arkansas 72928 1 i, if iWi a fl 965-2191 635-5201 RECEIVED CHAMBERS pF SUSAN WEBBER WRIGHT may 1X 1995 o.u'm! 9fiE Serving public schools In... Crawford County... Alma Cedarville Mountainburg Mulberry Van Buren MAY 1 1 1995 Office of Desegregaiion Monitoring May 9, 1995 Franklin County... Altus-Denning Charleston County Line Ozark Pleasant View Tke Honorable Susan Webber Wrigkt Office of Desegregation and Monitoring 201 , Mar ft. Earn Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wrlgfit\nJohnson County... Clarksville Lamar Oark Westside I am writing on bekalf of Diane Rynders position of Assistant Coordinator of Gifted and Talented Programs for tke Little Rock ScAoof District, Superintendent kas \"cut\" It is my understanding tfiat tke Littie Rock tkis position from funding for tke fiscal year beginning in July 1993 as one of several \"cuts\" deemed as unnecessary expenditures. I find tkis Cine of reasoning to be guite Logan County... Booneville Magazine Paris Scranton inappropriate and inaccurate based on my own understanding of hfs. Rynders and wkat ske kas done for tke gifted and talented programs in tke Little Rock District. Diane Rynders kas worked kard to develop a fine staff of teojckers in tke gifted and talented program wko are knowledgeable of tke area Scott County... Waldron and informed about tke various types of assessment wkick can and is 6cing done to assess students in your district in order to fairly treat all populations represented. Ske kas gone out of ker way to Sebastian County... Fort Smith Greenwood Hackett Hartford Lavaca Mansfield try to find ways to appropriately identify and serve minority students wko kad not been previously identified prior to ker tenure, Ske kas worked to develop community interest and support in tke GT programs, tke student projects, and worked to interrelate kigker fevcf tkinking skills wit kin tke regular curriculum. Ske kas worked witk tke GT teackers to develop a district-wide 6tk grade competition open to large numbers of students keld yearly in tke spring. It kas Migrant Service In... Conway County Crawford County Johnson County Logan County Pope County Scott County Sebastian County Yell County expanded tke understanding of kow giftedness can be skown in many ways to students, faculty, and parents alike. I am appaffed tkat tke Little Rock Superintendent could consider efforts suck as tkis to be \"unnecessary expenditures\". Tkis position is vital to tke efforts being undertaken to meet tke federal mandates establisked by tke courts to equalize services to all populations. Tke position, and especially tke individual in tke position, does muck to provide positive examples of wkat students are capable of doing to tke community and tke public at large. Students of all races are seen working together cooperatively to sofve problems in student competitions such as Odyssey of the Mind, Little Rock GT programs have been quite visible in Odyssey of the Mind, which focuses on creative endeavors of individuals working within a group to solve problems and not simply academics within a ciass room setting. It provides exposure to new experiences utitizing drama, music, and otAer visuai and fine arts as a part of tfie overaU problem solving. CfiiCdren of various ages, cCassrooms, races, and ability levels all work, together to develop solutions. Ms. Rynders has been instrumental in bringing individuals from other states who are considered experts at the national level to help in the identification of minorities, the training of teachers in observation techniques, and the coordination of ideas within the district to form an overall district plan. At the state level Ms. Rynders, as Assistant Coordinator of Gifted Programs, attends monthly meetings of all State GT Supervisors, is very active in the AGATE Conference each year and encourages her teachers to do so, is active in both regional and state level of Odyssey of the Mind Competitions, helps with district, regional, and state level quiz bowls at varying levels, encourages competitions of all sorts within the district, brings in new and innovative programs for the teachers to view and or adopt as a part of their curriculum. The area of gifted and talented services offers much which the average person on the street can see and react favorably towards. It /ocuscs Ort tAc child who is succeeding within the education system, not as is so often the case, the one who is failing or in some kind of trouble. It sheds a positive light on the Little Rock School District and is something that should be emphasized and expanded not in any way cut. I would hope that you would see fit to reinstate EAttrte Rynders in the position of Assistant Coordinator of Gifted and Talented Services for the Little Rock School District for the 1995-1996 school year. incM/ely, Carolyn P. 5Ary GT Supervisor cc\nVICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 MAY 1 5 1995 Home (501) 661-1758 Work 376-3800 / FAX 372-3359 Office of Desegregation Monitoring May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. 1'11 be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. That position is the Gifted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. I am researching that even as this letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular position's being cut to present their case. I hope I can count on you to write a letter to Judge Susan Wright, with a cqjy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half the staff for this abject of public education will be eliminated. The coordinator has taken the lead in LRSD's outstanding participation in Quiz Bowl, Odyssey of the Mind, Junior Great Books, Sixth Grade Challenge, and Monitoring Programs. 1 have coached a Gibbs Magnet School Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeoman's hours and effort on that program. She was there when others were not for any potential problem. But this effort to retain the position she holds is not about he^dividually. To cut half the administrative staff of the G/T program sends the wrong message to the folks we want to try to keep in the Little Rock public schooi system. I have stuck with the system (kids at Forest Park, Pulaski Heights Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. Please write Judge Wright a letter or post card, stating \"I oppose the elimination of the Gifted/Talented Coordinator's position at LRSD\" or words to that effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on the back of this letter. T ALSO-PMo? .xrM\u0026gt;pJ4K) rX Ui I it's-J at u/iSTec : MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 JACKSONVILLE AR 72076 bic Aus/en p'l^bicP i^y. Aa^yPo! , CHAM-T^g^S (\u0026gt;\n- SIjSAN vvnvrft^r.-\n? yjRlGHT ^ll\\X 12 1995 U. S. DfSTRfCT JUDGE -- RSOEIVBD may I 6 1995 Office of Desegregation MonitohnQ J^c'rZ r V/e (2 \"y rf/j b T^ht U- - torj''/ia/cr liA ffech \u0026gt;' '^-J-^- - I. u /\u0026gt;iS yk Q,P}J\ny, tP yy-b!^ \\Kto/ c I '/' r\u0026lt; I i/ ' d, I,,4^ ht'/au.-xe. 7-^J ^ , ! }/ I ' .J Aj/}-^ T\u0026gt;s/\u0026lt;i (J\u0026gt;7l\\ A-'x yhsr-x^ bt^tckty y ^A\u0026lt;2cni,^e,,- cbAJfM. rbtfc a(e^ 4ic ytclal %r fif h\u0026gt; jS^Z/rZ/'Z y'^'-:' PhC ixye. \u0026gt;(_ J 7c/. d\u0026gt;/^7j / I. 0 k, A Cta uJ.'/f ! sya'j^:\\ \\ f -jy r' Al f/Ac \u0026lt;-!' k' /rJJ\"- y /''^iP 22!^ y ii-itfC ^A/'2 A'L.^ bdt^/!^i ^ b Ayb S'b ,'i'f\u0026gt;/f b \u0026lt;^. e./ri '/(/ / e- ypccb' D cllq J' h / /Aas Q-/ J-l At 2 brj /y \u0026gt;\u0026gt; 7^ /i i/t recfn.bi^Ay y ~^i'C.\u0026gt;t:iiyj( t)' 7abipJ- iPi'\u0026lt;^''jriii'A l^\u0026gt; .f. Ik lt.i- Il I- .'J' I ?, |\u0026lt;r^.^:e^,^l'\u0026lt;J 'M pfO'c/t:- ^b' idi^''-. ^- rJH.ny '- ,y b j 1 /, I -/l^,,l tficKHc. Tt k. U cbJleyt^ /-'.p /M /I/' PIrs/'/'^f^ 'f'b / p/fie. (jC.t: MAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 'My J 6 ' Ellice of ^esegregai'on VICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 RECltP/SD CHAVL'EHS OF SUSAN WRIGHT MAY 15 1995 Monitoring Horae (501) 661-1758 Work 376-3800 ! FAX 312-3-553 J. S. DISTRICT JUDGE May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. I'll be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. That position is the Girted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. 1 am researching that even as diis letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular positions being cut to present their case. I hope 1 can count on you to write a letter to Judge Susan Wright, with a copy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half tlie staff for this aspect of public education, will be eliminated. \" t The coordinator has taken the lead in LRSDs outstanding participation in Quiz Bowl, Odyssey of tho Mind, Junior Groot Boolcc, Sixth Grode Challenge, and Monitoring Programs. 1 have coached a Gibbs Magnet School Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeomans hours and effort on that program. She was diere when odicrs were not for any potential problem. But diis effort to retain the position she holds is not about hej|^ndividually. To cut half die administrative staff of the G/T program sends the wrong message to die folks we want to try to keep in die Little Rock public school system. I have stuck with the system (kids at Forest Park, Pulaski Heights Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. , Please write Judge Wright a letter or post card, stating \"I oppose die elimination of the Gifted/Talented Coordinator's position at LRSD\" or words to diat effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on the back of this letter. T /)L5O-P\u0026gt;48 ni: ccnf^ -feKeARIUmiM \u0026lt;:'****.. e rfWtk* I uo0 r'-O  Srt C 7 cc ' -/c.- ^(p/y 6tpy f. U, WESTERN ARKANSAS EDUCATION SERVICE COOPERATIVE Guy Fenter, Director RR 1 Box 104 Branch Arkansas 72928 965-2191 635-5201 Cinnf^ n RECEIVED CHAMBERS OF _ SUSAN WEBBER WRIGHT MAY 1X 1995 laE Serving public schools In... Crawford County... Alma Cedarville Mountainburg Mulberry Van Buren MAY i i 1995 Office of De' May 9, 1995 .vl.-' Franklin County... Altus-Donning Charleston County Line Ozark Pleasant View The Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E, Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge WrigAt\nJohnson County.. Clarksville Lamar Oark Westside I am writing on behalf of Diane Rynders position of Assistant Coordinator of Gifted and Talented Programs for the Little Rock ScAoot District, Superintendent Aos \"cut\" It is my understanding tAat tAe Little RocA tAis position from funding for tAe fiscal year beginning in July 1995 as one of severat \"cuts unnecessary expenditures, H deemed as I find tAis Une of reasoning to be quite Logan County... Booneville Magazine Paris Scranton inappropriate and inaccurate based on my own understanding of Ms, Rynders and what she has done for the gifted and talented programs in the Little Rock District, Diane Rynders Aas u/orAed Aard to develop a fine staff of teacAers in tAe gifted and talented program wAo are knondedgeable of tAe area Scott County... Waldron and informed about the various types of assessment which can and is being done to assess students in your district in order to fairly treat aU populations represented. SAe Aas gone out of Aer way to Sebastian County... Fort Smith Greenwood Hackett Hartford Lavaca Mansfield try to find ways to appropriately identify and serve minority students who had not been previously identified prior to her tenure. She has worked to develop community interest and support in the GT programs, the student projects, and worked to interrelate higher level tAinking skills wit Ain th.c regular curriculum. SAe has worked with the GT teachers to develop a district-wide 6th grade competition open to large numbers of students held yearly in the spring. It Aas expanded the understanding of how giftedness can be shown in many ways to students, faculty, and parents alike. Migrant Service in... Conway County Crawford County Johnson County Logan County Pope County Scott County Sebastian County Yell County I am appalled tAat the Little Rock Superintendent could consider efforts such as this to be \"unnecessary expenditures\". This position is vital to the efforts being undertaken to meet the federal mandates established by the courts to equalize services to all populations, Tke position, and especially the individual in the position, does much to provide positive examples of what students are capable of doing to the community and the public at large.#w( =69W/E?' Students of aff races are seen working together cooperativeiy to solve problems in student competitions such as Odyssey of the Mind. Little Rock GT programs have been quite visible in Odyssey of the Mind, which focuses on creative endeavors of individuals working within a group to solve problems and not simply academics within a cCassroom setting. It provides exposure to new experiences utilizing drama, music, and other visual and fine arts as a part of the overalC problem solving. Children of various ages, classrooms, races, and ability levels all work together to develop solutions. Ms. Rynders has been instrumental in bringing individuals from other states who are considered experts at the national level to help in the identification of minorities, the training of teachers in observation techniques, and the coordination of ideas within the district to form an overall district plan. At the state level Ms. Rynders, as Assistant Coordinator of Gifted Programs, attends monthly meetings of all State GT Supervisors, is very active in the AGATE Conference each year and encourages her teachers to do so, is active in both regional and state level of Odyssey of the Mind Competitions, helps with district, regional, and state level quiz bowls at varying levels, encourages competitions of all sorts within the district, brings in new and innovative programs for the teachers to view and or adopt as a part of their curriculum. The area of gifted and talented services offers much which the average person on the street can see and react favorably towards. It focuses on the child who is succeeding within the education system, not as is so often the case, the one who is failing or in some kind of trouble. It sheds a positive light on the Little Rock School District and is something that should be emphasized and expanded not in any way cut. I would hope that you would see fit to reinstate Diane Rynders in the position of Assistant Coordinator of Gifted and Talented Services for the Little Rock School District for the 1995-1996 school year. inc^/ely. Carolyn P. 3/iry GT Supervisor Western Arkansas Education Service Cooperative Guy F. Fenter, Director RR 1 Box 104 - Branch, AR 72928 M  The Honorable Susan Web^^f Wright office of Desegregation and monitoring 201 E. Markham Little ^ock, AR 72201 Suite 510 iitiiilltiilll iiiiiilliiiililliiiililliitllltc : (Li^ MAY-16-95 TUE 14:48 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 May 12, 1995 RECEIVED MAY 1 6 1995 RECS:5'.fSD CHAMs.se '.V'liC-l-fT Office of Desegregation fsionitoring MAY 15 1995 Dr. Henry Williams LRSD Superintendent 810 West Markham Little Rock, AR. 72201 J. 3. DISTRICT JUDGE Dear Dr. Williams.- We are , - sending you distributed to --------- a copy of a letter that has been uiscrioutea parents of cr-ifi-oH 1 ----neen Little Rock SchoTl District wa Moomi in the time for you in identifyi specific difficult Sincerely believe, however  J or budget cuts. We Talented Coordinator position will ad-ita the Gifted and because the result will be the ai,cxSS\u0026amp;M' and successful programs. services children in the Gifted/Taiant-o/i 1955. As advocates for you and the board of directors LRSD, we hope that eliminate the position of Gifted end rSSSd JJcrdTnaTS\"\"' Sincerely, Barbara Mills Elementary A.G.A.T. . Parent Elizabeth Dowell CC: Secondary A.G.A.T.E. Parent Honorable Susan Webber Anne Brown - ODM Wright LRSD Board of Directors LRSD Administrators Dr, Patty Kohler, Division of Magnet Review Committee Exceptional Children Arkansas Department of Education Director   Superintendent of NLRSD ~ Superintendent of PCSSD John Walker Gene WilhoitOfffce of Desegregation Monitoring Unjtsd 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 May 12, 1995 Ms. Judy Lively, Supervisor, Gifted Education Dawson Education Co-Op 711 Clinton, Suite 201 Arkadelphia, AR 71923 Dear Ms. Lively: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. lincerely, T  irgie L. Powell Associate Monitor -MAY- -95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 i7 R. 0. SAUNDERS DIRECTOR i DAWSON a EDUCATION ' I', 711 CLINTON, SUITE 201 ARKADELPHIA, AR 71923 501/246-3077 I May 5, 1995 Honorable Susan Webber Wri^t Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Wright I am r-onecreed about the Little Rock School District cutting the position of Gifted and Talented Coordinator. I feel that this program would suffer without the scrrices that Ms. Diane Ryndei's provides. Site is involved with OifTerentiated curriculum development for gifted students, monitoring the pregrams in the elementary schools for the district to liLsure compliance, and the identification of gifted students in the district She has l?ecn instrumental in giving disadvantaged and minority students an equal opportunity in the screening and identification processes provided by the mandate set forth by the state. For many years, Ms. Rynders has been involved as a state leader in the Odyssey of the Mind coiniietition. She held the position of State Director for a great number of those years. Under her guidance and leadership, Arkansas has been well represented at the annual OM Wiirld Hnals. Without her expertise, I feel this program will sufter-and iiiiimately tile studeuis of uic Liiiie Rock Schoo! Disirici wiii nut iiuve the oppiirtunsiies afforded to them through her knowledge of the competition rules and regulations. Plca.sc consider tlte reinstatement of tliis position for the students of the Little Rock School Distiict They deserve the very best we can give them, and I think Ms. Rynders skills are an asset for tbe district Thank you for your consideration. I Sincerely, Judy Lively Supendsor of Gifted Education I: 1995 s. 0 9 \u0026lt;Sc^oo[i. eSeWui^ tHi ^^itclxui Office of Desegregation Monitoring Unhed States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (SOI) 376-6200 Fax (501) 371 -0100 May 12, 1995 Ms. Kay Kyle Luter, Supervisor of Gifted Education Crowleys Ridge Education Service Cooperative P. O. Box 377 Harrisburg, AR 72432 Dear Ms. Luter: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance wdth provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is ray understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, Margie L. Powell argie Associate Monitor-MAY--9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P,08 *1 A P R I S BV R G CROWLEYS RIDGE EDUCATION SERVICE COOPERATIVE P.O. Box 377 Harrisburg, Arkansas 72432 (501) 578-5426 Serving Public Schools In\nCraighead County Bay-Brown Brookland Buffalo-Island JonesOoro Nettleton Riverside Valley View Westside Crittenden County Crawfordsville Earle Marion Turrell Cross County Cross County Parkin Wynne Jackson County Newport Mississippi County Armorel aiytheviile Gosnell Manila Osceola So. Miss, County Poinsett County East Poinsetl County Harrisburg Marked Tree Trumann Weiner May 4, 1995 R J! \u0026gt; MAT 10 i?95 The Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, Office of O'S-\nf:n^ I am an associate and colleague of Diane Rynders, who is currently one of the two Gifted and Talented Coordinators for the Little Rock School District. The position held by Diane was cut in the latest round of cuts for the Little Rock School District. It seems to me that as soon as something positive gets a start in Little Rock School District, here comes something to tear it apart. Even if Diane wasn't doing a wonderful job in the position it would still need to be there. The size of Little Rock School District warrants at least two people to monitor programs and provide services. The fact that Diane does a fantastic job makes it more crucial that the position remain. She is the organizing force behind many provisions enjoyed by Little Rock students. Some of the parts of her job, besides premonitoring, staff d^elopment and dissemination of information are: Odyssey of the Mind, Quiz Bowl and Sixth Grade Challenge. I think many of the opportunities provided by the Gifted and Talented Program would fail by the wayside with the elimination of the position. This whole thing spills over into the desegregation issue, because all students will he affected within the elementary gifted program. I know you are thinking about this issue. Please know that the Little Rock School District needs its elementary gifted and talented position and it needs Diane Rynders. RSCEP/SD CHA\n.ERS OF SUSAN WRIGHT MAY 0 9 1395 Sincerely, Kay Kyle Luter, Supervisor Gifted and Talented Education U. S. DISTRICT JUDGE 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 May 12, 1995 Mr. Kirby Shofner 204 N. Ash Little Rock, AR 72205 Dear Mr. Shofner: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, 1 believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, 1 W- Powell Associate Monitor W- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 May 7, 1995 Dear Judge Wright, I am sure that you really don't want to receive another letter regarding the budget cuts proposed by Dr. Williams for the Little Rock School District, but I felt compelled to write to let you know how I feel about the elimination of the Gifted and Talented coordinator position. In the ten years I have been teaching at Central 1 have seen many changes occur. Many good and certainly many bad. One of the most positive things that has occured is the appointment of Diane Rynders to the GT Coordinator position. Before her arrival, the GT office was at best in turmoil. I had many dealings with the people in that office at that time and it was my impression that there was absolutely no leadership and continunity occuring. Since Diane arrived things have been well organized and directed. I always know who to contact and what is expected of teachers in the district who work with gifted students. One of the things that I most look forward to during the school is the few hours a week I get to work with my Odyssey of the Mind team. These students are truly gifted. You would be amazed at what these young people can do. There is nothing that they can't accomplish if they put their minds to it. It is refreshing to see students at this advanced level at such a young age. The few hours a day that I work with these students is time where I know I am not going to have to deal with the extraneous non-teaching chores that occur all day long in my regular classes. During my regular teaching day most of my time is spent with discipline and reprimands which unfortunately turn what should be a positive teaching atmosphere into an aggravation. I look forward to the time 1 spend with my OM team. It is always fun and positive, the highlight of many of my working days I can't think of what will happen if the GT office loses its coordinator, much less losing Mrs. Rynders. There has to be other ways to reduced the deficit at the district. The administration is top heavy in other directions if cuts need to be made. Sacrifices have to be made by all, but 1 honestly feel that this is a terrible mistake and very little thought went in to making this descision. One thing for sure. Many students will not attend Little Rock Schools if the Gifted Programs are not fully functioning. One of the main attractions is rhe many GT classes and programs available to students who need them and parents who want their children in them. The elimination of this position needs serious reconsideration on everyone's part. I really appreciate your time. I hope things will work out where the GT Cooridinator's position can remain intact. Please feel free to contact me if you need any additional input. Sincerely ____ Kirby Shoraer Central High School W/IV 0 91995 Us. ^l^TFiiCTOffice 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) 371-01OO May 12, 1995 Mr. John W. Calaway, Supervisor of Gifted Education Northcentral Arkansas Education Service Center P.O. Box 739 Melbourne, AR 72556 f Dear Mr. Calaway: to respond to your letter in which you express and talented coordinators position in the Little the concerns that community members Judge Susan Webber Wright has asked me to concern about the elimination of the gifted \u0026lt; Rock School District. Although she is sensitive to have about the desegregation process and related issues, as a matter of policy, Judge Wright have about tne aesegrcgauvu ...--------------- h^r Dffirp of does not correspond directly with citizens. \u0026gt;\"s\u0026lt;eh\u0026lt;), she 1. up ns m he Office Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on talented education in the three the staff, one of my responsibilities is to monitor gifted and Pulaski County School districts. I have been contacted by S CU^ fro the state expressing concern, marnt, and dismay at the propos^ by the superintendent of the Little Rock Coordinator of Gifted and Talented education. -------  .. School District to eliminate the position ot Our involvement with the LRSD is limited to monitoring compliance with provisions in them desegregation plan, and gifted education is a is required to obtain court approval for any implementing their plan. The court has not given component of the districts plan. The LRSD action that might have an adverse impact on the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. the Board of Education. It is my I suggest that you forward a copy of your letter to understanding that a parent group has petitioned for a special board meeting toaddress the eh^Saation o? the coJrdlnaroVs posinou. If you are in.ercs.ed in attending, .he ntcctlng.^you may can the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, I ar! L. Powell ssociate MonitorI I I MAY- 9-95 TUE 15:28 1 A I 5 i S c I.. V c .lAltEU MdXLEY, Dt/crMf Baxtkr Mountain home Norfork FULTON Mammoth Spring SALEM Viola Independence Batesville CORD-CIIARLOTTB CUSHMAN Midland Newark Southside SULPHUR Hock IZARD Calico rock Izard County Consolidated Melbourne MT. ILEASANT SHARP EVENING SHADE Highland STONE MOUNTAIN VIEW Rural special TIMBO SUSAN W WRIGHT NAESC Telephone .=iOl-3efi.79i).5 May 5, 1995 FAX NO. 5013246576 fP?04 MAY 1 0 1995 Northcentral Actons as ess Education Service Center P. 0. Box 739  Melbourne, Arknnsns 725.56 Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright: J RGCRIVu-q SUSAN V/r-m.-,.-\n, MAY 0 9 1395 U. s. DISTRICT judge Iam writing you in response to a news report that the Little Rock School District is proposing to eliminate the position of Gifted \u0026amp; Talented Coordinator. While I can understand the need for the District to make budget reductions, I am truly surprised that this position would be one targeted for elimination. As a State G/T Supervisor, I work with twenty schools with varying numbers of students. I know the plight of the G/T coordinators in these schools and not one of them has anywhere near the size of program that Mrs. Rynders has with which to work. With a program the size of Little Rock School District's, approximately 4,000 students, confidently say that their G/T program is already understaffed. A curricular program designed to enhance the learning of high ability learners, regardless of race, creed, or color, should be the last program one would choose to negatively effect by reducing staff. I can sex, Iirs. Rynders has done an excellent job of designing student identification procedures that eliminate biases and allow gifted minority students to be considered equally for the G/T program. Without proper administrative overview, shortcuts will be taken, procedures will be dropped, and many gifted students will never be found. I want to emphasize that the administrative overview, in order to be effective, must come from someone with the training and knowledge concerning testing and identification procedures of all G/T students. I must admit that I cant comprehend why X can't why, at a time when Little Rock is spending millions of dollars to encourageMAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 students to remain in their district, one would want to adversely effect the quality of a program seen as a positive and attracting element of the district. I would also like to add that Mrs. Rynders has been very active, due to her position, in statewide associations. While operating within these circles she has been able to act as a strong advocate on behalf of the students from her district. This year a minority student from the LRSD is attending my AEGIS program. It was beneficial for the student that he was coming from Diane's program. She is a strong advocate for her students, but this type of activity will never show up on any report to the Superintendent or the Court. In closing, I urge you to please consider the damage that will be done to the G/T progreun, but more importantly to all G/T students, should this position be eliminated. I read in a report that 90% of every federal dollar, for education, is spent on remedial programs and only .1% is spent for high ability learners. I hope you take a stand against this trend. Respectfully yours, John W. Calaway Supervisor of Gifted Education 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 May 12, 1995 Mr. Davis Hendricks 1016 East H Avenue North Little Rock, AR 72116 Dear Mr. Hendricks: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, Ma/gie L. Powell Associate Monitor MAY- .9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 t May 4,1995 MAY 1 0 Ti95 The Honorable Susaii Weber Wright Office of Desegregation and Monitoring 201E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Office of Dessgreg\u0026amp;iic\n... ?g Dear Judge Wright, I am writing to urge you to disallow the t\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_471","title":"Incentive Schools: Enrollment","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":["1989/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation","School enrollment"],"dcterms_title":["Incentive Schools: Enrollment"],"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/471"],"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":["98 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\nFRANKLIN SCHOOL ENROLLMENT GRADE LEVEL 4 yr. K 1 2 3 4 5 6 Self-C TOTAL PERCENT B 364 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 17 14 12 13 1 3 60 52% 25 23 3 3 1 1 56 86% 36 29 7 3 0 0 75 87% 36 27 2 1 0 0 66 95% 31 25 4 3 0 0 63 89% 25 29 35 7 241 48% 1989-90 W 0 T 17 26 24 2 187 37% % Blk B 4 4 4 1 41 8% 3 0 0 49 86% 3 1 1 64 86% 1 0 0 64 92% 0 0 0 10 90% 30 6% 1990-91 W 0 T 3 5 507 84% 1%  1% 1991-92 % Blk B W 0 T % Blk 12 12 448 81% 343 59 9 411 83% 428 71 8 507 84%GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK M F 3 8 15 15 19 14 17 20 26 6 135 48% 1989-90 W 0 T 12 22 11 21 13 17 17 6 127 45% % Blk B 15 2 285 94% GARLAND SCHOOL ENROLLMENT WHITE 211 OTHER TOTAL % BLACK M F M F 3 2 2 18 61% 1 1 1 3 2 10 4% 1 1 5 2 2% 1% 28 39 34 35 32 38 43 12 279 96% 95% 88% 100% 94% 97% 100% 100% 94% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 18 11 240 88% 262 15 2 279 94%GRADE BLACK LEVEL M F 4 yrs 8 4 K 6 7 1 24 16 2 15 11 3 9 10 4 8 17 5 11 20 6 11 6 CBI 3 2 TOTAL 95 93 PERCENT 48% 47% B 157 1989-90 W 0 T % Blk 7 164 96% ISH SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL I BLACK 2 2 1 17 71% 1 1 15 40 2 1 29 19 25 1 6 3% 1 3 1 2 B 142 32 17 6 200 2% 1% 1% 87% 100% 90% 100% 100% 97% 100% 83% 94% 1990-91 1991-92 W 0 T % Blk B W O T % Blk 4 146 97% 188 9 3 200 94%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 SC* TOTAL PERCENT B 220 BLACK M F 7 6 17 12 19 24 24 28 14 24 7 164 53% 1989-90 W o T 19 0 239 25 17 14 16 16 13 2 121 39% % Blk 92% B MITCHELL SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 3 3 1 1 1 12 4% 183 4 3 2 2 2 1 1 15 5% 1990-91 W 0 T % Blk B 24 0 207 88% 285 20 35 46 46 41 46 31 38 9 312 1991-92 W 0 T 27 0 65% 83% 96% 89% 93% 96% 97% 97% 100% 91% % Blk 312 91%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 TOTAL PERCENT B 194 BLACK M F 4 1 16 14 27 21 17 19 27 15 23 21 19 154 53% 1989-90 W 0 T 14 22 16 128 44% % Blk B 16 1 211 92% RIGHTSELL SCHOOL ENROLLMENT WHITE 191 OTHER TOTAL % BLACK M F M F 2 3 16 69% 0 0 0 0 0 0 0 2 1% 1 0 0 0 0 0 0 4 1% 1990-91 W 0 T % Blk B 1 1 1 1 193 99% 282 31 48 36 43 37 43 35 289 1991-92 W 0 T 100% 100% 98% 100% 100% 100% 98% % Blk 6 1 289 98%GRADE LEVEL Infant 4 yr K 1 2 3 4 5 6 TOTAL PERCENT B 215 28 243 BLACK M F 10 16 14 25 15 17 22 24 14 157 36% 1989-90 W 0 T 12 15 18 21 16 18 18 11 18 147 33% % Blk B 33 2 250 86% 6 34 82% 39 2 284 86% ROCKEFELLER SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 7 8 37 59% 15 13 1 60 52% 9 12 53 60% 11 12 69 67% 5 2 4 3 4 60 14% 195 22 217 7 7 2 5 5 71 16% 1990-91 W 0 T 2 2 % Blk 1 1 3 1% B 71 16 87 5 211 12^ 282 5 45 45 46 44 41 440 1991-92 W 0 T 38 309 116 5 403 69% 78% 87% 80% 78% 69% % Blk 70% 58% 22 15 37 59% 70% 304 131 5 440 69%GRADE BLACK LEVEL M F 4-year 6 2 K 5 19 1 18 21 2 21 14 3 13 12 4 16 7 5 18 23 6 21 14 CBI 5 1 TOTAL 123 113 PERCENT 50% 46% B 225 1989-90 W 0 T % Blk B 0 1 226 100% STEPHENS SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 1 1 5 2% 1 2 3 1% 1990-91 W 0 T % Blk B 1 1 12 25 41 35 25 23 41 37 6 245 1991-92 W 0 T 191 5 7 203 94% 236 8 1 67% 96% 95% 100% 100% 100% 100% 95% 100% 245 96% % Blk 96%SCHOOL B INCENTIVE SCHOOL THREE YEAR ENROLLMENT COMPARISON 1989-90 1990-91 1991-92 W O T % Blk B W O T B W O T g. Blk Franklin* Garland Ish Mitchell Riffhtsell Rockefeller Stephens Total 364 268 157 220 194 243 225 1,671 72 15 7 19 16 39 0 168 12 2 0 0 1 2 1 18 448 285 164 239 211 284 226 1,857 81% 94% 96% 92% 92% 86% 100% 90% 343 211 142 183 191 217 190 1,477 59 18 4 24 1 87 12 205 9 11 0 0 1 5 0 26 411 240 146 207 193 309 202 1,708 83% 88% 97% 88% 99% 70% 94% 86% 428 262 188 285 282 304 236 1,985 71 15 9 27 6 131 8 267 8 2 3 0 1 5 1 20 507 279 200 312 289 440 245 2,272 84% 94% 94% 91% 98% 69% 96% 87%'''' \"SoZcrt t-r\u0026lt;onk.liri\nEnrallf^eni - Hl5 ZnrollnenT:- '-1'7Z ClG.5drocr-i5\n2i ft\\ie. 010.5.5 Size: 20-1 Aicle5 'Rec^enredL: H over 20.') /?G.te: JO GcLrlc-ncG i7\u0026lt;7\u0026lt;3-\u0026lt;7l E.nrollricr\u0026gt;i - 2cS'' / 771-72 IzarcIlnei'iT:- 2,73 ^3.1^0 i3\\. Uli} 8'9.2% 31. 99,/% 3i. CC-50rCGrl.3: H hvc. Clc.5^5 Size: i7^\u0026lt;a AicUis'ReqcirecL: 9.3 C-ier zai 7?ci.ic: 3 \u0026lt;21. j-sh : l^7C 7l ZCircIlrieni - -^7^ LorcHoenl\" ZCZ ^7.9% 31. 94.C% 01. C+5A^ CICK^ssrocns: iC Ave. CIczss Size: 1 S'. 1 AiJes Hecji-i redL\n4.. 6, Over 20\n1 ScJjc : Z CZO-cZo} '\u0026gt;'^iiche! 1. i^'^C'91 Lord ineril - 2ic 8'7,6:% i31, /79i-'7Z LnroZ/rven^--316= iO.57o3i. C+iOfc') C.ickasrocno: Ave. Clc^ Side: Zc.'4 AicLts i^ecjOireJL\n'^.3 LnroHnenl - ISZ Znrol Ineni- Z7Z C+/o') C^\u0026amp;\\' ZC:i Rziic: iS'.^ Zo 81. *7 5 'Zo 31. Cickisrooi'nij: 13 Over ZC\u0026gt;:i J^cdo\n6= Cii,.i%') \u0026lt;ZI\u0026lt;3^ Size: z*?,? AicJjSS Aeq-jireJL'. Sf. 6RockcFe'der: /Gnrol In\u0026amp;n/ ~ ZIZ n9t-=l2 EnrGlii'^e.ni- 3^!^ C Ic^'fiOono\nIC3 7O.37c. SI. 76.7% 3'- Cr/23) C'^\u0026amp;r 20\nI Rc.-hc: IO CiLZ,5-7c) fhMc. Cicss SiLc: 21-0 Irides Req\u0026gt;jirec!L'. lO-fe S+ephei'is: l'^i^a-9i boroHnen-l'- 2O3 i\u0026lt;i9i-^Z ,nrcllnen{.- 239 C'!. 9S.37o SI. C.lcL55rccM3: iZ. OMer za:'! i^Tio.- 3 (.25.C^'} Ci34-.') A'ie. C 1(^35 ize: /S^. 2 Ricle^ r^ecjuireci,'. lo+cJL j-ncenii^e School tsnrolGnen'i': \"Totc,L 1^'il-^Z Tt'}c.en-ii\u0026gt;ie School fc-nrcKnent: Vihi-^\u0026amp;jC-fiTer - Zi5 Ci2.c^^} V-ihAelaker - ZiiS' Cts^') (12.1% ', I c+cJL increase: 5 H(o ^CIcssreons: SCC Ct-Il3 idlcjzE S+udcen'b^ Over 2iC:l 'patio\nVZ Pct\nV2.C \u0026lt;!7. IGTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas September 5, 1991 72201 Horace Smith, Associate Monitor James Jennings, Associate Superintendent for^*^ Desegregation Monitoring and Community Services Classroom Enrollment in Incentive Schools Please find enclosed the information you requested concerning the classroom enrollment in the incentive schools. Per your request, this information is by race. Although this information is based on our September 4 enrollment, please understand that we are currently in the process of making class size and staffing adjustments throughout the district. c Dr. Ruth Steele Arma Hart Larry RobertsonTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 4, 1991 Mr. James Jennings .^Associate Superintendent Larry S. Robertsoiff^^T'stant Superintendent Incentive School Enrollment Per your request, please find attached current enrollment counts for the seven (7) Incentive Schools.SCHOOL FRANKLIN TEACHER D. Oordan T. Parish 0. Winston S. Beatty T. McGee D. Kennedy M. Carpenter L. McNulty G. Cokeley L. Davis A. Bridges V. Scrubbs M. Smith Legend BM Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM BF X X X WM WF X X X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 . 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE CBI  Pre-K Pre-K Pre-K K K K 1 1 1 1 2 2 BM 7 5 5 5 8 7 10 1 9 8 13 11 9 BF 2 5 4 5 9 8 8 1 10 8 5 10 10 WM 1 4 4 4 3 2 1 2 2 1 WF OF OM 10 5 4 4 1 1 1 2 1 1 1 20 19 1 1 1 19 19 19 19 17 20 20 20 21  20SCHOOL FRANKLIN TEACHER B. Hammons W. Davis J. Buck 0. Matheny D. Garner D. Sharp a. Eddy C. Brown M. Calloway K. Carter A. Giles 3. Clayton Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM X BF X X X WM WF X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE 2 3 3 3 4 4 5 5 5 6 6 6 BM 11 11 9 10 12 12 8 9 10 10 10 11 BF 8 8 8 8 9 6 9 9 6 8 7 8 WM 1 2 2 2 2 3 2 2 2 WF 1 3 Q 1 2 1 OF OM 21 21 1 2 21 21 23 23 18 21 21 21 19 19I INCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL GARLAND PRINCIPAL ROBERT BROWN i TEACHER STUDENT COUNT TOTAL BM BE WM WF OF OM BM BF WM WF OF OM M. Robinson X CBI 3 2 5 F.Norwood X CBI 3 4 7 B. Hines X Pre-K 3 7 2 2 14 T. Arnold X K 11 9 20 X K 5 3 1 9 D. Gross X 1 1 10 6 11 8 1 1 1 23 15 F. Williams X 2 10 6 1 17 0. Farley X 2 9 7 2 18 S. Taylor X 3 7 10 17 0. Joseph X 7 9 1 17 P. Wilson-Robinson X 4 7 7 2 16 S. Connie X 4 9 6 15 Legend I BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male I'SCHOOL GARLAND TEACHER BM BE WM WE OE R. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ROBERT BROWN STUDENT COUNT TOTAL ( ( OM BM BE WM WE OE OM 5 9 9 1 20 L. Harris X  5 10 8 18 L. Slater X 6 14 7 21 Y. Anderson X 6 12 9 21 I Legend BM - Black Male BE - Black Eemale WE - White Eemale WM - White Male OE - Other Eemale OM - Other MaleI INCENTIVE SCHOOL COUNT 1 SCHOOL ISH TEACHER BM BF WM WF\nOF E. Smith X V. Burchfield X E. Self X Y. Redwood X E. Wiley X G. Harp X L. Smith X Y. Jackson X H. Hicks X B. White X M. Pearson X Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male as of September 4 , 1991 PRINCIPAL STAN STRAUSS OM BM BF STUDEN WM COUNT WF TOTAL OF OM CBI 3 2 1  Pre-K K 1 1 2 2 3 4 5 5 6 8 6 12 12 7 7 9 8 4 8 11 3 1 8 9 6 5 11 17 11 9 7 2 1 1 1 2 1 1 1 1 16 15 20 21 14 14 20 25 16 17 18SCHOOL MITCHELL TEACHER BM BF WM WF OF L. Hudson X J. Hoover B. Samler X M. Hale X B. Govan X 0. Hestir X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL donITA HUDSPETH STUDENT COUNT TOTAL OM GRADE CBI Pre-K K K 1 1 BM 7 \u0026amp; 11 8 10 10 BF 2  4 8 13 10 WM WF OF OM 9 3. 1 2 A 1 1 21 18 21 21 B. Banks X 2 10 1 1 21 T. Hamilton X 2 11 10 21 C. Guin X 1 11 8 1. 2 21 P. Ross X 3 13 8 1 1 23 S. Mattison X 4 11. 8 1 1 21 G. Stubbfield X 4 14 8 1 23 N. Cooksey X 5 7 9 16 Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL MITCHELL TEACHER BM BF WM WF OF M. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL DONITA HUDSPETH B. Hipp X M. Johnson X Legend BM - Black Male BF - Black Female WF - White Female WM White Male OF - Other Female OM - Other Male OM GRADE 5  6 6 STUDENT COUNT TOTAL BM 7 11 12 BF 7 9 6 WM WF 2 OF OM 16 20 1 19SCHOOL RIGHTSELL TEACHER C. Woodley B. Croft F. Dodson S. Brown R. Ziegler S. Bryant B. Fincher 0. Brown A. Sanders E. Fairchild S. Walker D. Cleaver N. Dailey Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X X X X X X X WM WF X X X X OF INCENTIVE SCHOOL COUNT as of September 4___. 1991 OM GRADE Pre-K  K K 1 1 2 2 3 3 4 4 5 5 PRINCIPAL BM 5 8 7 12 12 9 8 14 13 10 13 8 10 BF 7 5 9 9 9 8 11 7 7 8 7 12 11 BOBBIE GOODWIN . STUDENT COUNT WM 1 I TOTAL WF 2 1 OF OM 15 14 16 21 21 17 19 21 I 21 18 20 20  21SCHOOL RIGHTSELL TEACHER L. Falls Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X WM WF OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL BOBBIE GOODWIN STUDENT COUNT TOTAL OM BM BF WM WF OF OM 6 16 12 28INCENTIVE SCHOOL COUNT SCHOOL STEPHENS TEACHER BM BF WM WF OF K. Skarda X B. Smith X M. Ellington' X as of September 4 , 1991 PRINCIPAL LONNIE DEAN STUDENT COUNT TOTAL OM GRADE CBI  Pre-K K BM 5 7 2 BF 1 2 10 WM WF OF OM 6 4 1 14 12 0. Pence X K 2 8 1 11 T. Butler X 1 6 12 1 19 M. Wilkerson X 1 12 6 1 19 B. Hollaman X 2 11 5 1 17 M. Smith X I 2 10 8 18 K. Harness X 3 13 11 24 0. Irby X 4 15 7 22 B. Hagar X 5 6 14 20 M. Wilkins X 5 12 9 21 N. Nelms X 6 11 7 18 Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleINCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL STEPHENS PRINCIPAL UINblJF-nfAhL I STUDENT COUNT TOTAL TEACHER BM BF WM WF !OF OM GRADE BM BF WM WF OF OM P. Rov X Z 1 1 la I Legend I. BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL ROCKEFELLER TEACHER K. Ellis B. Foti L. Jones G. Bruce M. Finney N. Romontio M,. McMahan. M. Midrilehrnnk P. .Bell. Pfiten-Holder B. Butts D, Keller Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X WM WF X X X X X X X 1. X I i I OF X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL OM JaRADE Pre-K Pre-K Pre-K K K 1 1 1 2. 3 3 NOTE: PRE-K BM 4 6 A 4 6 8 5 11). 7 9 10 7 5 5 BF WM 4 5 6 WF 3 6 3 OF 1 OM\ni9 20 20 h. 5 7 8 7 6 1 9 9 10 - Black 31 White 27 Other__1_ 59 J 3 1 4 3 1 3 2 1 I u. 4 4 4 4 5 3 5 2 2 4 1 1 1 IB. 16 18 24 20 22 23 24 t 23 22INCENTIVE SCHOOL COUNT as of September 4 . 1991 SCHOOL QCKELLR PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL TEACHER F. Moore A. Pollard M. Matthis L. Miller 0. Myers D. Skyes Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X WM WF OF OM GRADE 4 BM 11 BF 8 WM 2 WF OF OM 21 X X X 4 5 5 6 6 11 13 10 6 7 9 6 6 9 9 2 2 3 2 2 2 2 2 2 1 24 22 21 19 2001 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL * * * * * *TEACHER* * * * * * Class Teacher BM BF WM WF OM OF K CARPENTER M. 1 K HAMMONS B. 1 K MYERS T. 1 P4 BUCK J. 1 P4 PARISH P. 1 P4 WINSTON J. 1 01 ADAMS P. 1 01 SCRUBBS V. 1 02 MATHENY J. 1 02 MCNULTY L. 1 02 SMITH L. 1 03 COKELEY G. 1 PAGE 20 ****CLASS ENROLLMENT**** SP BM BF WM WF OM OF Total Count % Black 10 4 1 1 16 87.5% 9 7 4 5 3 6 8 5 6 6 8 7 4 2 3 5 3 3 1 5 3 4 6 3 3 2 9 3 2 12 6 2 1 1 8 10 5 1 2 16 16 16 17 11 20 20 15 14 16 16 100.0% 68.8% 56.3% 58.8% 52.9% 75.0% 100.0% 73.3% 100.0% 100.0% 81.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 21 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 03 DAVIS L. 1 5 5 4 14 71.4% 03 JORDAN D, 1 1 1 100.0% 03 SHARP C. 1 7 8 1 16 93.8% 04 GARNER D. 1 10 4 14 100.0% 04 HIGHT R. 1 8 6 14 100.0% 04 JORDAN D. 1 2 1 3 100.0% 04 DAVIS W. 1 8 6 1 1 16 87.5% 05 BRADFORD G. 1 10 8 18 100.0% 05 CALLAWAY M. 1 11 8 19 100.0% 06 CARTER K. 1 5 4 1 10 90.0% 06 GILES A. 1 5 5 10 100.0% 06 JORDAN D. 1 5 3 8 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 22 SCHOOL: 026 GARLAND INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K ARNOLD T. 1 12 6 1 19 94.7% K HARDIN C. 1 1 1 100.0% P4 HINES B. 1 5 4 5 2 16 56.3% 01 GROSS D. 1 6 8 1 2 1 18 77.8% 01 TAYLOR M. 1 5 8 1 1 1 16 81.3% 02 CARR M. 1 9 4 2 15 86.7% 02 JESTER L. 1 4 9 13 100.0% 03 S^MS -grr 1 4 4 1 1 10 80.0% 03 SIMS S. 1 8 4 12 100.0% 04 MOTTIN M. 1 9 4 1 14 92.9% 04 ROBINSON M. 1 1 1 .0% 04 WILSON-ROBINS P. 1 8 3 1 12 91.7%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 23 SCHOOL: 026 GARLAND INCENTIVE SCHOOL * * * * **teacher* ***** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 CLAYBORN C. 1 6 7 13 100.0% 05 HOUSE K. 1 6 7 2 15 86.7% \u0026lt;1^^ 05 NORWOOD F. 1 2 2 100.0% 05 ROBINSON M. 1 2 2 100.0% 06 EKWOROMADU Y. 1 3 5 1 1 10 80.0% rfci 06 NORWOOD F. 1 1 2 3 100.0% 06 SLATER L. 1 6 1 1 14 92.9%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 40 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K HALE M. 1 4 4 2 1 11 72.7% P4 HOOVER J, 1 3 5 2 1 1 12 66.7% 01 GOVAN B. 1 9 4 1 1 15 86.7% 02 FLEMING B. 1 6 5 1 1 13 84.6% 02 HAMILTON T. 1 6 3 1 1 1 12 75.0% 03 REGNIER M. 1 2 1 3 66.7% 03 ROBERTSON S. 1 6 12 1 19 94.7% 03 ROSS P. 1 6 11 1 1 19 89.5% 04 CALHOUN J. 1 7 6 1 14 92.9% 04 REGNIER M. 1 3 1 4 100.0% 04 ROSS P. 1 1 1 100.0% 04 STUBBLEFIELD G. 1 8 5 13 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 41 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 COOKSEY N. 1 8 5 1 1 15 86.7% 05 WALKER M. 1 7 6 1 14 92.9% 06 HOODER C. 1 8 8 16 100.0% 06 HYATT JR R. 1 11 5 1 17 94.1%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 52 SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K DODSON F. 1 8 11 19 100.0% P4 WOODLEY C. 1 3 6 9 100.0% 01 BENTIVENGO S. 1 5 6 1 12 91.7% 01 ZEIGLER R. 1 5 6 1 12 91.7% 02 BRYANT S. 1 6 7 13 100.0% 02 FINCHER B. 1 7 5 1 13 92.3% 03 SCULL L. 1 8 7 15 100.0% 04 KESLER J. 1 8 11 1 20 95.0% 05 COX S. 1 10 6 16 100.0% 05 TARKINGTON R. 1 10 6 1 17 94.1% 06 FAIRCHILD E. 1 8 7 15 100.0% 06 FALLS L. 1 7 5 1 13 92.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 46 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL * ** * *teacher* * ** * ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K GLOVER G. 1 4 5 3 2 1 15 60.0% K HARDIN C. 1 4 6 2 12 83.3% K RUSSELL M. 1 5 6 1 2 14 78.6% Pl BARR M. 1 1 1 2 1 5 40.0% P2 BARR M. 1 4 3 1 8 50.0% P3 WILKINS M. 1 2 4 5 1 1 13 46.2% P4 FOTI E. 1 5 3 4 4 16 50.0% P4 JONES L. 1 1 3 4 4 18 55.6% P4 MILLER L. 1 6 4 4 3 17 58.8% 01 BREEDLOVE J. 1 5 1 4 1 17 70.6% 01 MCMAHAN M. 1 7 3 4 3 1 18 55.6% 01 STRICKER K. 1 1 6 3 3 19 68.4%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 47 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 02 BELL P. 1 3 5 4 4 16 50.0% 02 BURROUGHS R. 1 4 4 3 3 14 57.1% 02 HOLDER P. 1 5 4 2 3 1 15 60.0% 03 BUTTS V. 1 5 8 1 2 16 81.3% 03 GARDNER L. 1 5 7 3 2 17 70.6% 03 LOVETT W. 1 5 7 1 2 15 80.0% 04 ELLIS K. 1 7 5 2 1 1 16 75.0% 04 MOORE F. 1 6 5 3 2 1 17 64.7% 05 JARBOE J. 1 6 9 1 2 18 83.3% 05 MATHIS M. 1 6 10 2 18 88.9% 06 LARKOWSKI A. 1 6 6 1 1 14 85.7% 06 MEIER J. 1 8 6 1 1 16 87.5%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 56 SCHOOL\n041 STEPHENS INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K LAYER M. 1 5 5 10 100.0% K SMITH M. 1 1 1 .0% K PENCE J. 1 4 6 10 100.0% P4 SMITH B. 1 4 5 1 10 90.0% 01 HOLLAMON B. 1 8 8 1 17 94.1% 02 BUTLER T. 1 4 7 1 12 91.7% 02 SMITH M. 1 4 8 12 100.0% 03 MALONE D. 1 6 11 17 100.0% 04 PEARSON M. 1 5 9 14 100.0% 04 ROY P. 1 6 5 11 100.0% 05 WILKINS-COOPE M. 1 10 6 16 100.0% 06 HAGAR B. 1 6 4 10 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 57 SCHOOL: 041 STEPHENS INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 06 SMITH M. 1 3 1 4 100.0%\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_472","title":"Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section","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":["Marketsearch, Little Rock, Arkansas"],"dc_date":["1989"],"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 improvement programs","Educational planning","School management and organization"],"dcterms_title":["Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section"],"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/472"],"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":["26 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\n1 LITTLE ROCK SCHOOL DISTRICT 1989 SETTLEMENT PLAN INCENTIVE SCHOOLS SECTIONINCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose Of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation. but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and school district. in the entire The following schools will provide the incentive school program: -Franklin -Garland -Ish -Mitchell -Rightsell I -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants . The incentive program must also serve as a recruit- 31 02233I ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1999, the committee will determine the costs of implementing a scholarshio program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If .feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund I would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 02234H bl bl bl bl Incanrive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Ths Olosorint for the incentive school -- - --------- program was developed by a committee or administrators, teachers, communitv reoresenta- The blueprint will ps used as the frameworx Lives anc oarents. teachers, cornmuni Tor soeci activities that are exoected to occur after court acoroval or the incentive school oroqram. The roll owing areas were considered in ths devslooment of ths incentive school program: A. Staffing 9. Parent involvement C. 0. c _ P. G. H. I. 3. K. L. Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment - _ 33 02235Incentive School Program 3LIJEPRIMT FOR EXCELLENCE ihe purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Proi Comniitt detai 1 ni shes \"he soe^ - -- -  - -------itive School Program did not. however, attempt to specifically define ror the incentive school program. T' '------------ the community with the parameters for excellence in education. every This document merely fur- ic details and concerns for each individual incentive school must be developed by the local practitioners The local practitioners . - - - -immunity representatives in each incentive school area. The District firmly believes that the success of any program depends on the opoortunity for the practitioners to make certain decisions at the local level. This document is hereby to the federal court and the community with the understanding her details will be developed. e the principals, teachers, parents and supmi tt: that fur ,rl I .he Incentive School Program Committee will continue to function until August 1, 1989. The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1, the committee will be restructured to function as a district-wide council of incentive school parents. The council will have two parent representatives from each incentive school. Also, four members at-large will be appointed by the Joshua Intervenors. The Incentive School Program Parent Council will he resoonsibie Tor monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. a support. Academic achievement is the result of commitment, high expectations, strong belief that all children can learn, and broad-based community When these ideals are coupled wit.h the availability of rinancial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. 1 f 02236 34K I SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 5 I i 35 02237NCN7I7E SCHCCLS ACADEMIC PROGRAMS Ai'JO C'JPRICJL'JM DEVELOPMENT N Schools have the rssponsibi 1ity for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all childre an. \"The content of the education must be true, appropriate, and relevant. The oro- cesses of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. I lence in educa In addition, exceln must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child, 193A) I The goals. he content of the academic programs, the instructional method- ologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of while knowledge, important skills, and sound ideals. worth- 1 ACADE.MIC PROGRAMS General Areas for Imolementation  four-Year Old Program (Early Childhood Education) - The Little Rock School District's Pour-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. i i 2. Writing to Read, an instructional tec -ology program, will be implemented at eac.n Incentive School for K-2 students. 3. Kinderoarten - The Little Rock School District Early Prevention of School Failure moael will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. - . 36 02238 14. Seacina Across -------------Curriculum will be a major reacing pronciency and critical reading skiT will also uci1iOS acpreciaoion 5, 2 emphasis for developing Each suoject area IS. .-nr to increase students' pleasure of and or reading (Pre-kindergarten-o). Oral Expression Across the Curriculum will offer instrurinnx 1 and.strategies in eacn suoject area designed to increasa'the ora/eSr'^^^ munications and American English skills If the students (pJt 6. ki ndergarten-o). 7. Laarning Styles a. 9. 10. n. 12. 13. Inventories will be used in uj. ho c- u tneir teaching styles to match the 1 .ne Students. teacners in aiv or Sch ?ta each Incentive School to assist earning styles col Themes will be developed at the local school level by parents and ., anc are recommended to be integrated into the total curriculum. Semi-depart-mentalization will be the recommended organizational ' \"21 organization will facilitate the development levels^ respective grade for graces 3-5. structure of in indivicuai classrooms. ill be e.aflabie fn specialized laboratories and Ic|en^^|or|^or2 equipped with adequate equipment and materials/supp1ies will be availaple ror students in grades 3-6. /PP\"es minimum of 24 stations in each classroom. L\"\"* ni te expanded for a Foreign Language Laboratories with be operative in each scnool. appropriate equipment and materials will yudy and Test-taking Skills will be taught in an integral component of curriculum at eacn grace level. ths 14. Computer Loan Program ---------------------_ - portable computers will be available for loan Students (.graaes 4-6) for use at home. to Remediation and enrichment software will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each core subject area for eacn grace (1-6). 16. Computer-Managed Instructional Technology will be used for continuous track- ing or stucent progress. 17. Individualized Education Plans will be developed, implemented, and monitored ror eacn student. I 13. Spec.al iced Programs - Federally or state mandated programs (remedial, special ecucation, gifted and talented) will be available during the c instructional day, with reinforcement activities available through the extended day, week, or year programs.*(Sea page 7) core 37 0223919 . 3 ^centlve Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 20. 21. 22. Homework - homework is required according to Little Rock Sc.-ool District policy and regulations. Criterion-Referenced Testing - formative criterion- rererenceo test will be computer generated for the ongoing assessment of students.   Het.ereoQeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. M 23 . school, tation. ^^hools model will be operative in each incentive ' with appropriate training provided for implemen- A^.ican and African-American History - each school will establish a sequential program to Include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for areas. each of the content READING -Learning to Read Through Literature, with emphasis on progrXn*^(K-6f^ genre, will be the primary reading -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills -Increased motivation and learning with oral expression (grades 4-6) i.e., choral reading, student story- telling, debate, drama, etc.) {K-6) ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -^itlng Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increas and word attack skills of students -Oral Language Expression will be a major emphasis in the reaoing and English/language arts areas (K-6) e the vocabulary (5-6) 3S 02240 24 .I -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers expression, I (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History {4-6) I 02241 3S (a) II ii I S'i I !4 -emphasis on introductory conceots in history, geography, and civics (:\u0026lt;-3) Geograony will be taught through active learning strategies each subject and grade level in social studies will include a earning strategies ! nulti - hnic curriculum (K-6) 'studies^ activities will premote \"living social emphasis on American and Arkansas History f4-51 mohasis on World History (5) '.elebrations/caremonies will be integrated into the curriculum MATHEMATICS emohasis on use of word or st ry proolems (2-6) to basic concepts in geometry and algebra (2-6) use of manipulation (?ra-k-3) Use or computers for organizing and utilizing mathematical ntrocucticn xtensive data (5-6) results (,\u0026lt;-5) in addition to methodolocy and SCIENCE -instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -\u0026lt;-lassrocm and textbook work will be supplemented demonstrations and experiments that i,p. luuiuies or of'science suggest the applications and possibilities with practical reinforce the principles of I -Emphasis in the upper grades will be on the life physical sciences (4-6) -'^astery or concepts should culminate with i.e.. Invention Convention, Science Fair, sciences and an annual project\netc. -ronework assignments will include prepared information packets describing experiments parents and students can do together to reinrorce what has been taught in the classroom FINE ASTS -Content will include an introduction to basic and art concepts in music -rt and music instruction will be sequential and cumulative in the content, knowledge, and skills iphasis in the earlier grades will be on the cr.jo creation of music, painting, and crafts (Pre-k-3) enjoyment and -emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and develop- '\"ante I expression ments (4-6) -In-school performances.and/or exhibits and field trips will be used to reinforce the learning of concepts 39 022425 I 1 FOREIGN DNGUAGg -each school will select at least one foreign language for s.udy, with Spanish and a choice of an Asian language strong recommendations as I -Ihe instructional methodology for each language will be a Atalphysical response\" approach -emphasis will be on basic vocabulary, conversational, and J cultural materials for K-3 -w foreign language laboratory will be used for instruction i^ncludmg computers where appropriate  -Emphasis will be on transcribing and translating foraion language age-appropriate material (A-o) -revision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, cultural materials (4-6) PHYSICAL EDUCATION/HEALTH grammar, reading, writing, and -Family Lire Education will be included in the total curriculum (1-6) elementary -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and for the handicapped\ni.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) respect I' SOCIAL SKILLS Social skills will be taught, where appropriate, through the core i instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills\nFamily Folklore - Students will learn the values and mores of weir ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. (I Jj il Interpersonal Skills - Structured group sessions will propiem-so1Ving, decision-making, peer pressure, etc. focus on T H 40 02243 I It 6 Rites of Passage - A structured program will be Initiated to changes in the young students. -------- ----------------- uuM wixx xiix u-L\u0026lt;a ueu to respond to the emotional, physical, and social developmental Cl 2 -- J ---------- separate programs may be established for male and female students. Role Models Programs - Individuals (International, national, community) will be used for presentations every^area of the program to provide role , ud_..t_. Special emphasis will be placed on African-American role models for males. state, local and at the school in models for the students. com- Mentoring Program - Utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, zations. and/or units of national or state organi- I Academic Reinforcement Activities limited to) the following: may include (but not Peer-Tutoring Program - Peer tutors will be program - Peer tutors will be assistants to teacners in the Homework Program or during the regular Students will be compensated for after-school peer tutoring (see Support Programs). school day. or during the regular ili Academic Reinforcement Clubs =------------, -----------  Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Great Books Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Club 41 02244 I hTennis Club Arcnery Club Camoing Club String Instr' Art Cluo Horsaoack Riding jn\nen\ns Gymnas s Club Sign Language Club Aeropics Club Cooking Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field ~--:s - Field r'ds will oa used ts enhance learnina, t3 broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the develop.nent of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (washington, .^artin Lutner King Center (Atlanta, Georgia) George_'Washington Carver Museum (Tuskegee, Alabama) Gulr Snores (Gulfport, Mississippi) Each scnool will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. I i However, School Program Plans must be submitted to the Soard and administration for approval on an annual basis. i Documented school-based involvement in the needs/interest planning process must accompany each School Program Plan, budget must accompany each plan. assessment and A projected li 'll :fi I 42 02245r. Sackcround I i fel II. II 11 L.ATI.'I E.'IR IChME.'IT PRCGRAM iuE.ME^ARY LAi'IGL'AGE ARTS CLASSES LIiiLE RCC:\u0026lt; SCHCCL DISTRICT In the early ISSG's, and .ocaiuiry scoresel^n^Ialyic^ool eSnS = = reading La:in in lanciade arcs clasll, ?h. i S\"!'? Latin in language arts classes. Latin teachers, but t.he materials language arts teachers\nI trie\nraised reading hrnimh a __ ine program was developed by a team of were designed to be used by elementary tejcSer, in tne elenien-.rj have Seen i.nolenented'il L, idof di 1-, ?':= llcller ' = 3=dr,i 'cllLTllxa'l ' fd? ' =  ~ I I M C I c J f '.,'ashington, O.C.\nCali fornia\nKansas City, Missouri. hew York City, flew York\nCallas, Texas\nCakland, Cali fo Los develooed tea means to i eir own materials. ng formal Latin I '  ' -w. -., .ai -ome use the Philadelohia materials\ngrammar\nIn these programs the rni a\nand others have focus is not on rove English skills, imcroved self i \u0026gt;. is on using Latin words and myths ^^ese programs have also resulted in image among learners. as a I i '0 I ementa ed di str s^i?' -------icied cistricts r.ven] at leas* a 11. s.ancar,..ed tests in tile abeve : and a ii -is,-:\\shs: cr^ldLlnln' nieVcI^ienralilJ'^eraLtac'ned:. a PC cu: xecor i den The tar ied cistricts reveal In all districts, a voca lx.. teachers trained the elementary lanonan teacners in using the materials and served ------------ e^enoa y language bacxgrounc in Roman and Greek culture elementary teachers studied to become arts tune. as resource persons for program us in the same methods and approach. The materials English readi i', As,the program grew, many of these I,,..- corresponding this program uses proficient in Latin. he Greek language has also been develooed\ng and vocabulary skills. courses are designed for fi Materials are varied\nas a basis to increa  mythology ano life, including science, math . . the two basic n and sixth grades and are based on classical Supplemental courses cover a wide variety of subjects astronomy, and blacks in antiquity. I -.a na I e s More than focusi.no\nedg rea s 3 on c\nerr i Ab i 1 i t areas more s livi senc se. : of words a tin wore sh yocaou:ary. Many f OU la include mythoic hmen t. 1 S SU in:: in the 1 ish language ar-e based on Latin words\nroots and word-bui1 dine elemer : ary and sixtn his subject ma y and the Grec ill b r a C n ad -.z-t O' 30 , Z' an 1 s tne will increase knowl- social studies and worlds\nan learn vocabulary ng and I is,net limited to ta-nguage arts and other academic S3 in 1 i fe i tsal f\nuals who increas-no an unusual subje fee I c ce abili ty creates 9 3 os an J is no 1 and  4 Ct for stud cusad on 1 e 3 n 'tved self a-en:' subje ftaoe to deal with school and ts, especially in elementary ning the Latin language per , and seeing success in he learne'\"s  44 ILa n yncisen: Program -- Page 2 The program itself is easy to implement. The cost is minimal, and invest- -ent of time by elementary chpr/ t/i u Tnimal, \u0026lt; r-aiiy ase4 b, Mny ppp PPCPasp- fce dopli a The program has be and can Pock. students\nThe uniqueness of .. SKuations similar to Liflo the program should appeal - -Cwie as elimi na s ng disparity be school communi tv. III. 1^. have such a program. certainly in the The program would scares and I i- I   ethnirel^men^forthe the Little Rock'schcor^i^ric* VteH^'s caVbi^Zeducation with Ss wc um Uai t.d* ____ Also elude this emphasis. di rected \"ooosal rict ion wi thi n to in- -a the  1^ talents and skiTir^d teachers '.3 the special interests and . - - that are needs or Arkansas students. It is proposed that the Li L in program in the el amen grade levels in the incenti 1 I a e Pock School District implement ry language arts classes at veschcols for the purpose of the self-image of learners. Program Cescrioti0n he fi an elementary h and six tn increasing reading ,.,4 enhinc,. incentive schools have been identified in f ((a aa^arl- Of inaarvtca tyainin, iayjn'S .mented ,z the star- 0-  Program will be imple^ ...e_ 193,-90 scnool year and will be incorporated inti oral block for approximate the spring the r 1 and six grade language arts ins t=_ twenty minutes per day. 71..^..\n..^ Sachers will be involved in fou-r (ij'acditi per c semes Throughou 1S39-90 school year. 1 i clonal inservice workshops (two Z -sse^uaacners will have the opportunity to become more ^e- ^i\\ o\\J:I w?\u0026lt;iT course designed'especiall'\nf'ar' -i, will be optional and at the teache-'s own ex-ense i- will moniJJ\nt\nproq  Au .ne enc or the 1939-90 school year, a formal dihrict-wide ^ssesJme^^^oZ\" especially for the progra.\" data will be made\nIS assessment will be based on surveys and test 45 1 02243J*- Latin Enrichment Program -- Page 3 Budget Summary (Per feacner) Instructional Materials Printing Inservice Materials Inservice Consultant Fee College Course Materials College Course Instructor's Fee Inser/ice Stipends $ 30 60 30 IS 20 30 60 / TOTAL S 245 Budget Summary (Program in a 11 5th and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers 1 school with 10 tsichsrs - 10 tsschsrs TOTAL J6,860 2,450 59,310 46 fl I h!OBJECTIVE activities 2.b. Duplicate copies of above materials 2.C, Schedule 2 Inservice meetings of 3 hours each 2.d, Develop agenda for abov 2 meetings IHPLEHtNTATIOII PLAN participants 'ERSON RESPONSlBttl COHPIETIOH DATE Harle McNeal July I, 1989 E VAI HAT I ON One copy for each teacher 2 Harle HcHeil Harle Hclleal June 1, 1909 July 15, 1909 Heelings on Calendar Printed agendas I I 3 Z.e. Conduct above 2 neellngJ Teachers and Z.f. Contact UAtR about oring college course 2.g. Schedule above college course Principals Cayle Cloud Harie HcNeal Gayle Cloud August 18, 1989 June 1, 1989 Agendas and materials Course proposal Gayle Cloud UALR official Harle McNeal Oecemlier I, 1989 2.h. Implement above college I Teachers course Z.l. Schedule four two-hour inservice workshops in locll bulldlngs/clusterf/ district-wide 1 Z.J, Conduct above four inservice workshops Teachers Principals Gayle Cloud Principals Harie McNeal Gayle Cloud lay. 1990 Identified dales/times place Completed course September 1, 1989 Meetings on Calendar Hay 1, 1990 (2 per semester) Meeting agendas Mi COSI lonr learhei I ! ^*0 print! nq (ler teacher) -Il- -11- 120 materials (per teacher) 1200 consullani feeds per Itai he' 160 st ipends leacher (ilO liour) per per -Il- -1). trO Mia I er i,i I s (per teacher) tl?00 insiriicinr lee 1510 teacher) per -0- IIO nm ter ia Is (per teacher) 1400 lee ant 1*111 fier teacher) ITo OBJECTIVE activities IHPLEMENTATIOH PEAK provide awareness of the Latin program to Incentive school principals and staffs l.a. Present implementation pijn proposal to asso- date Superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of i Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth S 6th grade teachers In Incentlve schools I l.f. Conduct awareness meeting with current Sth t 6th grade teachers I.g. IdentIfy 5th j filh participants Angela Sewall Beverly White Arma Hart Rachel Myers Marie McNeal Marvin Zimmerman Principals of Incentive schools Sth \u0026amp; 6th grade teachers at Incentive schools , , . -  gradeIPrInc Ipa 1 $ teachers who wish Io remaln at Incentive scholils l.h,' Recruit and fill cles vacan- EPSON RESPONSIOI II COHPICTIOH Harle McNeal Marvin Zimmerman Angela Sewall Angela Sewall Beverly White Marie McNeal Marvin Zlmme Gayle Cloud reian Rachel Myers Harle McNeal Marvin Zlmmerma Gayle Cloud n DA IC rvAI IIAIIOII COST January 30, 1909 Plan Presentation (l\u0026gt;rr le/tclipr) -0- March I, 1989 Harch I, 1989 March 15, 1909 March 15, 1909 Pprll U, 1989 Meeting on Calendar Printed agenda Concerns/questions expressed by principals Meeting on Calendar Meeting agenda -0- -0- -0- -0- -0- Principals Richard Maple May I. 1989 List of I dent Ifled 5 th A 6th grade teachers -0- To provide Inservice to participating teachers 2.1. Requisition Instructional materials Principals Richard Maple July I. 1909 Harle Mclieal Identified Sth A 6th teachers at Incentive schools for 1989-90 -0- I I I May 1, 1909 Arrival of materials SZO materials (per teacher)o o X z -I 11 Cl E c o OJ I e o 3 c e Cl Cl Cl o o c X o co IZI o \u0026amp; o QC bA s oc A O c W\u0026gt;1 Cl \u0026lt;\u0026gt;A Wt W-1 e c c a Cl c* C5 0^ 3 Ot CL e o O 3 41 M E e s 41 O \u0026lt; O w E e s c* fi e o\u0026gt;^ * o  S o .. a fl o 41 C o o -fl Cj Cl e o cr u z z 4/  6 s a. 41 3 T3 3 cn M e Cl CJ vt Cl CTI e c o o Q. Cl E o.* o c u o Cl CL o e o C 9)\u0026lt; c Cl \"O c o o X 4\u0026gt; E o o o z fi fi Cl A t s \u0026amp; Cl Cl E 3 o E o a ot c o o o o^ cr o o C\\ o X X 41 4) O w Ol 4\u0026lt; e *o 3 * e 41 o c  o z u E e o 3 A e 41 \u0026amp; a 3 c 3 a M o 3 Cl z z z z c o 3 3 C e e o. E o E O V CU fiC a Cf 3 1' I r 49\"if aw I 1 I 1 ] ] t\n-r.il Plan 1988-89 (Spring 1 S'Son Responsible  Sunmei v,.,\u0026gt; li L.'l, :11: ^0 develop tna' implemenr e qua Iity academic program for Incentive Schools I'rp.ii .iih!. .  r   Pl .1 ..vision Cm'r icu linn nnil S|ieci\u0026lt;il .-rocram/Area Incenlive SchnnTs OBJECTIVES STRATEGIES/ activities SEGIr.'lilNG DATE COHPIETION DATE COSTS O M ha Ch 1. To promote/enhance leadership and staff understanding of the Incentive School concepi l.a. Provide an indepth pre-orienlation session on each component of fie Incentive Schools for principal. 1-b. Develop In cooperation with the principals a detailed process and Eormat for developing the individual IncentI School Plan ve February 15, 1969 February 28, 1989 -0- Harch 3, 1989 March 15, 1989 -0- KESPOl.S.'B.'LlTt f VAI HAT I Oil 1 C/I 4^ I I l.c. Assist each building principal In presenting an Indepth pre-onenta- tion session for staff on each component . I.d. Assist each principal and staff with orientation session for parents in the ln\u0026gt;-.\u0026lt;*niu Arhnnle Harch 1, 1989 Harch I, 1989 Harch 15, 19891 Harch 15, 190' -0- -0- Superintendent's cabinet Assistant Superintendent-Incentive Schools Superintendent *s Cabinet Assistant Superintendent-Incentive Schools Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent'! nel Principals Cabi - Assistani Su|ierinteii- deni Schuols InceniivenUlUibilii tMiaifeaiN I'll\" Hl ?)in ^trton Retponttcie ::(l: (Vttr) OBJECTIVES STRATEGIES/ activities 1 1 I 1 I I a 1 a a  I'age ? C:V 1 s I cn Pro\n.- m./Krtt BEGIh'lliNG COrPltTION CATE COSTS 2. To develop Incentive School Plan for each school 2.a. Identify Incentive School Plan teams KESPoi\ns:B:iiTr 3. To develop curricul specific to the Incentive Schools um June I, 1989 June IS. 1989 -0- Principals evaluation 2.b. Develop the detailed I June, 1989 individual Incentive! School Plan | 2.C. Review and , School Plan approve June, 1989 July. 1989 July, 1989 -0- -0- 3.1. Identify each area In need of curriculum development June IS. I9B9 July 31. 1989 -0- Assistant Superintendentj Incentive Scliool s A11 Divisions Superiniendent's Cabine Board of Directors Prine ipals Assistant Superinten- dent Incentive School 3.b. Identify teachers for curriculum teams Curriculum Division Supervisors June I. 1989 June IS. 1989 -0- Principals Assistant Supermten- dent \u0026gt; Schools Incent ive 3.C. Plan orientation am format for curriculum development June I. 1989 June IS, 1989 -0- Curriculum Div islun Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors O IO IO cn O) m cnI j ( T-.al Plan trion Reipontioie a:i1: J iCK T.-KELJ.x Pdgt 3 -:V j s ion Pro\n.- tc./Krtt OBJECTIVES STRATEGIES/ activities begikking DATE COMPLETION DATE COSS I A. To procure equipment and furniture for Incentive School Pro- irtmi O IO to Ul u\u0026gt; I I C/1 Ci 3.J. Review preliminary draft of revised curricular for titti Rock School District 3.e. Develop additional components for each curriculum area 3.f. Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and ride Inservice pro- on the Implementation of the curriculum guides B.a. Develop specification for bid for equipment and lur- nlture June ). 1989 June I, 1989 July 1. 1989 July 20, 1909 August I, 1989 March IS, 1989 June 30, 1989 June 30. 1989 July 20. 1989 July 30, 1989 -0- -0- 13,000 (fst.) (Clerical Support) 110,000 (st.) ( Print ing Cost August 30, 198 April IS, 1989 PisPOksiBiiiir Curriculuni ledni^ Curriculum leanis Curriculum Division Principals Curriculum Division EVACUA11 OK I (Cost to he Included In Individual School Plans) Curriculum and School Division -0- Principals Director of Purchasing Assistant Superinten- i dent - Incentive School Staff-Curriculumf-fLal Plan _______ t'sen Rciporsioit j:il: (Vtir)  'Oil f diie 4 objectives strategies/ activities BEGIfilliflG bf-'it completion OAit COSTS vision  zri!:./Krtt A.b. Old for specific equipment and furniture A.c. Order furniture equipment and B.d. Install and inventory to ensure adequacy of all equipatent and furniture *Prtl 15. 1989 15, 1989 Io be determined 15, 1989 ugust I, 1989 Io be determined August I, 1989 |Augu$t 15, 198: -fl- FESPOl.S.'BiLITr Principals, li Purchasing. A llirecior ol Superinlendenl - is istani Incentive Schools. Staff - Curricul Ulll Principals. Purchasing. ____ Superintendent - Director of Assistant Incentive Scliools. Staff - Curriculum Principals. Di Purchasing, Ass\nSuperintendent - Director of Sistani CVAIUAIIOU 5. To effect facility \"odifIcations for implementation of the Incentive School special lied programs. I I 5.a. Review the detailed Incentive School Plans with the Support Services Ol.vlsion 5.b. Identify modifications timeline as previously collaborated In the development of the plan. 5.C. Contract for service April 15, 1989 Aprll IS, 1989 April 30, 1989 April 30, 1989 -0- -fl- Incentive Schools. Staff - Curriculum Division of Schools - Associate Superinlenden Assistant Superintenden Principal Division of Support Services O hS to o\u0026gt; o I I I cn as needed/ldentl- Tled In the Plans. April 30. 1989 *y 15. 1989 -0- Division of Support Services It --.'ul Fbn j'lon Rcipontioit  1: 'iOK T.'Kiin.i l3i|C S 6. -* Vs ion OBJfcnns STRATjGIfS/ activities SSCn.'Na'NG Okli COKPlfTION Dfiii COSTS To ensure the avall- hility Qf adeguate S.d. Implement the modi-ficitlon plan for the facHUIes 5.e. Hake final Inspection on the work for the facilities modl-ficatlon I 6.1. resources to Implement academic programs I Initiate Identifications of materials and textbooks needed for the 1989-90 school year H*y 15, 1989 \u0026gt;**y 15. 1989 H*y 1, 1989 6.b. Involve school teams Hay 1 igng , itaff and parents In *   I reviewing the needs I Identified as re- I gulred for core and special programs 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 1. 1989 RiSPOKSIBlllTT lAuguJt 15. 1989 (Io be August 15. 198! June 30. 1989 June 30, 1989 *y 20. 1989 oul-lined in the Plan) -0- Io be determined Principals -0- To be determined tVAlUAJIOK PrlncIpal/School Teams O M IO Ol I cn CD 6.d. Maintain building record of requlsl-tlons for the 1989 tchool jfitr. l**y 1. 1989 Ongoing -0- Principal. Assistant Principal. All Dlwl-slons. with major input from Purchasing Prlncipal I I I I ! = Plin 'KPL-K\ne'lon Rttpor.tioie j:il: (Her) CH T:KL\ni.: I'lXje h - Is I s ion rrocrec./A\nd OBJECTIVES Lstrategies/ activities EEGIl.'lfiNG DATE COKPLETIOM Df^:i COSTS RiSPOKSIBlllIr 6.e. Monitor and requisitions t'VAlUAllOH approve as H*y 20. 1989 lOngoIng requested fro* ln\u0026lt; centive Schools -0- Appropriate Associate Superintendeni 6.f. Maintain audit for all naterials received Juty 1, 1989 'Ongoing Prine ipel fi.9. Cross validate with purchasing all order not received July 1, 1989 Ongoing -0- Princ ipal o IO IO O) IO i I I cn CD 6.h. Obtain requlreaients for participation In all special programs 6.1. Pay participation II fee and order all necessary materials I fqr special activity 6.J. Select sponsors Tor each ipeclal , 9rn activity pro-approved in the Incentive School Plan. Excepl for erticles Harch IS. 1989 April 30. 1989 -0- Principal April 30. 1989 April 30. 1989 requilrlng a eiuch longe July I. 1989 iTo be deter-  ined Prine ipel July 30. 1989 I To be det l\u0026lt;pfned er- Prineipel time period, ah requisition J are signed on or iedi. , ely fol lowing July \n-.--.al Plan____ erson Aesponssoic 3:il: (Vtjr) C T L 1dije 1 C : I- i 1 icn rro:rir./Arte OiJiCTIVli STATGI:S/ ACTUITI-S SCGIIIIIING DAXt 6.k. Complete speclei L COKPiniON DATE COSTS P.iSPOl.SiEaiTv con tracts with all ea- I tended day employees Cor the 1989-90 school year. 6.1. Complete Master Schedule for total school program 6-m PevieM/revlse as necessary the staff development plan for the fall (September- December) August I. 1989 April 30, 1989 tVAlUAi toil August 30, 198! August 15, 1989 August 30, 1989 September (As necessery bu once eich semes I 1989 t least C) 15. -0- II O IO IO Oi u (X o -0- Pcinc ipel Principel Prine ipel I I I I PUn 1988-89 (Spring and Summer] ------------------------------- (Veer) :CH 7\nK\nL:i.: rirson Rttponsioie ^ = *1 provide sOII developmenT Tor Implement Ion of Incentive School Plans C  VI \u0026amp; icn (.ttt 11 Ulll ____idiluiw I. Sfci la I rrojrair./Area Iiic enl i ve Sc tuiui r OBJECTIVES STRATEGIES/ activities BEGIliUlNG DATE COMPIETION D^li COSTS 1. To Implement staff CcSPOl.SIEIllTr development activities for Incentive Schools l.a. Identify the staff development needs of each Incentive Schoo *prH 30. 1989 Miy 15. 1989 1o be determined Priiic ipal s Director of Staff Development I VAI UA11 Oil O fo a\u0026gt; I az ll.b. Develop Inservice I schedule In collaboration with building I principal l.c. Notify each school I staff of proposed Inservice dates I for pre-school I training I l.d. Plan details for I delivery of In- I service - I.e., I I site. time, arrange-! ments. etc. I I.e. Obtain services of | consultants (as | required) I I 1 .f. Implement, fal 1 training cycle H*y 15. 1989 May 30. 1989 May 30. 1989 May 30. 1989 August I. 1989 May 30. 1989 August 30. 1989 July 30. 1989 July 30. 1989 -0- -0- -0- August 30.1989 To Be Deter- I mined Prine ipaU Director ol Staff Development Priiicipals Principals Assistant Superintenden Director of Staff  Development Principals Assistant Superinlenden Director of Staff Development I Principals Assistant Superintended Director of Staff Development Is r.r.ual Plan trson HitpoRtltiic S:i1: (fe*r) .'K?LK-i\nTjOK 7ir.L:i.i division ___ t^rc^r i.n./Krt t I'aijc ? objectives STRATEGIES/ activities 6CirJUNG 0A7 COKPIETION DATE COSTS RtSPOl.-SIBllITT fVAlUAilOH I I I 1 o IO O) O) I fO  l-g- Evaluate staff development activity through survey response from each staff August I. 1989 Ongoing lo Be Veler- nined Principals Assistant SuperintenUcn Director of Staff  Development i 1SECTION TWO -SCHOOL ADMINISTRATION I - _ 63 02266INCENTIVE SCHOOLS SCHOOL ADMINISTRATinw SohoS\nSS\"be^rovlde%geuScr?S!^ Incentive academic support\nindividualized education aS^fle^bllltJ These schools shall exemolify the close  parents and the school community which is demic perspectives. ' cased and The school r aca- SUPPORT PROGRAMS h following items will be components of scnooi every incentive A. HOMEWORK CENTERS A u I 1 ~ Although it is anticipated that schoo^ shall extend from 8:00 a.m. to 5:30 p.m. Homework Centers should be extant in each least two (2) days per week to assist students who in neeo of specific help wit.h class material, school communities, i.e. 8:00 a.m. to 5:30 the school at are (Some , parents, staff and students week for students who I? J -J g OULIU otherwise involved in activities during nniir'x nr ___a___ _ are not B. hours of the day, Monday-Thursday). the last two (2) It will be students hS\"Sa??etthri-' home dents whose parents cannot __ foir Homework Center so 'that~stu- ho ilvro^ilC O? supply transportation anS/Gr diSs=n ??? Homework Centers, other options for student Staffing -for assistance will be explored, starring for the Homework   classroom teachers who will be availabl volunteer\" rotating basis, community v Centers will be in the form of e on a peer tutors. Staff will be community volunteers and compensated. Homework Centers will have I r r ___I__ If certified teacher working e^Jh2n^hf reaches 25, an instructional* aide shall be added to assist students. of student. attPnH?n. students. When the number or souoents attending regularly reaches 50, . . - ------------------3 i-sau.iitss tional certified teacher will be hired, each additional increment of uwuGcin.a autenas instructional aides and teachers will be added alternating basis. an addiThereafter, as of students attends, certified on an HOMEWORK HOTLINE into nlar Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursdav evenings. This too will be staffed by teacKrs rotating basis such that each incentive provide one (1) evening's service class days. ~~ on a teacher will , - ,7 approximately every 45 Staff will be paid for this time. 6^ I' 02267c. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated stu- --ntc. The role of peer tutors will not be limited only dents. to those students with outstanding academic averages but will AlQn ho Anan 4- z-Vr 4 . 4  , , , open to achieving students who work well other students and who can verbalize an under- shsnding of subjsct msttsr to be coversd. Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supolies items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and in order to allow all students who on a rotating basis turors the opportunity to do so. wish to serve as peer D. RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend deoending on their neecs. own E. INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- Aides shall communication with F. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written infor- 5vest speakers, films and other presentations wil be provided to students on topics relevant to possible career choices. Among the information given in presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapoing\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. r 55 02268G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a well. A few seats may be open to space available and paying basis as Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. designation. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each Incentive school which provid for field trips and community access for students together with students from other LRSD schools. Field trips and access will Include the opportunity for student experiences with: es  *  historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are: several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66 02269 KIl I F I. li J. r F F n * is is is is a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hosoltals and a law school. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as ticipate in: the opportunity to par- * is iK choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (eind hopefully to the program), but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for all staff at each school. 1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban district\nto working with youth at risk and to __ mitting the time necessary to provide the kinds of support and services provided at incentive schools. com- 67 02270 ! b2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the p p 02271 A7 f 1 continued - Incentive Schools page 5 perfcraancs and tne sues working with students and pr contractual feature will alsi of aides, clerical and  t-e individual in Thi s one Q C. 0. completion of the with the District. cecures. ims year apply to the positions custodial workers. year may lead to a long r Successful arm contract ongoing training will be provided for Su... in areas li,\u0026lt;a human relations skills\nlearnino and interactive styles\nTESA\nPET\nworking with youS a? H?k- and analysis and use of data for Gnridncinc studsrit dchisvsmsrTC, All staff, including support staff, will be involved in '\"imng. Patrons also will access soecial traininc in working with tneir students, L. a nu '.*111 receive assis ess soecial ion and human growth and developments. PARENTAL INVOLVEMENT the learning process. ig witn homework, Parents will be absolute partners in --- Parents will be asked to sign all hemeworx assignments on a daily basis. - ' wr7t ka 0 S communication will tae place, both through written and oral means. Day visits for parents will be arranged to come to school to volunteer.for the day and to work wit. students as well s to '5ular meeJng Jonth y will be held at the school. Parental access will be provided fo?\nJ J r form or tutoring, storytelling, general assist, paid a stipend for this. ta ance and may be LEARNING TIME SCHEDULES - Daily schedules for 3:00 - fan^ar a 1 StUdentS tO i..i,luue cue ncmeworK for'lxarap?e'-^^ training and leisure time activities. 5:30 win include the Homework * Homework Center  Special Skills  Leisure Activities - Monday-Thursday - Tuesday - Thursday (volleyball, basketball, table tennis, dance karate, chess, checkers, Karate, cness, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday a 5. KOME/SCHOOL COMMUNICATION  Monthly reporting to parents will Sr indicator and early intervention programs will be formulated with \"alert\" and \"success\" rsm. m i alert' and \"success\" cards to be aSfeSementr^^ ^^'^^nt's needs and GS 022721   continued - Incentive Schools page 6 . EXTRA CURRICULAR- PROGRAMS - Ext established to allow students r G. H. curricular .gn i programs will be n, leadarsnip experience and a chance to be involved in scnool ac-ivi-^oc Among these will be future teachers programs -  Clubs, intarTurals, mcni'ar with the flag, safety patrol, council memcerships. 3ust Say .'/o \"jobs\" in tne office, library, rira marsnalls and scudant * at races3 or lunch time, not class t ia ATTENDANCE ANO SE.^AVICR GUIDELINES - Attendance and behavior guidelines wili provide unique opportunities to assis* students and keep the.m in scnool. A Time-out rooms staffed with trained_personnel will help students with p'roblem solving Students will participate in the process of develcoina based management rules in the process of developing school Students and parents will sign a contractual agraeement to be at scnool anc on time eacn day. SUSOECT RELA for students D E.XTSA CURRICULAR ACTIVI I - Other 0 ... , \"sy include, but not be limited to, activities like math olympiad, junior great books, young authors' club young scientiSts, Olympics of the mind, elementary band and a string program. informed of all of these options ra.cHua ue in.ormea or ail or these options. Students participate in these activities and regular schedule will exist for cluh/aradpniir raia+a/H activities. COUNSELING/SOCIAL WORK A, S. exist for club/academic related COMMUNHY SERVICES ACCESS - Thera shall be access to community based support programs provided to attend the incentive schools. students who a Among these supports will be prvjec..s to be negotiated and/or secured by compact ..\ne availability of students from area colleges and j L.es to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and ' ' such as: uni ver si - I extra curricular activi- uias, assisusnce from social agencies to intervene if vi ==. Qsiiiuaiius rrom social agencies to intervene if students need assistance in health and/or personal need situations. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhanca aware- ness of skills necessary for successful entry into the world of work. The program will also serve to heighta.n student expectations with regard to their own abilities and potential to attend college and to graduate, also receive this information Parents will so that they may be awara of the options which truly are open to their*students. 69 02273continued - Incentive Schools page 7 c. iuJOY SKILLS - Counselors and\n-\u0026lt;cr'\u0026lt;ing witn students to '^nanc s.\u0026lt;i Ils and study skills. aac.-.ers will tas I.. be rssocnsible for D. E. F. G. H.  King skH1s, 1istaning students in test taking, i^e^'^'hubh^if-^Z^-''n'i\nclass tests end e .enleti J? , e'^ i=n cants in test by teacners. king 5 provided for on types will Se usg(j .h'CME.\u0026lt;''iIGr3CRHGGD MEETI.VGS - Mi always Se held at ne scncols CUPS of parents, will Se so.-. testings with parents will not Other .meet' ic\nc 'cs, for s-all suc.n as cnurones and some homes culed at oomnunity locations less formal meetings cut as inv d Py parents. These less Formal meetings cut cf t-P -ri -Z  ' luese '\"\"5ea scncoI/neiSScd\"'^ ' s.iip. Jv IS suggested that local ministers be c-nsideroh Pirz OF the sc.hccl partnership and c=.hBunlty I.VDiyiDUAL ANO GROUP COUNSELING - I,,, counseling as well as peer facilitat' Individual and gr 0 .ne so.nocl to assist Students as thev normal issues wnich? and^development takes place, conflict resolutions. Studen INCENTIVE/RECOGNITION PROGRAMS - partner- as rs will b attempt oup o a.mployed at s c ^cr'\u0026lt; through se as student growth 'will also Se taught u.ww.iiivt/xtuuu.UiiON PROGRAMS - Incentive/rer-^cpirinn programs will be developed by students ^'^-\"5mtion eac.h school. ' -  Ideas (suggestions) committee meeting included: - * sta and patrons at presented in the sub- meeting me uded- awarrf? . days, good citizin cluSs frerSer?? athletic events, tangible rewards such ^-^^''^nity and student's choice for academic growth and the l?ke?^ \" wELL.'JESS PROGRAM n place at each or a full time nurse. Students will ticn on topics like self-esteem, nutriti 'Ye inmrma- and awareness and first aid. made to parents on similar continuing education basis. Prese.n topics for CAMP PFEIFER- Students in need on, drug prevention icns will 1ikewise be leir information on a OT additional academic assistance.will have access to prcgra.ms'suc.h as St cur. enJy in place at Camp Pfeifer, whereby, they spend some time in residence at a program awav fr-m ma t-L,.. ..u. a program away from the school and the home which provides counseling, intensive ^a S s Sort oaf- involvement iS an^Xrent on h\\mewnrk\\nrf^!wJ?J^^^^^^^\"9 the.m to work with students me management skills. on homework and academics. I, academic support _ 70 02274centin page 3 uei - Incentive Scncols MCNITCRI.VG A,'JO S7ALUATIC.N A. 7E31 IA3LE MCiMITCS ING OF SuDE?JT G.iC^^TH men* of t.'ie dis I - - V-.strict will te assigned the : a plan ,cr verifiable monitoring of stude\"^ tne 6 asK of ing Ceqart- developing '' '''aijic uiufii.unng or StUCe\"* n.4 e cevelo,t of reliaole procofores :p acooripiijl\" : s plan and its accomcanving prpce'''uros account net only I Sut also class ac. corricolum/cr ( , sr.ould take into scores achieved on nor: .Ton 1 tor  ng '^m cn a 1 so nievement as evidenced it'j i ion referenced tests. Ther i ra-arenced tests acner tests and cna! pat kas in e snculc te a long-  __ account stucent matura- 3. REGULAR TRACKING CF S'L'CENT ATTEN--------- - =^scuiar tracking of stucen- di3s.ip11 ne/benaVIor anc achievement snail b 7E?E.'IT - Raoul ar JDAi\\C, DISCiPLINE/EEHAVIOR ano acniavament at ncanca, acccihOl i Sited development of and use of indii-lcuaiand class iies by Ciasirocm teachers and the buildirc acrini^--\u0026gt;3 mis assessmen* ''ii ____ sCiuiniSu. amr C. 0. '*ili be done cn a minimum of a quarterly cn of inter-  ''I wc 'm.whc a wUiHiUtUrn Oj Individual student planning, select! vent!cns and/or programmatic c.hanges will te needs,or enrichment indicators determined basis. predicated trougn ongoing review of data. E.XCELLENCE PLANS J\" IS M'-JfNESI Of SIUOEST EDUOnOML \" I he sc.hcol staff snail involve tie eevelopneit of stJdJntJouc-Kionrrelo/ilencI Parents are the first teachers of L in a context outside of the school. and interests. their students and sea them - In the parental capacity, talents \u0026lt; W\u0026lt;\u0026gt;WW  4J ViiCS awareness of a child's potential, -s. As such this, input is extrememly i not only acadamic programs but also curricular, special skills and e.xtanded da important e.xtra y activities. RtrQxii ANO VISI7ATICNS - Quarterly reports will be made and visitations will take place for the purpose of ^nd care of The monitoring team wilj be composed - Quarterly reports will grounds and equipment? of district s a from , school staff, patr the community. ns and representatives All staff shall write goals for^^the school in'general, but riso'personarccals'^sfnca'every s,.-. , memoer has a duty to provide a climate conducive to learning and should hold and model high expec students. 3 - ions for all seal setting process and will icrmulate CunuracLS\" for their own ac.hievement. .. _ 71 02275If I continued page 9 F. G. IncantTve Schools JCENT cVAL'JATCRS - ccnioleta evaluations ralati -danc avalua tneir educational e.xperienca twic  selected at random to participata''i.n involvement from eac.h grade level. e designing or Cuesticnnaires to ctad and the generation of conch given back to the students regarding c to student issues raised in this evah i n Li col la- cgmfut\nirf r 3 DATA ACC Swill be asked to ve to the scnool - Coirputari its climata and Students will be is procass based on a Students will be involved year. e used, analysis of data sicns. Resorts will be nances itaCa in response uation procass. id data accass will be a reality in alT incentive schools so t 2221 ly accessible and accass can be i\" which, mignt be needed r^ativp ri aii a i-.dLive co ail school program aspects. that studant data is mediate for reports 'COL SITE imoleme.n teams - School si L de of greater laeded programmatic teams will be rc benefit 3 * teams wi'i ulOG a de crea id to work to the students. Tens whicn wi 11 ing and on a semester dasi Memcership on these (inciuoing custodial, aides and cafe ...w.......a .--jLuuiai, dices ana careteria wcrx^irxi and students have an opportunity for input. SCHOOL POLICIES ANO PROCEDURES A. FLE.XIBLE PROGRAMS - Every student will individualized instruction 8. s sc that staff racaive seme every day. Programs will be flexible such that team teaching ande.xt=nde- time locks rcr additional student assistance as needed will be provided. sc.ncol have\n 'e=en\u0026lt;!ed -.-a-. SJC.-. incanti.e and dedicated to the building who is familiar with ana program philosophy at least a half time assistant p scnool population (where there i. . f^is/her time to incipal depending on is a part time assistant, working with program development and reach) community out- uniforms for students (sue.h as blue jeans and a white shirt) * dress code for staff * reguired PTA attendance, at least :wo (2) meetings per year, one of which shall be the Open House 72 02276continued - Incentive Schools page 10 Suudent handbooks available at every building which are produced in and reflective of the philosophy and nrnnr\nm jjt tha* __ vjupu/ any program at that tuilding * a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills Saturday programs will be developed at each school site to enhance learning. but shall not be limited to\nThese programs will include field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs 73 02277! SCHOOL OPERATIONS Page I I. GOAL: OBJECTIVE iKPLEKEluATION PLAN To develop support programs and procedures which will allow Incenlive schools to provide enhanced educational opportunities for all students attending them. s STP.ATEG1ES/ACTIVITIES IKPLEKENTATION SCHEDULE RESPONSiaiLITT 1989 1990 1991 To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students* needs, needs. Hours will meel studenl 1992 1993 1994 199! To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will training In peer tutoring. A model will be put in place. Teachers will supervise the receive process Fall-IP) Spring - (I) Budget- _____Lai Summer- (P) Fall-t I) Ongoing wi th evaluation Budget Item (f( sLaff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs.  Mentors will either volunteer or be paid a minimum amount. They provide extra support to students t supplement teacher work. Summer- (P) fal 1-(1) O IO IO 00 To enhance student learning through extensive use of classroom based instructional aides. Certified Instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. a I Pilot S - STUDT E - EVALUATE P - PLAN I R - RECOMMEND 0 - ONGOING fl - flUDGET ITEM Ongoing with evaluation Ongoing wi th evaluation (I) Ongoing wi th evaluation Some bl dgetary jxpendi tu e Budget I tern   Budget' Item 1 - IMPLEMENT Pl - PILOT Staff Development Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch PrincipalsI ! o KJ KJ u\u0026gt; SCHOOL OPERATIOKS IMPLEKEKTATION PLAN Page 2 GOAL: (continued) O3JECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 19B9 1990 199! 1992 1993 1994 To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. Written information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fal1- (I) Ongoing wi th evaluation 199: VIPS To develop a program for year round school including enrichment and remediial options. Community access/field trips are to be arranged for enhanced experience for students. Sunnier segments in remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided visits to historical, scientific and cultural events and exhibits within the city and around to Slate and region with appropriate chaperones to provide educational Input. Sumreer- (P) Fall-(1) 1989-90 plan A pi lot at one school Maybe i budget item S - STUDY r I I C/1 E - EVALUATE R - RECOMMEND 0 - ONGOING P - PLAN 8 - BUDGET ITEM Ongoing wi th evaluation Implement at al I Incen- t i ve schools Budget I tern Budget item I - IMPLEMENT PI - PILOT Divisions of Schools Curriculum VIPS Division of Schools Curriculum DesegregationSCHOOL OPERATIONS Page 3 I. GOAL: (continued) OBJECTIVE To build a program of community Involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY IHPLEHEKTATION PLAN STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include of the following: some choir, music A dance In addition to llQmewprk Center i peer tutoring E - EVALUATE P - PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 Ti7~ 1990 1^91 1992 1993 1994 199: Quapaw Council Asst Supts for Schools Fall-{1) Ongoing with evalua- Alon Maybe budget tern Principals School Staff o IO IO 00 o I I R - RECOMMEND 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM PI - PILOT I (71MAU W I SCHOOL OPERATION'S IKPLEHEKTATION PLAN It. GOAL: iif^cedures tor administration and staffing of the individual schools such that special skills  ' ** the benefit of students at these schools. will be brought to bear for I I 4 Page 4 OBJECTIVE STRATEGIES/ACTIVITIES IHPLEKEHTATIOH SCHEDULE RESPONSIBIinr 1989 1990 1991 1992 To establish a viable Tor staff recruitment. program  Nation-wide search  Hire staff on a one year basis Parents to be Involved in the interviews.  Staff will demonstrate commitment to working with at risk\" youth Spring/ Summer- (I) Ongoing 1993 1994 ! 99\nHuman Resources Oiv of Oeseg Curriculum School Principal o to to co To provide special training for staff on an ongoing basis and special training .for parents. , TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Budge item Ongoing . S- STUDY E - EVALUATE Budge i lem I I I P - PLAN R - RECOMMEND 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOTSCHOOL OPERATIONS Page 5 II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEK-KTATION PLAN IKPLEKENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 To establish meaningful attendance and behavior guidelines. 1992 1993 1994 199: To provide subject related activities to enhance student learning. I S'- STUDY R - RECOmEND o M IO OS IO I I I CZ)  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To include some or all of: 10 include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Principal School Staff Bud let item (I) Ongoing But jet item I - IKPLEKENT B - BUDGET ITEM -\u0026gt; PI - PILOT Principal School Staffi SCHOOL OPERATIOKS Page 6 ,1 i III. GOAL: OBJECTIVE IHPLEHiKTATION PLAN To create a program of counsel Ing/social work to provide extra support to students to ensure them opportunity for success. STRATtuIES/ACTIVITItS IMPLEMENTATION SCHEDULE responsibility 1969 1990 10 provide community services access for all students who need additional support. 1^91 1992 1993 To provide college/post graduation awareness via a mentoring program with role models to help students pl -for the future an To provide student training in study skills, testing skills and listening Skills. To hold home/neighborhood meetings to increase parental/ neighborhood involvement In Student learning. S - STUDY Compacts with community agencies universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with of parents .. Involvement of ministers groups 1994 199z E - EVALUATE P - PLAN o to IO 00 G\u0026gt; 1 R - RECOMMEND 0 - ONGOING I to Study and recommend Smal Training Summer Fai 1-(I) (I) B - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (1) Ongoing cost item Ongoing Cost I tern Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS DiV of Schools Staff Develop Div of Schools Principals School Staffo to 00 SCHOOL OPERATION'S IMPLEKEKTA7IOH PLAN Page 7 II, GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES ihplekehtation SCHEOULE To Increase parental Involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day.  Parent assistance at schools  Parents will sign homework  Regular communication between school and home will take place  Day visits for parents  Schedule settings_______________ Schedule (settings) weekly extended day programs based on Individual school needs 1989 I 1990 1*91 1992 1993 1994 199: To Improve home/school communication I To establish meaningful elementary extra-curricular activities for students. S- STUDY R - RECOMMEND Fll-(l) Eall-d) Ongoing Ongoing RESPONSIBILITY Principal School Staff Principal School Staff on o  Early indicator and early intervention programs  Alert A Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0 - ONGOING P - PLAN (I) (1) i Ongoing Ongoing I - IMPLEMENT B - BUDGET ITEM Pl - PILOT Principal School Staff Principal School StaffSCHOOL OPERATION'S Page B I O to to m oi III. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES implekektation plan IHPLEKEIiTATION SCHEDULE RESPONSIBILITY 1989 1990 To implement individual and group counseling for al) students. Incentive/recognition programs will be implemented by 1990-1991  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be ___taught____________________ Student recogniton programs  Good Citizen programs  Community Involvement in recognition fall- Train students Spring- - (l\u0026gt; (P) Pilot one school Ongoing Budget (I) 1991 1992 1993 1994 1 OO: Pupi I Personnel To structure and begin wellness program (or students scitoo). pt each Io work with community programs like Camp Pfeifer to suppl ment school programs for students. e- (Possil I S - STUDY R - RECOftlEHD OD -\u0026gt;  Full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Work with Director to target Incentive students  Work with other community groups to undertake ' similar projects E - EVALUATE 0 - ONGOING e Budge I tem ) VIPS Partners Program (I) (P) t (S) (Budge Implement on a pilot basis Item) (I) (Budget Item) P - PLAN I - IHPLEHEHT B - BUDGET ITEM \u0026gt; Ileal th Services Pupil Personnel District divisions PI - PILOT aIV. GOAL: To more closely and thoroughly OSJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN achievement at these buUdings? STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 Page 9 RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth. 1992 1993 1994 199: To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To Involve parents In the development of student ?EP)^*''*' lence plans To plan and set parameters for quarterly reports and visitations by a multifaceted monitoring team. o IO S I I 01 S - STUDY R - RECOMMEND I CD  Development of valid/reliable monitoring instrument(s) Establish training for monitoring teams in use of the instrument  To be done on a quarterly basis  Class A school profiles will be kept In regard to attendance, be- ------t'gyior- discipline A achievement  Develop EEP format  Involve parents in writing plan based on student needs  Io include extra curricular -----activities alsn  Develop reporting format  Involve staff, patrons. In 'mon I tor I ng * Involve a1I , , staff In goal setting  Evaluate goal achievement i E - EVALUATE 0 - ONGOING P - PLAN (S) A (R) Sunnier (P) (I) Develop plan Budget Summer- (P) Pall- ..(I) B - BUDGET ITEM Spring semester (I) Ongoing wi th evalua- tion Spring- (I) Ongoing with evaluation Ongoing (Budgjt Item) * I - IMPLEMENT 1 PI - PILOT Testing/Eval Assoc Supts Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers Testing/Eval Div of Schools School Staff Communi tyI SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 To establish a student 1991 1992 1993 1994 evaluator program for student input and Ideas. T To establish a crogram for computerized data access at each incentive school. To establish site tfeams at each school to Implement programmatic modifications to benefit the students. o M to oo S - STUDY I I R - RECOMMEND I QD CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collection  Conclusions generated  Report back to students on response to student evaluation  Install computers  lie into mainframe  Write programs for reporting student data in a variety of mode .  Include representatives of all school departments (custodial, , food service, aides A teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING 199: P - PLAN (S) with students (R) (Bu. fall-\u0026lt;p) A (S) Eall- (I) Ongoing Testing/Eval School Staffs Principals get 11 cm) Spring (R) (I) 1990-91 school - year -\u0026gt; Hata Processing School Staff Assoc Supts  Plan for implementation of changes  Make recomnendalions lor ctiangei  Implement changes  Evaluate changes (Each aspect will occur on with a semester for each. B - BUDGET ITEM I.e. Plan Evaluate a regular and rotating basis I - IMPLEMENT PI - PILOT Reconi oen. Implement V. COAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures meeting the needs of all students. as they relate to Page 11 STP.ATESIES/ACTIVITIES IKPLEHENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 1992 1993 o M ro oci co To establish a flexible programming approach at each incentive school which complies with standards and also meets individual student needs. Areas to be Investigated for possible plan inclusion I I I S - STUDY R - RECOMMEND 1994 1 OO  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods as needed.  Develop a plan for individualized Instructions within specific building the  Permanent assigned substitute in each incentive school to be available as needed  At least a I time asst  Uniforms for students pnn  Standard dress for teachers  Required PIA attendance (at least two (2) meetings per year for parents/al) meetings for staff  SLudent handbooks will be available at every school and - ipuiy'dpaI to that school E - EVALUATE 0 - ONGOING P - PLAN (I) A (E) (S) (li (Budget item) I - IMPLEMENT B - BUDGET ITEM PI - PILOT Schoo) Principal Staff Aisoc Supts Asst Supts (Z 4^SCHOOL OPERA!lOLS Page 12 Ji\n?L:K\ni\nTiOK PLAi\nV. goal : (com iniicd) OSJECTlVc STRA' S/ACTlVITi-S IKPLEHEtiATlOH SCKiDULi RESPONSIBILITY u 1969 1990 1991 1992 1993 1994 199: I  K science lab at each school  A computer lab at each school  A complete playground for PE purposes  Additional compensation for teachers/principaIs who work the extra time periods  Community education classes should be investigated for parents in the incentive school communties  Saturday enrichment programs (Budgti items I School community members S - STUDY o M to a\u0026gt; u\u0026gt; 1 I R - RECOMMEND E - EVALUATE 0 - ONGOING P - PLAN I - IMPLEMENT PI - PILOT B - BUDGET ITEM I OD 01SECTION THREE STAFFING 11 86 02290 idINCE.'iTIVE SCHOCLS STAFF I-MQ me seiec factors in t.h selection cri able of succe ic.n and support of quality staf success of Incentive Schools, i ria and procedures will p-ovide tars will be criticel Carefully planned sta and \nScn.c: will ucnol urriculu.m of t.- s .must precar\nttaininc the coals and a sc, ror ctniz/ing s Is. fs t: dent Cncoing s a t sue t.he sta and ful LI?\" 'C:\u0026lt; SCHOOL OlSTx: Lui coirm- T (L.PSD) I.'JC quality personnel cao- r.enti nc ceve  cz: i 1 l.men 3XC P orccr r Inc el 1 en: otent s i i 1 I i i nee rec sta or incentive S will be S u. ah '.co IS, to sat cri c\nOLS S assess staffinc qua I ..ne co.-nit members, and t :== would be ct. de ror st ine pro suoer I- 20 or visors, principals, and ot.bar admi.nistratcr :r.p, to ures for , parents. s. 6. ST.\nFFi.\\'G M IS ASSE lE.'IT - Trie needs and interests of student populations in the Incentive Schools will be staff selection is initiated. t.be following. considered before Factors to be considered include S S f U11 V 3 3 n a a S V 5 0 .  C 7 \u0026lt; C ( . V 3 C * Number of students per grade level * .Pace and gender * Academic achievement needs end interests * Disciplinary/ needs * Social interaction needs  .Health needs Progra-m goals and curriculum of the Incentive Sc.^ccls will also be e.xa.mined. The L.'SO Incentive Schools Star immi 30 the.n utilize the student data, goals, and curric.lum to iden staffing needs for the Incentive Schools. will r 7 The following full-time pos't'cns are raccmrended for eac.h school but are not all inclusive of positions which may be identi during the needs assessment process. d Classroom teachers (1:13 pupil/taach.er ratio) Counselor Media specialist Music  87 02291Incencive Schools page 2  ?. . * Social Worker  Permanently assigned substitute teacher (for each Incentive School) * PAL reading  PAL math * PAL lab attendant * Resource * Speech  Scecialist for alternative classroom  Media clerk * Certified instructional aides (1 per classroom) * Program specialist * Principal sistant orincipal 'lon-certi ie-d sucer'/ision aids C. STA.-.= .1 S'JIT?iE.'lT - The LSSO Incanzivs Schccis SCa n will implement ongoing nationwide recruitment strateci Committee wi th special emphasis on recruiting qualified minority staff memoers. Current racruitment files will be maintained on an oncoinq basis. P^spective staff members also will be drav/n from promising scudent teachers participating in the Master Teacher Program (as mentioned in the Staff Development Section, Item ). 0. STAFF ScLECTION 1. The LRSD Incentive Schools Staffing Committee will develop criteria for principal and staff selection. be declared vacant. All positions in each school will Principals shall be selected first for each school so that they may be involved in staff sal ion and review of student data criteria will include, but net be limi the folIcwing. ion and collect- Selection d to, * Race and gender * Successful teaching and/cr administrative experience with at-risk youth * Record of commitment to quality desegregated education  Strong recommendations\"from a variety of sources (i.e., colleagues, princioals, college professors, and other administrators) I1 ... .. 88 022921 3^ : VS 1 3 Z. T-e LP.SD Inc w:ll work wi itive School 3 S: 5 4, 6. ce vs the Konan a ffinc ConTiittee lop job cescrioticns and s lining program and corer, Konan P.escorccs the positions. Depar corcss scial c toil rc n ihe LP.S3 Incentive Schools St will select 2 interview teens ct seven nenOsrs ccmooseo of  Psrsncs  Principals Other ac\nr tne nt tract rsnencs. will advertise the ffing Committee from five to fol 1 owi no. nistrators as acorcpriete he interview teens will concoct utilizing coestions desi commi tn coa i i ty clearly s coi reni or orospective .s ecrecated ecucat dial program ar.a h to the orincipals. 0 c intervi ews a'nine :aff remc^ on and oi s to line ractoal re- 3S wi 11 nake reccnnenCaticns The prin sals will than make rectnmendations to the Homan Resources Department, who will in turn make to the School Soard. raccnnendaticns . With Board aooroval, contracts will then be issoed. Principal and t a a one-year basis and invclunt ft will be hired on ry transfer or other decisions may be inacted at the'^rid of the.year, depencing on cuality of oerformance. (this will also acoly to aices. ceri , dspsncing coal ity ill a ice costocial workers.) Long-tern 1, and be issoed after a soccessfol f contracts may irst year. STArr COMMITMENT/E I i :peo 1. Staff commitment will be reviewed informally bv the teacher and crircipal cn an ongoing basis through the oss of clinical sotervis'on and monitoring of Individual Imorcvement Plans. Semi-annual formal review conferences also will be held. 2. Monitoring of staff effectiveness will be based opon student acade-nic achievement as measured by rormal test results and otner informal forms or measurement. Seni-annoal formal review Conferences will be held to assess staf ness. fective- 02293 B S9 i|I Incentive Schools page 4 STAFF DEVELOPMENT - A racially A. THE LRSD STAFF DEVELOPMENT PLANNING COMMITTEE balanced committee will be established to assess staff development needs, to plan staff development experiences which will meet identified needs, and to facilitate staff develop- The committee will be composed of IRC spe- c-alisu, teachers, parents, principals, and other acministrators as appropriate. ment activities. B. STAFF DEVELOPMENT NEEDS ASSESSMENT - Data concerning the needs and interests of student populations in the Incentive Schools will be collected and analyzed by the LRSD Staff Development Planning Committee. I..f^___'.i_ be examined includes, but is not limited to, the following: Information to * * Number of students per grade level * Race and gender * Academic achievement needs and interests * Disciplinary needs * Social interaction needs * Health needs * Attendance records * Tardiness records Program goals and curriculum of Incentive Schools will be examined. A survey of staff members to determine their staff development needs and interests also will be made. The LRSD Staff Development Planning Committee will use these data to identify staff development needs for the Incentive Scnools. The committee will then plan quality staff development experiences to meet the identified needs, mittee will function on an ongoing basis as staff development needs are identified through clinical vision and monitoring of Individual Improvement Plans. The LRSD Staxf Development Committee also will meet on a monthly bas.s to plan activities related to meeting the needs students who are achieving below acceptable levels of mastery. The com- super- The of The LRSD Staff Development Committee will act as facilitators for the staff development activities by coordinating, arranging speakers, and gathering materials. evaluation of staff development-experiences will be made by participants following each session. 90 02294c. MINIMUM STAFF DEVELOPMENT REQUIREMENTS - staff development experiences cro aa requirement but certainly are not all inclusive of experiences which may be identified durinq the assessment process. The following are recommended as a minimum needs   PET (1 cycle and a refresher TESA (1 cycle) course every 3-5 years) * Classroom Management (1 cycle) * Effective Schools Training . I  I  I I J I I 1 I I 4  02295 90(a) b.nee.'\npage E 1 is ' Coocerative L  ATiT .human .-1 I G. c ?3rgn /t\nuci 'en:or Te Sceci 1 c Princpa Z.-CHEP, CEMC.'.'S roc ram Commit bl e o r Qz- n 33 ra i n :c.n c ner .-.-ocr\nff Ceveic: \"jTan ? 5 , c r. ' I : :s':: Tcr  n: .Al\nCN PPCG.PAi'l - A C'ij will be stablisf v.'l I '.O S c t r - a ncn-e.nrarceb scbcols in in tn ive Sc.\" i .re c Ct ler mm G-' tee will b nistrator\nGist.' sad of a\n1 -n a 0 0 serve \nhe- Gencnscrd^icn ram c 3 I C3 1 accrapriate. in '.ne re struc en 2 2 ive Scbocls would serve in ns d b /:. on, procrams e gainec zr.r ana tnroucnc'Jt prin\u0026lt; :ais, a\ny of la\n-on ncn-ennanced so'-cols could come anc t uon C curriculu! tnese c\ne is honed that ic\"\nwnicn wcu'J ! 3 c- .-li 'ar natony : se-ve 1 i n- 33 ncc 13 3 T STE Comm^  TEACHE.P PPCG\n: A district I tee will be established to plan a cnen P--o centration cf student teachers H  zznr. in which and unive'-saries will be assigned. from sta posed of .teachers, princinals, other ad: The coitmi /ide, and local \u0026lt; .A will C ra.'O on- 1 '6CSS represen nistrators, a.n ives from state ard local colleges anc uni versi raouity M As was mentioned in Ite.m 0, the Incentive Schools wcuId ser-/e as laboratory schools where prosoective teachers woulc cain pract and meaningful e.xperiences in providing quality education in'a G^sga.ed setting, in meeting the needs ot stucents functioninc below acc------- \u0026gt;- -i- ------' able levels of mastery, estee-m of these students. , un and in enhancing the s ical A pool of prospective start members would be drawn fncm oromisinc student teachers assicne-t to Incenti'/e Schools tnrcuch the Maste-^ Teacher Program. The principal and college faculty refesentatives will moni the Master Teacher Program in the Inc areas of strengths and concerns. ive Schools to ident student teachers. Feedback would be solid of the Incentive Schools. This information would be shared with th -'J sta r. ASSISTANCE FG.P NEW TEACHERS A.'IO OTHE.RS WITH SPECIAL INSTPL'CTIONA.L MEEDS - An Instructional Resource Center (IRC) instructional specialist will be hired to provide ongoing assistance and suooert to teachers in the Incentive Schools who are newly hired or .-.ho are e.xoeriencing difficulty. Demonstration teaching, assistance with prooer use of materials and progra.m implementation, classroom Demonstraticn management, special materials and bulletin boards, environmental attractiveness, and other needs will be addressed through a _ _ 91 02296Incentive Schools cage 6 Teacher Ass:stance Plan (TAP) develccsd with incut principal and Director cr the IRC. Tron the This IRC scecialist will work with the Staff Development Planning Ccmmiuae to a^'^st training programs throughout the school yer ine District's Stafr Development Component will be directu' involved as a resource. I ( 1 1 ,1 1 1 4 I I 02297 92Committee Members\n.3AL: Dr. Pnosevelt Brown Ms. Arma Hart, facilitator Or. Katherine Mitchel 1 Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STA.-fJNG At.O 57, DEV-LOPK5K7 No. I. 2. Ma 1\n7o provide quality staff for achieving Incentiie School goals and successfully implementing programs OBJECTIVES iTSATEu S/ACTjviTIES and curriculum. I I, I Page 1 cf 9 r.ESJUi? Determine staffing needs and promote staff awareness of Incentive School concepts. Identify pool of prospective staff members and administrators. o to to US 03 1 CO CJ A. B. C. 0. E. F. Establish District Incentive Schools Staffing Conmiitee staffing needs for each Incentive School. to assess Identify staffing needs (classroom teachers and full-time support personnel, i.e.. counselor, librarian, music, art. P. .. social worker. PAL reading. PAL math. PAL computer lab. resource, speech, non-certified specialist for alternative classroom, certified instructional aides, supervisic\naide, permanently assignee substitute teacher, program specialist, principal, and others. media cl erf. assistant principal, Develop criteria for principal and staff selection based on race/ gender, successful teaching experiences, record of commitment to quality desegregated education, and strong recommendations fron. , variety of sources (colleagues, principals, and others). a Develop job descriptions to include special programs and conirac.ual requirements for staff and principal. Declare all positions vacant and advertise positions. Provide an indepth orientation session on each component of tne Incentive Schools for principals ano staffs of existing schools. Implement ongoing local and national recruitment strategies wiin special emphasis on recruiting qualified minority staff members february-March I9bs feoruary-March 198S February-Maren 1989 rebruai y-Ma.-Ch 3D. 1989 Marcti i. lyd'j February 15-28, 1989 February IE, 1989- Dngoing Associate Superintendents Assistant Superiii- tendeni Incentive Schools Staffing Committee Assistant Superintendent Incentive schools Staffing Conunittee iiniiiai. Kcs.\u0026gt;urces DireJtu: hufhuti J ij I ( u.. I v\u0026lt;i Assoc late Superintcndeiii j Assi stant Superintenueiit liuman Resources Dire.luiComrittee Members: GOAL: Dr. Roosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitcnell Dr. Mary Mosley, Chairperson Or. Cheryl Simmons, Recoroer staffing and staff development Page 2 of 9 No. 1\n(coni.) oeaesTivEs I STF.ATcuIES/ACTlV I a 2. (coni.) 3 . Select principals and provide orientation and training. A . Select staff. B. A. B. C. D. E. F. G. A. Maintain current files on qualified prospective staff memuers. Review criteria for principal selection based on successful administrative experience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superintendent's cabinet, assistant superintendent, PTA board, and others). Begin local and national recruiiment/applicaiion process. Select racially balanced interview teams of 5-7 members composed of the following: --------------- istrators as appropriate, preferable. teachers, parents, principal, ano other aumin- Experience in interview process i. Preliminary screening/interviews. Conduct final interviews. Make recoomendations to the School board. Plan and implement orientation and training inservice to acquaint new principals of Incentive Schools to job expectations, procedures and timelines for staff interviews and selection. I TI MELI I. February 1989 - Ongoing February b, I9a9 February IS. I9b9 March 1. 1989 March 15-31. 1989 March 15-31. 1989 April I, 1989 March 1-15, 1989 I F.Ei3U.3 human Resources bireciur AsSoCldlt Super I nl eiiuenl s Assistant Superintendents hunian Resources Uire. lui human Resources Direciur Associate Superintenuenis Interview Teams Human Resources liireciur Interview Teams human Resources Oireciur Superintendent Staff Development  Committee Associate and Assistant Superintendents o IO IO (O (O I ! Select racially balanced interview teams of 5-7 members composed of the following: leaciiers. parents, principal, ano other aoi.iin- istrators as appropriate from Incentive School Experience in the interview process preferable. teachers, parents, principal communities. April I - June 1, 1989 AssuCldle Sc. er Inleiiuenl l Human Resources bireciur IComr.ltiee Members: GOAL: Dr. Pnosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, ftecoroer ST, ING AND STA.-r DEVELOPMENT Page j of S No. I: (coni.) 03. JIVES STnATEGIES/AETIVTTIES I TIME it.ES i.. SOUS 4. Icont.) 5. Review staff member employ- ment/commitment and effectiveness on an ongoing basis. I B. C. D. E. A. B. Interview appiicants. Hake staff recommendations. Hake staff recommendations for employment to the Scnool board. Issue and explain one-year special contracts. Review staff commitment informally on an ongoing basis with semiannual formal review conferences. Monitor effectiveness tased upon student academic achievement measureo by formal test results and other informal forms of measurement. as April-June, 1989 April-Hay 31, 19bb May 1909 June 1909 August 1909 - June 1990 August 1909 - uune 199u liiierviuM icanis. Interview teams. Principal Human Resources (iirector Human besources (iirecior Pi in: Ipa I Assistant Superin\nen.lent Pr I n\nipoI Staff o M G\u0026gt; O o I ClComnittee Members: iOAL\nDr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAffING AND STAFF DEVELOPMENT Page 4 of 9 No. II: To involve principals and teacliers in the develupnient and implementation of a Schools. quality academic program lor Incentive OBJECTIVES I. To promote/enhance leadership and staff understanding of theincentive School concept. 2. To develop curriculum specific to the Incentive Schools. A. B. C. STRATEGIES/ACTIVITIES I TJ/E.lltES F.ESuUf. S Establish in cooperavioii with the principils a detailso process and format for developing the individual Incentive Sc.iool P ----------------- March j-lS. 19bi I an. I Superintendent's Cabinel Assistant Superinieiidviil, Incentive Schools Assisi each building principal in presenting an indepth pre-orientation session for staff on each component. Assist each principal and staff with orientation in the Incentive Schools session for parents A.. . Identify each area in need of curriculum development. 6. Identify teachers for curriculum teams. C. Vian orientation and format for curriculum development. March 1-15, 1989 Haren I-IS. 19l\nJune IS-July 31, June I-IS, 1969 June 1-15, 1969 o IO u o I CD 05 Superintendent's Cabinet Assistant Superiniendeiit, Incenlive Scnools Superiniendeiit' s Cabinet Assistant Superiniendeiit, Incentive Schools Pr I nc I pa I s Assistant Super 1nttndenl. Incentive Schools Curriculum Division Supe'visors Prineipals Assistant Superiniendeiit, Incentive Schools Curriculum Division Supervisors PrincipaIs Assistant Supt .\"iniendeni. Incentive Scnaols Curriculum Division Supervisors I I I I Conoittee Members: Dr. Roosevelt Brown GOAL: Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING ANO STAFF DEVELOPMENT Page 5 of 9 No. 11: (cont.) OBJECTIVES STRATEGIES/ACTIVITIES timelines f.E SOURCES 2. (cont.) I 0. . F. G. II. Review preliminary draft of revised curriculum for Little Rock School District. Develop additional components for each curriculum area. Proof and type Incentive School curriculum guides. Print curriculum guides. Distribute and provide inservice on the implementation of the curriculum guides. June 1-30, 19b9 June 1-3C. 1989 July 1-20, 1989 July 20-30. 1989 August 1-30, 1989 Lurriculum Teams Curriculurn Teams Curriculum Division Principals Curricului.i Di VI s loii Curriculum and SchuuI Division o IO ca O IO iCamr.ittes KemSers: Or. Roosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Or. Mary Mosley. Chairperson Or. Cheryl Simmons. Recorder S rIKG AND STAFF DEVELOPMENT Page t. of 9 1. No. Ill: X^S^WSgrllr lndo?ricte' exper.ences s. mat naff members ar. pr.pareo t... as.neve locer.iivt Sciiuc! 9'-*6 1 . I'h OBJECTIVES STRATEGIES/ACTIVITIES I TIMELINES Analyze staff development needs for principal. certified staff, and noncertified staff on an ongoing basis. o M CO o G\u0026gt; I : to on A. B. C. 0. . Establish a ^Laff bevelopmer.i Cornniiiee composed of teachers. IRC specialist, parents, principals, and other ao. inistretors appropriate to plan staff development exoeriences needs and interests identified threuoh needs necessarv to meet the assessment. Collect and review data on needs and irreresis of siuoer.i popiilation, targeting \"at-risk\" students li.e., nur.oer per grade level, race/ gender makeup, academi achievement needs/interests, disciplinary needs, health needs, social interaction needs, and atiehMance and tardines records). Conduct a survey to deierraine staff development needs and ifHeresis 11.e.. Staff Development Survey) as related to Incentive Schools Program goals, curriculum, and needs/interests of siuoent pojiulatior.. Identify st\n-f members who have not participated in the following required inservice experiences:  PET  TESA , Classroom Management * Effective Schools Training  Cooperative Learning/Lea'ning Styles ) ATiT Human Effectiveness Training (Elementary Curriculum) Parent/Educator Conriunication and human Relations Skills Assess s iff members n-.eds or. an ongoing basis through clinical supervisi n and nionitciing of Individual Improvement Plans. j RES( bflBIllTIES August 1989 - June 1990 August 1989 August 19BS/ August 1989 August 1989 - June 1990 1 I Ihceiiiive sc .jcis Pianning Ci aillce Prin\nipal Staf f Principal Staff Oevt 10 nine nt landing ( oauiii t lee Prine I pa I Principa I2. 3. o M G\u0026gt; O r, hS Na. Ill (cont.) .nsei' Hid ridfi 1 fcr lir, Kdtntnne Hii. fc:i11 lell cr Dr. Mary Motley, Ciiairperson Lr. Cneryl Sim.iions, Recorder OBJECTIVES STfiATEGIES/ACTIVITIE\nSI. Plan staff development exoeriences on an ongoing bails. I Implement staff development activities. Implement Teacher Demonstration Program. i I 1 CO CO 6. I TIME.INES I RfSPfliT.S'fill TIES Plan a minimum of me following staff development Incentive Schocil staff memoers:  PET (1 cycle and a refresher  TESA (1 cycle) dct\u0026gt;v)tifc$ for August 1989 - June 1990 Staff Oeitlopn.-.-nt Committee course every 3-5 years)  Classroom Management (1 cycle)  Effective Schools iraining  Cooprrctive Learnin.g and Learning Styles  ATS Human Effectiveness Training  Parent/Educator Communication and Human Relations Skills  Mentor Teacher Program AT\u0026amp; Tne LfiSO Staff Development Committee will conduct mo -.nly meeiinns for 000(00 OlaOniOQ of St^ff douAlnnma.n..r er.. ve .I.il ujj ,11 I y _|_U_C L _I IK ogoiog planning staff development experience, related to meeting the needs of students i.no are achieving oelow acceotaol levels of mastery. C. Tne LRsD Staff Development Committee will plan staff (level A. B. C. A. 01 e activities on an ongoing oasis ss needs/interests are idem -enu: UrX'In hLis' \"\"\"'-''9 \u0026gt;f Inuiviiiiial Implement Staff De lopment Coumrtee activities in order t\u0026lt; faci11tatt staff leu cjalhering mater.abK\"\"'\"' ^ranging sptai-ers, s'laff development actintiet. Evaluate staff developiient experiences evaluatel. U se inf-oni.etion for future planninq. tstahlisii a di sirici-wiue ciwr.iiiee i Program wi -e--r--e tea- c ne_ rs** taati tLnflvv Incen: tor teacn.rs in non-ennanced scnoc s oe compcscj of teacners. principals. 11 (Participants will -C1 an a leaclier |ni\u0026lt;j(.\n ra   .11. tnonis will serve as models S' atei.'ide. Ine comm t tee will a d otlier administrators. August 1939 - June 1990 August 1939 \" June 1990 AnduSt 1989 - June 1990 J..I, li Ju I ( I SdS* - June 199c Har.'i,\n. iDdf 11 I. I DBS I E:afi Develcpiiivot .oniiiii t ite Lsf: Oeiclopmuni .ommi 11 .-e Prill. I pal itaf Oevf iupment Lon Jill lite Staff Duvuiupiiiuni comm 11 tee Presenters Staff Presente:\nSldf I Inct-niivt s.-iiuuls Planning Comimtl, Committee Members: iOAL : Dr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Hr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING AND STAFF DEVELOPMENT P6\u0026lt;jc o of 9 4. 5. No. Ill (cont.) OBJECTIVES (cont.J Implement a Master Teacher Program. I B. A. B. C. STRATEGIES/A.TIVITIES timelines RESPf TIBILITIES Implement the Teacher hemonstrotion Program. The principal in each Incentive School will monitor tlie Teacher Demonstration Program and identify areas of strengths ano concerns These shall be shared with the staff fn each Incentive School. Establish i districi-wide committee to plan a Master leacher p JD BPich c concentration of student teachers t'rom~TocaT wi(H colleges and universities will oe assigned. t7?7T....,, ... . u. i,\nuv,,cik principals, otner adrinis'ra- tors. and faculty representatives from local anc siat wi. be composed of teachers Pl inram and stote- Tne committee L j| k end uni vers I ties. Implement a Master Teacner Program in eacli lirentive Scnool. Maintain a pool of prospective staff members drawn from the student teacners assigned to Incentive Schools through the Master T Program. tacner August 1989 - June 1990 Audus\n198P June 1990 April I, 1909 May 1, I9\u0026amp;9 August 1989 - June 1990 August 1989 - June 1990 O IO G] o UI ' 1 TcjCi.er Uei.jnsirat ion Program C. iiwr.i ttee Incentive Schools Staffs Visiting teachers/ oOminisii .tors Prine i(ia1 In.einive ScnuOii Plan., ng Committee Master, teacher Program Committee Master leaciier Program Committee Incentive Schools Staffs Fault! Representatives f rod. col 1 eg,. and uni vers111es. Principal Human ReSourses Direnor o cK i'aers: '.5 Pn.-stfei\nfcr\ni Arm, r.ir l\u0026lt;r. Kaths- h Lr f irv I t. i t. I i 11 C.itcr.sll ley, Cnairi cr son br, Cneryt St. rs, ht:aroer t I P\n. 9 S. 6. ht.- Ill (com.) OBJECTIVES (com. I Provide assistance for hired teachers or those newly experiencing difficulty. I D. A. STRATEGIES/ACTIVITIES The principal and college faculty representatives util monitor u..,, r  -------  ''H'I ve a *'^\u0026gt;''1*^ schom areas of strengths and concerns, staff In each Incentive School.  and ioen. ity Thes shall be shared witn the cne Select and hire specialist who will provide needed Schools, f \u0026lt;'C\u0026gt; ins.ructtonal c 1  assistance for the Incent ua Special needs will be identified - Plan (TAP) developed for teachers room. and a Teacner Assistant needing assistance in nit class* e I timelines August 1989 - June 199u Hdy-June 19H9 I RESPO'i :tlLITICS Irtncipol faculty h-. froii. c*.l . fcsestoiivf$ les oniversitles nd Princiud Huifian Resources U O rd u O Ot I I I o! II n II SECTION FOUR PARENT INVOLVEMENT II 102 I I t J I I I I I I II i 1 II f w n I Resear I1'CE?,'T I cCnOOL PROCSiM par-XT IXVOL7 ?rT parent PoU=ake their school -ne r e activities. Not all famil activities involvement. ers_consiscanciy rank anong the components of effective schooir.' continuously support and encoura'ce Idren have an advancase _ les know how co become involved  n c-r,r,r,i i anG_^noc all schools accivelv I,!, p\" .S'.nool-relaced Ci y Ciiuourag problem of desi^--- discussions o involvement Surveys of five main  1 /J - mg. g^dng, implementin o , encourage and direct parent ------ on how to solve =nd evaluating successful the C programs and the most useful MmnZ p successtul parent teachers, princxoa^s^pa^ents involvement, types or parent involvement. Cudents, have icencified me most a i-i 0 2  ood, nts bast involvement of clothing. parents is providing for the safety, heal th hei ter, and general ell teacr thetr c 1 baste icren cognt tt in their cm id reari bJ^mrSinrfamilv'r/fr'serc^^a^\"'^ = ________ .u.pTt alertness in school, providin^'suDol^Zs ''dich allows for getting them to school on m'ne  space for homework and child Idren ng acttvicies and e and soctal skills prepare them for school. e,.setciJrrilerorn^-\"T?.?..!\"yi'^?. support school, on time. Most parents meet che*r when these obli obliged to and skills, o c.n Once scions era noc \u0026gt;c assist the family. astrators and teachers ana sxills, some schools cake uncerscand and co build school learning and behavi worksnops, and programs discipline, Because parents vary in their active roles in heloinv parents to _  . , -------- in heloin positive home conditions for or. on parenting J o may be e.xperiences their children's These activities can'include publications, o f attendance, homework, _____ cit'orc a-ri services and other citrons anc practices that child development, community resour a television viewin affect student  f nutrition, the use of topics related to home success in school. con- communicacion from thePschocl'cocha''^'h^^ common to all schools is to inform parents about p'-r.-- home. The school has an obligation and parents are exoected cS act^on^c^e^p children's progress, schools send home memos, c^Sars of th^ receive. - soecial evpnt'! J.-___School year and nocicp\u0026lt;? special events. Some districts All year and notices of also offer taped messages Ideally, a school's topics that they can access by phon can ba caaagnnd so bhac useful massages, IdaaX.nd CO school. , , - - - - that useful school to home and from home so on various communication questions go from A chi d and most commonly known . ana most commonlv known tvne nf na.\".,..  . s to the school building usuallv^T^ r- involvement brin Volunteer Assista-c- Parent I,m conneccion wich Parent ist-..c-. Parent Audiences, and Parent Attendance at Wor' paren t gs shops. at Work- beyond'vnu^ola'asJisc^ancrinPclas^ri''''^''\"^ non-teaching duties. Havin? instruction, and teachers to renuAer -----active at school encourages go teachers t their chil equest ocher parents to conduct learning home.  a n 02308 encourages activities with Z . 10o learnin A fou. I? 9 major of parent involvement . vicies at home. The learn, n! assistance a vich The learning general skills and behavior\"ort!^^^??^= designed are directly coordinated with the chlldre^'rjLrss'J\" co build coor making 9 participat school comm school, dis advocates f: co formulae, or budgets\nor scaff\nfederal or cype of parencs in decision in goverance , PTO, or other \u0026lt; ance and advocacy grouos. Pa parent advisory ^formal -e, and scace levej. Ihee': \" 5 iiT PT.A c Cees, children\npar cici pate or revise school polici .  groups may be active as or statefunded and act autonomously arcicipate in the selection of new J school-related programs. a , - - These decisic but they are part of the cure, under the leadership of'school, co'^Prenensive program, however, Pajcents at all grade aUl communi\"  discricc, 0 children. on with ciori ties, . curricula, incipals, teachers, cvities mandated bv making bodies icial governin may meec scruc- or state administrators, types will be effectivelv leyels^ should be involved in ^uroose- \" acucaticn of their own all five Che school, and in the We are only beginning to understand which and locations of parent involvement lead to fa.-k. u- luvuivement leaa to soe ceacher achieyemencs, attitudes and behaviors. rr anree 1 .. _______t.. cn types, formats, urequencie\nco successfully involve parencs by coordinating cific student, parent, and rrincipais can help teache: supporting programs to strengthen that involvement, loping parental involvement activities are listed below: We e.xpect the activities to be on~going. 9 f and by plannin 9 process of deve- Some suggested 1. 2. Of 3 opportunities for adult Escablish community ecucacion. 3. 4. 5. 6. ! . 8. 9. with Recruit an Incencive-vide Parent Internship Proz-am uroose omni -------------- crogzam Che purpose of employing parencs as teacher aides. teacher aides and other qualified. incentive neighborhoods for for whic.h they are Estaolish a Parent Center in each school Assume responsibilities for of a monthly development and distributions communications packet. Prepare and distribute Parent of events. Handbooks and monthly calendar Require at least two home visits. Parenting education classes for mothers. ftI GOAL: I I 1 . PAREI.'T IS.'VOLX'ErtliT H'PLEMEHTAl 1011 PLAN ESTABLISH AND IMPLEMENT A PROGRAM FOR PARENTS NECESSARY FOR EMPLOYABILITY AT ALL LEVELS OEJECTIVE E^esign b administer a needs assessment to determine community interest and need S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES 1.1 I or STUDENTS IN THE INCENTIVE SCHOOL kITIlIK THE SCHOOL CO.MMIINITY. TO EQUIP THEM UITII JOB SKILLS IHPLEKEIITATIOII SCHEDULE 19B9 1990 1991 f fer opportunities for  ult community education 1.2. Establish an Incenclve- 1.3 vide Parent Internship Program vith the purpose Recruit parents from the Incentive neighborhoods for teacher aides and otl 2 1992 199? 1994 199: 1 .A E - EVALUATE 0 - ONGOING 2-89 2-89 tor vhich they r are Establish mentorships bet-veen teachers and parent: in the incentive schools P PLAN I - implement PI - PILOT B - BUDGET ITEM I pareiit i:\nvoLVi'tia IKPLEKEt.TATIOIJ PLAN GOAL: actions ^ud eac?^6ns?^ T7,rEm\"cAnoToccuRj{NG^ ' WHICH PROMOTES GOOD, POSITIVE inter1. objective STRATEGIES/ACTIVITIES lliPLEMEHTATlOH SCHEOULE Establish a Parent Center ii each school m------ Provide I9S9 1990 1991 1992 1993 199A resources \u0026amp; staff to noufe/operate the center whic loan materials to U i IE parent 199: rrr Train \u0026amp; employ a parent in the community to center operate the 773 ormulate a committee I parents and other personne1 on materials -------- to make composed school recommendat1 n ns h s I 1 F o Assume responsibilities for development and d i \u0026lt;r , \u0026lt; u... _ o f a evelopment distributlo f a moiitlil)' communications packet on I S - STUDY E - EVALUATE I R - recommend P - PLAN 0 - ONGOING I - implement B - BUDGET ITEM PI - PILOT O J ! (TiI 5 PAREUT IHVOlVtKtl.'T IHPLtKEUTATION REAM 1. GOAL: INCREASE PARENTAL COMMUNITY INTO THE INVOLVEMENT AND SUPPORT SCHOOLS. BY developing ACTIVITIES AND PROGRAMS TO ATTRACT PARENTS AND THE OBJECTIVE STRATEGIES/ACTIVITIES IITPl EKcfnATlOH SCHEDULE Develop a program that vill assist parents 1.1 I9B9 1990 1991 1992 1993 ....a  ----------- understani and carry out the expectations of the school out the Offer mini-vorkshops such as: study skill line, management, pre- ^^^^8 skills, financial time s on topics .discxp- manag'eiiient, oevelopmentaT learning skills 1.2 Request that parents come to the school at least year to pick up the card______________ tvice a report S - STUDT R - RECOMMEND 1994 199! 1.3 Provide and , require opportunities for counselors direct contact with through scheduled home visits E - EVALUATE 0 - ONGOING to have parents meetings and P - PLAN B - BUDGET ITEM I I - implement Pl - PILOT J9. G I PARfllT InVOLVECEia IHPLEMEHTATIOII plan GOAL: OBJECTIVE STRATEGIES/ACTIVITIES I .A Each school shall demonstrate the use of in the community resources instructional program 1989 2. Use .  parent recognition as a tool for community and parent involvement 2.1 Recognize PT. - . parents monthly at PTA meetings for ' school's expectations meeting the lliPl EHEIJIATIOII SCHEDUIE 1990 1991 1992 1993 199 199! 2.2 Recognize a I - community person monthly at PTA meetings for school involvement I 2.3 Display parent/communi tv rernortliizv^ _______ recognlijon awards hoard In the on a bullet entrance hall in S - STUDY E - EVALUATE R - recommend P - PLAN 0 - ONGOING B - BUDGET ITEM I - implement PI - PILOT J( I PARENT IJiVOLVErEl.T IKPLEKEHTAIIOII plan GOAL\nOBJECTIVE STRATEGIES/ACTIVITIES 2.A Provide school lunch and etc . for award voucher winners s S - STUDY R - RECOMMEND 1999 ikplehentatioii schedule 1990 1991 1992 1993 1994 1991 I 'l E - EVALUATE 0 - ONGOING 2.5 Involve students in the selection process of award Vinners P - PLAN I - implement 1 I B - BUDGET ITEM PI - PILOT   I PAREfIT I.WOLVEHEMT irPLEHEHTATion PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 2, Establish a systematic approach to effective communication betueen the home and school yrr Identify at least three (3)key communicators as a vital for all to rely sourc ! upon 272~ --------------------------------- Teach parents the system for advancing support and concern for the school -.J Establish community resource list of role models and mentor a j 1989 1990 1991 1992 1993 1999 199f S - STUDY R - RECOMMEND Tn\n Invite community patrons of pre-school youngsters to PTA meetings and other parent involvement activities, E - EVALUATE P - PLAN 0 - ONGOING B - BUDGET ITEM I I - implement Pl - PILOT I J PAREIIT inVOLVPi\nT ICPLEMEKTATIOt\nPLAH GOAL: OBJECTIVE STRATEGIES/ACTIVITIES 2.5 Require parent attendance at PTA meetings and other school related activities 1989 IKPI EKEtITATIOII SCHEDULE 1990 1991 199Z 1993 1994 199\n27b -------------------------------------- Prepare and distribute Parent Handbooks and monthly calendar of events i 2.7 Require parents to sign homework assignments, projects, etc. 2.8 Require parents to call the school to report absences and retjuire the school to call the home and document reasdns Tor absences I S - STUDY E - EVALUATE P PLAN R - RECOMMEND I - IMPLEMENT 0 - ONGOING PI - PILOT B - BUDGET ITEMI IO PASEtIT Im'VOLvmcT IHPLEHEKTATIOII PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IITPLEKEIITATIOH SCHEDULE I 1989 Require contractual ment from parent s s - sTuor R - RECOMMEND 3.9 ----------- Require at least two (2) home visits comraitt- 2.10 Require all parents to sign contracts by having parents sign contract prior to enroll- mnx_p_IflceDllye Program E - EVALUATE PLAN 1990 1991 1992 1993 1994 1991 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM Pl - PILOT 1 I I P9. 11 PAREHT lUVOLVEKEKT '7 ** ihplekehtation plan GOAL: TO HELP MAJOR ENHANCEMENT SCHOOLS TO ENHANCE THE-kailE7EMENT'5rCHnD2ENj resources, opportunities and strategies OBJECTIVE STRATEGIES/ACTIVITIES IHPLEMENTATIOH SCHEDULE Strengthen linkages between the home and the school Parenting education classes for mothers 1989 2-89 1990 1991 1992 1993 1994 1995 O 2. Evening and Saturday claase to expose children to the importance of Science/Math a\nmeans to a better future 2-89 S - STUDY R - RECOMMEND I 3. E - EVALUATE 0 - ONGOING Use school as community center at minimal to user. P - PLAN cost 2-89 I - IMPLEMENT B - BUDGET ITEM PI - PILOT 7 papeiit Ka*OLX'rijT IKPLECcliTATlOti PLAN GOAL\nmJ?!* base of all teachers on AFRICAN-AMERICAN HISTORY - traditions, mores and OBJECTIVE STRATEGIES/ACTIVITIES implementation schedule Tlal se the trust level between the school 1. In 1989 1990 coinmuni c y. and the 2. S - STUDY R - recohkeho service courses for teachers and school Develop a speakers bureau for community groups in th school ---------- issues reau zones on education X X 1991 1992 1993 1994 1991 X X X X X X X X X X I 3. E - EVALUATE 0 - ONGOING Develop a calendar events of activities ^choo1 of neighborhood and post in the P - PLAN B - BUDGET ITEM X I - implement Pl - pilotP l. IJ PAScHT KiVOlV-rj'.i ir:?LrEriTA7\nc:i pix,-* GOAL\nI I OBJECTIVE STaAIEGiES/ACTIVl S ll!PLEIltllTAT:O:i SCHEDULE IE 4. Develop an act that place hi-?h value on neighborhood pride - .O3ter con- test, talent shows, _particlpation in parades, etc., ccordinated bv school staff. 1E3O 1951 I OC9 i 993 1994 199: I S - STUCf E - evaluate R - RECCMMEIiO P - PLAN 0 - ONGOING I - iHPLEHEIlT B - 3UO5ET ITEM PI - PILOTll. 11 PAnt\nr OLViCif.T I I. goal\nESTASLISil A SHARED COVERXA.'.CE TEAM IN EVERY SCHOOL CSJC?.E voraiulate of and a i irainistracors. governing boEv . parents, teachers to establish school policies and procedures I S - S.UDY R - h :0KMEH0 s: '!vi:is 1.1 Provide\nSS9 an parents are t rustuorthy atmosphere where open, honest \u0026amp; 1.2 mO b1t,1a in 'm\"aximmuumm iinnppuutt prior to making decisions by involving mmoorree poeeonpnllea in decision *riig making 1.3 Create a sense of decisions ownership in through involvement E - evaluate P - PLAN 0 - ONGOING S - BUDGET ITEK IHPLEK l=?O I - illPLEKEf.T !? = 1 VlOH SCHEDULE !E93 '1 - PILOT 1 oa 1 h II \u0026lt; t a a SECTION FIVE PARENT RECRUITMENT I !t aI i H M M INCENTIVE SCHOOL PROGRAM PARENT RECRUITMENT Aggressive marketing and recruitment are success or the incentive school prooram. incentive school program is the first st recruitnen* procram. are essential to the overall Careful marketing of the rst step toward an effective ----------------- VW..W, a,, eift-ccive 2^' t^e.parent recruitment program will focus on p,vv,u,uy yenerai inrormation to the the ini-ial community will be targeted during the tne inmal phase of marketing activities. community. providing general information Recruitment will be an ongoing The purpose of - process at the incentive schools uhe recruitment program is to encourage voluntary incentive schools to comply with assignments that will enable the i the desegregation requirements. I. To provide school program''\"'''\" community about ths incentive A. 8, C, 0. E, F. G, H. I. I I I I j i - -------' *J 3' vup League, Greek organizations. ^centive school program to special P:- Junior T . - a- - Ministerial Allianria Tri-Oistnct Council, ACORN, etc.).  Conduct information sessions at churches located incentive schools and churches throughout nity with large memberships. Conduct information near the black commusessions with special audiences. ?Spiaza%^n'^\"wJ\"?T^?\" University Mall, h Wal-Mart Stores, Safeway Stores, Kroger .stores m the black community will also^be targeted for information booths.* Special media coverage.* Develop highlights sheet for distribution to all parents (and new elementary parents). Use telephone hotline.* Place highlights sheet in local businesses.* Special media stations. coverage from State Press and black elementary radio stulpn- in conjunction with promotion of studen\n. assignment plan.) new ( I I i I 1 i \u0026gt;3  I  i ! Incentive Schools Parent Recruitment page two II. To implement ri VO erh 1 'ecruitment program that i -dhools cP comply with the desegregation requirements': A. SROCHURES -- Produce a brochure for Brochures should include: diqal, special resources. 8. C. wiH enable the incen- _ eacn incentive school. Photo or scnool. photo of prin- partners-in-education?nfo?m'a?[on''-^''\" information, list of staff -- ^^*3n^3 rscsi hnnnpc nemoers with brief credentials, honors, PSA'S -- Produce .-------- generic public service a all incentive schools. nnouncements for bus benches, etc., to adver- tise generic information about incentivo schools ' throagnout donated space. SKi:s.\"s\n5~ incentive schools. E. videocassette recordings to be :: o-,5 minutes) (i.e. PTA meetingS/PIJiSrs! S??\" Presentati ons F. FLYERS -- Produce generic incentive school flvorc tn (E^aiSle: Insert If Ji io companies' bills: mass mailings to all ^bRSD and PCSSD, e.xcept soS^hlas? quadrant) ' =' \"oppe ooportu- . -  . w J |,,y mties at incentive schools. H. ^i^bool (using secondary attendance group preference as an scnool broctares  zones)'. Stress assignment option. \"For^our Information\" tours etc ^with  businessmen, realtors, euu., wipn the incentive schools. to acquaint parents, I I I I 1 i I I I I i I il . 119Incentive Schools Parent Recruitment pd55 \u0026lt; STATE_OePARTMENT OF EDUCATION - ti cn - Seaue t a sped al designa- ijcation (i.e. \"Five t^ncation F incentive schools to be used in mar\u0026lt;eting Star Schools\", CzcEsRITIEi -- Seek incenti local caleorities. ve school aorsements from Arrange visits bv events, special ceremonies, etc., to ca\"e-at- media coverage. i-.e. dt.. meoia 1ebri ti es. news L. Conduct meetings with NLRSD and PCSSD tarents and PTA grcuos to encourage M-M transfers ince.^ti^ schools. .1. PARENT RECRUITERS - Hire two oarent recruitment activities. iters to conduct JI. SPEAKcR'S BUREAU -- Establish a soeaker'? ----------- J bureau for each 'ne parents of white students enrolleH ,n the incentive schools will be encouraged to serve on thP bureau along with celebrities, teachers,^ incentive school. etc. r 1 J I III. To monitor and evaluate the effe^'tivpop'^c -- -ho * program for the incentive Lhoo!\n. recruitment The Little Rock School District Bi-racial Advisor on =-\"onon,\n-n\npn al so serve Committee will recruitment program. motive school trict Office of These reports^iiiai^o^\nShansi\n??h''S?J\nSe Rock School District Board of Directors. 1 I 1 i i bi-monthly report ce of Desegrega- Advisory Committee will review eac.n Directors and/or Ofr\nce or uesear=aa- needed in recruitment strategies/activities.^ The bers with exnerr^y will also appoint two ex-officio mem- c-ittee 120Incentive Schools Parent Recruitment page four The 3i-racial Advisory Committee will evaluate the quarter. The evaluation of recruitment program will be addressed in the quarterly monitoring/evaluation the incentive school program. the recrui tment report on I _ . 121|*  IMMMpj  ji'. ?ltn (Yer) 1: I. IKPLSHi GK 7:h-l:i:e Oivls ion Tn prnultla paner*! Infnnmtlnn tn th rnmiin 11y ahnilt the Inrnntlun nmnraa OBJECTIViS STRATiGIES/ ACTIVITIES BESliailNG DATE completion DATE COSTS RS?OHS:E!L!7Y Infona special Interest A. groups and seek their assistance tn disseminating information to general public. II. Conduct special information campaign in black community. o to (O to I I I So to Mail final report on Incentive school program to special interest and community groups. 1. Get Court approval to release Information on Incentive schools. 2. Design cover for fine report and print. 3. Update mailing list o community groups. Conduct Information sessions with special audiences. 1. Send invitation and information to specie interest groups. A. Conduct Information sessions at churches. 1. Identify churches and contact pastors. 2. Schedule and publicize sessions. 3. Send Information pack age to other churches in the black communit March I Feb. IS Feb. 1 Feb. 1 March I March 1 Feb. IS March 1 March 1 March 6 March I Feb. 15 Feb. 15 April 24 March a March 1 April 24 March 15 Associate Supt.- Desegregatlon LRSD Attorneys Assoc. Supt.-Deseg. Parent Recruiters Assoc. Supt.-Deseg Assoc. Supt.-Deseg. Parent Recruiters Student Assignment OfficerPage Two Msr\ncK TZMSirct n (Ttsr)  Reipor.sioie Jainca Jennings___ To provide oeneral infnmutinn tn the rnmnnnlty jhmit thw inrantliie nrnnram 2 i V i s i c n ___________________________ Program/Ares Incentive Sfhnnl\nC50 v: s STHAT S/ ACTIVTIxS BxSIIhIIHS DATi COKPltTIOH DATE COSTS K-SrONSISILZTY B. Special media coverage from State Press and black radio stations. March 1 April 24 Distribute Infomation to parents and coonun- tty. O IO u IO CD I ro CO A. B. C. Develop highlights sheet for distribution to all elementary parents. Establish Saturday information booths at University Mall, Park Plaza HaH and Wal-Hart . Stores.* Place highlights sheet: in local businesses.* . Special media coverage* . Use telephone hotline* * Will be done in conjunct! I ! t Feb. 15 Harch 1 Harch 1 Harch I March t on with promotion Harch 22 April 24 April 24 - April 24 April 24 of new student assignment plan Assoc. Supt.-Deseg. Communications Dept. Assoc. Supt.-Deseg. Parent Recruiters Communications Dept. Parent Recruiters Communications Dept. M .J Page Three IMPLaiiir CK 7IsL:: Lt Plan jsn F.tpor.iiD, jamsi Jenn I no a : !Q jfflglement a rprmltnwnt pi (Tetr) .ornnrm Ihat-Mlll allow, the lnfgntlu schnnlt tn rnanly with thp rtp^pprpnat inn reniilrAmAnt, 01 vl$ icn ?ro$rem/Are8 OS-iCTIViS STiUT Ai 5/ ivTiis SiSinilNS CATE coKPirriOH DATt COSTS KiSrONSIalLiTY I. To utilize a variety of marketing strategies to recruit white students to the incentive schools A. Produce brochure for each Incentive school. Brochure should Include -Photo of school -Photo of principal -Special resources -Programs -Theme Information -Partners information. -Grants received -Honors -List of staff July 1 Nov. 1 Assoc. Supt.-Deseg. ( Schools Asst. Supt.-Incentive Schools Incentive School Principals Communications Dept. Parent Recruiters I B. Produce generic public service announceawnts for all Incentive schools. C. Use billboards, bus benches, etc., to advertise generic In-  formation about Incen-  tlve schools. 0. Conduct an ongoing medi blitz to heighten publl awareness regarding Incentive schools. a c June 1 August I March 1  Ongoing Ongoing Ongoing Assoc. Supt.-Deseg. CooMunlcAtions Dept. Assoct. Supt.-Deseg. Communications Dept. o IO u IO Ui 4*I. dge Four iHPiSMStr CH 7:KL:i:i -ti ?lin (Yesr) sen Sespor.siDie James Jennings . 1\nlo Implanent a recruitment ornnram that will allow the Inrpntivm schools tn cnanlp-NllD-the.. deseareoat Inn reauXruaenls IIP. Dtvisicn ___________________________ Progrtm/Area Incentive Srhnnl^ CEJiCTlViS STRATEGZ-S/ AC7IV7iS seaiHHiNS CATE CCHPtmOH DATE  COSTS RiSrOHS.BlLITY o to u to o 1 h) cn E. Produce short (10-15 ninutes) videocassette recordings to be used In public presentations. F. Produce generic incentive school flyers to be disbributed throughout Pulaski County. 1. Insert flyers in untllty companies' bills. 2. Hass mailings to all K-5 white parents in NLRSD and PCSSD (except southeast quadrant) G. Follow\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eMarketsearch, Little Rock, Arkansas\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_518","title":"Incentive Schools: Scholarship program","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":["1989/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","Scholarships"],"dcterms_title":["Incentive Schools: Scholarship program"],"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/518"],"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":["32 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 PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME II \\ i 1ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of trust fund to provide future a college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 fLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 219 - 490 _ May 1,1991 I In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive-school program committee the parties will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1089, tihe commi-tetee parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Re: 02234 Page 261RRR V   R I The Desegregation of the Little Rock School District Preliminary Plans LA' if November 1, 1989 :i si f Incentive School Plan The purpose of the Incentive School program is to promote and ensure academic excellence in schools that have It is believed that the been difficult to desegregate. Incentive School Program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation reguirements in these schools. With the proper resources and expectations, the Incentive School Program will serve as The a model of excellence for the county, state and nation. success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn, and broad-based community support, these ideals are coupled with the availability of financial When resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that enhances positive self-concept for all students, but especially for those students who have been identified special-needs students. Also, all students will have as equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. Students will be encouraged to pursue post secondary schooling. Each Little Rock School District (LRSD) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. -27-TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990^ - The parties reached consensus in all areas except theLscholarship program and / 'Staffing. Please note that the Little Rock School District provided separate  recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools\" shall be referred to and known as-Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\nand, 2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows: SCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 3. 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, 2410 Battery, LR, AR LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 2. 4 . 1 1,620 1 Metropolitan Supervisor. The term \"Magnet Incentive Schools\" was introduced by the , The term is subject to change by the office of Metropolitan Supervisor. These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. Major incentives within these schools are therefore required. The objective is to provide the best basic skills i programs and enrichment available as well as a full range extended J /' day and Sa^^rday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The I premise of these centers is that they can be racially integrated m tfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day. in the time following the regular school day. on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m., half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the a extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall .be eligible for the extended day, weekend and extended year programs I offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. .J' SCHOLARSHIP PROGRAMS A .QC scholarship program proposal submitted by the Trust Fund Committee. The Little Rock School District recommends approval of the The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools, shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils, provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing requirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria, new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by ^Support staff shall be afforded an option to remain at their present school assignment. They shall agree, however, to undertake the necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVT, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. It is expected. however. that absent compelling circumstances, each teacher shall spend two hours for each of three days and one Saturday per month for four hours. 4 Days deemed undesirable shall be adjusted so that they can be equitably distributed aunong staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.accordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least oj^e teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.TO: FROM\nSUBJECT: Little Rock School District April 2, 1990 Office of the Metropolitan Supervisor Incentive School Scholarship Trust Committee Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship 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. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. 3. 4. 5. 6. 7. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. The Little Rock School District will begin to fund the program by January 1, 1991, according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for.credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. 9. The scholarships will be limited to accredited State supported colleges and universities. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a rel iable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictReport 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 complet ing 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 theamount allotted -2- 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 suggest trustee representatives or a fund administrator. The Little 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 t rustees 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 trustee retired, replacement trustee would be picked from the same a a 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 incent ive 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' c redit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. soon If a lump sum approach were adopted, funding would be as 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 majority-to-minority t ransfer the sending district would be a 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 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 a 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 rej ected. 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 \"strong counseling a and support program monitored by the Bi-racial Committee for the 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 f unds 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.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools ^4 Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990. The parties reached consensus in all areas except the scholarship program and staffing. Please note that the Little Rock School District provided separate recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools II shall be referred to and known as Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\n2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows\nSCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, LR, AR 2410 Battery, LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 and, 2 . 3. 4 . 1 1,620 1 The term \"Magnet Incentive Schools\" was introduced by the Metropolitan Supervisor. office of Metropolitan Supervisor. The term is subject to change by the These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. required. Major incentives within these schools are therefore The objective is to provide the best basic skills programs and enrichment available as well as a full range extended day and Saturday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The premise of these centers is that they can be racially integratedfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day, in the time following the regular school day, on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to a budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m. , half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall be eligible for the extended day, weekend and extended year programs offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. SCHOLARSHIP PROGRAMS The Little Rock School District recommends approval of the scholarship program proposal submitted by the Trust Fund Committee. The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools,^ shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils. provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing reguirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria. new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by support staff shall be afforded an option to remain at their present school assignment. the They shall agree, however, to undertake necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVI, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. 4 The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. it is however, that absent compelling circumstances, each teacher shall spend two hours for each of three It expected, days and one Saturday per month for four hours. Days deemed undesirable shall be adjusted so that they can be equitably distributed among staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.Q Ik r\u0026gt; he I I \u0026lt; ) J,U-Tj (.l\\f^ 9 ,0 A. //(^ rCL IC a c\u0026gt; ,-(/ /ir i. G'H c\":3 I p'T 1'^ ahaccordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least one teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.\u0026lt;t\u0026lt;2nt yyr r\u0026gt;^ V A 'f I  i V Ci*jt\nk ^j \" 5 i3 H r \u0026lt; A L\u0026gt; fc  ( \u0026gt;\u0026lt; - -^i t, % 3t5^* John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 7220c Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE 'WILEY A. BRANTON. JR. Admitted to Practice in Georgia i the District of Columbia only. March 13, L990 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Arma Hart Assistant Metropolitan Supervisor Pulaski County School Systems Little Rock, AR Dear Ms. Hart: Enclosed is a copy of the letter which was sent to Beth Deere explaining the incentive school idea and proposed budget. I am still working on the draft which you and I discussed yesterday regarding refinement to the incentive school program. I appreciate our meeting* I feel that it was highly productive and that your insight was most helpful. S:^cerely, Walker JWW:Ip Enclosure JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72200 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. Admitted to Pnctic* in Georgia 4- the District of Columbia only May 2, 1989 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG. SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Beth Deere United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72201 Dear Ms. Deere: ' Special Master Aubrey McCutcheon has indicated that he intends to recommend the funding of the incentive schools as proposed by the parties and to recommend the appointment of a consultant or other person to develop the programs and incentives for those schools. The purpose of this letter is to: (1) request the Court to allow Little Rock and Joshua to have input into that process\nand (2) to suggest certain considerations that have been shared with our clients about what they may expect from those schools over the next five to seven years. The proposals that were submitted for the incentive schools were not completed as Mr. McCutcheon observed. Our expert witnesses advise us that many of the ideas that Mr. James Jennings and Ms. Beverly White shared verbally about the workings of the incentive programs appeared to be useful in achieving the objective of remediating achievement disparities. The district staff did not address the specifics of the incentive school program fully, in part, because of the extensive amount of lawyer time spent in negotiating and otherwise securing the parties' approval of the settlement with the State of Arkansas. was, during that time, somewhat unaccessible to the district staff so that they did not secure my specific input into their planning. The incentive school program, while presented by me, was developed in consultation with black community leaders who were concerned about the disparate transportation burdens imposed upon black youngsters, the relative shortage of classroom space east of University Avenue, and the fact that black young people simply were not learning in the schools. The incentive school program IPage Two Ms. Beth Deere May 2, 1989 was designed to provide regular education from 8:00 until 3:00. During that time, there would be only limited attention given to the segregating programs such as gifted and special education classes. The 8:00 until 3:00 classes would be as rigorous as any in the school district. The special needs of the pupils in the incentive schools would be identified in the form of individual education plans similar to those developed for special students and would be addressed in the after school programs. The second part of the incentive school program would begin at 3:00 and extend at least until 5:30 each day, and would also continue on Saturdays as well. This part of the program would be devoted to the remediation and enhancement needs of each child and would be conducted in such a way as to promote each child's interest in being comfortable with a school setting most of the time. The third key part of the incentive school program would be the special role of the staff. Staff members would be expected to work approximately twenty percent more time than regular staff members. These staff members would have a specific commitment to the goals and objectives herein and would be capable of empathetic relationships with the students of these schools, their parents and the surrounding community. The fourth key part of the incentive school program would be the employment and utilization of aides and others who would supplement the teaching and professional certified staff. The aides would be recruited from parents and students in the higher grades and would work with the teachers, parents and professional staff to achieve the objectives of the plan. The aides would be selected in part because of their interest in education and in furthering their own education. The idea would be to develop, with district sponsorship, over a period of five to seven years, a number of aides as teachers or professionals who would be available for employment with in the district. The fifth part of the incentive school program provides scholarship The amount and terms of the scholarships assistance to the youngsters who are assigned or who choose to remain in those schools. have not been established, but it was contemplated by us that approximately twenty percent of the double funding would be placed into a trust fund for these youngsters. The total number of students assigned to the incentive schools or who remain there after having had a choice option for the next and succeeding years. The scholarship amounts contemplated would be set to ensure that between one and four years college tuition and costs would be made available to these students based upon the average cost of public higher education in Arkansas at this time.Page Three Ms. Beth Deere May 2, 1989 The enhancement programs would be numerous and would require specially trained persons to develop and implement them. We have many ideas that we would share with the district or with such other person(s) that the Master may designate. These schools should logically begin by July 15 with summer enrichment programs which would continue through September 1 or thereabout. Regular School Programs would begin about September 5 and end as scheduled except that educational continuation programs would be extended as need until July 1 of the next school term. Moreover, assuming an approximately one to fifteen teacher pupil ratio for approximately 2,500 pupils, the minimum incentive staff would be: Regular Year Programs Total Assistant Superintendent and Staff Teachers Counselors Principals Teacher Aides Student Assistants (Part-time High School Students) Drama Specialists Music Specialists Drama \u0026amp; Music Aides Art Specialists Art Aides Grammar Specialists Field Trip Coordinator Field Trip Staff (Aides and Teachers) 4 166 8 8 166 83 3 6 12 6 12 12 18 1 The budget would be set and generally as follows\nTotal available revenue for the schools, not transportation and other special funding sources including 2,500 pupils X $6,000 per pupil = $15,000,000 Expenses Certified Staff 220 X average $24,000 = $5,280,000 Benefits $ 530,000Page Four Ms. Beth Deere May 2, 1989 Aides (Full-time) 211 X $10,000 including benefits $2,111,000 $ Administrative Staff 100,000 Part-time Student Assistants 83 X $4,000 Continuation - 332,000 Summer School (extra staff?) 250,000 Programs Field Trips $100 per child 250,000 Activities in school $200 per child 500,000 Equipment, Instruments, Mise. $200 per child 500,000 Aide College Tuition 166 X $1,300 216,000 Parent Programs 1,000 - 1,500 parents at $100 per parent 125,000 Scholarships $600 X 2,500 (escrowed) $1,500,000 Materials and Supplies $50 per pupil 125,000 Testing and Evaluation $100 per pupil 250,000 Meals $250 per pupil 513,000 = $ $ $ $ $ = $ $ $ $ $Page Five Ms. Beth Deere May 2, 1989 Miscellaneous $ 418,000 Total $15,000,000 Staffing Monitoring and general oversight would be at the top administrative level. These costs would be absorbed by the district's budget for administrative and evaluation. Staff criteria and the section process should be developed cooperatively with the parties, especially the teacher groups. This should be put into place at once if the incentive programs have a chance to effectively work this year, as it must in face of the recent MPT results.A? s E li  12 W^^S53^1 :  A f , \" Little Rock School District April 2, 1990 TO: Office of the Metropolitan Supervisor FROM: Incentive School Scholarship Trust Committee SUBJECT: Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship 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. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361i. Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. 3. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). 4. The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. 5. The Little Rock School District will begin to fund the program by January 1, 1991according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. 6. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) 7. If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.' Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. The scholarships will be limited to accredited State supported colleges and universities. 9. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a reliable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictJ J n. OKe ViB ot 4\\995 .jur4 IN THE UNITED STATES DISTRICT BASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. MOTION FILED FEB 0 2 1993 J.*.-* R- 16. CLEF^ DEP. CLERK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS The Joshua Intervenors respectfully request the Court as f\n/. follows: 1. To require the (defendant) plaintiff Little Rock School District to consult with Joshua and the others parties prior to making any desegregation plan alterations which require court approval\nand 2. To require the defendants to include in their budget ^\u0026lt; \u0026lt;' projections the scholarship commitments made either by the school district or by the Joshua Intervenors to the parties and to the Court, including the Court of Appeals, for the pupils who attend or have attended the incentive schools since the inception of the Court approved Desegregation Plan herein. The support for this motion is found in the Desegregation Plan itself as well as in the oral arguments in the Court of Appeals made by the school district. Those commitments have been reinforced by the testimony of Dr. Ruth Steele, Dr. James Jennings r Mrs. Estelle Mathis, and every other school official other than Dr. Mac Bernd who was not privy to the agreements or commitments madeX as set forth above. without the scholarship conunitments being made a integral part of the budget of the district. the district proposes to abort the settlement. Joshua requests an Order regarding this matter so that either party may appeal. This is so because the district, under the leadership of a new superintendent, appears to disregard the basic tenets of the agreement which caused the Court of Appeals to approve the settlement herein. Respectfully submitted. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 ORIGINAL SIGNED BY UNDERSIG^\"^\" John W. Walker, Bar #64046 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon record by hand-delivery on this ___ day of ------ all counsel of , 1993. ORIGINAL SIGNED BY UNDERSIGNED COUNSEL John W. Walker Af'LEn Disicc RECEIVED rASTEKM CJSTRCr A- 92 JUL 53 PU G:  AUG 4 1993 u I J IN THE UNITED STATES DISTRICT, QOURT EASTERN DI STRICT'-OF- ARKANSAS-  WESTERN DI^.ISION I Office of Desegregation Monitoring (/ LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION FOR CORRECTION OF FINDING OF FACT OR CONCLUSION OF LAW AND MOTION FOR RULING ON REQUEST THAT INCENTIVE SCHOOL BENEFITS INCLUDING SCHOLARSHIP BENEFITS FOLLOW THE INCENTIVE SCHOOL CHILDREN The Joshua Intervenors respectfully move for correction of finding of fact or conclusion of law and for a ruling on their request that incentive school benefits. including scholarship commitments to incentive school children follow the incentive school children upon their reassignment to another virtually all black school, to wit, the new King Elementary School. 1. The Court indicates that Joshua did not object to the Little Rock survey on a timely basis, i.e., within five days, and therefore, Joshua cannot complain about the manner in which the survey was carried out and/or interpreted and implemented. Joshua did not object to the survey at all before the fact. It only objected after the fact to the good faith of the defendants in the manner in which they conducted the survey and to the conclusion that students who did not affirmatively respond to attend Ish were to be regarded as affirmatively choosing or electing to attend King. Our position was that it was just aslikely that the non-respondents would attend Ish in the same proportion as the respondents as it was for the district to conclude that all of the non-respondents would elect to attend King. We respectfully submit that no citation of authority is needed for that proposition. The Status Report of the district could not have been objected to until it was issued. The Status Report was filed on July 16, 1993. Our objection was to the manner in which the survey was conducted. We note that in the Affidavit from Ms. Marie Parker the district sets forth five separate events for which there are no dates other than June, 1993 and four separate dates for which there are no dates other than July, 1993. The absence of dates by the district is an indication that the district did not know when it did certain things or perhaps that it did not do them. It is for this reason, inter alia. that we requested a hearing. Our 2 . objection was not ripe until after the survey results were in and after the district submitted its Status Report if we had no objection to the announced process. What the Court appears to be saying is that if we do not object to the process on the front end. we cannot complain about the results on the back end. Denial of equal protection is the effect of the result of the process. 3. The Court has yet to rule upon our repeated requests for settlement plan implementation of the special benefits which were designed to flow to the Ish children because of its segregated character. The Court still does not rule. The Court has consistently ruled, however, and the evidence shows that the Little Rock School District has been absolutely derelict in seeking tochildren with benefits promised by the plan. The Court's ruling in closing Ish and in assigning the Ish children to another racially identifiable school, King, albeit a new school, is contrary to the settlement plan. . 4. The authority for the motions in this case IS the Desegregation Plan itself and the various rulings of the Court of Appeals herein. 949 F.2d. 253 (Sth Cir. 1991). The fine tuning suggestions of the plan or of the Court of Appeals' ruling are inapposite under the circumstances herein because the district itself IS responsible for the failure of desegregation and integration of Ish by its utter failure to enhance Ish and to provide it with the necessary \"incentives.\" The Court thus appears to reward the wrongdoer and to punish the children by the challenged school closure. WHEREFORE, the Joshua Intervenors respectfully request the district court to modify its opinion herein by rescinding its order to close the Ish incentive school. In the absence of modification. the Court is requested to issue an Order requiring that all incentive school benefits, including scholarship benefits, follow the incentive school children wherever they may be assigned. Moreover, in the event that King opens as a racially identifiable school, Joshua further requests that it become an incentive school so that all children therein will have the benefit of incentive school programs including the promised scholarships. Respectfully submitted. JOSHUA INTERVENORSI ( By: ohn W. Walker, Bar #64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd day of August, 1993. / + John W. Walker / / U.S. SiLRJ n n I'**- mr CO!\n: IN THE UNITED STATES DISTRlIOTb COURT EASTERN DISTRICT OF 'ARKAf^SAS''  ' WESTERN DIVISION ^\"EHTS.CLE LITTLE ROCK SCHOOL DISTRICT, ET AL. BY. OHP. GLR: PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MEMORANDUM OF POINTS AND AUTHORITY The authorities for the motion filed herewith are: The Desegregation Plans of the district\nThe Court of Appeals' opinions approving the settlement plans herein. See 949 F.2d. 253 (8th Cir. 1991)\nand The various Opinions and Orders of this Court finding the Little Rock School District to be out of compliance with the Desegregation Plan. The proceeding before the court is an implementation one. We submit that no separate authority is required in implementation - the plan itself is the authority. Where the distric defaults in 1. 2 . 3. its duty, the court is required to act to the benefit of the black children herein. These children are not being benefitted by having their incentive school benefits withdrawn on the one hand and by their concomitant assignment to another virtually all black school on the other hand. (King will probably open as an eighty per cent or more black school\nit will thus be racially identifiable) Respectfully submitted. JOSHUA INTERVENORSBy\nll' \u0026gt; /john W. Walker, Bar #64046 I JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd .day of August, 1993. / .trohn'W. Walker /i S f. JOfl JoO rf 1 J UR 2 ud I (R i I I t I :l fw 2 ST 'lOl 22 1 ob nen lonq insq 1 2 3 4 5 V Ai' t MRi WALKERi THE COURTi 6 Yes, ma'am. -T that has not bean addressed. know, whan-I parmittad the suggested that as As you district to . survey\nthe students , I,, an incentive,-they might orfer soma of these benefits that are offered to 1ncentive .school as an.incentive to 3 6 get the kids to go to Ish. V 7 I have not in any wayirulad w1th . respectto that 8 6 motion, however, and I had assumed that the:Incentive school of one thing and that the Interdistrict magnet is another w1 th\n* 01 10 respect to this  1 can't remember what it's called. What i s I J. 11 the magnet program called? i: t 12 iif'i MS. BROWN 1 High intensity learning. El 2. 1 f. 81 T1 81 ei OS XS SS S AS as  9 13 14 16 16 17 18 IB 20 21 22 23 24 26 remembe r. but I some the COURTi High intensity learning. But, In any event, I I couldn't will ba addressing that later. did not Intend to address it today. preliminary questions about King. MR. WALKER J THE COURTi\nalthough 1 do have All right, your Honor. And with respect to scholarships. Mr. Walker keeps reminding the Court that we scho1arshi ps. The scholarship issue is a In terms of how to I know . have not ruled' on really hard one.for\nme administer the schoIarships,' and a 1 so , as 1 recall, the Plan does not commit the Litt Ie.Hock Uistrict to scholarships absolutely. to di scuss 11. MR. WALKERi but commits the district1n good\u0026gt;faith That's where wo differ^ \u0026lt; Ihat's why we '\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1197","title":"Little Rock School District, personnel directory","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":["1989/1990"],"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","School administrators","School board members","School employees","School management and organization","School principals","School superintendents"],"dcterms_title":["Little Rock School District, personnel directory"],"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/1197"],"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":["185 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK CLASSROOM TEACHERS ASSOCIATION AN ADVOCACY ORGANIZATION REPRESENTING THE INTERESTS OF THE LITTLE ROCK SCHOOL DISTRICT'S TEACHERS, CUSTODIANS, AIDESANDBUSDRIVERS \"OVER 20 YEARS OF OUTSTANDING SERVICE TO OUR MEMBERS\" LRCTA AEA NEA STRENGTH THROUGH UNITY 1500 West 4th Street, Suite 305 Little Rock, AR 72201 (501) 372-3519 Little Rock School District Personnel Directory 1989-90 Zone 1 2 3 4 5 6 7 Board of Directors Director Term ends Dr. Katherine Mitchell 1990 PO Box 1896, 03 375-9377 W. D. \"Bill\" Hamilton 1992 306 Arthur Drive, 04 664-8727 James L. \"Skip\" Rutherford 1991 5604 Hawthorne, 07 663-9131 Robin Armstrong 1992 711 Shea, 05 224-6982 H.M. \"Mac\" Faulkner 1990 13003 Lemoncrest, 09 455-1339 Patricia Gee 1991 8409 Dow an Dr., 09 562-0571 Oma Jacovelli 1991 6622 Gold Court, 09 568-7585 Dr. Ruth Steele, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 (501)374-3361 II 11 11 II i LRSD Central Offices Central offices with 600 extensions may be called by dlallng English 661-1855 370-1- plua the extension. For offices with 100 extensions or Marvin Zimmerman, Supervisor any departments, you may dial 374-3361. Evaluatlon/Teatlng 651 LOCATIONS Exceptional Children LRSD Administration Bulldlng 374-3361 Gifted/Talented 810W. Markham, 72201 630 Mable Donaldson, Supervisor Admlnlatratlon Annex 374-3361 Special Education 654 100 S. Arch, 72201 Dr. Patty Kohler, Director Adult Education 370-1664 Family Ufe Education/New Futures 661-1928 1401 Scott St, 72202 Rene Caraon, Coordinator Cafeteria/Food Services 372-3128 Federal Programs 1123 1501 Jonea, 72202 Dr. J.J. Lacey, Jr., Director lnatructlonal Resource Canter (IRC) 661-1780 Flnanclal Services 618 3805 w. 12th, 72204 Mark Mllhollen, Controller English 661-4608 Foreign Languagea 663-6305 Foreign Languagea 661-4608 Marie A. McNeal, Supervisor Math 661-0353 Health Servlcea 122,135 PAC 666-2235 Gwen Efird, Coor. (beeper)569-0244 Mualc 661-1276 HIPPY 138 Reading 661-1780 Marian Shead, Supervisor Science 661-1905 Human Reaourcea 607 Social Studies 661-4608 Lynda White, Director VIPS 666-1515 lnatructlonal Reaourcea Center 661-1780 Metropolitan Vo-Tech. Ed. Ctr. 565-8465 Dr. Mary Moaley, Director no1 Scott Hamilton Road, 72209 KLRE/KUAR FM 569-8485 Plant Servlcea/Malntenance 565-5504 Regina Dean, Mgr. 3601 S. Bryant, 72204 Labor Relations 689 Purchasing/Supply Canter 370-1681 Brady Gadberry, Speclaliat 1800 E. Sixth, 72202 Ubrary/lnstructlonal Tech 635 Transportation Dept 562-6300 Jim Hardwick, Supervisor 5400 Murray, 72209 Mathematics 661-0353 Quigley Stadium 374-7118 Dianne Wood, Supervisor 2409 w. 14th, 72202 Music/Fine Arla 661-1276 661-9305 Leon Adams, Supervisor DEPARTMENTS N-Futurea 828 Adult Education 664 Unda Young, Ualaon Paulette Martin, Director Parent Advisory Councll 666-2235 Athletic Department 683 Annie Abrams, Coordinator Dr. Joe Murry, Director Parent Recruiters 638 Business Ed/Home Economics 568-5785 Planning, Research and Evaluation 651 Nadine Marcum, Supervisor Sterling Ingram, Director CARE Program 372-6282 Plant Services/Maintenance 565-5504 Martha Rogers, Supervisor Doug Kendall, Director Cafeteria/Food Service 686, 372-3128 Pupli Services/Pay. Testing 668,670 Jackie Boykin, Director Jo Evelyn Elston, Director Communications Department 611,612 Purchasing Department 681 Becky Rather, Director Charlea Neal, Director Computer Central 666-0136 Reading 661-1780 Computer /Data Processing 613 Dr. Mary Mosley, Director David Klngsella, Director Science 661-1928, 661-1905 Desegregation 604 Dennis Glasgow, Supervisor Jamea Jenning, Asaoc. Supt Scott Field 666-24n Drug Abuse Prevention 117 Social Studlea 663-6305 Unda Brown, Coordinator Early Childhood Education Marie McNeal, Supervisor 374-1265 Staff Development 661-()482, 661-0483 (Rockefeller, LIiiie Carter, Asa't Prln.) Student Assignment Office 604 Educational Programa/Staff Development 601 Substitute Office (SOS), 374-3413 Eatelle Matthla, Asaoc. Supt Sue Rodgera, Coordinator 105,137 Dr. Vic Anderson, Asat. Supt 634 Student Records 659 Margaret Gremllllon, Asat Supt. 633 Rachel Myera, Asat. Supt 627 Superintendent's Office 610,640 Richard Wright, Supervisor Dr. Ruth S. Steele, Supt. Transportation Dept. 562-6300 Dr. Herb Cleek, Deputy Supt. 602 Richard Johnson, Director Supply Center 682 Vocational/Tech. Ed. Center 565-0524 Leonard Wlllls, Mgr. James MIiier, Director Support Services 603 Vo-Tech Print Shop 565-2879 E.M. \"Chip  Jones, Manager Terry Kirkpatrick, Mgr. Trade/lndutrlal Ed. 568-5785 VIPS 666-1515 Gayle WIison, Acting Coordinator Central Office Support Staff Aaron, Leona, FS Trainee ........................................................ 686 Davis, Johnnie, Trans. Mech. ...................................... 562-3825 Adams, Polly, Voe. Ed. Secy ......................................... 565-0524 Devore, Dana, Trans. Supv ........................................... 562-4226 Adams, Wayne, Facll. Coor ........................................... 565-5504 Driver, Juanita, Fin. Serv ......................................................... 621 Akbar, B.J., Trans. Dispatch .......................................... 562-4435 Dunbar, Ethel, Eval Spec ......................................................... 665 Allen, Malinda, Math ...................................................... 661-0353 Eagles, Carletta, Food Serv. Whs ............................... 374-5414 Allen, Martha, Voe. Ed. Coun ......................................... 565-8465 Edwards, Diane, Sp. Ed. Secy. .. ............................................ 118 Anderson, John, Cust. Supv ......................................... 565-5504 Ellis, Archie, Trans. Supv ............................................. 562-1577 Armstead, Vicki, Communications Secy ............................... 611 Eubanks, Gall, Purch. Supv ................................................... 681 Armstrong, Ramona, Ins. Secy ............................................... 607 Farris, Christine, Fd. Serv. Whs .................................... 374-5417 Armstrong, Shella, Food Serv. Relmb. Coor ......................... 686 Fairfax, Harrison, Cust. Supv. ...................................... 565-8412 Aycox, Carutha, Fin. Serv ....................................................... 619 Fells, Cedric, Trans.Mech ............................................. 562-3825 Baler, Keith, Trans. Mech .............................................. 562-3825 Ferguson, Anne, Fam. Ute/New Futures .................... 661-1905 Barksdale, Diane, Nutrition Ed. Coor . ....................... ! ............ 686 Forbes, Betty Jean, Staff Asst. .............................................. 640 Barnes, Kenneth, IRC Aide ............................................ 661-1780 Forbess, BIii, Const. Mgr. . ........................................... 565-8487 Bates, Herron, Custodial Supv ..................................... 565-8412 Beard, Ken, FS Main. Tech ............................................. '. ........ 686 Fry, Ben, KLRE/KUAR FM ............................................ 569-8485 Fulmer, Angle, Deseg ............................................................. 144 Bennett,Pauline, Human Resources Secy ............................ 138 Fulmer, Lena, Sp. Ed. Supv ..................................................... 647 Benton, Belle, Pupil Serv. Secy .............................................. 122 Furrer, Jean, Food Serv. Supv ............................................... 686 Blagg, Lynn, Instr. Secy .... : ........................................... 661-4608 Gambill, Karen, Psy. Exam ..................................................... 648 Bledsoe, Emma, Admln. Cust ............................ , ..................... 112 Gardner, Gayle, Math Secy .......................................... 661-0353 Bonds, Michelle, Switchboard Oper ........................................... 0 Gentry, Ruthie, Desrg. Secy .................................................. 604 Brant, Dennis, Computers Spec ................................... 666-0136 Glenn, Randall, Special Ed .................................................... 658 Bray, Shirley, Fin. Serv ............................................................. 620 Goetschlus, Carol, Family Ute/New Futures ............ 661-1928 Brewer, Jerry, Trans. Mech .......................................... 562-3825 Grable, Hazle, FS Bookkeeper, .............................................. 686 Brock, Dorothy, Fam. Life/New Futures ...................... 661-1928 Graves, Barbara, Sp. Ed. .. ...................................................... 652 Brooks, Sharon, Eval. Spec ..................................................... 127 Green, Dorothy, Psy. Test. Secy ............................................ 117 Brown, Linda, Drug. Abuse Prev. Coor ................................. 117 Green, Marc. FS Driver .................................................. 375-7192 Brown, Wlllle, Adm. Bldg. Mgr ................................................. 112 Griffin, Beverly, Eval. Secy ................................................ ... 651 Browning, Benita, Fin. Serv ..................................................... 605 Griffin, Robert, Sup. Cr. Asst. Mgr ........................................ 682 Caraway, Gwen, Purchasing .................................................. 125 Hampton, Sylvester, FS Driver .................................... 375-7192 Carter, Ouida, Athletics Secy ................................................. 683 Hamilton, Deborah, Trans Disp ................................... 562-4435 Cash, Willard, Trans. Mech .......................................... 562-3825 Handley, Marcy, SOS Asst. Coord ....................... 105,374-3413 Chapman, Susan, Sp. Ed. Supv. CBI ...................................... 130 Harris, Joseph, FS Whs . ................................................ 375-3192 Childress, Margie, Trans. Supv ..................................... 562-1577 Hayes, Steve, Maint. Supv ........................................... 565-5504 Clevenger, Sharon, Mgr. Trainee ............................................ 686 Haygood, Angella, Eval/Test .................................................. 659 Connolly, Robert, Data Processing ........................................ 613 Harper-Brooks, Linda, Sp. Ed. Secy, .................................... 654 Cooper, Floyd, Trans. Supv ........................................... 562-3617 Hearne, Mlllicant, PIE .................................................... 666-1515 Corker, Sue, Reading .................................................... 6611780 Heggs, Ursella, PAC Secy ............................................ 666-2235 Cothren, Constance, FS Whs ........................................ 37 4-5417 Herndon, Sherry, Reading Secy .................................. 661-1780 Coulter, Cora, Psy. Exam ......................................................... 120 Hill, Claudette, Psy. Test. Secy .............................................. 670 Cox, Tanya, Fin. Serv ............................................................... 684 Hilton, Betty, Food Serv. Supv ............................................... 686 Cranford, Joan, Fin. Serv ......................................................... 661 Hobby, Dr. Selma, Eval. Spec ................................................. 127 Crawford, Pam, Computers Spec ................................. 666-0136 Hodges, Lela, VIPS ........................................................ 666-1515 Crow, Shirley, FS Whs. Mgr ........................................... 374-5417 Honorable, Maggie, Human Resources ................................ 139 Dal Santo, Judy, Food Serv. Secy ............................................ 686 Horton, Mary Jo, Reading ............................................ 661-1780 Davis, Becky, Data Processing .............................................. 613 Hudson, Valerie, VIPS .................................................... 666-1515 Davis, Betty, Eval. Spec .......................................................... 650 Huff, Constance, Sp. Ed ......................................................... 130 3 I 11 I II 11 4 II Huffman, Krls,IRC .......................................................... 661-1780 Hughett, Carol, Exec. Asst. Support Services .................... 603 Ivory, Rose, Reading Coor ............................................. 661-1780 Ivy, Janet, Mgr. Trainee.......................................................... 686 Jackson, Debbie, Data Proc. Secy ....................................... 613 Jackson, Roy, Cuat. Supv ............................................. 565-8412 Jackson, Pearline, Reading .......................................... 661-1780 Jacobs, Joyce, Sp. Ed. Secy .................................................. 658 Johnson, Mickey, FS Driver .......................................... 375-7192 Jones, Linda, Schools Secy .................................................. 141 Jordan, Trey, Trans. Mech ............................................ 562-3825 Joyce, Usa, Reading Secy ............................................ 661-1780 Kelly, Doris, Ina. Tech/Ub. Secy .......................................... 635 Klllsgaard, Sharon, Music/Art Secy ............................ 661-1276 Kilpatrick, Wlllle, Math .................................................... 661-0353 Knox, John, Food Serv. Whse Mgr ................................ 375-7192 Kumpurls, Pat, Exec. Asst to Supt ........................................ 610 Larch, Phllllp, Admln, Printer ................................................ 115 Latch, Karen, CARE ........................................................ 372-6282 Lincoln, Betty, Computer Spec ..................................... 666-0136 Little, Carole, FS Whse . .................................................. 375-7192 Lyon, Lucy, Library Cood .............................................. 374-3361 McCraw, Helen, Data Proc..................................................... 644 McDowell, Jean, Fin. Serv ...................................................... 106 McIntyre, Nina, Psy. Exam .................................................... 119 McMullen, LIiie, Pay. Exam .................................................... 143 Mantell, Frances, Psy. Exam ~ 649 Masterson, Marilyn, Mgr. Trainee ........................................ 686 Matson, LeeAnn, VIPS .................................................... 666-1515 MIiam, Judy, Reading .................................................... 661-1780 Milhollen, Charlotte, CARE ............................................ 372-6282 MIiier, Brenda, Deseg. Secy .................................................. 604 Moore, Avis, KLRE/KULAR FM .................................... 569-8485 Moore, Cathlne, CARE Coor ......................................... 372-6282 Moore, Dr. Jimmy, Evlron. Prot. Cood .......................... 565-8525 Moore, Murial, Sci. Secy ................................................ 661-1905 Morgan, Nancy, Data Proc ..................................................... 641 Murray, Fran, Purchasing ...................................................... 681 Myers, Nona, Psy. Test. Secy ................................................ 670 Nagel, Peg, Fin. Serv ............................................................. 615 Norris, Margaret, Homebound Teacher .............................. 654 Norton, Faye, CARE ........................................................ 372-6282 oBaugh, Randy, Asst. Whse, Mgr ............................... 375-7192 Odle, Vlckl, Psy. Test Secy ..................................................... 670 Palmer, Brownyn, Sp. Ed ........................................................ 129 Paul, Annita C., Fam. Ute/New Fut. .............................. 661-1928 Payne, John, Cust. Supv ............................................... 565-8412 Pederson, Sue, Exec. Asst. Deseg ........................................ 604 Perkins, Cynthia, Data Entry ................................................ 144 Phillips, Don, Trans. Dispatcher .................................... 562-4456 Porch, LIiiian, Gifted Secy...................................................... 630 Putt, Paulette, Voe. Ed. .. ................................................ 568-5785 Quattlebaum, Larry, Pay. Exam ............................................ 646 Raatlkalnen, Netra, Dropout Prev. Secy ............................... 639 Rector, Janet, Plant Serv. Secy ..................................... 565-5504 Reevea, Sharon, Parts Clerk ......................................... 565-0843 Renaud, Nan G., Data Proc. .................................................. 114 Rhodes, Albert, Sup. Ctr ....................................................... 682 Rhodes, Doug, FS Main. ........................................................ 686 Richardson, Annie, FS Whse ........................................ 374-5417 Richardson, Jacquline, HIPPY Coor. .................................... 663 Ridgell, Shirley, Human Resources, Secy. .......................... 608 Robinson, Bettye, Trans, Supv ..................................... 562-1S80 Robinson, Dorothy, Mgr. Trainee .......................................... 686 Robinson, Jack, Const. Mgr .......................................... 565-8487 Robinson, Robert, Human Res. ............................................ 645 Rodgers, Norma,Exec. Asst. Adm ......................................... 602 Rodgers, Sue, SOS Coor ....................................... 137,374-3413 Rolllns, Robert, IRC Aide .............................................. 661-1780 Roper, Annette, HIPPY Coor ................................................. 663 Rose, Shyrel, Sp. Ed. .............................................................. 129 Rudley, Bertha, VIPS Secy ............................................. 666-1515 Runshang, Mary, English .............................................. 661-1859 Ruffins, John, Data Processing ............................................ '109 Rynders, Diane, Coor, Gifted ................................................ 631 Sanders, Jacqueline, Deseg. ................................................ 144 Senders, Lynette, Fin, Serv ................................................... 673 Saults, Chuck, KLRE/KUAR FM .................................... 569-8485 Schult, Shala, Fam. Ute/ New Futures ........................ 661-1905 Scoggins, Leola, Math .................................................... 661-0353 Sellers, Richard, FS Supv. Mgr ............................................. 686 Seymour, Merrlal, Purchasing .............................................. 681 Shastri, Hope, Computer Spec. . ................................... 666-0136 Shepherd, Martha, FS Trainee .............................................. 686 Smith, Elwanda, Plant Serv. Secy ................................. 565-5534 Smith, Gary, Sp. Ed. CBI ........................................................ 131 Smith, Jewel, Custodian Annex ............................................ 672 Smith, Linda, Exec. Asst. Admln ............................................ 601 Smith, Mary, Trans. Secy ............................................... 562-6300 Smith, Dr. Paul, Eval. Spec ..................................................... 650 Smith, Paula, Math .......................................................... 661-0353 Smith, Vernon, Const. Mgr ............................................. 565-8487 Soo, Evelyn, Computer Spec. . ..................................... 666-0136 Splnelll, Gretchen, Purchasing .............................................. 681 Spurgeon, Helen, Pupil Serv. Secy. ...................................... 668 Stearns, David, Trans. Mech ......................................... 562-3825 Steelman, Mary Lynn, Sp. Ed. Speech Coor ....................... 656 Stephens,. Rose, Food Serv. Secy ....................................... 686 Story, Wallace, Psy.Exam ...................................................... 128 Sutton, Anna, FS Secy ............................................................ 686 Sutton, James, Supply Center .............................................. 682 Swint, Janice, Fin. Serv ......................................................... 617 Tackett, Richard, Data Processing ........................................ 613 Tadlock, Mary Sue, Eval. Spec ............................................. 657 Tate, Sharrell, Purchasing ...................................................... 681 Teeter, Judy, Reading .................................................... 661-1870 Terry, Thomas, Sup. Center .................................................. 682 Thomas, Deborah, HIPPY Aide .............................................. 663 Thomas, Jimmie, FS Trainee ................................................ 686 Threet, Lois, Fed. Prog. Secy ................................................. 623 Tipton, Charles, FS Whs ................................................. 375-7192 Trowell, Judy, Math ........................................................ 661-0353 Tucker, Deborah, Purchasing .............................................. 681 Tucker,Mary Ann, Plant Serv. Secy . .............................. 565-8487 Umfleet, Don, Ins. Tech./Ub ................................................. 637 Underwood, Dorothy, FS Supv ............................................. 686 Van Drlesum, Pat, Human Rsources .................................... 645 Vlner, James, Trans. Foreman ...................................... 562-3825 Wallls, Carolyn, Fin. Serv ....................................................... 666 Walls, Colleen Sue, IRC .................................................. 661-1780 Wallworth, Betty, Inst. Tech/Ub Secy ................................. 113 Washington, Charlotte, Schools Secy ................................. 624 Washington, Daniel, Plant Serv ..................................... 565-5504 Washington, James, St Assign. Ofer ................................... 604 Webb, Patti, KLRE/KUAR FM ........................................ 569-8485 WIiiiams, Tommy, Supply Ctr ................................................. 682 Whalen, Mike, Trans. Supv ........................................... 562-4226 WIison, Gayle, VIPS ........................................................ 666-1515 White, Anthony, Supply Ctr ..................................................... 682 Young, Elizabeth, FS Trainee ................................................ 686 White, Rita, Human Rea ........................................................... 606 Zawislak, Anna, VIPS .................................................... 666-1515 Wledower, Julie, Parent Recruiter .......................................... 638 Zoch, Edwin, KLRE/KUAR FM .................................... 569-8485 WIiiiams, Ethel, Trans. Secy .......................................... 562-3463 Woosley, Lucy, Fin. Serv ......................................................... 632 WIiiiama, Patty, Secy. Ub. Serv ............................................... 614 Wright, Ruth, Fin. Sev ............................................................. 618 WIiiiams, Ruth, Data Processing ............................................ 108 Zollar, Margaret, Family Ufe/New Futures ................ 661-1928 WIiiiams, Wanda, FS Warehouse ................................ 374-5417 Other Frequently Called Numbers PTA Council President Delores Egeaton ........................ 682-7683/227-9855 Little Rock Association of Educational Office Personnel President Nancy Wuneburger .................... 455-2413/565-0146 1st Vlce Pres. Sarah Shelman .................... 663-3391 /666-8836 2nd Vlce Pres. Mattie Ruth Tipton .............. 565-0314/565-7671 Rec. Secy. Pamela Plant .............................. 372-0251/661-1136 Corr. Secy. Shelby Rivera ............................ 224-0069/776-3463 Treas. Nancy Johnson ................................ 225-3358/227-0995 Past Pres./Advlsory Barbara Allen ............ 565-0924/565-0242 Little Rock Classroom Teachers Association 1500 W. Fourth, Suite 305 .............................................. 372-3519 President Grainger Ledbetter .................... 372-3519/663-6142 Vlce Pres. Eleanor Coleman ........................ 666-5415/664-3150 Sec. Use lewis ................................................ 565-0324/224-026 Treas. Betty Mitchell .................................... 664-7073/982-0789 Exec. Dir. Frank Martin .................................................. 372-3519 Adm. Ass't Sarah Fraser ................................................ 372-3519 Principals' Roundtable President Pat Price ...................................... 455-3320/224-7194 Pres. Elect Rudolph Howard ........................................ 565-0314 Sec. Dr. Ed Jackson .................................... 666-0346/224-8239 Treas. Nancy Volsen .................................... 225-1215/851-3886 Parl. Mary Louise Williams .......................... 661-9000/376-2255 Administrative Staff Association President Rene Carson .................................................. 661-1928 Vlce President, Marie McNeal ...................................... 661-4608 Treas., Joe Murray .......................................................... 370-1683 Secy., Nadine Marcum .................................................. 568-5785 Auditors Thomas \u0026amp; Thomas, Heritage West Bldg.,375-2025 Attorneys Friday, Eldredge, Clark, First Commercial Bank Bldg., 376-2011 School District Physician Dr. Terry Yamauchi, Ark. Children's Hospital, 370-1417 Treasurer Louis J. Schaufele, Worthen Bank Bldg., 378-1000 Arkansas Department of Education ............................ 682-4475 Arkansas Education Association .................................. 375-4611 Arkansas Teachers' Credit Union ................................ 375-9250 Arkansas PTA .................................................................. 372-2342 LRSD Insurance Office .................................................. 370-1607 Little Rock Teachers Credit Union .............................. 374-7119 Magnet Review Com. Office .......................................... 758-01 56 Metropolitan Supervisors Office .................................. 376-6200 New Futures .................................................................... 374-1011 Pfeifer Camp .................................................................. 821-3714 Pulaski County Ed. Cooperative .................................. 375-2240 Substitute Office Service Elementary ...................................................... 374-3414 Secondary ........................................................ 374-3415 Tri-District Alternative learning Center ...................... 374-7525 LRSD Personnel Directory The Personnel Directory is produced by the Human Resources, Data Processing and Communications Departments of the Little Rock School District. Employees' address and /or telephone changes should be sent as soon as they occur to the Human Resources Dept. Forms are provided in the principals' offices for this purpose. Changes or additions to the first six pages should be sent to the Communications Dept. 5 Schools Princigals Secret~ries Cafeteria Nurses Badgett Mary Golston Wanda Mink Mary Lynch Estella Jones Lee Bale Levanna WIison Lucy Hendrick Barbara Glover Deborah Bolla Baaellne Robert Brown Kitty Land Jean Loctsche MIiiie McKenzie Booker WIiiiam Finn Marye Powell Erma Brown Uvlta Scott Brady Karen Buchanan Jackie Wherry Olene Curry Estella Jones Lee Carver Mary Guinn Betty Simpson Vivian Harris Mary Jo Curtis Central Everett Hawks Pattie Teach Betty Rone Nina WIiiiams Chicot Otis Preslar Louise Tucker Edith Highley Margaret Bland Cloverdale Elem. Sadie Mitchell Nettle Higgins Darcua Johnson Stevie Lowder Cloverdale Jr. Gayle Bradford Darlene Martinek Joyce Weems Stevie Lowder Dodd Mary Jane Cheatham Sue Mitchell Charlene Jay Vickie Burney Dunbar Robert Robertson Marilyn McGrew Bobble Dickerson Anita Armstead Fair Al Niven Nan Howard Ruby Mickle Kay Mosely Fair Park Catherine GIii Edith Treadway Claire Burch Nona Spradling Forest Heights James Wise Sarah Shelman Dalta Morgan Jo GIiium Forest Park Virginia Ashley Pat Lusby Carolyn Cole Nona Spradllng Franklln Connie Aston Deana Keathley Essie Rayford LeJeun Greer Fulbright Mac Huffman Nell Ross Sylvia Boren Margaret Bland Garland Dr. Cheryl Simmons Rachel WIiiiams Carolyn MIiier Doris Ward Geyer Springs Eleanor Cox Karen Littleton Mae Kyzer LeJeun Greer Gibbs Donna Davis Pam Plant Ellzabeth Young Ellzabeth Anglln Hall BIii Barnhouse Kay Gunter Laurine Harrison Janice Yeatman Henderson Richard Maple Nancy Johnson Kathleen Bisbee Marllyn Hagberg lah Lonnie Dean Winnie Camp Annie Richardson Vickie Barney Jefferson Francis Cawthon Barbara Ball Audrey Walker Jo GIiium Mabelvale Elem. Dorothy Faulkner Jo Gr enlee Brenda Browning Frankie Falkner Mabelvale Jr. Clell Watts Nancy Wuneburger Rita Farner Frankie Falkner McClellan Rudolph Howard Frances Rodgers Shirley Henson MIiiie McKenzie McDermott Mike Ollver Bobble Sh ets Earllne Collins Nona Spradllng Mann Marian Lacey Lynda Qualls Laura Tanner Becky Sage Meadowcllff Jerry Worm Jessie Webb Arlene Chambless Vickie Barney Metropolltan Dr. Doyle DIiiahunty Margaret Holt Brenda Matthews Mitchell Donita Hudspeth Carrie Allon Mary Buie Estella Jones Lee Otter Creek Pat Price Sandi Wilbanks Ruby Motley Marilyn Hagberg Parkvlew Junious Babbs Carolyn Alexander Nancy Stogner Barbara Bonner Pulaski Heights Elem. Eddie McCoy Margie Northcutt Rose Wright Martha Engelberger Pulaski Heights Jr. Ralph Hoffman Kathy Jarrett Rose Wright Martha Engelberger Rlghtsell Kay Loss Minnie Vault Mentha GIiiiam Ellzabeth Anglln Rockefeller Anne Mangan Regina Thomas Wanda Mobley Cindy Warren Romine Lionel Ward Ren Smith Reba Henson Ann Callaway Southwest Charity Smith Linda Anderson Gall Ivy Deborah Bolls Stephens Stan Strauss Beverly Harris Carol Little Chris Beasley Terry Nancy Volsen Ann Campbell Pam Lawson Kay Mosely Wakefield Lloyd Black Sharee Bell Sarah Farnam Anita Armstead Washington Bobble Goodwin Veola Hayes Pat Singley Abbott Chrla Beasley Watson Dr. Diana Glaze Annie Davidson Martha Shepherd LeJeun Greer WHtern HIii Margie Puckett P ggyWeeks Irene Gulley Janice Yeatman WIiiiama Dr. Ed Jackson Christy Harris Constance Moore Sue Sheppard WIison Reine Price Barbara Allen Georgetta Moore Ann Callaway Woodruff Pat Hlgglnbothm Arleen Settles Annie Richardson Ann Callaway 6 Adult Education Center 1401 Scott St. 370-1663 BANKS AVERY M BLACKNALL REVA J BRIGHTON VIRGINIA A BROWN ANNA P DERRICK ANITA E DIXON IDA M EMMEL SHARON K GATLIN DONNY R GORDER DELIA D HATTON-CONAWAY RUBY L HAYGOOD JR CHARLES E HENSLEE MARY J HOLT DONNITA M HUMPHREY ELLA M KINDY LINDA L LADRIE-MACKEY SUSAN LARRY BETTY A LOVELACE EVELYN L MARTIN PAULETTE H MCCLURE JAMES L MUTTON MARYE OVERTON BETTYE C PARKER FAYE L PATTERSON DOROTHY J SANDERS BOBBIE J SHADDOX LINDA A SMITH CHARLOTTE STANLEY BERTHA 0 STEVENS LINDA S STEWART KENNETH W STOKES JOANN TEH POH G THORNTON MATTIE A WHITEHEAD KIMBERLY A WHITESIDE IDA L WILBANKS PATRICIA A WILLIAMS KELLY J YARBERRY MARYL ADULT ED ADULT ED ADULT ED COM ED ADULT ED ADULT ED ADULT ED ADULT ED COM ED ADULT ED CUSTODAN COM ED SECRETRY SECRETRY AST DIR COM ED STATE LI COM ED DIR CUSTODAN ADULT ED ADULT ED ADULT ED ADULT ED ADULT ED ADULT ED ADULT ED ADULT ED COM ED ADULT ED ADULT ED COM ED ADULT ED CONSULT ADULT ED ADULT ED ADULT ED ADULT ED 320 JOHNSON 22 OLD GLORY COURT 5702 BLUE BELL 919 THELMA STREET 209 WEST MILITARY P.O. BOX 164067 24694 KNABE LANE 1700 SOUTH TYLER 72015 72209 72118 72015 72118 72216 72210 72204 801 SOUTH RODNEY PARHAM 3 32 BONNIE PARK DRIVE 72205 71601 72206 72114 72202 72204 72206 72207 72207 72114 72206 72204 72076 72076 72214 72202 72205 72116 72116 72204 72212 72209 72204 1323 WRIGHT AVE APT 112 3507 EAST WASHINGTON #54 21 BUTTERMILK 4311 WEST 24TH #3 RACHEL COURT 1700 SANFORD DRIVE 1101 N. CLEVELAND ** 14501 SARA LYNN DRIVE 2008 SOUTH CEDAR RT 2 BOX 481 1908 N JAMES PO BOX 4592 5520 WEST 30TH 9415 CERELLE DRIVE 2011 AZTEC APT 14-2 4709 BUNKER HILL DR 3900 GILMAN 12193 RIVERS DRIVE 8200 WINTERWOOD DRIVE 1801 FAIR OAK DRIVE 801 SOUTH RODNEY PARHAM 614 NEWCOMB 904 HEALY 1904 N JAMES 3 SOUTHERN OAKS COURT 1501 SOUTH PULASKI P.O. BOX 61 3 72205 72015 72117 72076 72209 72202 72103 Badgett Elementary 6900 Pecan Road, 72206 490-1582 ADAMS ARBELLE ALBERT REJEANA J BOYLES MILDRED J CAMPBELL ETHEL J CHILDS SANDRA D GOLSTON MARY R GRAY KATHRYN M HOLMES ANNE I HUGGINS BILLY R JONES ESTELLA R JONES MARY R LYNCH MARYE MCCRUEL LESLIE L MCGOWAN DORIS J MCKENZIE VERA M MCLENNAN ANNE FS WRKR ELEM V SPEC ED ELEM III ELEM IV ELE PRIN AIDE G \u0026amp; T CUSTODAN NURSE FS WRKR MGR F/S CUSTODAN ELEM I AIDE ELEM II 2901 LOMA DRIVE 9615 BASELINE ROAD 114 BOOKER 3806 DEBUSK CIRCLE 427 SOUTH ASH APT B 8 419 LABETTE ** 200 ELWOOD P.O. BOX 205 13222 QUAIL BEND DRIVE 23 BEAUREGARD 3819 HOLT 3001 BATTERY 3505 HIGH 11 HATFIELD 2 ALBRIGHT CIRCLE 72206 72209 72205 72206 72032 72204 72206 72076 72183 72206 72206 72204 72206 72206 72209 72206 776-2803 562-8759 758-2803 778-4747 753-2261 376-3437 821-3747 372-4710 225-3108 534-5312 221-1503 945-7174 ** 664-5107 888-4055 221-7509 666-8218 ** 888-7318 664-8164 988-2450 ** 565-5936 664-9468 224-2963 ** 753-5610 565-7268 225-8433 568-2415 666-7073 225-3108 778-6368 945-2430 ** 562-3296 664-0014 455-3992 490-1941 565-6837 663-7331 374-4433 329-6156 225-5594 ** 835-8953 897-4630 897-5902 490-0734 ** 374-5924 374-7101 374-0559 372-0333 7 MINK WANDA L NEELY VERDELL M PHILLIPS THELMA ROTH GRETCHEN A ROWE MARY M SALMON KATHLEEN A SCRUBBS JR WALTER SINGER PATRICIA B SNOWDEN SALLIE R SUSKIE KARLI D TRIMBLE BETTY J VALUE TERRIL WATSON MERLYN F WILSON JANICE M WOOD CRYSTAL A SEC PRIN CLK LIB AIDE ELEM VI READING ELEM I AIDE ELEM IV MATH ELEM III ELEM VI SPEECH LIBRN AIDE KINDER 6409 FACTS COURT 1912 RICE STREET 6406 DOVE LANE 9 FOREST BROOK COURT 17 FOREST BROOK COURT 119 ALMOND COVE 2803 ARGYLE 3705 MCCAIN PARK APT R 18 LONGSTREET DRIVE 601 NAPA VALLEY DR APT 1904 EAST CAPITOL 3010 WEST 11TH 25 JANWOOD DRIVE 3948 ARAPAHO TRAIL 215 NORTH CLAREMONT 72209 72202 72206 72211 72211 72116 71601 72116 72206 71 72211 72202 72204 72207 72209 72116 Bale Elementary 6501 32nd, 72204 565-6621 ALLEN SHIRLEY A AUSTIN SHIRLEY A BARLUND SARAH L BONE BRENDA J BOWMAN CHARLIE BRANCH MARTHA A BROWN CLARA J CARR SUSIE CARTER CHARLES R CHILDS FRANCES C CONLEY FRANCES J CUNNINGHAM ELIZABETH DOCKERY MAE K DOUGLAS PATSY G EFIRD WENDY L EL-AMIN LOUISE FLOWERS MARTHA L FRITH CHARLOTTE K GADDY ELLISTINE GENTRY-HEARD RENEE' GEURIN RAMONA M GLOVER BARBARA J GOODEN CORINE HENDRICKS LUCY M HUDSON MARY B HUTTO MARYE JACKSON JR JOSEPH JOHNSON CARTHORIA MALLETT ORA D NELSON JOANNE NELSON WILBURLENE R PADILLA PAULA A ROBERTS VICKIE R ROGERS CHARLENE I ROUSE WARREN J SCHOFIELD SANDRA STRICKLAND WINIFRED STULL SUE C TALLEY HELEN J TARKINGTON SUSAN D THWEATT SUET UNDERWOOD LEIGH A 8 ELEM MUS AIDE SPEECH AIDE cuSTODAN ELEM I ELEM I FS WRKR ELEM IV AIDE ELEM II ELEM I ELEM V ELEM II AIDE AIDE CUSTODAN SPEECH ELEM IV SPEC ED KINDER MGR F/S FS WRKR SEC PRIN AIDE ELEM III ELEM VI ELEM III ELEM III ELEM V CLK LIB G \u0026amp; T AIDE KINDER COUNSELR LIBRN AIDE SPEC ED ELEM II MATH AIDE ELEM VI 5106 NANCY COURT P O BOX 2771 4 HERITAGE COURT 1808 MARSHALL STREET 1923 SOUTH MAIN APT 27 8908 LEATRICE DRIVE 4508 WEST 17TH 1207 WEST 24TH 1323 SOUTH TYLER 9 SHAWNEE FOREST COVE ROUTE 2 BOX 91-C ROUTE 1 BOX 324 12007 TETON FOREST DRIVE 9303 TANYA DRIVE 5310 \"B\" STREET APT A 4319 WEST 19TH 4607 WEST 20TH 1102 BRAIR CREEK ROAD 3205 BOYD 230 RICE #6 BROOKRIDGE DRIVE 3805 HOLT ST 1601 S CEDAR RT 1 316 PINE DRIVE #24 BAY STREET 605 4TH AVENUE RT 4 BOX 142 11801 DESOTO FOREST 2415 JOHNSON 1223 SOUTH TAYLOR 1224 GEYER STREET 1016 5000 HAMPTON ROAD 4310 WEST 15TH STREET 4319 COBB 2604 DOVER LANE 7703 ILLINOIS 418 N. ASH 8305 LEATRICE 3715 HOLT 40 BARBARA DRIVE 6900 BRIARWOOD DRIVE 30 PATRICIA LANE 72204 72203 72211 72202 72206 72207 71601 72206 72204 72212 72032 72122 72212 72204 72205 72204 72204 72211 72204 72205 72205 72204 72204 72015 72204 72032 72117 72212 72204 72204 72202 72116 72206 72204 72206 72207 72205 72207 72204 72204 72205 72058 562-0504 372-1555 490-0757 221-1072 221-0809 834-8377 536-6639 ** 490-2431 225-2644 375-7899 666-9010 228-9510 565-2186 833-6953 565-4087 374-3176 227-5550 375-7213 376-3319 225-7629 536-4108 372-6830 375-2128 661-9132 327-3497 594-5662 663-1738 ** 666-7358 664-4819 664-2150 225-0244 224-3938 376-6649 223-8570 565-2774 ** 847-2211 224-4280 327-9997 ** 223-8162 661-0743 663-7793 374-5070 771-2095 666-6079 565-7848 374-9009 224-6022 ** 224-6514 565-1365 663-6909 666-5792 ** WALLIS LOLA M WARD REBECCA L WILSON LEVANNA M WILSON ROBERT L YEAGER JUDITH A FS WRKR SPEC ED ELE PRIN CUSTODAN READING 6709 WEST 65TH 2824 CIRCLEWOOD 1818 S JACKSON 3015 SOUTH CROSS 1118 WILD TURKEY COURT Baseline Elementary 3623 Baseline Road, 72209 565-5589 AX EDITH R BARNES ROSE M BROOKS LETITIA R BROWN JUDITH M BROWN JR ROBERT L CALDWELL JOSEPHINE B CARPENTER RUSSELL H CASEY DOROTHY A CHARLES KATHLEEN M COLEMAN BRIDGETTE D CRENSHAW ORAL CROW SHIRLEY E DEATON BETTY K GLASON DIANNE M HAMMONTREE LINDA L HAMRICK BARBARA L HARDESTY PATTY J HARRIS BEVERLY HOUSE KEITH L HOWARD DOROTHY M HUFFMAN CAROLYN A HUITT DONNA S HUSSEY PAULINE R JACKSON CONNIE M JAMES MARILYN K KING BILLYE LAMB ANITA J LAND KITTY F LOETSCHER JEANE MCCLAIN MARION K MITCHELL MARIA A MOORE CARRIE L NALLEY MARGARET R POTEET LISA B RENDEL RAYL ROBINSON PEARL D ROSE SHERRYL RUNYAN JUDITH A SIMS SHARON R SMITH PENNEY A SMITH WILLIAM 0 TRIMBLE VICKIE E VAUGHT JULIE A WARE KAREN J ELEM VI MATH ELEM III CLK LIB ELE PRIN AIDE AIDE AIDE READING FS WRKR COUNSELR MGR WHS ELEM III ELEM II MATH ELEM II ELEM II CUSTODAN ELEM VI KINDER ELEM IV ELEM V AIDE AIDE KINDER CUSTODAN ELEM III SEC PRIN MGR F/S ELEM I KINDER SPEC ED LIBRN SPEECH CUSTODAN FS WRKR ELEM I AIDE ELEM II ELEM II READING FS WRKR ELEM VI ELEM MUS 7815 HARMON DRIVE 2900 DORSET 116 SOUTH 24TH 19317 ARCH STREET 5000 VINE 2701 SOUTH CROSS 3109 CENTER ROUTE 2 BOX 122B 504 MCADOO 98 HEMLOCK COURT ROUTE 4 BOX 322 28217 BANDY RD 1049 CLINTON 3313 WEST 10TH RT 2 BOX 1090-A 8 ELKHART COURT 14400 JOAN ROUTE 1 BOX 305 11311 MARA LYNN APT 28 P.O. BOX 71 1020 VILLAGE DRIVE APT 54 21000 ARCH STREET 8711 MIZE ROAD 4010 ARAPAHO TRIAL 311 NORTH LINDEN ROUTE 1 BOX 336 13111 WEST MARKHAM APT 37 4013 WOOD DALE DRIVE 6 PAM DRIVE 10 WINDY COURT 2804 WEST 6TH 2200 RICE 13017 CRABAPPLE PLACE 82 LEFEVER LANE 609 PARKDALE 1207 WEST 24TH STREET 20 CLUB MANOR 5511 BASELINE #9 P.O. BOX 1896 BOX 585 8628 WOODRIDGE 4205 HOLT STREET #5 WADE DRIVE 200 SOUTH 19TH STREET Booker Magnet Elementary 72209 72207 72204 72206 72211 72207 72204 71923 72206 72116 72206 72206 72206 72205 72114 72117 72211 71923 72204 72058 72204 72103 72142 72205 72103 71923 72206 72209 72209 71601 72086 72211 72209 72002 72207 72205 72202 72209 72207 72117 72206 72118 72209 72360 72024 72116 72204 72106 71923 2016 Barber, 72206 376-3319 ADAMS SALLY U ADAMS VICTORIA M ALLEY MARYL ARMSTRONG MARTHA A CLK LIB FS WRKR SPEC INS ELEM VI 10 TARA COVE 2610 WELCH 7575 CANTRELL APT 38 10 ROOSEVELT 72118 72206 72207 72002 565-5134 224-6884 663-0119 376-2700 225-3804 225-9423 663-7376 246-7057 888-1580 758-8709 375-8055 375-6035 897-4347 663-7388 490-0193 834-8131 ** 246-8537 663-4854 679-3702 227-5294 455-3047 961-1519 227-4407 455-0231 246-6625 888-2936 562-8117 568-2281 534-1450 676-6147 225-8905 562-7537 455-4700 227-8842 664-4668 372-644 7 455-2081 224-1085 945-3752 372-6830 851-1219 565-6332 568-2635 552-3855 834-7267 562-6346 470-0632 246-9649 851-3303 376-2525 663-4420 455-0517 9 I I BARGE JANET E BROWN ERMA J BURRUSS MERILYN P CHARLESTON SANTONIA CHERRY SANDRA A COLFORD SUSAN COOK KATHY L CURRY VIRGINIA E DARBY RUBY F DAVENPORT JULIE K DICKERSON NORA K DOOLEY VIVIAN K DORER ROBERT A EILERS LINDA H ELLINGTON LORETTA FINDLEY KATHY M FINN WILLIAM F FLETCHER JUDY W GILMORE JOYCE A HARRELL ALICE L HEGARTY PATRICIA M HICKERSON JILL H HILL DORA B HOLLINS JONNY A HUIE CAROLYN K IVY DIANNE K JACKSON SHERYL B JEFFRIES VEARLON L JOHNSON MAYREAN S KARP ROSE MARIE KELLEY CLEMENTINE KELLEY LOIS W KINDER JAMES B KOEHLER YVONNE L LEHNHOFF DENNA N LEWIS LINDA S MANLEY TISA S MARSHALL JAMES A MCGUIRE STEPHEN K MCMORRAN MARYE MEFFORD ELIZABETH G MEYERDIRK CAROL A MIDDLETON PATSY A MOSBY LORRAINE L OLIVER ORA D PARKS CHERYL J PLEASANT CARWIN J POWELL MARYE M ROY PORTIA SARLO THOMAS C SCHWARTZ CATHY T SCOTT UVITA L SHER ELIZABETH SMITH EVELYN L SMITH MARY A SOLOMON ALICIA R TAYLOR CAROLYN W TAYLOR RHONDA R THOMAS WILLIAM L VAUGHAN ROSIE D WALLS BOBBIE J 10 ELEM II MGR F/S ELEM III AIDE MATH ELEM VI ELEM III AIDE ELEM V AST PRIN READING ELEM II ELEM PE G \u0026amp; T ELEM III AIDE ELE PRIN READING FS WRKR AIDE LIBRN KINDER FS WRKR AIDE G \u0026amp; T FS WRKR KINDER KINDER ELEM V ELEM IV ELEM V INTERN MUSIC ELEM PE ELEM V ART SEC PRIN CUSTODAN SPEECH SPEC ED ELEM IV IN CP SP AIDE COUNSELR AIDE ELEM I MUSIC SEC PRIN ELEM IV ELEM ART ELEM III NURSE ELEM I ELEM I SPEC INS ELEM I ELEM IV SPEC ED CUSTODAN FS WRKR KINDER 12 TOWNE PARK COURT APT 1 3024 BISHOP 1617 BATTERY ROUTE 2 BOX 543 ROUTE 1 BOX 478 600 NORTH MARTIN 1904 FRANKLIN 212 HILDA 11205 MARA LYNN RD APT 6 12800 ST. CHARLES BLVD 11 BIRCHWOOD DRIVE 5918 LIBERTY COVE ROUTE 1 BOX 239 6502 CANTRELL ROAD 10407 REPUBLIC LANE 2607 LEHIGH DRIVE 117 WHITEWOOD DRIVE #3 BUGLE COURT ** 1906 DOVER LANE 7419 OHIO #3-A 14307 RIDGEWOOD DRIVE ROUTE 2 BOX 109 E 1209 COLLEGE 2000 S GAINES 4004 MALLOY 26 OAK FOREST DRIVE 1218 WEST 28TH 11893 RIVERCREST DRIVE 914 SCHRINER COURT 6601 STERLING DRIVE 15 INVERNESS CIRCLE 8617 NANCY PLACE 8 SERENITY 5905 LOWRANCE 14308 RIDGEWOOD DRIVE 2600 JOHN ASHLEY DR D-202 1404 S WASHINGTON 3316 NORTH OLIVE 101 LANCASTER P.O. BOX 125 1201 SOUTHEDGE 13120 QUAIL CREEK #B 2607 DAISY COVE 2221 EAST WASHINGTON 2080 BROADVIEW #3 2714 STATE #3 KARON CT #3 LENORA LANE 2024 LLOYD COURT 5305 STONEWALL 912 BEDFORD 824 NORTH HARRISON 2150 WEEMS 3609 TUDOR DRIVE 6414 BASELINE ROAD APT 74 7905 DEERWOOD DRIVE 7905 DEERWOOD DRIVE 3300 WEST 13TH P.O. 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I BOSTIC TERRI J BROCK ANITA D BUETTNER SALLY G CRUDUP VERDA M DAY LORICE DOVERS LINDA M ELLIS EDDIE M EPPERSON BECKY J ESAU ERMA J FIELDS FREDERICK L FINN ARPHIA D HIGGINS NETTIE HOBBS BARBARA A HONTS TONIE HOOD SUSIE M HOWARD ERMA L IRBY JACQLYN JACKSON BERDINE JEFFERSON II LEON JOHNSON DARCUS J KORDSMEIER LINDA C LEWIS OCIE L LLOYD JULIA F MCCARTHER GERALDINE MCCONNELL DONALD R MCCULLOUGH JOYCE M MITCHELL SADIE M NAGEL DIANA K NICHOLS PATRICIA B PALMER BARBARA S PORTER SHELBY D POUNDERS FRANCESE ROWLAND MELLIE F SIMS SHIRLEY C SKELTON DONNA S SOLEE DEBORAH L STUART DOROTHY J THOMAS BARBARA J THRONEBERRY DOROTHY J TYLER FELECIA R VANECKO ALICE F WATERS DORIS Z WATSON JOYCE M CUSTODAN ELEM III ELEM I AIDE AIDE ELEM II ELEM V KINDER FS WRKR ELEM IV KINDER SEC PRIN CUSTODAN G \u0026amp; T AIDE FS WRKR SPEC ED ELEM VI CAMP SUP MGR F/S LIBRN AIDE ELEM III ELEM I CUSTODAN ELEM II ELE PRIN MATH AIDE FS WRKR ELEM. 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DAVIS WILLIAM R EARLEYWINE SONYA G ENOCH LYDIA L FISHER KENNETH L FRANKLIN CHRISTINE GOLDSBY LAVERNE G GREEN HARRY GULLETT TAMARA J HAMILTON ORALYN S HARRIS ANNITHA J HARRIS DONNA F HARRIS SHARON D HERVEY SCHARLOTTE A HILL KATIE A HOLLAND BEVERLY R HUNT SAMUEL INGRAM EARNEST R JOHNSON JOHN C JOHNSON PIVA JONES JACK A JONES PATRICIA A JOSHUA SHELDON KAZMIER JOHN W KORNEGAY CHRISTOPHER D LAMB CAROLYN F MARTINEK DARLENE B MASON DOYLE E MAYBERRY BONNIE B O'DELL JERRY B O'DELL REYDA M OWENS BEATRICE L PARKER PATTI J PATTERSON DAVID H PERKINS DORIS I PHILLIPS ANNAL PIKE PERRY R PRICE MICHAEL C SMITH GAIL P SMITH LAURA E SMITH LEROY SMITH SUSAN M SOUTHERLAND TERRY D STALLMAN GWEN S TAYLOR DEBRA S THOMAS JR GROVER TOMLINSON E. LEANN TURNER AMANDA J UKETUI IKE T VANPELT SHARON E WALKER SCHRYL R WARREN JUDITH L WASHINGTON DWIGHT B WASHINGTON ESTHER M WICKLIFFE ALICE E WILLIAMS DORIS J WILLIAMS GAIL K CAMP SUP ENGLISH REG BLDG ENG FS WRKR COUNSELR BOYS PE ENGLISH WRITING HOME ECO FS WRKR LIFE SCI AIDE FS WRKR SPEC ED MATH SOC STU B/G PE CUSTODAN COUNSELR ENGLISH MUSIC ART BAND B/G PE SEC PRIN SOC STU voe c OR MATH SPANISH AIDE BUS ED AST PRIN SCIENCE MATH MATH voe c OR SPEC ED COMP LIT CUSTODAN PHY SCI READING FS WRKR MATH CAMP SUP SOC STU PHY SCI MATH ENGLISH LIFE SCI SOC STU CUSTODAN SEC ATT READING SPEC ED LAN ARTS 708 PINE VALLEY ROAD 16509 OTTER CREEK PARKWAY 4222 AREHART DRIVE 72207 72209 72209 11401 MESA DRIVE APT 242 72211 15405 RENA ROAD 72206 72202 72209 72015 72212 72204 72205 72015 72206 72209 72209 72006 71601 2024 SUMMIT 77-A REDGATE ROUTE 7 149 EDGEWOOD 5 RIO GRANDE FOREST 1701 WESTPARK APT 238 2717 BISHOP RT 6 BOX 79 2221 ROCK STREET 7204 SHETLAND DRIVE 49 SOUTHERN OAKS EAST 6TH STREET NORTH POLK ** 2002 1019 3823 1100 1812 ** AMERICAN MANOR DRIVE N. 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BLUE SUSAN D BOYD ALENA R CHEATHAM MARY J CHILDERS SUSAN B CONDER ELIZABETH J DAVIS DORIS J DENTON YVETTE M DIMASSIMO SUELLEN H . 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Dodd, 7221 0 224-6609 BAILEY MILTON BARNHOUSE CAROL BATES BETTY S BENNETT TAMMY W BISHOP CHERRY A BISHOP DENNY J BOOTH DEXTER L 20 OTHR SCI MATH REG SPEECH ENGLISH CUSTODAN AST PRIN 719 BROOKSIDE DRIVE #4 1912 GUNPOWDER 6607 WEST WAKEFIELD DRIVE 11710 PLEASANT RIDGE #131 2007 WOODGATE 15A 12365 DAVID O DODD ROAD 700 E 9TH APT 6M 72205 72207 72209 72212 71601 72210 72202 374-1906 663-3528 565-5142 372-2705 327-8992 562-1030 375-9522 455-5631 ** 374-8130 888-2483 562-0861 758-0930 375-8922 562-2078 ** 771-0757 ** 663-6867 565-3739 982-4563 897-4751 536-7482 663-6142 376-3043 565-1159 666-8457 664-1520 255-3679 ** 661-1581 663-9296 372-4079 868-4130 663-9797 ** 945-2895 247-1740 663-3851 221-0755 329-0626 666-6348 ** 374-1435 663-7977 224-0495 375-7896 664-3729 ** 758-3770 224-4734 223-2646 225-4325 565-2297 221-2263 565-7528 223-9323 ** ___.. BRYANT DELOIS BURR BETTY R BURT GERALDINE H CALLAWAY EVELYN J CASTEEL JOANN CHRISTENSEN ROSE M CLEVELAND KIMMIE R COOPER JAMES L CRAWFORD BYRON A DECKARD KATHRYN M DEDMAN JR JOHN L ESKOLA GLEN E FARRAR ELIZABETH J FINCH ALICIA I FISHER JONATHAN FLINN TIMOTHY P GLASSCO BELINDA B GOOLSBY GERTRAUD GRAHAM LAURA A GRAY VICKIE K GRUMMER WILLIAM J HALL LINDA L HALL RHONDA J HARDIN JUDITH K HART JUDITH N HARTNESS PAUL J HIETT RUTHIE R HILL SUSAN HOBBS PAMELA A HOWARD NANCY L HULLUM BRENDA S INMAN ANN C JENKINS PATRICIA R JOHNSON JON M JOHNSON NORMA G JONES ARLINE JONES JUANITA B JONES MARGARET J KIRST VICTORIA J LEMON CINDY J LESTER OSCAR E LOGAN VICKIE L LONG WARDE LUCAS GEORGES LUNNIE SHERRY E MACKEY JAMES D MAGEE BETTY A MCCLURE JERRY L MCDANIEL BARBARA G MCGOVERN BARBARA J MCLAUGHLIN SHARON G MICKLE RUBY J MILLER ANTHONY L MOHUNDRO THOMAS S MOREY DONNA I MOSELEY KATHLEEN H MUELLER CAROLYN S NAHLEN MARTHA K NESBITT DENISE A NESMITH JOEL NICHOLS SHERRY A COUNSELR AST PRIN FS WRKR HOME ECO LIBRN OTHR SCI B/G PE ART CUSTODAN MUSIC AST PRIN MATH FRENCH SPEC ED CUSTODAN ENGLISH SPEC ED GERMAN HOME ECO ENGLISH voe coE ENGLISH ENGLISH SEC GUID COUNSELR ENGLISH AM HIST FS WRKR JOURNALI SEC PRIN MATH KINDER AIDE SOC STU SPEC ED BAND ENGLISH FS WRKR AIDE OTHR SCI CUSTODAN BIOLOGY OTHR SCI IND ARTS AIDE BOYS PE SPANISH BLDG ENG ENGLISH MATH AST PRIN MGR F/S CUSTODAN INTERN GIRLS PE NURSE SEC PRIN BUS ED SPEECH CAMP SUP CLK LIB 20 TOWNE PARK COURT APT 2 9 EVERT COURT #4 WHITMORE CIRCLE 2802 ROMINE ROAD 5614 CARLYLE 15 BELMARE DRIVE ROUTE 5 BOX 149B ROUTE 4 BOX 900 1908 RICE 6420 TULIP ROAD 9604 COMSTOCK 4824 JERRY DRIVE 3714 OAKWOOD ROAD 17 DEE DEE CIRCLE 46 WHITMORE 2201 WESTOVER DRIVE 1714 PARK 8 CHRISTOPHER COURT 9816 REGENT CIRCLE 4014 POTTER #1 ROSEWOOD 1316 ALABAMA 2118 PENLAND DRIVE 14120 WIMBLEDON LOOP ROUTE 3 BOX 354 T P.O. 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BOX 55249 1708 IZARD STREET APT 209 ROUTE 4 BOX 284 72202 72209 72206 72204 72209 72209 72032 72206 72202 72209 72209 72212 72205 72212 72206 72207 72202 72116 72204 72204 72032 71601 72015 72209 72211 72116 72212 72210 72116 72209 72205 72207 72204 72207 72204 72206 72209 72205 72209 72116 72202 72205 72205 72032 72202 72207 72207 72206 72103 72211 72206 72207 72202 72209 72204 72205 72211 72118 72225 72206 72002 227-9310 455-0286 375-7619 224-7816 565-1615 568-9078 327-2325 888-2211 663-0972 ** 568-0793 868-5621 663-9628 868-5356 374-4400 663-6240 374-0442 835-5068 225-5963 565-4581 327-1177 536-1931 776-1137 455-0136 945-2520 835-6936 224-1041 821-2358 758-6141 565-0314 225-8335 224-3262 227-8803 982-0082 ** 888-4069 565-1883 664-1878 455-5306 834-4488 376-1381 664-4762 666-0501 327-2534 664-9429 771-4080 227-4088 897-4566 455-2818 227-8988 ** 661-1084 666-8536 562-1390 666-6737 228-9730 821-2809 771-0206 666-5334 374-8440 847-8792 21 I ' NIVEN JOE A NORTH MORISETTA O'NEAL WALTER L PALMER ROBERT L PARKER WESLEY M PEYTON EMMA J PHILLIPS MAZIE B PICKERING JUDITH C PLAXCO SUE E PRICE PATRICIA R RIDING LANA F RILEY JILL R RIVERS SHELBIE J ROSE SHIRLEY L RUTHERFORD PHILIP R SHEHANE MARGARET C SMITH DELWIN H SNOWDEN SHERRIE L STEELE DANNY W THOMAS MARY C TOLBERT CORNELIUS VERTINO ANTHONY M WAGE MARGERY B WALKER SUSAN S WARD ROBERT D WHITE CLEDA C WILDER JR ROBERT L WILLIAMS MARVELL M WILLIS LUCY E WOOD TOMMIES SEC PRIN READING BLD TRAD SOC STU ENGLISH BUS ED COUNSELR ENGLISH FS WRKR GEOMETRY f'.ATH SPEC ED SEC ATT BUS ED BUS ED ORAL COM AIDE COORD ED DE COORD CUSTODAN CUSTODAN CHEMSTRY SPANISH SPEC ED MATH B/KEEPER MATH SOC STU ART SOC STU #2 FOX HUNT COVE 2108 PEYTON 2717 CARYWOOD 9824 RELDAR 910 SUMMIT AVENUE 3303 DORSET DRIVE 802 WEST 32ND STREET 154 PEBBLE BEACH 7915 CRYSTAL VALLEY ROAD PO BOX 1287 12716 VALLEYWOOD DRIVE 19 KINGSBRIDGE WAY 1816 ROCKCREEK DRIVE 15 LAKESIDE DRIVE 709 NORTH TYLER 2200 ANDOVE SQUARE 102 3720 HIGH DRIVE 2508-5 RIVERFRONT DRIVE 2501 MILLS PARK 2611 SOUTH OAK 3920 MALLOY 2401 LAKEVIEW S 7 206 MCMILLEN TRAIL 440 FAIRFAX 2038 NEELEY ROUTE 3 BOX 331-A ROUTE 4 BOX 74W 3401 DORSET 4623 WEST 30TH 2500 N. GRANT Fair Park Elementary 616 North Harrison, 72205 666-0359 BROWN REBECCA A BROWN JR ROBERT L BURCH CLAIRE E CAMP BRIGGETTE L CAMPBELL JOE R DAILEY GENEVA DELOZIER MARY GAIL GILL CATHERINE J HOLMES MICHAELE ISUM MARGARET V JAMES CHARLOTTE A JOHNSON CARLETTA D JOHNSON JENNIFER R LAMBERT EDITH Y LEWIS LEE E MCCLENDON ESSIE MCCUIEN BEVERLY J MCNULTY LEANNE OGDEN MAROLYN F PARR GLORIA L PEARSON BOYCE PERKINS KIMBERLY M PRICE BEATRICE RACKLEY LINDA G RICE OPAL E RILEY LEAH A SHERWOOD SHERRY 22 KINDER CUSTODAN FS WRKR CLK LIB AIDE FS WRKR ELEM I ELE PRIN CUSTODAN LIBRN ELEM IV ELEM I COUNSELR G \u0026amp; T KINDER AIDE AIDE ELEM III READING ELEM VI ELEM MUS MATH ELEM II AIDE ELEM II ELEM I ELEM V 5217 COUNTRY CLUB BLVD 17i8 SOUTH CEDAR 5817 \"C\" STREET 3407 S CHESTER 105 KENNEDY 2011 VALMAR 801 SOUTH RODNEY PARHAM# 26 DETROIT 907 VENTURA 1915 KIMBERLY DRIVE #53 LAKESIDE DRIVE 9121 LEW DRIVE APT C 1602 GREEN MTN DR APT 308 10100 SUFFOLK DRIVE 5919 PECAN LAKE DRIVE ** 1505 SCHILLER 7709 WEST 29TH 2701 WENTWOOD VALLEY DR 1919 S STATE 2016 EAST 4TH 7803 DELRAY DRIVE 4312 WEST 20TH 3424 LONGCOY STREET 5013 STONEWALL ROAD 4314 WOODLAWN 801 S RODNEY PARHAM APT 1 72076 72204 72022 72205 72202 72204 72206 72212 72210 72032 72211 72212 72015 72204 72205 72207 72206 72202 72022 72204 72204 72116 72207 72205 72015 72211 72015 72204 72204 72207 72207 72204 72205 72206 72015 72204 72205 72206 72202 72205 72204 72209 72211 72204 72204 72204 72202 72204 72212 72206 72202 72207 72204 72204 72207 72205 72205 982-4612 664-5713 847-8123 225-2435 374-7150 224-7754 375-3133 224-5281 455-2727 329-6608 224-5302 225-1621 776-3463 565-7488 666-2129 225-5323 372-3773 663-4419 847-0819 666-9240 562-0765 758-9422 663-8185 664-7080 778-3200 821-3696 794-3601 224-7063 664-4656 661-8095 664-1376 664-7995 666-6674 375-5232 778-5820 ** ** 376-2633 375-1526 227-6012 562-3696 562-4528 327-9983 ** ** 565-6353 562-9925 227-6416 225-6904 372-2395 372-3267 224-2157 666-5686 ** 663-5145  666-9279 228-9278 SMITH LUCILLE B SMITH MARQURITE S STITH GRACIE M SUMMONS ELOISE W TREADWAY EDITH L TURNER MARILYN E WASHINGTON COLA V WILLIAMS MARY ANNE K YOUNG KRISHNA L AIDE AIDE CUSTODAN CUSTODAN SEC PRIN ELEM III FS WRKR ELEM V SPEC ED #6 WHITMORE CIRCLE 2105 S. VALENTINE 2805 WEST 13TH 2109 BOULEVARD STREET 215 PEARL STREET 2921 LENNOX DRIVE 4815 WEST 11TH 12 BELLEMEADE DRIVE 3314 LEHIGH DRIVE Forest Heights Junior High 5901 Evergreen, 72205 663-3391 BAILEY ROSALYN S BARFIELD LAVELLE BAXTER RICHARD P BIRGE ANN A BLANZENSKI REBECCA A BOBO WILLIAM BOHANNON TONY J BOLDON GENEVA BOYLE JULIA L BROWN ADRIENNE BROWN CAROL D BUFORD JANET M BURNAM OPHELIA CAMPBELL PATSY R COBBS MARY J COLE LEIGH COURTWAY PEGGY L CRAVENS DEIDRE L CROMEDY VERNON CROMWELL JIMMIES CROSS NANCY B DAVIS LAVERA J DAVIS SUZANNE E DODSON VINCENT R DOLES BETTY J DREW JR DANIELL DUNCAN DELOIS L DUNCAN EDWARD A FRIES NICOLE M GRIGG PATRICIA C GUY MARYS HENRY JC HOLLOWAY GLENN HOOKS NAOMI L HUDSON JOHN A HUMPHREY THERESA JENKINS DELORES J JOHNSON VIVIAN E JONES EDWARD L JONES LONNIE W KIDD LILLIE KING MARTHA L KORNEGAY BETTY D KRUGER MARILYN'A KURSH LORNA L LONG EVELYN A MALONE HOSEA D MCCLELLAND BERNARD GIRLS PE ERTH SCI COMP LIT IN CP SP B/KEEPER B/G PE BOYS PE AIDE COUNSELR SPEECH AIDE SOC STU CUSTODAN COUNSELR READING MATH ENGLISH SPEC ED voe c OR SEC PRIN ENGLISH BUS ED ENGLISH SOC STU FS WRKR GEN SCI FS WRKR BAND MATH FRENCH ENGLISH IND ARTS MATH LIBRN CUSTODAN AIDE FS WRKR MUSIC SOC STU CUSTODAN SPEC ED CLK LIB ENGLISH ORCHESTR MATH AIDE PHY SCI CUSTODAN 3014 ECHO VALLEY DR 209 HIAWATHA 15 PIN OAK DRIVE 108 GLEN DRIVE 3805 WELDON AVENUE 9321 LABETTE DRIVE 19720 LANDMARK CIRCLE 1112 PUL.l\\.SKI 1720 EAST 38TH 1216 WEST 26TH 9019 WEST 32ND 2901 N. PIERCE 3117 ELAM STREET 4309 \"I\" STREET 3205 UTAH 1806 SANFORD DRIVE #1 35 SHANNON 202 EAST G 1105 S CLEVELAND 8315 LOUWANDA DR 3301 ROCKY COURT 3 PATRICIA LANE 1806 SANFORD APT #2 6603 SHERRY DR 2011 S VAN BUREN 19 KOKO 3423 TATUM 6310 SHIRLEY DRIVE 701 GREEN MOUNTAIN DR #18 #86 KINGSBRIDGE WAY 3209 WEST 16TH 7918 PARKWOOD DR 2109 ROMINE 608 N COOLIDGE 1514 BOOKER 5201 GEYER SPRINGS #30 1516 WRIGHT AVENUE 1805 WEST 18TH 9300 TREASURE HILL #210 7200 YORKWOOD 3625 VAUGINE 314 FOUNTAIN 11 RIATA COURT 820 OUACHITA CIRCLE 1750 BARROW #80 2115 MCALMONT STREET 420 EAST ARNOLD STREET 1120 RICE APT N 72206 72204 72204 72204 72205 72204 72204 72204 72204 72207 72205 72032 72207 72204 72205 72206 72202 72206 72206 72204 72207 72204 72205 71601 72207 72207 72116 72204 72205 72207 72205 72207 72204 72204 72116 72204 72204 72202 72212 72204 72204 72205 72205 72202 72209 72202 72202 72207 72209 71601 72205 72209 72205 72204 72206 71857 72202 378-0518 371-0350 661-1824 663-6012 372-2639 224-5148 664-5580 568-9742 224-7365 227-5510 227-9371 362-5215 ** ** 223-2799 ** 374-3604 375-2646 374-5857 568-6598 664-1188 568-5079 663-1508 536-7170 224-2819 663-2902 753-6118 664-5180 227-8207 223-2679 227-4960 224-1574 ** ** 835-0330 227-9115 664-2126 835-8093 223-8753 663-5932 225-4372 ** 664-2811 ** 227-5981 374-8003 376-3901 221-1170 372-7034 534-4632 372-2345 565-0893 664-0807 329-1329 375-2218 887-6604 375-8638 23 I I i I I MCDOWELL MABEL MCFADDEN SANDRA L MCMURRAY VICTOR C MOORE DONALD R MORGAN DALTA F MUELLER CATHERINE J NUNIS HAROLD S O'NEAL PATRICIA L PALKO EDMUND P PIERCE MAUREEN POOLE THOMAS QUEBODEAUX SHIRLEY A ROBINSON MALISSIA R RUNSHANG MARYE RUTTER JR WILLIAM L SHELMAN SARAH E SMITH JR VERNON STOLZER PATSY N SULLENGER BEVERLY C TATE HELEN M TERRY ANGELA Y THOMAS MICHAEL C THOMASON MARIAN M THOMPSON LAWRENCE TUCK VIRGINIA C WALLACE PAMELA G WHITEHORN DANIEL W WILLIAMS KATHY L WILLIAMSON NANETTE E WISE JAMES L WOOLCOCK KARIN P ZEIGLER SYLVIA J FS WRKR GIRLS PE SOC STU MATH MGR F/S SPEC ED SOC STU PHY SCI MATH HOME Ell PHY SCI FS WRKR COUNSELR ENGLISH CAMP SUP SEC ATT AST PRIN FS WRKR SPANISH MATH ENGLISH CIVICS ART CUSTODAN BIOLOGY SPEC ED AST PRIN MATH READING SEC PRIN SPEC ED READING 2218 WEST 10TH 6620 STERLING DR P O BOX 118 118 ROOSEVELT CIRCLE 1715 PERRY #11 LUDINGTON COVE 6515 LONGWOOD 1919 BISCAYNE DRIVE 2401 CEDAR CREEK ROAD 2 CENTENARY DRIVE 12 BAY STREET P.O. 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BOX 4813 9908 SATTERFIELD DR 2301 IZARD STREET 23400 LAWSON ROAD 6302 SHIRLEY DRIVE 72202 72204 72180 72076 72205 72207 72207 72207 72116 72204 72204 72023 72211 72207 72204 72205 72116 72205 72207 72209 72211 72207 72207 72204 72207 72015 72207 72214 72205 72206 72210 72204 Forest Park Elementary 1600 North Tyler, 72207 666-5415 ALEXANDER CAROLYN A ALLISON !DONAR AMOS JOYCE A ASHLEY VIRGINIA B BELFORD JUDY A BEQUETTE CYNTHIA B BROOKS LUANN D CAPPS DEBBIE E CLEMENTS CAROLYN C COLE CAROLYN S COLEMAN ELEANOR R COLLINS CYNTHIA R DAMERON JANIS A GHANT JANET M GINNAVEN ELLEN J HARRIS EARNESTINE HUNT MARIETTA S JENKINS REBECCA L JONES ARLINDA J KEARNEY MAPLE J KITCHENS DONE KITTLER KAREN L LEMLE NETTIE S LUSBY MARY B MACHEN JANET A 24 AIDE AIDE AIDE ELE PRIN ELEM ART ELEM I ELEM II ELEM V ELEM IV FS WRKR COUNSELR ELEM IV ELEM I READING KINDER FS WRKR MUSIC ELEM III AIDE ELEM II CUSTODAN G \u0026amp; T ELEM IV SEC PRIN ELEM II 43 WARREN DRIVE APT #80 3204 WEST 13TH STREET 1817 SOUTH HARRISON 11706 PLEASANT RIDGE DR# 2218 NORTH CLEVELAND 2802 NORTH FILLMORE 2801 OLD FORGE 88 STONELEDGE 415 NORTH PALM 3226 BATTERY 6408 SHIRLEY DRIVE 1221 RESERVOIR ROAD #273 #1 HIGH TIMBER 1715 LEWIS 6620 KAVANAUGH PLACE 2000 S CEDAR 4000 LAKEWOOD VLALEY 7700 INDIAN TRAIL APT D-4 22 HOWELL DRIVE P.O. 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HUGHES P. 0. BOX 55334 1712 SANFORD #3 #7 LONGFELLOW LANE 132-1/2 MELROSE 1809 TULANE 6612 GRANDA 15 NOBVIEW CIRCLE 2118 WEST 23RD 1401 1/2 WALNUT 4101 WEST 21ST 4216 TATUM 27 POINT O'WOODS Franklin Elementary 1701 South Harrison, 72204 666-0348 ALLEN LILLIAN F ASTON CONNIE J BARBAREE ERIC BEATTY SARAH L BREWER GLORIA V BRUCE JACQUELYN D BRYAN CHARLOTTE P BRYANT CAROLINE J BULLARD BETTY A CADMAN SUZANNE W CARPENTER MARYL CHATMAN MAE L CLAYCOMB MELISSA B CLAYTON JANE COMPTON KRISTIN K DAVIS FRANKLIN A DOWNING NANCY N DOZIER PRESTON EASON MARGARET D FOOTE CHARLES R GARNER DEBRA A GORDON CYNTHIA M GRAHAM ROSE M GRAY CAROLYN W HALEY IRIS J HAMPTON DON C HARRISON BARBARA A HENDERSON BRENDA K HICKS BARBARA A JOHNSON NICOLE M JONES CAROLYN D JONES SANDRA G KAHLER JAMES F KEATHLEY DEANA M KING PATRICIA M LEE WILLATHAL MATHENY JUNE W MCGEE TAMELA R MCNEAL HARVEY C MORTON NANCY V PARISH PATRICIA FS WRKR ELE PRIN KINDER KINDER AIDE AIDE COUNSELR ELEM III LIBRN CLK LIB ELEM II AIDE COUNSELR ELEM V ELEM V AST PRIN ELEM II CUSTODAN FS WRKR ELEM VI ELEM IV AIDE ELEM IV G \u0026amp; T FS WRKR CUSTODAN IN CP SP CUSTODAN ELEM III ELEM I AIDE AIDE ELEM VI SEC PRIN ELEM I FS WRKR ELEM III KINDER AIDE READING KINDER 7 WESTMONT CIRCLE 4800 LOVETT DRIVE 2801 TWIN RIVERS DR APT 3 V.A. MEDICAL CTR QUAR.12- 4608 PRINCETON 4913 WEST 18TH 301 KINGSROW #302 7325 RAINES TRAIL 5400 SHERWOOD 6210 BITTERSWEET DRIVE 33 OPHELIA DRIVE 909 WEST 22ND 51 BROOKRIDGE DRIVE 1219 SOUTH TAYLOR 5517 HAWTHORNE 11 MOCKINGBIRD LANE 3023 VALLEY PARK DRIVE 4009 WEST 25TH 8121 WEST 24TH 6708 KENWOOD 6320 BUTLER ROAD APT 8C 1500 WEST 21ST 1311 WEST MARKHAM #63 1607 SHUMATE #7 SOUTHMONT DRIVE 2121 FAIR PARK 8 BROOKRIDGE COVE 104 HEMLOCK COURT 5813 BASELINE #153 . 11710 PLEASANT RIDGE #120 21 PINEVIEW DRIVE 2301 DORCHESTER DRIVE APT 7318 11 L11 STREET 8815 NANCY PLACE 51 COLONY ROAD 1905 SOUTH MONROE 8225 ALVIN LANE 2511 BAY OAKS 8501 DREHER LANE APT 17 4710 WESTCHESTER 11800 PLEASANT RIDGE RD# 72204 72212 72204 72207 72225 72207 72207 72114 72204 72205 72205 72206 71923 72204 72204 72204 72209 72209 71923 72114 72204 72204 72207 72210 72207 72204 72118 72204 72205 72204 72207 72032 72212 72204 72204 72207 72209 72202 72211 72212 72209 72204 72205 72114 72209 72212 72103 72204 72207 72204 72207 72204 72207 72118 72209 72212 72212 664-7388 225-5391 565-6353 663-6695 ** 666-6754 664-2222 758-7089 375-9570 666-8838 225-1607 376-6936 246-7025 666-0176 565-0483 666-9891 ** 562-1898 246-9872 374-0449 664-8154 ** 661-1850 455-2262 663-3141 664-8588 851-3224 376-1226 225-2927 661-1517 663-1321 ** 227-7759 374-2823 223-0778 663-7866 562-7267 372-6433 225-8687 227-5928 562-8147 664-2731 225-1357 945-4812 ** 221-1904 568-0313 225-6647 666-5939 562-4246 ** ** ** 758-0176 562-2653 372-4700 228-0976 25 PARKER REITA A PENCE JEAN A RAYFORD ESSIE R ROBERTSON MARTHA L ROBINSON ALICE M SCOTT MONICA T SKINNER CYNTHIA D SMITH BEVERLY A STEED DOROTHY J SWATY NANCY A THOMAS GWENDOLYN J THORNTON JOSEPHINE TOLIVER KATHERINE L TORAN STEVE A WASHINGTON MARYLYN S WHITE TEENA L WINSTON JANE A ELEM I KINDER MGR F/S ELEM IV AIDE AIDE KINDER AIDE SPEC ED ELEM II AIDE CUSTODAN MATH ELEM MUS ELEM V SPEECH KINDER 14221 PARKSIDE DRIVE 11406 SHENANDOAH VALLEY 3 TRINITY 6909 SHETLAND 1403 SOUTH VAN BUREN P.O. BOX 9203 5214 PARK VILLAGE DRIVE 804 WEST 24TH 72211 D 72212 72209 72209 72204 72219 72209 2915 KAVANAUGH BLVD SUITE 2411 PEAR ORCHARD 72206 72205 72211 72202 72204 72207 72209 72204 72211 72205 2205 DENNISON 1024 HARRINGTON 7220 \"L\" ST 7515 GEYER SPRINGS #7B 2200 SOUTH OAK 8 ELK RUN COVE 717 LEGATO Fulbright Elementary 300 Pleasant Valley, 72212 224-2350 BAKER SUSIE BISHOP NANCY BLAINE BARBARA B BOGA DIANE BOREN SYLVIA M BOWMAN JR ALBERT BROADAWAY DONNA C BROWN JACQUELYNN CARLISLE MARTHA L CARTER RETA J CASON MARTHA L COLE MARY I COMBS KAY P COOPER DOROTHY M COURTNEY JUDITH E DUBOIS BETTY F FAUSETT LYNDA M GADDIE OLIVIA S GALLEGOS NANCY A GATLIFF JOANNE E GILLMORE IMOGENE M GRAY PEGGY A HALL CAROLYN L HAMMOND EILEEN A HARRISON MARYE HATTON JAMESELLA HONORE' KAREN P HUFFMAN MAC W HURD JACKIENEL JAMES ANGELINA JONES BEVERLY JONES KAY JOSEPH DONALD R KAVANAUGH MICHELLE B LASTER LISA K LOYALL JULIA F MCDANIEL BERNICE M MEGA DORIS M MILLER MARGARET L NIGRO TAMARA K 26 MATH COUNSELR COUNSELR FS WRKR MGR F/S CUSTODAN LIBRN ELEM I AIDE ELEM IV CLK LIB ELEM II KINDER KINDER SPEECH FS WRKR KINDER ELEM V AIDE CUSTODAN ELEM MUS ELEM II READING G \u0026amp; T ELEM I FS WRKR ELEM III ELE PRIN KINDER CUSTODAN AST PRIN ELEM II AIDE ELEM IV AIDE SPEC ED ELEM V ELEM VI FS WRKR ELEM VI 2704 CENTER 5618 EDGEWOOD ROAD 920 BEACON HILL COURT 8705 DUNCAN DRIVE 7601 N CHICOT ROAD APT 4D 4108 WEST 23RD 51 KINGS ARMS RD 206 DEAN STREET 2415 BRECKENRIDGE ** 11815 BIRCHWOOD DRIVE 8 LEMON CREST PLACE 10 RIVERVIEW POINT 10822 BRECKENRIDGE DRIVE 5 TWIN PINE PLACE 16501 TAYLOR LOOP ROAD 10709 PLATTE VALLEY LANE 6 PINEY COURT 7604 ASHER AVENUE 4218 WEST 25TH 2924 SHENANDOAH ~620 CHESTER 818 ARTHUR DR P.O. BOX 23862 1816 NORTH JACKSON 3716 MARYLAND AVENUE 9203 TANYA DRIVE 219 LINWOOD CIRCLE 7417 CHOCTAW ROAD #3 RICHMOND LANE 1602 GREEN MTN #431-X 26 COLONY ROAD 1600 BISHOP STREET 3120 HAPPY VALLEY DRIVE 2604 WOLFE STREET PO BOX 6098 3917 MAIN STREET 1601 N SHACKLEFORD #269-1 16504 TAYLOR LOOP ROAD 4023 SHACKLEFORD #25 72206 72207 72211 72209 72209 72206 72207 71743 72207 72212 72211 72209 72207 72211 72209 72212 72212 72118 72204 72204 72212 72206 72204 72221 72207 72204 72204 72205 72205 72206 72207 72207 72202 72212 72206 72116 71601 72211 72212 72204 227-7339 225-9713 ** 565-1776 666-9203 372-3658 562-2667 374-7798 663-1665 224-8019 372-4402 372-4326 666-8910 568-1793 663-9833 455-6227 227-4406 375-9444 661-9076 225-3267 562-5372 562-3622 ** 225-4180 353-2562 225-3832 ** 227-5673 455-4947 224-4488 225-6928 834-2867 868-5787 225-8803 851-3682 562-5944 ** 225-6376 374-2430 661-9582 354-8105 663-0038 664-4942 374-2930 663-0513 666-7158 565-1478 225-7218 225-0824 372-9992 224-6520 375-5839 835-6810 535-4886 221-2141 868-5804 227-5082 PACE MARTHA V PENN CARA L PITTMAN CHARLOTTE M RICE BONNELL G ROBERTO LOIS C ROSS AMANDA J ROSS PATRICIA M SCHERER PATRICIA H SHIRLEE JOEREAN THOMPSON MITZI A WATSON THELMA P WESTLAKE BEVERLY A WILSON ALVIN WILSON JULIA D WYATT JOYCE L WYATT MARIAN G ELEM II ELEM III AIDE SPEC ED AIDE SEC PRIN ELEM III ELEM V - AIDE ELEM VI ELEM IV ELEM I CUSTODAN ELEM III REG ELEM I 15 MCGOVERN DRIVE 63 LAKESIDE DR 4503 WEST 11TH 9317 LABETTE DRIVE 3006 VALLEY PARK DRIVE 8145 CRYSTAL VALLEY ROAD 4714 WEST 31ST 1509 ELLEN DRIVE 5406 DREHER LANE 11810 PLEASANT RIDGE RD# 1509 GEYER STREET #8 RIDGEWELL 4023 LUGWIG #2 CAMBRIDGE DRIVE 13 MEADOWBROOK 704 ANDOVER COURT 72205 72204 72204 72205 72212 72210 72204 72212 72209 72211 72202 72116 72204 72032 72205 72207 Garland Elementary 3615 West 25th, 72204 666-9436 ARNOLD THEESSA J AUSTIN CLARA D BOSLEY MICHAEL BOYCE MARYL CLARK BERTHENA COLE BETTY J DANIELS DOROTHY L DAYNES TERI R ELLIS KELLY R EVERETT PATRICIA M FANSLER BARBARA I GARNER DONALD D GONTERMAN CHRIS D GOVAN BOBBIE L HALL GRACIE J HARKEY JANE A HARRIS LORETTA M HOEY MARYS HUDSON DALE JOHNSON ROSELINDA B JONES CHERYL T KNOWLTON MARTHA A MCBRIDE DOROTHY L MILLER CAROLYN S NEWCOMB DARYL D NORWOOD FAYE C PAYNE DONNA L PUZAK SUZANNE S RATHER STACIE RICKS SHAWN D ROBINSON MARLENE M SIMMONS CHERYL A SISSON SANDRA C SLATER LEROY SMITH CANDY SMITH MARY C STRIBLET PATRICIA TAYLOR SANDRA L VICKERS SHELLY S WARREN CHERYLL WILLIAMS FLORA V KINDER ELEM IV CUSTODAN LIBRN ELEM V SPEECH AIDE ELEM II ELEM II READING AIDE ELEM III INSTR ELEM I MATH ELEM V ELEM V SPANISH CUSTODAN G \u0026amp; T COUNSELR CUSTODAN FS WRKR FS WRKR SPEC ED SPEC ED AIDE ELEM VI CTR AIDE ELEM IV SPEC ED ELE PRIN ELEM I ELEM VI FS WRKR AIDE AIDE ELEM III CLK LIB AIDE ELEM III 4308 WEST 13TH 12401 PLEASANT FOREST 2919 CENTER STREET 321 CHARLES 1317 SCHILLER RT 3 BOX 342H 3200 CENTER 1812 RESERVOIR #188 1041 MITCHELL 60 WHITE OAK LANE 2909 W 25TH 7104 YUMA P.O. BOX 502 5101 NORTH WOODLAND 1723 S. TAYLOR 2027 NORTH ARTHUR 1500 S. TYLER 49 GLENMERE 3212 MARSHALL 503 SOUTH ARK AVE 7708 OAKRIDGE 5000 WEST 29TH 1910 SOUTH JOHNSON 3001 COBB 2124 N. ARTHUR 2205 STATE 14000 BAUCUM DRIVE #8 KINGSPARK LANE 21 HIGHLAND 1902 S. CROSS 9518 DARTMOUTH DRIVE 3300 NORTH CYPRESS 5 SUWANNEE COVE P.O. BOX 5785 2812 GAINES 201 SPRINGWOOD DR 3824 LUDWIG 9011 CLOVER HILL ROAD 620 NORTH SPRUCE 2203 SOUTH PINE ROUTE 1 BOX 124 . 72204 72212 72206 72205 72202 72211 72206 72207 72032 72207 72204 72116 72002 72117 72204 72207 72204 72204 72206 72801 72116 72204 72204 72204 72207 72206 72117 72032 72205 72206 72205 72116 72118 72215 72206 72211 72204 72205 72205 72204 72016 227-0285 568-2571 666-8380 225-7985 225-3277 455-3187 664-1681 224-0659 562-0466 223-3884 375-7286 834-0544 565-3650 329-4239 225-9499 225-8776 666-1983 225-5439 371-0343 661-9424 664-2234 227-5596 374-5645 225-5278 272-4158 225-4980 664-5289 753-9878 847-3485 945-3580 666-6198 663-2892 ** 664-7519 374-5697 968-2358 8 35-3709 666-8701 663-8354 227-9397 664-9246 374-4267 961-2087 329-7776 ** 371-0225 666-2027 771-1035 851-6369 224-8499 376-6205 225-5936 ** ** 661-9248 663-1340 759-2664 27 I I \" . I l T II WILLIAMS MICHELLE AIDE 3216 WEST 14TH WILLIAMS RACHELL SEC PRIN #17 THORNHILL WILSON EDDIE L CUSTODAN 2911 DORSET DR WILSON-ROBINSON PERRYLYN ELEM IV 431 MCCAIN BLVD APT 225-D WOOLLY CAROL J ELEM MUS 30 PAMELA DRIVE YOUNG CORAL AIDE 1924 WEST 29TH Geyer Springs Elementary 5240 Mabelvale Pike, 72209 565-0184 BAINES CAROL BOHRA REBECCA L BROWN THISSIE L COX ELEANOR V CURRAN DELLA E DUMAS JOSEPHINE FELDER ARTHUR L FITZPATRICK GWENN R GINGERICH TAMARA L GUYTON KAREN P GWIN LISA K JONES MILDRED B KOVACH LILLIAN R KYZER ADAM LANEHART FRANS LITTLETON KAREN A LOGAN KELLI L MILLER OLIVIA K MONTGOMERY RAY A MONTGOMERY WILLIAM NASH GREGORY NIVENS CORA A OLIVER JANET PETERSON DOROTHY T REESE JONELL SCARBROUGH VALARIE STUBBLEFIELD EVELYN D UMPHERS IDA S VEASLEY VICKI L WESTON PAULINE WILBARGER TOMMIE ELEM III ELEM IV AIDE ELE PRIN LIBRN READING AIDE ELEM MUS ELEM III ELEM II ELEM I KINDER MATH MGR F/S CLK LIB SEC PRIN SPEC ED ELEM IV CUSTODAN CUSTODAN CUSTODAN ELEM V AIDE ELEM VI FS WRKR AIDE ELEM VI FS WRKR AIDE AIDE AIDE 6 LONGVIEW COVE 11009 KING AUTHOR COURT 2319 ROCK 9219 TIMBER VALLEY ROAD 1144 CLIFTON 1830 SCHILLER STREET 3000 HIGH 121 ALMOND COVE 5514 DEVONSHIRE COURT 46 HIGH TIMBER DRIVE 2320 KELLOGG ROAD 1617 SOUTH CLEVELAND 217 NORTH PIERCE 7825 HOMESTEAD DRIVE 2700 MONTREAL 5304 MULBERRY 9604 BROOKS COURT 2804 NORTH GRANT P.O. BOX 111 P.O. BOX 111 1415 CUMBERLAND 18 STRICKLAND COVE APT 5 5400 WESTERN LANE 5517 WEST 51ST #5 12312 HILARO SPRINGS ROAD 2323 ROCK 2124 LABETTE 5315 LANCASTER ROAD 5912 SOUTHWICK APT 5 24 STRICKLAND COVE APT #2 3624 WALKER Gibbs Magnet Elementary 1115 West 16th, 72202 372-0251 ADAMS KANNA L ANDERSON JEAN C ANGLIN ELIZABETH C ARMSTONG DOROTHY W BARBEE BOBBIE J BARNES MARYE BATEMAN FRANCES K BECKETT TRACY B BLOME CAROLYN H BRYANT JUDYE CURRY CASSANDRA L DAVIS DONNA J DAVIS SHARON D DAVIS VELLA D DONOVAN FAITH R DUFOUR KAY A 28 ELEM VI FRENCH NURSE AIDE AIDE FS WRKR G \u0026amp; T ELEM III ELEM I COUNSELR SPEECH ELE PRIN AST PRIN CLK LIB SOC STU ELEM VI 2501 RIVERFRONT DR G-204 4801 N. HILLS BLVD 9H 301 HEALY ST 3111 IZARD 1712 WOODROW 1504 WEST 22ND 709 SHAMROCK 4710 SAM PECK ROAD #1162 1819 NORTH HARRISON ROUTE 1 BOX 145M 906 APPERSON 609 NORTH BRYAN 7118 DEERMEADOW 1923 EAST 38TH 68 WARWICK ROAD 22638 LAKESHORE DRIVE 72204 72116 72204 72116 72207 72206 72212 72209 72206 72204 72032 72202 72206 72116 72209 72118 72116 72204 72205 72103 72204 72206 72205 72207 72180 72180 72202 72209 72209 72209 72206 72206 72205 72209 72209 72206 72204 72202 72116 72117 72206 72204 72202 72118 72212 72207 72132 72202 72205 72209 72206 72205 60471 661-1817 835-8635 224-0492 ** 224-5341 375-3176 221-7035 565-8030 378-0181 568-1106 327-2103 374-4200 374-9638 834-6134 562-6852 223-9681 835-4571 ** 666-7851 888-5046 225-5981 888-4047 223-9496 664-7544 397-5532 397-5532 372-3583 565-7770 568-7069 ** 565-7739 376-0853 227-7261 565-2874 ** ** 666-8455 663-6726 753-3464 945-0731 372-1158 664-4124 375-6502 758-2526 221-2705 663-5276 ** 375-2132 666-1271 565-4411 374-4775 ** 747-8880 GONTERMAN VICKI L GRAYSON KAYREN G HAIRSTON MELVIA V HAMILTON NANCY P HARRIS SHARON K HURD ANN J JACKSON MORRIS A JONES MARY R KITCHEN CLARA M LAVEY CATHERINE L LEWELLEN WILHELMINA E MCALISTER MARY ANN MERIWETHER NICHOLAS K NECESSARY MARILYN L NORWOOD EURYDICE R PHILLIPS ESSIE M PITTENGER KRISTIANNA D PLANT PAMELA D PRICE BELINDA P PRICE MARVIN K PURVIS SUSAN T RAMIREZ MARIA SEGALLA MARY A SHUMATE CARLE SINGER PATRICIA K SMITH ARBRADELLA B SMITH MARGARET F TALLEY SHIRLEY A TAULBEE CARYN L TORRENCE MARYL WASHINGTON MARY A WHITESELL JEANNE S YOUNG ELIZABETH SOC STU MUSIC FS WRKR PE SPEC ELEM IV READING AIDE ELEM V CUSTODAN LIBRN ELEM IV AIDE GERMAN ELEM II ELEM II AIDE ELEM V SEC PRIN KINDER CUSTODAN ART FS WRKR AIDE CUSTODAN SPANISH ELEM III AIDE KINDER ELEM III MATH ELEM II ELEM II MGR F/S P.O. BOX 502 116 SOUTH BARTON APT A 7500 LANCASTER ROAD 6 ROANE CIRCLE 500 NAPA VALLEY #931 9224 DUKE DR 2212 RINGO 7 LAKESIDE DRIVE 6105 BATTLE ROAD 501 N BRYAN 1922 WOLFE #10 JANMAR DRIVE 324 CONWAY BLVD 3 FOX RUN DRIVE 514 DAY STREET 1918 BRAGG ** 5223 WEST 30TH STREET 1511 NORTH HUGHES 7575 CANTRELL APT 87 511 RIDGEWAY DRIVE 3000 IZARD 1314 FRANK 2019 GAINES 4 BUTTERFLY COVE 415 BRAHMA 102 SOUTH FIR STREET 17 BEAUREGARD 13000 MORRISON ROAD 1708 ABIGAIL 2400 EAST 9TH 7800 WEST 25TH 918 WASHINGTON Hall High 6700 \"H\" Street, 72205 661-9000 AKINS JERRY B ALLEN CLARENCE ANDERSON NORMA J ARTHURS JANE G BAKER JETHRO BANKS WANDA F BARNHOUSE WILLIAM G BECKER MARY C BENTLEY PAMELA B BLAKELY TERESA K BLEDSOE RICKEY L BOLDEN REBA L BONA PATRICIA C BOOTHMAN BRITTANY BRANT DENNIS R BRATTON DONALD E BREWSTER MARILYN J BRIDGFORTH CHERIE E BROOKS EMANUAL BURTON MARVIN L BYNUM LARRY D CARPENTER CHARLENE D CARTER MELBA D CHAMBERS MARY A CAMP SUP SOC STU SUB TCHR BUS ED CUSTODAN SEC GUID SEC PRIN ENGLISH MATH ART CUSTODAN AIDE MATH SUB SEC IN CP SP LATIN AST PRIN MATH COORD ED BIOLOGY BLDG ENG COUNSELR GERMAN BAND 31 WINDSOR DRIVE 1124 PEYTON PO BOX 129 11 FOX TRAIL 5813 BASELINE ROAD #213 14 DARTMOUTH DRIVE 1912 GUNPOWDER ROAD 7523 F 1000 N MELLON 220 NORTH TYLER 2001 SOUTH OAK STREET 1112 PULASKI 315 N. MISSISSIPPI 112 JEWELL 3525 LAKEVIEW ROAD 9724 SATTERFIELD 4 4 KINGS PARK 1815 \"B\" ALDEN LANE 4322 ZION STREET P.O. BOX 4163 3020 ROMINE ROAD 8705 LABETTE DRIVE 1204 WEST 41ST 200 MILLWOOD CIRCLE #724 72002 72205 72209 72204 72211 72204 72206 72204 72209 72205 72202 72209 72032 72209 72335 72206 72205 72204 72207 72207 72205 72206 72114 72206 72209 72032 27022 72206 72212 72204 72204 72204 72204 72209 72204 71845 72207 72209 72204 72207 72205 72207 72205 72206 72202 72205 72207 72116 72205 72207 72207 72204 72467 72204 72204 72118 72118 847-3485 378-7819 565-2250 663-7657 223-9483 225-5677 375-7892 562-2022 568-8715 666-5072 372-5612 568-7127 329-3306 455-5159 633-4688 374-4557 ** 661-1136 663-1124 666-7849 663-9242 372-4474 375-8599 372-4647 455-0711 329-0626 847-5048 490-0961 224-7252 666-7333 ** 225-8503 ** 562-8744 753-3132 921-5493 224-4388 562-7575 ** 225-4325 666-0644 661-1369 666-7181 661-0123 374-3604 664-1432 663-0487 753-9190 225-5461 224-4099 663-4313 568-0734 932-9795 227-8975 225-9622 ** 851-3374 29 CHERRY KARLA K COLLINS JUDYTHE L COOPER GLENDA J COX CATHY J CYR BETTY DACE SAM H DIETZ KAY M DIXON KATHRYN DUNAHUE OTIS C DYER LENORA A EASTER ELIZABETH L ELDERS JR OLIVER B FAKOURI CATHY H FITZPATRICK ELOISE H FORTE RONALD K GAGE MARY J GARNER VIOLA J GREEN CHRISTINE GUNTER AMELDA K HARRISON LAURINE M HASBERRY ELNAR HOPE BARBARA W HORNE CHRISTY R JACKSON CHRISTOPHER JOHNSON BETTIE JOHNSON CELENE F JOHNSON WONDRUE M KELLEYBREW CAROL M KING SUSAN L LANGFORD CLIFFORD H LASKER ALBERTA LOONEY VIRGINIA A LOSS GEORGE MADDISON SUE MANTELS ALITA I MASON LEVADA P MATHEWS JAMES D MATHIS BARBARA S MEADOWS MARY JANES MILLER BRUCE W MITCHELL HARTENCE B MITTELSTAEDT JAMES S MOORE LOVELL MOSELEY CHARLES F NESBITT DEMETRIA A NORDMAN ANTJE H NORMAN BOBBIE J NORMAN LEOLA P NORTON MICHAEL OWINGS SHEFFIELD L PAXTON VERONICA J PHIPPS FLORENE J PORTER LINDA M REGISTER ELLIS E ROBERTSON AUDRON S ROBINSON JR GEORGE RUMPH HENRY SANDERS MARY K SCHARFF REBECCA Q SHORT DEBORAH W SLATER CAROLYN A 30 JOURNALI MATH SOC STU SPEC ED REG COUNSELR MATH BIOLOGY CUSTODAN HOME ECO ENGLISH BOYS PE SOC STD COUNSELR CUSTODAN ENGLISH CUSTODAN SOC STU SEC PRIN MGR F/S SPEC ED B/KEEPER SPEC ED AIDE CUSTODAN AIDE BUS ED FS WRKR ART DRAMA SPEC ED voe coE BUS ED ENGLISH ENGLISH HOME ECO DRAFT HEALTH CHEMSTRY MATH SEC ATT BIOLOGY AST PRIN MATH SPEC ED SPANISH ENGLISH BIOLOGY MATH SOC STU ENGLISH MATH COUNSELR BIOLOGY LIBRN CUSTODAN CUSTODAN SOC STU FRENCH SPANISH GIRLS PE 608 N. BRYAN STREET 46 TIMBERLANE TRAIL 10004 LEMONCREST 6716 ROCKWOOD ROAD 5806 CARLYLE 49 DACE PLACE 8714 BOULDER LANE 4684 E. ELICE 4217 WEST 18TH 2 INDIAN TRAIL 112 HERITAGE #14 MARCIA COVE 517 VALLEY CLUB CIRCLE 18 CHICAGO LANE 1822 SOUTH COMMERCE 16 BUGLE COURT 1008 SOUTH JACKSON 1600 LYNETTE DRIVE 3404 RIDGE PASS COURT RT 1 BOX 224 5319 SOUTHBORO DR 2201 WEST ROAD 2214 MAPLE RIDGE 5408 VALLEY DRIVE 2916 SPRING 14 DETROIT DRIVE 1404 WEST 18TH ROUTE 1 BOX 317 1504 CHRIS DRIVE 6905 FLINTROCK ROUTE 6 BOX 159 7417 \"M\" STREET 514 N BRYAN 6503 CANTRELL ROAD 1601 N BRYANT SUITE 10 3015 BATTERY 7119 CLOVERDALE DRIVE 1556 SKYLINE DRIVE 12514 COLLEEN DRIVE 1701 WESTPARK DRIVE #40 2700 S. 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