{"response":{"docs":[{"id":"bcas_bcmss0837_1408","title":"\"2005-06 Enrollment and Racial Composition of the Pulaski County Special School District,\" Office of Desegregation and Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["2005-12-07"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School integration","School management and organization"],"dcterms_title":["\"2005-06 Enrollment and Racial Composition of the Pulaski County Special School District,\" Office of Desegregation and Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1408"],"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":["100 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_428","title":"Evaluation of SMART/THRIVE In the Little Rock School District: Research Report, 2004-2005, Draft","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":["2005-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics"],"dcterms_title":["Evaluation of SMART/THRIVE In the Little Rock School District: Research Report, 2004-2005, Draft"],"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/428"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCase 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 2 of 69 CREP Center for Research in Educational Policy Evaluation of SMART/THRIVE In the Little Rock School District Center for Research n Educational Policy The Universiy of Memphis 325 Browning H\u0026lt;d t4emphis. Tennessee 38152 ToB Free. 1-866^70^147 Research Report 2004-2005 DRAFT REPORT FOR REVIEW BY Little Rock School District December 2005 Lyle Hull Davis, Ph.D. Gail Weems, Ph.D. John Nunnery, Ph.D. Center for Research in Educational PolicyCase 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 3 of 69 EXECUTIVE SUMMARY INTRODUCTION DHlUOilNO W N0lW5)3H33S3a Nvr aaAiaoaa This report summarizes the 2004-2005 evaluation study of the SMART and THRIVE programs. The global purpose of the evaluation was to: a) provide cumulative evidence of SMART/THRIVE implementation practices\nb) examine the extent to which the programs have been effective in improving and remediating academic achievement of African-American students\nand c) explore perceptions of participants, parents and teachers as well as level of student participation in SMART and THRIVE. The overall purposes of the SMART and THRIVE programs are to provide supplemental prealgebra support to students entering Algebra I and to prepare students to meet state standards in Algebra I, respectively. The programs intentions/goals are to: a) provide a solid foundation for Algebra, encourage exploration\nb) make mathematics fun\nc) enable students to achieve academic success in mathematics\nand c) create the confidence necessary to pursue higher level courses. The SMART program meets for two consecutive weeks during the summer and the THRIVE program meets every other Saturday during the Spring semester. SMART uses a co-teaching model with one teacher and one high school student mentor while THRIVE uses a co-teaching model with two certified teachers. The primary context of observations, focus groups and surveys was the 2005 THRIVE program. Additional attendance data were collected from the 2004 SMART program. Survey and focus group responses concerning both programs also were collected. Both programs served students from the following schools: Cloverdale, Dunbar, Forest Heights, Henderson, Mablevale, Mann, Pulaski Heights, and Southwest. Research Questions Seven research questions provided the focus of the evaluation. The primary research question focused on the extent to which SMART/THRIVE programs improved and/or remediated math achievement among African American students. Evaluation questions were: 1. Have the SMART/THRIVE programs been effective in improving and remediating the academic achievement of African-American students? 2. What is the level of participation in SMART and THRIVE by African American students? 3. 4. What instructional strategies are used during the tutoring sessions? What are the perceptions of SMART/THRIVE Teachers regarding program impacts, strengths, and weaknesses? 5. What are the perceptions of Algebra I teachers regarding program impacts, strengths, and weaknesses? 6. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? 7. What are the perceptions of parents/guardians of SMART/THRIVE students regarding program impacts, strengths, and weaknesses? RECEIVED JAN 3 2006 1 OFFICE OF DESEGREGATION MONITORINGCase 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 4 of 69 Design The evaluation was conducted during the spring of 2005. A mixed-methods design was employed to address the research questions. Results within this summary are primarily descriptive in nature\nhowever, achievement data will be used for comparative analyses among SMART participants. THRIVE participants^ students participating in both programs, and students participating in neither program. These data will be examined in light of attendance data provided by program heads. Evaluation Measures Six measurement strategies were used to collect the evaluation data: standardized achievement test scores, classroom observations, surveys, focus groups, and program-developed achievement benchmarks. Administration procedures and descriptions of instrumentation are provided below. Direct Classroom Observation Measures  School Observation Measure (SOM*): Examines frequency of usage of 26 instructional strategies.  Rubric for Student-Centered Activities (RSCA)\nProvides measurement of the degree of learner engagement in cooperative learning, project-based learning, higher-level questioning, experientiai/hands-on learning, student independent inquiry/research, student discussion and students as producers of knowledge.  Math Addendum: Rates teachers' actions in emphasizing conceptual understanding, connecting the content to daily life, and promoting students confidence in mathematics. Surveys  Student Survey: Collects participant impressions and perceptions regarding the satisfaction, short-comings, strengths and influence of SMART and THRIVE programs.  Parent Survey: Collects parent perceptions and impressions regarding availability (access), influence, transportation and opinions of SMART and THRIVE.  Algebra I Teacher Survey: Collects Algebra I teacher perceptions and impressions of influence of program on student performance as well as global awareness and opinions of SMART and THRIVE.  SMART/THRIVE Teacher Survey: Collects THRIVE teacher perceptions and impressions regarding professional development, influence of technology, influence of program on student performance and overall opinions of the program. Focus Groups  Student Focus Groups: Collects program participant impressions and perceptions regarding the influence of each program on Algebra I achievement, test scores, and self-confidence about math. Also collects information about SMART and THRIVE program weaknesses, strengths and needs.  Mentor Focus Group: Collects high school SMART mentor impressions and perceptions of SMART program strengths, weaknesses, needs, and influence on students. Student Records  Attendance records from the 2004 SMART program and 2005 THRIVE program were examined in light of achievement data. Participation rates are reported as well. 2Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 5 of 69 student Academic Performance  Math Benchmark Test (2003 - 2004) scores were analyzed. The Benchmark Test is a state- mandated criterion-referenced test aligned with state math standards and developed by Arkansas teachers and the Arkansas Department of Education. Benchmark scores are reported as Advanced, Proficient, Basic, and Below Basic. The mathematics portion of the exam is comprised of multiple-choice and open response items  End of Course Exams (EOC) 2004-2005 scores were analyzed. The Algebra I End of Course Examination is a criterion-referenced test with questions that align with the goals and subjectspecific competencies described by the Arkansas Mathematics Curriculum Framework and Algebra I Course Goals. The purpose of the test is to assess student mastery of Algebra I knowledge and skills. Students take the exam at the completion of Algebra I. Scores are reported as Advanced, Proficient, Basic, and Below Basic.  ITBS Math Subtests scores were analyzed. The Iowa Test of Basic Skills (Math) assesses students ability to compute, deal with math concepts and solve problems dealing with numeration, graph/table interpretation, and computation.  SMART and THRIVE Pre/Post Tests: The curriculum-based tests are measures of student ability to utilize algebraic concepts to solve equations, judge inequalities, evaluate and simplify basic problems, graph equations, plot data, and solve applied problems. The THRIVE program tests were comprised of content more advanced than that of SMART program tests. Pre-test problems were identical to post-test problems in both programs. Procedure Data for this evaluation were collected during the ^ring of 2005. Targeted observations were conducted in February and March of 2005 using the SOM, Math-addendum, and RSCA instruments. J , IVIUK I UUUOl lUUl I I, dl lU ITOV/ZA II lO U UI I I Cl I lb. Surveys, focus groups and program-designed achievement tests were also administered during this time period. Observations were scheduled for random classrooms participating in the THRIVE program on three different days. Student perfonnance measures were administered in late spring. The following table summarizes the data collection procedure. 3Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 6 of 69 Data Collection Summary Type of Measure Targeted Classroom Observations Instrument SOM RSCA Math Addendum Number Completed/Data _____ Source Total 5 19 5 Description A series of observation sessions in which random THRIVE classes were observed. During a one hour period, four^ note forms were completed every 15 minutes. Completed during Spring, 2005 THRIVE sessions. Surveys SMART/THRIVE Teacher Parent Algebra I Teacher Student 10SMART/18 THRIVE 21 SMART/35 THRIVE 25 SMART/33 THRIVE 70 SMART/142 THRIVE Items specific to SMART and THRIVE were included in the surveys and administered to all groups in Spring, 2005. THRIVE student surveys were distributed in class and collected by researchers. THRIVE teacher surveys were distributed during a faculty meeting and administered by researchers THRIVE parent surveys were distributed by teachers via students, returned to the school and sent to researchers Algebra I teacher surveys were distributed through the district, returned to the school and sent to researchers or sent directly to researchers. Focus Groups Student Focus Group Mentor Focus Group 21 Participants 2 Participants During spring 2005, student and mentor focus groups were conducted at the THRIVE site by researchers. All students returning parental permission slips were included in the focus groups. Each focus group interview lasted approximately 45 minutes. Mentors from the SMART 2004 program were contacted by researchers. Researchers used the Student Focus Group protocol to conduct an on-site, 45-minute locus group with 2 of the 7 mentors. Achievement Tests Math Benchmark Test 2003-2004 and 2004 -2005 End of Course Exams ITBS Researchers used data collected from three major math measures designed by independent entities and distribute throughout the LRSD for achievement data analysis. Exams were taken during the Spring of 2005. Attendance Data SMART 2004 Attendance THRIVE 2005 Attendance 210 students (88% African American) 143 students (84% African American) Researchers used the attendance and demographic data from SMART, 2004 and THRIVE, 2005 to examine level of participation among African American students *One observation session was comprised of three rather than four observation segments due to scheduling constraints. 4Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 7 of 69 Results Direct Classroom Observation Results Targeted Observations Analysis of data collected using SOM, the Math Addendum and RSCA during the five observation sessions revealed that THRIVE teachers are using a variety of instructional strategies aligned with Arkansas state-designed Student Learner Expectations (SLE). The most striking result was the extent to which team teaching and coilaborative/cooperative learning dominated the curriculum. Additionally, notable use of higher level questioning strategies and teachers acting as coaches rather than lecturers was noted among observed sessions. During the teaching sessions that were observed, the Math Addendum items revealed that teachers were frequently emphasizing conceptual understanding over rote learning. Furthermore, this practice facilitated frequent instances of promoting students confidence and flexibility in doing mathematics. Overall, students in the THRIVE program had a high level of interest and were observed being engaged in instruction that emphasized practical and conceptual learning in a comfortable, student-centered setting. The RSCA results suggest that the THRIVE program integrated technology into the curriculum. Average or above average implementation (e.g., level of intensity, meaningfulness, quality) was noted for activities associated with higher level thinking strategies, teamwork and independent technology use. Survey Results Student Survey The overall trend in response types was positive for survey items pertaining to THRIVE and SMART. Regarding THRIVE, students demonstrated high levels of agreement for items probing self-confidence, comfort level, growth among problem solving skills, and overall satisfaction with the program. Two areas in which some students showed some disagreement were related to generalization and application. Students indicated an overall satisfaction with the program on the open ended portion of the student survey, but did not feel that the program changed their study habits or helped them apply information to real life situations. Responses to items pertaining to SMART indicated agreement among students for items pertaining to preparedness, motivation, and application. Open-ended items also suggest overall satisfaction with SMART\nhowever, a number of student suggestions were made about changing the time during which the summer program met. Parent Survey Responses from the 35 parents who responded to the THRIVE parent survey suggest that they have positive feelings towards the program. Agreement or strong agreement was consistently noted across all survey items. No negative responses to the items were reported. The 21 parent respondents provided similar information, particularly for those items reflecting their satisfaction with the teachers, their childrens preparedness for Algebra I, and their comfort level with the program meeting time. None of the respondents indicated disagreement or strong disagreement with any of the items. Neutral responses were noted for one item pertaining to whether SMART had improved attitudes about math. Parent perceptions measured with analysis of open-ended responses reflected an overall satisfaction with both programs. When asked specifically about transportation, the majority of parents did not site it as an issue\nhowever, some parents reported access to transportation being inconsistent. Algebra I Teacher Survey In contrast to response trends from the parents, students and THRIVE teachers surveyed, Algebra I teachers responses to SMART items showed slightly more varied distribution across the survey scale (Strongly Agree/Agree-Neutral-Strongly Disagree/Disagree-Dont Know). Responses from the 33 Algebra I teachers responding to THRIVE items and the 25 Algebra I teachers responding to SMART items showed a 5Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 8 of 69 positive response trend. These teachers agreed that both programs had bolstered students self-confidence and positively impacted student achievement\nhowever, they responded more neutrally to items probing the programs' influence on childrens problem solving ability and influence on general Algebra I instruction. When asked specifically about whether they felt SMART and THRIVE had had an impact on achievement differences among races, a small percentage disagreed, approximately one third responded neutrally or did not know and the remaining 48% agreed. SMART/THRIVE Teacher Survey SMARTTTHRIVE Teachers responses overwhelmingly favored agreement or strong agreement with items pertaining to positive attributes among professional development, resources/materials, methodology and instructional delivery within the THRIVE and SMART programs. Two items for which some teachers indicated neutrality across both programs were related to the extent to which they felt the program had improved their own ability or their students ability to use calculators. No negative responses were noted among the items\nhowever, some teachers indicated that the limited time available for teaching was considered a shortcoming for both SMART and THRIVE. Focus Groups Student Focus Group Students perceptions of both programs suggest that there is a generally positive feeling towards SMART and THRIVE. Specifically, the consensus among the twenty-one students who participated in the focus groups was that SMART and THRIVE bolstered math skills and boosted confidence. Despite some mild distaste for required meeting times (Saturdays and during the summer), most student participants indicated that both SMART and THRIVE had reinforced Algebra I skills and provided a fun, relaxing context for learning. Many students noted that the programs had provided new strategies for problem solving and made Algebra I less daunting. There were no outwardly negative comments made. Mentor Focus Group Two high school student mentors who had participated in SMART, 2004 provided input about the SMART program primarily. The mentors viewed SMART as a preparatory program focused on reviewing prealgebra principals. Both mentors, however, also noted that SMART provided a unique environment in which competition helped motivate students and make math more enjoyable. The mentors global perception of the program was that SMART allowed students to get a head start on Algebra I principals with a simultaneous boost in confidence. Attendance Collectively, the 2004 SMART program served 210 students for which attendance data was available and the 2005 THRIVE program served 143 students for which data was available. Compared to the general population served by the district (69.0% African American), SMART and Thrive programs served a higher percentage of African American students (88.0% SMART\n84.8% Thrive\n89.6% Both). The attendance rates for SMART yielded an average rate of 97% (range: 94%- 100%) and the attendance rates for Thrive yielded an average rate of 90% (range: 81 %-100%). Achievement The results provide evidence that, in 9'*' grade, the SMART program, the Thrive program, or the combination of the two programs were associated with substantial and statistically significant improvements in the achievement of participating students relative to non-participating students on the Algebra I EOC exam. The strongest effect size was associated with a combination of the programs. Additionally, eighth grade students participating in any combination of the programs were less likely than their non-participant peers to perform at basic or below basic proficiency levels on the Algebra I EOC exam. More specifically, African American students in both eight and ninth grade who were 6Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 9 of 69 enrolled in any of the three program configurations were more likely to perform at proficient or advanced levels of proficiency than the non-participant comparison group. Statistically significant gains were also noted on the program-specific assessments for the SMART and Thrive programs. No statistically significant program effects or racial differences noted among scores from the ITBS. CONCLUSIONS Each of the major research questions will provide a framework around which the conclusions for the present study will be structured. Have the SMART/THRIVE programs been effective in improving and remediating the academic achievement of African-American students? StudenMevel achievement analyses yielded results suggesting that participation in SMART, Thrive and a combination of programs is associated with comparative improvements in achievement relative to nonparticipating students. Specifically, our interpretation of these outcomes focuses on the extent to which these differences in achievement relate to growth among African American students. Findings suggest that although there was not a statistically significant interaction term specific to race, participation in any of the program configurations was associated with a major reduction in the achievement gap between African American students and students of other races from 8* grade to 9* grade, from a one standard deviation deficit on 2003-04 Benchmark scores to virtually no difference on 2004-5 Algebra I EOC scores. For 2004-05 8 graders, the results suggest a positive effect of the programAfrican American students attending any program configuration were more likely to achieve at Proficient or Advanced levels. However, the lack of 2003-04 achievement data tor use as a covariate limits the strength of this evidence. Although results were favorable for African American students enrolled in both programs, no statistically significant effects were noted from ITBS scores for race or program, demonstrating that although SMART and Thrive have a direct and significant impact on curriculum-based performance measures, they have a lesser influence on standardized math achievement performance. In light of the current goal in increasing achievement among African American students, particularly in the domain of mathematics, the results from EOC and Benchmark exams are highly significant. These results are encouraging as implementation of the SMART and Thrive programs seems to have had a positive impact on African American student achievement. What is the level of participation in SMART and THRIVE by African American students? Overall, the level of participation for both programs was high. The vast majority of students enrolled in SMART, Thrive or both programs missed no sessions, yielding average attendance rates of 90% or above. Additionally, data from classroom observations suggested a high degree of student engagement and participation across classrooms within the Thrive program. Given the demographic characteristics of the participants, the significant quantitative relationship between participation and student achievement gains, and the high participation rates among participants, the results provide evidence that SMART and Thrive have a positive impact on participation among African American students and that participation has had significant influence on achievement. What instructional strategies are used during the tutoring sessions? During classroom visits, the majority of observed instructional strategies were couched in a collaborative teaching model focused on higher level thinking skills and student grouping. Students were observed utilizing technology throughout their lessons and were highly engaged during observation sessions. Teachers frequently posed hypothetical questions to groups to accommodate use of higher-level thinking skills and generate more varied student responses. Even when students were engaged in independent seatwork, which was rare, teachers were observed circulating among various student groups, requesting more in-depth questioning strategies in their problem solving approaches. Additionally, although the competition component 7Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 10 of 69 of the program was not observed directly, students were frequently cited encouraging fellow students in preparation for competition while working in collaborative groups. What are the perceptions of SMART/THRIVE Teachers regarding program impacts, strengths, and weaknesses? There was a positive response trend among SMART/THRIVE teachers across questionnaire items for both programs. Teachers generally believed that the core components of both programs bolstered student learning, particularly among students who were struggling to perform well in Algebra I classes. Additionally, they reported feeling comfortable with expectations and resources, noting that having opportunities to collaborate with other teachers and utilize competition to motivate students were essential to success. Teachers cited time constraints as a recognized weakness across both programs. The general consensus was that they wanted more time to develop deeper skills among students and to reinforce concepts taught in Algebra I classrooms. None of the respondents expressed feelings of dissatisfaction with either program and demonstrated the highest percentage of positive responses when compared to other groups (students, parents. Algebra I teachers). What are the perceptions of Algebra I teachers regarding program impacts, strengths, and weaknesses? Algebra I teachers were generally positive in their reaction to both SMART and THRIVE programs, representative of an overall feeling that SMART and THRIVE facilitated student learning and generalized to the Algebra I classroom. Algebra I teachers noted observed improvements among students participating in SMART/THRIVE and globally agreed that the programs effectively enabled students to use technology in the Algebra I classrooms. A number of Algebra I teachers indicated that both programs needed to reach a larger and broader group of students. There were no indications that Algebra I teachers disliked SMART or THRIVE\nhowever, there was some evidence that some respondents felt that the programs did more to supplement what was being taught in Algebra I classrooms rather than cultivate more meaningful understanriinn nf algebraic concepts, ~ What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? Students were somewhat mixed in their reactions to SMART and THRIVE, although the response trend among respondents across items was generally positive. While most of the students believed that SMART and/or THRIVE helped them with Algebra I class, others indicated mild dislike for time spent doing academics during summer and/or Saturdays. Students did perceive the programs as motivating, fun, and globally helpful. It was rewarding to note that despite some dislike of the programs' scheduled meeting times, most students indicated a desire to continue with the programs modifying very little about the actual instructional delivery. These comments were corroborated by comments students made during focus group sessions. What are the perceptions of parents/guardians of SMART/THRIVE students regarding program impacts, strengths, and weaknesses? Parents' reactions to both programs were globally positive. Specifically, parents commented that the motivational, fun nature of the programs was fostering an interest in math among students. Comments for change were largely dominated by parents requesting that the program be expanded both in breath/scope and duration. None of the parents cited negative features\nhowever, some parents requested more rigor within the curriculum. When asked specifically about transportation, a concern of SMART/THRIVE program heads, the majority (84%) of parents indicated that it was not a problem. Of the parents who did indicate that transportation was a problem, inconsistency of service was cited as the primary issue. The majority of parents felt comfortable sending their children to the programs during the summer and/or on Saturdays, particularly because transportation on those days/during that time did not conflict with work or other activities that typically dominated school days. 8Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 11 of 69 Evaluation of SMART/THRIVE In the Little Rock School District Research Report: 2004-2005 INTRODUCTION The Arkansas Department of Education contracted with the Center for Research in Educational Policy (CREP) at The University of Memphis to collect formative evaluation data in schools implementing SMART/THRIVE. This report summarizes the 2004-2005 evaluation study of the SMART and THRIVE programs. The global purpose of the evaluation was to examine the extent to which the SMART/THRIVE programs have been effective in improving and remediating academic achievement of African-American students. Additionally, the evaluation explores perceptions of participants, parents and teachers as well as level of student participation in SMART and THRIVE. The overall purposes of the SMART and THRIVE programs are to provide supplemental pre-algebra support to students entering Algebra I and to prepare students to meet state standards in Algebra I. It was designed as an intervention for rising and current 8'\"- and 9-grade students who are entering or will be enrolled in Algebra I. Applications for SMART are disseminated through the Sth grade teachers for any rising 9th grade student who has not taken Algebra I. Eligible rising 9th grade students who are registered to attend high school in the LRSD and will take Algebra are selected on a first come-first served basis. Seventh grade math teachers are asked to recommend students, particularly African-American or Hispanic students, who have the potential to be successful in Algebra I in the Sth grade. Students who participated in SMART are invited to participate in THRIVE. After a designated enrollment period, remaining seats are opened to any student taking Algebra I. Applications for these remaining seats are disseminated by the Algebra 1 teachers. The programs intentions/goals are to:  Provide a solid foundation for Algebra, encourage exploration Make mathematics fun Enable students to achieve academic success in mathematics  Create the confidence necessary to pursue higher level courses The goals encompass two components: pre-algebra instruction for two weeks during the summer (SMART Program) and 10 Saturdays across the school year (THRIVE Program). Instruction in both 9Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 12 of 69 programs utilizes small class sizes (fewer than 18) with two teachers per class. Each program currently (2004-2005) engages approximately 10 percent of the total African-American student population enrolled in Algebra I classes. Various local grants have funded both programs since 1999. Summer Mathematics Advanced Readiness Training (SMART) provides opportunities for students to gain the knowledge, skills, and confidence needed for success in Algebra 1. SMART is a two-week half-day summer institute for eligible rising 8'\" and 9' grade students who will be enrolled in Algebra 1. SMART serves approximately 200 students each year. Each SMART classroom consists of a qualified mathematics teacher, one high school mentor who demonstrates outstanding mathematical skills and a positive attitude, and no more than seventeen SMART students. Each teacher uses a variety of strategies and tools to enhance their instructional delivery. Activities include real-life situations requiring the use of math skills. SMART students are exposed to and become familiar with a range of technological tools. The most popular tool used is the Tl- 84 Plus graphing calculator. SMART students learn how to use the calculator to further and deepen their knowledge of mathematics. In addition to the TI-84 Plus calculator, students use the Calculator-Based Laboratory (CBL) and the Calculator-Based Ranger (CBR) to solve problems and perform experiments. Students who successfully complete the SMART program receive a free TI-84 Plus graphing calculator, a SMART T-shirt, and a certificate. Instructional delivery and structure within the THRIVE program is virtually identical to that noted within SMART sessions\nhowever, students do not have a high school mentor acting as a facilitator. THRIVE serves approximately 150 students, many of whom generally have been enrolled in SMART during the previous summer. Students currently enrolled in Algebra I meet bi-monthly on Saturdays during the Spring semester from 8:45 a.m.  12:25 p.m. The sessions are divided into 45-minute instructional blocks with learning activities prescribed for each block. The last block consists of two classes competing in a mathematics game/competition featuring the material covered that day. Teaching methods mirror those used in SMART, but integrate more advanced content and focus on material covered in Algebra I classrooms across the district. RESEARCH QUESTIONS Seven research questions provided the structure around which the evaluation was developed. The primary research question focused on the extent to which SMART/THRIVE programs improved and/or remediated math achievement among African American students. A substantive supplemental question 10Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 13 of 69 addressed the level of participation in SMART and THRIVE by African-American students. Additional attention was focused upon academically focused time and student engagement as well as parent, student, teacher and Algebra I teacher perceptions of the programs. The questions are listed below and are followed by a brief explanation of the areas addressed in the present evaluation. PRIMARY EVALUATION QUESTION Have the SMART/THRIVE programs been effective in improving and remediating the academic achievement of African-American students? A treatment (2-levels)-control student pre-tesVpost-test designed was employed for this evaluation. The analysis controlled for pretest, gender, ethnicity and SES. Four types of Algebra I students were compared: a) no program/comparison, b) SMART program only, c) THRIVE program only and d) both SMART and THRIVE programs. The pretest data was collected from the 2003-2004 Math Benchmark Test and the posttest data was collected from the 2004-2005 Math Benchmark Test. Additional test information gathered for treatment-control comparison includes the 2004-2005 ITBS Math subtests and Algebra I End of Course Exams (EOC). Descriptive data from SMART and THRIVE participants were derived from pre- and post-test program exams. All standardized tests were administered by and throughout the Little Rock School District. Pre- and post- test program exams were administered through SMART and/or THRIVE. SUPPLEMENTAL EVALUATION QUESTIONS 1. What is the level of participation in SMART and THRIVE by African American students? Attendance data from the SMART program of 2004 and the THRIVE program of 2005 were examined. In addition to descriptive information, the levels of participation were analyzed in light of student achievement. 2. What instructional strategies are used during the tutoring sessions? This question was addressed through classroom observations using an instrument focused on 26 research-based teaching strategies associated with increased academically focused instructional time and technology use within the classroom. Three additional math-specific items were designed to gather observation data about math-specific instructional practice. Five, random observation visits were conducted during the THRIVE program sessions. 11Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 14 of 69 3. What are the perceptions of SMART/THRIVE Teachers regarding program impacts, strengths, and weaknesses? 4. What are the perceptions of Algebra I teachers regarding program impacts, strengths, and weaknesses? 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? 6. What are the perceptions of parents/guardians of SMART/THRIVE students regarding program impacts, strengths, and weaknesses? Questions 3, 4, 5 and 6 were addressed through use of self-report surveys, including objective and open-ended items. Demographic data was also collected and analyzed. In addition, three student focus groups were created during which students perceptions of program strengths\nweaknesses and overall satisfaction were collected, and then analyzed. PARTICIPANTS Currently, SMART/THRIVE serves students from the following eight Little Rock School District middle schools: Cloverdale: 82% African-American student population\nDunbar: 61% African-American student population\nForest Heights: 77% African-American student population\nHenderson: 82% African-American student population\nMabievale: 81% African-American student population\nMann: 52% African-American student population\nPulaski Heights: 57% African-American student population\nSouthwest: 94% African- American student population. Of 274 eighth- and ninth-grade students who participated in SMART, Thrive, or both programs, matching district demographic data were available for 258 (94.2%). Tables 1 and 2 provide summaries of demographic and grade-level data for the various subsamples of SMART, THRIVE, and Comparison students in the study. These programs served a higher percentage of African American students than existed in the student population at large (69.0%): 88.0% of SMART students, 84.8% of Thrive students, and 89.6% of students attending both programs were African American. Of the 258 students with matching data, 125 attended SMART only, 66 attended Thrive only, and 67 attended both programs. Most students attending SMART only were ninth graders (83.2%), while the majority attending Thrive only were eighth graders (66.7%). About equal percentages of eighth graders (53.7%) and ninth graders (46.3%) attended both programs. Whereas the district percentage of female students in eighth and ninth grades was 50.1%, the 12Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 15 of 69 programs served a much larger proportion of females: 63.2%, 66.7%, and 59.7% for SMART, Thrive, and both programs, respectively. Table 1 Percentage of Students Served by Race: SMART^hrive and Comparison PROGRAM Am Indian Asian Black Hispanic Other White Total n Comparison 0.2 1.7 69.0 4.8 1.4 22.9 3726 SMART 0.0 0.0 88.0 0.8 4.0 7.2 125 THRIVE 0.0 6.1 84.8 3.0 0.0 6.1 66 BOTH 1.5 1.5 89.6 4.5 0.0 3.0 67 Total 0.3 1.7 70.2 4.6 1.4 21.8 3984 Note. Comparison group is all eighth and ninth grade students not served by either the SMART or Thrive programs. Table 2 Program Attended by Grade Level PROGRAM Total GRADE 08 09 Total Count % within PROGRAM Count % within PROGRAM Count % within PROGRAM Comparison 1727 SMART 21 THRIVE 44 BOTH 36 1828 46.3% 16.8% 66.7% 53.7% 45.9% 1999 104 22 31 2156 53.7% 83.2% 33.3% 46.3% 54.1% 3726 125 66 67 3984 100.0% 100.0% 100.0% 100.0% 100.0% EVALUATION DESIGN The evaluation was conducted during the spring of 2005. A mixed-methods design was employed to address the research questions. Results are primarily descriptive in nature\ninferential statistics from achievement analyses are discussed. Both quantitative and qualitative data were collected by trained observers. The observers administered and collected surveys to THRIVE teachers and students and conducted focus groups with students and SMART mentors. The majority of the time was spent observing 13Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 16 of 69 classrooms using the School Observation Measure (SOM) described below. Observers also conducted focus groups with students and SMART mentors and administered or distributed surveys to students, teachers. Algebra I teachers and parents. Additionally, achievement data from students participating in SMART, 2004 and THRIVE, 2005 was collected and analyzed by CREP. Details about all of the instruments and evaluation procedures are provided in subsequent sections INSTRUMENTATION To address the questions proposed in this mixed-methods evaluation, data from achievement tests, student records, classroom observations, surveys, and focus groups were collected. Six measurement strategies were used to collect the evaluation data\nstandardized achievement test scores, classroom observations, surveys, focus groups, and program-developed achievement benchmarks. ACHIEVEMENT TEST SCORES Math Benchmark Test 2003 - 2004 and 2004 - 2005: The Benchmark Test is a state-mandated criterion-referenced test aligned with state math standards and developed by Arkansas teachers and the Arkansas Department of Education. Benchmark scores are reported as advanced, proficient, basic, and below basic. The mathematics portion of the exam is comprised of multiple-choice and open response items. Internal consistency reliability estimates, from the 2002-2004 administrations ranged from Cronbachs Alpha of .84 - .87.  End of Course Exams (EOC) 2005: The Algebra I End of Course Examination is a criterionreferenced test with questions that align with the goals and subject-specific competencies described by the Arkansas Mathematics Curriculum Framework and Algebra I Course Goals. The purpose of the test is to assess student mastery of Algebra I knowledge and skills. Students take the exam at the completion of Algebra I. Scores are reported as advanced, proficient, basic, and below basic. Internal consistency reliability estimates, from the 2001-2004 administrations ranged from Cronbachs Alpha of .81 - .88.  ITBS Math Subtests\nThe Iowa Test of Basic Skills (Math) assesses students ability to compute, deal with math concepts and solve problems dealing with numeration, graph/table interpretation, and 14Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 17 of 69 computation. The ITBS test is a norm-referenced. The ITBS information is proprietary and, therefore, estimates of reliability and validity could not be obtained.  SMART and THRIVE Pre/Post Tests\nThese curriculum-based tests measured students' ability to utilize algebraic concepts to solve equations, judge inequalities, evaluate and simplify basic problems, graph equations, plot data, and solve applied problems. The THRIVE program tests were comprised of content more advanced than that of SMART program tests. Pre-test problems were identical to post-test problems in both programs. STUDENT RECORDS  Attendance records from the 2004 SMART program and 2005 THRIVE program were examined in comparison to achievement measures. CLASSROOM OBSERVATION MEASURES The data collection instruments for classroom observations were the School Observation Measure (SOM), including three math-specific items designed to better-tailor the instrument, and the Rubric for Student-Centered Activities (RSCA). The SOM and addendum items were designed to gather information about instructional practices and classroom activities. The RSCA was used to gather more detailed information about the level of student engagement during target activities throughout target observations. The instruments used for classroom observation are described below. School Observation Measure (SOM): School Observation Measure (SObP). The SOM was developed to determine the extent to which different common and alternative teaching practices (e.g., direct instruction, cooperative learning, student inquiry, experiential learning) are used by teachers (Ross, Smith \u0026amp; Alberg, 1999) in typical (non-evaluative) classroom contexts. During each recording session, notes were completed every 15 minutes in different classrooms for a total of four at the end of one, 60-minute observation period. Researchers objectively recorded the relative use, non-use and frequency of 26 observation items covering a variety of classroom practices. Additionally, researchers recorded the extent to which high academically focused instructional time and high student attention/interest were observed. At the conclusion of a one-hour targeted visit, a trained observer summarizes the frequency with which each of the strategies was observed, yielding one SOM Data Summary Form. The frequency is recorded via a 5-point rubric that 15Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 18 of 69 ranges from (0) Not Observed to (4) Extensively Observed. Two global items rate, respectively, the academically-focused instructional time and degree of student attention and interest. A reliability study by Lewis, Ross, and Alberg (1999) found that pairs of trained observers selected identical SOM categories 67% of the time and rated within one category 95% of the time. Math Addendum: Because the program under evaluation was specifically a mathematics program, three additional observations items unique to mathematics were developed. The items were written by a member of the research team with an Arkansas teaching certificate in mathematics based on the standards of the National Council of Teachers of Mathematics (NCTM). The three items addressed the teachers actions in emphasizing conceptual understanding, connecting the content to daily life, and promoting students confidence in mathematics. Each item was rated as 1 indicating not observed to 5 reflecting strong application. Rubric for Student-Centered Activities (RSCA): This Rubric (Ross \u0026amp; Lowther, 2002) is applied in conjunction with SOM visits to determine the quality and depth of teacher applications of selected strategies (e.g., cooperative learning, higher-order questioning, project-based learning, and technology as a learning tool). These strategies reflect emphasis on higher-order learning and attainment of deep understanding of content. Such learning outcomes seem consistent with those likely to be engendered by well-designed, real- world linked exercises, projects, or problems utilizing technology as a learning tool. Each item includes a two- part rating scale. The first is a four-point scale, with 1 indicating a very low level of application, and 4 representing a high level of application. The second is a Yes/No option to the question: Was technology used? with space provided to write a brief description of the technology use. The RSCA was completed as part of SOM observation periods. The RSCA reliability results indicate that observer ratings were within one category for 97% of the whole-school observations and for 90% of the targeted observations (Sterbinsky \u0026amp; Burke, 2004). A RSCA was completed at the end of each targeted classroom observation. SURVEYS Four surveys were developed by the evaluation team to collect data pertaining to the effectiveness of the SMART/THRIVE Program. The specific audiences around which the current evaluation focused were parents. Algebra I teachers currently teaching in Little Rock schools, SMART/THRIVE teachers, and students 16Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 19 of 69 currently enrolled in THRIVE. Items were designed to address both the primary and secondary research questions of the study and to glean open-ended perceptions from the four data collection groups. Items specific to SMART and THRIVE were included as were open-ended questions about both programs. Program-specific items were presented to gain general and specific knowledge about both programs as separate entities. This also eliminated the need for respondents to complete two separate surveys. Each survey was divided into three sections. The first section was used to collect demographic information specific to each group. The second section was comprised of objective items specific to the research questions and each program (SMART and THRIVE), in the final section, the respondents were presented with four, open-ended questions which probed strategies, strengths, weaknesses and general additional comments for each program. Responses across all surveys were scored through the use of Likert- type ratings ranging from strong disagreement (1) to strong agreement (5). Demographic information was also collected. Drafts of all surveys were presented at the evaluation team meetings in Little Rock and revisions were made from team participants suggestions. Sun/eys are found in Appendix A. FOCUS GROUPS Two sets of focus group protocols were developed by the evaluation team. Students were asked their perceptions of the effectiveness of the SMART/THRIVE program. SMART mentors also were asked their impressions of program effectiveness. Additionally, participants were also asked to report their perceptions of program impact. Student and Mentor protocols were similar, but tailored to their specific audience. Question drafts were presented at an evaluation team meeting in Little Rock and revisions were made from team participants' suggestions. PROCEDURES Data for this evaluation were collected during the spring of 2005. Targeted observations were conducted during late spring, 2005 using the SOM (including 3 math-specific addendum items) and RSCA instruments. Surveys, focus groups and program-designed achievement tests were also administered during this time period. The classroom observations were conducted during February and March, 2005. Observations were scheduled for random classrooms participating in the THRIVE program on three different days. Student performance measures were administered in late spring, collection procedure. Table 3 summarizes the data 17Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 20 of 69 Table 3 Data Collection Summary Type of Measure Instrument Targeted Classroom Observations SOM RSCA Number Completed/Oata Source Total 5 19 Description Surveys SMART/THRIVE Teacher Parent 10 SMART/18 THRIVE 21 SMART/35 THRIVE 25 SMART/33 THRIVE Algebra I Teacher 70 SMART/142 Student THRIVE Focus Groups Student Focus Group Mentor Focus Group 21 Participants 2 Participants Achievement Tests Attendance Data Math Benchmark Test 2003 - 2004 and 2004 - 2005 End of Course Exams ITBS SMART 2004 Attendance THRIVE 2005 Attendance 210 students 143 students Note: One SOM session was cut short due to scheduling, yielding 3 observations sheets and 3 FiSCAs. Observation sessions in which random THRIVE classes were observed. During the observation period, note forms were completed every 15 minutes. Four* sets of observation notes were completed for each SOM. Completed during Spring, 2005 THRIVE sessions. Four RSCAs were completed for each SOM._____________ Items specific to SMART and THRIVE were included in the surveys and administered to all groups in Spring, 2005. THRIVE student surveys were distributed in class and collected by researchers. THRIVE teacher surveys were distributed during a faculty meeting and administered by researchers. THRIVE parent surveys were distributed by teachers via students, returned to the school and sent to researchers. Algebra I teacher surveys were distributed through the district, returned to the school and sent to researchers or sent directly to researchers._________________________ During spring 2005, student and mentor focus groups were conducted at the THRIVE site by researchers. All students returning parental permission slips were included in the focus groups. Each focus group interview lasted approximately 45 minutes.  Researchers used the Student Focus Group protocol to conduct an on-site, 45- minute focus group with 2 of the 7 mentors. Researchers used data collected from three major math measures designed by independent entities and distributed throughout the LRSD for achievement data analysis. Exams were taken during the Spring of 2005._______________________ Researchers used the attendance and demographic data from SMART, 2004 and THRIVE, 2005 to examine level of participation among African American students. Data were collected from program heads and sent to researchers. 18Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 21 of 69 ACHIEVEMENT TESTS End-of-course (EOC) Algebra I test scores were used as 2004-05 outcomes for g** grade students, with 2003-04 Benchmark Mathematics scale scores used as a covariate. No covariate was available for 8' grade students, because no district or state tests were administered to graders in 2003-04. The End of Course Exams were administered at the end of the academic year to all students enrolled in Algebra I during the 2004-2005 school year. The ITBS exam was administered only to O' grade students, thus outcomes for this exam were available only for 9* graders. With no S grade scores available, 2003-2004 Benchmark scores were used for covariate comparisons. Additionally, curriculum-based pre- and post- program were administered on the first and last day of both programs. Both pre- and post-program-designed exams exams were comprised of 20 items, asking students to simplify, evaluate, graph, and solve equations. The SMART exams were geared to test pre-algebra and early algebra content and the THRIVE exams were designed to examine content expected of students completing Algebra I. The pre-program exams and post-program exams were identical. These exams are provided in Appendix B. CLASSROOM OBSERVATIONS Trained observers completed a series of classroom visits to collect frequency data regarding observed instructional practices, use of technology and level of student engagement. Classroom teachers were advised that the observers would be present throughout the semester, but were instructed to deliver lessons as usual. A targeted procedure was used for the present study given that the observations were of the THRIVE sessions rather than of a school-wide, cross-categorical program. The majority of the observations were conducted by one researcher, with the second researcher observing for one SOM to examine inter-rater reliability. The inter-rater reliability for the joint observation was high\nobservers selected identical SOM categories 88% of the time and rated within one category 100% of the time. The standard SOM procedure involves evaluation of an entire school by visiting 10-12 randomly selected classrooms for 15 minutes each. However, the goal of this evaluation was to examine the practices within a single program, where all classrooms were participating in the same activities at the same times, not assess an entire school. Therefore, procedures were modeled from those used by Lowther, Ross, and Morrison (2003) in their examination a school laptop computer program. A total of five SOM observations were conducted. Both the RSCA and the Math Addendum items were completed at the same time. A total of 19Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 22 of 69 19 RSCAs were completed because one observation session was interrupted by a scheduled class dismissal. SURVEYS The program teacher surveys were administered and collected by researchers on March 5, 2005 during a faculty meeting. Student surveys were administered and collected by researchers during a March 5 class. Algebra I teacher surveys were distributed via district mail. Parent surveys were distributed through students and collected by teachers before being sent to CREP for analysis. Additional parent surveys were administered and collected by a member of the research team at the student Math Fair. FOCUS GROUPS During spring 2005, student and mentor focus groups were conducted at the THRIVE site by researchers. All students returning parental permission slips were included in the focus groups, each of which lasted 45 minutes. The mentors were contacted individually by researchers via phone, mail and email. Two of the seven mentors responded and attended. The mentor focus group interview lasted approximately 45 minutes. RESULTS The results of this evaluation are presented below and synthesized to address each research question in the Discussion section. These results are presented by measurement strategy\nhowever, the findings are synthesized across instruments to reflect each research question in the Discussion section of this report. SCHOOL OBSERVATION MEASURE (SOM) As noted previously, observers focused on the 26 instructional strategies provided in the SOM using a standard five-point rubric (0 =not observed, 1 = rarely, 2 = occasionally, 3 = frequently, and 4 = extensively). The results are presented with a full, categorical breakdown in Table 4. Four strategies were observed occasionally to extensively at a frequency level of at least 75% or higher. These strategies include team teaching (100%), cooperative/collaborative learning (100%), use of higher-level questioning strategies (80%), and teacher acting as a coach/facilitator (100%). The data indicates that students were engaged in collaborative learning situations with high teacher support where they were asked to use problem solving and critical thinking skills to solve problems. Strategies that were observed occasionally 20Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 23 of 69 to extensively during 40-60% of the sessions included direct instruction (lecture), higher level instructional feedback (40%), experiential hands-on learning (40%), independent inquiry or research (40%) and student discussion (60%). Student discussion heavily dominated the instructional context (60% observed frequency) with teams of students working together to solve problems and propose new ideas. Some individual seat work and independent research was observed (40% each respectively), however, these frequently were noted to lead into a group-based activity in which individuals proposed ideas to a team that was used to create a corporate answer to problems proposed by the teachers. Sustained reading was observed in one classroom. Technology was heavily used (80%) as teachers relied upon graphing calculators and problem solving with technology as an integral part of the curriculum. Teachers demonstrated different ways to solve problems and/or work towards solutions via calculator and multi-media use. High academically focused time was observed extensively (80% of the time) as was high student engagement (in 60% of the observation sessions). Since the evaluation context was an Algebra I Saturday supplementary program with specific model parameters, some instructional strategies within the SOM were not observed. These strategies included individual tutoring, ability and multi-age groupings, work centers, integration of subject areas, project-based learning, independent seatwork, sustained writing/composition and systematic individual instruction. Generally, the aggregated data reflect efficient use of class time with teachers using a team teaching approach to deliver instruction to collaborative teams of students. The aforementioned math addendum items served to capture specific strategies used frequently among math teachers. Results from observations showed that THRIVE teachers frequently emphasized conceptual understanding over rote learning 60% of the time observed. Teachers also demonstrated connections between math and daily life frequently in at least 60% of the observations. One additional strategy of high interest was teachers cultivation of students confidence. flexibility and inventiveness in doing mathematics. This was observed frequently among 80% of the observations. None of the math-specific strategies were observed extensively. 21Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 24 of 69 Table 4 School Observation Measure (SOM) Data Summary for Little Rock-SMART/THRIVE Project N = 5 The extent to which each of the following was used or present in the school..._______ Instructional Orientation Direct instruction (lecture) Team teaching Cooperative/collaborative learning Individual tutoring (teacher, peer, aide, adult volunteer) Classroom Organization Ability groups Multi-age grouping Work centers (for individuals or groups) Instructional Strategies Higher-level instructional feedback (written or verbal) to enhance student learning Integration of subject areas (interdisciplinary/thematic units) Project-based learning Use of higher-level questioning strategies Teacher acting as a coach/facilitator Parent/community involvement in learning activities Student Activities Independent seatwork (self-paced worksheets, individual assignments) Experiential, hands-on learning Systematic individual instruction (differential assignments geared to individual needs) Sustained writing/composition (self-selected or teacher-generated topics) Sustained reading Independent inquiry/research on the part of students Student discussion Technology Use Computer for instructional delivery (e.g. CAI, drill \u0026amp; practice) Technology as a learning tool or resource (e.g., Internet research, spreadsheet or database creation, multi-media, CD Rom, Laser disk) Assessment Performance assessment strategies Student self-assessment (portfolios, individual record books) Summary Items High academically focused class time High level of student attention/interest/engagement Percent None Percent Rarely Percent Occasionally Percent Percent Frequently Extensively 20.0 0.0 0.0 100.0 100.0 100.0 100.0 60.0 100.0 100.0 20.0 0.0 80.0 100.0 20.0 100.0 100.0 8Q.0 40.0 40.0 80.0 0.0 100.0 100.0 0.0 0.0 Wole\nOne SOM is comprised of approximately 8 classroom visits. 20.0 0.0 0.0 0.0 20.0 20.0 0.0 0.0 40.0 20.0 20.0 0.0 0.0 60.0 80.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 20.0 0.0 40.0 0.0 0.0 0.0 20.0 0.0 0.0 20.0 0.0 0.0 0.0 0.0 40.0 0.0 0.0 20.0 0.0 0.0 0.0 0.0 0.0 0.0 20.0 0.0 20.0 20.0 20.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 40.0 0.0 0.0 0.0 60.0 60.0 0.0 0.0 0.0 0.0 0.0 0.0 20.0 20.0 0.0 20.0 0.0 0.0 20.0 40.0 0.0 40.0 0.0 0.0 0.0 20.0 20.0 0.0 40.0 0.0 0.0 80.0 60.0 22Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 25 of 69 RUBRIC FOR STUDENT-CENTERED ACTIVITIES (RSCA^ The RSCA results reflect the percentage of observed sessions in which selected strategies are observed at least once. The quality of the application and the percentage of sessions in which technology was used with the observed strategy are also recorded. A descriptive summary of the RSCA results is presented in Table 5. The RSCA results suggest that the level of application with which THRIVE program teachers applied certain instructional practices, particularly with regard to cooperative learning and higher-level questioning strategies was high. Additionally, students evidenced appropriate use of technology (calculators, multimedia, and spreadsheets) in self-directed activities to create new knowledge. The most notable area of technology use was among cooperative learning groups, where students collaboratively utilized multimedia, calculators and graphing applications to solve problems\nteachers often helped direct collaborative groups. Project-based learning was not observed and although student discussion, experiential hands on learning, and independent research were applied, the level of application was limited or somewhat limited without technology use. Additionally, aggregate results suggest that technology was used in more than a third of the instances during which 5/7 remaining student-centered activities were observed and in over 25% of the instances during which 6/7 remaining activities or strategies were applied. 23Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 26 of 69 Table 5 Rubric for Student-Centered Activities (RSCA) N = 19 Student-Centered Activities Not Limited Somewhat Somewhat Cooperative Learning Project-Based Learning Higher-Level Questioning Strategies Experiential Hands-on Learning Independent Inqulry/Ftesearch Student Discussion Students as Producers of Knowledge Using Observed Application Limited Strong Application Application Strong Application Technology In Use * 8.7 13.0 8.7 21.7 47.8 60.9 100.0 26.1 56.5 56.5 56.5 30.4 0.0 0.0 0.0 0.0 0.0 0.0 4.3 8.7 17.4 8.7 Technoiogy Percentages Indicating Observed Levels of Application Rating Scale: 1- limited application\n4=strong application 30.4 39.1 4.3 26.1 4.3 0.0 8.7 21.7 21.7 30.4 17.4 39.1 13.0 39.1 4.3 0.0 0.0 39.1 30.4 * See addendum description of technology use SCHOOL OBSERVATION SUMMARY Analysis of data collected using SOM, the Math Addendum and RSCA during the observations revealed that THRIVE teachers are using a variety of instructional strategies aligned with Arkansas state- designed SLEs. The most striking result was the extent to which team teaching and collaborative/cooperative learning dominated the curriculum. Additionally, notable use of higher level questioning strategies and teachers acting as coaches rather than lecturers was noted among observed sessions. During the teaching sessions that were observed, the Math Addendum items revealed that teachers were frequently emphasizing conceptual understanding over rote learning. Furthermore, this practice facilitated frequent instances of promoting students confidence and flexibility in doing mathematics. Overall, students in the THRIVE program had a high level of interest and were observed being engaged in instnjction that emphasized practical and conceptual learning in a comfortable, student-centered setting. 24Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 27 of 69 SURVEY RESULTS Four surveys (Algebra I Teacher, Student, Parent, SMART/THRIVE Teacher) were administered in late March, 2005. Results for each characteristics of the respondents demographic section of the surveys. of the four instruments were examined independently. Demographic are representative\nhowever, not all respondents completed the Additionally, the total number of respondents to THRIVE items varied from the total number of SMART respondents across questionnaires. Demographic differences are described for each group. Finally, item percentages across surveys did not always total 100% because of missing input from some of the respondents (i.e., there were questions to which some people did not respond). PROGRAM PARTICIPANT SURVEY THRIVE A total of 142 students responded to items pertaining to THRIVE and 70 students responded to items pertaining to SMART'. Of the 138 THRIVE respondents who reported their ethnicity, 77% specified African- American, 7% specified Multi-Ethnic, and 4.2% specified Asian. The remaining categories of Caucasian (3.5%), Hispanic (2.8%), and Other (2.1%) were specified less frequently. A total of 63.4% of the respondents were female\n35.9% of the respondents were male. Of the 70 students responding to SMART questionnaire items and specifying demographic information, 38.6% were female and 61.4% were male. Regarding ethnicity, 82.9% of the SMART respondents specified African American, 4.3% specified Caucasian or Hispanic respectively, 2.9% specified Multi-Ethnic and 1.4% specified Other or Asian. Table 6 contains the results for THRIVE and SMART objective survey items. These results are summarized in text below. Summaries of the open ended questions are shown in subsequent Tables. The overall trend in response types was positive\nfifty percent or more students indicated agreement or strong agreement across all items. Well over eighty percent of students responding to the survey reported that team competitions made THRIVE classes more fun. Over seventy-five percent of respondents agreed or strongly agreed that THRIVE made Algebra more enjoyable and instilled confidence in doing well on the Algebra Benchmark Exam. Over sixty percent of student respondents agreed or strongly agreed that THRIVE improved their self-confidence about math, helped them feel comfortable asking questions in THRIVE class. Because some students participating in the THRIVE program did not participate in SMART during the previous summer, differences between respondent numbers were expected. 25Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 28 of 69 and facilitated problem solving through calculator use. A total of 66.6% of respondents indicated that THRIVE teachers helped them with problems they were having in their regular algebra class. At least one half (50.0%) of the students responding to the survey indicated that THRIVE helped improve their algebra grades and helped them understand how to apply algebra concepts in real life. In contrast to the positive trend in responses across items, two areas in which some students showed disagreement were related to generalization and application. This is somewhat consistent with responses noted within the open ended portion of the student survey where students indicated an overall satisfaction with the program but did not feel that the program changed their study habits or helped them apply information to real life situations. Additionally, more students responded neutrally to items pertaining to content, grades and application when compared to responses for items related to motivation, fun and self-confidence. Table 6 Student Survey - THRIVE N = 142 1. 2. 3. 4. 5. 6. 7. 8. 9. THRIVE items Because of THRIVE, I have learned how to use a calculator to help solve algebra problems. THRIVE makes Algebra more enjoyable. THRIVE has helped me get good grades in Algebra. I think I will do well on the Algebra Benchmark Exam because of THRIVE. In THRIVE, I have learned how algebra can be used in real life. THRIVE has made me more confident about math. My THRIVE teacher helps me with problems I am having in my algebra class. I feel comfortable asking questions in THRIVE class. Team competitions make THRIVE classes fun. Percent Strongly Agree/ Agree 67.6 77.5 50.0 78.9 55.6 66.2 66.2 74.7 87.3 Percent Neutral 23.9 20.4 40.9 16.2 33.8 24.7 25.4 21.1 6.3 Percent Strongly Disagree/ Disagree 8.5 2.1 8.5 4.2 10.6 7.8 8.5 4.2 2.8 26Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 29 of 69 SMART Responses indicating agreement or strong agreement for items pertaining to the SMART portion of survey were consistently above 75%. Of the 70 respondents, over 85% agreed or strongly agreed that SMART helped prepare them for Algebra I in the fall, and 80% agreed or strongly agreed that SMART made algebra more fun. Seventy-eight percent agreed or strongly agreed that the SMART program helped them remember math skills from the previous year. Students agreed or strongly agreed that they were motivated to go to their SMART classes and that the program helped them apply math to solve real-life problems across 75% of the surveys. Fewer students indicated neutral or negative responses for the SMART survey items than noted among THRIVE survey responses. Of those that indicated disagreement or strong disagreement. the item noted most frequently (4.3%) was related to application (We learned how to use math to solve reallife problems.). Overall, the trend towards agreement with items probing the attributes of the programs was positive. Table 7 presents detailed results for the SMART student survey. Table 7 Student Survey -SMART N = 70 1. 2. 3. 4. 5. SMART Items SMART helped me remember the math skills I learned last school year. SMART made algebra more fun. In SMART, we learned how to use math to solve real-life problems. I was motivated to go to my SMART class during the summer. Because of SMART, I was prepared to begin Algebra I in the fall. Percent Strongly Agree/ Agree 78.6 Percent Neutral 18.6 Percent Strongly Disagree/ Disagree 2.9 81.4 75.7 75.7 88.6 14.3 15.7 18.6 5.7 1.4 4.3 1.4 1.4 OPEN-ENDED RESPONSES THRIVE students had an opportunity to respond to four, open-ended questions as part of the survey. Student impressions of the SMART program were polled across all students even though SMART was not in session and not all students participated in it during the previous summer. SMART and THRIVE were evaluated separately using the same questions to preserve the integrity of their differences. Student responses are summarized below. 27Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 30 of 69 Question 1: Students were asked to comment on what they liked about the THRIVE program. The majority of responses reflected an appreciation of the programs use of competition and a sense that the program made math more fun/enjoyable. Additional comments suggested that students enjoyed having a program that allowed for review and expansion of concepts taught in the regular Algebra I classroom. Students also noted that they enjoyed the teachers and felt comfortable asking for clarification when necessary. Additionally, snacks and rewards were notably cited as positive influences of THRIVE. Table 8 summarizes what students liked about THRIVE. TABLE 8 What do you like about THRIVE? Description Makes math fun Uses competition/games in Provides expansion/review of math concepts Clarifies/Remediates confusing concepts Teachers are good/likeable Snacks People/friends in THRIVE classes Class size/Format Money/Rewards NA - responses did not pertain to question Enjoy using a calculator Provides a head start for following week in class Improves self-confidence/provides comfortable place to learn Class Time/Format TOTAL  Frequency 42 37 18 17 17 14 11 8 7 1 4 3 3 2 190 Percentage 22% 19% 9% 9% 9% 7% 6% 4% 4% 4% 2% 2% 2% 1% 100% Question 2: When asked what they would change about the THRIVE program, the overwhelming majority of students responded that they would make no changes. Students who did comment on needed changes mostly cited a later start time or a more compressed time period (e.g., two hours rather than four hours) as potential prospects. Non-specific time changes (e.g., change time, time, different time) were also noted among open-ended comments but coded separately due to the large number of students commenting on previously cited specifics about THRIVE hours. Table 9 provides an illustration of student comments. The miscellaneous category captured unique comments made by individual students (e.g., field trips, guest speakers, PE). 28Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 31 of 69 TABLE 9 Whaf would you change about THRIVE? Description No change Less time Later start time Miscellaneous Class format/more varied activities Longer breaks Non-specific time change Snacks/lunch Enhance competition More time More peers/neighborhood school Rewards Earlier time Teacher changes TOTAL Frequency 57 17 14 11 10 8 8 8 5 4 3 3 2 2 152 Percentage 38% 11% 9% 7% 7% 5% 5% 5% 3% 3% 2% 2% 1% 1% 100% Question 3'. Students were asked to comment on how THRIVE has helped them over the course of the semester. Most comments suggested that THRIVE helped students enhance comprehension of general Algebraic concepts. Many students also indicated that THRIVE helped improve their grades and improved their understanding of how to use a calculator to solve and graph equations. Additionally, students' comments suggested that THRIVE reinforced specific concepts (e.g., graphing equations with polynomials) and made the students feel that they were staying ahead in weekly Algebra classes. Of 150 responses, three indicated that THRIVE was not helpful\nnone indicated that it was detrimental. Table 10 summarizes the results. TABLE 10 If THRIVE has helped you, how has it helped you? Description Enhanced comprehension of Algebra Improved grades Use of calculator Reinforced specific concepts in Algebra Helps stay ahead in math Builds confidence/makes math more positive Miscellaneous (individual answers) Negative-Did not help TOTAL Frequency 63 20 18 16 14 8 8 3 150 Percentage 42% 13% 12% 11% 9% 5% 5% 2% 100% 29Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 32 of 69 Questions about SMART were analyzed. Response rates across SMART questions, although somewhat different, do not vary significantly. Question 4: When asked to identify the most appealing aspects of SMART, most comments were positive, yet nonspecific in nature. Examples included responses that alluded to liking everything about the program or how the program helped me (in general). A number of students (13%) noted that SMART prepared them for math in the fall and reduced anxiety when entering first year Algebra. Calculator use and team competition garnered notably high response rates (13% and 12% respectively). Some students made specific comments about the positive influence of the SMART teachers and others made comments about rewards delivered through the program. Response categories are provided in Table 11. TABLE 11 What do you like about SMART? Description Nonspecific positive responses (e.g.. Everything: How it helped me) More prepared for math/ reduced anxiety Using the calculator Team competitions The teachers Reinforcement and rewards Social aspects/visiting with peers from other schools The snacks Games and content delivery NA (e.g., I did not go to SMART\nI do not know) Format/time/class size TOTAL ~ Frequency 31 11 11 10 5 5 5 3 2 2 1 86 Percentage 36% 13% 13% 12% 6% 6% 6% 3% 2% 2% 1% 100% Question 5: Students also provided information about what aspects of the SMART program they would change. Over sixty percent of the responses favored no change. Of the remaining responses, 23% indicated a time change as appropriate. Of those, the large majority of comments suggested a later starting time rather than a reduced time period. One student noted a desire to reduce the amount of time spent at SMART. A few students who did not participate in SMART simply indicated such\nno additional comments were recorded among these respondents. The remaining responses indicated a desire to enhance the program by adding team competitions, extending the time during which SMART was available, and providing more applied skills for use in everyday situations. Data are summarized in Table 12. 30Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 33 of 69 TABLE 12 What would you change about the SMART program? Response No change Time Snacks NA (I did not go to SMART\nI like Math) More team competitions More applied skills Extend time/day and/or hours TOTAL Frequency 41 15 3 3 2 1 1 66 Percentage 62% 23% 5% 5% 3% 2% 2% 100% Question 6: When asked about how SMART helped students, the ovenwhelming majority of comments identified the programs purpose in preparing students for Algebra I as most important. Many responses also indicated the use of a calculator as instrumental in helping students solve Algebra problems. Additionally, students noted that SMART helped improve their grades and built confidence in math. TABLE 13 If SMART helped you, describe how. Response Made me feel prepared Use of calculator Built confidence in math Improved grades NA(I did not go to SMART\nI liked THRIVE) Reinforced specific concepts Miscellaneous (I would like field trips) Increased engagement/interest TOTAL Frequency 41 11 6 6 3 1 1 1 70 Percentage 59% 16% 9% 9% 4% 1% 1% 1% 100% PARENT SURVEY THRIVE A total of 35 parents responded to survey items pertaining to THRIVE. Of those, 57% were female and 40% were male. A total of 80% of parent respondents indicated that their child was African American, 8.6% specified Asian and 2.9% specified Caucasian, Hispanic and Other respectively. No parental respondents specified Multi-Ethnic as the ethnicity of their child. 31Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 34 of 69 Responses indicating agreement or strong agreement were consistently above 80% across all survey items. Overall, parents agreed or strongly agreed that THRIVE was a good program (94%), that they felt comfortable having their child attend classes on Saturdays (91.4%) and that they felt teachers in the program helped their children feel successful in math (91.4%). The neutral responses that were noted were made in response to items pertaining to childrens attitudes about math and improvement in grades. No negative responses to the items were reported. Table 14 provides a summary of the responses. Table 14 Parent Survey - THRIVE N = 35 1. 2. 3. 4. 5. 6. THRIVE items The teachers in this program make my child feel that he/she can succeed. Because of this program, my child is more motivated to complete algebra homework. This program has helped improve my child's attitude about math. I am comfortable having my child attend classes on Saturdays. Because of this program, I have seen an improvement in my child's Algebra I grades. Overall, I think this is a good program. Percent Strongly Agree/Agree 91.4 88.6 82.9 91.4 80.0 94.3 Percent Percent Strongly Neutral Disagree/ 5.7 8.6 17.1 5.7 14.3 2.9 Disagree 0.0 0.0 0.0 0.0 0.0 0.0 Percent Don't Know 0.0 0.0 0.0 0.0 0.0 0.0 SMART A slightly smaller number of parents (21) responded to the five survey items pertaining to SMART. Of those, 61.9% were female and 33.3% were male. Eighty-five percent of parental respondents cited their childs ethnicity as African-American. The remaining respondents indicated Asian (4.8%) or Other (4.8%) as their childs ethnicity. Ninety percent of parent respondents indicated agreement or strong agreement when asked whether SMART did a good job of preparing children for Algebra I in the fall and improving childrens perception that they could succeed in math. Slightly over 85% of respondents indicated agreement or strong agreement with items related to whether SMART improved their childs attitude about math and whether they felt comfortable sending their children to classes during the summer. A total of 76% of parents agreed or strongly agreed that 32Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 35 of 69 the program classes were easy for their children to attend. None of the respondents indicated disagreement or strong disagreement with any of the items. Of those that responded neutrally, the highest number (14.3%) were noted for the item pertaining to whether SMART had improved attitudes about math. No parents indicated negative responses for any of the items. Table 15 Parent Survey - SMART N = 21 1. 2. 3. 4. 5. SMART Items Because of this program, my child felt like he/she could succeed in Math. The summer classes were easy for my child to attend. This program helped improve my child's attitude about Math. I am comfortable having my child attend classes during the summer. This program did a good job of preparing my child for beginning Algebra I in the fall. Percent Strongly Agree/ Agree 90.5 76.2 85.7 85.7 90.5 Percent Neutral 4.8 4.8 14.3 0.0 4.8 Percent Strongly Disagree/ Disagree 0.0 0.0 0.0 0.0 0.0 Percent Don't Know 0.0 4.8 0.0 4.8 0.0 OPEN-ENDED RESPONSES Question 7\nWhen asked to provide their impressions of THRIVE, many parents responses described it as a motivating math program (19%) targeting childrens math skills. Numerous comments suggested that parents characterize THRIVE as a program that improves general math skills (19%) and/or focuses on problem solving and/or critical thinking (15%). A number of parents comments also reflected an awareness of the programs use of motivating games and competition to foster interest in math (15%). The balance of the comments were positive and reflected an awareness of THRIVE as a supplemental alternative to the weekly Algebra I curriculum. 33Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 36 of 69 TABLE 16 Please tell us your impression of the THRIVE program. What do you see as taking place during the sessions? Description Helps child feel fulfilled/motivated about math Helps child improve math skills Focuses critical thinking and problem solving Integrates games and fun into math Non-specific positive commendation Practical application Provides individualized tutoring provides review of school curriculum Class format: small groups and team competition TOTAL Frequency 5 5 4 4 2 2 2 2 1 27 Percentage 19% 19% 15% 15% 7% 7% 7% 7% 4% 100% Question 2 and Question 3: Questions 2 and 3 addressed parents opinions of THRIVE. One third of the comments made about parents positive opinions indicated that it was motivating. Parents also noted that they liked how THRIVE provided additional help (17%) and made efforts to improve specific math skills (12%). Some parents reported global positive experiences and satisfaction with THRIVE (14%). Table 17 provides additional data regarding what parents liked about the program. Regarding parents' opinions about whether aspects of THRIVE should be changed, 29% 'O recommended no change and/or responded positively about the program. Of the comments requesting change, one third recommended expanding the breadth and length of the program. Specifically, these parents made note that more time (23%) should be allocated for THRIVE and that more students (10%) should be involved. Table 18 provides additional information about isolated comments for changing THRIVE. 34Case 4:82-cv-00866-\\/VRW-JTR Document 3996-2 Filed 12/27/2005 Page 37 of 69 TABLE 17 What did you like about the THRIVE program? Description Motivating Provides additional help Non-specific positive commendation Improve math skills Class size, time, format Learning new strategies Games Parent gatherings Prepares for benchmark exam Teaches calculator skills_________ TOTAL ' Frequency 14 7 6 5 3 3 1 1 1 1 42 Percentage 33% 17% 14% 12% 7% 7% 2% 2% 2% 2% 100% TABLE 18 If anything, what would you change about the THRIVE program? Description No change Extend time/meet more frequently Expand program to more students More challenge Expand into summer Expand program to after school Get credit Later start Measurement of progress More communication between parents and teachers More funding More hands on learning More structure Transportation__________ TOTAL Frequency 9 7 3 2 1 1 1 1 1 1 1 1 1 1 31 Percentage 29% 23% 10% 6% 3% 3% 3% 3% 3% 3% 3% 3% 3% 3% 100% Two questions probed the operational aspects of the THRIVE program. Regarding notification and enrollment, parents comments indicated that their childrens schools (34%) and teachers (26%) were the primary sources of information about THRIVE. Children reportedly were additional sources of information (11%). A substantial percentage of parents also indicated that their childs participation in SMART the previous summer served as a source of information about THRIVE. 35Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 38 of 69 The majority of respondents suggested that transportation was not a problem. Of the four of respondents who viewed transportation as problematic, one indicated that bus services were not provided in her area. Two respondents noted that bus services were provided, but were inconsistent. Of the 28 respondents who did not identify transportation as a problem, none elaborated as to whether or not their children made use of the buses that were provided. Tables 19 and 20 provide frequency and percentage data for these questions. TABLE 19 How did you find out about THRIVE? Description Child's school Child's teacher Child SMART Child's friend District Math programs Mailings, flyers PTA Respondent is a THRIVE Teacher School Counselor TOTAL Frequency 12 9 4 3 2 1 1 1 1 1 35 Percentage 34% 26% 11% 9% 6% 3% 3% 3% 3% 3% 100% TABLE 20 IVas transportation a problem? Please explain. Description No Yes. Bus provided, but inconsistent No. Weekend no problem Yes. Yes. No bus provided TOTAL Frequency 27 2 1 1 1 32 Percentage 84% 6% 3% 3% 3% 100% Parents also had an opportunity to respond to questions regarding the SMART summer program. These questions were exactly the same as those asked about the THRIVE program. Bearing in mind that fewer students participated in SMART than in THRIVE, it was expected that fewer parents would respond to 36Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 39 of 69 questions regarding SMART. Three respondents indicated that their child did not participate in SMART\nthese three respondents did not answer the remaining questions. Parents impressions of the SMART program were positive. The majority of parents responding indicated that the program exposed their children to a variety of methods for solving Algebra problems (24%) and improved their motivation (19%) tor math. Five parents made very general positive comments (14%) about the program and/or indicated that the teachers were integral in motivating students (10%) to learn about Algebra. TABLE 21 Please tell us your impression of the SMART program. Description Use of variety of teaching methods Improving motivation for math NA (response indicated that child did not participate in SMART) Non-specific positive commendation Teachers making math enjoyable Description of time spent in program Improving grades in math Motivating Teachers making math enjoyable TOTAL Frequency 5 4 Percentage 24% 19% 14% 3 2 1 1 1 1 21 14% 10% 5% 5% 5% 5% 100% 3 Parents were asked to comment on whether or not they would recommend changes being made to the program. Results suggest that many parents desire to extend the duration of the program (43%) and would like to expand the program to more students (14%). The remaining 43% of respondents indicated that they would make no changes. Table 22 provides an illustration of the comments regarding change. TABLE 22 What, if anything, would you change about SMART? Description Extend duration (weeks) No change Expand to more students TOTAL Frequency 6 6 2 14 Percentage 43% 43% 14% 100% 37Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 40 of 69 Parents were asked how they found out about SMART and whether or not transportation posed a problem for them to examine operational needs of the program. Results from these questions are summarized in Tables 23 and 24. The majority of parents indicated that they were notified about SMART through their childs school (59%). Of these respondents, a specific person (e.g., general math specialist) or department was noted as a source. Adult peers (12%) also were among sources of information notably contributing to disseminating information about SMART. Five respondents (30%) indicated that specific school personnel notified them about SMART\nof these, one was a SMART teacher. Transportation was not viewed as problematic. Of the respondents, three provided more specific information about how they traveled to and/or from SMART. None of the respondents indicated negativity toward bus or car. TABLE 23 How did you find out about the SMART program? Description Frequency Childs school Friends of parent Math Specialist at Childs School Childs teacher LRSD Math Dept Respondent is a SMART Teacher TOTAL 10 2 2 1 1 1 17 Percentage 59% 12% 12% 6% 6% 6% 100% TABLE 24 IVas transportation a problem? Description Frequency No No. Bus Provided No. Parents Drove TOTAL 13 2 1 16 Percentage 81% 13% 6% 100% 38Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 41 of 69 SMART/THRIVE TEACHER SURVEY THRIVE A total of 23 THRIVE teachers were asked to provide opinions and perceptions of SMART and THRIVE. Of those, 18 completed objective survey items for the THRIVE program. Seventeen of the respondents reported their ethnicity. Over sixty percent of these respondents specified their ethnicity as African-American\nthe remaining respondents identified their ethnicity as Caucasian (27%) or Other (5%). Regarding experience, the majority of the teachers responding to the survey had between 6-10 years of teaching experience and had worked with the THRIVE program for 3 or more years. Over 30% of respondents indicated having 1-2 years experience with THRIVE. Over 25% indicated having 5 or more years of experience with THRIVE. Teachers' responses overwhelmingly favored agreement or strong agreement with items pertaining to positive attributes among professional development, resources/materials, methodology and instructional delivery within the THRIVE program. Two items for which some teachers indicated neutrality were related to the extent to which they felt the program had improved their own ability or their students ability to use calculators. Overall, however, teachers responses suggest an overall positive perception of the program. This is consistent with the opinions shared from open-ended questions designed to glean similar information. Table 25 presents summary information from the objective items. 39Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 42 of 69 Table 25 SMART/THRIVE Teacher Survey - THRIVE N = 18 Please indicate the extent to which you agree with the following items: 1. I have received adequate professional development 2. 3. to implement this program. I have a thorough understanding of the objectives of this program. The students enjoy the planned activities. Percent Strongly Agree/ Agree 100.0 Percent Neutral 0.0 Percent Strongly Disagree/ Disagree 0.0 Percent Dont Know 0.0 4. 5. 6. 7. 8. 9. 10. The facility at which the classes are held is adequate. Materials (books, copies, equipment) needed for this program are readily available. The daily briefing and debriefing sessions are valuable. The program has improved my ability to use graphing calculators. The program has improved my students ability to use graphing calculators. The program is aligned with state and district math standards. The co-teacher (THRIVE) and Mentor (SMART) approaches are effective instructional methods for teaching and reinforcing Algebra concepts. 100.0 100.0 100.0 100.0 94.4 94.4 94.4 100.0 100.0 0.0 0.0 0.0 0.0 0.0 5.6 5.6 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 SMART Of the 18 surveys collected from THRIVE teachers, ten contained completed items pertaining to SMART. Demographic data from all ten suggests that this cohort consisted of teachers with more than 5 years of teaching experience. The majority of respondents reported between 6-10 years experience (60%). Teachers with 11-15 years experience comprised 20% of the respondent group and teachers with 16 or more years comprised the remaining 20% of the group. The majority of respondents indicated having four or more years experience with THRIVE (70%) and all respondents indicated having 4 or more years with SMART (100%). With regard to ethnicity, the majority of respondents specified African American (70%). The remaining 30% specified Caucasian. Respondents indicated 100% agreement or strong agreement across eight of the ten items. For two items probing teachers perceptions of how SMART improved their ability or their students ability to use graphing calculators, total agreement was noted among 90% of the surveys. The remaining 10% of the survey 40Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 43 of 69 respondents indicated neutral responses for these two items. None of the respondents indicated disagreement or strong disagreement for any of the items. Table 26 summarizes this data. Table 26 SMART/THRIVE Teacher Survey - SMART N = 10 1. 2. 3. 4. 5. 6. 7. 8. 9. Please indicate the extent to which you agree with the following items: I have received adequate professional development to implement this program. I have a thorough understanding of the objectives of this program. The students enjoy the planned activities. Percent Strongly Agree/ Agree 100.0 Percent Neutral 0.0 Percent Strongly Disagree/ Disagree 0.0 Percent Don't Know 0.0 10. The facility at which the classes are held is adequate. Materials (books, copies, equipment) needed for this program are readily available. The daily briefing and debriefing sessions are valuable. The program has improved my ability to use graphing calculators. The program has improved my students' ability to use graphing calculators. The program is aligned with state and district math standards. The co-teacher (THRIVE) and Mentor (SMART) approaches are effective instructional methods for teaching and reinforcing Algebra concepts. 100.0 100.0 100.0 100.0 100.0 90.0 90.0 100.0 100.0 0.0 0.0 0.0 0.0 0.0 10.0 10.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 OPEN-ENDED RESPONSES In addition to closed-ended items, THRIVE Teachers also had an opportunity to respond to four open- ended questions as part of the survey. The open ended items also gave the teachers who were involved with the SMART program an opportunity to provide comments regarding the program from the prior summer. A summary of these questions and respective responses are listed below. Question 1. In response to the question, What SMART/THRIVE strategies do you use in your classroom? teachers listed a total of 41 distinct responses. The most frequently made comments related to strategies pertaining to games (29%) and calculator applications (22%). Strategies relating to cooperative learning, computer applications and general strategies were also noted. The results are found in Table 27. 41Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 44 of 69 TABLE 27 What SMART/THRIVE strategies do you use in your classroom? Description Games Calculator applications Cooperative learning Specific Strategies (warm-up/review) Computer applications (beyond calculators) General strategies TOTAL Frequency 12 9 9 7 2 2 41 Percentage 29% 22% 22% 17% 5% 5% 100% Question 2: In response to the question, What are the most/least beneficial aspects to the professional development component of SMART and/or THRIVE?, teachers listed a total of 24 responses. Beneficial aspects of the professional development portion of the SMART and THRIVE programs most frequently noted were: new strategies, opportunities to collaborate with other teachers, hands-on application, co-teaching component, and application in regular algebra class. Three comments were made about the least beneficial aspects of the program\nall three noted time constraints as a major limitation. See Table 28 for a summary. TABLE 28 What are the most/least beneficial aspects to the professional development component of SMART and/or THRIVE? Description Hands-on application Opportunities to collaborate with other teachers Application in regular algebra class New strategies Time is an issue TOTAL Frequency 7 5 5 4 3 24 Percentage 29 21 21 17 13 100% Question 3: A total of 14 comments were made in response to the question, 'If you were a teacher tor SMART during the past summer, are there any additional comments that you would like to make about the SMART Program? The overwhelming majority of comments cited SMART as a strong pre-algebra preparation program. Additionally, teachers noted the following comments about SMART: reinforcing concepts, fostering technology awareness, improving teacher relationships, and preparing students for 42Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 45 of 69 algebra. Two teachers noted a desire to expand and continue the SMART program. See Table 29 for a summary. TABLE 29 If you were a teacher for SMART during the past summer, are there any additional comments that you would like to make about the SMART Program? Description Reinforcing concepts Preparing for Algebra Expansion Fostering teacher relationships Fostering technology awareness TOTAL Frequency 6 4 2 1 1 14 Percentage 43% 29% 14% 7% 7% 100% ALGEBRA I TEACHER SURVEY SMART Demographic information from the Algebra I Teacher survey show that of the twenty-five Algebra I teachers who responded to six survey items pertaining to SMART 68% were female and 28% were male. A total of 44% of respondents specified their ethnicity as Caucasian. Thirty-six percent specified African American and 12% specified Multi-Ethnic. The remaining categories of Asian and Hispanic were not specified by any of the respondents. The number of respondents indicating that they had worked for SMART or THRIVE in the past comprised 44% percent of the total group\nfifty-two percent indicated not having worked with either program. Few respondents (8%) reported having fewer than 5 years teaching experience and the majority of respondents (total 56%) reported having 11 or more years of experience. In contrast to response trends from the parents, students and THRIVE teachers surveyed, Algebra I teachers' responses to SMART items showed slightly more varied distribution across the survey scale (Strongly Agree/Agree-Neutral-Strongly Disagree/Disagree-Dont Know). Over 80% of the teachers surveyed agreed or strongly agreed that SMART positively impacted student achievement in math and effectively enabled students to use technology to solve algebra problems. Eighty percent of respondents indicated agreement or strong agreement when asked to determine the extent to which they agreed that SMART helped students become more confident of their abilities in algebra. A little over 72% of responses indicated agreement or strong agreement with the statement that SMART offered strategies that could be used in the 43Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 46 of 69 Algebra I classroom and 65% agreed or strongly agreed that SMART offered strategies that could be used in the Algebra I classroom. When asked to judge whether SMART had helped close the achievement gap between African American and Caucasian students, just over 48% of the respondents agreed or strongly agreed. Eight percent disagreed or strongly disagreed with this statement, while 24% remained neutral and 20% indicated that they did not know. Table 30 Algebra I Teacher Survey - SMART N = 25 1. 2. 3. 4. 5. 6. The program has... Positively impacted student achievement in math Helped close the achievement gap between African American and Caucasian students Helped students become more confident of their abilities in Algebra Effectively enabled students to use technology to solve Algebra problems Facilitates students' meaningful understanding of algebraic concepts Offered me strategies that I use in my own classroom Percent Strongly Agree/ Agree 88.0 Percent Neutral 4.0 Percent Strongly Disagree/ Disagree 0.0 Percent Don't Know 8.0 48.0 80.0 88.0 72.0 68.0 24.0 8.0 20.0 8.0 0.0 16.0 8.0 4.0 0.0 4.0 8.0 8.0 12.0 8.0 16.0 THRIVE Among responses from the 33 Algebra I teachers who responded to the six THRIVE items, 66.7% were female and 24.2% were male. Reports of teaching experience and experience with THRIVE and SMART were comparable to those noted among the group responding to SMART. The demographic distribution of this group was also similar to that noted among SMART respondents (39.4% Caucasian, 36.4% African American, and 12.1% Multi-Ethnic). Over 84% of the respondents agreed or strongly agreed that THRIVE effectively enabled students to solve problems using technology. Eighty-one percent agreed that THRIVE positively impacted student achievement in math. Over 75% agreed or strongly agreed that THRIVE facilitated conceptual understanding of algebra and helped students become more confident in Algebra. Seventy-two percent of the respondents agreed or strongly agreed that THRIVE offered strategies that could be used in the Algebra I classroom. The same percentage of respondents (48%) as those responding to the same item about SMART agreed or 44Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 47 of 69 strongly agreed that THRIVE had closed the achievement gap between African American and Caucasian students. A total of 18% remained neutral about this item, 6.1% disagreed or strongly disagreed and 24.2% indicated that they did not know. Table 31 Algebra I Teacher Survey - THRIVE N = 33 Percent Percent 1. 2. 3. 4. 5. 6. The program has... Positively impacted student achievement in math Helped close the achievement gap between African American and Caucasian students Helped students become more confident of their abilities in Algebra Effectively enabled students to use technology to solve Algebra problems Facilitates students meaningful understanding of algebraic concepts Offered me strategies that I use in my own classroom Strongly Percent Strongly Agree/ Agree 81.8 48.5 75.8 84.9 75.8 72.7 Neutral Disagree/ Disagree Percent Dont Know 3.0 0.0 12.1 18.2 6.1 24.2 9.1 0.0 9.1 6.1 3.0 0.0 3.0 6.1 9.1 12.1 9.1 12.1 OPEN-ENDED RESPONSES To further evaluate teachers perceptions of SMART and THRIVE, four open-ended questions were administered to all district Algebra I teachers, regardless of whether or not they were directly involved in the programs. Tables 32 and 33 illustrate how SMART and THRIVE programs are perceived among ail Algebra I teachers polled in Little Rock. Since not all of the Algebra I teachers polled were SMART/THRIVE teachers, it was important to gather information about teachers awareness of both programs. Question 1: A total of 50 comments were made when teachers were asked to briefly describe their understanding of the SMART program. SMART was cited as a strong pre-algebra preparation program by the large majority of respondents. Algebra I teachers comments reflected a general understanding of the nature and target population, and several noted specific elements about its focus on promoting understanding Algebra I concepts through use of technology, particularly among at-risk populations. Results are summarized in Table 32. 45Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 48 of 69 Table 32 Please briefly describe your understanding of the SMART Program. Description Program designed to provide a preview of Algebra I concepts and build math confidence Program designed to integrate calculators Frequency 20 Percentage 40% 10 20% Identified time (day) and location of program Program designed to motivate students and make Algebra I fun Identified program for grades 8 and 9 only 14% 8% 8% Program designed to target at-risk children Program designed to address ARK and ACTAAP goals___________________________ TOTAL 6% 4% 50 100% 7 4 4 3 2 Question 2: When Algebra I teachers were asked to briefly describe their understanding of the THRIVE program, a total of 55 comments were made. THRIVE was most frequently characterized as a supplement to the Algebra I curriculum designed to bolster concepts taught in school. Teachers also generally described THRIVE program's time (Saturdays), location and relationship to SMART. Additionally, Algebra I teachers made comments about the motivational nature of the program as well as its purpose in reinforcing principles for various standardized tests (e.g.. Benchmark and ACCTAP). Results are summarized in Table 33. 46Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 49 of 69 TABLE 33 Please briefly describe your understanding of the THRIVE program. Description Program designed to supplement Algebra I concepts and build math confidence Identified time (day) and location of program Frequency 23 Percentage 42% 10 18% Related to or a follow-up to SMART Program designed to motivate students and make Algebra I fun Program designed to address standardized Benchmark tests, ARK and ACTAAP goals Program designed to integrate calculators 10 18% 9% 7% 4% Program designed to target at-risk children TOTAL 2% 55 100% 5 4 2 1 Questions 3 (Table 34) and 4 (Table 35). Questions three and four were designed to gather information about teachers perceptions of effective and ineffective components of SMART and THRIVE. These questions did not differentiate between the two programs. Responses suggested that teachers evaluative open-ended comments for both programs were similar. Responses to question 3 yielded complimentary commentary describing the efficacious elements of the programs. Question 4 yielded comments describing the programs shortcomings. TABLE 34 What do you see as the most effective aspects of the SMART and/or THRIVE programs? Description Enriches Algebra concepts in authentic contexts Integrates calculatorAechnology use Reinforces Algebra concepts Fosters motivation and integrates fun into teaching Fosters confidence and success Enhances peer relationships/collaborative learning Enhances professional development Provides tutoring for children having trouble with Algebra I Helps prepare for standardized tests Emphasizes co-teaching TQTAL Frequency 10 10 8 5 4 2 1 1 1 1 43 Percentage 23% 23% 19% 12% 9% 5% 2% 2% 2% 2% 100 47Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 50 of 69 TABLE 35 What do you see as the feast effective aspects or areas in need of improvement? Description Need to serve broader group of students Over-reliance on calculator More funding needed No direct evaluation of the program (grades) Enrollment/recruitment Too much emphasis on games Space TOTAL Frequency 9 4 3 2 2 2 1 23 Percentage 39% 17% 13% 9% 9% 9% 4% 100% FOCUS GROUP RESULTS PROGRAM PARTICIPANT FOCUS GROUP The questions asked of the selected students were designed to glean more information about their perceptions of THRIVE and the perceived effects of participation in the program. Each focus group began by asking students to describe THRIVE. A little over one third of the comments (36%) indicated that the students viewed THRIVE as a program that focused on math tutoring. An additional 21% of participants indicated that THRIVE made math more fun. Other comments referenced THRIVE as a (standardized) test-preparation program, a program designed to build specific math skills and improve grades, and/or a program that used competition and snacks to help motivate students interest in math. Some students made note of the heavy use of calculators in instruction. In a similar vein, students noted that they thought the purpose of THRIVE was to help struggling students, improve math scores, provide differentiated instruction and improve district math programs. When asked to describe more discrete details of the Saturday program, student participants frequently noted use of game play and rewards to facilitate teaching and test taking skills in Algebra 1. To get a better sense of students perceptions of math in general, respondents were asked to comment on their level of comfort or dislike in math. Almost half (46%) of the student participants indicated that they have not traditionally liked math, but have enjoyed it more through THRIVE. Twenty-three percent of respondents noted always having enjoyed math. Two students (15%) noted not liking math. One student noted having mild disdain for math and another reportedly enjoyed math but felt that Algebra I was difficult. Students were asked to provide opinions of their overall student satisfaction of the program. When asked whether or not they liked THRIVE, all respondents replied positively. When probed about why they liked the 48Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 51 of 69 program, fewer individuals provided further commentary. Of those who did, hands-on activities and the personal, comfortable environment were noted as elements that made them feel more confident. Games, rewards and use of competition in math application were also noted as positive attributes. None of the respondents indicated negative feelings toward the program in response to this question, although one student recommended that the program start later in the day. When asked whether they would recommend THRIVE to other students, half of the participants (10) responded. No negative responses to this question were noted. When asked to elaborate, the majority of respondents who did not respond with a simple yes noted that the program would be particularly appropriate for students struggling with Algebra and/or those students who desire to get ahead in Algebra. Students also were asked to comment on specific changes that they would foresee as improvements to THRIVE. Among those who responded, the most frequently noted request for change related to the time or duration of the program (4 respondents). Three students indicated they would make no changes, and two students indicated that they would like to get credit for THRIVE. The remaining responses were noted among individuals and are listed in Appendix C. Because students come to THRIVE with a variety of instructional backgrounds, the next two questions addressed whether the students felt that THRIVE changed how they approached math problems and whether new ways of studying math had emerged as a result of participating in THRIVE. Over a third of the respondents indicated that THRIVE had given them different ways to solve problems. Individual comments suggested that THRIVE helped students improve grades, get ahead in class and use calculators in problem solving. One student indicated that THRIVE made math less intimidating\nanother suggested that the practice it provided made classroom concepts easier to grasp. None of the respondents indicated that THRIVE had significantly changed how they studied math. When further probed, it was noted that students perceived this question as one pertaining to test-taking and test preparation. They indicated that they continued to prepare for traditional tests as they did before participating in THRIVE. The core purpose of the question was to determine whether students applied study strategies learned in THRIVE to Algebra I class. Although it is apparent that students felt THRIVE helped them in Algebra I, their responses did not indicate that it significantly changed their study habits. When asked how THRIVE is specifically helping in Algebra, the three most frequently made comments related to the programs role in reviewing material presented in Algebra I classes, improving grades and 49Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 52 of 69 helping apply concepts. Other comments were proposed by individuals\nhowever, all but one related to THRIVE supporting math-specific needs through basic instruction that complimented but could be differentiated from classroom practices. Three probe questions were asked as follow-up. The first probe helped elicit information about how calculators serve as facilitative devices in THRIVE. One student stated that calculators could be used as a crutch and should be relied upon less heavily\nhowever, another student noted the use of calculators as helpful in solving problems more efficiently. Additional comments included references to calculators as instruments that could be used to do anything (not merely calculations) and tools that reduce the amount of thinking\" required to solve problems. Regarding the use of games and competitions, students responses suggest that they help reinforce concepts, make concepts easier to understand, make time spent learning math more fun. and help retention. When asked how students apply strategies learned in THRIVE to Algebra I classrooms. two students noted that THRIVE gives them more practice. Other students reported learning different ways to solve problems and having information from the Algebra class reinforced as helpful. Additional comments are noted in Appendix D. Since Benchmark exams play a significant role in district-level evaluations of math programs, students were asked to comment about their performance expectations on the exams as well as whether or not they felt their THRIVE experience would enhance their performance. Over 50% of respondents said they felt ready/prepared to take the Algebra subject area exams. Three students indicated that they were unsure about whether their efforts would transfer or not and one student reported feeling that he had more tricks (strategies) for solving some of the Benchmark problems than he did before attending THRIVE. Students were asked to comment on what Algebra I would be like without THRIVE or SMART. Well over one third of respondents indicated that math/algebra would be difficult and/or that they would have to study harder to keep up in class. Other comments indicated that it would be difficult to remember concepts and problems would be more complicated. One student noted that he would not have taken Algebra this year had he not been enrolled in THRIVE. 50Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 53 of 69 MENTOR FOCUS GROUP The questions posed to the SMART mentors were designed to glean information about the mentors perceptions of both SMART and THRIVE. Specifically, the purpose was to gather data about how the programs affected students. Two of the eight THRIVE mentors attended the focus group. As mentors, their jobs were reported as conducting icebreakers with the students such as scrambled math problems and providing individual help/instruction during the class sessions. While the teacher is providing instruction, the mentors walk the room and offer assistance to any student in need. The mentors viewed SMART as beneficial citing benefits that extend through pre-calculus. In describing SMART, the mentors stated that the program is exactly what the name entails Summer Math Algebra Readiness Training.\" They noted that the SMART program trains students on the graphing calculator for their first year in algebra. It makes them successful, otherwise the kids that dont go they just buy the calculator and dont know how to use it. According to the two focus group participants, participation in SMART boosts students confidence, they begin enter algebra knowing they have a head start on the major topics like order of operations, factoring, inequalities, and stuff like that. The mentors indicated that they would recommend SMART to other students because it will help them in the long run. One mentor noted that, \"Id recommend this to students who hate math, cause you get in there, give up 2 weeks of your summer, and then come out saying 'Wow, I learned and had so much fun. Especially in the competitions.' When asked how working as mentors for SMART benefited them, the mentors attributed ail of their algebra knowledge to their work with SMART. Additionally, it was noted that the program helped the mentors learn to work with students of different ages. learn teaching techniques, and new learning techniques for themselves. When asked about THRIVE, the mentors described it as the extension of SMART. The SMART program was described as a program that, gets students going, and THRIVE keeps students going by retaining their skills, tricks, and calculator skills throughout the year. However, neither tutor had participated in THRIVE so all knowledge of THRIVE is from their peers. The mentors concluded that THRIVE must be good to get you up on Saturdays because students hate to miss it. They love it. 51Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 54 of 69 ATTENDANCE Attendance data were available for 143 Thrive students. A total of eight Thrive sessions were held once every two weeks during the school year. Attendance rates ranged from 81 % to 100%, with an average attendance rate of 90% (see Figure 1). A plurality of students {n = 64,44.8%) attended all sessions, while 30.0% (n=43) missed one session, 21.7% (n=31) missed two sessions, and 3.5% (n=5) missed three sessions (see Figure 2). SMART students (n=210) attended up to eight sessions held during the summer. SMART attendance rates ranged from 94% to 100%, with an average attendance rate of 97% (see Figure 3). The vast majority of students (n=183,87.1%) missed no sessions, while 10.9% {n = 23) missed one session, and 2% (n=4) missed two or more sessions (see Figure 4). 52Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 55 of 69 Figure 1. Thrive Attendance Rate by Session. Figure 2. Number of Students by Number of Sessions Missed: Thrive. 70  SOSO 40  10  53 3 0  2 0  0 6 4 T 0 4 3 T 1 3 1 T 2 0= T 3 Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 56 of 69 Figure 3. SMART Attendance Rates by Session. Figure 4. Number of Students by Number of Sessions Missed\nSMART. 20 0  150  1 00  if' 1 83 50  HD 54 0 T 0 T 1 2 4 Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 57 of 69 STUDENT PERFORMANCE-BASED ASSESSMENT 2003-2004 AND 2004-2005 MATH BENCHMARK AND EOC SCORES For ninth graders, a 4 (Treatment Status) X 2 (African American vs. Other) analysis of covariance was performed on Algebra I EOC scores, using 2003-04 Benchmark scores and free lunch status as covariates. Effect size estimates were computed for the ninth grade programs by subtracting the adjusted mean for the comparison group from the adjusted mean for each program group, then dividing by the pooled-within groups standard deviation. Standardized (z) scores (with overall M = 0.00 and SO = 1.00) were computed for Benchmark Math scale scores and EOC Algebra I scale scores by subtracting the district mean from each score and dividing by the district standard deviation. Mean z-scores were then computed for comparison students and students participating in any program configuration by race to describe relative shifts in the achievement gap across years. For eighth graders, a descriptive analysis was conducted by computing the percentages of students at various levels of proficiency for each treatment condition. Because very few nonAfrican American students participated in any of these programs in eighth grade (n = 11), eighth grade comparisons were conducted only for African American students. All results for Benchmark and EOC data were derived from a pool of students whose scores on both exams were available. Algebra I EOC test: Ninth Grade. The ANCOVA model, which explained 55.9% of the variance in 2004-05 Algebra I EOC scores, revealed two significant main effects: 2003-04 Benchmark Mathematics scale scores (F|,a45 = 855,4, p \u0026lt;.001), used as a covariate, and treatment status (F3345 = 6.10, p \u0026lt;.001). Follow-up tests indicated that the adjusted mean scores for SMART students (M=175.58, ES = +0.28), Thrive students (AT = 187.88, ES = +0.56), and students attending both programs (M= 189.77, ES = +0.60) were all significantly higher than the adjusted comparison group mean (Af=163.42\nsee Figure 5). There were no main or interaction effects of student race. 55Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 58 of 69 Figure 5. Effect Size Estimates by Program: 2004-05 Ninth Grade Algebra I End-of-course Test. 0.70 - 0.60 - 0.56 0.60 0.50 0.40------ 0.30 0.20-------- 0.10 0.00 0.28 SMART Thrive Both Table 36 provides a breakdown of mean Algebra I test scores by race and treatment status. As can be seen in the table, all program means were significantly higher (p \u0026lt; .05) than the comparisons means within each racial category. Table 36. 2004-05 Algebra I Observed and Covariate-adjusted EOC Test Means by Race and Treatment Condition: Ninth Grade Race Program Mean Non-AA Comparison SMART Thrive Both 184.47 201.07 Adjusted Mean 163.65 178.54 SD ES African American Comparison SMART Thrive Both 186.33 187.30 155.84 163.18 45.22 45.16 52.81 40.62 180.49 192.23 202.00 172.61 187.87 192.15 39.29 53.64 35.72 150 14 0 3 581 70 13 23 -t-0.34 -1-0.54 -^0.21 -hO.56 -hO.66 N Note. All Smart, Thrive, and Both means are significantly higher than comparison group mean within racial category at p \u0026lt;.05. Note. Total SD = 43.93. Note. Scores were derived from 9\" grade students with available EOC scores from 2004-2005 and Benchmark scores from 2003-2004. 56Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 59 of 69 Supplementary analyses indicated that students in any of the three program groupings were more likely to achieve at Basic, Proficient, or Advanced proficiency levels than the comparison group, while the comparison group had a large percentage of students (42.1%) achieving at a Below Basic level (see Table 37, Figure 6). Further, as shown in Figure 7, African American students participating in any of the three program configurations (z- -0.16) scored more than one standard deviation below other students in the comparison condition (z= +0.90) on 2003-04 Benchmark Mathematics, but had a nearly equal score on the 2004-05 Algebra I test (z= +0.42) relative to comparison students (z= +0.50). Table 37 Percentage of Students by Proficiency Level and Program: 2004-05 Grade Algebra I End-of-Course Test Algebra I Proficiency Level Program Comparison SMART Thrive Both n % within program n % within program n % within program n % within 1-Below Basic 409 42.1% 15 17.0% 4 25.0% 2 6.7% 2-Basic 347 35.7% 45 51.1% 6 37.5% 13 43.3% 3-Proficient 174 17.9% 22 25.0% 3 18.8% 11 36.7% 4-Advanced 41 4.2% 6 6.8% 3 18.8% 4 _____________________________program Note. Scores were derived from 3^ grade students with available EOC scores from 2004-2005 and Benchmark scores from 2003-2004. 13.3% 57Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 60 of 69 IVE ISON 58 Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 61 of 69 Figure 7. Mean Z-score by Program Status and Race\n2003-04 Benchmark Mathematics and 2004-05 Algebra I. Algebra I EOC test: Eighth Grade. As shown in Figure 8, African American students who attended SMART (73.3%), Thrive (69.7%), or both programs (71.9%) were more likely to achieve at Proficient or Advanced Levels than the comparison group (58.6%\nsee Table 38. Figure 8). Comparison group students were more likely than either of the three program groups to achieve at Below Basic (12.2%) or Basic (29.3%) levels. 59Case 4\n82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 62 of 69 Table 38 Percentage of Students by Proficiency Level and Program: 2004-05 Grade Algebra I End-of-Course Test (African American Students) Algebra I Proficiency Level Program Comparison SMART Thrive Both n % within program n % within program n % within program n % within program 1-Below Basic 10 12.2% 6.7% 3.0% .0% 2-Basic 24 29.3% 20.0% 27.3% 28.1% 3-Proficient 35 42.7% 60.0% 17 51.5% 16 50.0% 4-Advanced 13 15.9% 13.3% 18.2% 21.9% Note. Scores were derived from Sf\" grade students with available EOC scores from 2004-2005 and Benchmark scores from 2003-2004. 60 1 1 0 3 9 2 9 9 6 7Case 4:82-cv-00866-WRW-JTR Document 3996-2 Filed 12/27/2005 Page 63 of 69 Figure 8. Percentage of Students by Proficiency Level and Program: 2004-05 8* Grade Algebra I End-of-Course Test (African American Students). 60  50  40  c 03 O O Q. 30  20  10 PROGRAM ----------- COMPARISON -------- smart ---------thrive ----------- BOTH 1 -Below Basic 2-Basic 3-Proficient 4-Advanced 0  T T T T Proficiency Level 2004-2005 MATH ITBS SCORES (9 GRADE ONLY) ITBS Mathematics NCE scores: Grade. The ANCOVA model, which explained 70.5% of the variance in ITBS Mathematics NCE scores revealed two significant main effects: 2003-04 Benchmark Mathematics scale scores (Fuses =\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_1071","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2005-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Curricula","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1071"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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.\nAgenda RECEIVED JAN 2 6 2006 DFFICEOF DESEGREGATION MONITORING Little Rock School District Board of Director's Meeting JANUARY 2006 :c \u0026gt;m  -0 \u0026lt;no C: :c -0 ..... ~~ ::,m \u0026gt;(\") ..... g Oz z =. \"'a z \"' Date: . LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 26, 2006 To: Board of Directors From: Re: LRSD Administrators, Employees and Community Partners Roy G. Brooks, Ed.D. Superintendent of Schools Electronic Board Meetings / On-Line Agenda You may notice that this month's agenda looks a little different than what you usually receive. Effective with this meeting, board members are implementing NovusAgenda and will begin conducting their monthly board meetings utilizing state of the art technology. Each board member will receive and view their agenda on their home or LRSD laptop computer. The meetings will be paperless! If you have been receiving a copy of the monthly agenda, you will be asked to access your agenda in the future by going to http://boardmeetinqs.lrsd.org. You will then link to the appropriate section of the website. The three links on this page are as follows: Board - The Board of Directors site is password protected in order that we may provide them with confidential information that is related to personnel issues, employee or student hearings. Public - The Public site contains all information that you have normally received in a printed agenda and will be active t_he day prior to the meeting. Agenda - This link is provided for District personnel who create and configure items for presentation to the Board. It is also password protected. Anyone who has a computer with internet access will be able to receive the monthly board agenda. We will save thousands of dollars each year on printing, binding and delivery costs. If you have any trouble accessing your appropriate on-line site, please contact my office and speak to Beverly Griffin, 447-1005. ,... r\na (\") \u0026gt; I. 11. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 26, 2006 5:30 .p.m. PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests Ill. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: IV. A. Superintendent's Citations B. Partners in Education - New Partnerships Dodd Elementary School, partnering with Stagecoach Grocery \u0026amp; Deli Dodd Elementary School, partnering with Transamerica Worksite Marketing Otter Creek Elementary School, partnering with Home Bank of Arkansas Pulaski Heights Elementary School, partnering with Carol Jenkins, Realtor Terry Elementary School, partnering with Arkansas Heart Hospital Washington Magnet Elementary School, partnering with Pi Omicron Chapter of Omega Psi Phi Fraternity, Inc. C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Quarterly Legal Update C. Arkansas Facilities Master Plan - Public Hearing D. Student Assignment Report E. Budget Update F. Construction Report: Proposed Bond Projects G. Internal Auditors Report H. Technology Update n \u0026gt;-o i= ill -\u0026lt; C o:i:: oz ~~ m-\u0026lt;\n:o..,\n- oCz: on r- -\u0026lt; r- \u0026lt;5 nz ~Cl) r- :\u0026lt; r\n: o n -\u0026lt; \u0026gt; Regular Board Meeting January 26, 2006 Page2 V. APPROVAL OF ROUTINE MATTERS: A. Minutes - Special Meeting, 12-08-05 Regular Meeting, 12-15-05 VI. EDUCATIONAL SERVICES A Second Reading: Policy IKF - General Education Graduation Requirements with Regulations B. US Department of Education - Grant Submission: Teaching American History VII. ADMINISTRATION A Arkansas Facilities Master Plan VIII. HUMAN RESOURCES A Personnel Changes IX. FINANCE \u0026amp; SUPPORT SERVICES A. Donations of Property B. Financial Report X. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions XI. EMPLOYEE HEARINGS XII. ADJOURNMENT ,... (\") \u0026gt;-o ~~ ... c: 0 3: oz\n:a\u0026gt; c\n:a m-\u0026lt;\n:a-., -c:: o\n,..:. an..z. r- \u0026lt;5 nz ,~... \"' .,, =:\n,\n, n~m~ oc\ni::c:: .m.. ,~... g~ l\n~ cnm -\u0026lt;\n:a \"'\"'\n,\n, \u0026gt;m in~ C.,,: :\n.,.\n., :-\u0026lt;lil nm =I (\") ~8 Oz z =I \"'o z \"' :,.\u0026lt;..\n,\n, (\") \u0026gt; I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS/ WELCOME TO GUESTS Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERS IN EDUCATION IV. LRCTA C. REMARKS FROM CITIZENS LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: January 26, 2006 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Partners in Education BACKGROUND: The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. RATIONALE: The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives FUNDING: Not applicable. RECOMMENDATION: We recommend that the board approve the following partnerships: David 0. Dodd Elementary School and Stagecoach Grocery \u0026amp; Deli David 0. Dodd Elementary School and Transamerica Worksite Marketing Otter Creek Elementary School and Home Bank of Arkansas Pulaski Heights Elementary School and Carol Jenkins, Realtor Terry Elementary School and Arkansas Heart Hospital Washington Magnet Elementary School and Pi Omicron Chapter, Omega P!\u0026gt; f  Fraternity, Inc. PREPARED BY: Debbie Milam, ViPS Coordinator f) c\":\": ,t.o... ~ ~::,: \".m...' ~\"' :,:,Z \"\"C)  \u0026gt; z\"' ~\n= ::::i\n\"' ,::, .m -\"\u0026lt;' Cl m C: z 0-1 C) \u0026gt; m\"' .... \"' ~ ci ~~ ...,m m~ \"m' \"0\" .\"..'. c:: ,.... .\"n..' . \u0026gt; David 0. Dodd Elementary Partners in Education with Stagecoach Grocery \u0026amp; Deli David 0. Dodd Elementary will provide: I .Art teacher will provide work from students at Dodd at various times 2.Invitations for Field Day, Career Day, and Economic Mini Mall 3. Post Stagecoach Grocery \u0026amp; Deli's lunch menu in the Teacher's lounge 4. Acknowledge grocery employee's birthdays from students 5. Send David 0. Dodd ewsletter quarterly Stagecoach Grocery \u0026amp; Deli will provide: I .Provide a guest speaker for Career Day 2.Sponsor the Birthday Table for students one time, for (1) month approximately (20) students 3.Provide ice for Field Day \u0026amp; School Picnic 4.Provide door prize for staff member ( ex. Free lunch) once a semester (2 times) 5. Post the David 0. Dodd Elementary Newsletter David 0. Dodd Elementary- Transamerica Work.site Marketing Partners in Education Proposal Partnership Activities 2005-2006 School Year Dodd Activities 1. Dodd. staff will identify children who have a need for tutoring and will arrange the scheduling with the TWM employee. 2. The counselor at Dodd will notify the employees ofTWM to schedule speakers for Career Day. 3. The Dodd Newsletter will be sent quarterly to a TWM contact for display at the TWM office and to notify the employees of upcoming events at Dodd. 4. The Dodd Media Specialist will provide an opportunity for TWM employees to work with the newspaper staff to prepare the newsletter for publication. 5. The Art Specialist will assist the Dodd students in creating decorations for the offices atTWM. 6. The David 0. Dodd choir will perform for the TWM employees at the TMW building during the holiday season. TWM Activities l. Provide Dodd with two employees per month for 30 minutes to one hour that would listen to or read to class or children in rooms selected by the school\nconsider rotation of grades. 2. Provide guest speakers and assist in sponsorship of Career Day. 3. Provide employees who are available to tutor children. Scheduling will be worked out based on needs of Dodd and availability of TWM staffing. 4. Provide demonstration of \"First Aid\" techniques or safety skills to students. 5. Exhibit students' art work in the TWM Employee Break Room 6. Provide one staff training session in the spring and one staff training session in the fall on an agreed upon subject, such as time management, stress management, computer training, etc. 7. Provide adult supervision/assistance with select David 0. Dodd school functions, including Field Day and Economic Mini-Mall. !D 0 C \u0026gt; ~ m ~ i\n~,.... C ~ m .r,,, C I,.l..l. r\n~::i: e...n ,~, ,m,z- o Cl r\nz\"' ~\n= ::j rn !=' en .m \"' lllm CZ 0--\u0026lt; Cl \u0026gt; men --\u0026lt; en ~G'i ~~ --\u0026lt;m m~ \"m' \"0 0 \"...'. \u0026lt;:: ,.... \".n..' \u0026gt; PARTNER-IN-EDUCATION CONTRACT HOME BANK OF ARKANSAS AND OTTER CREEK ELEMENTARY SCHOOL The staff and students of OTTER CREEK ELEME TARY SCHOOL are pleased to enter into a partnership with HOME BANK OF ARKA SAS, 8800 Stagecoach Road, Little Rock, Arkansas. As part of our willingness to become involved, all parties commit to the following: HOl\\1E BANK OF ARKANSAS  Will provide $150.00 for the purchase of a scanner for the 4th Grade Accelerated Math program.  Will donate funds in January and in March for \"Treasure Chest\" items to be used as incentives for good behavior.  Will donate time to tutor students during the school day and as needed.  Will participate in school activities and programs.  Will sponsor a \"Stewardship Award\" at the end of each nine-weeks period to one student from each grade for living up to his/her potential both academically and behaviorally. OTTER CR.ECK ELEMENT ARY SCHOOL  Student groups will perform for Home Bank of Arkansas such as caroling during December.  Staff will include Home Bank of Arkansas staff in the activities and events at school.  Home Bank of Arkansas will be included in the Otter Creek newsletters. J, Hi \n1 uckcr-, Principal'_ \"~',- .. ( ,._-L ,.,.v_t..,L _,__,-_- -1,/  ((\u0026lt;- V 1_ L _____________ _ ' ' / k . ~ 1\n0 II \\ arnd), Counselor t )\npj '\u0026lt;y 'f\n, i ~i 7 4 'c:1/1' ), \u0026lt; '!I rrnslo'I-\\ , Home Bank of Arkansas .,.....-\n7c S::: ~~- - Partnership Proposal Pulaski Heights Elementary School and Carol Jenkins, Realtor Carol Jenkins, Realtor commits to the following activities:  Sponsor Newspapers in Education for the school for the school year  Donate a stuffed animal to each class  Support Pulaski Heights Picassos fundraiser  Sponsor teacher appreciation activities: o Back to school breakfast o Dessert in November o Something for National Teacher Appreciation Week  Sponsor science fair awards Pulaski Heights Elementary School commits to the following activities:  Recognize Carol Jenkins, Realtor as a Partner in Education  Invite Carol Jenkins, Realtor to school programs  Provide monthly school calendars ,::, en .m --a\u0026lt; a, m C: z 0--\u0026lt; G) \u0026gt; men --\u0026lt; en ~ ci ~~ -,m m:::\n:c m t5 :..c.. :.:: r :c C..\".\u0026gt;. \u0026gt; Terry Elementary and Arkansas Heart Hospital Partnership Proposal Arkansas Heart Hospital will contribute the following to the partnership:  Provide tutors for students in grades K-5 that need academic assistance in literacy and math.  Provide mentors and role models for students.  Provide volunteers to assist with building improvements and updates. (Hospital engineer will coordinate and facilitate.)  Provide resources for parents that will educate them on diet/nutrition, fitness, and a \"heart\" healthy lifestyle.  Provide staff motivational activities and incentives as well as health screenings.  Organize volunteers to develop organized playground activities during recess.  Request lists of families in need from counselors and provide holiday presents for them.  Provide resources and speakers for students and staff on health related issues, careers in the medical field, and parental involvement Terry Elementary will contribute the following to the partnership:  Provide monthly/seasonal art projects made by students for all the patients in the hospital.  Provide student made get well, birthday, and holiday cards for the patients.  Participate in the Heart Hospital's annual walk.  Provide the patients with encouragement and hope from the Terry Singing Tigers when they visit the hospital to share musical programs. Partnership Proposal Washington Magnet Elementary School and Pi Omicron Chapter, Omega Psi Phi Fraternity, Inc. Pi Omicron Chapter, Omega Psi Phi Fraternity, Inc. commits to the following activities:  Recruit members to become mentors and tutors  Provide guest speakers for classes and Power Luncheons  Make material and monetary donations  Sponsor essay contests  Chaperone events and field trips Washington Magnet Elementary School commits to the following activities:  Recognize Pi Omicron Chapter, Omega Psi Phi Fraternity, Inc as a Partner in Education  Invite Pi Omicron Chapter, Omega Psi Phi Fraternity, Inc to school programs  Provide monthly school calendars r\n,:, C\") ..... \u0026gt; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: January 26, 2006 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Arkansas Facilities Master Plan Public Hearing BACKGROUND: Act 1426, adopted by the Arkansas 85th General Assembly in 2005, established the Arkansas Public School Academic Facilities Program. The facilities program requires each school district to hold a public hearing on a ten-year facilities master plan that must be submitted to the Arkansas Division of Public School Academic Facilities and Transportation by February 1, 2006. The master plan has been submitted for school board approval with this agenda. Because 2006 is the first year for submitting a master plan, the state is requiring districts to identify only projects scheduled for 2006 to 2009 in the February 1, 2006 plan. Projects scheduled for the final seven years of the ten-year planning period are to be submitted February 1, 2007. RATIONALE: The ten-year master plan is required to undergo a public hearing prior to being submitted to the state. FUNDING: N/A RECOMMENDATION: Hold a public hearing on the ten-year facilities master plan as presented. PREPARED BY: Roy G. Brooks, Ed.D. Superintendent of Schools ~ C/l rr,~ a,~ cz 0-t C, \u0026gt; mC/l ..... C/l ~Q ~~ -\u0026lt;m m~\nx, m \"C 0\nx , ..... :n a,n 00 zz 0~ \"C :x\u0026gt;\nx, Om c...-c mo n....\n..x...,. C/l- Little Rock Cover Page DATE: TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS l1i:1l +- Back B Print January 26, 2006 5:30:00 PM Board of Directors Roy G. Brooks, Ed. D. Superintendent of Schools January 2006 Construction Report - Bond Projects BACKGROUND: Page 1 of 1 Planning has started for the renovation of restrooms at ALC, Dodd, Fulbright, Geyer Springs, IRC, McDermott and Watson. These 2000 bond issue projects will be done over the summer of 2006. The remodeling of some of the areas of Henderson Middle School is planned for this summer. This project covers areas of the building that the principal feels are badly needed and are critical to the academic mission. RATIONALE: Monthly reports are submitted to the Board to keep members up-to-date on construction projects in the District. FUNDING: Bond Funds RECOMMENDATION: Report item\nno action ncecssary. PREPARED BY: Bill Goodman, District Engineer http ://boardmeetings. lrsd. org/board/B luesheet. aspx ?ItemID= 1 79 \u0026amp;MeetingID=8 1/23/2006 \u0026gt; C: C ~\n:c CJ\u0026gt;\n:c m c3 ::!l .?.=. Pl :zx 0 i C: ~ m \u0026gt;31: .C D m c:\n:cCJ\u0026gt; no \u0026gt;0 zm :x - - C) !!l~ Oz ~ ... Facility Name Brady Gibbs J. A. Fair CONSTRUCTION REPORT TO THE BOARD JANUARY 26, 2006 BOND PROJECTS UNDER CONSTRUCTION Project Description Cost Metal Roof $250,000 Addition $705,670 Sewer Line $82,900 Est 1.,ompIet1on Date May-06 Jan-06 Jan-06 BOND PROJECTS CONSTRUCTION - WINTER/ SPRING 2006 Est (.\nompIet1on Facility Name Proiect Description Cost Date Alternative learning Center ADA Adaptations $43,134 Aug-06 Alternative learning Center Restroom Renovation $37,742 Aug-06 Booker HVAC (QZAB) $239,560 Unknown Central HVAC (QZAB) $919,760 Unknown Dodd Restroom Renovation $26,959 Aug-06 Dunbar HVAC (QZAB) $278,800 Unknown Fair Park HVAC (QZAB) $79,480 Unknown Fulbright ADA Adaptations $21 ,567 Aug-06 Fulbright Renovate Restrooms $10,784 Aug-06 Geyer Springs Replace Restroom Stalls $4,313 Aug-06 Geyer Springs ADA Adaptations $21 ,567 Aug-06 IRC ADA Adaptations $21,567 Aug-06 IRC Restroom Renovation $21 ,567 Aug-06 J. A. Fair Sewer line $82,900 Unknown Mann HVAC (QZAB) $382,400 Unknown McDermott Restroom Renovation $32,350 Aug-06 Terry Bus Drive $100,000 Unknown Watson Restroom Renovation $25,000 Auo-06 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED t:SL 1.,ompIeuon Facility Name Project Description Cost Date Booker Electrical Upgrade Unknown Unknown Chicot Electrical Upgrade Unknown Unknown Child Nutrition Renovation $399,507 Unknown Forest Heights Remodel $4,420,128 Aug-07 Fulbright Addition/Traffic Planning $2,500 Unknown Henderson Renovation $450,000 Summer2006 Pulaski Hgts. MS Energy monitoring system installation Unknown Unknown Riohtsell Renovation $2,494,000 Unknown BOND PROJECTS NOT YET STARTED c:s1. 1.,omp1euon Facility Name Project Description Cost Date Administration Annex ADA Adaptations $32,351 Unknown Adult Education ADA Adaptations $248,020 Unknown Structural Repairs $53,918 Unknown Alternative learning Center Roof Repairs $26,959 Unknown Booker ADA Adaptations $107,835 Spring 2006 Cashion Building ADA Adaptations $21 ,567 Unknown Facility Services ADA Adaptations $32,351 Unknown Install Water Meters at Cooling Towers $4,313 Unknown Emergency Lighting Replacement $80,876 Unknown land Purchase - Booker $100,000 Unknown Garland Renovation $900,000 Partially Complete ADA Adaptations $188,711 Unknown Facilitv Name Henderson Quigley Rockefeller Transportation - Laidlaw West Little Rock School Facility Name Administration Administration Administration Administration Administration Annex Alternative Learning Ctr. Alternative Learning Ctr. Badgett Badgett Bale Bale Bale Bale Baseline Booker Booker Booker Booker Booker Booker Brady Brady Brady Carver Central Media Central Carver Carver Central Central Central Parking Central/Quigley Central/Quigley Central/Quigley Central Central Central Central Central Chicot Chicot Cloverdale Elementary Cloverdale Elem. CONSTRUCTION REPORT TO THE BOARD JANUARY 26, 2006 BOND PROJECTS NOT YET STARTED Proiect Descriotion Cost ADA Adaptations $70,093 Restroom Upgrades $53,918 Dressing Room Renovation $37,742 ADA Adaptations $26,959 Interior Renovation $16,175 ADA Adaptations $32,351 New School $11 ,782,638 BOND PROJECTS THAT HAVE BEEN COMPLETED Project Descriotion Cost Asbestos abatement $380,495 Fresh air system $55,000 Fire alarm $32,350 HVAC $70,000 Energy monitoring system installation Energy monitoring system installation $15,160 Energy efficient lighting $82,000 Partial asbestos abatement $237,237 Fire alarm $18,250 Classroom addition/renovation $2,244,524 Energy monitoring system Partial roof replacement $269,587 HVAC $664,587 Renovation $953,520 Gym Roof $48,525 ADA Rest rooms $25,000 Energy efficient lighting $170,295 Energy monitoring system installation $23,710 Asbestos abatement $10,900 Fire alarm $34,501 Addition/renovation $973,621 Energy efficient lighting $80,593 Asbestos abatement $345,072 Energy monitoring system installation $14,480 Roof $85,000 Renovation - Interior $10,200,266 Media Center Expansion $167,490 Parking lot $111 ,742 HV AC Renovation - Band Area $225,000 Reflecting Pond $57,561 Student parking $174,000 Stadium light repair \u0026amp; electrical repair $265,000 Athletic Field Improvement $38,000 Irrigation System $14,500 Purchase land for school Unknown Roof \u0026amp; exterior renovations $2,000,000 Ceiling and wall repair $24,000 Fire Alarm System Design/Installation $80,876 Front landing tile repair $22,470 Drainage $64,700 Sound Attenuation $43,134 Demolition $520,750 Energy efficient lighting $132,678 Esl Completion Date Unknown Unknown Unknown Unknown Unknown Unknown Unknown Est. Completion Date Mar-03 Aug-03 Aug-03 Nov-04 May-02 Oct-01 Dec-01 Jul-01 Aug-02 Dec-02 Mar-02 Dec-01 Aug-01 Aug-04 Oct-04 Aug-04 Apr-01 Oct-01 Feb-02 Mar-02 Nov-04 Sep-02 Aug-02 May-01 Dec-05 Sep-05 Oct-05 Aug-03 Dec-04 Sep-04 Aug-03 Aug-03 Aug-03 Aug-03 Dec-02 Dec-02 Oct-01 Aug-01 Aug-01 Aug-04 Jul-04 Nov-05 Jul-01 :?= .... m n :x: z 0 5 ~ C: ~ m  CD 3: . m c:\n%J (J) nc \u0026gt;0 zm :x:- -C, !!l~ Oz ~ .... Facility Name Cloverdale MS Cloverdale MS Dodd Dodd Dodd Dodd Dunbar Facilities Service Facility Services Fair Park Fair Park Fair Park Fair Park Fair Park Fair Park J. A. Fair J. A. Fair J. A. Fair J. A. Fair J. A. Fair J. A. Fair J. A. Fair Forest Park Forest Park Forest Park Forest Park Fulbright Fulbright Fulbright Fulbright Fulbright Franklin Geyer Springs Gibbs Gibbs Hall Hall Hall Hall Hall Hall Hall Henderson Henderson Henderson Henderson Henderson Henderson IRC Jefferson Jefferson Laidlaw Mabelvale Elem. Mabelvale Elem. CONSTRUCTION REPORT TO THE BOARD JANUARY 26, 2006 BOND PROJECTS THAT HAVE BEEN COMPLETED Proiect Description Cost Energy efficient lighting $189,743 Major renovation \u0026amp; addition $1 ,393,822 Fire Alarm Upgrade $9,200 Energy efficient lighting $90,665 Asbestos abatement-ceiling tile $156,299 Replace roof top HV AC $215,570 Renovation/addition $6,149,023 Interior renovation $84,672 Fire alarm $12,000 Remodel $799,000 Parking Lot $185,000 Roof $245,784 HVAC renovation/fire alarm $315,956 Energy efficient lighting $90,162 Asbestos abatement-ceiling $59,310 6 classroom addition \u0026amp; cafeteria/music room addition $3,155,640 Energy efficient lighting $277,594 Press box $10,784 Security cameras $12,500 Athletic Field Improvement $38,000 Irrigation System $14,000 Roof repairs $391 ,871 Restrooms $152,881 Replace window units w/central HVAC $485,258 . Diagonal parking $111,742 Energy efficient lighting $119,788 Energy efficient lighting $134,463 Energy monitoring system installation $11,950 Replace roof top HVAC units $107,835 Parking lot $140,000 Roof repairs $200,000 Renovation $2,511 ,736 Roof Repair $161 ,752 Energy efficient lighting $76,447 Energy monitoring system installation $11 ,770 Major renovation \u0026amp; addition $8,637,709 Asbestos abatement $168,222 Energy efficient lighting $42,931 Infrastructure improvements $93,657 Energy efficient lighting $296,707 Intercom Security cameras $10,600 Skylight Replacement $319,000 Lockers $43,854 Energy efficient lighting $193,679 Roof replacement gym $107,835 Asbestos abatement Phase I $500,000 Asbestos abatement Phase 2 $250,000 Energy efficient lighting $109,136 Asbestos abatement $43,639 Renovation \u0026amp; fire alarm $1,630,000 Parking lot $269,588 HVAC (QZAB) $220,000 Site Work $6,000 Est. Completion Date Jul-01 Nov-02 Oct-04 Aug-01 Jul-01 Aug-02 Nov-04 Mar-01 Aug-03 Aug-05 Aug-05 May-05 Apr-02 Aug-01 Aug-01 Aug-04 Apr-01 Nov-00 Jun-01 Jul-03 Jul-03 Aug-03 Aug-05 Nov-03 Aug-03 May-01 Jun-01 Aug-01 Aug-02 Sep-02 Oct-02 Mar-03 Jun-04 Apr-01 Jul-01 Sep-03 Aug-01 Jul-01 Aug-01 Apr-01 Feb-01 Jun-01 Nov-05 Dec-04 Jul-01 May-01 Aug-01 Aug-02 Jul-02 Oct-01 Nov-02 Jul-01 Nov-05 Oct-05 3 CONSTRUCTION REPORT TO THE BOARD JANUARY 26, 2006 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description Cost Mablevale Elem Fire Alarm Upgrade $12,000 Mabelvale Elem. Energy monitoring system installation $12,150 Mabelvale Elem. Replace HVAC units $300,000 Mabelvale Elem. Asbestos Abatement $107,000 Mabelvale Elem. Energy efficient lighting $106,598 Mabelvale MS Renovate bleachers $134,793 Mabelvale MS Renovation $6,851,621 Mann Partial Replacement $11 ,500,000 Mann Asphalt walks The total $1 .8 million Mann Walkway canopies is what has been Mann Boiler replacement used so far on the Mann Fencing projects listed Mann Partial demolition/portable classrooms completed for Mann. McClellan Parking Lot Overlay $65,000 McClellan Athletic Field Improvement $38,000 McClellan Irrigation System $14,750 McClellan Security cameras $36,300 McClellan Energy efficient lighting $303,614 McClellan Stadium stands repair $235,000 McClellan Intercom $46,000 McClellan Classroom Addition $2,155,622 McDermott Fire Alarm Upgrade $7,700 McDermott Energy efficient lighting $79,411 McDermott Replace roof top HVAC units $476,000 Meadowcliff Fire alarm $16,175 Meadowcliff Asbestos abatement $253,412 Meadowcliff Engergy efficient lighting $88,297 Meadowcliff Remodel $397,600 Metropolitan Replace cooling tower $37,203 Metropolitan Replace shop vent system $20,000 Metropolitan Energy monitoring system installation $17,145 Mitchell Renovation $356,395 Mitchell Building Remediation $165,000 Mitchell Energy efficient lighting $103,642 Mitchell Energy monitoring system installation $16,695 Mitchell Asbestos abatement $13,000 Oakhurst (Adult Education) New Windows $215,000 Oakhurst HVAC renovation $237,237 Otter Creek Energy monitoring system installation $10,695 Otter Creek Energy efficient lighting $81,828 Otter Creek Asbestos abatement $10,000 Otter Creek Parking lot $138,029 Otter Creek 6 classroom addition $888,778 Otter Creek Parking Improvements $142,541 Parkview Addition $2,121,226 Parkview HVAC controls $210,000 Parkview Roof replacement $273,877 Parkview Exterior lights $10,784 Parkview HVAC renovation \u0026amp; 700 area controls $301,938 Parkview Locker replacement $120,000 Parkview Energy efficient lighting $315,000 Procurement Energy monitoring system installation $5,290 Procurement Fire alarm $25,000 Pulaski Heights Elem/Middle Cafeteria Ceiling $33,378 Pulaski Heights Elem/Middle Replace Entry Doors $13,990 Est. completion Date Oct-04 Aug-01 Aug-02 Aug-02 Dec-02 Aug-01 Mar-04 Apr-04 Dec-01 Dec-01 Oct-01 Sep-01 Aug-01 Apr-05 Jul-03 Jul-03 Jun-01 May-01 Aug-01 Feb-02 Jul-04 Sep-04 Feb-01 Aug-02 Jul-01 Aug-02 Dec-02 Oct-05 Dec-00 May-01 Aug-01 Cancelled by Board re-use vote 11-17-05 Jul-04 Apr-01 Jul-01 Jul-01 Aug-05 Aug-01 May-01 Apr-01 Aug-02 Aug-02 Oct-02 Aug-03 Dec-04 Jun-02 Sep-01 Nov-00 Aug-01 Aug-01 Jun-01 Jun-02 Aug-03 Aug-05 Aug-05 4 z m-\u0026lt; ~ \u0026gt;,.... ~ 0 a\no CJ\u0026gt;\no m c3 a ?= -m\u0026lt; n ::c z 0 5 ~ C: ~ m \u0026gt;3: a. , m c:\no CJ\u0026gt; c'iC \u0026gt;0 zm ::c- - C) !:!l?\n! Oz ~-\u0026lt; CONSTRUCTION REPORT TO THE BOARD JANUARY 26, 2006 BOND PROJECTS THAT HAVE BEEN COMPLETED Facilitv Name Project Description Cost Pulaski Heights Elementary Clean Exterior Walls $98,660 Pulaski Hgts. Elem Renovation $1 ,193,259 Pulaski Hots. Elem Move playground $17,000 Pulaski Hgts. MS Renovation $3,755,041 Rightsell Energy efficient lighting $84,898 Rockefeller Energy efficient lighting $137,004 Rockefeller Replace roof top HVAC $539,175 Rockefeller Parking addition $111 ,742 Romine Asbestos abatement $10,000 Romine Major renovation \u0026amp; addition $3,534,675 Scott Field Track Renovations $289,056 Security/Transportation Bus cameras $22,500 Southwest New Corridor Ceiling $300,000 Southwest Addition $2,000,000 Southwest Asbestos abatement $28,138 Southwest New roof $690,000 Southwest Energy efficient lighting $168,719 Southwest Drainage I street widening $250,000 Student Assignment Energy monitoring system installation $4,830 Student Assignment Fire alarm $9,000 Tech Center Phase 1 Renovation $275,000 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II $3,679,000 Technoloov Upgrade Upgrade phone system \u0026amp; data Terry Addition Planning $2,500 Terry Energy efficient lighting $73,850 Terry Driveway \u0026amp; Parking $83,484 Terry Media Center addition $704,932 Wakefield Rebuild $5,300,000 Wakefield Security cameras $8,000 Wakefield Energy efficient lighting $74,776 Wakefield Demolition/Asbestos Abatement $200,000 Washington Fire Alarm Upgrade $11 ,600 Washington Security cameras $7,900 Washington Energy efficient lighting $165,281 Watson Energy monitoring system installation $8,530 Watson Asbestos abatement $182,241 Watson Energy efficient lighting $106,868 Watson Asbestos abatement $10,000 Watson Major renovation \u0026amp; addition  $800,000 Western Hills Electrical Upgrade \u0026amp; HVAC $622,160 Western Hills Fire Alarm Upgrade $8,400 Western Hills ADA Rest rooms $25,000 Western Hills Asbestos abatement $191 ,946 Western Hills Intercom $7,100 Western Hills Energy efficient lighting $106,000 Williams Drainage Repair $29,200 Williams Renovation $2,106,492 Williams Parking expansions $183,717 Williams Energy efficient lighting $122,719 Wilson HVAC for Cafeteria $56,000 Wilson Renovation/expansion $1 ,263,876 Wilson Parking Expansion $110,000 Woodruff Parking addition $175,000 Woodruff Renovation $246,419 t:st l\nomp1euon Date Sep-05 Nov-04 Dec-02 Nov-04 Apr-01 Mar-01 Aug-01 Aug-02 Apr-02 Mar-03 May-05 Jun-01 Aug-05 Nov-04 Aug-00 Oct-03 Jan-02 Auo-03 Auo-02 Aug-03 Dec-01 Jun-04 Nov-02 Unknown Feb-01 Aug-02 Sep-02 Dec-04 Jun-01 Feb-01 Nov-02 Oct-04 Jun-01 Apr-01 Jul-01 Aug-01 Aug-01 Aug-02 Aug-02 Aug-05 Oct-04 Aug-04 Aug-02 Dec-01 Jul-01 Nov-05 Mar-04 Dec-03 Jun-01 Mar-05 Feb-04 Aug-03 Aug-05 Aug-02 5 Little Rock Cover Page LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 11.iiJ +- Back e Print DATE: TO: January 26, 2006 5:30:00 PM Board of Directors FROM: SUBJECT: Roy G. Brooks, Ed. D. Superintendent of Schools Internal Auditors Report BACKGROUND: Monthly update to Board. RATIONALE: Summary report of activities. FUNDING: n/a RECOMMENDATION: n/a PREPARED BY: Sandy Becker http ://boardmeetings.lrsd.org/board/Bluesheet. aspx?I temID= 167 \u0026amp;MeetingID=8 Page 1 of 1 1/24/2006\nr .... m (\") ::c z 0  -\u0026lt; C \"0 ~ m \u0026gt; CD\ni: me\n,JC/) no \u0026gt;0 zm ::i::- -C\"l !!l~ Oz ~-- Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 26, 2006 Board of Directors Sandy Becker, Internal Auditor Audit Report - January This is the seventy-fifth communication regarding status of the current year projects and reviews. Activity Funds a) Working with two high schools, two middle school and two elementary schools to resolve financial issues in their activity and related funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. b) The AAB has forwarded a Booster Club Guidelines Package to be included in official publications of the District after review. Board Policy and Regulation a) The routing of Professional Leave and Travel Requests is being worked on to make the process more efficient and to prepare for the process being automated to improve documentation and provide information for decision making. Technology a) Monitoring technology plans and technology meetings to determine how use of technology will improve and.streamline the workflow for staff persons. b) Working with Procurement on the use ofbarcode scanners for checking and updating inventory records. This is being done to help more quickly update and check electronic equipment records at the various sites. c) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. Provided training with the Arkansas PT A on financials controls and financial preventive maintenance. Audit Report - January 2006 Page 2 of2 d) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. e) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. _f) Developed skills test for financial positions. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) c) d) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Reviewing deposits and revenues. Monitoring cost reduction efforts in the District. Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. Reviewing leave accountability system. Assisting schools to track and reconcile Teacher School Supply Funds. Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Assisting LRSD PTA's in financial process training. Reviewing payroll documentation for Time Piece (automated payroll software). Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org.\n:c ... m (\") :::c z 0 i c:= ~ m \u0026gt; CD\nr: me:=\n,::, V, no \u0026gt;0 zm :::c- -C, ~~ Oz ~ ... DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 January 26, 2006 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Policy \u0026amp; Regulations Revisions: Policy IKF - General Education Graduation Requirements, with Regulations BACKGROUND: Policies and regulations are periodically updated to ensure accuracy and alignment with new state law and regulations. RATIONALE: Due to changes in state law regarding graduation requirements, advanced placement exams, and full day attendance for students in grades nine through twelve (9-12), policy and regulation revisions are needed to ensure compliance. FUNDING: No funding required. RECOMMENDATION: Policy IKF was approved on first reading at the December 2005 board meeting. The administration recommends second reading approval at this time. PREPARED BY: Dennis Glasgow, Senior Director, Curriculum Dr. Olivine Roberts, Associate Superintendent, Educational Services ~\n,-~ ~f: :,\n,z 13 Fl! z en zo me: r-,:, (\") m en ?..,' z z\u0026gt; (\") ~ ,:, m ~ ~ 3\u0026gt;: a , m c: ,:, en no \u0026gt;0 zm ::i:- - C) !!l~ Oz ~ ..... LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF GENERAL EDUCATION GRADUATION REQUIREMENTS The Little Rock School District Board of Education believes that students should graduate from high school possessing the skills, knowledge, and attitudes needed for responsible citizenship, life-long learning, and productive employment in our modern economy. Programs for post-secondary preparation will be available to equip students for the advanced training that will be needed for the work of the 21 st century. The Little Rock School District will be responsible for providing the educational opportunities and experiences that will enable our students to take full advantage of post-secondary education and employment opportunities available to them after graduation. The District shares with the state of Arkansas the commitment to ensure all students have access to a rigorous curriculum. The District's general graduation requirements meet and exceed the State's adopted Smart Core or Common Core curriculum. Diploma-Earning Options A student may earn a diploma from a Little Rock School District high school in one of four ways. Each has different requirements and different numbers of required units of credit. 1. Diploma from any of the five high schools for completion of the required 26 units. 2. Diploma from any of the five high schools for completion of the Little Rock Scholars curriculum of 28 units, including at least eight Pre-Advanced Placement or Advanced Placement courses. Hall High School students may take University Studies courses as substitutes for Pre-Advanced Placement and/or Advanced Placement courses. 3. Diploma earned at the Accelerated Learning Center for completion of the 22 units required by the State of Arkansas. 4. Diploma with waived or altered requirements established by an Individual Education Program (IEP) team for a student identified with disabilities. Even though the graduation requirements may be changed by the Board of Education during the time a student is enrolled in high school, the requirements established for a student's graduation class (assuming graduation in four years of high school) are those he/she must meet, even though he/she may require more than four years to earn the necessary number of units. LITTLE ROCK SCHOOL DISTRICT (continued) Transfer Students NEPN CODE: IKF All transfer students must meet the graduation requirements of the Little Rock School District in order to receive a diploma. The LRSD high schools will accept transfer credits, grades and grade placement for students who previously attended Arkansas high schools that are accredited by the Arkansas Department of Education (See JE for additional information). Students who transfer into a Little Rock School District high school from a home school or an unaccredited high school must attend at least two semesters in order to receive a high school diploma (see IKED and IKED-R) and must attend at least four semesters to be eligible for rank-in-class (See IKC-R). Foreign Exchange students who complete the senior year in good standing may, at the discretion of the principal, participate in the graduation ceremony. Requirement to Attend School for a Full Day Act 675 of 2003 requires students in grades nine through twelve (9-12) to schedule and attend a full school day. Students must enroll in no fewer than three hundred fifty (350) minutes of planned instructional time each day as a requirement for graduation. Students may be assigned to no more than one (1) block each year or one-half block each semester for study hall or organized tutoring. Enrollment and attendance in vocational-education training courses, college courses, and school work programs may be used to satisfy the requirement of the law. Enrollment and attendance at a post-secondary institution by an eligible student for credit shall be counted by the high school at the following rate: Number of college credits (semester Credit toward the required 30 hour hours) week 1 3 2 6 3 9 4 12 5 15 6 18 7 21 8 24 9 27 10 30 2 c:,:, .,, z \u0026gt;z n \u0026gt;,...\no m c3 ~ \u0026gt;3: .a , m c:\nocn nc )\u0026gt;0 zm ::c- -C) !!l~ Oz ~ ..... LITTLE ROCK SCHOOL DISTRICT (continued) ADE Seal NEPN CODE: IKF In order to receive the ADE Seal, students must complete the state's recommended core curriculum with a minimum grade point average of 2.75 (See Standards for Accreditation 14.01 and 14.02). Magnet Program Seal Students who participate in the District's high school magnet programs may meet the magnet curriculum requirements through completion of the designated Career Focus courses established for each magnet. In order to receive a Magnet Seal, magnet students must complete fill the requirements of the magnet program. Students transferring into a magnet program after the freshman year may earn a diploma from that high school, but they will not earn the Magnet Seal. Arkansas Scholars Seal (privately sponsored) Arkansas Scholars, a program of the Arkansas business \u0026amp; Education Alliance, is a partnership between the District and the Little Rock Chamber of Commerce's Education Committee. Many local businesses have agreed to recognize the achievement of Arkansas Scholars status as a symbol of high quality education. A special Arkansas Scholars seal will be affixed to the diploma and transcript of a student who meets the following standards established by the Arkansas Scholars program: 1. Earn a grade of \"C\" or above in all courses. 2. Achieve a 95 percent or better attendance record for each of the four years of high school. 3. Complete high school in eight consecutive semesters. 4. Complete successfully at least three units in science, three units in mathematics. three units of social studies, and four units in English. Honors Diploma Seal A special Honors Seal will be affixed to the diploma and transcript of a student who meets the following standards: 1. Completes the units required for the Little Rock Scholars curriculum, which includes and goes beyond the requirements of the Arkansas Higher Education Coordinating Board for unconditional admission to any public two-year or fouryear institution of higher education in Arkansas and which includes, but goes beyond, the requirements for eligibility for the Arkansas Challenge Scholarsh ip The Little Rock Scholars curriculum also reflects the admission requirements of the most competitive universities in the United States of America. 2. The Little Rock Scholars curriculum requires the successful completion of a minimum of eight Pre-Advanced Placement or Advanced Placement cou rses over a four-year period. Hall High School students may take University Studies courses as substitutes for Pre-Advanced Placement and/or Advanced Placement courses. Other approved dual-credit courses 3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF (continued) offered to LRSD students in collaboration with area colleges/ universities may also be substituted for the Pre-AP or AP requirement. 3. Earns a grade-point-average of at least 3.5. Students designated for valedictory or salutatory recognition must have completed the Little Rock Scholars curriculum. Recognition of Graduates Each high school may design its own traditions to commend and celebrate the achievements of the following sets of graduates: 1. The valedictorian and salutatorian\n2. Students earning an overall average of 3.5 or above\n3. Students earning Magnet Program, Arkansas Scholars, Little Rock Scholars, and/or Honors Diploma Seals\n4. Members of the National Honor Society or similar honors organization\n5. Scholarship recipients\n6. Students with perfect attendance throughout high school\nand 7. Students whose other achievements are worthy of special recognition. Participation in Graduation Ceremony In order to be a participant in the graduation ceremony, the student must be within one unit of completing the graduation requirements and must have paid the tuition for the one-half or one unit to be taken in summer school (or, alternately, in another approved credit-earning program). All high school students and their parents will be informed in writing of this expectation when course lists and graduation requirements are published for the spring registration process. Principals will make a determination of potential graduates at the end of the junior year and each quarter of the students' senior year and inform students and their parents immediately if it is determined that the student is in danger of not graduating. Such students will be advised of all the appropriate credit-earning options, including, but not limited to, evening high school, summer programs, credit recovery, correspondence courses, online courses, credit-by-examination, and placement at the Accelerated Learning Center. Award of Diploma The award of the high school diploma will not be made until all graduation requirements are met. 4 ~)\u0026gt; CD m c:\no CJ') nc )\u0026gt; 0 zm ::c- - G) ~~ Oz =-!--\u0026lt; LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF (continued) Specific Course Requirements The following_ table specifies the required courses for graduation for each curriculum area. High School Graduation Requirements Little Rock School District Required, Classes of 2007 and After Reguired1 Arkansas Core Curriculum (Meets Arkansas Smart Core curriculum) Classes of 2007 and After English-4 units English-4 units English I (ESL, Regular, or Pre-AP)\nand English I (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English Ill (ESL, Regular, or AP)\nand English Ill (ESL, Regular, or AP)\nand Enalish IV (ESL, Regular, or AP). EnQlish IV (ESL, Regular, or AP). Oral Communications-1/2 unit Oral Communications-1/2 unit Communications IA -one-half unit Communications IA--one-half unit Mathematics--4 units Mathematics- 4 units Algebra I (ESL, Regular, or Pre-AP)\nand Algebra I or its equivalent* Algebra II (ESL, Regular, or Pre-AP)\nand Geometry or its equivalent* Geometry (ESL, Regular, or Pre-AP) All math units must build on the base of algebra One or more additional units of advanced mathematics for and geometry knowledge and skills. the completion of four units in grades 9-12. Comparable concurrent credit college courses All students must take a mathematics course in may be substituted where applicable. grade 11 or 12 .  A two-year algebra equivalent or a two-year geometry equivalent may each be counted two units of the four (4) unit requirement. Science--3 units Science-3 units Physical Science (ESL, Regular, or Pre-AP}\nand Physical Science\nand Biology I\nand One Biology I (ESL, Regular, or Pre-AP}\nand either additional unit Chemistry I (ESL, Regular, or Pre-AP} or Physics I /ESL Reaular or Pre-AP) Social Studies--3 units Social Studies-3 units Civics (ESL, Regular, or Pre-AP) or United States Civics (ESL, Regular, or Pre-AP) or United States Government (ESL, Regular, or AP)\nand . Government (ESL, Regular, or AP)\nand World History (ESL, Regular, or AP)\nand World History (ESL, Regular, or AP)\nand United States History (ESL, Regular, or AP) United States History (ESL, Reoular, or AP) 5 Physical Education-1/2 unit Physical Education-1/2 unit Physical Education IA Physical Education IA Health and Safety-1/2 unit Health and Safety-1/2 unit Health and Safety Health and Safety Fine Arts-1 unit Fine Arts-1/2 unit One unit from art, dance, drama, or music Career Focus-6 units Career Focus-6 units At least six units from anl'. of the a1212roved Career Six units from anJ'. of the a1212roved Career Focus Focus Qrograms to include at least one unit from anJ'. 12rograms. of the a1212roved technologl'. courses and one-half unit of English Language Arts (from anJ'. English, Journalism, or Communciations course. Modern Grammar (1/2) is stronalv recommended.) Electives-3.5 units A fourth J'.ear of both science and social studies is encouraged, as are at least two units of foreign language. AIP classes will gualifl'. as local electives onlv Total-26 units Total-22 units Little Rock Scholars Curriculum The Board of Education recommends that students elect the challenge of a more rigorous graduation plan than the minimum requirements, including at least eight Pre-Advanced Placement or Advanced Placement courses (or University Studies courses at Hall High or approved dual-credit courses). Little Rock Scholars English-4 units English I (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English Ill (ESL, Regular, Pre-AP, or AP)\nand English IV (ESL, Regular, or AP). Oral Communications IA (1/2 unit). Mathematics -4 units (in grades 9-12) Algebra I (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre-AP)\nand Geometry (ESL, Regular, or Pre-AP)\nand One or more additional units of advanced mathematics for the completion of four units in grades 9-12. Science-4 units Physical Science (ESL, Regular, or Pre-AP)\nand Biology I (ESL, Regular, or Pre-AP)\nand either Chemistry I (ESL, Regular, or Pre-AP) or Physics I (ESL. Regular. or Pre-AP) One additional unit Social Studies-4 units Civics (ESL, Regular, or Pre-AP) or United States Government (ESL, Regular, or Pre-AP)\nand World History (ESL, Regular, Pre-AP, or AP)\nand United States History (ESL, Regular, Pre-AP, or AP)\nand One additional unit Foreign Language -2 units Two units of any one foreign language Physical Education -1/2 unit Physical Education IA Health and Safety-1/2 unit Health and Safety 6 ~ ?\"2\nll~\n,::,z ~~ Z(I) zo ,m-\nc,:::, 0 m (/) .~., z )\u0026gt; z (\") \u0026gt; r\n,::, m c3 ~ \u0026gt; CD ~ ~\n,:,(I) c'ic )\u0026gt; 0 zm :,:- -Cl ~s\n? Oz ~ ..... Fine Arts-1 unit One unit from art, dance, drama, or music Career Focus-6 units ~ix units from an:i: of the airnroved Career Focus Qrograms to include one unit from an:i: of the aQQroved technolog:i: courses and English Language Arts-1/2 unit (An:i: one-half unit from English, Communications, or Journalism. Modern Grammar Is stronaiv encouraaed.l Electives-1.5 units Total-28 units (Reauires completion of eiaht Pre-AP or AP courses) Reauired, ACC Students Class of 2007 and After Engiish-4 units English I (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English Ill (ESL, Regular, Pre-AP, or AP)\nand EnQlish IV (ESL, ReQular or AP). Oral Communications IA (1/2 unit). Mathematics-4 units Algebra I (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre-AP)\nand Geometry (ESL, Regular, or Pre-AP)\nand One or more additional units of advanced mathematics for the completion of four units in grades 9-12. Science-3 units Physical Science (ESL, Regular, or Pre-AP)\nand Biology I (ESL, Regular, or Pre-AP)\nand either Chemistry I (ESL, ReQular, or Pre-AP) or Phvsics I /ESL Reaular or Pre-APl Social Studies-3 units Civics (ESL, Regular, or Pre-AP) or United States Government (ESL, Regular, or Pre-AP)\nand World History (ESL, Regular, Pre-AP, or AP)\nand United States History (ESL, ReQular, Pre-AP or AP) Physical Education-1/2 unit Phvsical Education IA Health and Safety-1/2 unit Health and Safetv Fine Arts-1/2 unit One unit from art dance drama, or music Career Focus-6 units Six units from any of the approved Career Focus oroarams. Total-22 units Last Revised: December 15, 2005 Adopted: July 22, 1999 Legal References: AC.A 6-15-1101, Standards of Accreditation 9.03, 14.01, 14.02 Cross References: Board of Education Policies and Regulations IKED, JE, IKED-R, IKC-R, and IKEC-R1, and the LRSD Student Handbook 7 DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 January 26, 2006 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: US Department of Education - grant submission: Teaching American History BACKGROUND: The District proposes to submit a Teaching American History grant application to implement high-quality professional development for all American history teachers. The purpose of the program is to raise student achievement by improving teachers' knowledge, understanding, and appreciation of traditional American history. By helping teachers to develop a deeper understanding and appreciation of traditional American history as a separate subject matter within the core curriculum, the program will improve instruction and raise student achievement. The District will partner with the University of Arkansas at Little Rock Department of History, National History Day, the Gilder Lehrman Institute of American History, the Clinton Library, and the Central High National Historic Museum. RATIONALE: This proposal will build upon the 2002 Teaching American History initiative which expired in 2005. This application will provide opportunities for teachers to continue to refine and hone their pedagogical skills and knowledge of American history content. FUNDING: $1,000,000 RECOMMENDATION: The staff recommends approval for the submission of the grant application. PREPARED BY: Dr. Olivine Roberts, Associate Superintendent, Educational Services Dennis Glasgow, Senior Director, Curriculum Linda Young, Grants Coordinator ~ ?\"2 ~~\n0 z gi~ Z(I) zo me: ,..\n0 (') m \"' a, .., z \u0026gt;z n ,\u0026gt;.. \"m'\n-g ~ ?\u0026lt; n 5 \"z' Cl \"m' ~ ~ \"' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: January 26, 2006 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Arkansas Facilities Master Plan BACKGROUND: The Arkansas 85th General Assembly in 2005 adopted Act 1426 which established the Arkansas Public School Academic Facilities Program. Among the provisions of the program is a requirement for each school district in the state to submit to the Arkansas Division of Public School Academic Facilities and Transportation by February 1, 2006, a ten-year facilities master plan. The master plan identifies all of the school improvement projects a district is planning to undertake over the next ten years. According to the Facilities Division, the purpose of the master planning process is to:  Establish a mechanism for state supervision of school district activities impacting facilities and equipment\n Develop and continually update information critical to identifying academic facilities needs at the local level and across the state\nand to  Allow the state to manage financial participation in eligible academic facilities projects. The stated goal of the state's academic facilities program master planning process is to ensure that school improvements bring school facilities to a level where only routine maintenance is required within the ten-year period of the master plan. Accordingly, the state commissioned a survey of academic facilities to assess the condition of each building owned by a district. The survey results, which were released in 2004, produced a comprehensive list of facility improvement projects for each district. In preparing its ten-year master plan, each school district is directed to draw from the improvement list prepared by the state survey. Unlike most school districts in Arkansas, the Little Rock School District is not eligible to receive any state funding for capital school construction. Consequently, the district commissioned a facility improvement study of its own in 1995 which led to the development of a school capital projects list. A public referendum in 2000 approved a millage increase that dedicated $115 million to capital construction projects on the district list. The master plan scheduled for submission to the state on February 1, 2006, \u0026gt;\u0026lt; ,\u0026gt;\u0026lt;- ~ m \u0026gt;:I: 0~ '-0 0-\u0026lt; c:m s1m :i:::i:: m~ Z\nn .... z G) ~ ..., z z\u0026gt; (\"') \u0026gt; r-\nn m c3 ~ ?\u0026lt; (\"') 5 (/) z G) includes the remaining LRSD capital construction projects and any deficiencies identified by the state survey that exist within those LRSD capital construction projects. RATIONALE: The ten-year master plan is required by state law under the Arkansas Public School Academic _Facilities Program and must be approved by the district school board prior to submittal. Because 2006 is the first year for submitting a master plan, the state is requiring districts to identify only projects scheduled for 2006 to 2009 in the February 1, 2006 plan. Projects scheduled for the final seven years of the ten-year planning period are to be submitted February 1, 2007. FUNDING: N/A RECOMMENDATION: Approval of the ten-year facilities master plan as presented. PREPARED BY: Roy G. Brooks, Ed.D. Superintendent of Schools Little Rock Cover Page LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS ~ .. Back a Print DATE: TO: January 26, 2006 5:30:00 PM Board of Directors FROM: SUBJECT: Roy G. Brooks, Ed. D. Superintendent of Schools Personnel Changes BACKGROUND: None RATIONALE: To staff allocated positions within the District. FUNDING: Operating Fund RECOMMENDATION: Page 1 of 1 It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with AC.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) consecutive years. Teachers with an effective date of employment after August 19, 2005 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 8, 2005 for EYE are considered intern teachers. PREPARED BY: David E. Hartz, Senior Director of Human Resources http ://boardmeetings. lrsd. org/board/B luesheet. aspx?I temID= 18 0\u0026amp;MeetingID=8 1/24/2006 \u0026gt;\u0026lt;,\u0026gt;..\u0026lt;.\n= m ,.:1: c~ '- 0 0-\u0026lt; c: m ~m :ii:% m~ Z\n,:, --\u0026lt;\nC) .., z ~ C') ,.m i:,\n0 C: z\"' \u0026gt;~ :::!\n,:, 0--t z\"' \"'m ~ m (/) ~ .., z z\u0026gt; C') \u0026gt; r-\nD m ~ ~ ?\u0026lt; C') 5 (/) z C)\n,:, m 3:: ~ (/) Resignations/Terminations Certified Employees Bond, Helen Economics/ 8-8-03 1-01 30190.00 Reason: Health CENTRAL 1-31-06 TCH925 Branc~. Karunda Physical Education/ 9-12-05 1-04 32512.00 Reason: Certification FELDER 12-16-05 TCH925 expiration Childers, Jessica Art/ 8-11-04 1-04 32512.00 Reason: None given FRANKLIN 1-1-06 TCH925 Cunningham, Ellen Speech Pathology/ 10-23-80 62-20 64992.00 Reason: Retired WATSON 12-8-05 SPE925 Hunjan, Tarandeep Special Education/ 8-7-02 1-04 32512.00 Reason: Leaving the city SOUTHWEST 1-12-06 SPE925 Jordan, Adrienne Special Education/ 8-11-05 1-14 44123.00 Reason: Certification HENDERSON 1-9-06 SPE925 expiration Masser, Jennifer Special Education/ 8-1-05 1-01 30190.00 Reason: Accepted another STEPHENS 1-13-06 SPE925 position Pierce, Charlene Elementary 11/ 8-11-04 2-12 43311.00 Reason: None given WATSON 1-3-06 TCH925 Varady, Kathryn Counselor/ 4-13-90 6-18 56489.00 Reason: Retired OTTER CREEK 1-12-06 CNL925 New Certified Employees Baker, Lauren Art/ 8-12-05 1-01 30190.00 MCDERMOTT TCH925 Burl, Gregory Special Education/ 12-5-05 5-19 56054.00 MCCLELLAN SPE925 annual 33282.06 prorated Hemphill, James Special Education/ 11-30-05 1-14 44123.00 ALC SPE925 annual 26887.45 prorated Personnel Changes Page2 January 26, 2006 X x:- ~m \u0026gt;\ni: o\n,2 \u0026lt;-o 0-\u0026lt; START DATE/ SALARY ANNUAL cm\nom CLASS SALARY Z\n:c NAME POSITION/ SCHOOL END DATE ~,\n'\n? Z,:, -\u0026lt;2 C) Ortigara, James Special Education/ 10-31-05 4-17 52164.00 MABELVALE MIDDLE SPE925 annual 36949.50 prorated Parker, Tammy Special Education/ 12-5-05 6-10 47200.00 J. A. FAIR SPE925 annual 28025.00 prorated Woodson, Jerri Life Science/ 11-14-05 3-02 33789.00 CLOVERDALE TCH925 annual MIDDLE 22174.03 prorated ?\u0026lt; 'Tl z Resignations/Terminations Non-Certified Employees \u0026gt;z (\")\n,,,~ o\"' 0C Aaron, Adriadne Lab Attendant/ 8-17-04 33-04 .11308.00 z \"C ~\n3 Reason: Resigned without FOREST PARK 11-25-05 INA925 o-\nt..J. Zu, notice \"'m ~ m Aldridge, Lester Maintenance/ 10-8-84 51-20 46800.00 CJ\u0026gt; Reason: Retired MAINTENANCE AND 12-28-05 MAINT OPERATIONS Allen, Tina Child Nutrition/ 9-10-01 3-03 9984.00 Reason: Job Abandonment CENTRAL 12-1-05 FSH550 cc 'T'I z )\u0026gt; z Annamraju, Sivakamini Instructional Aide/ 8-11-05 33-16 16192.00 (\") \u0026gt; Reason: Personal FOREST HEIGHTS 1-2-06 INA925 r\n%l m \"Cl 0 Broadway, Axie Custodian/ 8-16-04 31-02 15048.00 .\n%....l Reason: Accepted another CENTRAL 1-3-06 CUS12 position Eskew, Annette CARE/ 9-6-02 2-08 8.67 Reason: Personal CARE 1-3-06 CARE per hour Garrison, Dontornice Instructional Aide/ 8-17-05 33-04 11308.00 ?\u0026lt; Reason: Resigned without FOREST HEIGHTS 1-17-06 INA925 (\") r notice 0 CJ\u0026gt; z C)\n%l m ~\n%l\n,:\nC/) Personnel Changes Page3 January 26, 2006 NAME Hearn, Troylonda Reason: None given Johnson, Dorothy POSITION / SCHOOL CARE/ CARE Child Nutrition/ Reason: Job Abandonment STEPHENS Nash, Niketa Instructional Aide/ Reason: Accepted another ALE position Piggee, LaQuinton Custodian/ Reason: Job Abandonment PULASKI HEIGHTS ELEMENTARY Sims, Lakisha Instructional Aide/ Reason: Personal MEADOW CLIFF Smith, Jason Custodian/ Reason: Accepted another MCDERMOTT position Thomas, Earnestine CARE/ Reason: None given CARE Thomas, Lavette CARE/ Reason: Accepted another CARE position Waller, Quawana Instructional Aide/ Reason: Accepted another KING position Watson, Taluana Bus Driver/ Reason: None given TRANSPORTATION New Non-Certified Employees Akins, Lucille Instructional Aide/ CHICOT START DATE/ SALARY ANNUAL END DATE CLASS SALARY 8-29-05 2-04 8.05 1-3-06 CARE per hour 8-17-05 3-02 9688.00 11-29-05 FSH550 6-18-98 33-09 13140.00 1-2-06 INA925 8-18-05 31-01 11437.00 11-29-05 CUS928 8-19-05 33-16 16192.00 1-13-06 INA925 9-2-91 31-16 22752.00 11-15-05 CUS12 3-19-01 1-17 9.47 1-3-06 CARE per hour 8-19-05 3-09 9.04 1-3-06 CARE per hour 8-11-05 33-09 13140.00 1-3-06 INA925 12-9-04 3-09 15392.00 1-4-06 BUSDRV 1-2-06 33-16 16192.00 INA925 annual 8927.48 prorated Personnel Changes Page4 January 26, 2006 X x:- ~m \u0026gt;!I: c\nJ:! '-0 0 -\u0026lt; START DATE/ SALARY ANNUAL Cm\nom CLASS SALARY Z::,:: NAME POSITION/ SCHOOL END DATE ~~ Z\n,:, \"\"'z C) Bell, H!:llen Instructional Aide/ 12-1-05 33-16 16192.00 FOREST PARK INA925 annual 9977.77 prorated Bledsoe, Albert Air Force/ 1-2-06 65-18 66960.00 CENTRAL AN12 annual 34762.21 prorated Bryant, Thelma Child Nutrition/ 12-9-05 3-01 9401 .00 MEADOWCLIFF FSH550 annual 5610.27 prorated Carter, Danielle Lab Attendant/ 12-1-05 33-16 16192.00 ?\u0026lt; FOREST PARK INA925 annual .., z 9977.77 \u0026gt;z prorated C')\n\u0026gt;~ 8~ Hamilton, Sharon 33-19 z\" Instructional Aide/ 1-2-06 17705.00 \u0026gt; c3 -\u0026lt;,:, GIBBS INA925 annual 0-\u0026lt; z (J) 9761 .68 \"'m ~ prorated C') m (J) Hightower, Stacey Instructional Aide/ 1-2-06 33-16 16192.00 FULBRIGHT INA925 annual 8927.48 prorated .?.,' Hill, Michael Child Nutrition/ 12-1-05 3-01 9350.00 z z\u0026gt; HALL FSH550 annual C') \u0026gt; 5913.53 r \"' prorated m c3 \"...'. Long, Channon Instructional Aide/ 1-2-06 33-03 10989.00 MABEL VALE INA925 annual ELEMENTARY 6058.80 prorated Martin, Sharon Child Nutrition/ 11-10-05 3-01 9401.00 TERRY FSH550 annual ?\u0026lt; 6570.59 C') r prorated 0 (J) z C) \"m' !f\n\",:': (J) Personnel Changes Pages January 26, 2006 NAME McCaH, Yolanda Moody, Gerald Nunnley, Ora Robinson, Lakesha Samuel, Adalia Sasser, Latiste Spearmon, Willie Wilkerson, Ronald Williams, Bertha Iverson, Deloris Mccullough, Lajuanna Watson, Phyllis West, Ginentric START DATE/ SALARY ANNUAL POSITION / SCHOOL END DATE CLASS SALARY Bus Driver/ 12-12-05 2-01 53.53 TRANSPORTATION BUSDRV per day Bus Driver Aide/ 1-2-06 2-03 60.95 TRANSPORTATION BUSDRV per day Media Clerk (.50)/ 12-14-05 31-11 7876.80 MABEL VALE CLK925 annual ELEMENTARY 4483.07 prorated Instructional Aide/ 11-21-05 33-06 12002.00 FULBRIGHT INA925 annual 7720.21 prorated Bus Driver/ 12-12-05 2-01 53.53 TRANSPORTATION BUSDRV per day Secretary/ 11-28-05 31-12 20292.00 CENTRAL CLK925 annual 12844.40 prorated Bus Driver Aide/ 1-2-06 2-04 64.64 TRANSPORTATION BUSDRV per day Bus Driver/ 12-12-05 2-01 53.53 TRANSPORTATION BUSDRV per day Child Nutrition/ 11-21-05 3-01 9401 .00 WAKEFIELD FSH550 annual 6216.79 prorated Non-Certified Promotions Promoted from Instructional Aide to Media Clerk Promoted from Bus Driver Aide to Bus Driver Promoted from Bus Driver Aide to Bus Driver Promoted from Laborer/Driver to Grounds Team Leader Little Rock Cover Page DATE: TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS ~ +- Back e!:J Print January 26, 2006 5:30:00 PM Board of Directors Roy G. Brooks, Ed. D. Superintendent of Schools Donations of Property BACKGROUND: Page 1 of 1 The Little Rock School District receives donations from businesses and individuals on a regular basis. It is the policy of the Little Rock School District that donations are not formally accepted until they are approved by the Board of Directors. RATIONALE: District policy states that, in order to maintain the centralized fixed asset property accounting system, all property donation requests are forwarded to the Director of Procurement. The Procurement Department forwards the requests, along with the appropriate recommendations, to the Board of Directors for acceptance and approval. In order for proper recognition and appreciation to be conveyed to the donor, donor's name and current mailing address should be included in the donation memo. FUNDING: None RECOMMENDATION: It is recommended that the attached donation requests be approved and accepted in accordance with the policies of the Board of Directors of the Little Rock School District. PREPARED BY: Darral Paradis, Director of Procurement Gwen Caraway, Fixed Asset Property Manager http ://boardmeetings.lrsd.org/board/Bluesheet.aspx?ItemID=70\u0026amp;MeetingID=8 1/24/2006 X x:- ,~. ~m o\n:l! '-0 c0-m\u0026lt;\nJJ m Z::,: ~~ Z\nJJ \"\"'z C\u0026gt; ~ .., z \u0026gt;z n \u0026gt;,... ::0 m ~ ~ ?\u0026lt; n 5 \"z' C\u0026gt;\nJJ m ~\nJJ :\u0026gt;: \"' BRADY ELEMENTARY SCHOOL MEMORANDUM TO: Darral Paradis, Director of Procurement FROM: Ada Keown, Principal DATE: November 29, 2005 SUBJECT: Donations The Kiwanis Club has donated $200.00 to Brady Elementary School to be used for book purchases for the Kindergarten classes. We sincerely appreciate this donation and request it be accepted in accordance with the policies and procedures of the Little Rock School District. Kiwanis Club C/O Mr. James Thomas 7700 Apache Road Little Rock, AR 72205 Sincerely, rt/ !Ml~ Principal NOV 3 0 2005 7915 West Markham Street  Phone (501) 447-3900  Fax (501) 447-3901  Little Rock, Arkansas 72205 BRADY ELEMENTARY SCHOOL MEMORANDUM TO: Darral Paradis, Director of Procurement FROM: Ada Keown, Principal DATE: November 29, 2005 SUBJECT: Donations Target (North Little Rock) graciously donated $250.00 to Brady Elementary School. The donation will be used to assist students who are displaced due to the recent hurricanes. We sincerely appreciate this donation to our students. We recommend that this donation be accepted Target 4000 McCain Blvd North Little Rock, AR 72216 ~~ Ada.Keown, Principal NOV 3 0 2005 7915 West Markham Street  Phone (501) 447-3900  Fax (501) 4473901  Little Rock, Arkansas 72205 \u0026gt;\u0026lt; :\u0026gt;\u0026lt;- ?= m ,.ic oi2 '-0 0-\u0026lt; c:m ~m lC ::i:: m!i)\n? Z\n:o -\u0026lt;z C) ~ ..., z )\u0026gt; z (\") \u0026gt; r-\n:o m c3\n:o -\u0026lt; ?\u0026lt; (\") 5 C/1 z C)\n:o m ~\n:o i:i BRADY .ELEMENTARY SCHOOL MEMORANDUM TO: Darral Paradis, Director of Procurement FROM: Ada Keown, Principal DATE: November 29, 2005 SUBJECT: Donations We would like to recommend that the following donation to Brady Elementary School be approved in accordance with the policies of the Little Rock School District. A donation of$100.00 from Mr. or Mrs. James Woods 7207 Apache Road Little Rock, AR 72205 to assist students who are displaced due to the recent hurricanes. ~~ Ada Keown, Principal ID1,:~f.]l1/~ ~ [111.w, \\L? i ... ,\n.J L~ ~ ij tWY 3 0 2005 7915 West Markham Street  Phone (501) 447-3900  Fax (501) 447-3901  Little Rock, Arkansas 72205 BRADY ELEMENTARY SCHOOL MEMORANDUM TO: Darral Paradis, Director of Procurement FROM: Ada Keown. Principal DATE: November 29, 2005 SUBJECT: Donations We would like to recommend that the following donation to Brady Elementary School be approved in accordance with the policies of the Little Rock School District. A donation of $100.00 from Don and April Rodgers Jr. 13601 Pompano Drive Little Rock, AR 72211 to assist students who are displaced due to the recent hurricanes. ~,r. ____ , Ada Keow!i.~ Principal r NOV 8 0 2005 7915 West Markham Street  Phone (501) 447-3900  Fax (501) 447-3901  Little Rock, Arkansas 72205 \u0026gt;\u0026lt;~ :=m )\u0026gt; 3: 0~ \u0026lt;-o 0-\u0026lt; c:m sj]m 3: ::c m~ Z\n,:, -\u0026lt;z C'l ?\u0026lt; ,C..'.) 0 u, z C'l\nn m I u, Date: To: From: 11VE1f:'.J,:\n,ar\n~ ~ . . . ' . ' :: . . ., . -----'-\" ---'- ... . LITTLE ROCK SCHOOL DISTRICT CARVER MAGNET SCHOOL December 1, 2005 Darral Paradis, Director of Procurement Diane Barksdale, Principal Subject: Donation Arti Vanzandt, Human Resource Generalist, with Raytheon Inc., generally donates the following: 1. Ten Kroger coupons worth approximately $100.00 to be used for needy families for the holidays 2. $300.00 worth of materials and school supplies for needy students 3. Four Big Books for the library program worth approximately $120.00 It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. OEC 4 2005 J- 2100 East 61H Street  Phone 447-4000  Little Rock, Arkansas 72202 L.ittCe 'Rock Centra{ Jfiefi Scfioo{ 1500 Soutfi Park Street Litt(e 'Rock, .'Arkansas 72202 Pfi.one 501-447-1400  :fax 501-447-1401 DATE: 1/4/2006 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: NANCY ROUSSEAU, PRINCIPAL ~ SUBJECT: DONATION Betty Emery Miner of 915 NW Elizabeth Drive, Corvallis, OR 97330, generously donated $1,000 to be utilized in the following manner:  $.500 to purchase books  $500 for the grant fund to help individual students in need. It is my recommendation that this donation  be accepted m accordance with the policies of the Little Rock School District. RECEHJfD JJ\\N 4 2006 X x:~ m \u0026gt;3: 0~ '-0 c0-m\u0026lt;\n,:,m Z:c ~~ Z\n,:, ..... z C) !..D., z z\u0026gt; n ,\u0026gt;...\n,:, m ~ .\n.,.:.,. ?\u0026lt; n 5 CJ) z C)\n,:, m ~\n,:, i:l Littfe 'Rock Centra( J{ifJfi Scfwo( 1500 South Park Street Littie Rock, Arkansas 72202 Phone 501-447-1400 .Fax 501-447-1401 DATE: 1/4/2006 TO: DARRAL PARADIS, DIRECTOR OF PROCURE~ENT FROM: NANCY ROUSSEAU, PRINCIPAL~~ SUBJECT: DONATION Winthrop \u0026amp; Lisenne Rockefeller graciously donated $1,000 to the Little Rock Central High School Special Education Department. The Rockefeller's mailing _address is: P. 0. Box 3l47, Little Rock, AR 72203. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. RECEijVE[) JAN 4 2006 ittfe 'Rock Centra{ Jfi9Fi Schoo{ 1500 Soutli Park Street l.ittCe 'Rock, .Jlrkansas 72202 Pfione 501-447-1400 . :Fax 501-447-1401 DATE: TO: 1/4/2006 DARRAL PARADIS, DIRECTOR OF PROCUREMENT ~ FROM: NANCY ROUSSEAU, PRINCIPAL SUBJECT: DONATION Hugh Thomforde and Rebecca Kilmer of 321 Fountain Avenue, Little Rock, AR 72205, made a contribution of $100 to be utilized by Little Rock Central High's Drama Department. It is my recommendation that this donation be accepted m accordance with the policies of the Little Rock School District. JAN 4 2006 X X :~ m \u0026gt;:!: 0~ \u0026lt;-o c0-m\u0026lt; ::om Z:,: iii~ Z\no \"\"'z C) !.,\".,' z z\u0026gt; (\") ,\u0026gt;-\no m\n3 ~ LITTLE ROCK SCHOOL DISTRICT Fair Park Early Childhood Center 616 North Harrison Little Rock, Arkansas 72205 TO: Darral Paradis, Director of Procurement FROM:~h Milam, Principal DATE: December 14, 2005 RE: Donation Curtis H. Stout, Inc. located at 2400 Cantrell Road, donated to Fair Park Early Childhood Center six theatrical lights for the caf etorium valued at $1,000. It is recommended that this generous donation be approved with thanks in accordance with the policies of the board. Thank you for your consideration. CC: Dr Sadie Mitchell Associate Superintendent \\ ROMINE INTERDISTRICT SCHOOL Theme: Computer Science and Basic Skills \"\\Vhcre everyllun5 Ooinu lo \u0026amp;ucce\u0026amp;5\" TO: Darrell Paradis, Director of Procurement FROM: ts Lillie Scull, Principal RE: Donation DATE: December 14, 2005 Modem Free Grand Lodge has donated toys at an approximate cost of $400.00 for filling Christmas Stockings, which will be given to our students and families in need. We recommend that this generous donation be accepted in accordance with the policies and procedures of the Little Rock School District. Mr. Victor Sanders 3315 Lehigh Drive Littl~ Rock, AR 72204 \\ 3400 Romine Road  Phone (501) 447-6300  Fax (501) 447-6301  Little Rock, Arkansas 72204 \u0026gt;\u0026lt; :\u0026gt;\u0026lt; ~ m \u0026gt; !I: o\nE '-0 c0-m\u0026lt; ~m !I: ::c m~ Z\n,c - z C) r:D 'T1 z \u0026gt;z (\") ,\u0026gt;....\nJD m c3 ~ ?\u0026lt; (\") 5 en z C)\nJD m ~ ~ en ROMINE INTERDISTRICT SCHOOL Theme: Computer Science and Basic Skllls \"ff/here everythit)8 Ooinu lo \u0026amp;ucce.5.5 \" TO: Darrell Paradis, Director of Procurement FROM: {J'Lillie Scull, Principal RE: Donation DATE: December 14, 2005 St. Mark Baptist Church has donated $100.00 to Romine Elementary to be used to purchase supplies for school yearbooks. We recommend that this donation be accepted in accordance with the policies and procedures of the Little Rock School District. St. Mark Baptist Church Bishop Steven Arnold, Pastor Elder Lamar Bailey, Chief of Operations 5722 West 12th Street Little Rock, AR 72204 OEC 14 2000 3400 Romine Road  Phone (501) 447-6300  Fax (501) 447-6301  Little Rock, Arkansas 72204 TO: FROM: DATE: ADULT EDUCATION CENTER 4800 WEST 26TH STREET LITTLE ROCK, ARKANSAS 72204 447-1850  FAX: 447-1851 Darral Paradis, Director of Procurement j,fo,-\nPaulette H. Martin, Coordinator December 12, 2005 SUBJECT: Donation Mr. Harold Zimmerman, plant manager of Certain Teed, Roofing Products Group, 2701 East Roosevelt Road, has generously donated a $600 Literacy grant to the Little Rock Adult Education Center to purchase basic literacy textbooks/materials. It is my recommendation that this donation be accepted in accordance with the donation policies of the Little Rock School District. DEC 14 2005 ~n Individual Approach to a World ojKnowledge\" \u0026gt;\u0026lt; :\u0026gt;\u0026lt;- ~ m \u0026gt;31: 0~ '-0 0-\u0026lt; c:m\n:om Z:r: ~~ Z\n:o --\u0026lt;z C) !..l,' z z\u0026gt; (') ,\u0026gt;-\n:o m ~ .\n.:.o. ?\u0026lt; (') 5 u, z C)\n:o m ~ ~ u, Little Rock Cover Page LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS ~ +- Back 8 Print DATE: TO: January 26, 2006 5:30:00 PM Board of Directors FROM: SUBJECT: Roy G. Brooks, Ed. D. Superintendent of Schools Financial Reports BACKGROUND: Page 1 of 1 Financial reporting is designed to keep the Board of Directors up-to-date regarding the District's current financial condition. Financial reports are submitted monthly to the Board for review and approval. RATIONALE: December 2005 financial reports are submitted for the Board's review and approval. FUNDING: N/A RECOMMENDATION: It is recommended that the Board of Directors approve the financial reports as submitted. PREPARED BY: Jean A. Ring, Director Finance and Accounting http://boardmeetings.lrsd.org/board/Bluesheet.aspx?ItemID= 174\u0026amp;MeetingID=8 1/24/2006 \u0026gt;\u0026lt;,\u0026gt;..\u0026lt;. ?'m \u0026gt; lC c\ni! '-0 0-\u0026lt; c:m\n,:,m Z:z: ~~ Z\n,:, \"\"'z G) ?\u0026lt; (\") 5 en z G)\n,:, m i LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED DECEMBER 31, 2004 AND 2005 APPROVED RECEIPTS % APPROVED RECEIPTS % 2004/05 12/31/04 COLLECTED 2005/06 12/31/05 COLLECTED REVENUE-LOCAL SOURCES CURRENT TAXES 61 ,436,691 61 ,324,530 99.82% 67,268,610 62,437,795 92.82% DELINQUENT TAXES 12,135,000 5,821,274 47.97% 9,200,000 7,605,068 82.66% 40% PULLBACK 31 ,250,000 0.00% 33,000,000 0.00% EXCESS TREASURER'S FEE 205,000 0.00% 210,000 0.00% DEPOSITORY INTEREST 155,000 0.00% 145,000 0.00% REVENUE IN LIEU OF TAXES 185,000 0.00% 204,000 0.00% MISCELLANEOUS AND RENTS 485,000 75,378 15.54% 365,000 97,039 26.59% INTEREST ON INVESTMENTS 245,000 169,098 69.02% 750,000 367,371 48.98% ATHLETIC RECEIPTS 215,000 148,349 69.00% 195,000 136,614 70.06% TOTAL 106,311,691 67,538,629 63.53% 111 ,337,610 70,643,886 63.45% REVENUE - COUNTY SOURCES COUNTY GENERAL 22,000 11,183 50.83% 21 ,500 9,963 46.34% . TOTAL 22,000 11 ,183 50.83% 21,500 9,963 46.34% REVENUE - STATE SOURCES EQUALIZATION FUNDING 65,082,694 29,621 ,016 45.51% 66,095,155 29,249,505 44.25% ALTERNATIVE LEARNING 1,927,250 963,624 50.00% 1,100,000 0.00% ENGLISH LANGUAGE LEARNERS 193,739 0.00% 200,000 199,095 99.55% NATL SCHL LUNCH STUDENT FUNDING 6,498,240 2,953,745 45.45% 6,877,920 3,126,325 45.45% PROFESSIONAL DEVELOPMENT 1,141 ,165 1,141 ,165 100.00% 953,144 953,144 100.00% SETTLEMENT PROCEEDS(STRS/HEAL TH) 8,275,000 3,468,815 41.92% 8,200,000 4,341,839 52.95% VOCATIONAL 1,350,000 634,461 47.00% 1,785,000 917,504 51 .40% HANDICAPPED CHILDREN 2,100,000 470,225 22.39% 2,425,000 749,707 30.92% EARLY CHILDHOOD 5,542,510 2,593,434 46.79% 4,000,000 2,352,400 58.81% TRANSPORTATION 4,125,000 1,330,714 32.26% 4,252,900 1,415,633 33.29% M TO M TRANSFERS 4,575,000 1,659,652 36.28% 4,100,000 1,619,272 39.49% ADULT EDUCATION 934,380 306,122 32.76% 926,543 302,454 32.64% AT RISK FUNDING 395,000 9,400 2.38% 10,000 0.00% TAP PROGRAM 382,903 7,645 2.00% 288,623 314,623 109.01% TOTAL 102,522,882 45,160,018 44.05% 101 ,214,285 45,541 ,501 45.00% REVENUE - OTHER SOURCES TRANSFER FROM CAP PROJ FUND 770,000 0.00% 770,000 0.00% TRANSFER FROM OTHER FUNDS 1,295,000 8,155 0.63% 1,370,524 13,285 0.97% TRANSFER FROM MAGNET FUND 1,849,008 0.00% 2,194,000 731,333 33.33% TOTAL 3,914,008 8,155 0.21% 4,334,524 744,618 17.18% TOTAL REVENUE OPERATING 212,770,581 112,717,985 52.98% 216,907,919 116,939,968 53.91% REVENUE - OT_HER FEDERAL GRANTS 22,887,794 9,541 ,314 41.69% 20,152,896 3,573,606 17.73% DEDICATED M \u0026amp; 0 4,500,000 2,441 ,928 54.27% 4,784,200 2,505,242 52.36% MAGNET SCHOOLS 27,964,934 6,032,105 21 .57% 28,849,578 9,364,516 32.46% CHARTER SCHOOL 1,340,000 350,000 26.12% TOTAL 55,352,728 18,015,347 32.55% 55,126,674 15,793,364 28.65% TOTAL REVENUE 268,123,309 130,733,332 48.76% 272,034,593 132,733,332 48.79% LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED DECEMBER 31, 2004 AND 2005 APPROVED EXPENDED % APPROVED EXPENDED 2004/05 12/31 /04 EXPENDED 2005/06 12/31/05 EXPENSES SALARIES 117,324,912 44,814,698 38.20% 122,589,665 45,766,172 BENEFITS 36,185,811 12.491 ,139 34.52% 35,925,642 13,169,952 PURCHASED SERVICES 20,959,918 8,195,818 39.10% 22,438,191 8,631 ,053 MATERIALS \u0026amp; SUPPLIES 8,725,914 4,060,254 46.53% 10,128,394 6,296,853 CAPITAL OUTLAY 2,760,600 752,520 27.26% 2,473,965 610,213 OTHER OBJECTS 10,770.418 450,883 4.19% 10,759,804 3,619,096 DEBT SERVICE 12.474,809 4,590,834 36.80% 12,344,267 4,670,033 TOTAL EXPENSES OPERATING 209,202,382 75,356,146 36.02% 216,659,928 82,763,373 EXPENSES-OTHER FEDERAL GRANTS 25,258,999 7,615,890 30.15% 22,422,961 6,188,044 DEDICATED M \u0026amp; 0 5,007,809 1,928,649 38.51% 5,428.425 2,245,583 MAGNET SCHOOLS 27,964,934 9,306,807 33.28% 28,849,578 10,665,123 CHARTER SCHOOL 1,340,000 391,079 TOTAL 58,231 ,742 18,851,346 32.37% 58,040,964 19,489,829 TOTAL EXPENSES 267,434,124 94,207.492 35.23% 274,700,892 102,253,202 INCREASE (DECREASE) IN FUND BALANCE 689,184 36,525,840 (2,666,300) 30.480,130 BEGINNING FUND BALANCE FEDERAL, MAGNET, M \u0026amp; 0 , CHARTER 4,005,957 4,005,957 3,074,390 3,074,390 OPERATING 6,531 ,706 6,531 ,706 10,753,692 10,753,692 ENDING FUND BALANCE FEDERAL, MAGNET, M \u0026amp; 0 , CHARTER 1,126,943 3,169,958 160,100 (622,075' OPERATING 10,099,905 43,893,545 11,001,683 44,930,288 IVII\\L 11,LLD104D 4/ ,uoJ,::\u0026gt;UJ 11,101,,~ 44,.31.J0,212 % EXPENDED 37.33% 36.66% 38.47% 62.17% 24.67% 33.64% 37.83% 38.20% 27.60% 41 .37% 36.97% 29.19% 33.58% 37.22% \u0026gt;\u0026lt; \u0026gt;:\u0026lt;- := m \u0026gt;~ o,'- 0 0-\u0026lt; c:m s1m ii:::i:: m~ Z\n,, ..... z C) LITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED DECEMBER 31 , 2005 PROJECT BEG BALANCE INCOME TRANSFERS EXPENDITURES ENCUMBRANCES END BALANCE 07-01-05 2005-06 2005-06 2005-06 2005-06 12-31-05 $6,200,000 BOND ISSUE MCCLELLAN 16,453.00 6,213.54 10,239.46 0.00 CONTINGENCY 9,989.19 9,989.19 SUBTOTAL 26,442.19 0.00 0.00 6,213.54 10,239.46 9,989.19 $136,268,560 BOND ISSUES ADMINISTRATION 8,139.34 105,000.00 98,341 .47 12,477.63 2,320.24 NEW WORK PROJECTS 2,620,881.45 755,309.00 1,822,030.19 101,290.22 1,452,870.04 SECURITY PROJECTS 14,541.25 14,541.25 LIGHTING PROJECTS 0.00 0.00 MAINTENANCE \u0026amp; REPAIR 6,796,760.46 1,885,476.65 1,445,023.13 302,488.77 6,934,725.21 RENOVATION PROJECTS 6,114,463.73 (83,909.00) 1,745,529.74 508,854.45 3,776,170.54 TECHNOLOGY UPGRADES 2,304,501 .46 1,247,947.58 755,574.10 484,605.34 2,312,269.60 SUBTOTAL 17,859,287.69 1,247,947.58 2,661,876.65 5,866,498.63 1,409,716.41 14,492,896.88 $2,189,175 QZAB BOND ISSUE CENTRAL 919,760.00 919,760.00 MANN 382,400.00 382,400.00 BOOKER 239,560.00 239,560.00 DUNBAR 278,800.00 278,800.00 FAIR PARK 79,480.00 79,480.00 MABELVALE ELEMENTARY 220,000.00 138,517.00 81,483.00 CONTINGENCY 69,175.43 69,175.43 0.00 0.00 2,189,175.43 138,517.00 0.00 2,050,658.43 REVENUES PROCEEDS-PROPERTY SALES 624,935.56 624,935.56 MEADOWCLIFF PROJECT 18.00 18.00 PROCEEDS-BOND SALES 14,017,116.18 {2,661,876.65) 11,355,239.53 PROCEEDS-QZAB SALE 1,293,820.97 1,293,820.97 PROCEEDS-QZAB SALE(2005) 0.00 2,189,175.43 (2,189,175.43) 0.00 INTEREST 5,829,676.83 729,766.83 6,559,443.66 SUBTOTAL 21,765,567.54 2,918,942.26 {4,851,052.08) 0.00 0.00 19,833,457.72 GRAND TOTAL ~ll!i:il\nm~~ ~ l aaa 11~ lW2 Qll22\u0026amp;lZ l ~l!l !l:i:i gz ~ ~DZ 11112 22 LITTLE ROCK SCHOOL DISTRICT BOND ISSUE PROJECT HISTORY THRU THE PERIOD ENDED DECEMBER 31, 2005 PROJECT ALLOCATIONS EXPENSE EXPENSE EXPENSE EXPENSE EXPENSE PROJECT CATEGORIES THRU 12-31--05 2000--01 2001--02 2002--03 2003--04 2004--05 ADMINISTRATION 925,526.80 889,772.32 (485,325.77) 149,597.63 114,896.16 143,447.12 NEW WORK PROJECTS 39,589,532.86 443,467.00 4,589,606.29 11 ,671 ,442.11 15,993,062.06 3,515,764.95 SECURITY PROJECTS 265,814.17 113,930.47 109,609.73 27,732.73 0.00 LIGHTING PROJECTS 4,862,548.33 2,641,482.13 1,832,392.06 379,661 .38 9,012.76 0.00 MAINTENANCE \u0026amp; REPAIR 21 ,250,627.15 791 ,385.63 4,218,294.40 3,455,350.67 2,887,763.72 1,215,595.62 RENOVATION PROJECTS 51 ,071 ,693.84 397,615.34 4,119,045.21 15,666,239.90 18,091 ,992.05 6,766,246.61 TECHNOLOGY UPGRADES 15,292,448.46 575,016.53 4,325,201 .40 4,500,374.61 765,594.97 1,573,811 .91 UNALLOCATED PROCEEDS 12,649,060.50 TOTAL 145,907,252.11 5.852,669.42 18,708,823.32 35,822,666.30 37,890,054.45 13,214,866.21 - - - S)UIVW3M DNISOl:l \"X EXPENSE ENCUMBERED 2005--06 THRU 12-31--05 98,341 .47 12,477.63 1,822,030.19 101 ,290.22 0.00 0.00 0.00 0.00 1,445,023.13 302,488.77 1,745,529.74 508,854.45 755,574.10 484,605.34 5,866,498.63 1,409,716.41 ENDING ALLOCATION SUBTOTAL 12-31--05 923,206.56 2,320.24 38,136,662.82 1,452,870.04 251,272.93 14,541 .25 4,862,548.33 0.00 14,315,901 .94 6,934,725.21 47,295,523.30 3,776,170.54 12,980,178.86 2,312,269.60 12,649,060.50 118,765,294.74 27,141 ,957.38 1N31r'lNMnorov 11x DNIMV3H 33A0ldlr'l3 'IX LITTLE ROCK SCHOOL DISTRICT SCHEDULE OF INVESTMENTS BY FUND FOR THE PERIOD ENDED DECEMBER 31, 2005 Fund Purchase Maturity Institution Interest Rate Type Principal Date Date Operating 12-29-05 TFN Bank of America 3.970% Repo 5,000,000.00 Operating 12-08-05 01-13-06 Bank of America 4.170% Treasury Bills 8,999,315.71 Operating 12-08-05 02-01-06 Bank of America 4.200% Treasury Bills 7,699,277.25 Operating 12-08-05 02-15-06 Bank of America 4.210% Treasury Bills 7,000,055.89 Operating 12-08-05 03-08-06 Bank of America 4.280% Treasury Bills 8,999,662.10 Operating 12-08-05 04-12-06 Bank of America 4.300% Treasury Bills 4,999,227.43 Operating 12-08-05 05-15-06 Summit Bank 4.500% CD 5,000,000.00 Total 47,697,538.38 Activity Fund 12-16-05 TFN Bank of America 3.620% Repo 1,110,000.00 Activity Fund 09-30-05 03-31-06 Bank of America 3.900% Treasury Bills 799,911 .20 Total 1,909,911 .20 Bond Account 09-05-05 03-06-06 Regions 2.966% CD 400,000.00 Capital Projects Fund \"01-10-05 01-10-06 Metropolitan 2.400% CD 1,000,934.31 Capital Projects Fund 01 -31-05 01-29-06 Bancorp South 2.750% CD 2,139,266.38 Capital Projects Fund 08-16-05 02-13-06 Twin City Bank 4.250% CD 11,286,805.57 Capital Projects Fund 08-02-05 02-02-06 Twin City Bank 3.720% CD 4,636,194.86 Capital Projects Fund 07-08-05 01-09-06 Twin City Bank 3.770% CD 10,500,000.00 Capital Projects Fund 12-12-05 03-14-06 Bank of America 4.260% Treasury Bills 4,688,397.20 Capital Projects Fund 12-29-05 TFN Bank of America 3.930% Repo 3,725,000.00 Total 38,376,598.32 Deseg Plan Scholarship . 09-06-05 03-07-06 Bank of America 3.600% Treasury Bills 736,350.00 Total 736,350.00 -- Rockefeller Scholarship 06-28-05 01-18-06 Bank of America 3.350% Treasury Bills 258,007.38 Total 258,007.38 Risk Management Loss Fund 10-17-05 03-14-06 Bank of America - 3.960% Treasury Bills 499,785.64 l otat 499,785.64\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_1056","title":"\"Little Rock School District Compass Learning Evaluation,\" Center for Research in Education Policy, University of Memphis, Memphis, Tennessee (final report for review)","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":["2005-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","University of Memphis. Center for Research in Educational Policy","Education--Arkansas","Education--Evaluation","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["\"Little Rock School District Compass Learning Evaluation,\" Center for Research in Education Policy, University of Memphis, Memphis, Tennessee (final report for review)"],"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/1056"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nCREP Cl!ntu for Ral!orcl, in duc11/lonol Polic)' RECEIVED JAN 5 2006 OFACEOF DESEGREGATION MONITORING slearning DRAFT REPORT FOR REVIEW BY Little Rock School District CREP Cenlu for Research in Educutional Policy t oc s  tri t Co Le .. s n ng  10n Fina eport DRAFT REPORT FOR REVIEW BY Little Rock School District De ember 2005 Dubor\n_ l owther St~vc1 1 Ro rrey Martind le l t I tt Rock EXECUTIVE SUMMARY INTRODUCTION This report summarizes the evaluation study results of the Little Rock School District's {LSRD) 2004-2005 CompassLearning (CL) program. The overall purpose of the evaluation was threefold: (1) to assess the effects of CL in raising the academic achievement of African American and other students, (2) to examine CL implementation processes and practices, and (3) to document the perceptions of students, teachers, principals, and district and school personnel involved with CL regarding the strengths, weaknesses, and needed improvements of the CL program. RESEARCH QUESTIONS Primary Evaluation Question 1. What are the effects of participation in CL on the achievement of African American and other students? Supplemental (Step 2) Evaluation Questions 1. What is the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program in 2004-05? 2. What is the level of participation in CL by African American students relative to other ethnic groups at the implementing schools? 3. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? 4. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? 5. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? DESIGN Participants. The LSRD identified 20 elementary schools, two middle schools, and one high school to participate in the spring 2005 evaluation. Collectively the schools enrolled 9,318 students and employed 606 classroom teachers. Over 68% of the overall student enrollment of the selected schools was African American. The CL program was provided to kindergarten through fifth grade students in 19 elementary schools. The students spent 30- to 60-minutes per week working on CL activities that occurred either in computer labs that typically had a lab attendant and classroom teacher present or in the students' regular classrooms. The lab attendants, technology specialists, and/or teachers planned student CL activities that were primarily focused on identified areas of student deficiencies in language arts/reading and/or math. Design. The evaluation utilized a mixed-method design. Both quantitative and qualitative data were collected from the participating schools by trained external researchers. The researchers observed CL computer labs, administered surveys to teachers and parents, conducted student focus groups, and interviewed school principals, lab attendants, technology specialists, district personnel and CL personnel. INSTRUMENTATION Five measurement strategies were used to collect the evaluation data: direct classroom observations, surveys, interviews, focus groups, and assessment of student academic achievement. Following are descriptions of the instruments. Classroom Observation Measure  Direct classroom observation. The Survey of Computer Use for Compasslearning (SC UCL) was used to record teacher and student activities during the use CL in school computer labs during two-hour observation periods. Teacher and Parent Survey  Teacher survey. The Teacher Compasslearning Questionnaire (TCLQ) is a two-part instrument that was used to collect teacher knowledge and perceptions of CL.  Parent survey. The LSRD Compasslearning Parent Survey was designed to capture parent perceptions regarding their child's use of the CL program. Student Focus Groups  The Student Focus Group Protocol was used to document student impressions of the nature of CL activities\nthe usefulness of CL\nand student enjoyment when using CL. Interviews Five interview protocols were developed for the evaluation.  The lab attendant, technology specialist, and district (CL) personnel interviews focused on the same general areas: CL responsibilities, level, nature, and quality of CL implementation, support for the CL program, the strongest and weakest aspects of CL, and if the program should be continued. The primary purpose of the national CL representative interview was to determine Cl's guidelines for effective implementation of the CL Program.  The principal interview was for principals that had previously used the CL program in their schools. The interview focused on past use of CL, why it was discontinued, and if the school was using a different integrated learning system, and if yes, why that program was chosen. Student Achievement Analyses of student achievement on the Development Readiness Assessment (ORA), Iowa Tests of Basic Skills, (ITBS), and the Arkansas Benchmark tests were conducted to address the following research questions:  What are the effects of the Compass Learning program on student achievement in Reading and Mathematics?  Is the program effective in meeting the academic needs of African American students?  How does the achievement of African American students compare to that of other students in the same or similar schools? 2 PROCEDURE All data were collected in the spring of 2005 by external researchers. Direct observations of CL classrooms were conducted during prearranged two hour sessions at 7 randomly selected elementary schools. The SCU-CL note forms were completed every 15 minutes during the two-hour period. External researchers conducted 20-minute student focus groups at four schools that were randomly selected from the seven schools being observed. The teacher surveys (TCLQ) were administered at a faculty meeting at each of 19 elementary schools, while the parent surveys were distributed at 5 randomly selected elementary schools by having one class from each grade at the school send surveys to the parents. Surveys were returned to the school and sent to evaluators. Researchers individually interviewed lab attendants at each of the 7 randomly selected schools and conducted 45- to 60-minute phone interviews with all CL technology specialists. The researchers also interviewed two district level personnel with responsibility for the CL program\na national CL representative\nand 4 school principals from schools that no longer used CL. Each interview lasted approximately sixty minutes. Student Achievement Analysis Procedure The elementary school sample used in the student achievement analysis included a total of 7,853 LRPS students in first grade (n = 2,016), second grade (n = 1984 ), third grade (n = 1904) or fifth grade (n = 1,949) during the 2004-'05 school year. Kindergarten and fourth grade were excluded because these grades lacked corresponding 2003-04 data to be used as a \"pretest\" (statistical covariate). All 34 LRSD elementary schools were included in the analysis. The Developmental Reading Assessment (DRA) was administered in grades K-2 in 2003-04 and 2004-05, and the Iowa Test of Basic Skills (ITBS) was administered in grades K-5 in 2004-05. The ITBS provides normal curve equivalent (NCE) scores in Reading and Mathematics. The Arkansas Benchmark test was administered in grade 4 in 2003-04, and in grades 3-5 in 2004-05. However, scale scores from the 2004-05 Arkansas Benchmark test were not available as of December 2005. RESULTS The results of the study are presented below, grouped by measurement strategy. In the conclusion section, findings are synthesized across instruments in order to address each research question. Classroom Observation Results Data from the Survey of Computer Use for Compasslearning (SCU-CL) reveled that the 19 observed CL classes were implemented in computer labs in which each student used a modern, upto- date computer. All African American and non-African American students in the classes participated equally and exhibited a high level of attention and interest in the CL activities. All observed classrooms had a high level of academically focused class time in which students were typically engaged in CL activities for language arts, mathematics, or reading. Survey Results Teacher Compasslearning Questionnaire (TCLQ) A total of 356 teachers (Caucasian= 63.2%\nAfrican American= 32.6%) working at schools implementing CL completed the TCLQ. Nearly all of the teachers reported familiarity with CL and over 60% indicated that they had received enough training to address student needs through the use of CL resources. More than one-half of the teachers indicated that they frequently used Cl's class by 3 ethnicity and class by gender reports. There was general agreement that teachers, administrators, and parents supported the continued use of CL. The primary reasons given for the continuation of CL were that the program reinforces the curriculum\nenhances student learning and skills\nand increases student engagement and excitement in learning. LRSD CompassLearning Parent Survey (Parent Survey) A total of 451 parents/guardians of primarily African American students completed the Parent Survey. Parental awareness of CL was high and most agreed that time in the computer lab was an important aspect of their child's education, had improved their child's interest in school, and had improved their child's academic achievement. Approximately one-third of the parents wrote a response when asked to describe the \"best thing\" about their child or children using CUthe computer lab. The most common responses were learning how to use computers and acquiring new learning skills. Less than one in five parents/guardians indicated that the best aspect was improvement of math and reading skills. Of the parents who provided recommended changes for CL, most indicated that their child or children needed more computer time. Student Focus Group A total of 23 fifth-grade students from four randomly selected schools participated in the focus groups, which lasted approximately 20-minutes. Student experience with CL ranged from less than one year to six years, with 43% indicating they had used CL since pre-kindergarten or kindergarten. The students reported that they primarily completed CL activities in language arts, mathematics, and reading in both computer labs and their classrooms. Of the 23 students, 10 wanted to spend more time using CL, 6 indicated the CL time was appropriate, and 2 students responded that they spent too much time in the CL lab. When asked how they would change the CL activities, the most common responses were to make the activities more fun or game-like and to add Internet access. Nearly all students thought they did better in school because CL helped them remember what they learned in class. Students indicated that the disadvantages to using CL were that sometimes the activity problems were too hard or that some were too easy or boring. All of the students responded that they would like to continue using CL. Interview Results Interview responses from the lab attendants, technology specialist, LRSD personnel, CL national representative, and principals who used CL in the past are synthesized in the summary below. Lab Attendant, Technology Specialist, District Personnel The lab attendants, technology specialists, and district (CL) personnel revealed common agreement that there was a high level of teacher support for the CL program, that the CL program was well matched to LRSD curriculum standards, and that the program has been implemented well. Interview responses indicated that the primary users of CL were students in grades K through 5 who used CL from one to five days per week. Equitable student access and appropriate implementation of CL was ensured from close monitoring by the lab attendants, technology specialists, and principals. Respondents also indicated that the teachers were regularly provided CL reports on student progress and that the teachers actively used the reports to plan student CL activities. School administrators most frequently used the CL data for year-end reports. There was unanimous agreement that the CL program should be continued due to its positive effects on student academic achievement. However, the respondents suggested that CL implementation would be improved if district guidelines were created, supervision of CL was increased, and other remediation options explored. 4 National CL Representative To obtain background regarding the CL program, an interview was conducted with a CL national representative. The responses are divided into guidelines for students, teachers, and administrators. Students. With regard to student use of CL, or time-on-task, the recommended guidelines are that students in grades 3 through 12 should spend from 60- to 90-minutes per week completing 4 to 5 new activities per content area. For students in grades K through 2, the recommended time for computer activities is 60-minutes per week per content area. Student activities should be focused on the subject that needs the most improvement. Teachers and administrators. The representative recommended that teachers should be actively involved in using the CL reports to evaluate the progress of individual students. The teachers should review student reports every two weeks in order to align classroom instruction to identified needs, plan off-line (non-CL) remediation, and adjust CL activities to address areas of non-mastery. A monthly review of CL class-by-class reports by school principals to identify any areas of need is also recommended . The CL representative indicated that teachers and administrators, who implement these \"best practices\" strategies, would be provided with formative evaluation data to help map student progress and plan needed interventions. However, the CL representative indicated that most schools do not achieve this level of implementation. School Principals The principals from four LRSD schools (1 elementary, 2 middle, 1 high) who no longer used CompassLearning were interviewed. The principals reported the primary reasons for not continuing with CL were related to technical (server and/or system) problems. Other reasons for the discontinuation of CL were insufficient Title 1 funds to fully support CL, teacher complaints that aligning lessons with CL took too much time, and the program had too many technical problems. Three principals indicated that their school had adopted different integrated learning systems (ILS). Principal impressions of the new programs were positive indicating that fewer problems were occurring and teachers were more accepting of the new systems. The fourth principal reported that a technology integration approach was being implemented rather than using an ILS. Student Achievement Results Across all grades, subjects, and achievement measures, a total of 14 separate analyses (8 Reading\n6 Math) examining treatment x School Set effects were conducted. Of these, 4 (50%) in Reading and 3 (50%) in Math showed no significant treatment main effects or interactions. Where significant effects did occur in Reading, two were main effects, respectively, showing comparison group advantages over Compass in Grade 1-ITBS (ES= -.25) and Grade 7-ITBS (ES= -0.21). The other two effects were interactions, one showing a Compass advantage within the low-poverty School Set (ES = +0.41) in Grade 1-DRA, and the other showing a comparison group advantage within the medium-poverty School Set (ES = -0.26) in Grade 2-ITBS. Significant effects in Math were associated with three interactions, showing Compass advantages in low-poverty schools in Grade 2-ITBS (ES= +0.26) and Grade 3-ITBS (ES= +0.26), and in high-poverty schools in Grade 5-ITBS (ES = +0.10). Comparison schools showed an advantage in medium-poverty schools in Grade 5-ITBS (ES = -0.15). Overall, Compass learning effects were inconsistent but positive in direction in Mathematics. Benefits were more frequent in lowpoverty than high-poverty schools. 5 CONCLUSIONS The conclusions of the present study are presented in association with each of the major research questions in the respective sections below. Primary Evaluation Question What are the effects of participation in CL on the achievement of African American and other students? Taken as a whole, the evidence provided by this study suggests that usage of Compass Learning was not associated with noticeable achievement gains in Reading or Math for the overall sample of students or for African American students in particular. Median effect size, across all analysis, indicate a weak positive effect pf Compass in the low poverty setting but essentially zero effects in medium and high-poverty settings. Supplemental (Step 2) Evaluation Questions What is the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program in 2004-05? The observation data indicated that CL was implemented in well-equipped, well-supervised computer labs that provided one computer for each student. All students in each class participated equally and were highly engaged and attentive to the CL activities. The interview results indicated teachers more frequently based instructional decisions on class-level performance rather than Cl's recommended strategy of using student-level performance to achieve individualized instruction. With regard to the level of implementation, most students' scheduled time for CL activities fell below program recommendations of 60-minutes per content area per week. Thus, the quality, nature, and level of implementation was generally effective with regard to computer lab environments and student engagement during CL use, but was inconsistent with regard to the degree to which student CL activities were individualized and the amount of scheduled CL time. What is the level of participation in CL by African American students relative to other ethnic groups at the implementing schools? The Compasslearning program was implemented in 19 LRSD Title 1 schools comprised of student populations that were 67.9% African American. Triangulation of data from multiple sources indicate that African American and non-African American students fully and equally participated in CL program activities at their schools. Specifically, data from direct classroom observations of 327 students in CL computer labs revealed that all of the 277 African American and 50 non-African American students were highly engaged in the use of CL in a well-supported environment. When lab attendants and technology specialists were asked which students used CL, the responses indicated a// students within the specified grade ranges regularly participated in CL classroom and lab activities. The district personnel involved with CL reported that CL is implemented in schools with the highest level of student need, or Title 1 Schools. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? There was common agreement across the teachers, lab attendants, and technology specialists that the CL program was generally implemented well and that the teachers and administrators supported the use of CL in their schools. The interviewees from each group cited program flexibility to meet individual student needs as one of the strongest aspects of CL. When asked about the weaknesses of the CL program, respondents from the three groups expressed concern that aspects of the CL software were difficult for students to use\nstudents needed more computer time to benefit from the remediation, and the CL program lacked sufficient mapping to the curriculum. There was 6 unanimous agreement that the CL program should be continued due to its positive impact on student learning. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? Most parents responded that they were aware of CL and believed that the program was an important part of their child or children's education. However, there was less agreement that CL increased student interest in school or that CL improved achievement in math and reading. Most parents seemed to think that their children were going to the computer lab to learn about computers, rather than to improve math and reading skills. When parents were asked about changes they would like to see in CUcomputer lab program, half wanted more computer time for their children to improve students' computer skills. The parents who suggested more variety in CL lessons seemed to have a better grasp of Cl's purpose. Overall, parents were supportive of their child/children using computers, but they were generally unaware of the overall instructional purpose of students using the CL program. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? Of the four principals who discontinued use of CL, three were generally positive regarding its past use. One of the principals, however, was less positive due to teacher dislike of the program. This principal indicated that teachers thought it took too much time to align CL activities with their classroom lesson plans, that there were too many technical problems, and the teachers did not enjoy monitoring the CL computer lab. Three of the four principals adopted different integrated learning systems (ILSs), while one chose to implement a non-lLS computer integration model. The principals that adopted new programs indicated that fewer technical problems had occurred and teachers were more accepting of the new systems. These results suggest that although these principals had discontinued use of CL, they had a generally positive regard for the use of technology to improve student learning in schools with a predominately African American population. 7 LITTLE ROCK SCHOOL DISTRICT COMPASSLEARNING EVALUATION FINAL REPORT This report summarizes the evaluation study results of the Little Rock School District's {LSRD) 2004-2005 CompassLearning (CL) program. The overall purpose of the evaluation was threefold (1) to assess the effects of CL in raising the academic achievement of African American and other students, (2) to examine CL implementation processes and practices, and (3) to document the perceptions of students, teachers, principals, and district and school personnel involved with CL regarding the strengths, weaknesses, and needed improvements of the CL program. CL is a computer-based program designed to develop students' skills in reading, writing, and spelling. The program also assists and supports teachers with the management of student performance and allows instruction to be personalized to meet student needs. The lessons are designed around themes that incorporate cross-curricular student activities that are based on \"realworld\" contexts. In the 2004-05 school year, 19 LRSD elementary schools utilized CL programs, while 1 elementary school, 2 middle schools and 1 high school discontinued the program after using it in previous years. The LRSD schools that implemented the CL program were provided technology specialists and lab attendants to assist classroom teachers with integrating the CL lessons into their curriculum and to assist with technology-related concerns. EVALUATION QUESTIONS The CL evaluation was structured around one over-arching, primary question concerning the impact of CL on student achievement, and five supplemental (Step 2) questions that addressed contextual factors related to implementation of the CL program. 8 Primary Evaluation Question 1. What are the effects of participation in CL on the achievement of African American and other students? Supplemental (Step 2) Evaluation Questions 1. What are the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program in 2004-05? 2. What is the level of participation in CL by African American students relative to other ethnic groups at the implementing schools? 3. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? 4. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? 5. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? EVALUATION DESIGN AND MEASURES Participants The Little Rock School District identified 20 elementary schools, two middle schools, and one high school to participate in the spring 2005 evaluation. Collectively the schools had an enrollment of 9,318 students and employed 606 classroom teachers. The percentage of enrollment of African American students ranged from a low of 20% to a high of 100%. The overall percentage of the schools' African American population was 68.4% (see Appendix A). The majority of participating schools were either pre-kindergarten through fifth grade or kindergarten through fifth grade. Specific distribution of schools by grade level is shown in Table 1. Table 1. Schools Participating in the Compasslearning Evaluation by Grade Level Grade Levels PreK-5 K-5 6,7,8 9 thru 12 Number of Schools 15 5 2 9 The 19 schools that actively implemented the CL program during 2004-2005 all served prekindergarten or kindergarten through fifth grade students. Of those, 13 schools (72.2%) implemented CL to all students in grades K-5, two schools (11.1 %) provided CL to all students in grades 1 through 5, while the grade levels of students using CL varied at the 3 three remaining schools (see Appendix 8). Although, the amount of weekly CL computer lab time for students ranged from 30- to 60-minutes across the schools, the schedule for majority of the students (grades K-2 = 78.9%\ngrades 3-5 = 73.6%) consisted of less than 60 minutes per week (see Appendix 8). Student CL activities occurred either in computer labs that typically had a lab attendant and classroom teacher present or in the students' regular classrooms. The lab attendants, technology specialists, and/or teachers planned student CL activities that were primarily focused on identified areas of student deficiencies in language arts/reading and/or math. Design The evaluation, which utilized a mixed-method design, was conducted during the spring of 2005. Both quantitative and qualitative data were collected from the participating schools by trained external researchers (e.g., university faculty and staff). The researchers observed computer labs, administered surveys to teachers and parents, conducted student focus groups, and interviewed school principals, lab attendants, technology specialists, district personnel and CompassLearning personnel. A description of the evaluation instruments and a summary table of the participants and data sources, presented with associated research questions, are in Table 2. 10 Table 2. Summary of Instruments, Participants, and Data Sources by Evaluation Question Evaluation Question Pnmary Quesllon 1. What are the effects of participation in CompassLeaming (CL) on the achievement of African American and other students? Supplemental (Step 2) Questions 2. What are the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program In 2004-05? 3. What is the level of participation in CL by African American students relative to other ethnic groups at the schools concerned? 4. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? 5. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? 6. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? Participants The elementary school sample included a total of 7,853 LRPS students in first grade (n = 2,016), second grade (n = 1984), third grade (n = 1904) or fifth grade (n = 1,949) during the 2004-'05 school year. Kindergarten and fourth grade were excluded because these grades lacked corresponding 2003-04 data to be used as a \"pretest\" (statistical covanate). All 34 LRSD elementary schools were included in the analysis. All CL school teachers All technology specialists at schools implementing CL CL lab attendants at the 7 schools randomly selected for observations Two district personnel involved with CL Student Focus Groups at 4 randomly selected elementary schools National CL representative All Compass schools All CL school teachers All technology specialists at schools implementing CL CL lab attendants at the 7 schools randomly selected for observations Parents of CL students Principals at one elementary school, two middle schools, and one high school Data Sources ITBS as pretest for Grades K-5 Mansas Benchmarks as posttest for 3- 5) 2004-05 ITBS Reading and Math subtests (as posttest in grades 1-5) Teacher CompassLeaming Questionnaire administered dunng school faculty meetings  Technology specialist Phone Interview  District Personnel (involved with CL) Phone Interview Lab attendant Phone Interview Two-hour CL Laboratory Observations (7 randomly selected elementary schools) 20-min. Student Focus Groups (n = 5-7 students), one each at 4 schools randomly selected from the 7 observation schools National CL representative phone interview School records/archival data Two-hour CL Laboratory Observations (7 randomly selected elementary schools) Teacher Survey (faculty meeting) Technology specialist Phone Interview Lab attendant Phone Interview CL Parent Survey Distributed to one class at each grade level at 5 elementary schools Principal Phone Interview 11 Instrumentation Five measurement strategies were used to collect the evaluation data: direct classroom observations, surveys, interviews, focus groups, and assessment of student achievement. Details of the instrumentation and administration procedures are provided in the following sections. Copies of the instruments are in Appendix C. Classroom Observation Measure The Survey of Computer Use for CompassLearning (SCU-CL) was designed to document the processes and practices used to implement CompassLearning in school computer labs during twohour observation periods. The instrument was used to record contextual data (e.g., number of students using CL by ethnicity, the number of teachers, lab attendants, or technology specialists present, and the number of classes observed during a two-hour observation visit) and computer configuration data (e.g. , number, type, and working condition of the computers). Data were also recorded regarding student use of CL including: percent of students using CL\nsubject area of the activities\nteacher/student interactions during CL use\nlevel of African American and non African American student engagement/interest\nand level of academically-focused class time. The data were recorded every 15 minutes then summarized on a data summary form at the end of the 2-hour observation period. Nineteen individual classes were observed for a total of 14 hours in 7 randomly selected elementary school computer labs. Teacher and Parent Survey Teacher Survey. The Teacher CompassLearning Questionnaire (TCLQ) is a two-part instrument that was used to collect teacher knowledge and perceptions of CL. The survey began by asking teachers their gender, ethnicity, and if they knew about the CompassLearning (computer lab) program at the teacher's respective school. Teachers who were aware of the CL program were then asked to rate their level of agreement with 16 statements regarding the impact of CL on students, teacher readiness to integrate CL resources into their instructional practices, and overall support for the CL program. Items were rated with a five-point Likert-type scale that ranged from \"(1) -- Strongly Disagree\" to \"(5) -- Strongly Agree\". The next TCLQ section asked teachers to provide information regarding their experience with CL and how they used CL resources (e.g., selection of activities, use 12 of specific reports). The final items asked teachers to list the strongest and weakest aspects of CL and whether or not CL use should be continued at their school. Parent Survey. The LSRD CompassLearning Parent Survey was designed to ascertain parent awareness and perceptions regarding their child's use of the CL program. They were asked to complete one survey per household, but indicate the number and ethnicity of their school-aged child/children. If the parent or guardian were aware of the CL program, they were asked five general questions regarding student attitudes about CL and the value of CL. The final section of the survey consisted of three open-ended items to record parents' perceptions of the best and worst aspects of their child's/children's use of CL and what changes they recommended . Student Focus Groups The Student Focus Group Protocol focused on three aspects regarding student use of CL. The first aspect was the nature of CL activities (e.g., how long students had been using CL, if CL lab time was long enough). The second aspect was student perceptions of the usefulness of CL. This was documented by asking students if they thought that CL helped them to do better in school, if there were any disadvantages to using CL, and what parents and friends thought of CL. The third aspect focused on student enjoyment of using CL. At the conclusion of the focus groups, students were asked to contribute any additional comments. Interviews Interviews. The following five interview protocols were developed for the evaluation: Lab Attendant, Technology Specialist, District (CL) Personnel, Principal, and CL National Representative. The lab attendant, technology specialist, and district (CL) personnel interviews focused on the same general areas: CL responsibilities\nlevel, nature, and quality of CL implementation\nsupport for the CL program\nand , overall questions regarding the strongest and weakest aspects of CL. Participants were also asked if the program should be continued. The interview protocol for the National CL representative used a more open format, as the primary purpose was to determine the CL guidelines for effective implementation of the CL program. The principal interview was designed for principals that had previously used the CL program in their schools. The interview questions examined past use of CL, e.g., years used, overall impression 13 - of CL, how it was implemented, and why they discontinued its use. The final section included questions about current use of an ILS. PROCEDURES The nine data collection measures are summarized in Table 3 by type of measure, instrument, number completed and the data collection procedure. Table 3. Data Collection Summary Type of Measure Classroom Observations Surveys Student Focus Groups Interviews Instrument SCU-CL TCLQ LRSDCL Parent Survey Student Focus Group Protocol Lab attendant Interview Protocol Technology Specialist Interview Protocol District (CL) Personnel Interview Protocol Compass Leaming Representative Interview Protocol Pnncipal Interview Protocol Number Completed 7 356 451 4 groups\n23 5\"' grade students 6 3 2 4     Data Collection Procedure Prearranged two-hour sessions in which random classes were observed using CL at 7 randomly selected elementary schools. Note forms were completed every 15 minutes during the two-hour period. TCLQs were administered at a faculty meeting at each of 19 elementary schools. Compass Leaming Parent Surveys were distributed at 5 randomly selected elementary schools. One class from each grade at the school was selected and all parents of children in that class were asked to complete a survey. Surveys were returned to the school and sent to evaluators. Student Focus Groups were conducted by researchers at 4 randomly selected elementary schools. Each focus group interview was approximately 20-minutes in duration. Researchers individually interviewed lab attendants at 6 of the 7 randomly selected schools. Interviews lasted approximately 45 minutes to one hour. Only six interviews were conducted as one person was out on sick leave.  Researchers conducted 45- to 60-minutes phone interviews with all CL technology specialists  Researchers interviewed two district level personnel with responsibility for the Compass Leaming program. Interviews lasted approximately 45- to 60-m1nutes.  A researcher conducted a 45-minute phone interview with a national Compass Leaming representative that was familiar with the Little Rock program.  Researchers individually interviewed principals from 1 elementary school, 2 middle schools, and 1 high school that no longer used CL. Each interview lasted approximately 60 minutes. 14 RESULTS The results of the study are presented below by measurement strategy. In the Conclusion section, the findings are synthesized across instruments to address each research question. Classroom Observation Results The Survey of Computer Use for CompassLearning (SCU-CL) results reflect data collected during 14 hours of observations conducted at seven randomly selected elementary schools that were implementing CompassLearning (see Table 4). During these observations, 19 kindergarten through 51h grade classes, comprised of 277 African American students and 50 non-African American students engaged in CL activities in labs equipped with one up-to-date computer for each student. Student time-on-task for the CL activities ranged from 30- to 60-minutes. At least one lab attendant was present and in almost every observation a classroom teacher was also present during each session. All students in each class, both African American and non-African American, equally participated in CL activities during the observations. The majority (71.4%) of the CL activities were either for language arts or mathematics, while some (42.9%) were focused on reading. Activities for other subject areas were rarely observed. Over one-half (57.2%, frequently to extensively) of the observed CL lessons started with no instructions being given to the students. During the lessons, students asked questions related to the CL content in 43.1 % (frequently to extensively) of the visits. Student questions regarding the CL software, the computers, or other issues occurred less frequently during CL lab time. The lab attendants were observed actively moving among the students while they worked on CL activities during slightly over half of the visits (57.1 %, occasionally to extensively). Both African American and non-African American students exhibited a high level of attention and interest in the CL activities, and all observed classrooms had a high level of academically focused class time. 15 Table 4. Survey of Computer Use for Compasslearning (SCU-CL) Results n = 7 two-hour observations ( 19 classrooms) Number of students by ethnicity Elementary School All grades observed African Non-African Brady Chicot Geyer Springs McDemiott Rightsell Stephens Wakefield Total Kand 5 Kand 3 4 and 5 Kand 1 2and 3 K and2 3,4and5 American 29 49 42 44 33 29 51 277 (84.7%) Computer Configuration and Use How many computers were available for Compassleaming? Only one 2-4 5--10 11 or more During the observation, what percentage of the following students used Compassleaming? African American Caucasian CompassLearning Activities Subject Areas of Observed CL Activities Language Arts Mathematics Reading Science Social Studies Writing Cross-Cultural Types of student questions while using CL Content Area (e.g. how to solve a problem-the meaning of a word) Software use (e.g. how to log in or change sections) Computer use (e.g. how to use keyboard or mouse) Non-CL question (e .g. Do I have to sit next to .. . ? May I go to the restroom?) Types of Instruction given to students at the start of the lesson Content area review (e.g. reading, math) Software use (e.g. how to log in, find correct lesson) Computers use (e.g. locate software, use mouse) Classroom behavior rules No instruction given Teacher movement among students High level of teacher movement among students during CompassLeaming labs Student attention and academic focus High level of Afncan American student attention, interest, and engagement while using CL High Level of Non-Afncan American student attention, interest, and engagement while using CL High level of academically focused class time American 5 3 14 0 0 27 50 (15.3%) % Observed 0.0 0.0 0.0 100.0 Only a few (Less than 10%} 0.0 0.0 Not Observed 0.0 0.0 14.3 57.1 85.7 85.7 71.4 Not Observed 0.0 28.6 57.1 14.3 Not Observed 85.7 71.4 85.7 57.1 42.9 Not Observed 14.3 Not Observed 0.0 28.6 0.0 Number of teachers present Number of classes observed 2 3 2 3 2 3 4 19 Lab attendant 2 8 Most of the computers used for Compassleaming were Up to date Aging but adequate Outdated/limited capacity Some {About 10%} Most (51-90%) 0.0 0.0 0.0 0.0 Percentage of classes Rarely Occasionally F reg uently 0.0 28.6 0.0 0.0 0.0 28.6 42.9 0.0 0.0 28.6 0.0 0.0 14.3 0.0 0.0 14.3 0.0 0.0 28.6 0.0 0.0 Teachers 2 3 2 3 2 4 17 % Observed 100.0 0.0 0.0 Near1yaIVall (About91- 100%} 100.0 100.0 Extensively 71.4 71.4 42.9 0.0 0.0 0.0 0.0 Rarely Occasionally Frequently Extensively 14.2 14.3 42.9 71.4 Rarely 0.0 14.3 0.0 28.6 0.0 Rarely 28.6 Rarely 0.0 0.0 0.0 42.7 57.1 0.0 14.3 Occasionally 0.0 14.3 14.3 14.3 0.0 28.8 0.0 0.0 0.0 Frequently 0.0 0.0 0.0 0.0 28.6 14.3 0.0 0.0 0.0 Extensively 14.3 0.0 0.0 0.0 28.6 Occasionally F reguently Extensively 28.6 14.3 14.3 Occasionally Frequently Extensively 0.0 0.0 0.0 42.9 0.0 0.0 57.1 71.4 100.0 16 Survey Results This section contains the results of the Teacher CompassLearning Questionnaire {TCLQ) and the CompassLearning Parent Survey (Parent Survey). Teacher CompassLearning Questionnaire (TCLQ) The Teacher CompassLearning Questionnaire {TCLQ) was completed by a total of 356 teachers working at schools implementing the CompassLearning program. The respondents were primarily Caucasian (63.2%), and secondarily African American (32.6%), with most respondents being female (88.2%). As shown in Table 5, The TCLQ begins with two questions about the visibility and perceived value of the CL program. A very high percentage of teachers (96.1 %) reported familiarity with CL and most (93.3%) supported the continued use of CL within their respective schools. The next 16 TCLQ items assessing teacher perceptions of CL were indicative of a relatively high level of teacher approval for the program . Many items were rated highly on the survey (as measured by a combination of the categories \"Strongly Agree\" and \"Agree\". At least 85% of the teachers agreed or strongly agreed that the school computers for CL were in good condition (90.5%), the administration supported teacher use of CL (88.8%), and the teachers were supportive of CL (88.5%). Additional positive responses included agreement that CL increased student learning (78.4%), increased the level of student attention, interest, and engagement (77.3%), and was valuable for improving the achievement of African American students (73.0%). Approximately 70% of the teachers agreed that they routinely aligned CL with their lessons (72.5%), reviewed CL content in class (71.0%), and customized CL activities to meet individual needs of students. The concluding section of survey items addressed the use of the CL reporting functions. Teachers reported frequent use of \"Class by Ethnicity'' (59.8%), \"Class by Gender\" (64.6%), and \"Other\" (78.6%) CL reports, while over one-half (53.7%) reported never using \"Whole Class\" and 45.2% reported never using \"Individual Student\" reports. 17 Table 5. Teacher Compass Learning Questionnaire (TCLQ) Results n = 356 Items Do you know about the CompassLeaming (computer lab} program at your school? Do you think your school should continue using CompassLeaming? %No 03.93 06.74 % Yes 96.07 93.26 Percent of Teacher Response Items Most of our school computers that are used for CompassLeaming are kept in good working condition. The administration fully supports teacher use of CompassLeaming resources. Teachers in this school are generally supportive of the CompassLeaming program. My computer skills are adequate to access CompassLeaming resources. I can readily obtain answers about CompassLeaming. The use of CompassLeaming has increased student learning and achievement. The use of Compass Leaming has increased the level of student attention, interest, and engagement in learning. Our school has a well-developed plan that guides the CompassLeaming program. Overall, this program seems valuable for improving the achievement of African American students. I routinely align CompassLeaming with my lessons and the district's standards based curriculum. I routinely provide academic review of content covered during the use of Compass Leaming. The use of CompassLeaming has improved the quality of student work. I routinely customize CompassLeaming activities to meet the individual needs of students. I have received enough training to address student learning needs through the use of CompassLeaming resources. Parents and community members support our school's use of CompassLeaming. I routinely modify my instructional practices on the basis of student performance in CompassLeaming. How frequently do you use the following Compassleaming reports? Whole Class Individual Student Class by Ethnicity Class by Gender Other Disagree \u0026amp; Strorgly Disagree 4.21 1.12 1.40 4.78. 4.21 2.25 4.49 4.78 1.97 4.78 7.30 3.93 7.87 14.33 2.81 12.92 Never 53.65 45.22 5.62 6.18 3.09 Neutral Strongly Agree \u0026amp; Agree 5.34 90.45 7.58 88.76 9.27 88.48 10.67 83.71 12.08 83.43 16.57 78.37 17.42 77.25 19.10 75.28 22.75 73.03 21 .35 72.47 20.22 71 .00 23.88 70.22 23.03 67.13 19.66 65.45 31 .74 64.61 30.90 54.78 Seldom Frequentiy 23.60 14.04 25.56 20.22 23.31 59.83 21 .35 64.64 5.06 78.65 18 The teachers also responded to open-ended questions about the use and effectiveness of the CL system. Following are highlights of the responses. Detailed results for the TCLQ open-ended items are found in Appendix D. Familiarity with CL. As seen in Table 5, almost all of the teachers completing the TCLQ were famil iar with CL. However, the open-ended comments revealed that only about one-third (37.2%) had used CL for more than 3 years. Perhaps the relative lack of experience with CL contributed to the low response rate to the item asking teachers to describe their understanding of the CompassLearning program. Less than one-fourth (84 of 356) of the teachers responded to this item. Within those responses, all the teachers revealed a general understanding of the overall purpose of the CL program. The most common responses were that CL reinforces skills addressed by the district framework (58.3%) and that CL was a program designed to enhance student learning (21 .4%). Teacher responses were somewhat evenly divided when asked how subject areas and performance levels of activities were selected. Approximately one-fourth of the respondents indicated that decisions were made on the basis of student abilities, skills, and/or grade level (25.1 %), while a similar number responded that testing results were used (23.2%). CL reports. Respondents clearly identified assessing student growth and academic progress (63.3%) as the primary reason for using CL reports. Only 56 out of 356 (15.7%) teachers indicated that they did not use CL reports. The most common reasons were: use of \"other\" assessment data/tools (33.9%)\nlack of time (26.7%), and lack of skill in using CL (23.2%). Representative teacher comments included:  I don't use them frequently because I don't think it's always a good assessment for all learners.  Arkansas Reading First data is my primary diagnostic tool.  I seldom use the reports. I monitor while they are working. I consider CompassLearning to be a good way to practice skills.  I have very little knowledge of Compass. Strongest and weakest aspects of CL. The strongest aspect of CL identified was reinforcement of skills and the curriculum (41.2%), followed by the ability to adjust the program according to the needs of the teachers and of the students (32.9%). Student engagement or interest in learning was mentioned by 15.8% of the respondents. CL weaknesses reported by the teachers were primarily related to software issues or difficulty that students had in using some of the program features (58.6%) 19 and that the schedule did not allow enough time for students to benefit from the program (21.7%). Seventy-five percent of the teachers wrote a response to the final question, which asked teachers why their school should continue using CL. The responses were fairly evenly distributed across three reasons: CL reinforces the curriculum (33.3%)\nCL enhances student learning and skills (26.2%)\nand use of CL increases student engagement and excitement in learning (20.9%). The following are sample teacher responses highlighting why their schools should keep CL:  The children love it. It is great practice for skills.  Compass is a great tool for addressing specific student needs.  Students enjoy working at their own pace and ability and it provides good reinforcement for what you are teaching in class.  It allows students to work toward mastery of certain academic skills presented in class on an individual basis.  It is a wonderful tool for records of student growth.  It has been a great plus to student learning. It allows teachers the freedom to set it to their teaching and student needs.  This program has been a bright innovative way of reinforcing methods of skills and the students work and learn on their own pace which shows results of what they are learning.  I think it is a very valuable tool to help strengthen our students' skills in a fun way they enjoy. Going to computer is a treat! LRSD Compasslearning Parent Survey (Parent Survey) Of approximately 625 Parent Surveys distributed to children in five randomly selected schools, 451 parents responded (72.2% response rate). Over 84% (84.3%) of the children represented by parents completing surveys were African American, followed by 8.0% who were Hispanic and 2.0% who were Caucasian. Parental awareness of the CL program was high (82.5%), and most parents indicated they learned about the CL program via their children (55.7%). When asked how excited their child or children get about using CL, 60.1 % responded \"a lot\", 21 .7% reported \"some\", while less than 3% (2.9%) indicated that their child or children did not get exited about using CL. Parent responses indicate general approval of the CL program by agreeing that time in the computer lab: was important in their child's education (84.5%)\nhad improved their child's interest in school (63.2%)\nand had improved their child's achievement (57.7%). The parents' responses are summarized in Table 6. 20 Table 6. LRSD Compasslearning Parent Survey Results n = 451 Items Do you know about the Computer Lab (Compassleaming) program at your child's/children's school? Indicate the ethnicity of your child/children Caucasian African American Hispanic Asian Multi-Ethnic How did you learn about the computer lab activities? School Teacher My Kids Other parents/friends How excited do your child/children get about using the computer lab? Aloi Some Not at all Not sure % Yes 82.48 % 02.00 84.26 07.98 00.00 01.33 % 11 .53 09.53 55.65 01 .55 % 60.09 21 .73 02.88 04.66 Percentage: Yes Somewhat No Not Sure Do you think time in the computer lab is an important part of your child's/children's education? 84.48 05.54 00.44 00.67 Do you think time in the computer lab has improved your child's/children's interest in school? 63.19 17.74 03.55 04.21 Do you think time in the computer lab has improved your child's/children's achievement in reading and math? 57.65 18.40 01.77 06.43 In order to gain a more complete understanding of parental perception of the CL program, parents were asked three additional questions about CL. These questions were designed to elicit open-ended responses and comments from the parents. Highlights of the parent responses are presented below and a full summary is located in Appendix E. Approximately two-thirds (273 of 451\n60.5%) of the parents wrote a response when asked to describe the best thing about their child or children using the \"computer lab program\". The most common responses were that students were learning how to use computers (43.9%) and were acquiring new learning skills or learning in a better way (38.0%). Less than 20% (17.9%) indicated that the best aspect was improvement of math and reading skills. When asked about negative or \"worst\" aspects of CL, there was a 34.1 % response rate (154 of 451) with 59% of the respondents indicating that there were no negative aspects. Thirty-five parents or guardians (22.7%) were concerned that their child or children might have access to inappropriate Internet-based materials 21 when using CL. A small percentage (7.7%) of parents indicated the worst aspect of CL was that it replaced traditional classroom/textbook learning with computer-based learning. Sample parent comments reflecting this concern included \"The act of just using the computer lab program may take away from the child's own thinking and reasoning capacity.\" And, \"It may get them too adapted until they wouldn't want to sit in a classroom.\" The last open-ended item on the Parent Survey asked parents what changes they would like to see in the computer lab program or CL. Of the 158 (35.0% of 451) parents who responded to the last question, 50.6% indicated that their child or children needed more computer time and 25.3% wanted more variety in the lessons, content areas, and types of activities. Nearly the same percentage (24.5%) of parents responded that no changes were needed. Student Focus Group Results A total of 23 5 th grade students from 4 randomly selected elementary schools participated in the 20-minute focus groups. The students' experience with CL ranged from less than one year up to six years, with 42.8% indicating they had used CL since pre-kindergarten or kindergarten. Full results of the Student Focus Group are in Appendix F. Nature of the CL activities. The students reported that they primarily completed CL activities in language arts (33.3%), mathematics (28.6%), and reading (19.0%), in both computer labs and their classrooms. Of the 23 students, 10 wanted to spend more time using CL, 6 replied that CL time was appropriate, and 2 students indicated they spent too much time in the CL lab. Technical concerns reported by the students were focused on hardware (computer freezing, slow startup) and software malfunctions. When asked how they would change the CL activities, the most common response was to make the activities more fun or game-like (42.8%), while 21.4% requested Internet access, and more math, science, and spelling activities. Usefulness of CL activities. When asked if CL helped them to \"do better in school\", 17 of the 23 students responded, \"Yes\". The most common reason cited for this response (83.3%) was that CL helped the students remember what they learned in class and provided practice in and out of the classroom. Students indicated that the disadvantages to using CL were that sometimes the activity problems were too hard (52.8%) or that some were too easy or boring (32.0%). The majority (71.4%) of the students responded that their parents were supportive of the CL program. The students were 22 less positive when asked what their friends said about using CL, with 50.0% saying their friends thought the program was dumb or boring. Responses were mixed when asking which types of students would benefit the most and least from using CL. Students indicated that CL would be most beneficial for students who were immature (27.2%), tried their best or liked CL (27.2%), were smart (18.2%), or disadvantaged (18.2%). They thought that CL would be least beneficial to students who didn't try (66 .7%) or were smart (22.2%). Enjoyment of CL. The majority (89.5%) of the students indicated that they really liked or loved CL, while only 2 students indicated that they liked it a \"little bit\" (10.5%). Students' favorite things about using CL were that it helped them to learn/understand class work (31 .2%), was exciting and fun , helped learn new and harder things, and helped with math and reading (18.7% each). The least favorite things were that students could not use calculators when completing CL math lessons (27.2%), the spelling, social studies, and math lessons (27.7%), and repeating lessons (22.2%). All (23) students responded that they would like to continue using CL. Interviews The interview results are presented in three sections. First are the interviews with those directly responsible for overseeing implementation of the CompassLearning program: lab attendants (n = 6), technology specialist (n = 3), and LRSD personnel (n = 2). This is followed by the CL national representative interview summary. The section ends with the interview results from four high school principals whose schools did not use CL in 2004-2005, but had previously used CL at their respective schools. Lab Attendant, Technology Specialist, and District (CL) Personnel Highlights from the Lab Attendant, Technology Specialist, and District (CL) Personnel interview results will be discussed by these major interview categories: CL responsibilities, implementation, overall strengths and weaknesses, and if the program should be continued. Detailed results of these three interviews are in Appendix G. CL Responsibilities. The interview responses revealed that CL responsibilities were distributed as would be expected with the lab attendants having the greatest level of interaction with the students during CL lab time. Both the lab attendants and technology specialists worked with teachers to align 23 CL activities with lessons and to produce CL reports. The technology specialists provided teacher training, while the district personnel were responsible for general oversight of the program and served as liaisons between all CL district personnel. CL implementation. When asked to evaluate the CL software and support from the vendor, responses from the three groups ranged from \"fine\" to \"great\" with regard to the software and from \"OK\" to \"excellent\" concerning vendor support. The groups did, however, display consensus that there was a high level of teacher support for the CL program and that the program had been implemented very well. The best aspects of CL implementation included integration of CL activities with LRSD curriculum, custom sequencing of the units, and the use of reports for tracking student progress. Suggestions for improving the implementation process were to create district guidelines, increase supervision, and examine other remediation options. When examining how the program was implemented, interview responses indicated that the primary users of the CL program were students in grades pre-kindergarten through 5 who used CL from 1 to 5 days per week. Respondents from the three groups indicated that the teachers were regularly provided CL reports on student progress and actively used the reports to plan student CL activities. School administrators' most frequent use of the CL data was for year-end reports. Equitable student access and appropriate implementation of CL were ensured by means of close monitoring by the lab attendants, technology specialists, and principals. Overall strengths, weaknesses, continuation. There was once again consensus among the respondents with regard to the strongest aspects of the CL program. The interviewees from each group cited program flexibility to meet individual student needs, alignment of CL with LSRD curriculum standards (except math), and student enjoyment/engagement as the strongest aspects of CL. Differences were noted, however, in responses about the weakness of the CL program. The lab attendants indicated that students needed more CL time and that some of the lessons required special equipment or software. The technology specialists responded that the CL math curriculum was not well aligned with LSRD curriculum, the program lacked curriculum mapping, and sometimes the oral commands were difficult for students to understand. From the district perspective, one respondent indicated the CL program lacked oversight, while the second one did not state a 24 weakness. There was unanimous agreement that the CL program should be continued due to its positive contribution to student learning. National CL Representative One of Compasslearning's national representatives whose responsibilities included managing Cl's research and evaluation program was interviewed. This person was also knowledgeable about the LRSD program. The purpose of the interview was to obtain the representative's perspective on how schools should implement CL to improve student academic achievement. Her responses are divided into guidelines for students, teachers, and administrators. Students. With regard to student use of CL, or time-on-task, the recommended guidelines are that students in grades 3 through 12 should spend from 60 to 90 minutes per week completing 4 to 5 new activities per content area. Student activities should be focused on the subject that needs the most improvement. For students in grades K through 2, the recommended time for computer activities is 60 minutes per week per content area. Teachers. The CL representative indicated that teachers should be actively involved in using the CL reports to evaluate the progress of individual students. She recommended that teachers review student reports eve,y two weeks in order to align classroom instruction to identified needs, plan off-line (non-CL) remediation and adjust CL activities to address areas of non-mastery. Administrators. The CL representative recommended that school principals review CL class-byclass reports on a monthly basis to identify any areas of need. When teachers and administrators implement these \"best practices\" strategies, they will be provided with formative evaluation data to help determine if: student learning is \"on-track\nif the curriculum needs to be altered\nand, whether or not students need more off-line activities\". However, the CL representative indicated that most schools do not achieve this level of implementation. School Principals The principals from four LRSD schools (1 elementary school, 2 middle schools, and 1 high school) who no longer use Compasslearning were interviewed to examine how CL was used in the past, why it was discontinued, and if the school had implemented a different integrated learning system (ILS). Collectively, the student population of the four schools was 90% African American. Key findings from the interviews are presented below and the full interview summary is in Appendix H. 25 Past use of CL. Three of the four principals indicated a positive overall impression of CL, while one reported that the teachers disliked it. All four principals reported that their school had implemented the CL program in computer labs. However, the amount of time students spent using the software and the student populations that used CL were different for each school. One principal indicated that all students used CL, one responded that only students in English classes used it, another reported that CL was used by magnet students, and the fourth indicated that CL was used by students who needed extra academic assistance. When asked how teachers were involved with CL, 3 principals indicated their teachers aligned CL lessons with classroom instruction, 2 said teachers helped monitor the labs, and 1 reported that the teachers did very little with CL. The principals reported the primary reasons for not continuing with CL were related to server or system problems. Other reasons were lack of enough Title 1 funds, teacher complaints that the program took too much time to align with lessons, and teacher complaints of too many technical problems. Current use of an /LS. Three principals indicated that their schools were currently using different integrated learning systems {ILSs). One middle school principal reported that his school was using two systems (Accelerated Reader, and Destination Math), while the other middle school principal had adopted River Deep. The ILS adopted by the high school was Plato. The principals reported positive impressions of the new programs, indicating that fewer problems were occurring and that teachers were more accepting of the new systems. The fourth principal reported that a technology integration approach was being implemented rather than using an ILS. The principal further explained that with this approach students use basic software applications like spreadsheets, presentation and word processing software to enhance classroom environments. Student Achievement Results Research Questions Analyses of student achievement on the Development Readiness Assessment (ORA), Iowa Tests of Basic Skills, (ITBS), and the Arkansas Benchmark tests were conducted to address the following research questions: 26 1. What are the effects of the Compass Learning program on student achievement in Reading and Mathematics? 2. Is the program effective in meeting the academic needs of African American students? 3. How does the achievement of African American students compare to that of other students in the same or similar schools? Sample The elementary school sample included a total of 7,853 LRPS students in first grade (n = 2,016), second grade (n = 1984 ), third grade (n = 1904) or fifth grade (n = 1,949) during the 2004-'05 school year. Kindergarten and fourth grade were excluded because these grades lacked corresponding 2003-04 data to be used as a \"pretest\" (statistical covariate) .. All 34 LRSD elementary schools were included in the analysis. Overall, 67% of the student sample was eligible for free or reduced-price lunch and 68% was African American. A majority (60%\nn = 4,728) attended one of the 21 schools that offered the Compass Learning program. School Matching Process Elementary schools. To facilitate analysis of program effects, elementary schools were matched via hierarchical cluster analysis into homogeneous sets on the basis of percentage eligible for free or reduced price lunch and percentage African American enrollment. Ward's minimum variance method was used as a clustering algorithm, and squared Euclidean distances were used as similarity measures. Three homogeneous School Sets were identified:  Set 1 (Low Poverty, Majority White) contained 4r schools with a mean percentage of students eligible for free lunch of 24.5% and mean African-American enrollment of 35.0%\n Set 2 (Medium Poverty, Integrated) contained 9 schools with a mean percentage of students eligible for free lunch of 55.5% and mean African-American enrollment of 56.4%\nand  Set 3 (High Poverty, Majority African American) contained 21 schools with a mean percentage of students eligible for free lunch of 84.9% and mean African-American enrollment of 83.3%. Middle schools. Two middle schools, Cloverdale and Henderson, implemented the Compass Learning program. Two comparison middle schools, Southwest and Mabelvale, were selected on the 27 basis of similarities in percentage of African American students and students eligible for free lunch. Percentages of African American students were 81.1 % at Cloverdale, 81.3% at Henderson, 81.4% at Mabelvale, and 93.1 % at Southwest. Percentages of students eligible for free or reduced-price lunch were 82.9% at Cloverdale, 69.6% at Henderson, 74.4% at Mabelvale, and 83.5% at Southwest. A total of 562 sixth graders and 531 seventh graders were included in the analyses. Measures The Developmental Reading Assessment (ORA) was administered in grades K-2 in 2003-04 and 2004-05, and the Iowa Test of Basic Skills (ITBS) was administered in grades K-5 in 2004-05. The ITBS provides normal curve equivalent (NCE) scores in Reading and Mathematics. The Arkansas Benchmark test was administered in grade 4 in 2003-04, and in grades 3-5 in 2004-05. However, scale scores from the 2004-05 Arkansas Benchmark test were not available as of December 2005. Construction of ORA NCE scores. ORA scores in 2004-05 were used as outcome variables for grades 1 and 2. The kindergarten and first-grade forms of the ORA administered provides six separate scale scores, in letter recognition, word recognition, capitalization, writing, dictation, and a composite reading score. The second-grade forms provide scores for word recognition, writing, dictation, and composite reading. The subscale scores were factor-analyzed using principal components analysis to generate regression-based factor scores for use in subsequent analyses. For 2004-05 first graders, a single factor accounted for 45.7% of the variance across 2004-05 ORA subtests. For 2004-05 second graders, a single factor accounted for 63.0% of the variance across the four 2004-05 ORA subtests. The regression-based factor scores were then converted to nonmal curve equivalent (NCE) scores with mean of 50 and standard deviation of 21.06 to aid in the interpretation of results. The norm group for these NCE scores was comprised of all Little Rock students for whom data were available in a given year. Analyses A 2 (Compass versus comparison) X 2 (African American versus non-African American) X 3 (Homogeneous School Set) analysis of covariance was performed at each grade level (1 and 2), with 2004-05 ORA and ITBS test scores as outcome variables and free or reduced price lunch status and 2003-04 ORA test scores as covariates. Follow-up analyses of covariance were performed within levels of the independent variables when significant interaction effects were observed. Effect size 28 estimates were determined by computing mean differences between groups for which significant differences were observed, then dividing by the total standard deviation. In cases where the outcome variable was an NCE score, a standard deviation of 21.06 was used in the effect size estimate computation, because the population standard deviation is known. Table 7 provides an overview of pretests, posttests, and pretest-posttest correlations for the analyses of covariance. As shown, the covariates used were 2003-04 ORA scores in grades 1-3, ITBS scores in grade 6, and Benchmark scores in grades 5 and 7. In addition, a descriptive profile of 2004-05 mean ITBS NCE scores in Reading and Mathematics across grade levels by race was generated to provide on overall basis for comparing African American achievement to that of other students. Table 7. Covariate-Outcome Correlation Coefficients by Grade Level: LRPS Elementary Schools Grade 2003-04 Pretests (Covariates) 2004-05 Posttests (Outcomes) Covariate-Outcome r 1 ORA Dictation ITBS Reading NCE 0.51 ORA Capitalization ITBS Mathematics NCE o.5i ORA Word Recognition DRANCE1 0.582 2nd ORA Composite Score ITBS Reading NCE 0.61 2 ORA Composite Score ITBS Mathematics NCE 0.502 ORA Word Recognition DRANCE1 0.712 3' ORA Total Score ITBS Reading NCE 0.592 ORA Total Score ITBS Mathematics NCE o.5i 5lh Benchmark Literacy SS ITBS Reading NCE 0.772 Benchmark Math SS ITBS Mathematics NCE 0.842 6th ITBS Reading NCE ITBS Reading NCE 0.792 ITBS Mathematics Concepts NCE ITBS Total Mathematics NCE 0.802 ITBS Reading NCE - 7th Benchmark Literacy 0.71 ' Benchmark Mathematics ITBS Mathematics NCE 0.782 'Score derived from factor analysis and normed on Little Rock School District students. 2Significant at p \u0026lt; .01. - 29 RESULTS First Grade !TBS Reading NCE. The model accounted for 32.4 % of the variance in 2004-05 ITBS Reading NCE scores. ANCOVA indicated significant main effects for 2003-04 ORA dictation (F, .1335 = 338.4, p \u0026lt; .001 ), free lunch status (F ,.1335 = 25.4, p \u0026lt; .001 ), race (F1.1335 = 12.92, p \u0026lt;.001 }, treatment (F 1_1335 = 5.827, p = 0.02), and School Set (F2_1335 = 3.00, p = .05). Variables that predicted a significant amount of variance in the outcome accounted for 19.5% of the variance in 2004-05 ITBS Reading scores. As shown in Figure 1, most of the explained variance (17%) was attributable to 2003-04 ORA dictation scores, with modest percentages attributable to free lunch status (1 .3%), race (0.6%), treatment (0.3%), or School Set (0 .3%). Post hoc comparisons showed that non-African American students had a significantly higher adjusted mean score (M' = 57.5) than African American students (M' = 52.4\nES = -0.25)\ncomparison students had a significantly higher adjusted mean score (M' = 56.6) than Compass students (M' = 53.4\nES = -0 .16)\nand students in majority White, low-poverty schools had a significantly higher adjusted mean score (M' = 57.4) than students in majority African American, highpoverty schools (M' = 52.8\nES = -0.23). 30 0.3% 0.6% 1 0.3% 1.3% 17.0%  Pretest  Free Lunch  Race  School Set  Treatment Figure 1. Percentage of Variance Explained in 2004-05 ITBS Outcomes by Significant Predictor: First Grade Table 8 shows mean ITBS Reading NCE scores by race, treatment, and School Set. Observed mean scores generally fell near or above the national average of 50.0, with the lowest average observed score of 46.5 observed for comparison group African American students in high-poverty, majority African American schools. This score is about one-sixth of a standard deviation below the national average. 31 Table 8. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race, Treatment, and Homogeneous School Set: First Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 68.52 60.45 15.8 21 Majority White Medium Poverty, 65.34 59.14 19.9 79 Integrated High Poverty, 52.98 56.85 18.9 56 Majority African American Compass Low Poverty, 66.59 57.75 18.2 -0.13 108 Learning Majority White Medium Poverty, 63.18 58.08 20.0 -0.05 114 Integrated High Poverty, 53.58 52.90 20.6 -0 .19 60 Majority African American African- Comparison Low Poverty, 61 .83 59.96 17.5 12 American Majority White - Medium Poverty, 53 .39 52.34 17.4 129 Integrated High Poverty, 46.53 50.96 19.8 273 Majority African American Compass Low Poverty, 54.37 51 .50 21 .5 -0.40 43 Learning Majority White Medium Poverty, 49.48 49.45 17.2 -0.14 156 Integrated High Poverty, 46.74 50.40 17.7 -0.03 298 Majority African American 32 ORA NCE. The model accounted for 24 .6% of the variance in 2005 ORA NCE scores. ANCOVA indicated a significant main effects for 2003-04 ORA Word Recognition {F1.2002 = 534.0, p \u0026lt; .001\n20.0% of variance accounted for) and treatment status (F1.2002 = 9.15, p \u0026lt;.01\n0.3% of variance accounted for), and a significant interaction effect between treatment status and School Set (F22002 = 3.33, p \u0026lt;.05\n0.2% of variance accounted for). Follow-up analyses revealed that Compass students in majority White, low-poverty scores had a significantly higher adjusted mean score (M' = 54.5\nES = +0.41) than comparison students in similar schools (M' = 45.9\nsee Figure 2). 30.00- 55.0D - 50.00 - 45.00- 40 .00 - J 5UI! 45.80 I Lov,.\nPove,t y, t ,laio1 ity V'vhite .. .. 50 .74 I t.ledium Pove,ty. t11tegI:ited School Set I High Pove11y, t ,1ajorit y .A. t, ican .American T1 eatrnent --Comparison - - - Compass Figure 2. Adjusted Mean DRA NCE by School Set and Treatment Status: 2004-05 First Grade 33 - Table 9 shows mean ORA NCE scores by race, treatment, and School Set. Mean observed DRA NCE scores ranged from a low of M = 43.64 for non-African American comparison students in high poverty, majority African American schools to a high of M = 57.69 for non-African American Compass students in low-poverty, majority White schools. Table 9. Observed and Covariate-adjusted 2004-05 ORA NCE Mean Scores by Race, Treatment, and Homogeneous School Set: First Grade Adjusted Race Treatment School Set Mean Mean SD ES N Comparison Low Poverty, 51.64 48.58 30.1 40 Non-AA Majority White Medium Poverty, 55.32 50.44 14.7 112 Integrated High Poverty, 43.64 46.57 28.9 103 Majority African American Compass Low Poverty, 59.33 53.20 11.6 0.22 154 Learning Majority White Medium Poverty, 54.92 50.70 18.9 0.01 163 Integrated High Poverty, 48.76 48.84 21.4 0.11 97 Majority African American African- Comparison Low Poverty, 44.22 43.13 38.1 21 American Majority White Medium Poverty, 49.28 48.35 22.3 171 Integrated High Poverty, 47.38 50.38 21.6 388 Majority African American Compass Low Poverty, 57.69 55.82 10.2 0.60 60 Learning Majority White Medium Poverty, 51 .74 50.78 16.7 0.12 196 Integrated High Poverty, 46.72 49.29 21.2 -0.05 511 Majority African American 34 /TBS Mathematics NCE. The model accounted for 38.8% of the variance in ITBS Mathematics NCE scores. Significant main effects were observed for 2003-04 ORA Capitalization (F, .1323 = 303.1, p \u0026lt;.001\n13.9% of variance accounted for), African American status (F, .1323=44.5, p \u0026lt; .001\n2% of variance accounted for), eligibility for free lunch (F, .1323=26.5, p \u0026lt; .001\n1.2% of variance accounted for), and School Set (F2_1323=18.9, p =.001\n0.6% of variance accounted for). Follow-up analyses showed that: (a) African American students had a significantly lower adjusted mean score (M' = 42.44\nES= -0.44) than White students (M' = 51.70), and (b) students attending high-poverty, majority African American schools had a significantly lower adjusted mean (M' =43.76) than students attending either medium poverty, integrated schools (M' = 47.12\nES= +0.16) or low-poverty, majority White schools (M'= 50.34\nES= +0.38). As shown in Table 10, African American students in mediumpoverty, integrated schools and in high-poverty, majority African American schools scored substantially below the national average of 50.0. 35 Table 10. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race, Treatment, and Homogeneous School Set: First Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 62.10 55.23 18.3 20 Majority White Medium Poverty, 58.75 52.26 21.0 76 Integrated High Poverty, 44.19 47.67 20.9 Majority African American 58 Compass Low Poverty, 65.66 56.62 16.5 0.07 108 Learning Majority White Medium Poverty, 57.78 51 .81 19.8 -0.02 114 Integrated High Poverty, 46.78 46.60 16.1 -0.05 58 Majority African American African- Comparison Low Poverty, 46.25 45.10 20.7 12 American Majority White Medium Poverty, 42.95 41 .30 15.5 122 - Integrated High Poverty, 37.18 40.02 19.7 268 Majority African American Compass Low Poverty, 47.37 44.40 16.7 -0 .03 43 Learning Majority White Medium Poverty, 41.68 43.10 18.5 0.09 161 Integrated High Poverty, 35.86 40.73 16.5 0.03 297 Majority African American 36 Second Grade /TBS Reading NCE. The model accounted for 47.2% of the variance in ITBS Reading NCE scores . Significant main effects were observed for 2003-04 ORA Composite scores (F1.1347 = 723.1, p \u0026lt;.001\n28.1 % of variance accounted for), African American status (F 1_1347 = 57.8, p \u0026lt;.001\n2.2% of variance accounted for), and free lunch status (F 1.1347 = 29.0, p \u0026lt;.001\n1.1 % of variance accounted for). A significant interaction was observed between treatment and School Set (F2,1347 = 9.95, p \u0026lt;.001 ). Follow-up tests showed that comparison students had significantly higher adjusted mean scores (M' =51 .88) than Compass students (M' =57.44\nES = -0.26) in medium-poverty, integrated schools, while Compass students had significantly higher adjusted mean scores (M'= 53.35\nES = +0.15) than comparison students (M' =50.17) in high-poverty, majority African American schools (see Figure 3). As shown in Table 11 all groups scored near or above the national average of 50.0 except African American comparison students in high poverty, majority African American schools. 37 - Table 11. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Second Grade Race Treatment School Set Mean Adjusted SD N Mean Non-AA Comparison Low Poverty, 66.07 59.95 22.4 29 Majority White Medium 68.52 64.40 20.8 86 Poverty, Integrated High Poverty, Majority African 48.00 53.35 20.4 54 American Compass Low Poverty, 70.45 61.48 20.0 O.Q7 Learning Majority White 88 Medium Poverty, 62.01 55.25 20.9 -0.43 106 Integrated High Poverty, Majority African 55.67 57.02 23.0 0.17 66 American African- Comparison Low Poverty, 52.35 48.05 16.6 23 American Majority White Medium Poverty, 51 .07 50.48 19.1 110 Integrated High Poverty, Majority African 43.05 46.99 18.8 264 American Compass Low Poverty, 57.47 54.31 19.8 0.30 60 Learning Majority White Medium Poverty, 48.82 48.50 20.5 -0 .09 169 Integrated High Poverty, Majority African 46.34 49.68 18.4 0.13 306 American 38 58 56 54 - 50 ~ ' Low Poverty. tAajority'1',hite \\ ' ' \\ Medium Poverty , Integrated School Set High Poverty . Majority t .trican .A.111erica11 Treatment - Comparison - -  Compass Figure 3. Mean Adjusted ITBS Reading NCE Scores by Treatment and School Set: 2004-05 Second Grade ORA NCE. The model accounted for 52.9% of the variance in ORA NCE scores. Significant main effects were observed for 2003-04 ORA Word Recognition scores (F1.1482 = 1424.6, p \u0026lt;.001\n44.9% of variance explained), free lunch status (F 1_1482 = 19.76, p \u0026lt;.001\n0.6% of variance explained), and School Set (F2_1482 = 6.1, p \u0026lt;.01\n0.4% of variance explained). Follow-up tests indicated that in low-poverty, majority White schools had significantly higher adjusted mean scores (M' = 54.1 O ) than students in either medium poverty, integrated schools (M' = 49.57\nES = -0 .22) or students in highpoverty, majority African American schools (M' = 50.81\nES= -0.16). Students in low-poverty, majority White schools scored substantially above the district average of 50.0, regardless of race or treatment (see Table 12). No treatment effects (Compass vs. comparison) were indicated. 39 - Table 12. Observed and Covariate-adjusted 2004-05 DRA NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Second Grade Race Treatment School Set Mean Adjusted Mean SD ES N Non-AA Comparison Low Poverty, Majority White 57.64 52.05 20.4 30 Medium Poverty, Integrated 52.64 50.55 21.7 102 High Poverty, Majority African 47.45 51 .29 26.7 57 American Compass Low Poverty, Learning Majority White 64.65 57.69 8.9 0.27 96 Medium Poverty, Integrated 55.65 51.45 15.3 0.04 118 High Poverty, Majority African 49.25 50.98 24.5 -0.01 72 American African- Comparison Low Poverty, American Majority White 57.54 53.00 13.7 24 - Medium Poverty, Integrated 48.70 46.61 18.5 118 High Poverty, Majority African 45.73 50.80 23.9 292 American Compass Low Poverty, Learning Majority White 55.83 53.66 18.1 0.03 62 Medium Poverty, Integrated 51 .19 49.65 16.8 0.14 189 High Poverty, Majority African 48 .66 50.15 20.3 -0.03 336 American 40 /TBS Mathematics NCE. The model accounted for 42.3% of the variance in ITBS Mathematics NCE scores. Significant main effects were observed for 2003-04 ORA Composite score (F1,1354 = 358.54, p \u0026lt;.001 ), African American status (F1 ,1354 = 99.36, p \u0026lt;.001 ), and free lunch status (F1,1354 = 26.7, p \u0026lt;.001 ). Post hoc comparisons indicated that non-African American students had a significantly higher adjusted mean (M' = 53.60) than African American students (M' = 41. 78\nES = - 0.56). A significant interaction effect was observed between treatment and School Set (F2_1354 = 4.09, p =0.02). Follow-up tests, as graphically depicted in Figure 4, indicated that, in low-poverty majority White schools, Compass students had a significantly higher adjusted mean (M' = 54.80) than comparison students (M' = 49.23\nES = +0.26). The mean NCE scores for African American students in either treatment at medium-poverty, integrated or high poverty, majority African American schools were substantially below the national average (see Table 13). 41 - Table 13. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Second Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 60.97 55.82 22.0 29 Majority White Medium Poverty, 59.65 55.88 20.1 85 Integrated High Poverty, Majority African 42.44 46.60 20.1 54 American Compass Low Poverty, 69.31 61 .98 19.2 0.29 89 Learning Majority White Medium Poverty, 56.28 50.98 20.9 -0.23 106 Integrated High Poverty, Majority African 49.26 50.30 21 .6 0.18 66 American - African- Comparison Low Poverty, 45.83 42.64 17.9 American Majority White 23 Medium Poverty, 41 .86 41 .66 17.5 114 Integrated High Poverty, Majority African 34 .29 37.42 16.2 266 American Compass Low Poverty, 49.97 47.61 17.9 0.24 60 Learning Majority White Medium Poverty, 42.59 42.47 20.3 0.04 169 Integrated High Poverty, Majority African 36.25 38.90 14.7 0.07 307 American 42 56 - 50- 48- 44- J ~-1 sj . . . . .  I Low Pove1ty. I ,lcijo1 rt 1 \\,\\ hrte . . . . . . r:wT:l .. ... I l,ledium Pove1t y, lntegrnted School Set -1~.0 I i High Pove1ty, t,lcijo1 rty t-.11 ican .~meric:in Treatment - Comprnison   -  Compass Figure 4. Mean Adjusted ITBS Mathematics NCE Scores by Treatment and School Set: 2004- 05 Second Grade Third Grade /TBS Reading NCE. The ANCOVA model explained 48.0% of the variance in 2004-05 ITBS Reading NCE scores. Significant main effects were observed for 2003-04 ORA Composite scores (F1,1310 =600.8, p \u0026lt;.01\n15.1% of variance explained), African American status (F1,1310 = 71 .6, p \u0026lt; .01\n4.2% of variance explained), free lunch status (F 1,1310 = 28.11 , p \u0026lt; .01\n1.1 % of variance explained) and School Set (F2. 1310 = 21 .57\np \u0026lt;.001\n1.3% of variance explained). A significant interaction effect was observed between African American status and School Set (F2.1310 = 6.19, p \u0026lt; .01 ). As shown in Figure 5, the interaction was ordinal over levels of race. Mean adjusted scores for African American students were sign ificantly lower than 43 those for students of other races in low-poverty majority White schools (M' = 52.79 versus M' =63.86\nES= -0.52), in medium-poverty, integrated schools (M' = 49.99 versus M' = 60.39\nES= -0.49), or high-poverty, majority African American schools (M' = 46.93 versus M' = 53.48\nES= -0 .31\nsee Figure 5). The interaction was attributable to a successively widening achievement gap between African American and other students as the percentage of poor and African American students decreased. Most groups performed near or above the national average, except for African American students attending high-poverty majority African American schools, who scored substantially below the national average (see Table 14). 44 Table 14. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Third Grade Race Treatment School Set Mean Adjusted SD N Mean Non-AA Comparison Low Poverty, 72.47 65.84 18.4 34 Majority White Medium Poverty, 63.07 59.21 20.5 76 Integrated High Poverty, Majority African 50.78 50.52 18.8 45 American Compass Low Poverty, 72.84 64.18 17.6 -0.08 91 Learning Majority White Medium Poverty, 61.93 57.62 23.3 -0.08 123 Integrated High Poverty, Majority African 50.45 50.70 18.9 0.01 53 American African- Comparison Low Poverty, 49.52 52.66 17.0 23 - American Majority White Medium Poverty, 46.46 49.28 17.1 110 Integrated High Poverty, Majority African 43.46 46.18 17.5 264 American Compass Low Poverty, 51 .26 48.40 13.3 -0.20 47 Learning Majority White Medium Poverty, 46.86 47.72 17.8 -0.07 188 Integrated High Poverty, Majority African 43.05 45.67 16.3 -0 .02 270 American 45 - 55 \u0026amp;~...7 ~.). .. ... 50 45 Low Pc,verty. l,lctiorij y',',hite ... ., , JU.. P..J .. I ,ledium Poverty, lntegrmed School Set .. .. .. .. High Povert 1, l,k1iority Africm1 ,t!merican Pao:8 -Other .t-.fricrn1 ti.meric:m Figure 5. Mean Adjusted ITBS Reading NCE Scores by Race and School Set: 2004-05 Third Grade /TBS Mathematics NCE. The model explained 42.0% of the variance in 2004-05 ITBS Mathematics NCE scores. Significant main effects were observed for 2004 ORA Composite scores {F11304 =426.4, p \u0026lt;.01\n18.5% of variance explained), African American status (F1,1304 = 111 .3, p \u0026lt; .01\n4.8% of variance explained), free lunch status (F 1,1304 = 17 .3, p \u0026lt; .01\n0.7% of variance explained) and School Set (F2 1304 = 6.12\np \u0026lt;.01\n0.5% of variance explained). Significant interaction effects were observed between African American status and School Set (F2., 304 = 3.36, p \u0026lt; .05) and treatment and School Set (F2,1304 = 3.10, p \u0026lt; .05). Followup analyses of the treatment X School Set interaction showed that Compass students in low-poverty majority White schools had a significantly higher adjusted posttest mean (M' = 55.93\nES = +0.21) 46 than their counterparts attending similar schools (M'=51.59\nsee Figure 6). Treatment differences in other School Sets were nonsignificant. Follow-up analyses of the race X School Set interaction indicated that non-African American students in all school types performed significantly higher than African American students in all school types, but the gap was especially large in low-poverty majority White schools (see Figure 7). As Table 15 shows, non-African American students achieved at or above the national average score regardless of treatment or School Set, whereas African American students achieved substantially below the national average in every condition except Compass students in low-poverty majority White schools. 47 - Table 15. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Third Grade Race Treatment School Set Mean Adjusted Mean SD ES N Non-AA Comparison Low Poverty, Majority White 65.21 59.51 18.04 34 Medium Poverty, Integrated 62.11 58.77 19.18 75 High Poverty, Majority African 55.41 55.09 19.56 44 American Compass Low Poverty, Learning Majority White 72.96 65.43 17.32 0.28 91 Medium Poverty, Integrated 60.71 56.99 20.37 -0.08 123 High Poverty, Majority African 51 .57 51 .78 18.42 -0.16 53 American African- Comparison Low Poverty, American Majority White 40.87 43.67 16.81 23 - Medium Poverty, Integrated 45.18 47.69 18.06 110 High Poverty, Majority African 42.89 45.21 17.70 260 American Compass Low Poverty, Learning Majority White 48.91 46.42 15.75 0.13 47 Medium Poverty, Integrated 44.14 44.91 17.63 -0.13 188 High Poverty, Majority African 40.50 42.78 18.29 -0.12 270 American 48 \\ Tr,-:itrn..,nt -- l ump::iri::\n011 , - -  ('\" 1..lllj)CICS ' \\ ::\n4- \\ 48 - I L1J \\t\u0026lt;/ Puv~1tv 1 M::ii,\n,rity 'v'\\hit,.. '\\ \\ ' ' \\ J5U.OG I ' ... I 1,1..\n,Jium Puvee11y, lnteqr::it.\nd School Set I HiJfl P,Jv.,\n1ty. 1,h:iic,rity A fri,:::111 .ll.meri,,011 Figure 6. Mean Adjusted ITBS Mathematics NCE Scores by Treatment and School Set: 2004-05 Third Grade 49 60- 55- 50- 45- 62.47 57 .88 -~ Ji5.o5 l - - ........ I Low Poverty, Majority White I Medium Poverty, Integrated School Set 53.43 ........ ffe I High Poverty, Majority African American Race -Non-AA __ African American Figure 7. Mean Adjusted ITBS Mathematics NCE Scores by Race and School Set: 2004-05 Third Grade Fifth Grade /TBS Reading NCE. The AN COVA accounted for 62.1 % of the variance in ITBS Reading NCE scores. Significant main effects were observed for 2003-04 Benchmark Literacy scale scores (F, .1507 = 1320.1, p \u0026lt;.001\n46.7% of variance explained), African American status (F, .1507 = 62.2, p \u0026lt; .001\n4.0% of variance explained), free lunch status (F, .1507 = 17.2, p = .01\n1.1 % of variance explained) and School Set (F2.1507 = 3.3\np \u0026lt;.05\n0.4% of variance explained). A significant interaction effect was observed between African American status and School Set (F2.1507 = 4.08, p \u0026lt; .05). Follow-up analyses of the race X School Set interaction indicated that non-African American students in all school types performed significantly higher than African American students in all school types, but the gap was especially large in low-poverty majority White schools (see Figure 8). Students in most 50 treatment X School Set categories performed near or above the national average, with the exception of African American students attending high-poverty majority African American schools-these students scored nearly one-half of a standard deviation below the national average regardless of treatment condition (see Table 16). Table 16. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Fifth Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 76.70 56.72 23.29 33 Majority White Medium Poverty, 66.57 54.90 19.77 94 Integrated High Poverty, Majority African 47.33 48.55 20.00 60 American Compass Low Poverty, 68.89 56.82 18.33 0.00 91 Learning Majority White Medium Poverty, 64.60 53.71 20.29 -0.06 Integrated 124 High Poverty, Majority African 53.07 52.80 17.44 0.20 55 American African- Comparison Low Poverty, 46.38 43.79 19.70 26 American Majority White Medium Poverty, 45.48 46.11 18.49 109 Integrated High Poverty, Majority African 39.56 46.57 17.18 304 American Compass Low Poverty, 51 .27 49.81 19.54 0.29 77 Learning Majority White Medium Poverty, 46.22 45.80 16.19 -0.01 182 Integrated High Poverty, Majority African 40.45 46.48 16.70 0.00 366 American 51 47 ,,'.\nL1~1w P1Jv..-1ty. l:l\n:i jc,1ity V\\-hit.- J,.1.-.Jiurn h ,v.-11y . Hi,il1 P,.,v.-11y, Int.-, II ~ ... ,J l:laj,_,, ity P..tri,-011 ,1,_ m.-1i, :::111 School Set Afli'Oll /'.',.n,..,ri,\n:in Figure 8. Mean Adjusted ITBS Reading NCE Scores by Race and School Set: 2004-05 Fifth Grade /TBS Mathematics NCE. The ANCOVA accounted for 71 .9% of the variance in ITBS Reading NCE scores. Significant main effects were observed for 2003-04 Benchmark Mathematics scale scores (F 1 1504 = 2368.1, p \u0026lt;.001\n61.2% of variance explained), African American status (F1.1504 = 37 .9, p \u0026lt; .001\n2.5% of variance explained), free lunch status (F1,1504 = 4.4, p \u0026lt;.05\n0.3% of variance explained) and School Set (F2 1504 = 5.5\np \u0026lt;.01\n0. 7% of variance explained). African American students had a significantly lower adjusted mean score (M' = 46.30) than other students (M' = 51 .63). A significant interaction effect was observed between treatment status and School Set (F2.1504 = 5.48, p \u0026lt; .01 ). Post hoc comparisons revealed that the comparison group had a significantly higher adjusted mean (M'=51.90) than the Compass group (M'=48.81\nES =-0.15) in medium-poverty, integrated schools, while the Compass students had a significantly higher mean (48.67\nES= +0.10) 52 than comparison students (M' = 46.60) in high-poverty African American schools (see Figure 9). As shown in Table 17, African American students scored below the national average of 50.0 regardless of school type or treatment, while other students scored above the national average regardless of school type or treatment. Table 17. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Fifth Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 73.73 52.58 20.73 33 Majority White Medium Poverty, 66.69 55.45 21.38 94 Integrated High Poverty, Majority African 51 .03 48.47 20.32 60 American Compass Low Poverty, 69.75 51 .64 17.63 -0.04 91 Learning Majority White Medium Poverty, 63.48 51 .04 21.28 -0.21 124 Integrated High Poverty, Majority African 53.96 50.60 21.41 0.10 55 American African- Comparison Low Poverty, 47.35 44.87 21 .56 26 American Majority White Medium Poverty, 44.30 48.36 19.66 109 Integrated High Poverty, Majority African 38.24 44.74 17.81 301 American Compass Low Poverty, 47.22 46.54 19.46 0.08 77 Learning Majority White Medium Poverty, 43.92 46.58 16.60 -0 .08 182 Integrated High Poverty, Majority African 39.85 46.74 18.20 0.09 366 American 53 48 Lc, ,.iv p,_, ,,,..1ty, I 1l8i.\u0026gt;I tty 'v\"il1tt.- ----~148.811 ~ - - - - ,6---' 1,1.-,Jilllll Puv .. 1t y, lrrt.-,Jr:rt.-.J School Set Hi, 1h P,Jv.-rty. li18i.rtty 6 f1i, 811 .\u0026lt;l 111.-1 i1:~,n - ( ,_,1n1 ,::u i::::,.,n -   t vmpoc3 Figure 9. Mean Adjusted ITBS Mathematics NCE Scores by Treatment and School Set: 2004-05 Fifth Grade Sixth Grade /TBS Reading NCE. The model accounted for 63.5% of the variance in !TBS Reading NCE scores. Only two significant main effects were observed: 2003-04 !TBS Reading scores (F,.556 = 834.7, p \u0026lt;.001) and race (F,.556 = 4.58, p \u0026lt;.05). African American students had a statistically significantly lower adjusted mean score {M'= 38. 77) than other students (M'= 41.91 ), although the magnitude of the difference was small. All groups except non-African American comparison students scored substantially below the national average (see Table 18). 54 - Table 18. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race and Treatment: Sixth Grade Race Treatment Mean Adjusted Mean SD ES N Non-AA Comparison 54.06 42.32 24.04 33 Compass 40 .56 41 .50 19.78 -0.04 39 Learning African- Comparison 37.29 38.28 17.53 209 American Compass 38.76 39.27 18.15 0.05 281 Learning /TBS Mathematics NCE. The model accounted for 64.6% of the variance in ITBS Reading NCE scores. The only significant main effect was for 2003-04 ITBS Reading scores (F1,576 = 920.0, p \u0026lt;.001\n61.5% of variance accounted for). As shown in Table 19, African American students in both the comparison and the Compass groups scored nearly a standard deviation below the national average (national M = 50, SD= 21 .06). Table 19. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race and Treatment: Sixth Grade Race Treatment Mean Adjusted Mean SD ES Non-AA Comparison 51 .03 39.24 25.05 Compass 42.80 38.60 21 .21 -0.03 Learning N 35 40 African- Comparison 33.63 34.66 19.35 223 American Compass 36.33 37.57 16.56 0.14 284 Learning 55 Seventh Grade /TBS Reading NCE. The model explained 51.6% of the variance in ITBS Reading NCE scores. Significant main effects were observed for 2003-04 Benchmark Literacy scale scores (F, .528 = 458.1, p \u0026lt;.001\n46.5% of variance), race (F1.528 = 8.15, p \u0026lt;.01\n1.5% of variance), treatment (F1.528 = 7.01 , p \u0026lt;.01\n1.3% of variance), and free lunch status (F1.528 = 5.73, p \u0026lt;.05\n1.1 % of variance). Follow-up tests showed that African American students had significantly lower adjusted mean scores (M' = 38.65) than other students (M' = 43.51), and that Compass learning students had significantly lower adjusted mean scores (M' = 38.85\nES= -0.21) than comparison students (M' = 43.31 ). As shown in Table 20, African American students performed substantially below the national average (about onehalf standard deviation), while other students performed at or near the national average. Table 20. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race and Treatment: Seventh Grade Race Treatment Mean Adjusted Mean SD ES N Non-AA Comparison 50.85 46.63 19.31 26 Compass 46.70 40.40 18.79 -0.30 33 Learning African- Comparison 38.56 40.00 15.85 230 American Compass 37.36 37 .30 17.79 -0.13 245 Learning /TBS Mathematics NCE. The model explained 60. 7% of the variance in ITBS Mathematics scores. Only two significant main effects were observed: 2004 Benchmark Mathematics scale scores (F1,525 = 686.2, p \u0026lt;.001\n56.7% of variance) and race (F,.525 = 5.15, p \u0026lt;.05). African American students had a statistically significantly lower adjusted mean score (M'= 38.52) than other students (M' = 42.19), although the magnitude of the difference was small. As with Reading, African American students performed substantially below the national average (about one-half standard deviation), while other students performed at or near the national average (see Table 21 ). 56 - Table 21 . Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race and Treatment: Seventh Grade Race Treatment Mean Adjusted Mean SD ES N Non-AA Comparison 53.12 44.22 17.21 25 Compass 49.45 40.15 16.62 -0.19 33 Learning African- Comparison 37.25 38.16 16.88 American 229 Compass 37 .57 38.88 17.94 0.03 244 Learning Descriptive Profile of ITBS Mean NCE scores Reading. Figure 10 shows mean ITBS Reading NCE scores for African American and other students across grades 1 to 9. As seen in the figure, African American students in first grade score near the national average, but their performance declines across successive grade levels until grade 8, where the mean NCE was nearly one-half of a standard deviation below the national average. For other students, mean NCE scores were between 60 and 65 at all grades levels, or approximately onehalf standard deviation above the national average. Thus, the achievement gap is substantially wider at higher grade levels. 57 - t35- -- 45 - .... 40- 35- I I I I 1 ,-., 3 4 -... I I 5 13 GRADE - - - 1 I ,' 8 I ~ Ra,:~ - J-Jon- /Jo.A __ .t .fricon ,t .mericon Figure 10. Mean 2004-05 ITBS Reading Score by Grade Level and Race. Note: The norm group average score is 50.0 Mathematics. As seen in Figure 11, the patterns of mean ITBS Mathematics scores for African American and other students are strikingly similar, with a distinct peak occurring in fourth grade for both groups. The achievement gap is relatively constant across grade levels, with some widening of the gap at upper grade levels. As with Reading, African American students generally performed about one-half standard deviation below the national average, while other students generally performed about one-half standard deviation above the national average. 58 - 70 GO 50 ,.. / I' 40 / --I 2 3 4 ' ' ' ,,,. .,, 5 ,3 GRADE ..... ..... .. 8 -- 9 R:.ice -Non-/\u0026gt; .. A. .t,.fricrn1 .A.merican Figure 11. Mean 2004-05 ITBS Mathematics Score Grade Level and Race. Note: The norm group average score is 50.0. 59 - CONCLUSIONS The conclusions of this present study are presented in relation to each of the major research questions in the following sections. Primary Evaluation Question What are the effects of participation in CL on the achievement of African American and other students? What are the effects of the Compass Learning program on student achievement in Reading and Mathematics? Is the program effective in meeting the academic needs of African American students? The only simple main effects of Compass Learning on students were statistically significant negative effects on first grade ITBS Reading (ES= -0.16) Where program effects were observed, they varied by school context: On first-grade ORA, Compass students had significantly higher adjusted mean scores than comparison students only in low-poverty majority White schools (ES = +0.26). On second-grade ITBS Reading, comparison students had higher mean scores than Compass students in medium-poverty integrated schools (ES = -0.26), while Compass students had higher mean scores in high-poverty majority African American schools (ES = +0.15). On second-grade ITBS Mathematics, Compass students had significantly higher adjusted mean scores than comparison students only in low-poverty majority White schools (ES = +0.38). On third-grade ITBS Mathematics, Compass students had significantly higher adjusted mean scores than comparison students only in low-poverty majority White schools (ES = +0.26). On fifth-grade ITBS Mathematics, comparison students had higher mean scores than Compass students in medium-poverty integrated schools (ES = -0.15), while Compass students had higher mean scores in high-poverty majority African American schools (ES = +0.10). Across all grades, subjects, and achievement measures, a total of 14 separate analyses (8 Reading\n6 Math) examining treatment x School Set effects were conducted. Of these, 4 (50%) in Reading and 3 (50%) in Math showed no significant treatment main effects or interactions. Where significant effects did occur in Reading, two were main effects, respectively, showing comparison group advantages over Compass in Grade 1-ITBS (ES= -.25) and Grade 7-ITBS (ES= -0.21). The 60 other two effects were interactions, one showing a Compass advantage within the low-poverty School Set (ES = +0.41) in Grade 1-DRA, and the other showing a comparison group advantage within the medium-poverty School Set (ES = -0 .26) in Grade 2-ITBS. Thus, taken as a whole, the evidence provided by this study suggests that usage of Compass Learning was not associated with noticeable achievement gains in Reading for the overall sample of students or for African American students in particular. Significant effects in Math were associated with three interactions, showing Compass advantages in low-poverty schools in Grade 2-ITBS (ES = +0.26) and Grade 3-ITBS (ES = +0.26), and in high-poverty schools in Grade 5-ITBS (ES= +0.10). Comparison schools showed an advantage in medium-poverty schools in Grade 5-ITBS (ES = -0.15). Overall, Compass learning effects were inconsistent but positive in direction in Mathematics. Benefits were more frequent in lowpoverty than high-poverty schools. A summary of aggregate effect sizes across grades, subjects, and tests is provided in Figures 11 and 12. Specifically, the box plots in Figure 11 show the interquartile ranges (middle 50% distribution) of the computed effect sizes for each School Setting. As can be seen, the ranges extend above ES = +0.20 only for the low-poverty setting. The median effect size, represented by the dark horizontal lines in Figure 11 and the bar graphs in Figure 12, indicate a weak positive effect of Compass in the low-poverty setting but essentially zero effects in the medium- and high-poverty settings. 61 0.60 - 0.40 - 0.20 - en w 0.00 - -0.20 - -0.40 - -- I Low Poverty, MaJority White T _L I Medium Poverty, Integrated School Setting T I I J_ I High Poverty, Majority African American Figure 12. Box Plot of Compass Learning Effect Size Estimates Across All Outcomes and Grade Levels by Setting: African American Students 62 0.15 0.11 0.10 -+--- 0. 05 +-----1 0.00 --1-------'-l ' ___ __,_ ____ ~---------~,---~, ----i -0.0.1 -0.05 -+---------------u_,,unt-4------------ -0.10 +----------------------- -0.15 Low Poverty, Majority White Medium Poverty, Integrated High Poverty, Majority AA Figure 13. Median Compass Learning Effect Size Estimates Across All Outcomes and Grade Levels by Setting: African American Students  How does the achievement of African American students compare to that of other students in the same or similar schools? In both Reading and Mathematics across grades 1-9, ~frican American students generally performed about one-half standard deviation below the national average, while other students generally performed about one-half standard deviation above the national average. The pattern of Mathematics achievement across grade levels is virtually identical between African American and other students (see Figure 11) African American achievement in Reading declines precipitously as grade levels increase, while the Reading achievement of other students remains relatively steady across grades (see Figure 10). 63 Supplemental (Step 2) Evaluation Questions What is the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program in 2004-05? The observation data indicated that CL was implemented in well-equipped computer labs that provided one computer for each student. The CL labs were almost always supervised by both a lab attendant and a classroom teacher that were responsive to student questions and actively monitored classroom activities. The data also revealed that all students in each class, both African American and non-African American, equally participated and were highly engaged and attentive to the CL activities. The interview results indicated that most teachers routinely customized their classroom instruction based on CL performance. However, nearly one-half (45.2%) of the teachers responded that they never used CL reports on individual student performance, but rather frequently used class reports by ethnicity (59.8%) and by gender (64.6%). Overall, these results indicate that the quality and nature of CL implementation was generally effective with regard to how students use CL. However, the data also revealed that teachers more frequently based instructional decisions on class-level performance rather than Cl's recommended strategy of using student-level performance to achieve individualized instruction. With regard to the level of implementation, most students' scheduled time for CL activities fell below program recommendations of 60-minutes per content area per week. Thus, the quality, nature, and level of implementation was generally effective with regard to computer lab environments and student engagement during CL use, but was inconsistent with regard to the degree to which student CL activities were individualized and the amount of scheduled CL time. What is the level of participation in CL by African American students relative to other ethnic groups at the implementing schools? The Compasslearning program was implemented in 19 LRSD Title 1 schools comprised of student populations that were 67.9% African American during 2004-2005. Triangulation of data from multiple sources indicated that African American and non-African American students fully and equally participated in CL program activities at their schools. Specifically, the direct classroom observation data revealed that of 327 students in CL computer labs a// of the 277 African American and 50 nonAfrican American students were highly engaged in the use of CL in well-supported environments. 64 When lab attendants and technology specialists were asked which students used CL, the responses indicated a// students within the specified grade ranges regularly participated in CL classroom and lab activities. The district personnel involved with CL reported that CL is implemented in schools with the highest level of student need, or Title 1 Schools. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? There was common agreement across the teachers, lab attendants, and technology specialists that the CL program was generally implemented well and that the teachers and administrators supported the use of CL in their schools. Teacher responses reflected their support for CL through their agreement that CL not only increased student learning but also increased the level of student attention, interest, and engagement and was valuable for improving the academic achievement of African American students. Additionally, nearly three-fourths of the teachers agreed that they routinely aligned CL with their lessons and reviewed CL content in class. There was general consensus among the respondents that the strongest aspect of CL was program flexibility to meet individual student needs. However, teachers also identified reinforcement of skills and the curriculum as the strongest aspect of CL, whereas, the lab attendants and technology specialists noted alignment of CL with LSRD curriculum standards and student enjoyment or engagement as additional areas of strength. When asked about the weakness of the CL program, respondents from the three groups were concerned about software issues due to difficulty students had in using some aspects of the CL program. The teachers and lab attendants thought students needed more computer time to benefit from the program. The technology specialists remarked that the CL program lacked sufficient curriculum mapping. There was unanimous agreement that the CL program should be continued due to its positive effect on student learning. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? The Parent Survey results reflect the target population for this evaluation in that over 84% of the surveys represented African American children who use CL at school. Most parents responded that they were aware of CL and believed that the program was an important part of their child or children's education. However, there was less agreement that CL increased student interest in school or improved achievement in math and reading. Reasoning behind these responses was revealed in 65 remarks to open-ended questions, which suggested that parents' understanding of CL was somewhat misguided. Most parents seemed to believe that their children attended the computer lab to learn about computers, rather than to improve math and reading skills. For example, the most common reply regarding the \"best\" part of CL was improving computer skills and the \"worst\" aspect was possible access to inappropriate Internet-based materials - both of which were unrelated to use of CL. Responses from less than 20% of the parents reflected a greater understanding of the overall purpose of CL in that their reported \"best\" aspect of the program was improvement of reading and math skills and the worst aspect was replacement of traditional learning with computer-based learning. When parents were asked about what changes they would like to see in CUcomputer lab program, half wanted more computer time for their children. However, the data suggested that this extra time was requested to improve students' computer skills. The parents that suggested more variety in CL lessons seemed to have a better grasp of Cl's purpose. Overall, parents were supportive of their child or children using computers, but many were unaware of the overall instructional purpose the CL program. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? Of the four LRSD principals who no longer used CL at their schools, three indicated that CL was generally effective and that teachers liked it, however, the program was discontinued due to technical problems. One of the principals, however, was less positive about CL as a result of teacher complaints about the program. Specifically, teachers indicated it took too much time to align CL activities with their classroom lesson plans, there were too many technical problems, and they did not like monitoring the CL computer lab. Three of the four principals adopted different integrated learning systems (ILSs}, while one chose to implement a non-lLS computer integration model. The principals that adopted the new programs indicated that fewer technical problems had occurred and teacher acceptance was greater. These results suggest that although CL use had been discontinued at the four schools, the principals had a generally positive regard for the use of technology to improve student learning in schools with a predominately African American population. 66 Appendix A Compasslearning Schools by Percentage of African American Students 67 Little Rock School District Compasslearning Schools by Percentage of African American Students School Name CL Schools in 2004-2005: Elementary Schools Bale Booker Brady Carver Chicot Fair Park Forest Park Franklin Fulbright Geyer Springs Gibbs Mabelvale McDermott Otter Creek Rightsell Rockefeller Stephens Wakefield Williams Past CL Participating Schools: Elementary School Mitchell Middle Schools Cloverdale Henderson High School Accelerated Learning Center (ALC) Percentage of African American Students 82% 53% 78% 52% 73% 75% 20% 96% 26% 88% 53% 80% 62% 60% 100% 67% 95% 78% 52% 96% 82% 82% 92% 68 Appendix B 2004-2005 Time Scheduled for Compasslearning by School and Grade 69 Little Rock School District 2004-2005 Time* Scheduled for Compasslearning by School and Grade Grade Level School K 2nd 3rd McDermott 60 60 60 60 Williams 60 60 60 60 Carver 60 60 60 60 Fair Park 60 60 60 60 Forest Park n/a 30 60 60 Chicot n/a n/a 45 45 Rightsell 45 45 45 45 Stephens 30 30 30 30 Booker 30 30 30 30 Brady 30 30 30 30 Bale n/a n/a n/a 30 Franklin 30 30 30 30 Fulbright 30 30 30 30 Geyer Springs n/a 30 30 30 Gibbs 30 30 30 30 Mabelvale 30 30 30 30 Otter Creek 30 30 30 30 Rockefeller n/a n/a n/a n/a Wakefield 30 30 30 30 Overall averages 39.6 38.4 40.6 40.0  Time in minutes .. \"nla\" indicates grade does not use CompassLeaming 4th 5th 60 60 60 60 60 60 60 60 60 60 45 45 45 45 60 60 60 60 45 45 30 n/a 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 43.4 44.1 School average 60 60 60 60 54 45 45 40 40 35 30 30 30 30 30 30 30 30 30 40.5 70 Appendix C Evaluation Instruments 71 Survey of Computer Use for Compasslearning School ____________ Observer Name __________ Observation Date Grade(s) Observed ______ Setting: __ Classroom __ Lab Time In __ Time Out Number of Students Using CompassLeaming: __ African American __ Non-African American Number of Teachers present: _ Classroom Teacher(s) _ lab attendant(s) _ technology specialist(s) Number of Classes observed during the two hours: ___ _ Computer Configuration and Use How many computers were available for Compasslearning? One 2-4 5-10 11 or more How frequently did malfunctions occur on computers used for Compasslearning? Never _Rarely _ Occasionally _ Frequently _ Extensively Compasslearning Activities In which subject areas did students complete CompassLearning work ( check all that were observed)? _ Language Arts Social Studies Mathematics _Writing _ Reading Cross-Curricular Science TALLY the types of questions students asked while using CompassLearning. _ Content area (e.g. how to solve a problem\nthe meaning of a word) _ Software use (e.g., how to log in\nhow to move to next section, how to take a test) _ Computer use (e.g., how to get the mouse or keyboard to work properly) _ Non-CompassLeaming questions. (e.g., Do I have to sit next to John? Can I go to the restroom?) What was the overall level of African American student attention, interest, and engagement while using CompassLearning? Low Moderate _High What was the level of academically focused class time? Low Moderate _High Observer Notes Most of the computers used for Compasslearning were _ Up-to-date _ Aging but adequate _ Outdated/limited capacity During the observation, computers were used for CompassLeaming by _ Only a few students (less than 10%) _ Some students (about 10-50%) _ Most (students about 51-90%) _ Nearly all or all students (91-100%) What types of instructions were given to students at the start of the lesson (check all that were observed)? _ Content area review (e.g. reading, math) _ Software use (e.g., how to log in, find correct lesson) _ Computer use (e.g., locate software, use mouse) Classroom behavior rules _ No instructions were given What was the predominate role of the teacher(s) during student use of CompassLeaming? _ Continuously moved among students to actively monitor student work and answer questions _ Occasionally moved among students to monitor student work and answer questions _ Rarely moved among students to monitor student work and answer questions _ Remained at one location (e.g., at desk) rather than moving among the students. What was the overall level of NON-African American student attention, interest, and engagement while using CompassLeaming? Low Moderate _High 72 Teacher Compasslearning Questionnaire (TCLQ) School ______ _ Your Gender__ Your Ethnicity _________ _ Do you know about the Compasslearning (computer lab) program at your school? Yes No If Yes, please answer the remaining questions. If No, please stop hear and return the survey when they are collected. TCLQ Items 2, ~ ~ Ii i 2, ~ I! l ij I~ z 1. Most of our school computers that are used for Compasslearning are kept in good working condition. 2. I can readily obtain answers to questions about Compasslearning. 3. The use of Compasslearning has increased the level of student attention, interest, and engagement in learning. 4. Parents and community members support our school's use of Compasslearning. 5. The use of Compasslearning has increased student learning and achievement. 6. I am able to align Compasslearning with my lessons and the district's standards-based curriculum. 7. Overall, this program seems valuable for improving the achievement of African American students. 8. I have received enough training to address student learning needs through the use Compasslearning resources. 9. My computer skills are adequate to access Compasslearning resources. 10. The administration fully supports teacher use of  Compasslearning resources. 11. I routinely customize Compasslearning activities to meet the individual needs of students. 12. Our school has a well-developed plan that guides the Compasslearning program. 13. I routinely provide academic review of content covered during student use of Compasslearning. 14. Teachers in this school are generally supportive of the Compasslearning program. 15. I routinely modify my instructional practices on the basis of student performance in Compasslearning. 16. The use of Compasslearning has improved the quality of student work. 73 Directions: Please use the space provided to write a brief response to the following questions. 1) How many years of experience do you have with Compasslearning? _____ Years 2) Circle the grade level(s) you currently teach that use Compasslearning K 1 2 3 4 5 6 7 8 3) How are the subject areas and performance levels of Compasslearning activities selected for each of your students? 4) How frequently do you use the following Compasslearning Reports?  Whole class - Never - Seldom _Frequently  Individual Student - Never - Seldom _Frequently  Class by Ethnicity - Never - Seldom _Frequently  Class by Gender - Never - Seldom _Frequently  Other - Never - Seldom _Frequently 5.a) If you use Compasslearning reports, what is your primary reason? 5.b) If you do NOT use Compasslearning reports, what is your primary reason? ______ _ 6) What are the strongest aspects of the Compasslearning Program? _________ _ 7) What are the weakest aspects of the Compasslearning Program? __________ _ 8) Do you think your school should continue using Compasslearning? _Yes No Why?--------------------------------- Page 2 TCLQ 74 Little Rock School District (LSRD) Compasslearning Parent Survey Dear Parent/Guardian We would like to know what you think about your child or children using the CompassLearning program (the program your child or children work on in the computer Jab). Please take a few minutes to complete the following survey. Only complete 1 (one) survey if you have more than one child in the school district Directions  Circle your response or fill- in the requested information in the space provided.  Do not put your name on the survey.  Share with us your honest opinions to help improve this program. Information about your Child/Children Circle the grade levels of your child/children K 1 2 3 4 5 6 7 8 9 10 11 12 Circle the ethnicity of your child/children Caucasian African American Hispanic Asian Multi-Ethnic Computer Lab Program (Compasslearning) Do you know about the computer lab program at your child 's/children 's school? Yes No If Yes, please answer the remaining questions. If No, please have your child return the survey to his/her teacher. How did you learn about the computer lab activities? School Teacher My kids Other parents/friends Do you think your child/children get excited about using the computer lab? Yes Somewhat No Not sure Do you think computer lab time is an important part of your child 's/children 's education? Yes Somewhat No Not sure Do you think use of the Computer Lab has improved your child 's/children 's interest in school? .. ... .. ...... ..... ....... ..... .... ... Yes Somewhat achievement in reading and math? ... ...... Yes 1 Somewhat No No Not Sure Not Sure Your Comments Please respond in the space provided and use back of sheet if more space is needed. What is the Best thing about your child/children using the Computer Lab program? What is the Worst thing about your child/children using the Computer Lab program? What Changes would you like to see in the Computer Lab program? 75 Little Rock School District (LSRD) Compasslearning Student Focus Group Protocol Nature of the Activities 1. How long have you been using Compasslearning? a. What kinds of activities do you do when using Compasslearning? b. Have you been using it in your classroom or in a lab? 2. What do you think about the amount of time that you spend using Compasslearning? a. Is it enough - or too much? b. Why? 3. What kinds of computer problems have you experienced when using it? 4. What types of changes would you like to see in the Compasslearning program? Usefulness of CompassLearning 5. Do you think Compasslearning helps you to do better in sc\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_1072","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2005-11"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Curricula","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1072"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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.\nAgenda RECEIVED DEC 14 2005 OFFICE OF DESEGREGATION MONITORING Little Rock School District Board of Directors' Meeting HAPPY HOLIDAYS DeceYUber 200s ,.. (\") \u0026gt;,, t~ ... c 0:11: oz ~~ !E~ -c::\n,oz o.....n... r- l5 (\")Z ,j.!..:. en n!Jl\n._\n,o\n,om (\") '= ~ ~ -en .c ..\n,o, ~o 0:11: ~(\") c::=I \u0026gt;1\n1 ezn I. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Regular Meeting December 15, 2005 5:30 p.m. PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call II. PROCEDURAL MATTERS A. Welcome to Guests 111. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Remarks from Citizens (persons who have signed up to speak) C. Little Rock Classroom Teachers Association D. Joshua lntervenors IV. REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Student Assignment Report C. Budget Update D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update G. Update: Reorganization H. Update: School Improvement/ Academic Support V. APPROVAL OF ROUTINE MA TIERS: A. Minutes Regular Board Meeting - 11-17-05 n!JI\n_.\n,:,\n,:,m (')~ -\u0026lt;\n,:, \u0026gt;:,,\n- u, .c :,-\n,n:, 15 i ~(') c=I \u0026gt;~ z u, Board of Directors Meeting December 15, 2005 Page2 VI. BOARD POLICY AND REGULATIONS REVIEW A. First Reading: Policy IKF - General Education Graduation Requirements with Regulations Review of Regulations: ID-R, Student Schedules\nIHBDA-R2, Academic Improvement Plan\nIHCC-R, Pre-AP and AP Courses, Grades 6-12\nand IKC-R, Class Rankings/Grade-Point Averages VII. EDUCATIONAL SERVICES A. Proposed Changes in Middle and High School Curriculum Programs, 2006-2007 B. Elementary Textbook Adoption Timeline Extension VIII. ADMINISTRATION IX. A. Guiding Principles and Goals B. Otter Creek Attendance Zone Adjustment HUMAN RESOURCES A. Personnel Changes X. FINANCE \u0026amp; SUPPORT SERVICES A. Donations of Property B. Financial Report XI. CLOSING REMARKS: Superintendent's Report: 1 . Dates to Remember 2. Special Functions XII. EMPLOYEE HEARINGS XIII. ADJOURNMENT n!I'\n_,., ,.,m n~ ~ -C/1 0.., ~ o\"' 01: ~n C: ::::i \u0026gt;~ z C/1 I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS/ WELCOME TO GUESTS Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. REMARKS FROM CITIZENS C. LRCTA / 0. JOSHUA IV. REPORTS \u0026amp; COMMUNICA'TIONS A. BOARD MEMBERS LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: December 15, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: December 2005 Construction Report - Bond Projects BACKGROUND: The design for replacing two (2) classroom buildings at Forest Heights has begun. The goal is to start construction soon after school is out this summer. This will require that contractors bid the project this spring. The architect is The Borne' Firm. Planning has begun on the Child Nutrition office building. The building will be located south of the Child Nutrition warehouse at Quigley Stadium. It is too early to know when construction will start, but it may be as early as spring of 2006. The architect is Morris \u0026amp; Associates. RATIONALE: Monthly reports are submitted to the Board to keep members up-to-date on construction projects in the District. FUNDING: Bond Funds RECOMMENDATION: Report item\nno action necessary. PREPARED BY: Bill Goodman, District Engineer\nc C: ~ m Facility Name Central Media - -- Gibbs CONSTRUCTION REPORT TO THE BOARD DECEMBER 15, 2005 BOND PROJECTS UNDER CONSTRUCTION I Project Description I Cost Roof $85,000 - Addi!~ - -- $705,670 I Est. completion Date D-ec--05 Dec-05 BOND PROJECTS CONSTRUCTION - FALL/ WINTER 2005-06 Facility Name I Project Description I Cost I t:.st. completion Date Booker -- HVAC (QZAB) $239,560 Unknown Brady -- MetalR~ $250,000- Unknown --- - - Central HVAC (QZAB) $919,760 ~ Unknown - --- --- - Dunbar HVAC (QZAB) - ----- -- - ! $278,800 -Un-kno-wn Fair Park -- HVAC (QZAB) $79,480 Unknown J. A. Fair - Sewer Line $82,900- ~ Unknown Mann HVAC_(QZAB) $382,400 - Unknown -- - -- Terry Bus Drive $100,000 Unknown BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED I I I t:s1. \\.,OmpIeuon Facility Name Project Description Cost Date Adm- inistration Annex Electrical Upgrade --- $9,166 U-nk-no-wn Alternative Learning Center ADA Adaptations $43,134 Unknown -- --- Alternative Learning Center -Restroom Renovation -- - - $37,742 - U-nkn-own Alternative Learning Center Electrical Upgrade $2,696 Unknown - -- Booker Electrical Upgrade I Unknown Unknown Chicot -- Electrical Upgrade - Unknown - Unknown Child Nutrition Renovation $399.~ Unknown Dodd - - Restroom Renovation - ---- --- $26,959 Unknown ~ Forest Heights Remod-el - $4,420,128 Aug-07 Fulbright ADA Adaptations $21 ,567 --Unknown Ful~ight -- ~ enovate Restrooms -- - -- -- $10.~- - -- Unknown A ddition/Traffic Planning --- Fulbright $2,500 Unknown Geyer Springs -- Replace Restroom Stalls - - -- $4,313 -- Unknown ADA Adaptations --- ,. $21 ,567 Unknown Henderson - Renovation -- --- $450,000 Summer 2006 ADA Adaptations --- ,-- IRC $21 ,567 Unknown Restroom Renovation ___ - $21,567 - -- Unknown Restroom Renovation --- -- - $32,~ -- McDermott Unknown Pulaski Hgts. MS - Energy monitoring system installation --- Unknown - Unknown Rightsell Renovation $2,494,000 Unknown Terry Addition Planning $2,500 Unknown BOND PROJECTS NOT YET STARTED I I I t:st. L\nompIet1on Facility Name Project Description Cost Date Administration Annex - ADA Adaptations $32,351 Unknown Adult Education ADA Adaptations $248,020 U-nkn-own Structural Repairs - ,. -- $53,918 Unknown Alternative Learning Center Roof Repairs $26,959 Unknown Booker - ADA Adaptations ,. $107,835 Spring 2006 Cashion Building ADA Adaptations $21 ,567 Unknown Facility Services ADA Adaptations $32,351 Unknown Install Water Meters at Cooling Towers $4,313 Unknown Emergency Lighting Replacement - $80,876 Unknown Land Purchase - Booker $100,000 Unknown -- -- ,. Garland Renovation ,. $900,000 Partially Complete ADA Adaptations $188,711 Unknown - - Facility Name Henderson Quigley Rockefeller Transportation - Laidlaw West Little Rock School Facility Name Administration Administration Administration Administration Administration Annex Alternative Learning Ctr. Alternative Learning Ctr. Badgett Badgett Bale Bale Bale Bale Baseline Booker Booker Booker Booker Booker Booker Brady Brady Brady Carver Central Carver Carver Central Central Central Parking Central/Quigley Central/Quigley Central/Quigley Central Central Central Central Central Chicot Chicot Cloverdale Elementary Cloverdale Elem. CONSTRUCTION REPORT TO THE BOARD DECEMBER 15, 2005 BOND PROJECTS NOT YET STARTED I Project Description Cost I .ADA Adaptations I $70,093 I I Restroom U pg rad es $53,918 I ! Dressing Room Renovation $37,742 JADA Adaptations $26,959 Interior Renovation ' $16,175 !ADA Adaptations ' $32,351 i I New School $11 ,782,638 I BOND PROJECTS THAT HAVE BEEN COMPLETED I Project Description Cost I I Asbestos abatement $380,495 I I Fresh air system $55,ooo I Fire alarm I $32,350 I IHVAC $70,000 I : Energy monitoring system installation I Energy monitoring system installation $15,160 1 Energy efficient lighting $82,000 1 I Partial asbestos abatement $237,237 I Fire alarm $18,250 I Classroom addition/renovation $2,244,524 I I Energy monitoring system I I Partial roof replacement I $269,587 I IHVAC I $664,587 I I Renovation $953,520 I Gym Roof I $48,525 ADA Rest rooms I $25,000 I Energy efficient lighting $170,295 , I Energy monitoring system installation $23,710 !Asbestos abatement $10,900 !Fire alarm $34,501 ' I Addition/renovation $973,621 I I Energy efficient lighting $80,593 'Asbestos abatement $345,072 I , Energy monitoring system installation $14,480 Renovation - Interior $10,200,266 Media Center Expansion $167.490 I Parking lot $111 ,742 i HVAC Renovation - Band Area I $225,000 , Reflecting Pond $57,561 Student parking $174,000 ' Stadium light repair \u0026amp; electrical repair I $265,000 ,Athletic Field Improvement I $38,000 Irrigation System I $14 ,500 Purchase land for school I Unknown Roof \u0026amp; exterior renovations I $2,000,000 1 Ceiling and wall repair I $24,000 Fire Alarm System Design/Installation $80,876 Front landing tile repair $22,470 Drainage $64,700  Sound Attenuation I $43,134 Demolition $520,750 Energy efficient lighting $132,678 Est. Completion Date Unknown Unknown Unknown Unknown Unknown Unknown Unknown Est. Completion Date Mar-03 Aug-03 Aug-03 Nov-04 May-02 Oct-01 Dec-01 Jul-01 Aug-02 Dec-02 Mar-02 Dec-01 Aug-01 Aug-04 Oct-04 Aug-04 Apr-01 Oct-01 Feb-02 Mar-02 Nov-04 Sep-02 Aug-02 May-01 Sep-05 Oct-05 Aug-03 Dec-04 Sep-04 Aug-03 Aug-03 Aug-03 Aug-03 Dec-02 Dec-02 Oct-01 Aug-01 Aug-01 Aug-04 Jul-04 Nov-05 Jul-01 2\nc C: ~ m !\" ~ m\n,o\n,o mz c3 ~ ~~ C ::i 0 Gl p .C,, 0 ? IT ff C\nt C,,: z ~ ~ z Facili Name Cloverdale MS Cloverdale M~S-- Dodd Dodd Dodd Dodd Dunbar Facilities Service Facility Services Fair Park Fair Park Fair Park Fair Park CONSTRUCTION REPORT TO THE BOARD DECEMBER 15, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Est. Completion Proect Descri tion Cost Date Energy efficient lighting $189,743 Jul-01 Major renovation \u0026amp; addition $1,393,82_2_ Nov-02 Fire Alarm Upgrade - $9,200 Oct-04 Energy efficient lighting - $90,665 Aug-01 Asbestos abatement-ceiling ~ $156,299 Jul-01 Replace roof top HVAC $215,570 Aug-02 Renovation/additi~ $6,149,023 Nov-04 7 nterior renovation $84,672 Mar-01 Fire alarm - $12,000 - Aug-03 Remodel t- $799,000 ~g-05 -r\nP arkin-g L-ot- --- $185,000-,- Aug-05 - Roof-- $245,784 May-05 HVAC renovation/fire alarm $315,956 Apr-02 Fair Park - ---Energy efficient lighting ~ $90,162 Aug-01 Fair Park Asbestos abatement-ceiling $59,310 Aug-01 J. A. Fair 6 classroom addition \u0026amp; cafeteria/music room addition $3,155,640 Aug-04 J. A. Fair Energy efficient lighting $277,594 Apr-01 J. A. Fair Press box $10,784 Nov-00 J. A. Fair Security cameras $12,500 Jun-01 J. A. Fair - Athletic Field Improvement $38,000 Jul-03 J. A. Fair J_rrigation System - $14,000 Jul-03 J. A. Fair Roof repairs r $391,871 Aug-03 Forest Park Restrooms $152,881 Aug-05 Forest Park Replace window units w7central HVAC $485,258 Nov-03 Forest Park Diagonal parking -- $111,742 Aug-03 Forest Park Energy efficient lighting $119,788 May-01 Fulbright Energy efficient lighting $134,463 Jun-01 Fulbright Energy monitoring system installation ---r-,1,950 Aug-01 Ful~ight Replace rooftop HVAC uni~ $107,835 Aug-02 Fulbright Parking lot _L $140,000 Sep-02 Fulbright Roof repairs ~ $200,000 Oct-02 Franklin Renovation -- - $2,511,736 Mar-03 Geyer Springs Roof Repair $161,752 Jun-04 Gibbs Energy efficient lighting ---4--- $76,447 Apr-01 Gibbs Energy monitoring system installation 1 $11\n70 Jul-01 Hall Major renovation \u0026amp; addition $8,637,709 Sep-03 Hall Asbestos abatement $168,222 Aug-01 Hall Energy efficient lighting $42,931 Jul-01 Hall Infrastructure improvements $93,657 Aug-01 Hall Energy efficient lighting $296,707 Apr-01 Hall Intercom Feb-01 Hall Security cameras $10,600 Jun-01 Henderson Skylight Replacement $319,000 Nov-05 Henderson Lockers $43,854 Dec-04 Henderson Energy efficient lighting $193,679 Jul-01 Henderson Roof replacement gym $107,835 May-01 Henderson Asbestos abatement Phase I $500,000 Aug-01 Henderson Asbestos abatement Phase 2 $250,000 Aug-02 IRC Energy efficient lighting $109,136 Jul-02 Jefferson Asbestos abatement $43,639 Oct-01 Jefferson Renovation \u0026amp; fire alarm $1,630,000 Nov-02 Laidlaw Parking lot $269,588 Jul-01 Mabelvale Elem. HVAC (QZAB) $220,000 Nov-05 Mabelvale Elem. Site Work $6,000 Oct-05 3 CONSTRUCTION REPORT TO THE BOARD DECEMBER 15, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facili Name Mablevale Elem Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale MS Pro'ect Description Cost Fire Alarm Upgrade ___ $12,000 Energy monitoring system installation $12,150 Replace HVAC units - --~ $300,000 Asbestos Abatement ~7 .~ Energy efficient lighting --- - ~06,598 Renovate bleachers $134,793 Est. Completion Date Oct-04 Aug-01 Aug-0~ ~ ~-OI Dec-02 Mabelvale MS __ ~Renovation _ __ $6,851,621 __ Aug-01 Mar-04 Apr-04 Dec-01 Mann Mann Mann Mann Mann Mann Partial Replacement $11,500,000 Asphalt walks The total $1.8 million -- Walkway canopies __ ,is what has been  Boilerreplacem~--- ~ used so far on the Fencing ___ __ projects listed Partial demolition/portable classrooms-----+ completed for M~ Parking Lot Overlay ------~- $65,000 Athletic Field Improvement _____ $38,~ Irrigation Syst~ - __J_ $14,750 Dec-01 ~t-01 ~p-01 ~g-01 ___Ap r-05 Jul-03 Jul-03 Security cameras $36,3_0_0 ______ Jun_-0_1 Energy efficient lighting $303,614 ~ ay-01 Stadiumstands repair --~- $235,000 Aug-01 . Intercom - ~ 6~000 Feb-02 McClellan McClellan McClel~ McClellan McClellan McClellan McClellan McClellan McDermott McDermott McDermott Meadowcliff Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Mitchell -- _s:1assroom Addition -----~ $2,155,~ Jul-04 Mitchell Mitchell Mitchell Mitchell Oakhurst (Adult Education) Oakhurst Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Parkview Parkview Parkview Parkview Parkview Parkview Parkview Procurement Procurement Pulaski Heights Elem/Middle Pulaski Heights Elem/Middle Fire Alarm Upgrade ---+ $7,700 Energy efficient lighting --+- $79,411 Replace rooftop HVAC units $476,000 Fire alarm --- $16,1~ Asbestos abatement ___ _J __ $253,412 Engergy efficient lighting $88,-297 __ Sep-04 Feb-01 Aug-02 Remodel -+-- $397,600 Replace cooling tower ---~ $37,2_0_3 __ _ Jul-01 Aug-02 Dec-02 Oct-05 Dec-00 May-01 Aug-01 Replace shop vent sys~ $20,000 Energy monitoring system installation --$17,145 Renovation - - ~ .395 Cancelled by Board re-use vote 11-17-05 Building Remediation --$165,0_0_0__ Jul-04 Energy efficient lighting___ $103,642 Apr-01 Energy monitoring system installation t ~ 16,695 Jul-01 Asbestos abatement $13,000 Jul-01 New Windows -- $215~000 Aug-05 HVAC renovation $237,2~37 -- Aug-01 Energy monitoring system installation $10,695 May-01 Energy efficient lighting $81,828 ~ r-01 Asbestos abatement ____ .._ $10,000 Aug-02 Parking lot ____ $138,029 Aug-02 6 classroom addition $888,778 Oct-02 Parking Improvements $142,5~ Aug-03 Addition --- $2,121 ,226 Dec-04 HVAC controls ,- ~10,000 Jun-02 Roof replacement $273 ,877 Sep-01 Exterior lights__ $10,784 Nov-00 HVAC renovation \u0026amp; 700 area controls $301 ,938 Aug-01 Locker replacement t $120,000 Aug-01 Energy efficient lighting $315,000 Jun-01 Energy monitoring system installation $5,290 Jun-02 Fire alarm ___ $25,000 Aug-03 Cafeteria Ceiling __ ~ _ _ $33,378 Aug-05 Replace Entry Doors $13,990 Aug-05 4\nz: C: \"'D ~ m :..\". {ll ::c i!5 i C: \"'D ~ m p .C.,: ,C. rr CONSTRUCTION REPORT TO THE BOARD DECEMBER 15, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description Cost I Pulaski Heights Elementary Clean Exterior Walls i $98,660 . Pulaski Hgts. Elem I Renovation I $1,193,259 Pulaski Hgts. Elem Move playground $17,000 Pulaski Hgts. MS Renovation $3,755,041 Rightsell Energy efficient lighting $84,898 Rockefeller Energy efficient lighting $137,004 Rockefeller Replace roof top HVAC $539,175 . Rockefeller Parking addition I $111 ,742 . Romine !Asbestos abatement $10,000 I Romine Major renovation \u0026amp; addition : $3,534,675 ! Scott Field Track Renovations I $289,056 : Security/Transportation Bus cameras $22,500 i Southwest I New Corridor Ceiling I $300,000 Southwest 1Addition $2,000,000 Southwest Asbestos abatement $28,138 Southwest 1New roof $690,000 Southwest 1 Energy efficient lighting $168,719 Southwest , Drainage I street widening $250,000 , Student Assignment I Energy monitoring system installation $4,830 Student Assignment Fire alarm $9,ooo I Tech Center Phase 1 I Renovation $275,000 i Tech Ctr / Metro Renovation Addition/Renovation - Phase II $3,679,ooo I Technology Upgrade Upgrade phone system \u0026amp; data Terry Energy efficient lighting $73,850 ' Terry I Driveway \u0026amp; Parking $83,484 Terry Media Center addition $704,932 Wakefield Rebuild $5,300,000 Wakefield . Security cameras $8,000 Wakefield Energy efficient lighting $74,776 I Wakefield I Demolition/Asbestos Abatement $200,000 I Washington I Fire Alarm Upgrade $11,600 I Washington Security cameras $7,900 I Washington Energy efficient lighting I $165,281 I Watson I Energy monitoring system installation $8,530 Watson ,Asbestos abatement $182,241 I Watson Energy efficient lighting I $106,868 Watson Asbestos abatement I $10,000 Watson  Major renovation \u0026amp; addition I $800,000 . Western Hills Electrical Upgrade \u0026amp; HVAC $622,160 Western Hills Fire Alarm Upgrade I $8,400 Western Hills ADA Rest rooms $25,000 Western Hills Asbestos abatement $191 ,946 Western Hills Intercom I $7,100 Western Hills Energy efficient lighting $106,000 Williams Drainage Repair I $29,200 Williams Renovation $2,106,492 Williams Parking expansions $183,717 Williams - Energy efficient lighting I $122,719 Wilson HVAC for Cafeteria : $56,000 Wilson Renovation/expansion i $1 ,263,876 Wilson Parking Expansion $110,000 Woodruff Parking addition $175,000 Woodruff Renovation $246,419 t:st. GompletIon Date Sep-05 Nov-04 Dec-02 Nov-04 Apr-01 Mar-01 Aug-01 Aug-02 Apr-02 Mar-03 May-05 Jun-01 Aug-05 Nov-04 Aug-00 Oct-03 Jan-02 Aug-03 Aug-02 Aug-03 Dec-01 Jun-04 Nov-02 Feb-01 Aug-02 Sep-02 Dec-04 Jun-01 Feb-01 Nov-02 Oct-04 Jun-01 Apr-01 Jul-01 Aug-01 Aug-01 Aug-02 Aug-02 Aug-05 Oct-04 Aug-04 Aug-02 Dec-01 Jul-01 Nov-05 Mar-04 Dec-03 Jun-01 Mar-05 Feb-04 Aug-03 Aug-05 Aug-02 5 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: December 15, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Board Auditor Report BACKGROUND: Monthly report to School Board. RATIONALE: Summary report of activities. FUNDING: No changes. RECOMMENDATION: None. PREPARED BY: Sandy Becker\n:c C: -0 ~ m :..n.. ~ ::,: z 0 i C: -0 0 ~ m Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS December 15, 2005 Board of Directors Sandy Becker, Internal Auditor Audit Report - December This is the seventy-fourth communication regarding status of the current year projects and reviews. Activity Funds a) Working with two high schools, two middle school and two elementary schools to resolve financial issues in their activity and related funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. b) The AAB has forwarded a Booster Club Guidelines Package to be included in official publications of the District after review. Board Policy and Regulation a) The routing of Professional Leave and Travel Requests is being worked on to make the process more efficient and to prepare for the process being automated to improve documentation and provide information for decision making. Technology a) Monitoring technology plans and technology meetings to determine how use of technology will improve and streamline the workflow for staff persons. b) Working with Procurement on the use ofbarcode scanners for checking and updating inventory records. This is being done to help more quickly update and check electronic equipment records at the various sites. c) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. Provided training with the Arkansas PT A on financials controls and financial preventive maintenance. Audit Report - December 2005 Page 2 of2 d) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. e) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. f) Developed skills test for financial positions. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) c) d) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Monitoring cost reduction efforts in the District. Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. Reviewing leave accountability system. Assisting schools to track and reconcile Teacher School Supply Funds. Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Assisting LRSD PT A's in financial process training. Reviewing payroll documentation for Time Piece (automated payroll software). Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org.\nc C: -0 ~ m ~ % 8..... i: I .zm.. . DATE: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 December 15, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Technology Report BACKGROUND: Since the last Board meeting the following technology activities have taken place:  Online Agenda Project Boardroom Equipment Pre-wiring and electrical wiring for all equipment has been completed. Laptops have been received and are being configured. Installation of equipment will begin December 19. Online Agenda Application The application installation and configuration on the District servers began the week of December 5. Training for application users will be held January 10---12 at the Technology Center with Board member training being conducted on January 12 at the Administration Building either before or after the Board Agenda meeting. Communication LRSD will communicate rollout of online agenda access via the following:  District website  Article in the Arkansas Democrat Gazette  Local educational access channel  Global email to all LRSD staff  Article in newsletter mailed to all LRSD parents in early January This communication will include an overview of the application and instructions as to how to access the board documents.\nz:: C: ~ ?\nm  E-rate Applications for 2006-2007 The E-rate window for 2006-2007 applications opened on December 6. The deadline for filing all applications is February 16. The District's RFP for all telecommunications services will be issued before the winter break. Telecommunications is the major E-rate application that will be filed for next year. Other applications will be the continuation of Edline for secondary schools, maintenance of the existing telephone system, maintenance of the Safari video networks, and network electronics. RATIONALE: To implement the LRSD Technology Plan 2003 - 2006 RECOMMENDATION: It is recommended that the Board accept this report. PREPARED BY: John Ruffins, Director, Computer Information Services Lucy Neal, Coordinator, Instructional Technology DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 December 15, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Polley \u0026amp; Regulations Revisions: Policy IKF - General Education Graduation Requirements, with Regulations Regulation - I0-R - Student Schedules Regulation - IHBDA-R2 - Academic Improvement Plan {AIP) Regulation - IHCC-R - Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12 Regulation - IKC-R - Class Rankings/ Grade-Point Averages BACKGROUND: Policies and regulations are periodically updated to ensure accuracy and alignment with new state law and regulations. RATIONALE: Due to changes in state law regarding graduation requirements, advanced placement exams, and full day attendance for students in grades nine through twelve (9-12), policy and regulation revisions are needed to ensure compliance. FUNDING: No funding required. RECOMMENDATION: It is recommended that the Board approve the recommended policy and regulation revisions. PREPARED BY: Dennis Glasgow, Senior Director, Curriculum Dr. Olivine Roberts, Associate Superintendent, Educational Services LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF GENERAL EDUCATION GRADUATION REQUIREMENTS The Little Rock School District Board of Education believes that students should graduate from high school possessing the skills, knowledge, and attitudes needed for responsible citizenship, life-long learning, and productive employment in our modern economy. Programs for post-secondary preparation will be available to equip students for the advanced training that will be needed for the work of the 21 st century. The Little Rock School District will be responsible for providing the educational opportunities and experiences that will enable our students to take full advantage of post-secondary education and employment opportunities available to them after graduation. The District shares with the state of Arkansas the commitment to ensure all students have access to a rigorous curriculum. The District's general graduation requirements meet and exceed the State's adopted Smart Core or Common Core curriculum. Diploma-Earning Options A student may earn a diploma from a Little Rock School District high school in one of four ways. Each has different requirements and different numbers of required units of credit. 1. Diploma from any of the five high schools for completion of the required 26 units. 2. Diploma from any of the five high schools for completion of the Little Rock Scholars curriculum of 28 units, including at least eight Pre-Advanced Placement or Advanced Placement courses. Hall High School students may take University Studies courses as substitutes for Pre-Advanced Placement and/or Advanced Placement courses. 3. Diploma earned at the Accelerated Learning Center for completion of the 22 units required by the State of Arkansas. 4. Diploma with waived or altered requirements established by an Individual Education Program (IEP) team for a student identified with disabilities. Even though the graduation requirements may be changed by the Board of Education during the time a student is enrolled in high school, the requirements established for a student's graduation class (assuming graduation in four years of high school) are those he/she must meet, even though he/she may require more than four years to earn the necessary number of units. LITTLE ROCK SCHOOL DISTRICT (continued) Transfer Students NEPN CODE: IKF All transfer students must meet the graduation requirements of the Little Rock School District in order to receive a diploma. The LRSD high schools will accept transfer credits, grades and grade placement for students who previously attended Arkansas high schools that are accredited by the Arkansas Department of Education (See JE for additional information). Students who transfer into a Little Rock School District high school from a home school or an unaccredited high school must attend at least two semesters in order to receive a high school diploma (see IKED and IKED-R) and must attend at least four semesters to be eligible for rank-in-class (See IKC-R). Foreign Exchange students who complete the senior year in good standing may, at the discretion of the principal, participate in the graduation ceremony. Requirement to Attend School for a Full Day Act 675 of 2003 requires students in grades nine through twelve (9-12) to schedule and attend a full school day. Students must enroll in no more than three hundred fifty (350) minutes of planned instructional time each day as a requirement for graduation. Students may be assigned to no more than one (1) block each year or one-half block each semester for study hall or organized tutoring. Enrollment and attendance in vocational-education training courses, college courses, and school work programs may be used to satisfy the requirement of the law. Enrollment and attendance at a post-secondary institution by an eligible student for credit shall be counted by the high school at the following rate: Number of college credits (semester Credit toward the required 30 hour hours) week 1 3 2 6 3 9 4 12 5 15 6 18 7 21 8 24 9 27 10 30 2 LITTLE ROCK SCHOOL DISTRICT (continued) ADE Seal NEPN CODE: IKF In order to receive the ADE Seal, students must complete the state's recommended core curriculum with a minimum grade point average of 2.75 (See Standards for Accreditation 14.01 and 14.02). Magnet Program Seal Students who participate in the District's high school magnet programs may meet the magnet curriculum requirements through completion of the designated Career Focus courses established for each magnet. In order to receive a Magnet Seal, magnet students must complete all the requirements of the magnet program. Students transferring into a magnet program after the freshman year may earn a diploma from that high school, but they will not earn the Magnet Seal. Arkansas Scholars Seal (privately sponsored) Arkansas Scholars, a program of the Arkansas business \u0026amp; Education Alliance, is a partnership between the District and the Little Rock Chamber of Commerce's Education Committee. Many local businesses have agreed to recognize the achievement of Arkansas Scholars status as a symbol of high quality education. A special Arkansas Scholars seal will be affixed to the diploma and transcript of a student who meets the following standards established by the Arkansas Scholars program: 1. Earn a grade of \"C\" or above in all courses. 2. Achieve a 95 percent or better attendance record for each of the four years of high school. 3. Complete high school in eight consecutive semesters. 4. Complete successfully at least three units in science, three units in mathematics, three units of social studies, and four units in English. Honors Diploma Seal A special Honors Seal will be affixed to the diploma and transcript of a student who meets the following standards: 1. Completes the units required for the Little Rock Scholars curriculum, which includes and goes beyond the requirements of the Arkansas Higher Education Coordinating Board for unconditional admission to any public two-year or fouryear institution of higher education in Arkansas and which includes, but goes beyond, the requirements for eligibility for the Arkansas Challenge Scholarship. The Little Rock Scholars curriculum also reflects the admission requirements of the most competitive universities in the United States of America. 2. The Little Rock Scholars curriculum requires the successful completion of a minimum of eight Pre-Advanced Placement or Advanced Placement courses over a four-year period. Hall High School students may take University Studies courses as substitutes for Pre-Advanced Placement and/or Advanced Placement courses. Other approved dual-credit courses 3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF (continued) offered to LRSD students in collaboration with area colleges/ universities may also be substituted for the Pre-AP or AP requirement. 3. Earns a grade-point-average of at least 3.5. Students designated for valedictory or salutatory recognition must have completed the Little Rock Scholars curriculum. Recognition of Graduates Each high school may design its own traditions to commend and celebrate the achievements of the following sets of graduates: 1. The valedictorian and salutatorian\n2. Students earning an overall average of 3.5 or above\n3. Students earning Magnet Program, Arkansas Scholars, Little Rock Scholars, and/or Honors Diploma Seals\n4. Members of the National Honor Society or similar honors organization\n5. Scholarship recipients\n6. Students with perfect attendance throughout high school\nand 7. Students whose other achievements are worthy of special recognition. Participation in Graduation Ceremony In order to be a participant in the graduation ceremony, the student must be within one unit of completing the graduation requirements and must have paid the tuition for the one-half or one unit to be taken in summer school (or, alternately, in another approved credit-earning program). All high school students and their parents will be informed in writing of this expectation when course lists and graduation requirements are published for the spring registration process. Principals will make a determination of potential graduates at the end of the junior year and each quarter of the students' senior year and inform students and their parents immediately if it is determined that the student is in danger of not graduating. Such students will be advised of all the appropriate credit-earning options, including, but not limited to, evening high school, summer programs, credit recovery. correspondence courses, online courses, credit-by-examination, and placement at the Accelerated Learning Center. Award of Diploma The award of the high school diploma will not be made until all graduation requirements are met. 4\n.,,, ,~ ,- :-o c\u0026gt; ~!\n.-,,z_ ,\u0026gt;...V .\u0026gt;.. ~~ c,-\u0026lt; 0 \u0026lt;5 \u0026gt;,... Z fJ) LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF (continued) Specific Course Requirements The following table specifies the required courses for graduation for each curriculum area. High School Graduation Requirements Little Rock School District Required, Classes of 2007 and After Reguired1 Arkansas Core Curriculum (Meets Arkansas Smart Core curriculum) Classes of 2007 and After English-4 units English-4 units English I {ESL, Regular, or Pre-AP)\nand English I {ESL, Regular, or Pre-AP)\nand English II {ESL, Regular, or Pre-AP)\nand English II {ESL, Regular, or Pre-AP)\nand English Ill {ESL, Regular, or AP)\nand English Ill {ESL, Regular, or AP)\nand Enalish IV (ESL, Reaular, or AP). Enalish IV (ESL, Regular, or AP). Oral Communicatlons-1/2 unit Oral Communications-1/2 unit Communications IA -one-half unit Communications IA--one-half unit Mathematics--4 units Mathematics- 4 units Algebra I {ESL, Regular, or Pre-AP)\nand Algebra I or its equivalent* Algebra II {ESL, Regular, or Pre-AP)\nand Geometry or its equivalent* Geometry {ESL, Regular, or Pre-AP) All math units must build on the base of algebra One or more additional units of advanced mathematics for and geometry knowledge and skills. the completion of four units in grades 9-12. Comparable concurrent credit college courses All students must take a mathematics course in may be substituted where applicable. grade 11 or 12 .  A two-year algebra equivalent or a two-year geometry equivalent may each be counted two units of the four (4) unit requirement. Science-3 units Science-3 units Phisical Science (ESL, Regular, or Pre-AP)\nand Physical Science\nand Biology I\nand One Biologi I (ESL, Regular, or Pre-AP)\nand either additional unit Chemistty I (ESL, Regular, or Pre-AP) or Phisics I (ESL Reaular or Pre-AP) Social Studies-3 units Social Studies-3 units Civics {ESL, Regular, or Pre-AP) or United States Civics {ESL, Regular, or Pre-AP) or United States Government {ESL, Regular, or AP)\nand Government {ESL, Regular, or AP)\nand World History {ESL, Regular, or AP)\nand World History {ESL, Regular, or AP)\nand United States History (ESL, Reaular, or AP) United States History (ESL, Reaular, or AP) 5 Physical Education-1/2 unit Physical Education-1/2 unit Physical Education IA Physical Education IA Health and Safety-1/2 unit Health and Safety-1/2 unit Health and Safety Health and Safety Fine Arts-1 unit Fine Arts-1/2 unit One unit from art, dance, drama, or music Career Focus-6 units Career Focus-6 units At least six units from any of the approved Career Six units from any of the approved Career Focus Focus programs to include at least one unit from any programs. of the approved technology courses and one-half unit of English Language Arts {from any English, Journalism, or Communciations course. Modern Grammar (1/2) is stronalv recommended.) Electives-3.5 units A fourth year of both science and social studies is encouraged, as are at least two units of foreign language. AIP classes will gualify as local electives onlv. Total-26 units Total-22 units Little Rock Scholars Curriculum The Board of Education recommends that students elect the challenge of a more rigorous graduation plan than the minimum requirements, including at least eight Pre-Advanced Placement or Advanced Placement courses (or University Studies courses at Hall High or approved dual-credit courses). Uttle Rock Scholars English--4 units English I (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English Ill (ESL, Regular, Pre-AP, or AP)\nand Enalish IV (ESL, Reaular, or AP). Oral Communications IA (1/2 unit). Mathematics --4 units (In grades 9-12) Algebra I (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre-AP)\nand Geometry (ESL, Regular, or Pre-AP)\nand One or more additional units of advanced mathematics for the completion of four units in grades 9-12. Sclence--4 units Physical Science (ESL, Regular, or Pre-AP)\nand Biology I (ESL, Regular, or Pre-AP)\nand either Chemistry I (ESL, Regular, or Pre-AP) or Physics I (ESL, Regular. or Pre-AP) One additional unit Social Studles--4 units Civics (ESL, Regular, or Pre-AP) or United States Government (ESL, Regular, or Pre-AP)\nand World History (ESL, Regular, Pre-AP, or AP)\nand United States History (ESL, Regular, Pre-AP, or AP)\nand One additional unit Foreign Language -2 units Two units of anv one foreian lanauaae Physical Education -1/2 unit Physical Education IA Health and Safety--1/2 unit Health and Safety 6 !JI 0 \u0026gt;:::l Cm 2\n,o cnn -\u0026lt;\n,o il:m mm z\n,,\n... ~ Fine Arts-1 unit One unit from art, dance, drama, or music Career Focus~ units Six units from an)1 of the aQQroved Career Focus Qrograms to include one unit from anli'. of the aQQroved technologli'. courses and English Language Arts-1/2 unit (An)1 one-half unit from English, Communications, or Journalism. Modern Grammar Is stronalv encouraaed.) Electlves-1.5 units Total-28 units (Requires completion of eight Pre-AP or AP courses) Reaulred ACC Students Class of 2007 and After Engllsh-i units English I (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English Ill (ESL, Regular, Pre-AP, or AP)\nand English IV (ESL, Regular, or AP). Oral Communications IA (1/2 unit). Mathemattcs-i units Algebra I (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre-AP)\nand Geometry (ESL, Regular, or Pre-AP)\nand One or more additional units of advanced mathematics for the completion of four units in grades 9-12. Sclence-3 units Physical Science (ESL, Regular, or Pre-AP)\nand Biology I (ESL, Regular, or Pre-AP)\nand either Chemistrv I (ESL, Reaular, or Pre-AP) or Phvsics I /ESL Reaular or Pre-AP) Social Studles-3 units Civics (ESL, Regular, or Pre-AP) or United States Government (ESL, Regular, or Pre-AP)\nand World History (ESL, Regular, Pre-AP, or AP)\nand United States Historv (ESL, Reaular Pre-AP, or AP) Physical Educatlon-1/2 unit Phvsical Education IA Health and Safety-1/2 unit Health and Safetv Fine Arts-1/2 unit One unit from art, dance drama, or music Career Focus-6 units Six units from anv of the aooroved Career Focus oroarams. Total-22 units Last Revised: December 15, 2005 Adopted: July 22, 1999 Legal References: A.C.A. 6-15-1101, Standards of Accreditation 9.03, 14.01, 14.02 Cross References: Board of Education Policies and Regulations IKED, JE, IKED-R, IKC-R, and IKEC-R1, and the LRSD Student Handbook 7 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF-R GENERAL GRADUATION REQUIREMENTS English Proficiency To ensure that the maximum number of students acquire proficient-level knowledge and skills as measured on the high school assessments, all schools are encouraged to provide the double-period of English I Workshop for freshmen. The additional instructional time provided by this schedule allows for the development and/or reinforcement of critical knowledge and skill necessary for success. The credit earned in the second period of this program can be counted as an elective to meet graduation requirements. One-half unit could also be used to satisfy the additional one-half unit of English language arts that is required to balance the Communications IA requirement. Modern Grammar, however, is the course the District strongly recommends to satisfy this requirement. English I Pre-AP All schools are also encouraged to provide a double-period English I Workshop Pre-AP so that students have sufficient time and support to develop the critical knowledge and skills necessary for success in advanced courses and in assessments. The credit earned in the second period of this program can be counted as an elective to meet graduation requirements or, as above, as the one-half unit required to balance Communications IA. Pre-AP students are also strongly encouraged to take Modern Grammar. English Prerequisites Each level of required English is a prerequisite for the next level. Students are not generally allowed, therefore, to take two required English courses concurrently. In order to keep students on track to graduate in four years, however, the following exceptions are permitted: 1. A student in grades 9-11 who failed only one semester of the prerequisite English course may enroll concurrently in the one-semester course and in the next full-year English course (for example: a student may concurrently enroll in the second semester of English I and at the same time in English 11). Enrollment in the one semester of the failed course may be during the regular school day, in the evening high school, in an approved correspondence course, or in an approved distance-learning program. !II 0 \u0026gt;=I Cm 2::c (/)(') :\"1\"1:::mC mm z\no: \"\"\n?\nLITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF-R (continued) 2. Senior students who still need credit for either one or two semesters of English Ill may take both English Ill and English IV concurrently. The same options for earning credit outlined in #1 above apply. In no case are these exceptions recommended. They are, however, permitted in order to facilitate a student's on-time graduation. Bible Courses Taken in Private, Parochial, or Home Schools Since the District offers a one-semester course in The Bible As/In Literature, the District will accept a one-half unit in Bible as a transfer course from a private, parochial, or home school. Bible/religion courses taken in other schools in excess of one semester cannot be used to satisfy graduation requirements\nnor will they be calculated as credit or grade points in the calculation of the grade-point average or rank-in-class. (See IKC-R.) English-as-a-Second Language (ESL} ESL students must be scheduled in core classes with ESL-endorsed or ESL-trained teachers, regardless of the school they attend. To facilitate monitoring, ESL students should be scheduled using the ESL course numbers, even if there is not a separate grouping for the course. In such instances, two course numbers are used in one class period with a given teacher. For example, a teacher might be assigned to teach both 051504 ESL English I Workshop and 051014 English I Workshop in one period. (See IHBEA-AD.) If appropriate according to student needs, schools may schedule ESL students into two periods of ESL English at each grade level. Fourth Year of Mathematics Students must complete four units of mathematics in grades 9-12. There is no need for students to accelerate their mathematics in middle school unless they intend to take as many high school mathematics courses as possible. In order to satisfy the requirement of four units of mathematics in grades 9-12, a student may choose one of the following sequences: Algebra I, Algebra II, Statistics or Statistics AP, and Geometry Algebra I, Algebra II, Geometry, and Transition to College Mathematics Algebra I, Algebra 11, Geometry, and Pre-Calculus Algebra II, Statistics or Statistics AP, Geometry, and Transition to College Mathematics Algebra II, Statistics or Statistics AP, Geometry, and Pre-Calculus LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF-R (continued) Algebra 11, Geometry, Pre-Calculus, and Calculus AB Geometry, Statistics or Statistics AP, Transition to College Mathematics, and Pre-Calculus Geometry, Statistics or Statistics AP, Pre-Calculus, and Calculus AB Geometry, Pre-Calculus, Calculus AB, and Calculus BC Geometry, Statistics or Statistics AP, Pre-Calculus, and Calculus BC Social Studies Courses Only grade 9 students are to be placed in Civics to satisfy the graduation requirement. Students in grades 10-12 should be placed in a full year of United States Government. Students may enroll in either World History (regular, ESL, or Pre-AP) or World History AP to satisfy their graduation requirement. Students may enroll in either United States History (regular, ESL, or Pre-AP) or United States History AP to satisfy their graduation requirement. Physical Education Credit Only one unit of physical education may be taken toward the satisfaction of graduation requirements (one-half required\none-half elective). Athletic practice for competition, whether scheduled during the school day or after school hours, does not earn credit. Physical Education Waivers The one-half unit of required physical education may be waived upon receipt of a statement by a licensed physician that a student is mentally or physically incapable of participating in a regular or modified physical education program\nor when the requirement is contrary to the religious teachings of the student, as indicated in a written statement, signed by a lawful custodian of the student. The one-half unit of Physical Education required for graduation cannot be waived through the procedures outlined in IMP-R. Those waiver procedures pertain solely to the one additional semester of physical training for grade 9 students that are mandated in Act 1748. Foundation Courses The following one-semester \"Foundation Courses\" are prerequisites for most courses in Business Education, Marketing Education, Family and Consumer Science, Career and Technical Education, and courses taught at Metropolitan: Keyboarding (generally LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF-R (continued) required at grade 6), Career Orientation (required at grade 7), and Computer Technology: Introduction. Technology Courses Keyboarding is a prerequisite for all Technology Application courses. A student who completed at least one semester of Keyboarding in middle school has met that prerequisite and need not repeat the course in high school. Keyboarding taken in middle school, however, does not earn high school credit. A student may complete the requirement(s) for Technology Applications from the following list of approved courses: Keyboarding Applications (1/2) Word Processing A (1/2) Word Processing B (1/2) Computer Technology: Introduction (1/2) Multimedia Applications A (1/2) Multimedia Applications B (1/2) Database Management (1/2) Spreadsheet Applications (1/2) Desktop Publishing A (1/2) Desktop Publishing B (1/2) Programming A (1/2) Programming B (1/2) Computer Applications I Computer Applications II Computer Applications Ill Computerized Business Applications (1) Computerized Accounting I (1) Computerized Accounting II (1) Web Site I/Foundations Web Page Design II Travel and Tourism SQL Database Foundations SQL Database Programming Environmental and Spatial Technology (EAST) Lab 1-I1-111-IV (1 each) lnternetworking Technologies I (1) lnternetworking Technologies II (1) Enterprise Information Science (1) Industrial Technology Education (2) Computerized Commercial Art 1-11-111 (Parkview) (1 each) Computerized Commercial Art 1-11-111 (Metro) (3 each) Computer-Aided Drafting 1-11-111 (3 each) Computer Graphics/Printing Technology 1-11-111 (3 each) LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF-R (continued) Microcomputer Systems Technology 1-11 (3 each) Introduction to Geographic Information Systems (GIS) Remote Sensing Dual-Credit Technology Application Courses Several college/university courses have been pre-approved for dual credit, provided that the student wishing to take one or more of these courses can be admitted to the college/university program and pays the required tuition and fees (see IHCDA-R). The pre-approved college/university courses and their LRSD equivalents are listed in the High School Curriculum Catalog. In no case may the same course(s) satisfy both Technology Applications requirements and/or the technology courses in one of the areas for Career Focus. However, if a student uses the first three units of credit in a Career and Technical Education program to satisfy the Career Focus requirement, he/she may use the second three-credit course to satisfy the Technology Applications requirement. Career Focus Programs All students are required to complete at least six units in an approved Career Focus Program, whether the student is pursuing the Required Curriculum or the Little Rock Scholars Curriculum prescribed for graduation. Students may not use the same courses to satisfy more than one category of graduation requirements, except as explicitly specified. Last Revised: December 15, 2005 Date: December 7, 2000 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ID-R STUDENT SCHEDULES Grades 9-12 Students in grades 9-12 must be enrolled in a full day academic program that includes four units (eight courses) each semester in a school with an A/B block schedule or three and one-half units (seven courses) in a school with a seven-period daily schedule. One unit may be placement in a study hall or enrollment as a student assistant/monitor. The principal is authorized to modify this requirement if there are extenuating circumstances. Extenuating circumstances include the following: 1. The student is enrolled in a concurrent program at a college or university. 2. The student is enrolled in a school-sponsored work program. 3. The student has an illness that precludes full-time enrollment. 4. The student demonstrates a hardship of needing to support self and/or family. 5. The student demonstrates other reasons acceptable to the district inclusive of legal matters. Dropping/Adding Courses, Grades 9-12 According to Arkansas Accreditation Standards, a student must be enrolled in a course for at least 60 clock hours in order to receive one-half unit of credit. Students, therefore, are not permitted to change their class schedules after the tenth class day of each semester to ensure that the school is in compliance. The following exceptions to the ten-day rule are permitted, but only with the high school principal's permission: 1. The student is changing from one teacher's class to another teaching the same course. 2. The student is changing from one level of a course to another, such as from the regular level to the Pre-AP level or from Pre-AP to the regular level. 3. The student is exiting an ESL adapted course in order to move into a mainstreamed equivalent course. 4. The student is dropping a course in order to enroll in a study hall or other non-credit period (only one such period is allowed in any one semester). Requirement to Attend School for a Full Day Act 675 of 2003 requires students in grades nine through twelve (9-12) to schedule and attend a full school day. Students must enroll in no more than three hundred fifty (350) minutes of planned instructional time each day as a requirement for graduation. Students may be assigned to no more than one (1) block each year or one-half block each semester for study hall or organized tutoring. Enrollment and attendance in vocational-education training courses, college courses, and school work programs may be used to satisfy the requirement of the law. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ID-R (continued) Enrollment and attendance at a post-secondary institution by an eligible student for credit shall be counted by the high school at the following rate: Number of college credits (semester Credit toward the required 30 hour hours) week 1 3 2 6 3 9 4 12 5 15 6 18 7 21 8 24 9 27 10 30 Grades 6-8 Students must take all courses, including a double period of the Reading/Writing Workshop at each grade level, 6-8, approved by the Board of Education for the required middle school curriculum. Principals may waive the second period of Reading/Writing Workshop at the Pre-AP level at parent request, if it is determined to be in the best interest of the student and without question if the student is performing at the ProficienU Advanced level on the state Benchmark literacy examination. Courses not required by the State of Arkansas may be waived through the waiver process. (See Policy IBA, IBA-R, and IBA-R Exhibit.) Additionally, all grades 6-8 students must participate in at least one hour per week of physical training, including at least three sessions of 20 minutes each. (See IMP-R.) Middle schools may schedule classes seven periods a day, or they may elect to use the A/B block schedule, enabling students to take eight courses every two days. Grades 3-5 All students in grades 3-5 must have instruction in all the areas specified in the Arkansas Accreditation Standards. LRSD time requirements are as follows: English Language Arts/Reading 2  hours daily at grade 3\nAt least 2 hours daily at grades 4-5 Mathematics At least one hour daily Science Daily instruction\nmay be interdisciplinary 2 LITTLE ROCK SCHOOL DISTRICT (continued) Social Studies Music or Visual Art Physical Education NEPN CODE: ID-R Daily instruction\nmay be interdisciplinary At least one hour per week At least one hour per week, including no less than 20 minutes three times per week Time requirements that go beyond the Arkansas Accreditation Standards must be observed unless the school applies for and receives a waiver. (See IBA, IBA-R, and IBA-R Exhibit.) Grades PreK-2 All students in grades 3-5 must have instruction in all the areas specified in the Arkansas Accreditation Standards. LRSD time requirements are as follows: English Language Arts/Reading 2  hours daily Mathematics At least one hour daily Science Instruction may be interdisciplinary\nat least Social Studies Music or Visual Art Physical Education every other day, if not every day Instruction may be interdisciplinary\nat least every other day, if not every day At least one hour per week At least one hour per week, including no less than 20 minutes three times per week Time requirements that go beyond the Arkansas Accreditation Standards must be observed unless the school applies for and receives a waiver. (See IBA, IBA-R, and IBA-R Exhibit.) A sample pre-kindergarten daily schedule is attached that meets all licensing and LRSD requirements. Revised: February 24, 2005 Revised: December 18, 2003 Date: October 21 , 1999 Cross References: Board of Education Policies and Regulations, IBA, IBA-R, ID and IMP-R 3 ID-R: Attachment 1 Request for Waiver of School Day Scheduling Requirements Administrative Regulations ID-R Little Rock School District Name of Student- --------------ID Number- ----- Classification I request a waiver from the scheduling requirements in Administrative Regulations ID-R. I understand that in order to be eligible for such a waiver, I must provide proof of one or more of the following extenuating circumstances:  need to take fewer courses due to poor health (verification by a licensed physician is required)\n need to take fewer courses in order to go to work\n need to take fewer courses due to responsibilities to care for a child or other family member\n need to take fewer courses in order to free a period for remedial instruction or for study hall (verification required by an assistant principal, a counselor, and/or a teacher)\n-  need to take fewer courses in order to enroll in a post-secondary course (verification required of application to enroll and admission). Therefore, I request that during the next semester/school year (circle one) I be permitted to enroll in only ___ courses rather than a full day academic program. My proof of extenuating circumstances is either attached through signed statements or follows below: Signature of Student Signature of Parent/Guardian Date Approved/Disapproved (circle one) Signature of Principal Date 4 !II 0 \u0026gt;~ ~~ Cl\u0026gt; 0 -\u0026lt;:io\nl:m mm z:,,\n\"\"'i!:: Sample Pre-K Schedule ID-R: Attachment 2 Time Mondav Tuesday Wednesday Thursday Friday 7:30- Arrival/Centers Arrival/Centers Arrival/Centers Arrival/Centers Arrival/Centers 8:00 Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Including Math, Including Math, Including Math, Including Math, Including Math, Science Social Science Social Science Social Science Social Science Social Studies, Art Studies, Art Studies, Art Studies, Art Studies, Art 8:00- Circle Time Circle Time Circle Time Circle Time Circle Time 8:15 Explanation and Explanation and Explanation and Explanation and Explanation and Directions for today's Directions for Directions for Directions for Directions for activities todav's activities today's activities today's activities today's activities 8:15- P.E Music Library/Guidance P.E Music 8:45 8:45- Snack Time Snack Time Snack Time Snack Time Snack Time 9:30 Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Literacy/Language Literacy/Language Literacy/Language Literacy/Language Literacy/Language Arts Arts Arts Arts Arts Choice of Centers Choice of Centers Choice of Centers Choice of Centers Choice of Centers Math, Science Social Math, Science Math, Science Math, Science Math, Science Studies, Art Social Studies, Art Social Studies, Art Social Studies, Art Social Studies, Art 9:30- Outside Play: Outside Play: Outside Play: Outside Play: Outside Play: 10:00 Including Including Including Including Including Gross Motor, Art, and Gross Motor, Art, Gross Motor, Art, Gross Motor, Art, Gross Motor, Art, Dramatic Play and Dramatic Play and Dramatic Play and Dramatic Play and Dramatic Play Activities Activities Activities Activities Activities 10:00- Circle Time Circle Time Circle Time Circle Time Circle Time 10:45 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Transition Activities Transition Activities Transition Activities Transition Activities Transition Activities Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Hands Hands Hands Hands Hands 10:45- Lunch Lunch Lunch Lunch Lunch 11 :15 Social Skills Social Skills Social Skills Social Skills Social Skills Language Language Language Language Language Development Development Development Development Development 11 :15- Outside Play Outside Play Outside Play Outside Play Outside Play 11 :45 Gross Motor Gross Motor Gross Motor Gross Motor Gross Motor Art Art Art Art Art Dramatic Play Dramatic Play Dramatic Play Dramatic Plav Dramatic Plav 11 :45- Language Arts/ Language Arts/ Language Arts/ Language Arts/ Language Arts/ 12:15 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Transition Activities Transition Activities Transition Activities Transition Activities Transition Activities Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Hands Hands Hands Hands Hands 12:15- Story Time/Rest Story Time/Rest Story Time/Rest Story Time/Rest Story Time/Rest 1:15 Period Period Period Period Period 1 :15- Snack Time Snack Time Snack Time Snack Time Snack Time 2:15 Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Literacy/Language Literacy/Language Literacy/Language Literacy/Language Literacy/Language Arts Arts Arts Arts Arts Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Including Math, Including Math, Including Math, Including Math, Including Math, Science, Social Science, Social Science, Social Science, Social Science, Social Studies, and Art Studies, and Art Studies, and Art Studies, and Art Studies, and Art 2:15- Circle Time Circle Time Circle Time Circle Time Circle Time 2:35 Story Story Story Story Story Review of Review of Review of Review of Review of Activities/Closure Activities/Closure Activities/Closure Activities/Closure Activities/Closure Dismissal Dismissal Dismissal Dismissal Dismissal 5 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHBDA-R2 ACADEMIC IMPROVEMENT PLAN {AIP) In compliance with Act 2243 of 2005, elementary classroom teachers and both middle and high school teachers of English language arts and mathematics will develop an Academic Improvement Plan (AIP) for each student who  is not performing on grade level (K-2) as measured by developmentally appropriate testing\n is not \"proficient\" on any part of the state's Benchmark examinations in grades three through eight (3-8)  is not scoring \"proficient\" on End-of-Course examinations in literacy, geometry, and/or algebra. Beginning with the state assessments given in the spring of 2005, the following sanctions apply:  A student who does not meet satisfactory pass levels is required to participate in remediation activities outlined in the student's individualized academic improvement plan (AIP).  With regard to benchmark assessments, a student will not be promoted to the next grade until the student is deemed to have participated in an academic improvement plan or the student passes the appropriate benchmark assessment.  With regard to end-of-course assessments, students must participate in remediation activities outlined in the student's individualized academic improvement plan in order to receive credit on . his or her transcript.  In 2006 - 2009 school years, students not scoring \"proficient\" on End-of-Course examinations in literacy, geometry, and/or algebra are required to complete the remediation activities outlined in the student's academic improvement plan (AIP) to receive credit.  Beginning with 2009-2010 school year, a student is required to pass an end of course assessment or to finish and meet a satisfactory pass level on an appropriate alternative exit course in order to receive credit for the course on his or her transcript and in order to graduate. Schools and individual teachers are encouraged to develop plans for additional students who, in their judgment, require remediation or intervention. The Academic Improvement Plan (AIP) will document a student's achievement through District-adopted assessment tools, consideration of personalized education services (special education, English-as-a-Second Language, Title I, gifted programs, etc.), identification of areas of need, specific skills to improve, strategies that will be implemented (see IHBDA-R), and progress. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHBDA-R2 (continued) The Academic Improvement Plan (AIP) and the student's progress toward grade-level or \"proficient\" performance must be shared with parents/guardians at the parent-teacher conferences that are regularly scheduled. If parents do not attend the scheduled parent-teacher conferences, alternate conference times may be scheduled or the form may be mailed. The principal must review and sign all AIPs. The AIP will be used to document parent-teacher conferences. Academic Improvement Plans are to be filed in the students' permanent record folders at the end of each school year or when the student withdraws from the school. Last Revised: December 15, 2005 Date: August 24, 2000 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHCC-R PRE-ADVANCED PLACEMENT AND ADVANCED PLACEMENT COURSES GRADES 6-12 Placement Procedures for Pre-Advanced Placement Courses Students are eligible in Pre-Advanced Placement based on the following established criteria: 1. Proficient in literacy based on the most recent administration of the state benchmark exams: 2. \"B\" average or above in the preceding class 3. Students who earn at least a \"C\" in a Pre-Advanced Placement course may, upon request, be automatically enrolled in the next level course. No teacher recommendation is required. 4. An additional requirement for Pre-Advanced Placement Algebra I is the achievement of an NCE of 64 or greater on the most recent administration of the norm-reference test\nA student may not be excluded from a Pre-Advanced Placement course simply because he/she was not enrolled at that level the previous year if the placement criteria have been met. A waiver placement for Pre-Advanced and Advanced Placement courses will be provided for course enrollment at parent request. Students enrolled in Pre-Advanced and Advanced Placement courses on a waiver basis must maintain a \"C\" average the first nine weeks to remain enrolled in the course(s). Responsibility for Monitoring Enrollment Counselors must routinely check each year to make sure that students with grades of \"A\" or \"B\" in regular-level courses and/or who are scoring at the highest levels on the state's criterion-referenced test or the norm-referenced tests are placed appropriately in Pre-Advanced Placement or Advanced Placement courses. It is the responsibility of both teachers and counselors actively to recruit students into these courses. Accountability and the Quality Index Schools are held accountable for ensuring that increasing percentages of students are enrolled in these rigorous courses. !JI 0 \u0026gt;:::l Cm 2\na u, n ....\na l::m mm z:,,: ....\n!:: LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHCC-R (continued) Weighted Grades for Advanced Placement Courses See IKC-R Class Rankings/Grade-Point Average for an explanation of weighted grades for Advanced Placement courses only. B's and C's received in AP courses are to be viewed and treated (but not recorded on the transcript or other official records) as the next higher letter grade when identifying students for the Cum Laude Society, \"All B's\" Honor Roll, and other academic honors and recognition for which the number of A's and/or B's is considered. Advanced Placement Examinations Students are expected to take the applicable AP exam (s). According to the Advanced Placement Rules (3.06) students must take the applicable AP exam to receive weighted credit for the course. Students taking AP courses will receive weighted credit as described in IKC-R Class Rankings/GradePoint Average. Credit will be given for each grading period during the course of the year, but will be retroactively removed from a student's grade for any course in which the student fails to take the applicable AP exam. Students who do not take the AP exam will receive the same numeric value for the grade he/she receives in the course as if it were a non-AP course. The student's score on the exam does not affect the student's grade for the course. Last Revised: December 15, 2005 Date: October 21, 1999 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKC-R CLASS RANKINGS/GRADE-POINT AVERAGES All grades, except those noted in the \"exceptions\" below, earned for high school courses, including excess elective units, will be used in calculating the grade-point average and rank-in-class. Grades included in the computation are as follows: 1. Grades earned for high school courses, whether taken in the regular day, evening school, or summer school program. 2. Grades earned in alternative education programs, including those in LRSD, administered by school districts or other organizations which are accredited through their state department of education or a regional accreditation organization, such as North Central Association of Schools and Colleges (NCA). 3. Transfer grades from accredited schools outside the Little Rock School District. 4. Algebra I (or higher-level mathematics'course) and Level I foreign language (or higher-level foreign language course) taken in eighth grade. 5. Only one (1) unit of physical education. (One-half unit is required\none-half unit may count as an elective. Therefore, only the grades for one unit of physical education will be computed in the grade-point average.) 6. Grades earned in approved concurrent credit college courses offered in cooperation with institutions of higher education {see IKEC-R1 ). 7. Grades earned in summer enrichment programs conducted by institutions of higher education, if the course and credit were approved by the District (see IKEC-R1). 8. Failing grades, unless the courses was retaken and passed (see Exceptions, #1 ). 9. Grade earned for one semester of Driver Education taken from an accredited high school. 10. Grades earned on credit-by-examination to make up failed courses (see IKEC-R3). 11. Passing grade earned on advancement-by-credit for Keyboarding (see IKEC-R6). 12. Grades earned in the District's home-bound programs. 13. Grades earned in approved correspondence courses (see IKEC-R2). 14. Grades earned in approved on-line or distance-learning courses (see IKECR5). 15. Courses in which a student earns an NC (no credit due to excessive absences), unless a course was retaken and passed (see Exceptions, !XI 0 \u0026gt; =l Om 2:,:, u, n -\u0026lt;:,:, !Cm mm z::o: --~ LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKC-R (continued) #1 ). (Regardless of the student's grade in a course for which he/she earns an NC, the NC, which equals O points, replaces the grade and is used in the calculation of the grade-point average. Exceptions The following grades will not be included in the computation of the grade-point average or rank-in-class: 1. Failing grades (or courses in which students earned an NC for nonattendance) for those courses retaken and passed (effective for all grades 9- 12 students in fall 2001 ), regardless of when the student failed the course). 2. The lower grade of courses retaken to improve understanding and skills (effective for all students re-taking courses previously passed from fall 2004 onward). 3. Grades in courses taken through home schools or in unaccredited schools. 4. Grades on district-administered examinations to determine credit for transfer students from home schools or unaccredited schools. 5. Grades earned in external rehabilitation programs and correctional programs that are not accredited by a state department of education or a regional accreditation organization such as North Central Association or Schools and Colleges (NCA). 6. Courses with grades of \"pass\" or \"fail\" or \"satisfactory\" or \"unsatisfactory.\" 7. Grades in courses that are officially \"dropped\" with the permission of the principal. 8. Grades or credits in below-level or remedial courses. 9. Grades for religion courses taken in non-public schools that are in excess of one-semester equivalent of the LRSD course in Bible as/in Literature. 10. A failing grade earned in Keyboarding in the advancement-by-credit program. 11. Non-credit courses such as Athletics, Office Monitor, Student Council, etc. Re-Enrollment in Courses In order to strengthen understanding and skills needed for advanced study, students may retake a course in which they have previously earned a passing grade of \"D\" or \"C.\" Both the original entry and the retaken entry will be shown on the transcript but only the higher grade symbol will be shown and figured in the calculation of the grade point average. The lower grade symbol will be replaced with the grade symbol \"RT\" for retaken. A student may make up a failed course, as well as a course in which a student earned an NC, in several ways-retake the course during the regular day, evening high school, credit recovery or summer program\nearn credit for a failed course through credit-by- 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKC-R (continued) examination\nand/or retake the failed course through correspondence, on-line, or distance learning. Both the failed entry and the retaken entry will be shown on the transcript but only the passing grade symbol will be shown and figured in the calculation of the grade point average. The failing grade symbol will be replaced with the grade symbol \"RT\" for retaken. A student retaking a course he/she failed due to excessive absences does not have the option of credit-by-examination. A student retaking a course which he/she previously passed does not have the option of summer school or credit-by-examination. Assessment of Transcripts for Transfer Students Transcripts are official records of the culmination of each student's educational experience on the secondary level. Therefore, it is vital that all final grades earned in grades 6-12 be shown in the transcript history, regardless of where they were earned. This is absolutely essential in grades 9-12 in order for cumulative GPA's, credits, and rankings to be accurate. It is the responsibility of the transferring student and his/her parent/guardian to provide the necessary releases, clearances, and information required to obtain an official transcript from the previous school. Upon the receipt of the official transcript, all final grades indicated on that transcript should be transferred exactly as shown to the Little Rock School District's transcript history. The course descriptions shown for each final grade should also be entered as shown. When possible the name of the school should be shown above the grades. Only final grades are entered in the transcript history. Transfer or interim grades or withdrawal grades from other schools should not be entered unless they are final grades. The LRSD uses letter grades, not percentages on transcripts. If the official transcript received from another school shows only percentages, the percentage should be converted to a letter grade using the key provided by the previous school. If no conversion key is provided or obtainable, the percentages shown will be converted to the letter grade indicated on the Arkansas State Grading Scale. Transfers from Home Schools and/or Unaccredited Schools Students who transfer into a Little Rock School District from home schools or schools that are not accredited through a state department of education or a regional accreditation organization such as North Central Association of Schools and Colleges (NCA) must attend the accredited high school for a minimum of four semesters in order to be eligible for rank-in-class calculations. Only the courses taken at the accredited high school will be used in calculating the grade-point average. 3 !II 0 \u0026gt;:::l Om 2::c \"-\u0026lt;':n:c il:m mm Z:0: \"\"'i!:'i LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKC-R (continued) Transfer Students' Weighted Grades Weights assigned to grades from other districts or schools for courses that are not Advanced Placement courses, or \"honors\" courses approved for that school district by the Arkansas Department of Education, or dual high school and college credit courses approved by the Arkansas Department of Education for weighted-grade status will not be honored by any LRSD high school in the calculation of the grade-point average or rank-in-class. (See Arkansas Rules and Regulations on \"Uniform Grading Scales for Public Secondary Schools.) Transfer Students from Foreign Schools Foreign exchange students not seeking a diploma from an LRSD high school will not be eligible for rank-in-class. Computing the Grade-Point Average and Rank-in-Class In determining the grade-point average and rank-in-class, the following scale will be used. Also, grades earned in concurrent credit college courses, unless they have been approved for weighted-grade or honors status by the Arkansas Department of Education, will be assigned the following numeric values when such courses are used to compute a student's grade-point average. A= B= C= D= F= NC= 90-100 = 80-89 = 70-79 = 60-69 = 59 and below = 4 points 3 points 2 points 1 point O points 0 points The following scale will be used for Advanced Placement courses, as well as for dual credit courses approved by the Arkansas Department of Education for weighted-grade status, whether taken in LRSD or other districts. It will also be used for \"honors\" courses approved by the Arkansas Department of Education for students who have transferred in from other districts. (See ''Transfer Students' Weighted Grades\" above.) A= B= C= D= F= NC= 90-100 = 80-89 = 70-79 = 60-69 = 59 and below = 5 points 4 points 3 points 2 points O points 0 points 4 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKC-R (continued) Rank-in-Class The student's rank-in-class will be computed each year in grades 9 and 10 and each semester in grades 11 and 12 and will be available upon request for information to the students and to his/her parent(s)/guardian(s). Although tentative ranking of seniors is done at the end of the seventh semester for college admission, scholarship applications, and/or recognition programs conducted before graduation, the final ranking of seniors will be computed at the end of the eighth semester when semester grades are reported. When a seventh-semester rank-in-class is provided by a Little Rock School District high school official, the high school must include the information that the final rank in class is established at the end of the eighth semester. Release of Information Rank-in-class information will be released to appropriate school, college, or university personnel or to others only at the request or consent of the student, or the parent if the student is a minor, or in response to a judicial order or pursuant to any lawfully issued subpoena. Senior Honors Ties in Rank-in-Class (Effective for the Classes of 2000, 2001, and 2002) In the event two or more students tie for valedictory or salutatory honors, both (or more) students will receive equal recognition. For purposes of award of any valedictory scholarship following the eighth-semester calculations of rank-incl. ass, the student with the highest total number of grade points will be declared the valedictorian. If a valedictory scholarship is awarded prior to the end of the eighth semester, then the seventh semester calculations will be used to make the determination. Honors Recognition In order to be eligible for honors recognition at graduation, the graduating student must have completed the \"Recommended Curriculum,\" successfully completed at least eight advanced courses (Pre-Advanced Placement, Advanced Placement, and/or University Studies courses)\nand achieved a grade-point average of at least 3.5 (see IKF.). Each high school will establish its own traditions for recognizing and awarding honors graduates and their parents. 5 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKC-R (continued) Definition: Unaccredited School An unaccredited school is a school that has not earned accreditation status by a state department of education or through a regional accreditation organization, such as North Central Association of Schools and Colleges. Credits from home schools and/or unaccredited schools are generally not transferable to accredited schools except through credit-by-examination programs. Definition: Concurrent Credit College Courses Concurrent credit college courses are courses that are offered and taught under the direction of an accredited institution of higher education. Students receive both high school and college credit for successful completion. Implementation Date The provisions of these regulations are effective for the class of 2000, except that the regulations on Senior Honors are effective for the class of 2003. (See also IKF.) Notification These regulations will be published annually in the High School Course Selections publication. Last Revised: December 15, 2005 Date: October 21, 1999 Cross References: Board of Education Policy IKC, Administrative Regulations IKEC-R1 through IKEC-R6, Board of Education Policy IKF and Arkansas Uniform Grading Scales for Public Secondary Schools 6 DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 December 15, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Proposed Changes in the Middle and High School Curriculum Programs for 2006-2007 BACKGROUND: Pursuant to Board Policy IG, Curriculum Development, Adoption, and Review, and Board Regulation IGE-R2, Approval of New Courses, proposed new courses are to be submitted to the Board for approval in December of each year. RATIONALE: In response to the diverse needs of our students as well as our commitment to continuous cultivation of their growth, courses were amended, deleted, and developed so that our students will continue to have a comprehensive and rigorous program of studies. FUNDING (Discussed under Impact Statements in Table that follows): RECOMMENDATION: It is recommended that the Board approve the recommended course additions and changes. PREPARED BY: Dennis Glasgow, Senior Director, Curriculum Dr. Olivine Roberts, Associate Superintendent, Educational Services Proposed Middle School Course Additions, Deletions and Changes: Action School Course Proposed Rationale Impact Statement All Middle Pre-Algebra Addition Seventh and eighth grade Algebra I This would replace the Schools students miss the benefit of seventh math that students would and/or eighth grade mathematics. normally take the year Since they must take the seventh and before they take Algebra I. eighth grade Benchmark Exams, this No impact on FTE's or course will compact the essential Pre- budget. Algebra skills into one course that students will take the year before taking Algebra I Proposed High School Course Additions, Deletions and Changes: Action School Course Proposed Rationale Impact Statement Parkview AP Music Addition The addition of this course will AP courses are Theory V, 2 meet the needs of advanced automatically approved by semesters students who take AP Music ADE: thus, we do not Theory IV during the junior year. have to seek approval. No impact on FTE's, master schedule, or budget since the AP Music IV and proposed AP Music V students will be in the same class with the same teacher. Parkview Career Addition This course is required to This Is a Workforce Communicatio complete a program of study in Education course\nthus, ns,2 AudioNisual and Performing Arts no additional approval semesters and Communications. needed from ADE. Career-Tech and Carl Perkins will fund. No additional FTEs are reauired. Dunbar Global Addition\nDunbar is an International A new (or reinstated Studies, 2 however, the Studies magnet but has not had course) will have some semesters course was a Global Studies course since impact on the master previously the original teacher of Global schedule and on the offered Studies left. A qualified teacher distribution of core and is now available. elective teachers. Books and materials will be needed. Hall STRIVE Addition This is a computer-based This Is a Workforce delivery system that integrates Education course\nNo basic academic skills to prepare additional FTE required\nstudents for vocational skills funded through Career-training and entry level jobs. Tech and Carl Perkins Content of reading and math budgets. lessons is selected on the basis of each student's selection of a vocational interest from 15 available options and is specifically geared toward special populations. Action School Course Proposed All High 031015 Change in Schools Programming course A, 1 semester prerequisites All High 031023 Change in Schools Programming course B, 1 semester prerequisites Fair Senior Addition Seminar, 2 semesters All High Computer Addition Schools Applications (CA) I, 11,111, 1 semester Fair and 492580 SQL Addition Central (Structural Query Language) Database Fundamentals , 1 semester Fair and 492590 SQL Addition Central (Structural Query Language) Database Programming, 1 semester Rationale Current 11rereguisites: Keyboarding Pro11osed 11rereguisites: Keyboarding and Geometry (stronolv recommended) Current 11rereguisites: Keyboarding and Programming A Pro112sed 11rereguisites: Keyboarding and Geometry (strongly recommended) The course content is intended to facilitate students' transition from school to work. This capstone course will infuse the internship, senior project, career guidance, higher education exploration, electronic portfolio, and SCANS skills study. This is a self-paced course that allows students to move through two or all three courses within a semester. A basic programming course is being offered currently in the high schools. This first semester course offers highly advanced programming language and organizational structure training. A basic programming course is being offered currently in the high schools. This second semester course offers highly advanced programming language and organizational structure training. Impact Statement None None This is a Workforce Education course\nthus no additional approval is needed from ADE. No additional FTEs are needed. Career and Technical Ed will fund course materials and training. Thi! 1! a W51rkforce ~!!U!,!tlQn !.21.!rst: thus, no additional approval is needed from ADE. can be taught by any business education teacher already on the staff of the high schools\nit is strongly recommended by HSTW. No additional staff is needed\ncourse will be funded through career-Tech and car1 Perilins budget. This Is a Workforce Education course\nNo additional FTEs are needed. The goals and objectives are being infused into an existing course as a pilot. Course will be funded through Career-Tech and Car1 Perkins budoet. This Is !! W51rkforce E!!ucati2n cou!Je\nNo additional FTEs are needed. The goals and objectives are being infused into an existing course as a pilot. Course will be funded through career- Tech and car1 Perilins budget. !JI 0  :::1 Cm 2\"' U\u0026gt; (\") -4:,0 !l:m mm z:,,: '\"\"i!!: Action School Course Proposed Rationale Impact Statement Parkview 123400 Music Change an The course is a pre-requisite for All we would need to do is Theory Ill, 2 existing course to AP Music theory IV. The add Pre-AP label to the Semesters add the Pre-AP curriculum meets the rigor that existing course. Label should be in a Pre-AP Course All High 033001 Change in Current 12rereguisites: None Schools Multimedia course Word Processing A and B or Applications in prerequisites Computerized Business Business A, I Applications and Desktop semester Publishing A Proi:1osed 12rereguisites: Word Processing I or Computerized Business Applications or CA I, II, 111, and Desktop Publishing A All High 033013 Change in Current 12rereguisites: None Schools Multimedia course Multimedia Applications in Applications in prerequisites Business A Business B, 1 Proi:1osed 12rereguisites: semester Multimedia Applications A All High 172135 Travel Change in title Current title and 12rereguisite: None Schools and Tourism, and in Travel and Tourism 1 semester prerequisites Keyboarding Proi:1osed title and 12rereguisite: Introduction to Travel and Tourism Word Processing A or Computerized Business Applications or CA I, 11, Ill All High 031006 Change in Current i:1rereguisite: None Schools Computerized prerequisite Word Processing A Business Pro1:12sed i:1rereguisite: Applications, 2 Keyboarding semesters All High 172103 Change in content Current descri11tion: Workplace None Schools Workplace and/or skills taught readiness teaches the skills and Readiness, 1 or in the course attributes needed to succeed in the semester description changing workplace through video, interactive videodisc, computer, and print lessons. The course is divided into three units: problem-solving, teamwork, and self-management. Pro11osed descri11tion: Workplace Readiness is a one-semester course offered in grades 10-12. It focuses on problem solving, teamwork, communication skills, the use of technology, and self-management. The course is divided into five units: resources, interpersonal skills, information, systems, and technoloav. All High 031017 Desktop Change in Current 11rereguisites: None Schools Publishing A, 1 prerequisites Word Processing A and B or semester Computerized Business Applications Pro122sed 11rereguisites: Word Processing A or Computerized Business Annlications or CA I, II Action School Course Proposed All High 032017 Desktop Change in Schools Publishing B, 1 prerequisites semester All High AIP Pre- Addition Schools Algebra All High AIP Algebra I Addition Schools All High AIP Geometry Addition Schools All High AIP Eleventh Addition Schools Grade Literacy Action School Course Proposed Hall Web Site I- Addition Foundations, 1 semester Hall Web Page Addition Design II-Site Designer, 1 semester Rationale Qyrr~nt 12rereguisites: Keyboarding and Desktop Publishing A PrQllQSed 12reregui~ites: Desktoo Publishina A Local credit course to remediate students who are not proficient on the Eighth Grade Math Benchmark Exam. Local credit course to remediate students who are not proficient on the Algebra I EOC Exam. Local credit course to remediate students who are not proficient on the Geometry EOC Exam. Local credit course to remediate students who are not proficient on the Literacy EOC Exam. Rationale Some web design is infused into our Word Processing Course\nhowever, this course will provide enough training to allow students to become nationally certified in Webmaster Desian. Some web design is infused into our Word Processing Course\nhowever, this course will provide enough training to allow students to become nationally certified in Webmaster Desian. Impact Statement None Increase in math FTEs will be required\npossible decrease in FTEs for elective courses\nNovaNET or Plato e-learning system will be utilized for the course. Increase in math FTEs will be required\npossible decrease in FTEs for elective courses\nNovaNET or Plato e-learning system will be utilized for the course. Increase in math FTEs will be required\npossible decrease in FTEs for elective courses\nNovaNET or Plato e-learning system will be utilized for the course. Increase in literacy FTEs will be required\npossible decrease in FTEs for elective courses\nNovaNET or Plato e-learning system will be utilized for the course. Impact Statement This Is a Workforce Education course\nno additional FTE is needed. Career-Tech and Car1 Perkins budget will fund. This Is a Workforce Education course\nno additional FTE is needed. Career-Tech and Car1 Perkins budget will fund. !II 0 \u0026gt;=I ~~ cnn ....\no l::m mm z\n:,,\n\"\"\"'\n!:\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: December 15, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Elementary Textbook Adoption Timeline Extension BACKGROUND: Pursuant to Board Regulation IJ-R 1, Textbook Adoptions, the textbook adoption selection for elementary must be approved by the Board of Directors at the December board meeting. However, due to extenuating circumstances this timeline can not be met. RATIONALE: The math textbooks were approved by the State Board in late September and the Commissioner's memo announcing the textbook list was electronically sent to school districts on October 18. Additionally, the sponsored ADE Book Caravan, which is the start of the process for districts, was held on November 14. Consequently, the local adoption process began later than originally intended. The textbook adoption committee needs ample time to conduct a comprehensive examination and evaluation of each of the six state recommended textbooks. As a result of the late start, the committee is unable to complete its charge to meet the established December deadline. An extension of the timeline would afford the committee sufficient time to complete its task and bring a recommendation to the Board in February. FUNDING: NIA RECOMMENDATION: It is recommended that the Board of Education approve the timeline extension. PREPARED BY: Dr. Olivine Roberts !I' 0 \u0026gt;=I Cm 2\na en n ....\na :11:m mm z\no: .... j!:'\n.!.I,' z \u0026gt;z (\") ~ en DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 December 15, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Guiding Principles and Goals BACKGROUND: An organizational audit completed in March 2005 by consultants Dr. Dennis Smith and Mr. Robert Klempen provided the Little Rock School District with an outline of best practices used by successful school districts around the country. Among the findings was the need for the LRSD to develop a smaller and more responsive central administration. An administrative reorganization began on July 1, 2005 and eliminated more than 100 positions. The reorganization enabled the district to more sharply focus on its schools, the hub of its core business, and to establish administrative line authority to run the schools and staff authority to support them. The final phase of the district restructuring began in late July 2005 as the Board sought to link its core beliefs, as detailed in the 2003 LRSD Strategic Plan, to employee performance. By October 2005, the Board and the district's senior administrative team had developed a series of guiding principles and measurable goals. These principles and goals, which are rooted in the 2003 LRSD Strategic Plan, are the heart of the district's new employee performance acco.untability system. RATIONALE: The guiding principles and measurable goals clearly define the educational expectations of the Board and the community at large. The net result is an accountability system that will enable the Board and the community to gauge how well the district is performing against expectations. FUNDING: This recommendation carries no direct financial implications. RECOMMENDATION: It is recommended that the Board approve the guiding principles and measurable goals that accompany this agenda item.  !ID 0 \u0026gt;::::l Om l:\n.o en n ....\no l:m mm z\n,,: .... ii!: !.I.D, z \u0026gt;z n ~ en PREPARED BY: Joseph Mittiga Government/Public Affairs Officer LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. This mission is accomplished though open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. GUIDING PRINCIPLE ONE We expect all students to reach their full potential related to meaningful work, higher learning, citizenship and service to others. Goal A: Goal B: GoalC: Students will demonstrate continued and improved academic achievement. Students will be provided a comprehensive and rigorous curriculum. Students will demonstrate positive citizenship and service to others. GUIDING PRINCIPLE TWO We effectively manage resources in order to achieve the district's mission. Goal A: Goal B: GoalC: District resources will be allocated in an equitable manner. A positive fund balance will be maintained to ensure the fiscal solvency of the district. District facilities will be operated in an efficient and effective manner. GUIDING PRINCIPLE THREE We encourage parents to be knowledgeable about and participate in their child's educational program. Goal A: Goal B: GoalC: The district will support outreach programs that engage parents in their child's education. Parents will feel welcome at school. Staff will assist parents in accessing those school resources necessary to support their child's education. !JI 0 \u0026gt;::::1 Cm 2\nu en n ....\nu l:m mm z\n,,: \"\"\n!:\ni\"' .!J.,I z  ~ ~ en GUIDING PRINCIPLE FOUR We are committed to providing a safe and orderly learning environment. Goal A: Goal B: GoalC: Schools will promote a safe learning environment. School facilities will be clean, secure and well maintained. Students will treat each other with respect and demonstrate socially acceptable behavior. GUIDING PRINCIPLE FIVE We expect all employees to be responsible for providing or supporting quality educational experiences for all students. Goal A: A qualified and well-trained staff will provide an effective and supportive environment for students. GUIDING PRINCIPLE SIX We are committed to building effective community partnerships. Goal A: Meaningful private and public relationships will be established and the community will feel valued and recognized for its contributions. Goal B: Schools will establish partnerships to address local social and economic issues. DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 December 15, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Otter Creek Attendance Zone Adjustments to Zone Blocks 3635, 3654, and 3655 BACKGROUND: Enrollment data and facility operations for Cloverdale, Mabelvale, Watson and Otter Creek Elementary Schools' attendance zones reveal a disparity in enrollments and a need to maximize the capacity of Mabelvale Elementary. The demolition of the Cloverdale Elementary facility due to the structural failure of the foundation required the relocation of those students to other elementary locations throughout the LRSD district. Watson and Mabelvale Elementary Schools were the recipients of the majority of students from Cloverdale Elementary. Otter Creek Elementary receives a total of 103 students from the Otter Creek attendance zone blocks 3635, 3654 and 3655, which are located in the northeast quadrant of the Mabelvale Elementary area. The present enrollment at Otter Creek Elementary is 580 students which is 43 students over the capacity of 537 students\na total of four portable classrooms are currently in use at Otter Creek. Mabelvale and Watson are under utilized with 365 students enrolled at Mabelvale, approximately 78 students under capacity\nWatson Elementary has an enrollment of 522 students, approximately 69 students under capacity. If no modifications are made to the current Otter Creek attendance zones, an additional portable will be required on the Otter Creek Elementary campus for the 2006-2007 school year. To reduce the need for additional classrooms at Otter Creek Elementary and increase the utilization of Mabelvale Elementary, it is recommended that we remove the attendance zone blocks of 3635, 3654 and 3655 from the Otter Creek Elementary attendance zone and incorporate those zone blocks into the Mabelvale Elementary attendance zone. .!.l,l z \u0026gt;z C') ~ u, We propose that all students presently attending Otter Creek Elementary from the zone blocks of 3635, 3654 and 3655 be \"grandfathered\" and allowed to finish their elementary education at Otter Creek Elementary. All new registrants and Pre-K students from zone blocks 3635, 3654 and 3655 would be assigned to Mabelvale Elementary. RATIONALE: The operational efficiency of district facilities and building capacities are reviewed annually prior to student registration in January. In addition, the district's Comprehensive Planning Study (COPS) Committee, will continue to review attendance and facilities needs and will report to the board as needed. The need to reduce the use of portables on our school campuses whenever possible by aligning the school capacities, attendance zones, and student enrollment lessens overall operational costs to the LRSD. Additional students housed in portables on a school campus negatively impact the school's infrastructure and impact operations of the cafeteria, media center, restrooms and parking. Detailed enrollment and capacity of the elementary schools in the southwest quadrant of the district are provided for your review. FUNDING: NIA RECOMMENDATION: It is recommended that zone blocks 3635, 3654, and 3655 be transferred from the Otter Creek attendance zone to the Mabelvale Elementary attendance zone. Board action at this time will allow sufficient notification to parents and the community prior to student registration in January 2006. It should be emphasized that this action takes into consideration all students presently attending Otter Creek Elementary and provisions to allow their attendance through the end of their elementary school years. PREPARED BY: Hugh Hattabaugh, Deputy Superintendent Little Rock School District Enrollment Data (P4 - 5th Grade) October 1, 2005 Enrollment Black% Cloverdale 113 75.2 Mabel vale 338 76 Otter Creek 580 64.5 Watson 458 91.5 November 28, 2005 ~ .~ ....\n,:, Elementarv:Schools . r,.~\\ Enrollment Black% Cloverdale 0 0 Mabel vale 365 78.1 Otter Creek 580 65.0 Watson 522 88.1 Relocated Cloverdale Students: Mabel vale Increase Watson Increase + 27 +63 + 90 (Student Increase) -.. .,. ,White% 6.19 18.6 14.8 9.2 26.5 8.9 1.5 6.98 ,.. . :t White% Other %  0 0 11 10.9 21.4 13.6 1.5 10.3 ~ Opportunities Elsewhere ~ :c ! ~\n,o z~ C) 0 ~!!? \u0026gt;\u0026lt; z 5C, \n,o \u0026gt;m ~~ 0\n,o C:\n,i: ~(I\u0026gt; Im:: -z, .?.I, ,z. z C') ~ (I\u0026gt; Current School Gender Not currently attending F LRSD M Total F BALE M Total F BASELINE M Total F BOOKER M Total F BRADY M Total F CARVER M Total F CHICOT M Total F DODD M Total F FAIR PARK M Total F GIBBS M Total F KING M Total F MABELVALE ELEM M Total F MEADOWCLIFF M Total F OTTER CREEK M Total F WATSON M Total F WOODRUFF M Total F TOTAL M Total Little Rock School District Current School Attendance for Zone Blocks (3635, 3654 and 3655) Black White Hispanic Asian 2 0 0 0 2 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 2 0 0 0 2 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 2 2 1 0 2 2 2 0 2 0 0 0 6 0 1 0 8 0 1 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 2 0 0 0 0 0 0 0 2 0 1 0 0 0 0 0 0 0 1 0 0 0 2 0 0 0 2 0 0 0 4 0 0 0 1 0 0 0 1 0 0 0 2 0 0 0 39 1 9 0 41 2 6 0 80 3 15 0 2 0 0 0 7 0 0 0 9 0 0 0 0 0 0 0 2 0 0 0 2 0 0 0 52 1 12 0 67 4 8 0 119 5 20 0 CIS 12/1/05 Native Am Other Total 0 0 2 0 0 2 0 0 4 0 1 1 0 0 0 0 1 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 2 0 0 2 0 0 0 0 0 1 0 0 1 0 0 2 0 1 1 0 1 3 0 0 1 0 0 5 0 0 6 0 0 2 0 0 7 0 0 9 0 0 1 0 0 0 0 0 1 0 0 2 0 0 0 0 0 2 0 0 1 0 0 0 0 0 1 0 0 2 0 0 2 0 0 4 0 0 1 0 0 1 0 0 2 0 1 50 1 3 53 1 4 103 0 0 2 0 0 7 0 0 9 0 0 0 0 0 2 0 0 2 0 2 67 1 4 84 1 6 151 Little Rock School District Student Counts by Grade, Race, and Gender for Selected Zone Blocks for Otter Creek Attendance Grade Gender Black White Hispanic Asian Native Am Zone Other 01 F 7 0 0 0 0 0 M 4 0 0 0 0 2 02 F 2 0 1 0 0 0 M 6 0 0 0 0 0 03 F 6 0 2 0 0 0 3635 M 9 0 0 0 0 0 04 F 2 0 0 0 0 0 M 7 0 0 0 0 1 K F 4 0 0 0 0 0 M 5 0 1 0 0 0 P4 F 0 0 0 0 0 0 M 2 0 1 0 0 0 01 F 4 0 0 0 0 1 M 4 1 2 0 0 0 02 F 5 0 5 0 0 1 M 5 0 0 0 0 1 03 F 6 0 2 0 0 0 3654 M 5 1 1 0 1 0 04 F 6 0 0 0 0 0 M 6 0 2 0 0 0 K F 2 0 2 0 0 0 M 6 0 1 0 0 0 P4 F 5 0 0 0 0 0 M 3 1 0 0 0 0 01 F 0 0 0 0 0 0 M 1 1 0 0 0 0 02 F 0 1 0 0 0 0 M 3 0 0 0 0 0 03 F 1 0 0 0 0 0 3655 M 0 0 0 0 0 0 04 F 1 0 0 0 0 0 M 0 0 0 0 0 0 K F 1 0 0 0 0 0 M 1 0 0 0 0 0 P4 F 0 0 0 0 0 0 M 0 0 0 0 0 0 F 11 0 0 0 0 1 01 M 9 2 2 0 0 2 Total 20 2 2 0 0 3 F 7 1 6 0 0 1 02 M 14 0 0 0 0 1 Total 21 1 6 0 0 2 F 13 0 4 0 0 0 03 M 14 1 1 0 1 0 Total 27 1 5 0 1 0 F 9 0 0 0 0 0 Total 04 M 13 0 2 0 0 1 Total 22 0 2 0 0 1 F 7 0 2 0 0 0 K M 12 0 2 0 0 0 Total 19 0 4 0 0 0 F 5 0 0 0 0 0 P4 M 5 1 1 0 0 0 Total 10 1 1 0 0 0 Total F 52 1 12 0 0 2 M 67 4 8 0 1 4 Total 119 5 20 0 1 6 as of 11-18--05 Total 7 6 3 6 8 9 2 8 4 6 0 3 5 7 11 6 8 8 6 8 4 7 5 4 0 2 1 3 1 0 1 0 1 1 0 0 12 15 27 15 15 30 17 17 34 9 16 25 9 14 23 5 7 12 67 84 151 \u0026gt;\u0026lt;\n::: !..l,l z z\u0026gt; n 1: \"' 2004-2005 Capacities SCHOOL Central HS Fair HS Hal/HS McClellan HS Parkview Mag. HS Sub-Total Cloverdale Middle Dunbar Middle Forest Heights Middle Henderson Middle Mabe/vale Middle Mann Middle Pulaski Heights Middle Southwest Middle Sub-Total Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbriaht Geyer Springs Gibbs Jefferson Kirn, Mabe/vale McDennott Meadowcliff Mitchell Otter Creek Pulaski Heights Riqhtse/1 Rockefeller Romine Steohens Terry Wakefield Washinaton Watson WestemHills Williams Wilson Woodruff Sub-Total Gr1nd Total Little Rock School District 20CU-2005 Capacities Capacity 2276 (12-03) 1200 1754 (12-03) 1440 *includes annex 1200 7870 885 (12-03) 780 780 960 681 (12-03) 900 750 750 6486 488 (12-03) 360 645 409 556 509 489 271 304 400 532 565 (8-17-04) 358 321 471 715 443 . 453 358 283 537 (12-03) 350 296 481 * P1 - 5th Grade 507 (12-03) 646 575  includes portables 489  dental clinic + 18 836 591 (12-03) 320 490 340 314 15702 30053 12/6/2005 DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 December 15, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Personnel Changes BACKGROUND: None RATIONALE: To staff allocated positions within the District FUNDING: Operating Fund RECOMMENDATION: It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.C.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) consecutive years. Teachers with an effective date of employment after August 19, 2005 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 8, 2005 for EYE are considered intern teachers. PREPARED BY: David ~~i. Senior Director of Human Resources\n\u0026gt;=\u0026lt; Personnel Changes Page2 December 15, 2005 NAME START DATE/ POSITION / SCHOOL END DATE Resignations/Terminations Certified Emploll:ees Blackwell, Willie Chemistry/ 8-13-97 Reason: Accepted another MCCLELLAN 11-17-05 position Bufford, Sherrill Special Education/ 8-13-97 Reason: Accepted another FULBRIGHT 12-9-05 position Riley, Leah Elementary I/ 9-15-69 Reason: Retired BRADY 12-30-05 New Certified Emploll:ees Barlett, Denise Art/ 11-14-05 HENDERSON Mascoe, Ryan Mathematics/ 10-13-05 CENTRAL Mothershed, Michelle Elementary V/ 11-16-05 FRANKLIN Scogins, Sue Mathematics/ 11-14-05 FOREST HEIGHTS Williams, Lula Mathematics/ 10-4-05 HALL Zavalza, Margarita Spanish/ 11-8-05 CENTRAL/MCCLELLAN SALARY ANNUAL CLASS SALARY 6-14 51845.00 TCH925 4-15 49842.00 SPE925 6-21 60562.00 TCH925 2-08 38666.00 TCH925 annual 25374.00 prorated 4-01 34747.00 TCH925 annual 26784.15 prorated 4-06 39392.00 TCH925 annual 25440.67 prorated 2-16 32129.85 TCH925 annual 21085.21 prorated 1-09 38318.00 TCH925 annual 30933.80 prorated 1-11 40640.00 TCH925 annual 27516.67 prorated Personnel Changes Page 3 December15,2005 ~ :z: !~\n,o' -z,n... c,o ~!:!? )\u0026lt;Z START DATE/ SALARY ANNUAL =C) =-\n,o CLASS SALARY  m NAME POSITION / SCHOOL END DATE ~~ O\n,o c\n., ~\"' Zavalza, Reynaldo Spanish/ 11-8-05 4-18 53326.00 !mI: MCCLELLAN TCH925 annual ~ 36106.15 prorated Resignations/Terminations Non-Certified Em(!loyees Banks, Lorice Instructional Aide/ 8-8-03 33-14 15249.00 Reason: Job abandonment KING 10-25-05 INA925 Dawson, Bruce CARE/ 4-22-05 4-01 6.25 Reason: None given CARE 11-15-05 CARE per hour Deadmon, Carolyn Custodian/ 9-2-91 31-16 22752.00 Reason: Retired MCDERMOTT 11-15-05 CUS12 Eaton, Douglas Director/ 6-3-91 75-20 95808.00 Reason: Accepted another SCHOOL 12-15-05 ADN12 position CONSTRUCTION Fields, Janice CARE/ 8-19-05 1-08 8.08 Reason: None given CARE 11-15-05 CARE per hour Harrison, Jami CARE/ 8-19-05 3-08 8.89 Reason: None given CARE 11-15-05 CARE per hour Milam, Lisa CARE/ 1-24-05 1-04 7.44 Reason: None given CARE 11-30-05 CARE per hour Moreland-Adams, Robbie Nurse/ 11-11-04 52-07 32712.00 ?\u0026lt; Reason: None Given FRANKLIN 12-21-05 NURSES .., z \u0026gt; \u0026gt;~ Turner, Jr., Louis Instruction Aide/ 8-16-05 33-16 16192.00  m 8 en Reason: Resigned without CHICOT 11-15-05 INA925 zc )J,\"0 notice\n--\u0026lt;~ c3 Wilson, Robert Custodian/ 8-19-97 31-13 20904.00 \"'~ ~ Reason: Terminated FULBRIGHT 12-16-05 CUS12 New Non-Certified Em(!loyees Cole, Christopher Analyst I/ 11-28-05 60-10 45420.00 .!.I,' INFORMATION AN12 annual z \u0026gt; SERVICES 26478.89 z (') prorated ~ \"' Personnel Changes Page4 December 15, 2005 NAME Collins, Carl Davis, Vertie Deane, Christy Dillard, Brandy Duncan, Mineka Griffith, Keysha Howard, Amy Janss, Gloria Johnson, Tonya Lovett, Frederick --- -- - - -- ---------- - . START DATE/ SALARY ANNUAL POSITION / SCHOOL END DATE CLASS SALARY Painter/ 11-21-05 49-07 29904.00 MAINTENANCE \u0026amp; MAINT annual OPERATIONS 17815.15 prorated Instructional Aide/ 11-7-05 33-09 13140.00 OTTER CREEK INA925 annual 9162.49 prorated Instructional Aide/ 11-28-05 33-16 16192.00 TERRY INA925 annual 10240.35 prorated Security Officer/ 10-21-05 36-10 15536.00 HALL SOFR9 annual 11609.32 prorated CARE/ 11-7-05 3-03 8.10 CARE CARE per hour CARE/ 8-29-05 3-17 10.41 CARE CARE per hour Instructional Aide/ 11-28-05 33-16 16192.00 TERRY INA925 annual 10240.35 prorated Instructional Aide/ 11-28-05 33-16 16192.00 BRADY INA925 annual 10240.35 prorated CARE/ 12-05-05 3-03 8.10 CARE CARE per hour Instructional Aide/ 11-14-05 33-16 16192.00 FRANKLIN INA925 annual 10853.02 prorated Personnel Changes Page 5 December 15, 2005 NAME McKnight, Devon Sullivan, Patricia Williams, Cynfranesia Buckelew, Richard START DATE/ SALARY ANNUAL POSITION / SCHOOL END DATE CLASS SALARY Analyst I/ 11-21-05 60-10 45420.00 COMPUTER AN12 annual INFORMATION 27058.72 SERVICES prorated Child Nutrition/ 11-21-05 3-01 9401.00 FULBRIGHT FSH550 annual 6216.79 prorated Custodian/ 11-15-05 31-01 5718.50 CARVER CUS925 annual 3822.69 prorated Non-Certified Promotions Promoted from Electrician Trade Specialist to Electrician Foreman .!J,,i z  zn\nE \"' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: December 15, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Donations of Property BACKGROUND: The Little Rock School District receives donations from businesses and individuals on a regular basis. It is the policy of the Little Rock School District that donations are not formally accepted until they are approved by the Board of Directors. RATIONALE: District policy states that, in order to maintain the centralized fixed asset property accounting system, all property donation requests are forwarded to the Director of Procurement. The Procurement Department forwards the requests, along with the appropriate recommendations, to the Board of Directors for acceptance and approval. In order for proper recognition and appreciation to be conveyed to the donor, donor's name and current mailing address should be included in the donation memo. FUNDING: None RECOMMENDATION: It is recommended that the attached donation requests be approved and accepted in accordance with the policies of the Board of Directors of the Little Rock School District. PREPARED BY: ~arral Paradis, Director of Procurement Gwen Caraway, Fixed Asset Property Manager\n\u0026gt;=\u0026lt; DONATIONS School/De(!artment Item Donor Central High School $149.27 cash to be Marion W. Fulk used to purchase a tent for the boys' track team J.A. Fair High School $500.00 grant to be The Walton Foundation used for technology Wal-Mart Store #126 in Desktop Publishing Fulbright Elementary Field trip, valued at Alltel Corporation School $499.50, for Mrs. Gray's second grade class to see \"Dora, the Explorer\" on October 18, 2005 Jefferson Elementary \"Agency Hands in the The Allstate Foundation School Community\" grant check in the amount of $500.00 to the Stars Program McClellan High School $50.00 cash for incentive Miriam Bernard of program for students Salon Benefits, LLC scoring proficient and advanced on the AR ACT AAP Algebra test McClellan High School $50.00 cash for incentive Mike Parker of Parker program for students and Associates Metal Sales scoring proficient and advanced on the AR ACTAAP Algebra test McClellan High School $50.00 cash for incentive Raymond House program for students scoring proficient and advanced on the AR ACT AAP Algebra test McClellan High School $50.00 cash for incentive McClellan High School PTSA program for students scoring proficient and advanced on the AR ACT AAP Algebra test School/Department Rightsell Academy Rightsell Academy $710.05 check to be used for incentives $200.00 cash to be used to purchase rainy day games for students Donor Second Baptist Church Rightsell PTA !.D., z \u0026gt;z 0 ~ u, Litt{e 'Rock Centra{ Jfigli Sclioo{ 1500 Soutli Park Street Litt{e 'Rock, ..'Arkansas 72202 'Pfione 501-447-1400 :fax 501-447-1401 DATE: 11/10/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT I' FROM: NANCY ROUSSEAU, PRINCIPAL~ t,~CLL,v SUBJECT: DONATION Marion W. Fulk of 105 Colonial Court, Little Rock, AR 72205, donated $149.27 to purchase a tent for our boy's track. team. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. J A. Fair Magnet High School Science and Technology Systems 13420 David 0. Dodd Road Little Rock, AR 72210 Phone 501-447-1700 . Fax 5-1-448-1701 To: Darral Paradis, Director Procurement From: Randy Rutherford, Princip~-R Re: Donation Date: November 18, 2005 I would like to recommend that the following donation to J. A Fair High School Be approved in accordance with the policies of the Little Rock School District: A grant from the Walton Foundation in the amount of $500.00 to be used for technology in Desktop Publishing. Kenita Thompson Wal-Mart Store #126 700 South Bowman Rd. Little Rock, AR 72212 Fulbright Elementary Memo To: From: CC: Date: Darral Paradis, Director Of Procurement Deborah Mitchell, Principal November 4, 2005 Re: Donations to Fulbright Elementary Alltel Corporation, PO Box 3373, Little Rock, Arkansas 72203 has generously donated a field trip for Mrs. Gray's Second Grade Class to see Dora The Explorer on October 18, 2005. The trip is valued at $499.50. It is recommended that this donation be approved with thanks in accordance with the policies of the Little Rock School District board of Directors. Thank you for your consideration. Sincerely, \u0026amp;~\u0026amp;J~) Deborah Mitchell Principal DM:lam .. - t ,-.. ' ' -\n-. -- - r - - :, . ' . NOV 4. 2~S5 !. ...... _ t... ..... -- .. _ ... _ J  .: ... ~ - R-- Check # 2089136 Check Date 10/18/05 Invoice Date 11 H 05 CELEBRITY ATTRACTIONS 300 S SPRING STE 100 LITTLE ROCK AR 72201 CELEBRITY ATTRACTIONS Invoice Description Number ACR21311 TICKETS FULBRI ALL TEL CORPORATION 000001 799 0 54 Vendor # 18169726 Amount t499 _50 2089136 Gross Discount Net Amount Amount Amount 499 . 50 499 . 50 ----------- --------- -- ----------- 499 .50 499 . 50 LITTLE ROCK, Al 72203 l~y THE AUTHENTICITY OF THIS MULTI-TONE SECURITY DOCUMENT.  CHECK BACKGROUND AREA CHANGES COLOR GRADUALLY FROM TOP TO BOTTOM. f ~  ,7,\"\"'  .,.,_ N' .. ,,, - . \"\"\" .... - _. . - - .. --- -~ r----~~~--: ._,._, ~olll..,Tf.~ .. TJW't .. 11\"\"~ J.llltEl ALL TEL CORPORATION PO BOX -3373 AP HELPDESK (501) 905-7388 FOUR HUNDRED NINETY NINE AND 50/100 Pay to the order of: CELEBRITY ATTRACTIONS 300 S SPRING STE 100 LITTLE ROCK AR 72201 .y LITTLE ROCK, AR 72203 Check Number: 2089136 Control Number 18169726 ..!!::lliL 111 Date Pay this Amount 1 10/18/05 I s. ...... 499.50 1 NOT VALID AFTER 180 DAYS 81 nkof Amuica NA ~ d,, Aitla nt, 1 D,k,lb Cou~t~, Gur1ia ~ --______ ______ _________ _________ _:_ ____ ~ UIJIORJZED_Sllil,IA.I.U RE ___ _ !I' .., z \u0026gt;z (\") ~ JEFFERSON ELEMENTARY SCHOOL October 25, 2005 To: Darral Paradis, Director Procurement and Materials Management From: Roberta Mannon, Principal Jefferson Elementary School Re: Donation to Jefferson Elementary School The Jefferson STARS program is pleased to accept the Agency Hands in the Community grant check for $500.00 from the Allstate Foundation. The Allstate Foundation 8711 Freeport Parkway North Irving, TX 75063 Attn: Accounts Payable A-2 It is recommended that this donation be approved in accordance with the policies of the Little Rock School District. Sincerely, Roberta Mannon Principal r~- l' n.... ... \" ....... -  McCLELLAN MAGNET HIGH SCHOOL THE ACADEMIES: BUSINESS FINANCE, ENGINEERING, MULTIMEDIA TO: FROM: RE: DATE: Darrell Paradis, Director of Procurement Larry Buck, Princi~ Donation November 7, 2005 I would like to recommend that the following donation to McClellan High School be approved in accordance with the policies of the Little Rock School District: A donation of $50.00 from Miriam Bernard of Salon Benefits, LLC, PO Box 22416, Little Rock, AR 72221. This donation is to be used for a Student Incentive Program. This program is to award students who scored proficient and advanced on the Arkansas ACT AAP Algebra test. r:--:,. \"\":\": ~- r : ~,., ~ ~~ ~~ t,. .. , ... ..: _\n...... ~ - ..... 9417 Geyer Springs Road Phone 447-2100  Little Rock, Arkansas 72209 .?..,' z \u0026gt;z 0 \u0026gt;,... U\u0026gt; McCLELLAN MAGNET HIGH SCHOOL TO: FROM: RE: DATE: THE ACADEMIES: BUSINESS FINANCE, ENGINEERING, MULTIMEDIA Darrell Paradis, Director of Procurement Larry Buck, Principal@J Donation November 4, 2005 I would like to recommend that the following donations to McClellan High School be approved in accordance with the policies of the Little Rock School District: A donation of $50.00 from Mike Parker of Parker and Associates Metal Sales, PO Box 257, Mabelvale, AR 72103. A donation of $50.00 from Raymond House, 12000 Cherrystone Circle, Little Rock, AR 72210. A donation of $50.00 from McClellan High School PTSA, 9417 Geyer Springs Rd., Little Rock, AR 72209 These donations are to be used for a Student Incentive Program. This program is to award students who scored proficient and advanced on the Arkansas ACT AAP Algebra test. S ,-, --.l~ ~ _ ,._.., _ 9417 Geyer Springs Road  Phone 447-2100  Little Rock, Arkansas 72209 Rightsell Academy Katina Ray, Principal 2700 Main Street Little Rock, AR 72206 Phone (501) 447-6700 Fax (501) 447-6701 ~ Rightsell ... United for Student Achievement!~ To: Darral Paradis From: Katina Ray, Principal Date: 11/07/2005 Re: Donation Rightsell Academy recei,ed a check in the amount of S7 l 0.05 from Second Baptist Church, 222 East Eighth Street, Little Rock, AR 72202. The money has been deposited in our school acti,ity account to be used for incenti\\'es. It is my recommendation that tl1is donation be accepted in accordance with tJ1e policies of tJ1e ljttJe Rock School District.\n\u0026gt;=\u0026lt; !..\", z \u0026gt;z C') ~ en Rightsell Academy Katina Ray, Principal 2700 Main Street Little Rock, AR 72206 Phone (501) 447-6700 Fax (501) 447-6701 ~ Rightsell ... United for Student Achievement! ~ To: Darral Paradis ,, From: Katina Ray, Principal , \u0026lt;S [_, Date: 11/07/2005 Re: Donation 'The Right,\nell PTA has donated S200 to the school. The money will be used for rainy clay games for the students. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. ~ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: December 15, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Financial Reports BACKGROUND: Financial reporting is designed to keep the Board of Directors up-to-date regarding the District's current financial condition. Financial reports are submitted monthly to the Board for review and approval. RATIONALE: November 2005 financial reports are submitted for the Board's review and approval. FUNDING: N/A RECOMMENDATION: It is recommended that the Board of Directors approve the financial reports as submitted. PREPARED BY: Jean A. Ring, Director Finance and Accounting LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED NOVEMBER 30, 2004 AND 2005 APPROVED RECEIPTS % APPROVED RECEIPTS % 2004/05 11 /30/04 COLLECTED 2005/06 11 /30/05 COLLECTED REVENUE-LOCAL SOURCES CURRENT TAXES 61,436,691 23,738,299 38.64% 67,268,610 23,880,924 35.50% DELINQUENT TAXES 12,135,000 3,879,273 31 .97% 9,200,000 5,604,871 60.92% 40% PULLBACK 31,250,000 0.00% 33,000,000 0.00% EXCESS TREASURER'S FEE 205,000 0.00% 210,000 0.00% DEPOSITORY INTEREST 155,000 0.00% 145,000 0.00% REVENUE IN LIEU OF TAXES 185,000 0.00% 204,000 0.00% MISCELLANEOUS AND RENTS 485,000 66,215 13.65% 365,000 68,212 18.69% INTEREST ON INVESTMENTS 245,000 138,537 56.55% 750,000 345,521 46.07% ATHLETIC RECEIPTS 215,000 124,843 58.07% 195,000 127,964 65.62% TOTAL 106,311 ,691 27,947,167 26.29% 111,337,610 30,027,491 26.97% REVENUE - COUNTY SOURCES COUNTY GENERAL 22,000 11 ,183 50.83% 21 ,500 9,963 46.34% TOTAL 22,000 11 ,183 50.83% 21 ,500 9,963 46.34% REVENUE- STATE SOURCES EQUALIZATION FUNDING 65,082,694 23,704,408 36.42% 66,095,155 23,416,098 35.43% ALTERNATIVE LEARNING 1,927,250 963,624 50.00% 1,100,000 0.00% ENGLISH LANGUAGE LEARNERS 193,739 0.00% 200,000 0.00% NATL SCHL LUNCH STUDENT FUNDING 6,498,240 2,362,996 36.36% 6,877,920 2,501 ,060 36.36% PROFESSIONAL DEVELOPMENT 1,141 ,165 1,141 ,165 100.00% 953,144 953,144 100.00% SETTLEMENT PROCEEDS(STRS/HEAL TH) 8,275,000 2,775,052 33.54% 8,200,000 3,589,874 43.78% VOCATIONAL 1,350,000 528,811 39.17% 1,785,000 842,674 47.21% HANDICAPPED CHILDREN 2,100,000 95,850 4.56% 2,425,000 319,457 13.17% EARLY CHILDHOOD 5,542,510 2,593,434 46.79% 4,000,000 2,352,400 58.81% TRANSPORTATION 4,125,000 1,325,044 32.12% 4,252,900 1,415,633 33.29% M TO M TRANSFERS 4,575,000 1,244,739 27.21% 4,100,000 1,214,454 29.62% ADULT EDUCATION 934,380 159,488 17.07% 926,543 127,273 13.74% AT RISK FUNDING 395,000 9,400 2.38% 10,000 0.00% TAP PROGRAM 382,903 7,645 2.00% 288,623 142,623 49.41% TOTAL 102,522,882 36,911,656 36.00% 101 ,214,285 36,874,690 36.43% REVENUE - OTHER SOURCES TRANSFER FROM CAP PROJ FUND 770,000 0.00% 770,000 0.00% TRANSFER FROM OTHER FUNDS 1,295,000 8,155 0.63% 1,370,524 13,285 0.97% TRANSFER FROM MAGNET FUND 1,849,008 0.00% 2,194,000 0.00% TOTAL 3,914,008 8,155 0.21% 4,334,524 13,285 0.31% TOTAL REVENUE OPERATING 212,770,581 64,878,161 30.49% 216,907,919 66,925,428 30.85% REVENUE - OTHER FEDERAL GRANTS 22,887,794 5,898,962 25.77% 20,152,896 2,413,281 11 .97% DEDICATED M \u0026amp; 0 4,500,000 686,501 15.26% 4,784,200 683,181 14.28% MAGNET SCHOOLS 27,964,934 4,700,776 16.81% 28,849,578 5,105,249 17.70% CHARTER SCHOOL 1,340,000 800,000 59.70% TOTAL 55,352,728 11 ,286,239 20.39% 55,126,674 9,001 ,711 16.33% TOT AL REVENUE 268,123,309 76,164,400 28.41% 272,034,593 75,927,139 27.91% LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED NOVEMBER 30, 2004 AND 2005 APPROVED EXPENDED % APPROVED EXPENDED % 2004/05 11/30/04 EXPENDED 2005/06 11/30/05 EXPENDED EXPENSES SALARIES 117,324,912 34,814,130 29.67% 122,589,665 35,389,606 28.87% BENEFITS 36,185,811 9,790,728 27.06% 35,925,642 10,124,163 28.18% PURCHASED SERVICES 20,959,918 6,423,581 30.65% 22,438,191 6,918,919 30.84% MATERIALS \u0026amp; SUPPLIES 8,725,914 3,462,370 39.68% 10,128,394 5,486,667 54.17% CAPITAL OUTLAY 2,760,600 457,890 16.59% 2,473,965 542,650 21 .93% OTHER OBJECTS 10,770,418 440,411 4.09% 10,759,804 617,761 5.74% DEBT SERVICE 12,474,809 4,590,834 36.80% 12,344,267 4,670,033 37.83% TOTAL EXPENSES OPERATING 209,202,382 59,979,944 28.67% 216,659,928 63,749,799 29.42% EXPENSES-OTHER FEDERAL GRANTS 25,258,999 5,488,675 21.73% 22,422,961 4,598,387 20.51% DEDICATED M \u0026amp; 0 5,007,809 1,520,297 30.36% 5,428,425 2,078,406 38.29% MAGNET SCHOOLS 27,964,934 7,196,468 25.73% 28,849,578 7,784,180 26.98% CHARTER SCHOOL 1,340,000 306,064 22.84% TOTAL 58,231 ,742 14,205,440 24.39% 58,040,964 14,767,037 25.44% TOT AL EXPENSES 267,434,124 74,185,384 27.74% 274,700,892 78,516,835 28.58% INCREASE (DECREASE) IN FUND BALANCE 689,184 1,979,016 (2,666,300) (2,589,696) BEGINNING FUND BALANCE FEDERAL, MAGNET, M \u0026amp; 0, CHARTER 4,005,957 4,005,957 3,074,390 3,074,390 OPERATING 6,531 ,706 6,531,706 10,753,692 10,753,692 ENDING FUND BALANCE FEDERAL, MAGNET, M \u0026amp;\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_172","title":"Enrollment, LRSD, NLRSD and PCSSD, gender and racial count, school capacity, and transfers","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2005-10-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","School integration","Little Rock School District","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County"],"dcterms_title":["Enrollment, LRSD, NLRSD and PCSSD, gender and racial count, school capacity, and transfers"],"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/172"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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-.e. ) STATEWIDE INFORMATION SYSTEM ~ee,ltt\u0026gt; JA~ J,/\"'t)A ,-05 OCTOBER 1, 2005 10\n:3 ENROLLMENT REPORT FINAL 001 -CENTRAL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 09 9 8 226 202 5 8 0 113 137 709 IO 13 IO 182 177 4 3 152 148 691 II 8 8 151 121 IO 4 2 0 116 143 563 12 7 13 108 106 0 0 0 117 107 459 TOT AL FOR: CENTRAL 37 39 667 606 20 IS 4 498 535 2,422 ~7- J,A73 //~ /,a::\u0026gt;~3 iooz-HALL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 09 3 0 179 213 21 40 0 0 21 14 491 10 162 125 16 21 0 20 13 360 II 3 3 122 117 IS 12 0 0 16 23 311 12 3 2 80 85 6 7 0 0 20 24 227 TOT AL FOR: HALL 10 6 543 540 58 80 0 77 74 1,389 /2pf3 /5 1~/ ~.?7. 003 - MANN M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I 06 7 3 93 57 4 4 0 0 70 51 289 07 7 88 50 8 4 0 0 73 48 279 08 5 5 89 52 5 3 0 0 76 47 282 TOT AL FOR: MANN MIS 19 9 270 159 17 11 0 0 219 146 850 ../~ .5C,. ~t:-5 :f'o/4, 005 - PARKVIEW GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 09 2 2 81 77 8 6 2 74 64 317 10 6 3 75 61 7 4 0 73 46 276 II 3 79 60 6 6 60 58 275 12 3 74 52 4 2 2 0 69 52 261 TOTAL FOR: PARKVIEW 12 11 309 250 25 18 5 3 276 22G 1,129 .55/ 1! -Y9t\n,,::Yo, 7. ---- --------------------------------- COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page I of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL 1006- BOOKER GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 27 28 2 2 0 29 21 110 02 0 0 29 24 4 0 22 16 97 03 0 0 22 32 0 0 34 20 110 04 23 34 3 2 0 0 23 18 105 05 0 23 25 2 2 0 20 16 90 K 0 22 35 0 2 0 18 16 95 TOTAL FOR: BOOKER 3 146 178 12 10 3 146 107 607 ~fj 7,, ~ .#\u0026gt; ~3 \\007 - DUNBAR MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! I 06 5 2 96 105 4 14 0 0 38 54 318 07 4 76 90 7 4 0 28 33 244 08 3 3 88 76 4 10 0 0 24 41 249 TOTAL FOR: DUNBAR MIS 9 9 260 271 15 28 0 90 128 811 1,a/o .15~1 t,.(\n).,, ~1? Joos- FAIR GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I I 09 2 167 170 6 5 0 0 19 27 397 10 0 160 135 3 5 0 10 24 339 II 0 0 110 109 0 2 14 17 254 12 0 88 67 4 2 0 II 179 TOTAL FOR: FAIR 2 3 525 481 13 14 3 48 79 1,169 1,00(, ~~ /~7 g'?/4 009 - FORST HTS M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 06 4 76 86 2 4 0 0 15 21 209 07 0 91 89 2 4 0 0 18 21 226 08 0 2 92 97 2 2 0 0 16 30 241 TOTAL FOR: FORST HTS MIS 4 4 259 272 6 10 0 0 49 72 676 ,~I ,\nr:, /.\n)/ 7'17- ---- COMPUTER INFORMATlON SERVICES DEPT Thursday, October 20, 2005 Page 2 of 16 : STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENTR EPORT FINAL 010 - PUL HTS M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 06 2 66 93 0 3 0 44 43 253 07 0 0 63 62 2 0 50 60 239 08 2 66 61 0 2 0 0 60 50 242 TOTAL FOR: PUL HTS MIS 2 4 195 216 7 154 153 734 ~I/ /4 Jo7 ~~~ 011 - SOUTHWST M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I 06 0 80 80 4 3 0 7 177 07 0 0 67 57 3 0 0 2 6 136 08 2 0 73 62 5 2 0 0 0 3 147 TOTAL FOR: SOUTHWST MIS 2 220 199 12 6 0 3 16 460 ~9 ~::).., /J 9/7. 1012 - MCCLELLA GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 09 130 126 7 10 0 0 4 284 10 0 0 103 92 5 0 0 6 8 215 II 0 123 79 2 3 0 4 8 221 12 0 0 65 61 2 0 0 8 7 144 TOTAL FOR: MCCLELLA 2 421 358 16 15 0 23 27 864 77'1 ~5 so ft:J/2 1013 - HENDERSN M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! ! 06 2 2 88 83 13 8 0 0 18 11 225 07 0 2 94 88 II 8 0 0 15 9 227 08 3 72 78 4 8 0 0 7 178 TOTAL FOR: HENDERSN MIS 5 5 254 249 28 24 0 0 40 25 630 3ti3 ?':r' 4,6 ~olo '015 - CLOVR MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I 06 0 0 83 87 19 19 0 0 3 9 220 07 0 0 87 77 20 22 0 7 215 08 0 81 76 15 21 0 0 4 3 201 TOTAL FOR: CLOVR MIS 0 251 240 54 62 1 0 8 19 636 4'91 111 ~1 11/. COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page 3 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL r 6- MABEL M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 06 0 0 87 92 7 2 0 0 17 20 225 07 0 0 93 91 3 2 0 0 9 15 213 08 0 0 79 77 2 0 0 7 9 175 TOTAL FOR: MABEL MIS 0 0 259 260 12 5 0 0 33 44 613 ,51? )? 7'1 ?5/4 1017 - BALE GRADE AF AM BF BM HF HM NF NM WF WM TOTAL l I 01 0 20 22 0 0 2 2 49 02 2 0 17 20 3 0 0 3 2 48 03 24 15 3 3 0 0 2 50 04 0 0 22 21 2 2 0 0 3 51 05 2 0 16 14 2 0 0 0 2 37 K 0 31 17 3 0 0 3 59 p 2 0 15 19 2 0 0 0 40 TOT AL FOR: BALE 7 3 145 128 15 12 0 11 12 334\nJ18 ~8' ~3 plo 018- BRADY GRADE AF AM BF BM HF HM NF NM WF WM TOTAL: 01 0 2 29 23 2 2 0 0 4 5 67 02 0 22 24 0 0 0 0 0 2 49 03 0 15 19 0 0 5 2 44 04 0 20 27 3 0 0 2 3 57 05 0 0 33 17 0 0 0 3 2 56 K 0 0 33 39 0 2 0 0 4 ] 81 p 2 18 13 0 0 0 0 5 40 TOT AL FOR: BRADY 2 6 170 162 4 9 0 18 22 394 g?J~ ~ -0 ~\n, COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page 4 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL 020 - MCDERMOT GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 2 19 25 0 2 0 0 10 7 66 02 0 20 22 5 3 0 0 9 7 67 03 0 24 20 2 5 0 7 8 68 04 4 0 24 26 2 3 0 0 7 8 74 05 0 26 18 4 0 0 7 8 65 K 0 0 26 24 2 3 0 0 12 1 I 78 p 13 9 0 0 8 6 40 TOT AL FOR: MCDERMOT 7 5 152 144 13 21 1 0 60 55 458 ~~/o c::i..1(, -'11 Jl:5 021-CARVER GRADE AF AM BF BM HF HM NF NM WF WM TOTALI 01 0 26 21 0 0 0 15 16 82 02 19 28 o 2 0 0 14 20 85 03 25 20 0 14 15 79 04 4 20 28 2 0 13 24 94 05 0 0 26 23 0 3 0 0 13 28 93 K I 5 25 2 2 0 15 18 80 p 0 0 9 0 0 0 0 20 TOT AL FOR: CARVER 7 7 136 154 4 8 4 2 85 126 533 i5).' lo ~,\n}- d)II ~J: :022 - BASELINE GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 I 3 17 6 6 0 0 2 45 02 0 12 23 6 5 0 3 52 03 0 0 13 22 4 2 0 0 0 42 04 0 19 II 5 0 0 3 41 05 0 0 16 16 4 3 0 0 2 2 43 K 0 0 IS 16 4 5 0 0 0 41 p 0 0 IS II 2 4 0 0 0 0 32 TOT AL FOR: BASELINE 103 116 27 30 0 8 9 296\nri/7. dJl7 (,0 ,1 COMPUTER INFORMATTON SERVICES DEPT Thursday, October 20, 2005 Page 5 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL 023 - FAIR PRK GRADE AF AM BF BM HF HM NF NM WF WM TOTAL p 3 3 52 34 0 0 0 0 18 20 130 TOTAL FOR: FAIR PRK 3 3 52 34 0 0 0 0 18 20 130 3~ C,. ~'t ~c.7 , '024 - FORSTP K GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 9 2 0 0 0 29 28 70 02 9 2 0 0 0 25 30 69 03 0 2 9 II 0 0 0 0 23 22 67 04 0 4 9 2 0 0 20 18 55 05 0 2 9 0 0 7 19 44 K 2 0 0 0 0 26 31 62 p 0 0 4 0 0 0 0 17 14 40 TOTAL FOR: FORST PK 2 8 43 38 2 3 147 162 407 81 I :5c9 =-\u0026lt;O/. 025 - FRANKLIN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 33 34 0 0 0 0 0 0 67 02 0 0 39 27 0 0 0 0 0 67 03 0 0 27 28 0 0 0 0 57 04 0 0 32 28 0 0 0 0 2 63 05 0 0 25 27 0 0 0 0 0 53 K 0 0 33 40 0 0 0 2 3 79 p 0 0 28 26 0 0 0 0 0 0 54 TOT AL FOR: FRANKLIN 0 0 217 210 2 0 0 3 7 440 ~~7 3 /u r\n?. COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page 6 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL 1021-Grnss GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I _j 01 2 8 14 0 0 0 0 7 12 44 02 0 0 12 14 3 0 0 0 8 13 so 03 0 2 IS 10 0 0 0 8 II 47 04 2 17 10 0 2 0 0 7 II so 05 2 2 22 15 0 0 II 12 66 K 0 8 13 0 0 0 7 10 40 TOT AL FOR: GIBBS 5 8 82 76 4 4 0 48 69 297 1:s'8' d\n)..J /I a~?- 028-CHICOT GRADE AF AM BF BM HF HM F NM WF WM TOTAL 01 0 0 25 33 8 4 0 0 2 3 75 02 0 0 22 38 9 5 0 2 3 80 03 0 0 31 33 8 II 0 0 3 4 90 04 0 0 27 26 10 4 0 0 2 3 72 05 0 0 25 28 7 11 0 0 2 2 75 K 0 0 35 39 7 15 0 0 0 0 96 p 0 0 29 27 7 0 0 3 5 76 TOT AL FOR: CHICOT 0 0 194 224 54 57 0 14 20 564 ..YI? //,\n ~./ ~ I '029 - WEST HIL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 14 22 0 0 0 6 2 45 02 0 0 20 14 0 0 7 4 47 03 0 0 24 17 0 0 7 0 50 04 0 0 19 8 2 0 0 4 35 05 0 0 14 18 2 4 0 0 3 8 49 K 0 0 14 22 0 0 2 0 40 p 0 0 10 4 2 0 0 0 2 2 20 TOT AL FOR: WEST HIL 0 0 115 105 9 7 2 0 31 17 286 d)\n)O If -If 7?7a --------- C::OMPUTERI NFORJ\\IIATJONS ERVICES DEPT Thursday, October 20, 2005 Page 7 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL ------ 1030 - JEFFRS~ GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I 01 0 0 14 8 0 0 0 0 24 28 74 02 0 0 10 14 0 0 0 0 22 22 68 03 0 0 19 13 0 0 0 0 15 17 64 04 9 14 0 ,0 0 27 16 69 05 0 II 13 0 0 0 19 21 66 K 0 7 3 0 0 0 0 18 '32 61 \\ p 0. 0 5 2 0 0 0 0 14 19 40 TOT AL FOR: JEFFRSN 3 75 67 2 0 0 0 139 155 442\n-i/().. t\n. ~7-1 ..\n3~/. I !031- CLOVR EL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I 01 0 5 8 2 o 0 0 18 02 0 0 7 8 3 3 0 0 0 0 21 03 0 0 9 8 2 0 0 0 0 0 19 04 0 0 5 2 0 0 0 0 13' 05 0 0 7 II 0 0 22 K 0 0 2 10 2 0 2 2 20 TOT AL FOR: CLOVR EL 0 35 50 10 9 0 3 4 113 1~/4 ~ ~I 7 1032-DODD GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 3 9 7 0 0 4 7 31 02 0 0 7 19 3 0 0 5 9 46 03 0 0 14 9 3 6 0 0 8 43 04 0 0 6 18 5 0 0 0 2 36 05 0 0 8 14 4 4 0 0 3 7 40 K 0 0 16 20 3 7 0 0 6 7 59 p 0 0 4 15 0 0 0 6 8 34 TOT AL FOR: DODD 0 0 58 104 26 21 0 0 29 51. 289 /?~ ../? go ~r\n.?o COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page 8 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL .033 - MEADCLIF GRADE AF AM BF BM HF HM NF NM WF WM I T0~3 01 0 0 23 29 5 0 0 3 68 02 0 0 22 15 3 0 0 5 47 03 0 0 15 26 2 4 0 0 49 04 0 20 I 5 2 0 0 0 4 45 05 0 0 21 25 3 0 0 2 3 55 K 0 0 21 26 3 2 0 0 5 3 60 p 0 0 16 15 0 4 0 0 2 2 39 TOT AL FOR: MEADCLIF 0 138 ISi 12 19 0 0 21 21 363 A~9 c::!,\nJ., -'I~ ,?olo 035-M L KING GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 0 29 37 0 0 0 10 II 89 02 30 30 0 0 0 18 10 91 03 2 29 26 0 0 16 21 97 04 0 0 28 27 0 0 0 0 16 10 81 05 25 27 0 0 13 15 84 K 3 0 31 42 0 0 9 13 100 p 0 25 23 0 0 0 13 12 77 TOT AL FOR: M L KING 9 5 197 212 3 4 95 92 619 -Ye-? ~3 /il ~ C .?'o 1036 - ROCKFELR GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 34 19 0 0 0 3 2 59 02 0 22 26 0 0 6 7 64 03 0 35 27 2 0 0 0 6 7 78 04 0 0 28 16 0 0 0 8 8 61 05 0 0 20 17 0 0 0 0 10 3 50 K 0 0 18 31 0 0 0 s 5 60 p 0 34 31 0 2 0 0 18 19 105 TOTALFOR:ROCKFELR 2 191 167 4 5 0 0 56 51 477 ~~ I~ 11 J6?c COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page 9 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL 1037 - GEYER SP GRADE AF AM BF BM HF HM NF NM WF WM T~ 01 0 0 23 20 4 0 0 0 2 so 02 0 0 16 23 0 0 43 03 0 0 28 19 0 0 0 2 0 so 04 0 0 20 16 0 3 0 0 0 3 42 05 0 0 32 19 0 0 0 0 53 K 0 0 26 24 3 0 0 2 57 p 0 0 9 26 0 0 0 38 TOT AL FOR: GEYER SP 0 0 154 147 10 7 0 0 7 8 333 roh ,$lo/ /7 /:=\u0026gt; 038-PUL HTE GRADE AF AM BF BM HF HM NF NM WF WM TOTALi '\n01 0 9 11 0 0 0 0 15 12 48 02 0 0 13 18 0 2 0 0 6 10 49 03 0 14 13 0 0 0 0 10 II 49 04 0 0 12 16 0 0 0 12 15 56 05 0 IS 10 0 0 0 16 II 54 K 2 10 2 0 0 15 22 58 p 2 0 3 3 0 0 0 0 5 7 20 TOT AL FOR: PUL HT E 5 3 71 81 2 5 0 0 79 88 334 ._/tl /~~ /6 /(,.7 039 - RIGHTSEL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 14 15 0 0 0 0 0 0 29 02 0 0 23 II 0 0 0 0 0 35 03 0 0 14 IS 0 0 0 0 0 0 29 04 0 0 12 II 0 0 0 0 0 0 23 ----- 05 0 0 16 12 0 0 0 0 0 0 28 K 0 20 15 0 0 0 3 0 40 TOT AL FOR: RJGHTSEL 0 99 79 0 0 0 4 0 184 1770 118'\n\u0026gt;-- ~ ------------ COMPUTER fNFORMATION SERVICES DEPT Thursday, October 20, 2005 Page IO of 16 STATEWIDE INFORlVIATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL 040-ROMINE GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I I 01 0 0 25 25 5 8 0 0 0 64 02 0 0 19 15 3 3 0 0 2 7 49 03 0 0 18 19 3 2 0 0 2 0 44 04 0 0 17 18 4 0 0 3 4 47 05 0 0 18 24 2 2 0 49 K 0 18 27 3 4 0 0 0 4 57 p 0 25 22 3 0 0 2 55 TOT AL FOR: ROMINE 2 0 140 ISO 18 26 0 11 17 365 ~C)C .../1 ~g 1'l/4 1041 - STEPHENS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 31 50 2 0 0 0 2 86 02 0 0 42 30 0 0 0 0 74 03 0 0 37 40 0 0 0 0 0 0 77 04 0 0 37 31 2 0 0 0 3 0 73 05 0 0 38 45 0 0 0 0 0 84 K 0 0 37 41 0 0 0 0 2 81 p 0 0 33 35 0 2 0 0 0 2 72 TOTAL FOR: STEPHENS 0 0 255 272 5 3 0 4 7 547 9t:-./2 ~\n)1 '1 II 042 -WASHNGTN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I i 01 0 46 39 0 0 0 5 6 98 02 33 40 4 0 0 5 9 98 03 0 34 38 7 3 0 0 5 93 04 0 35 39 2 0 0 2 5 85 05 3 31 33 4 0 0 7 8 92 K 0 46 39 2 0 2 8 100 p 2 28 35 0 0 0 9 2 78 TOT AL FOR: W ASHNGTN 5 8 253 263 Zl IS 0 35 43 644 .l)\nt\n,. --5'() ?'6' \u0026lt;to?o ----- COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page 11 of 16 i STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL l043 - WILLIAMS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 0 3 20 12 2 0 0 0 16 16 69 02 3 2 20 15 0 0 0 10 12 63 03 5 20 21 2 0 0 0 8 22 83 04 5 4 25 25 0 0 0 25 12 97 05 4 23 25 0 0 0 17 16 91 K 0 6 16 II 0 0 0 9 14 57 TOT AL FOR: WILLIAMS 18 24 124 109 6 0 85 92 460 ~~3 ~p /7? ~/fa 1044 - WILSON GRADE AF AM BF BM HF HM NF NM WF WM TOTAL\\ 01 0 0 20 23 2 0 0 0 0 46 02 0 0 16 28 2 0 0 0 3 50 03 0 0 16 21 2 0 0 0 2 42 04 0 0 15 18 2 0 39, 05 0 2 13 16 2 0 0 2 37 K 0 0 16 24 0 0 0 2 44 p 0 0 12 4 0 0 0 0 18 TOT AL FOR: WILSON 0 2 108 134 8 8 I 0 7 8 276 g,Fflo ~:\nJ., 17 I~ I 045 - WOODRUFF GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 0 0 19 14 0 0 0 0 0 34 02 0 0 14 17 0 0 0 0 2 2 35 03 0 0 12 16 0 0 0 0 3 2 33 04 0 0 14 16 0 0 0 0 32 05 0 0 II 14 0 0 0 0 2 28 K 0 0 16 24 0 0 0 0 0 0 40 p 0 0 18 14 0 0 0 2 36 TOTAL FOR: WOODRUFF 0 0 104 115 0 2 0 0 9 8 238 '73 }., ci)I o/ c:i- /7 COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page 12 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL -----\n046 - MABEL EL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 15 20 2 0 2 6 52 02 0 0 II 25 0 0 4 49 03 0 0 20 23 0 0 2 3 50 04 0 0 16 12 0 0 0 s 39 05 0 0 18 15 0 0 0 2 0 36 K 0 0 19 14 4 0 0 2 41 p 0 0 26 23 5 2 0 2 8 71 TOT AL FOR: MABEL EL 0 125 132 16 11 2 22 28 338 cR@1 :.ii .50 ??~ 1047-TERRY GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 s 33 32 4 3 0 0 17 19 114 02 4 29 32 4 3 0 17 10 IOI 03 6 3 30 29 7 2 0 12 9 99 04 0 4 25 34 3 5 0 0 16 10 97 05 3 26 20 s 3 0 0 12 14 84 K 2 4 34 25 s II 0 0 23 17 121 p 17 9 2 0 0 3 6 40 TOTAL FOR: TERRY 19 17 194 181 29 28 3 0 100 85 656 375 ~ /86 ~/~ 048 - FULBRJGH GRADE AF AM BF BM HF HM NF NM WF WM TOTALI : 01 2 2 16 9 0 0 0 40 42 112 02 5 19 3 36 34 102 03 2 16 19 0 0 27 31 100 04 0 8 17 2 0 0 0 36 35 99 05 0 0 15 10 2 0 21 29 79 K 0 10 4 0 2 0 0 49 37 103, p 4 4 0 0 0 0 II 17 38 TOTAL FOR: FULBRIGH 9 7 74 78 9 8 2 220 225 633 ~/T- _.i,5\n1.. $,- -IP Ci:\u0026gt;MPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page I 3 of I 6 '\nSTATEWIDE INFORMATION SYSTEM OCTOBER 1., 2005 ENROLLMENT REPORT FINAL ------ !050 - OTTER CR GRADE AF AM BF BM HF HM NF NM WF WM TOTALi 01 0 0 34 30 2 5 0 II 10 93 02 0 21 30 7 14 14 96 03 0 41 27 4 2 0 0 10 11 96 04 0 22 33 2 0 0 7 12 78 05 0 0 27 30 2 0 0 9 77 K 0 0 27 27 4 0 0 20 17 100 p 2 0 17 8 2 0 0 0 2 9 40 TOTAL FOR: OTTER CR 6 189 185 23 19 2 72 82 580 c:97-Y 5~ /~ ?,../7: 1051 - W AKEFIEL I GRADE AF AM BF BM HF HM NF NM WF WM TOTALI 01 0 0 36 39 5 11 0 0 4 0 95 02 0 0 24 29 14 6 0 0 0 74 03 0 0 28 25 4 11 0 0 2 0 70 04 0 0 16 26 3 0 0 0 51 05 0 0 27 33 7 9 0 2 5 84 K 0 0 27 30 9 12 0 0 2 0 80 p 0 0 10 16 4 4 0 0 2 37 TOT AL FOR: W AKEFIEL 0 0 168 198 46 58 0 13 7 491 .,\n.t\n. /0!5 ,\nJc\u0026gt; 7..:5/o I !052 - WATSON GRADE AF AM BF BM HF HM NF NM WF WM TOTALI I 01 0 0 35 33 2 0 0 3 75 02 0 27 39 0 0 0 74 03 0 0 22 38 5 3 0 0 0 0 68 04 0 0 27 31 2 0 0 0 0 61 05 0 0 28 32 2 2 0 0 0 0 64 K 0 30 42 2 2 0 0 79 p 0 0 17 18 0 2 0 0 0 0 37 TOTAL FOR: WATSON 186 233 17 12 0 4 3 458 q\n1. -/17 .,::\u0026gt;- 1 ---- -- ------------- ---------- ----------- COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page 14 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL --rr1 1703 - FELDER ALC GRADE AF AM BF BM HF HM NF NM WF WM TOTAL . 1l,- I 08 0 0 0 2 0 0 0 0 0 3 I \\Jj,..., 09 0 0 9 0 0 0 0 14 )-.'\" ,3 \u0026amp; 10 0 0 3 7 0 0 0 0 0 II II 0 0 4 6 0 0 0 0 0 0 10 TOT AL FOR: FELDER ALC 0 0 10 24 0 0 0 2 38 'ifl/o ~ I ..a 725- ALT AGCY GRADE AF AM BF BM HF HM NF NM WF WM TOTAL i 01 0 0 0 0 0 0 0 3 02 0 0 0 0 0 0 0 0 4 5 9 03 0 0 0 0 0 0 0 0 3 6 04 0 3 0 0 0 0 3 II 05 0 0 0 2 0 0 0 0 0 7 06 0 ( 0 - 5 0 0 0 0 2 0 8 I 07 0 0 0 6 0 0 0 0 2 2 10 08 0 0 0 0 0 0 J 4 I 09 0 0 4 10 0 0 0 0 0 15 10 0 0 2 5 0 0 0 0 2 4 13 II 0 0 2 0 0 0 0 2 0 12 0 0 0 0 0 0 0 2 4 K 0 0 0 0 0 0 0 4 6 TOT AL FOR: ALT AGCY 0 111 '~35 0 0 0 0 23 30 101 ~~7c- ~ ~3 ----------------------- COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page I 5 of 16 : i STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 ENROLLMENT REPORT FINAL 1766-ALC GRADE AF AM BF BM HF HM NF NM WF WM __ TOTALj 06 0 0 0 0 0 0 0 3 07 0 0 22 0 0 0 0 29 08 0 0 11 go34 0 -~~ 0 0 0 5 3 ssd 9\n??0 ----- - 09 0 0 24 61 0 0 0 0 2 88 10 0 0 24 47 0 0 0 0 0 72 II 0 0 12 17 0 0 0 0 'I 31 12 0 0 3 5 0 0 0 0 0 9 TOTAL FOR: ALC 0 0 86 187 0 4 0 0 9 287 91?. 19~ o{ 6 ,..\n,cu 1767-ACCLP GRADE AF AM BF BM HF HM NF NM WF WM TOTAL\\ 09 0 0 0 2 0 0 0 0 0 0 2 10 0 0 4 6 0 0 0 0 0 2 12 II 0 0 12 9 0 0 0 0 0 0 21 12 0 0 40 36 0 0 II 94 . TOT AL FOR: ACC LP 0 0 561013 0 1 0 s 13 129 d?-- Ii ~lo GRAND TOTAL: 222 209 9089 9077 689 721 45 27 3152 3293 26,524 AJ~~\u0026lt;!j ~ 0 /I ~ 0 0 0 0 .\n?3 ,,.3o 10/ -h ~-I 0 I 0 0 /\n:2. .\n,?8'\" 0 0 /0 /.1._,tC. , /Ct-::\u0026gt;:fZ ~\n/ ., p) f,t)t\n? Cr'J -f\"5 ~1.#Y ~C,:l4'5 ~~o ~7,...,/ 0:0'1 eio18' 7.\n10 ~7' .d~~I\nf\ne\u0026gt;fC, ~710 C ::,3J - ~~~5 (13) (o} (~) '(,) (,fl,, COMPUTER INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page I 6 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 LRSD ENROLLMENT REPORT W/O METRO BY GRADE LEVEL FINAL i ------- -- GRADE AF AM BF BM HF HM NF NM WF WM 01 14 17 707 724 64 59 4 2 267 269 2127 02 21 9 632 719 87 54 8 3 03 17 22 700 699 69 61 6 2 228 2043 . 04 17 20 625 05 15 18 6.61 . 06 20 II 670 07 8 8 664 Q8 09 16 13 10 20 15 715 II 12 15 520 33 27 5 2 250 - 12 14 18 4.S9 412 18 13 3 K II 20 677 760 60 88 5 p 23 9 493 455 26 41 2 GRAND TOTAL: 689 721 45 Z7 :i3 0 Z) 7 ~ \u0026lt;t/7 ) /\n/// .,::f.:5r -:. )~5~~ ~1\n-~,~ /Y(,\n,?,\u0026lt;:-\nI ~?/ .#\"I? /,~ o./ -5,./97 71 ~J/J ~OO\"d-' -/~P 0380 7\n~0~ ~? ( _\n:s~ ( 0, 1/\u0026lt;r) ( ?1'l) ~o~ /~/79~ 70 --\n::\nA I /$0 \u0026amp;  I, /10  c,~ ~~ - ~tld't\n- ~1 ----- LRSD INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page I of I ,. STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2005 LRSD ENROLLMENT REPORT HURRICANE STUDENTS ONLY BY GRADE LEVEL FINAL ,- GRADE AF AM BF BM HF HM NF NM WF WM TOTALi I ---' 01 0 0 12 9 0 0 0 4 s 31 02 0 0 s 10 0 0 0 0 3 19 03 0 0 12 6 0 0 0 0 2 21 04 0 6 7 0 0 0 17 OS 0 0 8 4 0 0 4 19 06 0 0 9 9 0 0 0 0 3 22 07 0 0 6 6 0 0 0 0 0 13 08 0 0 2 0 0 0 0 0 2 7 09 0 0 5 0 0 0 0 0 0 10 10 0 0 6 0 0 0 0 5 13 11 0 0 4 4 0 0 0 0 5 14 12 0 0 2 4 0 0 0 0 0 0 6 K 0 4 8 0 0 0 2 2 18  p 0 0 3 3 0 0 0 0 0 7 GRAND TOT AL: 85 78 2 0 2 27 20 217 LRSD INFORMATION SERVICES DEPT Thursday, October 20, 2005 Page I of I J 11 Office of Student Affairs North Little Rack School District 2700 Poplar Street North Little Rock, AR 72115-0687 (501) 771-8010 Francical J. Jackson, Director DATE: Alov. 7, :20()5 TO: PoII ! j 'Rq 1\n,eR ' ODMo f{k,e. RE: OcJ-I Ke/J dvf- ' FAX: c37/-6 IDO PHONE: ______ _ ******************* FAX: 11 I -/JO I PHONE: __ ,7_7_1 _..\n~a.- --'(J{.JC__..J_- / COMENTS: ________________ _ This fax is .aJ.p_a ge (s) includi.rJ.gt he cover page. If you do not receive all the pages, please call our of.ice at (501) 771-8010. t~ob~f! McCa::_?1-1O ctober 1 Report 2005-2006.xls Page 1 I School Enrollment Black % Non-black % Ar:nboy 350 222 63% 128 37% Belwood 137 108 79% 29 21% Boone Park 384 349 91% 35 9% Crestwood 384 88 23% 296 77% Glenview 158 131 83% 27 17% Indian Hills 534 139 26% 395 74% Lakewood 385 109 28% 276 72% Lynch Drive 338 294 87% 44 13% Meadow Park 195 158 81% 37 19% North Heights 389 243 62% 146 0 38% Park Hill 332 168 51% ) 164 49% Pike View 376 254 68% 122 ~'q 32% Seventh Street 317  312.,,. 98 1\u0026gt;1~~ 5./ 2% Elementary Total: 4279 2575 1\u0026gt;01, 1704 40% Poplar Street Middle 618 394 64% 224 3~% Lakewood Middle 719 256 36% 463 64% Ridgeroad Middle 554 421 76% 1tl 133 24% Rose City Middle 211 175/ 83% 36{\" 1~ 17% Middle School Total: 2102 1246 59% 85 41% NLRHS-East Campus 1517 867 57% ,\nv.J 650 43% NLRHS-West Campus 1469y 761,/ 52% 708....,- 48% Total High School: 298 1628 55% 1358 I~ 45% ./  ,,,. District Total: 9367 5449 58% 3918 42% 3,/t\n/P .\u0026gt;fv!:J ~ 0 ~o~ () ~. ~/.3 /fr} ~:\nJ..\n// S5~ z\n:\n\u0026lt;,~ -/,~ ~75,s 1~/7? C./ ,/4 de-c.._. 5,o~'t o?.t?I I, ~C,\u0026lt; t ::::1:,\u0026lt;\n, :st,,Jo --r:\n~1 t.!:fffO 5,\u0026lt;:.\n) / ~..y?~ 7c,. J?: lDOBll.L 10S LEA: 6002050 COUNTY: PULASKI PUPIL ENROLLMENTB Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. l DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: AMBOYE LEMENTARYS CHOOL PAGE: 1 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 !GRADEi )TOTAL I I ASIAN/ 1AM INDIAN/ 'ill:IITE BLACK HISPANIC I PACIFIC ISL !ALASKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL I 611 10 I 9 I 23 I 14 I 3 I 2 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 Di 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I 56 I 11 I 8 I 12 I 21 r 3 r 11 0 I O I 0 I O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I or 01 01 or OJ 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROI.LI 651 111 41 241 241 11 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 631 121 101 191 191 21 01 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I 0 I 0 I 0 I O I O I 0 I 0 I O I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 531 111 71 161 191 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+----+-----+-----+-----+---- CHOICE I O I 0 I 0 I 0 I 0 I 0 I O I 0 I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 521 91 101 211 101 01 21 OJ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I 0 I 0 I 0 I O I 0 I O I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL I 0 I O I 0 I 0 I o I 0 I 0 ! 0 I O I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 OJ 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLI O I O I OI O I O I O I O I O I O I OI O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 OJ 01 01 01 01 01 01 01 OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ~NROLLI 01 or 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 OJ 01 OJ 01 01 0 /I~ _,?,?Y\nt, ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 3501 641 481 1151 1071 91 61 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE/ OJ 01 0/ 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- lOOBlll.lDS LEA: 6002053 COUNTY: PULASKI PUPIL ENROLLMENTB Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: BELWOODE LEMENTARSYC HOOL PAGE: 3 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 !GRADEi !TOTAL I I ASIAN/ 1AM INDIAN/ WHITE BLACK HISPANIC I PACIFIC ISL !ALASKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL/ 191 3/ 01 5/ 111 0/ 01 0/ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! DI 01 01 or or Di or or DI 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 261 3/ 11 121 91 11 or OJ 0-1 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I DI 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 251 21 31 111 Bl 11 01 Oi 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 211 1( 51 61 91 01 01 01 0/ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 0/ 01 01 OJ 01 01 01 or 0/ 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL I 22 I 4 I O I B I 91 11 0 I O I O I O I 0 ------+-----+----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! DI OJ 01 or DI 01 01 01 01 01 O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 241 21 21 ?f 131 01 01 01 01 or 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 or 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL! 01 0-/ 01 01 Of 0/ 0/ 01 0! 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I D I D I O I O I O I O / 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL/ 0/ 01 01 0/ 0/ 0/ 0/ 0/ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0/ 01 0/ 0/ 01 01 0/ 01 DI 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 13?1 151 111 49/ 591 31 01 01 0/ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0/ Of 01 01 0/ 01 01 01 DI 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- _}(., 1o\u0026lt;/ 3 lDDBllllOS LEA: 6002054 COUNTY: PULASKI PUPIL ENROLLMENTB Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: BOONE PARK ELEMENTARYSC HOOL PAGE: 5 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 !GRADEi ITOTALI WHITE BLACK ASIAN/ IJ\\M INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 751 11 11 411 271 31 21 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O f O I O I O f O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 661 31 21 271 30f 2f 21 01 Of 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 f 0 I 0 I O I 0 I 0 I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I 65 I 3 f O I 26 f 32 f 2 f O I Of Of O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O f O I O I O I D I O I D I O I D ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL I 651 li 11 311 30f 11 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O f O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 641 21 11 281 311 11 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE t O I O I OJ O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 49l 21 01 211 231 21 11 01 01 Of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 DI Of 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLI OI O I O I DI DI DI O I DI O I OI O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I D I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 01 01 01 01 01 01 DI 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I Of O I O I O I O I O I o I O I O I 0 ---------+-----+-----+-----l-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 01 01 01 01 01 01 DI 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 38 4 I 12 f S I 17 6 I 17 3 I 111 7 I O I O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I o I O I o I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 _p'fl 1\u0026lt;t 100B llllOS LEA: 6002055 PAGE: 7 COUNTY: PULASKI PUPIL ENROLLMENTB Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: CRESTWOODE LEMENTARYSC HOOL SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 I GRADEi I TOTAL I WHITE M F BLACK M F ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASI\u0026lt;AN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 791 341 251 81 101 11 01 01 01 01 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O 1 0 I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 681 261 201 111 101 11 01 or 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I or 01 01 01 01 or 01 Di 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 491 161 191 11 121 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 0 I OJ Di 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 551 251 191 Bi 21 11 01 0\\ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O 1 0 I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 751 321 251 111 sr or 21 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 581 211 231 41 61 01 01 11 OJ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLI O I O I O I o I O I O I O I O I O I o 1 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 Of 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLt I O I O 1 0 I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 OJ 01 OJ or 01 01 or 01 o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENRO1LI 01 or or 01 01 01 01 01 01 01 O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 01 01 01 or or 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL! 3841 1571 1311 431 451 41 21 11 01 OJ 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I 0 I 0 I o I 0 I 0 I O I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LE:A: 6002056 PUPIL ENROLLMENTB Y SCHOOLF ORM PAGE: 9 SIS: rpt-404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. l DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: GLENVIEWE LEMENTARYS CHOOL !GRADEi I TOTAL/ WHJ:TE M BLACK F M F I ASIAN/ 1AM INDIAN/ HISPANIC I PACIFIC ISL I ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 251 01 11 151 91 01 01 01 01 01 0 ------T-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 32 I 4 I 3 I 10 I 14 I OI O I O I O I OI l ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 0 I 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 201 21 11 11 91 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 231 51 1/ 61 111 01 01 01 01 O! 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! D! 01 01 01 0/ 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 261 31 2{ 121 91 01 01 01 01 0{ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----,-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLI 32 I 2 I 11 18 I 11 I O I O I O ! 0 I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O 1 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLI O I OI O I OI OI OI Of Of OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 DI DI 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 01 01 01 01 01 01 01 01 0  ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI O I O I O I OI OI OI O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 158{ 161 91 681 631 11 01 01 01 01 l ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 OJ 01 01 01 01 O! 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- lOOBTU.lOS LEA: 6002057 PUPIL ENROLLMENT BY SCHOOL FORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. l DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: INDIAN HILLS ELEMENTARY SCHOOL PAGE: 11 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 IGRADEI ITOTALI ASI:AN/ 1AM INDIAN/ WHITE BLACK HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI 821 231 341 101 111 01 01 01 41 OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 861 271 351 151 71 11 01 11 01 01 0 --- --+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 Oi 01 01 01 01 OJ 01 01 Oi 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I 100 I 37 I 37 I 91 15 I 11 11 0 I O I O I 0 ------+-----+-----+-----+-----+- ---+-----+-----+-----+-----+-----+-----+---- CHOICE! Oi 01 0( 01 01 01 O! 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL( 91( 291 311 14( 141 11 11 01 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE l 0 I 0 I O I 0 I 0 I 0 I O I 0 I 0 I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL I 87 I 30 I 321 81 12 I 2 I 11 0 I 2 I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 OI OJ 01 01 01 01 0! 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL I 88 I 29 I 321 10 I 14 I O I O I 11 2 I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE( 01 01 0( 0( 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL I O I O I O I O I O I O I O I O I O I O I O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O ! O I O I O I O I O I O I O l O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+----. 07 ENROLL I O I O I O I O l O I O I O I O I O I O I O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I a ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 5341 1751 2011 66( 731 51 31 21 91 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 Of 01 OJ or 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- /~7o j74 (g/ I~ lOOBllllOS e11,:11 SO lO f\\OIJ LEA.: 6002058 COUNTY: PULASKI PUPIL ENROLLMENTB Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. l PAGE: 13 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 ll:56 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LAKEWOODEL EMENTARYSC HOOL !GRADEi ITOTALI WHITE M BLACK F M F .l\\SIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 621 231 251 51 51 21 21 01 Oj 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 Of 01 OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 691 201 271 81 111 01 31 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I 68 I 171 33 I 8 I 81 0 l 2 I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE l O I O I O I O I O I O I D 1 0 I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI 661 24 I 22 I 11 I 8 I 1 I O I O I O I O l 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 OI 01 01 01 01 01 01 01 Oi 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 631 151 241 131 81 11 21 OJ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I o I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+----+-----+-----+-----+-----+---- 05 ENROLL! 571 161 131 101 141 31 11 01 OJ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL! 01 01 01 01 o I 01 O I 0 I 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 0{ 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI OI OI O I O I OI OI O I O I O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3851 1151 1441 551 54( 7( 101 OI 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 Oi OJ 01 0( 0 I O I 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ~/\noi l'J l0081U. lOS 01d LEA: 6002060 PUPIL EnROLLHENT BY SCHOOL FORM PAGE: 17 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LYNCH DRIVE ELEMENTARY SCHOOL IGAADEI ITOTM I WHITE M F M F ASIAN/ 1AM INDIAN/ HISPANIC (PACIFIC ISLJALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 551 41 41 271 181 11 11 01 01 OJ 0 ------+-----+----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I 551 31 31 221 271 01 O! 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 611 41 21 261 291 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 631 31 11 341 241 01 lf 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O 1 0 I O I O I O I O I O I O I OJ O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 481 21 41 221 201 01 01 OJ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 OJ 01 01 Of 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL I 561 Sf 61 201 251 01 01 Of OJ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 0{ 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL! 01 01 OJ 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O 1 0 I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLI O I O I OI O I OI O I O I o I O I O J 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 OJ Of 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 01 Of 01 OJ 01 01 0/ 01 01 Of 0 ------+-----+-----+-----+----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O l O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 3381 211 201 1511 1431 11 21 01 Of Of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I DI O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 TOOBll.llOS ett,: 11 SO LO f\\Ol,J LEA: 6002061 COUNTY: PULASKI PUPIL ENROLLMENT BY SCHOOL FORM SCHOOL CHOICE BY SCHOOL ON OCT. l PAGE: 19 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: MEADOW PARK ELEMENTARY SCHOOL \\GBADEI ITO'l'AL I WHITE M F BLACK M F ASIAN/ llU1 INDIAN/ HISPANIC \\PACIFIC ISL\\ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 301 11 21 161 101 11 01 OI 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I D I O I o I O I O I O I O I O I DI O I 0 ---------+-----+-----+------+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I 30 I 4 I 11 12 I 12 I O I 11 O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 231 2) 01 91 101 11 01 11 Di 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE\\ 01 Of 01 Of 01 01 01 DI 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 311 21 41 121 121 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I o I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL I 48 I 4 I 3 I 12 l 27 I 11 1 I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 0\\ Of 0( 01 Of Of 01 Of 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL( 33( 21 3( 121 14I 11 01 Of 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+----+-----+-----+-----+-----+-----+---- 06 ENROLL I O I O l O I O l O I O l O l O I O I O ! 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O 1 0 l O l O ! 0 I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! Ol 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+----. CHOICE! 01 01 01 01 OJ OJ 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 01 01 01 01 Of Di 01 01 01 01 0 ------+-----+----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL! 1951 151 131 731 851 51 21 11 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O l O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 1 lOOBll.l.IOS e2v:11 so L.O 1\\01,1 21  d LEA: 6002063 PUPIL ENROT.LMENTB Y SCHOOL FORM PAGE: 21 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: NO. HEIGHTS ELEMENTARY SCHOOL !GRADEi ITOTALI WHITE M F BLACK M F 1 'ASJ.AN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 761 61 101 191 241 71 10\\ 01 0\\ 0\\ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL\\ 751 91 61 301 151 61 81 Of Of 0( l ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O ! O I O I O I O I O J D ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I 73 I 7 I 61 17 I 2 61 12 I 5 I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE 1 0 1 0 1 0 I O ! 0 I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 581 41 21 251 181 11 81 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL I 48 I 51 2 I 18 I 14 I 7 I 2 I O I O I O I O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O f O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL I 59 I 3 I 71 19 I 18 ! 5 I 7 I O I O I O I O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 01 01 01 01 01 01 01 OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL I 01 OJ 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 0\\ 01 01 01 OJ 01 01 DI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 0\\ 01 01 01 01 0( 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 01 01 01 Of Of OI Of Of 01 Of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE/ Of Of 0/ 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL\\ 3891 341 331 1281 1151 381 401 01 01 OJ 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 OJ 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10081 Ll 1 OS e2v:11 so l.O \"ol.J El d LEA: 6002064 COUNTY: PULASKI PUPIL ENROLLMENT BY SCHOOL FORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 23 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 DISTRICT: N. L.ITTLE ROCK SCHOOL DISTRICT SCHOOL: PARK HILL ELEMENTARY SCHOOL IGRADEI ITOTALI WHITE M F BLACK M F I ASIAN/ 1AM INDIAN/ HISPANIC )PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 621 161 121 151 131 31 31 DI 01 OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I 571 111 8 I 151 12 I 61 q I O I O I O I l ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 511 71 101 101 181 3J 21 01 01 Di 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 OJ 01 01 0 I O I 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 491 91 131 161 51 11 51 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL I 5q I 131 8 I 121 131 61 2 I O I O 1 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+----+-----+---- 05 ENROLL! 591 81 SI 231 161 11 31 01 Of 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL I O I O I O I O I O I O I o I O I O I O I O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O 1 o I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I O I O I O I OJ O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! OJ 01 01 OJ 01 01 01 Di 01 01 0 ------+-----+-----~-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 3321 641 591 911 771 201 191 01 01 01 2 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oi 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- lOOBll.l.lOS LEA: 6002065 PUPIL ENROJ.LMENT BY SCHOOL FORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: PIKE VIEW ELEMENTARY SCHOOL PAGE: 25 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 IGAADEt JTOTALJ WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALA.SKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 741 101 121 221 241 51 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 0 I 01 OI 01 01 OJ 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 7lf 51 101 241 281 01 21 11 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O t O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL/ 771 91 51 311 2BJ 11 21 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLJ 641 111 71 211 131 51 SJ 21 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE t O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL I 46 I 7 I 51 13 I 18 I O I 3 f O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 OJ 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 441 41 6/ 171 151 11 lJ 01 0/ DI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I D I O I O I O I O I O I O I O I O I D ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL! 01 01 DI 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE t O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I DI 01 01 01 01 01 01 01 01 0/ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 3761 461 451 1281 1261 121 141 41 lf 0/ 0 ------+-----+----~+----'+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 Ot 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ~\u0026lt;tl 11 ~-! ~I lOOBIU.105 Sl  d LEA: 6002069 PUPIL ENROLLl-IBNT BY SCHOOL FORM PAGE: 29 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: SEVENTH STREET ELEM. SCHOOL !GRADEi ITOTALl WHITE M BLACK F M F ASIAN/ JAM INDIAN/ HISPANIC !PACIFIC ISL/ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 611 01 01 251 351 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 641 01 01 26! 371 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 DI DI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I 63 I 11 0 I 311 30 I Of 11 0 I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I O I 0 I 0 I O I O I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI 401 Di 11 221 171 01 01 01 01 Of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 OJ 01 01 01 01 OJ 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 4 ENROLL I 4 9 I O I O I 2 2 I 2 7 I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O 1 0 I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 401 or 01 211 191 OJ 01 01 01 01 0 ------+----+----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I D I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 OJ 01 01 DI O I OJ O! OJ 0 ---------+-----+-----+-----+-----+-----+-----+------+-----+-----+-----+-----+---- 07 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O l O l O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+----+-----+-----+---- CHOICE I O I O l O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 3171 11 11 1471 1651 21 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I OJ 01 01 O! 01 01 01 DI 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 3 1 DDBll.l.105 LEA: 6002070 COUNTY: PULASKI PUPIL ENROLLMENBTY SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. l PAGE: 31 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LAKEWOOMDI DDLES CHOOL !GRADEi I TOTALI WHITE I M BLACK F M F ! ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 01 01 01 01 01 O! 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O ! 0 I O ! 0 I O I O ! 0 I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 01 01 01 01 0[ 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I o 1 0 I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 01 01 01 01 01 01 01 01 OJ OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI O I O I O I O I O I O I O I O I O I DI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O t O t O t O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLI OI OI OI O I OI OI O I O I OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 Oi 01 01 01 OJ 01 Of 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 01 Of Of Of 01 01 01 01 Ol 01 0 ------+-----~-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 OI 01 01 01 01 01 01 0 I 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLI OI OI OI OI O I OI OI O I OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI O I O 1 0 1 0 I OI OI O I O I OI O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 3211 921 94! 71! 451 81 Si 21 31 11 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEl OI O I O I O I O I O I OI O I O I OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 398! 128! 119! 75! 65( 21 Bl 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE) OJ 01 01 01 Of 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 7191 2201 2131 1461 1101 101 131 31 31 11 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI OI OI OI OI OI OI OI OI Oi OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- a~~ LEA: 6002059 PUPIL ENROLLMENT BY SCHOOL FORM PAGE: 15 SIS: rpl:404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: POPLAR STREET MIDDLE SCHOOL !GRADEi I TOTAL I WHITE M BLACK F M F ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLJALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! OJ OJ OJ 01 01 OJ 01 01 OI 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 OJ 01 01 OJ 01 01 0 I 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 J::NROLLI O I O1 01 0 I OI O I OI OI O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL[ 0/ or or 01 Of 01 01 Of 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O l O l O l O I O 1 0 l O l 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL l O I O I O I O I O I Of O l O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+----+-----+-----+-----+---- CHOICE I O 1 0 l O f O I O I O 1 O l O I O l O l 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL 1 0 I O l Of O l O I O l O I O I O l O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 0{ 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL f O I O I O I o ! 0 I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! Of OJ 01 Of 01 01 01 01 DI OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL! 61B1 1101 B41 1951 1991 191 91 01 11 01 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 11 01 OJ 01 11 01 OJ 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 Of 01 01 01 Of 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- OB ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 0/ Of OJ 01 01 OJ 01 01 OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 61B1 1101 841 1951 1991 191 91 01 11 01 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 11 01 01 01 11 01 01 Oi 01 01 0 ---------+-----+-----+-----+-----+-----+---- +-----+-----+-----+-----+-----+---- ?JT- /9j ffe9/ $~ 91 d lOOBlLLlOS n T  .J LEA\n6002702 PUPIL ENROLLMENTB Y SCHOOLF ORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 39 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: RIDGEROAD CHARTER MIDDLE SCHOO !GRADEi fTOTALI WHITE M F BLACK M F ASIAN/ I.AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI O I O I OI O I OI OI O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 Of 01 01 Of Of 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI O I O I OI OI OI OI O I O I O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 OI 01 01 01 01 01 Of 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 01 Of Of Of Of 01 Of 01 01 0/ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 OJ 01 OJ OJ OJ 01 OJ 01 OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI O I O I OI O I OI OI O I O I O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 Of 01 01 0/ 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 4 ENROLLI O I O I OI O I O I OI O I O I O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 OJ OJ 01 01 01 Of 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 01 01 01 01 OJ 01 01 OJ OJ OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLI O I O I OI OI O I O I OI OI O I OI O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj Of 0/ Of 01 01 01 Of O I 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 3001 301 211 1011 1291 91 101 OJ 01 OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O .I O I O I O I O I O I O I O I O I o I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 2541 28) 241 1031 881 51 61 OJ Oi OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O[ 01 01 Oi Oi 01 Oi Of Di OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 5541 581 451 2041 2171 141 161 01 01 OJ 0 ------+-----+-----+-----+-----+-----+----'+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002077 COUNTY: PULASKI PUPIL ENROLLMENT BY SCHOOL FORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: ROSE CITY MIDDLE SCHOOL PAGE: 37 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 }GRADEi )TOTAL I ASIAN/ 1AM INDIAN/ WHITE BLACK HISPANIC !PACIFIC ISLJALASI\u0026lt;AN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL I O I O I O I O I O I O I O 1 0 I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 OJ 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 01 OJ 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL I O I O I O I O I O 1 0 I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I o I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLL I 14 I 3 I l I B I 2 1 0 I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 Oi 01 01 01 01 OJ 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 961 81 31 481 361 01 01 01 l( 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 Of 01 01 01 OJ 01 01 0 ---------+- .---+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL[ 1011 121 71 36( 451 11 01 Of Of Of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 Of 01 01 01 OJ 01 Of 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 2111 231 111 921 831 11 01 0( 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- \u0026lt;i~7, ~1 17~ ~ LEA: 6002075 PUPIL ENROLLMENBTY SCHOOLF ORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. l DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL:N LR HIGH SCHOOL-EASTC AMPUS PAGE: 34 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 !GRADEi I TOTAL I I ASIAN/ 1AM INDIAN/ WHITE BLACK HISPANIC !PACIFIC ISLfALASKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLLI 770 I 1521 135 I 2181 228 I 20 I 13 I 21 O I 21 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI OI OI O I O I OJ OI O I O I O I OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLL! 7471 1411 1591 2371 1841 131 91 21 21 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI O I O I O I O I OJ OI OJ OI O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLL! Of Of 01 Of Of 01 Of Of OJ Of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O f O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI OI OI 0 I OI O I OI 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI 01 01 01 01 01 01 01 01 0! 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLf O I OI OI O I O I O I OI OI O I OI O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI 01 01 01 01 01 01 01 01 OI 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+----+-----+---- EE ENROLLI O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 Of 01 01 OJ 0/ 01 Of 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI O I OI OI OI OI OI O I O I OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 Of 01 OI OJ 01 Of 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLLI OI O I OI OI OI OI OI OI OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I 0 I 0 I O I 0 I O I O I O I O I O I ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 15171 2931 2941 4551 4121 33! 221 41 21 21 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI 01 01 01 Of OJ Of Of 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- p? ,:\ng1 gt, 7 r..,a NUMBERO F GRADUATEFSO R PREVIOUS SCHOOLY EAR TOTAL ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- GRADUATEI S OI Ol OI OI OI OI OI O I OI O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Has your district voted to pArticipate in School Choice? y LEA: 6002076 PUPIL ENROLLMENT BY SCIIOOL FORM COUNTY: PULASKI SCHOOI. CHOICE BY SCHOOL ON OCT. 1 PAGE: 36 SIS: rpt404 CYCLE: 10/15/2005 RUN: 10/19/2005 11:56 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: NLR HIGH SCHOOL-WEST CAMPUS ------------------------------------------------------------------------------- !GRADEi JTOTALJ WHITE BLACK ASIAN/ 1AM INDIAN/ HISPANIC )PACIFIC ISLJALASI\u0026lt;AN NTV -------------------------------------------------------------------------------- M r M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROL!. I 28 I 4 I 21 91 11 I l I 1 I O I O I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ OJ 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLL I 14 5 I 16 I 8 I 7 4 I 41 I 3 I 2 I 1 I O I O I o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I 0 I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLL! 6491 1351 171( 163( 156( 13( 61 31 21 OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 OJ Of Of OJ 01 01 01 Oi OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLL! 6471 1541 157J 1451 1621 151 71 11 41 11 l ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 OJ 01 01 OJ 01 01 Of OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLL I O I O I O f O I o I O I o I O I O I o I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 OJ 01 01 or 01 Of OJ 0 ---------+-----+-----+-----+-----+-----+-----+----+-----+-----+-----+-----+---- EE ENROLL! 01 01 Of 01 01 Of or Of Of Of 0 ------+-----+-----+-----+-----+-----+----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 OJ OJ 01 OJ 0/ Of OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLL I 01 Of OJ 0/ Of 01 OJ OJ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 01 01 01 01 OJ OJ OJ or 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- $$ ENROLL I O I O I O I O I o I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I o I 0 I o I o I 0 I ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL/ H69i 3091 3381 3911 3701 321 161 5/ 6) 11 1 -----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 0/ OJ or OJ 01 OJ 0/ 01 0 M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- jji'~Jo W7 7~ I ~ I TOTAL NUMBER OF GRADUATES FOR PREVIOUS SCHOOL YEAR ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- GRADUATESI 441 I 1061 104 I 107 I 106 I 8 I 5 I 1 I 1 I 2 I l ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Has your district voted to participate in School Choice? Y T-=z  ,.J Of.ice of Student Affairs North Little Rock School District 2700 Poplar Street North Little Rock, AR 72115-0687 (501) 771-8010 FrancicaJJ.Jackson, Director DATE:_I_J_-_9_-_tJ___S - _ ro: __ H_J-dly_R,_a_11r._.\n.e1\u0026lt;_-_,__-__ {)_j)lr) _ FAX: FROM:~~_a_11._Ja_ClL/d--_\"_'-_-boY_1 _ FAX: _______ PHONE: ________ _ COMENTS: _______________ _ This fax is _3_ page (s) including the cover page- If you do not receive all the pages, please call our oflice at (501) 771-8010. 1008 l U. 10S BUILDING CAPACITIES Location : Capacity . Enrollment\n% of Capacity\n2005-2006\nWEST CAMPUS I 1700' 1315 77% EAST CAMPUS i 1556i 15171 97% ! LAKEWOOD MIDDLE\n779! 719\\ 92% RIDGEROAD MIDDLE CHARTER ' 791 \\ 554: 70% ROSE CITY MIDDLE I 466l 2121 45% POPLAR STREET MIDDLE\n9381 6181 66% l * Argenta Academy i 173! I 1781 103% AMBOY ELEMENTARY i 462', 3101 80% BELWOOD ELEMENTARY\n216i 137! 63% BOONE PARK ELEMENTARY I - I 602/ 4401 73% CRESTWOODE LEMENTA RY 4481 384! I 86% i GLENVIEWE LEMENTARY 254/ 1781 70% ' 5341 - INDIAN HILLS ELEMENT ARY ! 586! 91% I LAKEWOOD ELEMENT ARY ! 4251 3851 91% LYNCH DRIVE ELEMENT ARY I 549! 3781 69% I MEADOWP ARK ELEMENTARY\n! 257! 1951 76% NORTH HEIGHTS ELEMENT ARY i 559i 429I 77% PARK HILL ELEMENTA RY II 3671 332! 90% PIKE VIEW ELEMENT ARY i 5071 416! 82% REDWOOD PRESCHOOL ! 2281 2281 100% SEVENTH STREET ELEMENT ARY ' 516! 3571 69% I TOTALS! 123791 9876I 79% i * Included 2 4 for Infant and Toddler program. 2  a I008 I LL. I OS Ref: ENROLlCL Date: 11/09/05 Time: 11:17:54 SCHOOL: REDWOOD GRADE TOTAL I 142 SN 0 J 71 SN 0 \u0026lt;pJ.scHOOL 213 SN 0 TOTALS STUDENT POPULATION BY SCHOOL NOVEMBER 9, 2005 PRE-SCHOOL WHITE BLACK HISPANIC ASIAN/PI M F M F M F M F 10 8 46 70 4 4 0 0 0 0 0 0 0 0 0 0 1 3 27 37 2 1 0 0 0 0 0 0 0 0 0 0 11 11 73 107 6 5 0 0 0 0 0 0 0 0 0 0 10.3% 84.5% 5.2% .0% ~~ /\u0026lt;iO // lOOBll.L. lOS AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 .0% Officeo f DesegregationM onitoring United States District Court  Eastern District of Arkansas To: Karl Brown, Assistant Superintendent Pulaski County Special School District Bobby Acklin, Assistant Superintendent North Little Rock School District Junious Babbs, Associate Superintendent Little Rock School District ~llyRamer Date: October 17, 2005 Re: October l Enrollment Count One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 We are in the process of preparing our annual enrollment and racial balance report. Please forward to our office the official October l enrollment count which each district submits to the ADE as soon as it is available. Also please include the building capacities for 2005-06. You may email this information to paramer@aristotle.net or fax it to 371-0100. If the information will not be available before the end of this month, please notify us immediately. Thanks. Officeo f DesegregationM onitoring United States District Court  Eastern District of Arkansas To: Karl Brown, Assistant Superintendent Pulaski County Special School District Bobby Acklin, Assistant Superintendent North Little Rock School District Junious Babbs, Associate Superintendent Little Rock School District F@ony Ramer Date: October 17, 2005 Re: October 1 Enrollment Count One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 We are in the process of preparing our annual enrollment and racial balance report. Please forward to our office the official. October 1 enrollment count which each district submits to J}Je ADE as soon as it is available. Also please include the building capacities for 2005-06. You may email this information to paramer@aristotle.net or fax it to 371-0100. If the information will not be available before the end of this month, please notify us immediately. Thanks. Officeo f DesegregationM onitoring United States District Court  Eastern District of Arkansas To: Karl Brown, Assistant Superintendent Pulaski County Special School District Bobby Acklin, Assistant Superintendent North Little Rock School District Junious Babbs, Associate Superintendent Little Rock School District F~olly Ramer Date: October 17, 2005 Re: October 1 Enrollment Count One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 We are in the process of preparing our annual enrollment and racial balance report. Please forward to our office the official October 1 enrollment count which each district submits to the ADE as soon as it is available. Also please include the building capacities for 2005-06. You may email this information to paramer@aristotle.net or fax it to 371-0100. If the information will not be available before the end of this month, please notify us immediately. Thanks. 11/10/2005 11:11 501-447-5251 To: FACILITIES SERVICES PAGE 01/03 Facility Services Departme11t 3601 South Bryant Street Little Rock, AR 72204 _..O-=ffi=c=..).e- '.-.4..4,:~-{7.'.-.-=5_5=_20=1 5 =0 -=.F.a.. x...: (501) 447-5251 . From: ?axed to phone#\n1 7\n -() / {)C) Number of pages mcluding cover sheet _______ _ . I l~/~0/2005 11:11 501-447-5251 FACILITIES SERVICES PAGE 02/03 2005-2006 Capacities SCHOOL Capacity CentraHl S 2276 Fair HS 1200 Hal/HS 1754 McClellaHn S 1440 ParkvlewM ag.H S 1200 Sub-Total 7870 CloverdalMe iddle 885 DunbaMr iddle 888 ForesHt eightsM iddle 780 HendersoMn iddle 960 Mabe/valMe iddle 681 Mann Middle 900 Puat s kiH eightsM iddle 858 SouthwesMt iddle 912 Su~Total 6864 Bale 488 Baseline 360 Booker 645 Brady 528 Carver 556 Chicot 509 Cloverdale 489 Dodd 271 Fair Park 304 ForesPt ark 400 Franklin 532 Fulbright 565 GeyerS prings 358 Gibbs 321 Jefferson 471 King 715 Mabe/vale 443 McDermott 453 Meadowcliff 358 , .. -:\na ...,.. -- I --- OtterC reek 537 11/10/2005 11:11 PulaskHi eights Rightsell Rockefeller Romine stephens Terry Wakefield Washington Watson WesternH ills Williams Wilson Woodruff Sub-Total rand Tota( 501-447-5251 350 296 481 507 646 575 482 836 591 320 585 340 314 15909 30643 FACILITIES SERVICES -AtJ\n: 5,~~t\n. ,~33 -J0,3(',,,e\u0026gt; PAGE 03/03 LRSDO FFICIALE NROLLMENT 2005-06 vs 2004-05 1-0ct-05 1-0ct-04 HIGHS CHOOLS '- B W O TOTAL .%B LK-+_- _,__B_ -+---w--+-- o_+-T_O_TA_L--+-%_B_L_K__, CENTRAL 1273 1033 116 2422 53% 1125 981 97 2203 51% FAIR 1006 127 36 1169 86% 897 125 36 1058 85% HALL 1083 151 155 1389 78% 1103 184 177 1464 75% MCCLELLAN 779 50 35 864 90% 849 51 25 925 92% PARKVIEW 559 496 74 1129 49% 565 465 78 1108 51% i:.-A:_.=_C_..: :C ---1-_ _:_:10:..::9+--_1.:..:8+----'2+-----'1=29=+--__::_84:..:.%=+ ---1~:-..-:'-:81+1'---=--2-+=-6-+_-- _:_:13:..::6+----=8=2'c.:.i1/, ALC 193 5 2 200 96% 164 12 2 178 92% FEbDER = =-32 2------1 v\n1-\"\"---- IAIT -\n--\n: ----=- ----=- SUB TOTAL 5060 1894 421 7375 69% MIDDLES CHOOLS 29 4844 17 1853 2 423 48 7120 60% 68% CLOVERDALE 491 27 118 636 77% 560 24 98 682 82% DUNBAR 531 218 62 811 65% 453 223 71 747 61% FORESTH EIGHTS HENDERSON _:5c:_31+----'1..::21:.+--_..::24-'+---=6-:-.+c-7-6--::=.J5-3--::'-..7:39:J:_.._-_-:' _-':-_l,1 3::..:3+-----'2=2~+- - 77% 503 65 62 630 80% 518 57 55 630 82% MABEVLA LE 519 '--7.:J_7 ___.:1.:J7'----= 6138 5'/o_ 515 102 1-ZL- 634 81% MANN 429 365 56 850 50% 439 368 66 873 52% PULASKHI EIGH~+-- 4_1_1_ 3_0_,7 1_',-6- _7_34__,_----'56'1~ 404~ 2_95__,__ 9 708 57% SOUTHWEST _4'-'1_-' -'9_ _.c_19:.J..__=2_2:.J0. ..'- 9:..c1-'-%+----+--4--'6-'-6_+ --1..:_5+--_--'1-\"2!--4--93 94% ALC 80'- ~'\"- _1,__ 8_7 92% , ___ 77+- Jl+-- __Q~ ~- 93% - fE,crn-ma===....\n=:i\n.... ~ -, Ot- ~ ,. .. 0 ,- - IAi..-+,-AGENCIES\n~ 1\n'-- 2L ~-- ~ 27 13 0 40 68% SUBTOTAL 8,\n~ ~J\n: ~~~\n_:_:~\n.c_:-,i-- 1-___c3:..::99=--=_2-1--_123356~0 -+-_5_5_78+- 72% ELEMENTARY BALE , 273 23 ~,_ 3~'-- 8~'-- ~L- ~ 31 319 82% BASELINE 219 17 60 296 74% 235 25 -1!~ 2Q1~ 81% BOOKER _ 3~~2~~~ 607 53% 32~ ~+-- 2~ 605 53% BRADY 332 40 22L_ 3~ 84%'-- 248 48 22 318 78% -L-CARVER 290 211 32 533 _5 4_%__ _ , _, 2~L- ~f-- 32 496 52% CHICOT ~~34 112 564 74% CLOVERDALE , 85 7 21 113 75% DODD _ 1~ 80 47 28i) 56%'- FAIR PARK -+-- 86 38 6 130 66'(, FORESTP ARK , 81' -- 309 17 ~ 1- 20'/o_ FRANKLIN -'- ~'-- 10L_ 3_~ 44_9_ 97~+-- FULBRIGHT 152 445+-- 36+-- 6~~4'1o GEYERS PRINGS 301 15 17 333 _!Q'(o'- GIBBS '--158._ 11_7 22 29] 53% JEFFERSON ~ 1~ 294~ 6~ 44J 32'/o KING 409 1~ ~,_ 6_1J'\"- 66'1'-- MABELVALE L_ 257 '-- 50 3! 338.__.?_6% MCDERMOTT _ 2~~ 115 _+-- 458L_ 65%._ MEADOWCLIFF 289 42 32,__~~0~'-- MITCHELL ~sed_ +-- __,_ __ 1- _ '- -'- OTTERCREEK 374 154 52 580 64% PULASKHI EIGHTS 152_ 167'-- 15'- 334 45% RIGHTSELL -'-- 178 4 2'- 184 97% ROCKEFELLER 358 107 12 4!!_ 75'/o__ ROMINE STEPHENS TERRY WAKEFIELD WASHINGTON WATSON WESTERNH ILLS WILLIAMS WILSON WOODRUFF SUBTOTAL 290 28 47 365 79% 527 11 ~ 54.Z 96% _ 3~_ 185 96 ~- 57%_ -'- 366 20 10~ ~ _74% _ 516 78 50 644 80% 419 7 '- ~ 45~ 91% 220_ 48 1~f--286 77% 233 177 50 460 51% 242 15 19 276 88'/o_ _L 219 17 2 238 92%  1 4?\ntw --. 9178 3338 1112 13628 67% 717? 33d.. 11// /3,_~( (,J) GRANDT OTAL 18166 6445 1913 26524 68% 10-21-05 392 44 100 536 73% 27_,_ __ 17+ -- 67+ -- 360 77% _!i!._ __JJ_ ~~ ~ :- 54% ,_ _ 14_1 _... ... 37 9 ~ 1- 75% 1!1- 22Q~ 2Q 361 20% 373 9 __2 387 96% ~~ 381 29 554 26% 263 15 21 299 88% 164 1~~ 26'- 310~53% 1~1-- ~l-- 6 ~I-- 36% 363 211 33 60? 60% 2~L_ ~+-- ! 257 80% 253 102 51 4061-- 62% 272 4~._ ~+-- 34J~78% 150: _ 1 156 96% 314 162 35 511 60% 140 .!E__ _!! 21! 49% 2~- 0 0 2~ 100% 3~ ~- 21 45~ 67% 245 27 49 321 76% 473 1i_ 11 499 95% 307_ ~- 81 5!!__ 53% 353 12 86 ~ 78% 4ii- 74 62 563 76% 439_ 11 6 ~_96% 206 43 13 262 79% 240 172 49- 46! 52% 255 16 14 285 _ 89% 21~ 18 _1 235 91% 16 42 2 60-27% 88~f-- 3242_ 1039 _ 13170 68% 17725 6331 1812 25868 68% Polly From: Eggleston, Deana [Deana.Eggleston@lrsd.org] Sent: Tuesday, October 25, 2005 8:24 AM To: paramer@aristotle.net Subject: 05-06 vs 04-05 October 1 Official.xis This is a \"corrected\" copy. The totals are the same but the race is different. Thanks! Deana 10/25/2005 Page 1 of 1 LRSDO FFICIALE NROLLMENT 2005-06v s.2 004-05 1-Oct-05 -f--- - ----,..---t----- HIGH SCHOOLS CENTRAL B w O TOTAL % BLK 1273 1033 116 2422 53% FAIR 1006 127..... 36- 1169 86% HALL MCCLELLAN PARKVIEW 1083 151 155 1389 78% _......,.._7_7_91---50- 35- 864- 90%~ 559 496 74 1129 49% ACC ALC FELDER ALT. AGENCIES SUB TOTAL --~~-10-_9,_ _ 18- 2- 12984%- 193 5 -2- 200- 96% -+---3-s21-- 2 1 35 91% 26 11 0 37 70% 50601--_1~89~31--_42_1+--~7_37~4+--_6_9_%_,__ MIDDLES CHOOLS CLOVERDAL-E- +-4-9-1+---\"fi- 118 636 77/o- ---,-~r -~+----+-- -~ - DUNBAR 531 218 62 811 65% FORESTH EIGHTS 531 121 24 676 79% HENDERSON-- +-5-0~31---6-51---~--63-01---8~- - - ---+-~+--~-+-- MABELVALE 519 77 17 613 85% MANN 429 365= 56~5-0+---5-0-1/,1--- PULASKHI EIGHTS 411 307 16 734 56%- SOUTHWEST 419 19 22- 460 91% ALC -- 80 5 2 87 92%- FELDER 21 11 of-- 3- s1o/\"t ALT. AGENCIES -- 131 8 1~ 22 59% SUB TOTAL + 3929 121! 3~5522 71% ELEMENTARY -+ l- $. BALE 2~ 23 38 33~2% BASELINE JJ19I 17 60 296 74% BOOKER 24 253 30 607 53% BRADY ~=- 40r 22 394 84% CARVER 290 211 I 32 533 54% CHICOT 1 418- ~112. 564J_ 74% CLOVERDAL-E --r 85 7 21I 113T ~ DODD 162 80 471 28il_ 56% FAIR PARK 86 3~ 6 130 66% FORESTP ARK 81 309 17t 407 20% FRANKLIN FULBRIGHT GEYERS PRINGS GIBBS JEFFERSON KING 427 I 152 1 301 1ssf 142 409 MABELVALE --+-- 257 MCDERMOTT 296 MEADOWCLIFF 289 MITCHELL closed OTTERC REEK 374 PULASKHI EIGHTS 152 RIGHTSELL 178 ROCKEFELLER 358 ROMINE 290 STEPHENS 527 TERRY 375 WAKEFIELD 366 WASHINGTON 516 WATSON 419 WESTERNH ILLS 220 10 445 15 117 294 187 50 115 42 154 167 4 107 28 11 185 20 78 7 48 WILLIAMS WILSON WOODRUFF ALT. AGENCIES SUBTOTAL 233 177 242 15 219 17 8 33 9178 3338 GRANDT OTAL 18167 6444 10-21-05 3 36 17 22 6 23 31 47 32 52 15 2 12 47 9 96 105 50 32 18 440 633 333 297 442 619 338 458 363 97% 24% 90% 53% 32% 66% 76% 65% 80% 580 64% 334 45% 184 97% 477 75% 365 79% 547 96% 656 57% 491 74% 644 80% 458 91% 286 77% 50 460 51% 88% 92% 19% 19 276 2 238 1 42 1112 13628 67% 1913 26524 68% 1-Oct-04  B -~ W -:-0--+-T-OTAL % BLK 112~..... 981 97 22~~51% 897 1251-- 36 ~ 1058 85% 1103 184 177 1464 75% 849~ 51~ 25- 925 92% 565 ---,46cc5+---7=8-t-----1~10~8+-%-5 1 112 is~ 6~ 136~82% 164- -1-2+---21---178~ 92% t- - 29 17 48~ 60% 4844 1853. 423 7120 68% 560 24 - 98 682..... 82% 453- ~2~23-+---71-+--~7~47-+--61% _5_3--\u0026lt;3--133 22- 688- 77% --+---+---+- 518 57 55 630 82% -- -- ---+--- 515 102 17 634 81% 439 368 66 - 873 52% -40c-4+.l--c-29\"\"5+-- 9- -4-~--I~1 ---- J:_ ___i_ 21t 13 al-- _3_99_2+1--12_3_61315-0-- 262 26+- 3~ 235 251 3.lj_ 323 2__ 29 708 57% 493 94% 831 93% Ts8% 5578 72% 319 82% 29L81% 605 53% 2481 ~ 22 318 78% 2~2~ 32 496 392 44 100 536 52% 73% 276' 17 ~ 360 77% 141 77 43 2~ 54% 141 37 9 187 75% 71 373 144 263 164 155 363 205 253 272 150 314 140 262 306 245 473 307 353 427 439 206 240 255 215 16 8889 17725 270 20 9 5 381_L_ 29 15 21 120 26 268 6 211- 33 37 102 49 5 162 137 0 126 27 15 189 12 74 11 43 172 16 18 42 3242 6331 15 51 28 1 + 35 9 0 21 49 11 81 86 62 6 13 49 14 2 2 1039 1812 361_,_ 20% 387 96% 554 26% 299 88% 310 53% 429 36% 607 60% 257 406 349 156 511 286 262 453 321 499 577 451 563 456 262 461 285 235 60 13170 25868 80% 62% 78% 96% 60% 49% 100% 67% 76% 95% 53% 78% 76% 96% 79% 52% 89% 91% 27% 68% 68% PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 TO: Polly Ramer, Office of Desegregation Monitoring FROM: ~ Karl Brown, Assistant Superintendent of Equity \u0026amp; Pupil Services SUBJECT: PCSSD October 1, 2004 Enrollment Count DATE: October 24, 2005 Attached you will find an official October 1, 2005 enrollment count for the 2005- 2006 school year. mh Attachment 10/'1/05 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 13:21:05 SEX/RACE TOTAL BY LEA ID #: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 001 Homer Adkins Elem. School Class Capacity: 526 PK 4 8 2 7 0 0 21 K 12 13 14 13 1 1 54 1 10 8 7 6 0 2 33 2 17 9 9 5 0 0 40 3 6 7 10 6 1 0 30 4 15 4 4 11 0 0 34 \n/1 5 7\nJ-1 7 9 7 0 0 30 Tot. Including PK 71 56 55 //0 55 2 .6 3 242/ 52.48% 47.52% School Tot. 67 48 53 48 3 221 52. 04\\ 47.96% 002 Crystal Hill Magnet Elem. Class Capacity: 870 PK 17 14 12 14 2 1 60 K 18 32 45 37 3 3 138 l 27 34 32 33 1 1 128 2 28 30 34 30 2 2 126 3 30 28 33 27 1 2 121 4 25 29 30 32 1 0 117 .\n/1/4 5 24 0 34 24 ~ 20 0 c?I 2 104 Tot. Including PK 169 J1 201 210 ./ 0 193 10 11 794  4 6. 60% 53. 40% School Tot. 152 187 198 179 8 10 734 46.19% 53 .81% 003 Baker Interdistrict Elem. Class Capacity: 428 K 4 7 22 19 2 5 59 1 6 9 29 23 5 0 72 2 4 5 26 27 8 6 76 3 8 4 19 20 4 7 62 4 8 8 18 ) 17 0 ~,)/ 5 56 5 9 4 22 12 1 1 49 c?-,07- School Tot. 39 1tt 37 136 ~? 118 20 24 374  20.32% 79.68% ------ 005 Bayou Meta Elementary Class Capacity: 697 PK 0 0 8 12 0 0 20 K l 2 36 28 1 4 72 1 2 2 32 26 0 1 63 2 0 2 30 24 3 6 65 3 0 1 42 20 1 3 67 -I'\" 4 2 3 37 27 3 1 73 5 0 iv 1 34 j't1 33 2 ~-5 0 70 Tot. Including PK 5 11 219 170 10 15 430 V 3. 72% 96. 28% School Tot. 5 11 211 158 10 15 410 3.90\\ 96.10% 008 College Station Elem. Class Capacity: 439 K 6 10 2 1 0 0 19 1 7 8 1 3 1 0 20 2 9 6 4 7 0 1 27 3 10 10 9 10 0 0 39 4 9 5 19 12 1 2 48 307- 5 10 / I?(? 10 12 q:r 12 2 1 2 48 School Tot. 51 49 47 45 5 201  49.75% 50.25\\ -------- -------- 10/21/05 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 2 13:21:05 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 011 Warren Dupree Elementary Class Capacity: 4 98 PK 4 4 6 6 0 1 21 K 13 9 18 11 1 3 55 1 8 9 13 17 1 1 49 2 10 11 13 10 0 1 45 3 13 9 18 14 2 2 58 4 11 9 8 8 0 0 36 -1/fl 5 4 8 9 1~/ 10 2\n6 1 34 Tot. Including PK 63 //\u0026gt;~ 59 85 76 6 9 298 ,/' 40. 94\\ 59.06% School Tot. 59 55 79 70 6 8 277 41.161 58. 84% 013 Fuller Middle School Class Capacity: 1360 I LJ.. 72 64 55 54 11 9 265 7 74 62 49 54 5 5 249 8 59 75 51 47 6 6 244 ~1. 205 .i./0~ 201 155 ~,o 155 22 ~ School Tot. 20 758  53.561 46.44% 015 Harris Elementary Class Capacity: 906 PK 18 13 1 0 0 0 32 K 17 16 2 3 1 0 39 1 14 15 3 3 0 0 35 2 21 23 0 1 0 0 45 3 18 18 4 1 0 0 41 ?J1el o 4 14 18 4 4 0 1 41 5 10 ).~l 16 6 _?3 1 0 ~ 0 33 Tot. Including PK 112 119 20 13 1 266  86.84' 13.161 School Tot. 94 106 19 13 234 85. 47% 14. 531 017 Oakbrooke Elementary Class Capacity: 553 PK 8 5 15 8 1 1 38 K 12 5 31 32 2 2 84 1 12 11 21 23 1 2 70 2 7 10 25 17 3 0 62 3 9 8 21 16 3 3 60 4 7 13 24 16 2 1 63 5 9 c)_ila\nJ.'o 7 19 '?9 21 0 al 0 56 Tot. Including PK 64 59 156 )_ 133 12 9 433- 28.411 71.591 School Tot. 56 54 141 125 11 8 395 27.85% 72 .15% 018 Jacksonville Elementary Class Capacity: 850 PK 12 10 8 5 2 2 39 K 27 28 18 17 7 3 100 1 25 18 15 17 6 4 85 2 29 18 17 16 4 4 88 3 27 27 29 13 3 3 102 4 34 19 18 7 2 0 80 fol\" 5 20 ~' 27 13 9 16 1 ~J5 4 81 Tot. Including PK 174 147 118\n).!!\u0026gt; 91 25 20 575 V- 55.83% 44.17% School Tot. 162 137 110 86 23 18 536 55.78% 44.22% 019 Jacksonville Middle Schoo Class Capacity: 1970 10/\u0026lt;1/05 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 3 13:21:05 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE /J 6 82 74 62 58 7 4 287 7 75 )6((, 82 83 55 6 5 306 1517~ 8 74 71 74 .,/0~ 70 7 ~ 3 299 School Tot. 231 227 219 183 20 12 892 ,,,- 51.35% 48.65% 020 Jacksonville High School Class Capacity: 1360 9 106 68 86 77 6 8 351 10 78 71 83 80 7 2 321 11 54 56 63 60 5 3 241 -vt.1 ., 12 40 ~49 51 xt., 41 69 2 ~'/\n5 216 School Tot. 278 r-') 244 283 286 20 18 1129 46.24% 53.76% 021 Landmark Elementary Class Capacity: 711 PK 8 9 11 9 1 1 39 K 11 10 14 16 2 0 53 1 8 8 15 11 3 0 45 2 10 14 12 11 1 1 49 3 9 10 10 12 3 1 45 4 12 10 9 7 1 2 41 #1 5 10 ,~~ 10 11 ,rj? 11 1 ,1 0 43 Tot. Including PK 68 71 82 77 12 5 315  44.131 55. 87% School Tot. 60 62 71 68 11 276 44.20% 55.80% 022 Lawson Elementary Class Capacity: 372 K 5 6 23 15 2 3 54 1 7 4 23 16 0 0 50 2 6 6 15 16 0 1 44 3 5 7 24 20 1 3 60 4 3 9 16 17 1 0 46 :?,17. 5 10 3 14 Jl'l 20 0 1 48 School Tot. 36 ,,1 35 115 104 ,!Y' 8 302  23.51% 7 6. 4 9% 023 Tolleson Elementary Class Capacity: 561 PK 1 l 11 3 2 1 19 K 10 6 21 18 3 2 60 1 9 8 13 12 1 2 45 2 8 4 15 11 0 0 38 3 6 B 19 6 2 4 45 4 4 6 13 ~97,) ,~~ 9 0 1 33 5 4 ~~ 9 15 18 1 ~~ 4 51 Tot. Including PK 42 42 107 77 9 14 291 .,,.- 28.87\\ 71.131 School Tot. 41 41 96 74 13 272 30.151 69.851 025 Maumelle Middle School Class Capacity: 1360 6 59 34 71 71 6 245 J\n-7 7 46 48 47 J.J/0 51 6 202 School Tot. 105 1 82 118 122 8 _\n0 12 447 ,, 41. 831 58 .171 027 Arnold Drive Elementary Class Capacity: 453 1-0/21/05 PULASKI COUNTYS PECIAL SCHOOLD ISTRICT PAGE 13:21:05 SEX/RACE TOTAL BY LEA ID #: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE PK 1 3 14 14 5 3 40 K 10 11 17 15 3 2 58 1 10 5 15 22 2 0 54 2 7 5 10 13 2 1 38 3 7 6 10 9 1 2 35 4 3 6 14 8 0 1 32 ,:9/7 c\u0026gt; 5 4 12 14 ~7 0 1 38 Tot. Including PK 42 qo 48 94 (1, 88 13 ~1, 10 295  30. 51% 69. 4 9% School Tot. 41 45 80 74 8 255 33.731 66. 27% 028 Oak Grove Elementary Class Capacity: 626 PK 7 13 21 16 5 3 65 K 6 8 21 18 3 2 58 1 7 5 15 19 3 2 51 2 3 9 21 10 2 2 47 3 5 8 10 10 l 1 35 4 5 2 9 15 0 2 33 ,?7/t\u0026gt; 5 7 13 t?'o'3 10 l ~1 0 35 Tot. Including PK 40 ~n 49 110 98 15 12 324  27.47% 72. 531 School Tot. 33 36 89 82 10 9 259 26. 64% 73. 36% 029 Oak Grove High School Class Capacity: 1130 8 27 29 42 37 2 3 140 9 40 32 57 37 3 5 174 10 35 20 34 22 3 1 115 11 19 12 43 31 2 2 109 ~9 /4 12 19 6 12 27 5~ 28 1 2 89 School Tot. 140 c) 105 203 155 11 ~ 13 627  39.071 60.93\\ 031 Joe T. Robinson Elementar Class Capacity: 544 PK 3 3 6 6 1 2 21 K 4 6 17 25 1 6 59 1 11 4 19 15 3 5 57 2 3 12 14 16 1 2 48 3 8 9 18 20 1 1 57 4 11 9 ,\n2.C?J~ f: ,)~~ 17 1 0 62 5 10 '\"~ 13 24 4 ?1 l 67 Tot. Including PK 50 56 113 123 12 17 371  28.57\\ 71. 431 School Tot. 47 53 107 117 11 15 350 28.57% 71. 43% 032 Joe T. Robinson High Scho Class Capacity: 770 9 48 30 51 45 3 1 178 10 48 31 59 36 3 2 179 11 33 36 57 u/~lo {6 52 2 1 181 12 36 J\u0026lt;:\u0026amp;'.\u0026gt; 21 42 36 0 1 136 School Tot, 165 118 209 169 8 5 674 y 41.99% 58.01% 034 Scott Elementary Class Capacity: 294 PK 1 2 3 10 0 0 16 K 2 3 9 10 2 0 26 1 5 3 7 7 0 0 22 2 1 2 9 3 0 1 16 10/21/05 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 5 13:21:05 SEX/RACE TOTAL BY LEA ID ff: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 3 3 3 6 6 0 0 18 4 3 2 6 4 1 0 16 ,\ni.11:i 5 4 2 7 4 0 ~ 0 17 Tot. Including PK 19 ~~ 17 47 11 44 3 131  27.48% 72. 52% School Tot. 18 15 44 34 3 115 28.70% 71.30% 036 No,,wood Middle School Class Capacity: 1030 6 40 29 56 56 8 5 194 ~?l\" 7 46 40 66 73 8 4 237 8 46 ,?.~, 40 73 ~,i 74 2 d1, 2 237 School Tot. 132 109 195 203 18 11 668  36.08% 63.92% 037 Sherwood Elementary Class Capacity: 561 PK 3 1 3 2 0 0 9 K 13 13 24 20 1 0 71 1 12 12 19 30 1 1 75 2 11 12 27 23 0 1 74 3 10 5 14 11 4 0 44 4 12 7 22 ~!1 94 29 0 1 71 5 17 ,~5 18 14 1 /0 0 57 Tot. Including PK 78 57 127 ,\nr. 129 3 401 ....- 33.67% 66.33% School Tot. 75 56 124 127 7 3 392 33.42% 66.58% 039 Sylvan Hills Elementary Class Capacity: 606 PK 4 4 7 3 1 0 19 K 14 11 19 20 3 0 67 1 14 11 22 19 1 2 69 2 10 18 16 19 1 1 65 3 13 14 13 19 0 1 60 4 11 17 19 Jbf\n.~\" 22 1 1 71 5 19 ,1Y i2 20 20 0 16 3 74 Tot. Including PK 85 87 116 122 8 425..,, 40.47% 59.53% School Tot. 81 83 109 119 8 406 40.39% 59. 61% 040 Sylvan Hills Middle Schoo Class Capacity: 1080 6 43 47 50 66 9 5 220 7 55 48 61 56 5 8 233 -3/~,. 8 50\nl.~59 76 ~71 62 7 -1/0 6 260 School Tot. 148 154 187 184 21 19 713 42.36% 57. 64% 041 Sylvan Hills High School Class Capacity: 1120 9 68 70 79 73 3 8 301 10 45 55 73 59 6 3 241 11 57 J:\nlo .1/l'1 47 62 116 70 7 \u0026gt;I! 2 245 12 33 54 73 59 9 3 231 School Tot. 203 226 287 261 25 16 1018 42.14' 57.86% 042 Clinton Inter. Magnet Sch Class Capacity: 840 PK 16 17 13 15 67 io121105 PULASKI COUNTYS PECIAL SCHOOLD ISTRICT PAGE 6 13:21:05 SEX/RACE TOTAL BY LEA ID ff: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE K 26 32 30 25 5 2 120 1 25 33 30 28 6 1 123 2 30 30 22 23 2 1 108 3 21 27 20 16 3 5 92 ~,7, 4 20 ~~i 21 13 21 1 1 77 5 27 21 16\n'8? 17 3 J1 1 85 Tot. Including PK 165 181 144 145 22 15 672  51. 4 9% 48. 51% School Tot. 149 164 131 130 20 11 605 51. 74% 48.26% 045 Cato Elementary School Class Capacity: 800 PK 6 4 9 8 0 2 29 K 14 6 25 12 1 1 59 1 4 6 17 17 1 2 47 2 9 6 22 11 1 1 50 3 12 4 8 22 1 1 48 4 9 7 16 25 1 3 61 ~97 5 6 ,oo 7 19 ~~ 22 1 ,~ 0 55 Tot. Including PK 60 40 116\n)_ 117 10 34 9 .,,,. 28.65% 71. 351 School Tot. 54 36 107 109 8 320 28.131 71. 881 046 Pinewood Elementary Class Capacity: 677 PK 9 15 8 5 1 3 41 K 22 18 21 15 3 0 79 1 12 17 12 25 2 3 71 2 19 15 14 25 1 1 75 3 20 14 15 13 6 1 69 4 11 12 13 22 3 1 62 -111' 5 19 _\n,l 18 18 J'Jp 14 3 ~~ 1 73 Tot. Including PK 112 109 101 119 19 10 470  47.02\\ 52.98% School Tot. 103 94 93 114 18 7 429 45.92l 54.081 047 Wilbur Mills High School Class Capacity: 1130 9 93 94 74 47 3 0 311 10 52 68 51 51 6 5 233 11 60 'Jl\" 6?-~ 75 36 ~l'.j? 61 4 2 238 12 60 52 35 40 0 ~? 3 190 School Tot. 265 289 196 199 13 10 972  57.001 43.001 04 9 North Pulaski High School Class Capacity: 1050 9 51 42 102 81 9 4 289 10 47 44 68 69 5 2 235 rtl~ 11 46 !)?\n? 43 53 ~~-':2 53 5 1 201 12 32 32 46 53 6 i~ 3 172 ~ School Tot. 17 6 161 269 256 25 10 897 / 37. 571 62. 4 31 050 Robinson Middle School Class Capacity: 650 r j77\" 6 / 20 26 50 35 5 0 136 -'I\" 26 19 42 28 2 3 120 8 36 ,~'!\u0026gt; 28 58 \u0026gt;11 34 0 ,~ 2 158 School Tot. 82 73 150 97 5 414  37.44% 62. 561 l~/21/05 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 7 13:21:05 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE I-I.ALE FEMALE MALE FEMALE TOTALS BLACK WHITE 051 Murrell Taylor Elementary Class Capacity: 566 PK 6 7 6 2 0 0 21 K 20 13 18 16 0 2 69 1 18 18 9 16 0 2 63 2 12 21 16 16 1 0 66 3 16 10 12 13 0 1 52 4 14 ~J7., 1 21 12 9 0 1 57 5 14 14 13\nft1 9 0 1 0 50 Tot. Including PK 100 ~p 104 86 81 378 ~ 53.97% 46.03% School Tot. 94 97 80 79 6 357 53.50% 46.50% 052 Pine Forest Elementary Sc Class Capacity: 554 K 15 7 29 24 1 1 77 1 12 12 36 24 3 1 88 2 15 9 29 31 3 1 88 3 13 14 29 30 0 3 89 4 15 15 28 33 0 1 92 ~1/0 5 14 1?1 10 24 ,tb 28 0 ,~ 2 78 School Tot. 84 67 175 J 170 9 512 ......... 2 9. 4 9% 70. 51% 053 Bates Elementary Class Capacity: 863 PK 9 5 6 6 0 1 27 K 21 22 27 24 2 0 96 1 21 18 18 14 2 2 75 2 28 17 26 16 2 4 93 3 16 21 15 18 1 0 71 4 21 t\u0026gt;p ~4 22 18 ~?\n4 15 1 5 82 5 26 19 14 19 5 .\n7 2 85 Tot. Including PK 142 124 124 112 13 14 529 ...- 50.28% 49.72% School Tot. 133 119 118 106 13 13 502 50.20% 49.80% ... 10/21/05 PAGE 8 13:21:05 PULASKI COUNTY SPECIAL SCHOOL DISTRICT SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE TOTAL DISTRICT ENROLLMENT ************************* -PK- -------------------13-7- ------1-3-8- -----17-0- ------1-5-1- --------23- --------25- ------64-4- -----4-2.-70-\\ -------57-.3-0-\\ ------ 303 286 297 285 279 284 316 294 278 294 272 274 275 274 503 423 426 408 394 379 344 434 426 381 352 387 369 340 50 43 37 39 20 28 44 42 34 38 44 30 26 29 1626 1490 1473 1400 1384 1361 1347 39.96% 60.04\\ Elementary W/0 PRE-K -20-50- . -1-96-1 ---2-877-\n5 ~2168-9 -- --2-61- 55. -2-4-3 -- -1-0-08-1- -----4-2.-52-\\ --- --6-3.-87-1- -- ----------- I cF\\}'.-'-4-'-,- ----1-: ?-5- ----------=-:-\n-------------d--o-- 1-w- ------ Elementary With PRE-K 2187 2099 3047 2840 284 268 10725  39. 96\\ 60. on 7 322 299 348 317 30 31 1347 8 292 302 374 324 24 22 1338 9 406 336 449 360 27 26 1604 _i/{)fa 10 305 289 368 317 30 15 1324 11 269 269 314 327 25 11 1215 12 220 220 274 285 18 17 1034 44.89\\ 55.11' Secondary Totals 1814 1715 2127 1930 154 122 7862V 44.89\\ 55 .11\\ ----3.5:J. ,---- ----~051---- -----~7q----- Dist. Tot. W/0 PRE-K 3864 3676 5004 4619 415 365 17943 43.55% 60.03\\ ----------------------------------------------------- Dist. Tot. With PRE-K 4001 3814 5174 4770 438 390 18587 .....- 42. 05\\ 57.95\\ IMPORTANT NOTES PK - \"PRE-K\" CHILDREN ARE NOT INCLUDED IN THE STATE'S OCTOBER 1 ENROLLMENTC OUNT FOR THE PULASKI COUNTYS PECIAL SCHOOL DISTRICT. THE ALPHA ACADEMYW AS NOT REPORTED, BECAUSE THE STUDENTS WERE COUNTEDA S PART OF THE SCHOOL WHICH THEY WOULDN ORMALLYA TTEND. lt-rr0 (~o~ 1/9?0 ,.3. (a 7 \u0026lt;\n,, ~\n.03 -V79 9,\n7? J ~7/4 ~~o:JP,,_9\" (.-\u0026lt;ol -.S~~ _j ~ 119 -y,7-v/ 3-Y? 9\n~07 //4 Note: The difference between PCSSD's elementary and secondary totals and ODM's elementary and secondary totals is the number of studentsi n the district'ss ixthg rade. The districti ncludest he numbero f its sixthg rade studentsi n its elementaryc ounta nd excludest hat number from its secondary count. Because the sixth grade classes are located in the middle schools, ODM includes the count of those studentsi n the seconttaryto tals, not in the elementaryt otals. (See back for a school-by-schooblr eakdowno f the sixthg rade numbers.) ..... /4.n1 ~Al?~ _ __.Oa...._=-=-~---- x,:~\n3~!), c3C) ------------ -- - -- /ez,-Jd- /-/c),-~ 2~so 9333-J  80/'\u0026gt;J l\n(:\n.,D -=-'=II'=~:3, ..l\u0026amp;...Z7G.=!.-..\n7~=------ d-l1~u _ __,2:..\n..,B:-(-p='l--\n\".\"\n.O.a,- ====-== M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2005/06 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002000 COUNTY: DISTRICT: QUARTER NO. 1 1 2 3 4 5 6 7 DAYS DAYS DAYS PRESENT IN PRESENT NON- DAYS ADT ADA ADM QTR TRANSPORTED TRANSPORTED ABSENT 2/1 2+3/1 2+3+4/1 NON-RESIDENT STUDENTS RECEIVED TO (BY M TOM TRANSFER) 7701 LITTLE ROCK 40 0.00 36.00 2.00 0.00 0.90 0.95 7702 NORTH LITTLE ROCK 40 0.00 0.00 0.00 0.00 0.00 0.00 7703 PULASKI CO SPECIAL 40 0.00 22863.30 1000.70 0.00 571. 60 596.62 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 572.50 597.57 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 1 11RE-CEIVEE)JLACOSUNKTYI SPECIAL SCHOOL DISTRICT NOV- 7 2005 OFFIOCFE DESEGREGMAOTNIOlTNO RING 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 TO: Polly Ramer, Office of Desegregation Monitoring FROM: ~ Karl Brown, Assistant Superintendent of Equity \u0026amp; Pupil Services SUBJECT: PCSSD October 1, 2004 Enrollment Count DATE: October 24, 2005 Attached you will find an official October 1, 2005 enrollment count for the 2005- 2006 school year. mh Attachment 10 ,1/05 PULASKIC OUNTYS PECIAL 13.21: 05 SEX/RACE TOTAL BLACK WHITE MALE FEMALE MALE FEMALE 001 Homer Adkins Elem. School Class Capacity: 526 PK 4 8 2 7 K 12 13 14 13 l 10 8 7 6 2 17 9 9 5 3 6 7 10 6 4 15 4 4 11 5 7 7 9 7 Tot. Including PK 71 56 55 55 School Tot. 67 48 53 48 002 Crystal Hill Magnet Elem. Class Capacity: 870 PK 17 14 12 14 K 18 32 45 37 l 27 34 32 33 2 28 30 34 30 3 30 28 33 27 4 25 29 30 32 5 24 34 24 20 Tot. Including PK 169 201 210 193 School Tot. 152 187 198 179 003 Baker Interdistrict Elem. Class Capacity: 428 K 4 7 22 19 l 6 9 29 23 2 4 5 26 27 3 8 4 19 20 4 8 8 18 17 5 9 4 22 12 School Tot. 39 37 136 118 005 Bayou Meto Elementary Class Capacity: 697 PK K l 2 3 4 5 Tot. Including PK School Tot. 008 College Station Elem. K l 2 3 4 5 School Tot. 0 0 8 l 2 36 2 2 32 0 2 30 0 l 42 2 3 37 0 1 34 5 11 219 5 11 211 Class Capacity: 439 6 10 2 7 8 l 9 6 4 10 10 9 9 5 19 10 10 12 51 49 47 RECEIVED NOV-7 2005 OFACEOF o:~ECREC~M11O0tNU lORING 12 28 26 24 20 27 33 170 158 l 3 7 10 12 12 45 SCHOOL BY LEA MALE 0 l 0 0 l 0 0 2 2 2 3 l 2 l l 0 10 8 2 5 8 4 0 l 20 0 l 0 3 l 3 2 10 10 0 1 0 0 1 2 DISTRICT PAGE Ir~: OTHER PERCENTAGES FEMALE TOTALS BLACK 0 21 l 54 2 33 0 40 0 30 0 34 0 30 3 242 52.481 3 221 52.041 l 60 3 138 l 128 2 126 2 121 0 117 2 104 11 794 46.60% 10 734 46.191 5 59 0 72 6 76 7 62 5 56 l 49 24 374 20.321 0 20 4 72 l 63 6 65 3 67 l 73 0 70 15 430 3. 721 15 410 3.90\\ 0 19 0 20 1 27 0 39 2 48 2 48 5 201 49.75% C''T\ncr-11= DESEGREG\n.11miiamrcR/NG WHIT!': 47.52% 47.961 53. 40\\ 53. 811 79.68\\ 96.28\\ 96.10\\ 50. 25% racecnt 10/21/05 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 13:21:05 SEX/RACE TOTAL BY LEA ID H: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 011 Warren Dupree Elementary Class Capacity: 4 98 PK 4 4 6 6 0 1 21 K 13 9 18 11 1 3 55 1 8 9 13 17 1 1 49 2 10 11 13 JO 0 1 45 3 13 9 18 14 2 2 58 4 11 9 8 8 0 0 36 5 4 8 9 10 2 1 34 Tot. Including PK 63 59 85 76 6 9 298 40. 94\\ 59.06% School Tot. 59 55 79 70 6 8 277 41.16% 58. 84\\ 013 Fuller Middle School Class Capacity: 1360 I 6 72 64 55 54 11 9 265 7 74 62 49 54 5 5 249 8 59 75 51 47 6 6 244 School Tot. 205 201 155 155 22 20 758 53. 56\\ 46.44\\ 015 Harris Elementary Class Capacity: 906 PK 18 13 1 0 0 0 32 K 17 16 2 3 1 0 39 1 14 15 3 3 0 0 35 2 21 23 0 1 0 0 45 3 18 18 4 1 0 0 41 4 14 18 4 4 0 1 41 5 10 16 6 1 0 0 33 Tot. Including PK 112 119 20 13 266 86. 841 13. 16% School Tot. 94 106 19 13 234 85. 47% 14. 53% 017 Oakbrooke Elementary Class Capacity: 553 PK 8 5 15 8 1 1 38 K 12 5 31 32 2 2 84 1 12 11 21 23 1 2 70 2 7 10 25 17 3 0 62 3 9 8 21 16 3 3 60 4 7 13 24 16 2 1 63 5 9 7 19 21 0 0 56 Tot. Including PK 64 59 156 133 12 9 433 28. 41\\ 71.59\\ School Tot. 56 54 141 125 11 8 395 27.851 72 .15\\ 018 Jacksonville Elementary Class Capacity: 850 PK 12 10 8 5 2 2 39 K 27 28 18 17 7 3 100 1 25 18 15 17 6 4 85 2 29 18 17 16 4 4 88 3 27 27 29 13 3 3 102 4 34 19 18 7 2 0 80 5 20 27 13 16 1 4 81 Tot. Including PK 174 147 118 91 25 20 575 55.83\\ 44.17\\ School Tot. 162 137 110 86 23 18 536 55.781 44.221 019 Jacksonville Middle Schoo Class Capacity: 1970 REC NOV- 0'\",...., / ': DESEGRE, GA. ,,,., -:.s .c i./05 PULASKIC OUNTYS PECIAL SCHOOLD TSTRICT PAGE ~ 13:21:05 SEX/R ACE TOTJ\u0026gt;.LB Y LE!\u0026gt;. ID #: race-rr BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 6 82 74 62 58 1 4 287 1 75 82 83 55 6 5 306 8 74 71 74 70 1 3 299 School Tot. 231 227 219 183 20 12 892 51.35\\ 48.65\\ 020 Jacksonville High School Class Capacity: 1360 9 106 68 86 11 6 8 351 10 78 71 83 80 1 2 321 11 54 56 63 60 5 3 241 12 40 49 51 69 2 5 216 School Tot. 278 244 283 286 20 18 1129 4 6. 24\\ 53.76\\ 021 Landmark Elementary Class Capacity: 711 PK 8 9 11 9 1 1 39 K 11 10 14 16 2 0 53 1 8 8 15 11 3 0 45 2 10 14 12 11 1 1 49 3 9 10 10 12 3 1 45 4 12 10 9 1 1 2 41 5 10 10 11 11 1 0 43 Tot. Including PK 68 71 82 11 12 5 315 44 .13\\ 55.87\\ School Tot. 60 62 71 68 11 27 6 44.20\\ 55.80\\ 022 Lawson Elementary Class Capacity: 372 K 5 6 23 15 2 3 54 1 1 4 23 16 0 0 50 2 6 6 15 16 0 1 44 3 5 1 24 20 1 3 60 4 3 9 16 17 1 0 46 5 10 3 14 20 0 1 48 School Tot. 36 35 115 104 8 302 23. 51\\ 76. 4 9\\ 023 Tolleson Elementary Class Capacity: 561 PK 1 1 11 3 2 1 19 K 10 6 21 18 3 2 60 1 9 8 13 12 1 2 45 2 8 4 15 11 0 0 38 3 6 8 19 6 2 4 45 4 4 6 13 9 0 1 33 5 4 9 15 18 1 4 51 Tot. Including PK 42 42 107 11 9 14 291 28. 87\\ 71.13\\ School Tot. 41 41 96 74 1 13 272 30.151 69.85% 025 Maumelle Middle School Class Capacity: 1360 6 59 34 71 71 6 245 1 46 48 47 51 6 202 School Tot. 105 82 118 122 8 12 447 41.831 58 .17% 027 Arnold Drive Elementary Class Capacity: 453 '.0 Ll 05 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 13:21:05 SEX/RACE TOTAL BY LEA ID fl: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE PK 1 3 14 14 5 3 40 K 10 11 17 15 3 2 58 1 10 5 15 22 2 0 54 2 7 5 10 13 2 1 38 3 7 6 10 9 1 2 35 4 3 6 14 8 0 1 32 5 4 12 14 7 0 1 38 Tot. Including PK 42 48 94 88 13 10 295 30. 511 69. 4 9% School Tot. 41 45 80 74 8 255 33.73\\ 66. 27% 028 Oak Grove Elementary Class Capacity: 626 PK 7 13 21 16 5 3 65 K 6 8 21 18 3 2 58 1 7 5 15 19 3 2 51 2 3 9 21 10 2 2 47 3 5 8 10 10 1 1 35 4 5 2 9 15 0 2 33 5 7 4 13 10 1 0 35 Tot. Including PK 40 49 110 98 15 12 324 27. 4 7% 72. 53\\ School Tot. 33 36 89 82 10 9 259 26.64' 73.36\\ 029 Oak Grove High School Class Capacity: 1130 8 27 29 42 37 2 3 140 9 40 32 57 37 3 5 174 10 35 20 34 22 3 1 115 11 19 12 43 31 2 2 109 12 19 12 27 28 1 2 89 School Tot. 140 105 203 155 11 13 627 39. 07\\ 60.93\\ 031 Joe T. Robinson Elementar Class Capacity: 544 PK 3 3 6 6 1 2 21 K 4 6 17 25 1 6 59 1 11 4 19 15 3 5 57 2 3 12 14 16 1 2 48 3 8 9 18 20 1 1 57 4 11 9 24 17 1 0 62 5 10 13 15 24 4 1 67 Tot. Including PK 50 56 113 123 12 17 371 28.57\\ 71.43\\ School Tot. 47 53 107 117 11 15 350 28.57\\ 71. 4 3\\ 032 Joe T. Robinson High Scho Class Capacity: 770 9 48 30 51 45 3 1 178 10 48 31 59 36 3 2 179 11 33 36 57 52 2 1 181 12 36 21 42 36 0 1 136 School Tot. 165 118 209 169 8 5 674 41. 99\\ 58.01\\ 034 Scott Elementary Class Capacity: 294 PK 1 2 3 10 0 0 16 K 2 3 9 10 2 0 26 1 5 3 7 7 0 0 22 2 1 2 9 3 0 1 16 21 o\u0026lt; PL'LASKIC OUNTYS PECIAL SCHOOLD ISTRICT PhGE 13:21:05 SEX/RACE TOTAL BY LEA ID ~: racecnt BLACK WHITE OTHER PERCENTAGES MALE fEMALE MALE fEMALE MALE FEMALE TOTALS BLACK WHITE 3 3 3 6 6 0 0 18 4 3 2 6 4 1 0 16 5 4 2 7 4 0 0 17 Tot. Including PK 19 17 47 44 3 131 27.481 72. 521 School Tot. 18 15 44 34 3 115 28.701 71.301 036 Northwood Middle School Class Capacity: 1030 6 40 29 56 56 8 5 194 7 46 40 66 73 8 4 237 8 46 40 73 74 2 2 237 School Tot. 132 109 195 203 18 11 668 36.081 63.921 037 Sherwood Elementary Class Capacity: 561 PK 3 1 3 2 0 0 9 K 13 13 24 20 1 0 71 1 12 12 19 30 1 1 75 2 11 12 27 23 0 1 74 3 10 5 14 11 4 0 44 4 12 7 22 29 0 1 71 5 17 18 14 1 0 57 Tot. Including PK 78 57 127 129 3 401 33. 67\\ 66.331 School Tot. 75 56 124 127 3 392 33. 42\\ 66.581 039 Sylvan Hills Elementary Class Capacity: 606 PK 4 4 7 3 1 0 19 K 14 11 19 20 3 0 67 1 14 11 22 19 1 2 69 2 10 18 16 19 1 1 65 3 13 14 13 19 0 1 60 4 11 17 19 22 1 1 71 5 19 12 20 20 0 3 74 Tot. Including PK 85 87 116 122 8 425 40.47' 59.531 School Tot. 81 83 109 119 6 8 406 40.391 59. 611 040 Sylvan Hills Middle Schoo Class Capacity: 1080 6 43 47 50 66 9 5 220 7 55 48 61 56 5 8 233 8 50 59 76 62 7 6 260 School Tot. 148 154 187 184 21 19 713 42.36\\ 57. 64% 041 Sylvan Hills High School Class Capacity: 1120 9 68 70 79 73 3 8 301 10 45 55 73 59 6 3 241 11 57 47 62 70 7 2 245 12 33 54 73 59 9 3 231 School Tot. 203 226 287 261 25 16 1018 42.141 57.861 042 Clinton Inter. Magnet Sch Class Capacity: 840 PK 16 17 13 15 2 67 1~ 21ioc PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 13:21:05 SEX/RACE TOTAL BY LEA ID,: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE K 26 32 30 25 5 2 120 1 25 33 30 28 6 1 123 2 30 30 22 23 2 1 108 3 21 27 20 16 3 5 92 4 20 21 13 21 1 1 77 5 27 21 16 17 3 1 85 Tot. Including PK 165 181 144 145 22 15 672 51. 4 9\\ 48.51\\ School Tot. 14 9 164 131 130 20 11 605 51. 74\\ 48.261 045 Cato Elementary School Class Capacity: 800 PK 6 4 9 8 0 2 29 K 14 6 25 12 1 1 59 1 4 6 17 17 1 2 47 2 9 6 22 11 1 l 50 3 12 4 8 22 1 l 48 4 9 7 16 25 1 3 61 5 6 7 19 22 1 0 55 Tot. Including PK 60 40 116 117 6 10 349 28.65\\ 71.351 School Tot. 54 36 107 109 6 8 320 28.131 71. 88\\ 046 Pinewood Elementary Class Capacity: 677 PK 9 15 8 5 1 3 41 K 22 18 21 15 3 0 79 1 12 17 12 25 2 3 71 2 19 15 14 25 1 1 75 3 20 14 15 13 6 1 69 4 11 12 13 22 3 1 62 5 19 18 18 14 3 1 73 Tot. Including PK 112 109 101 119 19 10 470 47.02\\ 52.98\\ School Tot. 103 94 93 114 18 429 45. 92\\ 54.081 047 Wilbur Mills High School Class Capacity: 1130 9 93 94 74 47 3 0 311 10 52 68 51 51 6 5 233 11 60 75 36 61 4 2 238 12 60 52 35 40 0 3 190 School Tot. 265 289 196 199 13 10 972 57.00\\ 43.00\\ 049 North Pulaski High School Class Capacity: 1050 9 51 42 102 81 9 4 289 10 47 44 68 69 5 2 235 11 46 43 53 53 5 1 201 12 32 32 46 53 6 3 172 School Tot. 176 161 269 256 25 10 897 37. 571 62. 431 050 Robinson Middle School Class Capacity: 650 6 20 26 50 35 5 0 136 7 26 19 42 28 2 3 120 8 36 28 58 34 0 2 158 School Tot. 82 73 150 97 7 5 414 37. 44\\ 62.561 ,. 05 PULASKIC .OUNTYSt 'EC:AL SCHOOLD ISTFICT PAGE -- ::CS SEX/RACE ':'07AL BY LE:A l!) #: r cecr.t BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 051 Murrell Taylor Elementary Class Capacity: 566 PK 6 7 6 2 0 0 21 K 20 13 18 16 0 2 69 1 18 18 9 16 0 2 63 2 12 21 16 16 1 0 66 3 16 10 12 13 0 1 52 4 14 21 12 9 0 1 57 5 14 14 13 9 0 0 50 Tot. Including PK 100 104 86 81 6 378 53.97% 46.03% School Tot. 94 97 80 79 6 357 53.50% 4 6. so, 052 Pine Forest Elementary Sc Class Capacity: 554 K 15 7 29 24 1 1 77 1 12 12 36 24 3 1 88 2 15 9 29 31 3 1 88 3 13 14 29 30 0 3 89 4 15 15 28 33 0 1 92 5 14 10 24 28 0 2 78 School Tot. 84 67 175 170 9 512 29.49\\ 70.51\\ 053 Bates Elementary Class Capacity: 863 PK 9 5 6 6 0 1 27 K 21 22 27 24 2 0 96 1 21 18 18 14 2 2 75 2 28 17 26 16 2 4 93 3 16 21 15 18 1 0 71 4 21 22 18 15 1 5 82 5 26 19 14 19 5 2 85 Tot. Including PK 142 124 124 112 13 14 529 50.28\\ 4 9. 72\\ School Tot. 133 119 118 106 13 13 502 50.20\\ 49.80% 10/21/05 13:21:05 PK BLACK MALE FEMALE 137 138 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT SEX/RACE TOTAL BY LEA WHITE OTHER MALE FEMALE MALE FEMALE TOTAL DISTRICT ENROLLMENT 170 151 23 25 PAGE 8 ID #: racecnt PERCENTAGES TOTALS BLACK WHITE 64 4 42.70% 57.30% K= =------------------=3=03= ==---2-9-4= -==-5-03- -------=4 3-4- -------==50- --------4-2- ------1-62-6- ----------=-==------=-====-------==--=- 1 286 278 423 426 43 34 1490 2 297 294 426 381 37 38 1473 3 285 272 408 352 39 44 1400 4 27 9 274 394 387 20 30 1384 5 284 275 379 369 28 26 1361 6 316 274 34 4 34 0 44 29 1347 39.96% 60. 04% Elementary W/0 PRE-K 2050 1961 2877 2689 261 243 10081 42.52% 63. 87% Elementary With PRE-K 2187 2099 3047 2840 284 268 10725 39.96% 60.04% m==~=======-=-==-==-== 7 322 299 348 317 30 31 1347 8 292 302 374 324 24 22 1338 9 406 336 44 9 360 27 26 1604 10 305 289 368 317 30 15 1324 11 269 269 314 327 25 11 1215 12 220 220 274 285 18 17 1034 44.89% 55.11% Secondary Totals 1814 1715 2127 1930 154 122 7862 44.89% 55 .11% Dist. Tot. W/0 PRE-K 3864 3676 5004 4 619 415 365 17943 43.55% 60.03% Dist. Tot. With PRE-K 4001 3814 5174 4770 4 38 390 18587 42.05% 57.95% IMPORTANTN OTES PK - \"PRE-K\" CHILDRENA RE NOT INCLUDEDI N THE STATE'S OCTOBER1 ENROLLMENCTO UNTF OR THE PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT. THE ALPHAA CADEMYW ASN OT REPORTED,B ECAUSET HE STUDENTSW EREC OUNTEDA S PART OF THE SCHOOLW HICHT HEYW OULDN ORMALLAYT TEND. 1012i1c5 PULASKIC OUNTYS PECIAL SCHOOLD ISTRIC':' PAGE 13:2::05 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE HALE FEMALE TOTALS BLACK WHITE 001 Homer J\\dkins Elem. School Class Capacity: 526 PK 4 8 2 7 0 0 21 K 12 13 14 13 l l 54 l 10 8 7 6 0 2 33 2 17 9 9 5 0 0 40 3 6 7 10 6 l 0 30 4 15 4 11 0 0 34 5 7 9 7 0 0 30 Tot. Including PK 71 56 55 55 2 3 242 52.48\\ 47.52\\ School Tot. 67 48 53 48 2 3 221 52.04' 47.96\\ 002 Crystal Hill Magnet Elem. Class Capacity: 870 PK 17 14 12 14 2 l 60 K 18 32 45 37 3 3 138 l 27 34 32 33 l l 128 2 28 30 34 30 2 2 126 3 30 28 33 27 l 2 121 4 25 29 30 32 l 0 117 5 24 34 24 20 0 2 104 Tot. Including PK 169 201 210 193 10 11 794 46.601 53. 40\\ School Tot. 152 187 198 179 8 10 734 46.19\\ 53.81' 003 Baker Interdistrict Elem. Class Capacity: 428 K 4 7 22 19 2 5 59 l 6 9 29 23 5 0 72 2 4 5 26 27 8 6 76 3 8 4 19 20 4 7 62 4 8 8 18 17 0 5 56 5 9 4 22 12 l l 49 School Tot. 39 37 136 118 20 24 374 20.321 79.681 005 Bayou Heto Elementary Class Capacity: 697 PK 0 0 8 12 0 0 20 K l 2 36 28 l 4 72 l 2 2 32 26 0 l 63 2 0 2 30 24 3 6 65 3 0 l 42 20 l 3 67 4 2 3 37 27 3 l 73 5 0 l 34 33 2 0 70 Tot. Including PK 5 11 219 170 10 15 430 3.72\\ 96.28% School Tot. 5 11 211 158 10 15 410 3.901 96.10% 008 College Station Elem. Class Capacity: 439 K 6 10 2 l 0 0 19 l 7 8 l 3 l 0 20 2 9 6 4 7 0 l 27 3 10 10 9 10 0 0 39 4 9 5 19 12 l 2 48 5 10 10 12 12 2 2 48 School Tot. 51 49 47 45 5 201 4 9. 751 50. 25% 10/21/05 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 2 13:21:05 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE Oll Warren Dupree Elementary Class Capacity: 498 PK 4 4 6 6 0 l 21 K 13 9 18 11 l 3 55 1 8 9 13 17 1 l 49 2 10 11 13 10 0 1 45 3 13 9 18 14 2 2 58 4 11 9 8 8 0 0 36 5 4 8 9 10 2 1 34 Tot. Including PK 63 59 85 76 6 9 298 40.941 59. 061 School Tot. 59 55 79 70 6 8 277 41.161 58. 84' 013 Fuller Middle School Class Capacity: 1360 6 72 64 55 54 11 9 265 7 74 62 49 54 5 5 249 8 59 75 51 41 6 6 244 School Tot. 205 201 155 155 22 20 758 53. 561 46.441 015 Harris Elementary Class Capacity: 906 PK 18 13 1 0 0 0 32 K 17 16 2 3 1 0 39 1 14 15 3 3 0 0 35 2 21 23 0 1 0 0 45 3 18 18 4 1 0 0 41 4 14 18 4 4 0 1 41 5 10 16 6 1 0 0 33 Tot. Including PK 112 119 20 13 266 86. 841 13.16\\ School Tot. 94 106 19 13 l 234 85.471 14. 53\\ 017 Oakbrooke Elementary Class Capacity: 553 PK 8 5 15 8 1 l 38 K 12 5 31 32 2 2 84 1 12 11 21 23 l 2 70 2 7 10 25 17 3 0 62 3 9 8 21 16 3 3 60 4 7 13 24 16 2 1 63 5 9 7 19 21 0 0 56 Tot. Including PK 64 59 156 133 12 9 433 28.411 71. 59, School Tot. 56 54 141 125 11 8 395 27.851 72.151 018 Jacksonville Elementary Class Capacity: 850 PK 12 10 8 5 2 2 39 K 27 28 18 17 7 3 100 1 25 18 15 17 6 4 85 2 29 18 17 16 4 4 88 3 27 27 29 13 3 3 102 4 34 19 18 7 2 0 80 5 20 27 13 16 1 4 81 Tot. Including PK 174 147 118 91 25 20 575 55.831 44 .171 School Tot. 162 137 110 86 23 18 536 55.781 4 4. 22, 019 Jacksonville Middle Schoo Class Capacity: 1970 10/21/05 PULASKIC OUNTYS PECIAL SCHOOLD ISTRICT PAGE 13:21:05 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES Ml'.LE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 6 82 74 62 58 7 4 287 7 75 82 83 55 6 5 306 8 74 7I 74 70 7 3 299 School Tot. 231 227 219 183 20 12 892 51.35% 48.65% 020 Jacksonville High School Class Capacity: 1360 9 106 68 86 77 6 8 351 10 78 71 83 80 7 2 321 11 54 56 63 60 5 3 241 12 40 49 51 69 2 5 216 School Tot. 278 244 283 286 20 18 1129 46.24% 53. 7 6% 021 Landmark Elementary Class Capacity: 711 PK 8 9 11 9 1 1 39 K 11 10 14 16 2 0 53 1 8 8 15 11 3 0 45 2 10 14 12 11 1 1 49 3 9 10 10 12 3 1 45 4 12 10 9 7 1 2 41 5 10 10 11 11 1 0 43 Tot. Including PK 68 71 82 77 12 5 315 44.13% 55.87% School Tot. 60 62 7I 68 11 276 44.20% 55. 80% 022 Lawson Elemen~ary Class Capacity: 372 K 5 6 23 15 2 3 54 1 7 4 23 16 0 0 50 2 6 6 15 16 0 1 44 3 5 7 24 20 1 3 60 4 3 9 16 17 1 0 46 5 10 3 14 20 0 1 48 School Tot. 36 35 115 104 8 302 23.51% 76. 4 9% 023 Tolleson Elementary Class Capacity: 561 PK 1 1 11 3 2 1 19 K 10 6 21 18 3 2 60 1 9 8 13 12 1 2 45 2 8 4 15 11 0 0 38 3 6 8 19 6 2 4 45 4 4 6 13 9 0 1 33 5 4 9 15 18 1 4 51 Tot. Including PK 42 42 107 77 9 14 291 28.87% 7I .13% School Tot. 41 41 96 74 7 13 272 30.15% 69. 85% 025 Maumelle Middle School Class Capacity: 1360 6 59 34 71 7I 6 245 7 46 48 47 51 6 202 School Tot. 105 82 118 122 8 12 447 41. 83% 58 .17% 027 Arnold Drive Elementary Class Capacity: 453 10/21/05 PULASKIC OUNTYS PEC:AL SCHOOLD ISTRICT PAGE 13:21:05 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE PK 1 3 14 14 5 3 40 K 10 11 17 15 3 2 58 1 10 5 15 22 2 0 54 2 1 5 10 13 2 l 38 3 1 6 10 9 1 2 35 4 3 6 14 8 0 1 32 5 4 12 14 7 0 l 38 Tot. Including PK 42 48 94 88 13 10 295 30.51' 69. 4 9% School Tot. 41 45 80 14 8 255 33.13\\ 66. 21% 028 Oak Grove Elementary Class Capacity: 626 PK 1 13 21 16 5 3 65 K 6 8 21 18 3 2 58 l 7 5 15 19 3 2 51 2 3 9 21 10 2 2 47 3 5 8 10 10 l l 35 4 5 2 9 15 0 2 33 5 1 4 13 10 l 0 35 Tot. Including PK 40 49 110 98 15 12 324 27.41' 12. 53% School Tot. 33 36 89 82 10 9 259 26. 64' 73.36% 029 Oak Grove High School Class Capacity: 1130 8 27 29 42 37 2 3 140 9 40 32 57 37 3 5 174 10 35 20 34 22 3 1 115 11 19 12 43 31 2 2 109 12 19 12 27 28 1 2 89 School Tot. 140 105 203 155 11 13 627 39.011 60. 931 031 Joe T. Robinson Elementar Class Capacity: 544 PK 3 3 6 6 1 2 21 K 4 6 11 25 1 6 59 1 11 4 19 15 3 5 57 2 3 12 14 16 1 2 48 3 8 9 18 20 1 1 57 4 11 9 24 17 1 0 62 5 10 13 15 24 4 1 67 Tot. Including PK 50 56 113 123 12 11 371 28. 51' 11.43\\ School Tot. 41 53 107 117 11 15 350 28.571 71. 43\\ 032 Joe T. Robinson High Scho Class Capacity: 170 9 48 30 51 45 3 1 178 10 48 31 59 36 3 2 119 11 33 36 57 52 2 1 181 12 36 21 42 36 0 1 136 School Tot. 165 118 209 169 8 5 614 41. 991 58. 01\\ 034 Scott Elementary Class Capacity: 294 PK 1 2 3 10 0 0 16 K 2 3 9 10 2 0 26 1 5 3 1 1 0 0 22 2 1 2 9 3 0 1 16 10/21/05 PVL.~SKIC OUNTYS PECIAL SCHOOLD IS7RICT PAGE 5 12:21:05 SEX/RACE TOTAL BY LEA ID#: race::nt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 3 3 3 6 6 0 0 18 4 3 2 6\n1 0 16 5 4 2 7 4 0 0 17 Tot. Including PK 19 17 47 44 3 131 27.481 72.52% School Tot. 18 15 44 34 3 115 28.70\\ 71.30% 036 Northwood Middle School Class Capacity: 1030 6 40 29 56 56 8 5 194 7 46 40 66 73 8 4 237 8 46 40 73 74 2 2 237 School Tot. 132 109 195 203 18 11 668 36.08% 63.92\\ 037 Sherwood Elementary Class Capacity: 561 PK 3 1 3 2 0 0 9 K 13 13 24 20 1 0 71 1 12 12 19 30 1 1 75 2 11 12 27 23 0 1 74 3 10 5 14 11 4 0 44 4 12 7 22 29 0 1 71 5 17 7 18 14 1 0 57 Tot. Including PK 78 57 127 129 7 3 401 33.671 66.33% School Tot. 75 56 124 127 7 3 392 33.42% 66.58% 039 Sylvan Hills E_lementary Class Capacity: 606 PK 4 4 7 3 1 0 19 K 14 11 19 20 3 0 67 1 14 11 22 19 1 2 69 2 10 18 16 19 1 1 65 3 13 14 13 19 0 1 60 4 11 17 19 22 1 1 71 5 19 12 20 20 0 3 74 Tot. Including PK 85 87 116 122 7 8 425 40.47% 59.53% School Tot. 81 83 109 119 6 8 406 40.39% 59. 611 040 Sylvan Hills Middle Schoo Class Capacity: 1080 6 43 47 50 66 9 5 220 7 55 48 61 56 5 8 233 8 50 59 76 62 7 6 260 School Tot. 148 154 187 184 21 19 713 42.361 57. 64% 041 Sylvan Hills\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1099","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2005-10"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Curricula","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1099"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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.\nAgenda Little Rock School District Board of Directors' Meeting Happy RECEIVED NOV 1 5 2005 OFFICE OF DESEGREGATION MONITORING , .. NOVEMBER 2005 .. !II \"'D z\u0026gt;\n~ -um ~i:l ~z mm\n,:,C \":e'cn= -a: \u0026gt;.... l5 z r\u0026gt;\n,:, m .0 ~\n,:, ,-\n..: lD V\u0026gt; n-.. ~\n,:,  i 0 =I l\nj z \"' I. 11. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests November 17, 2005 5:30 p.m. 111. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships Carver Magnet Elementary School and Raytheon Aircraft Company Forest Heights Middle School and Easy Cash Pawn and Jewelry Otter Creek Elementary School and the Greater Little Rock Optimist Club C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association IV. REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Student Assignment Report C. Budget Update D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update V. APPROVAL OF ROUTINE MATTERS: A. Minutes Regular Board Meeting- 10-27-05 :- Regular Board Meeting November 17, 2005 Page2 VI. BOARD POLICY AND REGULATIONS REVIEW A. Second Reading: AC - Nondiscrimination Second Reading: ACD - Nondiscrimination on the Basis of Religion Second Reading: ACH - Anti-Harassment VII. EDUCATIONAL SERVICES A. Policy Deletion: IHCA-Summer School B. Quarterly Update Report VIII. HUMAN RESOURCES A. Proposals for Salary Increases Building Maintenance Employees Bus Drivers, Aides and Monitors B. Personnel Changes IX. FINANCE \u0026amp; SUPPORT SERVICES A. B~ard Disbursing Officers B. Mitchell Elementary School C. Additional Funding for Bond Project Forest Heights Middle School D. Additional Funding for Bond Project Child Nutrition Bond Project E. Donations of Property F. Financial Report X. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions XI. EMPLOYEE HEARINGS XII. ADJOURNMENT :- n  -.:1 i= Rl .... c OE oz ~~ !ll~ -c::\no,..o. n.z... ,... c5 nz ,j.!.:. en .., ~~ nm oc\nEC: :~ :\n~ lii=l enm -\u0026lt;\na enen\na \u0026gt;m en~ c..:, :\n..a.. ~ ~ \u0026gt;=:inm .... g Oz z=I en i5 z en .?.,' ~~ ~ il ..,m ~~ ~z mm\naC enc: :.-.c, \u0026gt; n... . en c5 z ~\na m c~ \na ,-,-\n::aen n-.. =--~  E n =I f\nl z en I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL 11. PROCEDURAL MA TIERS/ WELCOME TO GUESTS Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERS IN EDUCATION NEW PARTNERSHIPS C. REMARKS FROM CITIZENS 0. LRC.TA DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 17, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Partners in Education BACKGROUND: The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. RATIONALE: The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. FUNDING: Not applicable. RECOMMENDATION: We recommend that the board approve the following partnerships: Carver Magnet Elementary School and Raytheon Aircraft Company Forest Heights Middle School and Easy Cash Pawn and Jewelry Otter Creek Elementary School and Greater Little Rock Optimist Club PREPARED BY: Debbie Milam, ViPS Coordinator RAYTHEON AIRCRAFT COMPANY 2400 Grundfest Drive Little Rock, Arkansas 72206 Raytheon Aircraft Company Partnership with George Washington Carver Magnet School Little Rock, Arkansas 2005 Partnership Activities I. Career Day - March 19, 2005 A RAC's Chief Pilot spoke to four 2nd grade classes 1. Presentation entitled \"Planes Come in Many Shapes - How a Plane Flies\" 2. Gave each student a brochure about RAC planes and a frisbee 11. Mentoring Program A Volunteers from RAC 1. Provide support to teachers and administrators as requested 2. Provide support/services to students as identified 3. Provide motivational speakers for students Ill. Book donation A RAC's Women's Net\\vork Initiative group will donate books. Carver's Literacy Coach will present proposals for group to consider. IV. Tour of Company A 5 th grade students will tour RAC facility B. RAC will provide a pizza lunch for students V. Safety Presentation A RAC Safety Engineer will speak to students LITTLE ROCK SCHOOL DISTRICT CARVER MAGNET SCHOOL Carver Magnet Partnership Activities with Raytheon Aircraft Company 2005-2006 1. Display of winning Invent America, Science and Math Fair projects at Raytheon. Carver specialists, Kim Washington and Suellen DiMassimo would set up and take down after contact to Arti Vanzandt.) 2. Birthday cards sent to Raytheon employees produced by Carver students during art chasses. (Raytheon to get birthday list to Erik Brown, Art Specialist.) 3. Invitations to Raytheon for classroom readers during VIPS Reading Day and Read Across America. (Carver contacts, Lori Watts and Karen Sebourn, Media Specialists) 4. Campus Leadership Representative from Raytheon. We would appreciate one of our contacts attending our four meetings per year. We will get at least a week's notice. This is an advisor activity.) 5. Building of a relationship between Raytheon team members and our Young Astronauts Specialist, Ed Scott, for further support. 6. Raytheon speakers for Career Week. (Contact\nCounselor, Tracye Thomason) 2100 East WH Street Phone 447-4000  Little Rock , Arkansas 72202 !JI !!l C 0 m ~ \u0026gt; !:l iz5 !I: m .z. . ~ ~ ~ !\"' \"m' 0~ ,. ...\",,', \"n'-\"..' :....~  11: n =I l\nj z \"' !\"' a, C 8 !!l C \"0 ~ m Outline for Partnership between Forest Heights Middle School and Easy Cash Pawn and Jewelry Easy Cash Pawn and Jewelry will provide: 1.) donated musical instruments for the school 2.) discounted musical instruments for the school. 3.) donations to silent auctions, carnivals and other appropriate school events Forest Heights Middle School will provide: 1.) acknowledgement of Easy Cash's partner status on concert programs 2.) an invitation to school events, volunteer recognition and band concerts 3.) an opportunity for Easy Cash's owner to meet students playing with donated instruments PARTNER-IN-EDUCATION CONTRACT GREATER LITTLE ROCK OPTIMIST'S CLUB AND OTTER CREEK ELEMENT ARY SCHOOL The staff and students of Otter Creek Elementary School are pleased to enter into a partnership with the Greater Little Rock Optimist's Club. As part of our willingness to become involved, all parties commit to the following activities: GREATER LITTLE ROCK OPTIMIST'S CLUB    Will sponsor the Just Say No Program for Otter Creek by funding Red Ribbon Week activities and providing \"Just Say No\" Tee shirts to Just Say No members. Will participate in the activities of Otter Creek when possible . WiU volunteer to speak on career awareness to students as requested. OTTER CREEK ELEMENTARY SCHOOL   Student groups will perform for Club meetings such as caroling during December or performing skits related to saying no to drugs and violence. Staff will include members in activities and events taking place at school. Jan\n, Tucke., Mndp~(\\/lM./4_., 7fv {,{'--\u0026lt;'.,i/' Kathryn Varady, Counselor ~0,-ly1'1v'. /{i14-~ Paul JHg, Pre,\ndent ,Q J/M ~ a, C 8 !!l C.. , ~ m LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: November 17, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: November 2005 Construction Report - Bond Projects BACKGROUND: Demolition of the Cloverdale Elementary School building has been completed, and the site has been cleared. A reason to abandon the building because of concern about the structural integrity was verified during the demolition. The actual damage to the floor structural system was worse than an earlier engineer's opinion had indicated. Preliminary planning for adding classrooms at Fulbright and Terry has begun. The planning also includes recommendations on solving the car and bus traffic at both schools. Identification of funding sources for this will be done as well. RATIONALE: Monthly reports are submitted to the Board to keep members up-to-date on construction projects in the District. FUNDING: Bond Funds RECOMMENDATION: Report item\nno action necessary. PREPARED BY: Bill Goodman, District Engineer :,-, ..... Ill :z::c 0 8 -\u0026lt; C: ~ m .\u0026gt; :,.s.. ~~ ,- C: on -\u0026lt; ~ ~ c5 6~ c5~ zm I\n,o -\u0026lt; :::Cl\"i \u0026gt;n m en !\" .z.... m \"q'i\"~' 0 ,- :!\nl~ 0 a ~ Facility Name Central Media Gibbs CONSTRUCTION REPORT TO THE BOARD NOVEMBER 17, 2005 BOND PROJECTS UNDER CONSTRUCTION Project Description Cost Roof $85,000 Addition $705,670 t:st. compIet1on Date Dec-05 Dec-05 BOND PROJECTS CONSTRUCTION - FALL/ WINTER 2005-06 t:st. completion Facility Name Project Description Cost Date Booker IHVAC (QZAB) $239,560 Unknown Brady I Metal Roof $250,000  Unknown Central HVAC (QZAB) $919,760 Unknown Dunbar HVAC (QZAB) $278,800 Unknown Fair Park HVAC (QZAB) I $79,480 Unknown J. A. Fair Sewer Line $82,900 Unknown Mann HVAC (QZAB) $382,400 Unknown BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED t:st. compIetIon Facility Name Project Description Cost Date Administration Annex I Electrical Upgrade $9,166 Unknown Alternative Learning Center IADA Adaptations $43,134 Unknown Alternative Learning Center Restroom Renovation $37,742 Unknown Alternative Learning Center I Electrical Upgrade $2,696 Unknown Booker Electrical Upgrade Unknown Unknown Chicot Electrical Upgrade I Unknown Unknown Child Nutrition Renovation $6,500 I Unknown Dodd Restroom Renovation $26,959 Unknown Forest Heights Remodel $1,547,000 Unknown Fulbright ADA Adaptations $21,567 Unknown Fulbright Renovate Restrooms $10,784 Unknown Fulbright Addition/Traffic Planning $2,500 Unknown Geyer Springs Replace Restroom Stalls $4,313 I Unknown ADA Adaptations $21,567 I Unknown Henderson Renovation I $450,000 I Summer2006 I - IRC ADA Adaptations I $21,567 Unknown Restroom Renovation I $21,567 I Unknown McDermott Restroom Renovation $32,350 I Unknown Mitchell Renovation $2,212,493 Unknown Pulaski Hgts. MS Energy monitoring system installation Unknown , Unknown Rightsell Renovation $2,494,000 I Unknown Terry Addition Planning $2,500 Unknown BOND PROJECTS NOT YET STARTED t:sL 1.,ompIeuon Facility Name Project Description Cost Date Administration Annex ADA Adaptations $32,351 Unknown Adult Education ADA Adaptations I $248,020 Unknown Structural Repairs $53,918 ~ Unknown Alternative Learning Center Roof Repairs $26,959 I Unknown Booker ADA Adaptations $107,835 Spring 2006 -- Cashion Buildinf\n! ADA Adaptations I $21,567 Unknown Facility Services ADA Adaptations I $32,351 I Unknown Install Water Meters at Cooling Towers $4,313 Unknown Emergency Lighting Replacement $80,876 I Unknown Land Purchase - Booker I $100,000 I Unknown Garland Renovation $900,000 Partially Complete ADA Adaptations $188,711 Unknown Facility Name Henderson Quigley Rockefeller Transportation - Laidlaw West Little Rock School Facilitv Name Administration Administration Administration Administration Administration Annex Alternative Learning Ctr. Alternative Learning Ctr. Badgett Badgett Bale Bale Bale Bale Baseline Booker Booker Booker Booker Booker Booker Brady Brady Brady Carver Central Carver Carver Central Central Central Parking Central/Quigley Central/Quigley Central/Quigley Central Central Central Central Central Chicot Chicot Cloverdale Elementary Cloverdale Elem. CONSTRUCTION REPORT TO THE BOARD NOVEMBER 17, 2005 BOND PROJECTS NOT YET STARTED Project Description Cost ADA Adaptations $70,093 Restroom Upgrades $53,918 Dressing Room Renovation $37,742 ADA Adaptations $26,959 Interior Renovation $16,175 ADA Adaptations $32,351 New School $11,782,638 BOND PROJECTS THAT HAVE BEEN COMPLETED Project Description Cost Asbestos abatement $380,495 Fresh air system $55,000 Fire alarm $32,350 HVAC $70,000 Energy monitoring system installation I Energy monitoring system installation $15,160 I Energy efficient lighting $82,000 Partial asbestos abatement $237,237 Fire alarm $18,250 Classroom addition/renovation $2,244,524 Energy monitoring system Partial roof replacement $269,587 HVAC $664,587 1 Renovation $953,520 Gym Roof $48,525 ADA Rest rooms $25,000 Energy efficient lighting $170,295 Energy monitoring system installation I $23,710 Asbestos abatement $10,900 Fire alarm $34,501 Addition/renovation $973,621 Energy efficient lighting $80,593 Asbestos abatement $345,072 Energy monitoring system installation $14,480 Renovation - Interior $10,200,266 Media Center Expansion $167,490 Parking lot $111,742 HVAC Renovation - Band Area $225,000 Reflecting Pond $57,561 Student parking $174,000 I Stadium light repair \u0026amp; electrical repair $265,000 Athletic Field Improvement $38,000 I Irrigation System $14,500 Purchase land for school Unknown Roof \u0026amp; exterior renovations $2,000,000 Ceiling and wall repair $24,000 Fire Alarm System Design/Installation $80,876 I 'Front landing tile repair $22,470 Drainage I $64,700 I Sound Attenuation $43,134 I Demolition I $520,150 I Energy efficient lighting I $132,678 Est. Completion Date Unknown Unknown Unknown Unknown Unknown Unknown Unknown Est. Completion Date Mar-03 Aug-03 Aug-03 Nov-04 May-02 Oct-01 Dec-01 Jul-01 Aug-02 Dec-02 Mar-02 Dec-01 Aug-01 Aug-04 Oct-04 Aug-04 Apr-01 Oct-01 Feb-02 Mar-02 Nov-04 Sep-02 Aug-02 May-01 Sep-05 Oct-05 Aug-03 Dec-04 Sep-04 Aug-03 Aug-03 Aug-03 Aug-03 Oec-02 Dec-02 Oct-01 Aug-01 Aug-01 Aug-04 Jul-04 Nov-05 Jul-01 2 :,-, ... Pl ::c z 0  C: ~ m !\" z... m ~i\ng j!: ::ID\u0026gt; ... C: C ~ ~ CONSTRUCTION REPORT TO THE BOARD NOVEMBER 17, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description Cost Cloverdale MS Energy efficient lighting $189,743 Cloverdale MS Major renovation \u0026amp; addition $1,393,822 Dodd Fire Alarm Upgrade $9,200 Dodd Energy efficient lighting $90,665 Dodd Asbestos abatement-ceiling tile $156,299 Dodd Replace rooftop HVAC $215,570 Dunbar Renovation/addition $6,149,023 Facilities Service Interior renovation $84,672 Facility Services Fire alarm $12,000 Fair Park Remodel $799,000 Fair Park Parking Lot $185,000 Fair Park Roof $245,784 Fair Park HVAC renovation/fire alarm $315,956 Fair Park Energy efficient lighting $90,162 Fair Park Asbestos abatement-ceiling $59,310 J. A. Fair 16 classroom addition \u0026amp; cafeteria/music I room addition $3,155,640 J. A. Fair Energy efficient lighting $277,594 J. A. Fair Press box I $10,784 J. A. Fair Security cameras $12,500 J. A. Fair 'Athletic Field Improvement $38,000 J. A. Fair Irrigation System $14,000 J. A. Fair Roof repairs $391,871 -Forest Park ,Restrooms $152,881 Forest Park Replace window units w/central HVAC $485,258 Forest Park Diagonal parking $111,742 Forest Park Energy efficient lighting $119,788 Fulbright  Energy efficient lighting I $134,463 Fulbright I Energy monitoring system installation $11,950 Fulbright I Replace rooftop HVAC units $107,835 Fulbright . Parking lot $140,000 ~bright Roof repairs $200,000 Franklin Renovation $2,511,736 Geyer Springs Roof Repair $161,752 Gibbs 1 Energy efficient lighting $76,447 Gibbs -- Energy monitoring system installation $11,770 Hall- - Major renovation \u0026amp; addition $8,637,709 Hall Asbestos abatement $168,222 -- - Hall - Energy efficient lighting I $42,931 Hall Infrastructure improvements $93,657 -- Hall Energy efficient lighting $296,707 I - ----intercom I Hall I Hall Security cameras $10,600 -- Henderson Skylight Replacement $319,000 Henderson --- -- I Lockers $43,854 - - Henderson Energy efficient lighting $193,679 -- Henderson Roof replacement gym $107,835 Henderson -- - 'Asbestos abatement Phase I $500,000 . I Henderson Asbestos abatement Phase 2 I $250,000 IRC - - -- Energy efficient lighting $109,136 Jefferson -- Asbestos abatement I $43,639 I Jefferson - --- - Renovation \u0026amp; fire alarm I $1,630,000 Laidlaw - -----,-Parking lot $269,588 Mabelvale Elem. HVAC (QZAB) $220,000 I Mabelvale Elem. Site Work $6,000 Est. Completion Date Jul-01 Nov-02 Oct-04 Aug-01 Jul-01 Aug-02 Nov-04 Mar-01 Aug-03 Aug-05 Aug-05 May-05 Apr-02 Aug-01 Aug-01 Aug-04 Apr-01 Nov-00 Jun-01 Jul-03 Jul-03 Aug-03 Aug-05 Nov-03 Aug-03 May-01 Jun-01 Aug-01 Aug-02 Sep-02 Oct-02 Mar-03 Jun-04 Apr-01 Jul-01 Sep-03 Aug-01 Jul-01 Aug-01 Apr-01 Feb-01 Jun-01 Nov-05 Dec-04 Jul-01 May-01 Aug-01 Aug-02 Jul-02 Qct-01 Nov-02 Jul-01 Nov-05 Oct-05 3 CONSTRUCTION REPORT TO THE BOARD NOVEMBER 17, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED FacilitvName Project Description Cost Mablevale Elem I Fire Alarm Upgrade $12,000 I Mabelvale Elem. Energy monitoring system installation $12,150 I Mabelvale Elem. Replace HVAC units $300,000 Mabelvale Elem. Asbestos Abatement $107,000 Mabelvale Elem. Energy efficient lighting $106,598 Mabelvale MS Renovate bleachers $134,793 Mabelvale MS Renovation $6,851,621 Mann Partial Replacement $11,500,000 Mann Asphalt walks The total $1.8 million Mann Walkway canopies is what has been Mann Boiler replacement used so far on the Mann Fencing projects listed Mann Partial demolition/portable classrooms completed for Mann. McClellan Parking Lot Overlay $65,000 I McClellan Athletic Field Improvement $38,000 McClellan Irrigation System $14,750 McClellan Security cameras $36,300 McClellan I Energy efficient lighting I $303,614 I McClellan Stadium stands repair $235,000 I McClellan Intercom $46,000 McClellan Classroom Addition $2,155,622 McDermott Fire Alarm Upgrade $7,700 McDermott Energy efficient lighting $79,411 McDermott Replace rooftop HVAC units $476,000 Meadowcliff 1Fire alarm $16,175 Meadowcliff Asbestos abatement $253,412 I Meadowcliff Engergy efficient lighting $88,297 I-Meadowcliff Remodel $365,600 Metropolitan Replace cooling tower $37,203 I Metropolitan - Replace shop vent system I $20,000 Metropolitan Energy monitoring system installation $17,145 I Mitchell Building Remediation $165,000 Mitchell Energy efficient lighting $103,642 Mitchell Energy monitoring system installation $16,695 Mitchell !Asbestos abatement I $13,000 Oakhurst (Adult Education) New Windows $215,000 Oakhurst 1HVAC renovation $237,237 Otter Creek Energy monitoring system installation $10,695 Otter Creek Energy efficient lighting $81,828 Otter Creek Asbestos abatement I $10,000 Otter Creek Parking lot $138,029 I Otter Creek 6 classroom addition I $888,778 I- Otter Creek Parking Improvements $142,541 Parkview 'Addition I $2,121,226 Parkview HVAC controls I $210,000 I Parkview Roof replacement I $273,877 Parkview Exterior lights $10,784 Parkview HVAC renovation \u0026amp; 700 area controls $301,938 Parkview Locker replacement I $120.000 I I-Parkview Energy efficient lighting $315,000 Procurement I Energy monitoring system installation I $5,290 Procurement Fire alarm I $25,000 Pulaski Heights Elem/Middle I Cafeteria Ceiling I $33,378 I Pulaski Heights Elem/Middle I Replace Entry Doors I $13,990 Est. Completion Date Oct-04 Aug-01 Aug-02 Aug-02 Dec-02 Aug-01 Mar-04 Apr-04 Dec-01 Dec-01 Oct-01 Sep-01 Aug-01 Apr-05 Jul-03 Jul-03 Jun-01 May-01 Aug-01 Feb-02 Jul-04 Sep-04 Feb-01 Aug-02 Jul-01 Aug-02 Dec-02 Oct-05 Dec-00 May-01 Aug~ Jul-04 Apr-01 Jul-01 Jul-01 Aug-05 Aug-01 May-01 Apr-01 Aug~ Aug-02 Oct-02 Aug-03 Dec-04 Jun-02 Sep-01 Nov-00 Aug-01 Aug-01 Jun-01 Jun-02 Aug-03 Aug-05 Auo-05 .\u0026gt; s:- ~ el re: c'in -\u0026lt;~ riil zc5 !!J\u0026gt; c5~ zm I\n,c -\u0026lt; ::Cl'j nm \u0026gt;cn CONSTRUCTION REPORT TO THE BOARD NOVEMBER 17, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description Cost I Pulaski Heights Elementary Clean Exterior Walls I $98,660 Pulaski Hgts. Elem Renovation $1,193,259 Pulaski Hgts. Elem Move playground $17,000 . Pulaski Hgts. MS Renovation I $3,755,041 Rightsell Energy efficient lighting $84,898 I Rockefeller Energy efficient lighting I $137,004 I Rockefeller Replace rooftop HVAC $539,175 Rockefeller Parking addition $111,742 j Romine Asbestos abatement $10,000 Romine Major renovation \u0026amp; addition $3,534,675 I Scott Field Track Renovations $289,056 I Security/Transportation Bus cameras $22,500 i Southwest New Corridor Ceiling $300,000 Southwest Addition I $2,000,000 Southwest Asbestos abatement $28,138 I Southwest New roof I $690,000 Southwest Energy efficient lighting $168,719 I Southwest Drainage / street widening I $250,000 Student Assignment Energy monitoring system installation $4,830 Student Assignment Fire alarm $9,ooo I Tech Center Phase 1 Renovation $275,000 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II I $3,679,000 : Technology Upgrade Upgrade phone system \u0026amp; data Terry Energy efficient lighting $73,850 I Terry Driveway \u0026amp; Parking $83,484 Terry Media Center addition $704,932 Wakefield Rebuild $5,300,000 Wakefield Security cameras $8,000 Wakefield Energy efficient lighting $74,776 1 Wakefield Demolition/Asbestos Abatement $200,000 Washington Fire Alarm Upgrade $11,600 Washington 1 Security cameras I $7,900 Washington Energy efficient lighting I $165,281 Watson Energy monitoring system installation $8,530 Watson Asbestos abatement $182,241 Watson Energy efficient lighting I Watson Asbestos abatement I $\n~~:~~~ I Watson Major renovation \u0026amp; addition I $8QQ,QQQ I Western Hills Electrical Upgrade \u0026amp; HVAC $622,160 Western Hills Fire Alarm Upgrade $8,400 Western Hills ADA Rest rooms $25,000 Western Hills Asbestos abatement $191 ,946 Western Hills Intercom $7,100 Western Hills Energy efficient lighting $106,000 Williams Drainage Repair $29,200 Williams Renovation I $2,106,492 Williams Parking expansions $183,717 Williams Energy efficient lighting $122,719 Wilson HVAC for Cafeteria $56,000 Wilson Renovation/expansion $1,263,876 Wilson 1 Parking Expansion I $110,000 Woodruff Parking addition $175,000 Woodruff Renovation $246,419 t::st. 1_\nomp1euon Date Sep-05 Nov-04 Dec-02 Nov-04 Apr-01 Mar-01 Aug-01 Aug-02 Apr-02 Mar-03 May-05 Jun-01 Aug-05 Nov-04 Aug-00 Oct-03 Jan-02 Aug-03 Aug-02 Aug-03 Dec-01 Jun-04 Nov-02 Feb-01 Aug-02 Sep-02 Dec-04 Jun-01 Feb-01 Nov-02 Oct-04 Jun-01 Apr-01 Jul-01 Aug-01 Aug-01 __ Aug-02 -- Aug-02 Aug-05 ---Oct-04 --- Aug-04 Aug-02 Dec-01 Jul-01 Nov-05 --- Mar-04 Dec-03 Jun-01 Mar-05 Feb-04 Aug-03 __ Aug-05 Auo-02 5 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: November 17, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Board Auditor Report BACKGROUND: Monthly report to School Board. RATIONALE: Summary report of activities. FUNDING: No changes. RECOMMENDATION: None. PREPARED BY: Sandy Becker Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS November 17, 2005 Board of Directors Sandy Becker, Internal Auditor Audit Report - November This is the seventy-third communication regarding status of the current year projects and reviews. Activity Funds a) Working with two high schools, two middle school and two elementary schools to resolve financial issues in their activity and related funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. b) The AAB has forwarded a Booster Club Guidelines Package to be included in official publications of the District after review. Board Policy and Regulation a) The routing of Professional Leave and Travel Requests is being worked on to make the process more efficient and to prepare for the process being automated to improve documentation and provide information for decision making. Technology a) Monitoring technology plans and technology meetings to determine how use of technology will improve and streamline the workflow for staff persons. b) Working with Procurement on the use ofbarcode scanners for checking and updating inventory records. This is being done to help more quickly update and check electronic equipment records at the various sites. c) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. Provided training with the Arkansas PT A on financials controls and financial preventive maintenance. Audit Report- November 2005 Page 2 of2 d) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. e) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. f) Developed skills test for financial positions. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) c) d) e) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Monitoring cost reduction efforts in the District. Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. Reviewing leave accountability system. Assisting schools to track and reconcile Teacher School Supply Funds. Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Served as District coordinator of United Way's Day of Caring (April 17, 2005. Eleven schools participated. Sharefest had eleven school participate on October 29, 2005. Sharefest 2005 was a success for each of the schools. A story is on the District website. Assisting LRSD PT A's in financial process training. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org. :n .... ~ :z:c\nC:\ng !\nm LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: November 17, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Technology Report BACKGROUND: Since the last Board meeting the following technology activities took place:  The Technology Plan Revision Committee continues to work on the revised technology plan for the district. Focus groups made up of teachers from all schools have been set up to gather input on needs and priorities for the plan. The new plan covers the years 2006-2009.  The online agenda project continues: - Online Technologies was selected to install audio-visual equipment in the Boardroom and administration building lobby. Installation will begin late in November, once all the equipment has been delivered. - Board members selected either a notebook or laptop computer and those have been ordered. - The NovusAgenda on-line application will be installed and configured on the LRSD servers beginning the first week of December. - Training for all district users will be held January 10 - 12, 2006 at the LRSD Technology Center. - Training for Board members will be held in conjunction with the January 12 agenda meeting in the LRSD administration building board room. RATIONALE: To implement the LRSD Technology Plan 2003 - 2006 RECOMMENDATION: It is recommended that the Board accept this report. PREPARED BY: John Ruffins, Director, Computer Information Services Lucy Neal, Coordinator, Instructional Technology DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 17, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Policy Review and Proposed Revisions BACKGROUND: The Board conducts periodic reviews of policies and regulations to ensure that these regulatory directives remain current and complete. Board member Tony Rose requested a review of specific policies and has suggested updates as follows: Policy AC - Nondiscrimination The current policy AC, Nondiscrimination, was adopted in September 1998. The proposed revision of this policy changes the term \"sex\" to \"gender and sexual orientation.\" The changes are indicated on the first reading proposal attached. Policy ACD - Nondiscrimination on the Basis of Religion Policy ACD, Nondiscrimination on the Basis of Religion, was adopted by the Board in September 1998. The proposed revision of this policy replaces the language of the entire policy, emphasizing the Board's commitment to nondiscrimination based on religious beliefs. Policy ACH - Anti-Harrassment The current policy ACH, Anti-harassment, consists of language that should be considered as regulatory administrative directives. The proposed revision separates the policy from the directives. RATIONALE: To ensure that the Board's policies and regulations remain up-to-date and accurate. The Board approved these policies on first reading at the October board meeting. FUNDING: No funding required. .!D., !B ~ z z m r- RECOMMENDATION: The administration recommends approval on second reading of Policies AC, ACD, and ACH. PREPARED BY: Roy G. Brooks LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AC NONDISCRIMINATION The commitment of the Little Rock School District to the most fundamental principles of academic freedom, equality of opportunity, and human dignity requires that decisions involving students and employees be based on individual merit and be free from discrimination in all its forms. It is the policy of the Board of Education that there will be no discrimination because of race, color, religion, ~. gender, sexual orientation, age, national origin, or handicap/disability in the placement, instruction, and guidance of pupils\nthe employment, assignment, training, or promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. Revised: Adopted: September 24, 1998 Legal References: Title VI and Title VII, Civil Rights Act of 1964 Title I and Title 11, Civil Rights Act of 1991 Equal Pay Act of 1963 Executive Order 11246 of 1995 Title IX, Education Amendments of 1972 and regulations, 34 C.F.R. part 104 Rehabilitation Act of 1973, Sections 503 and 504 Section 504, 34 C.F.R. part 104 Americans with Disabilities Act, 1990 Vietnam-era Veterans Readjustment Act, 1974 Age Discrimination Act, 1975 Age Discrimination in Employment Act, 1967 Arkansas General Laws Individuals with Disabilities Education Act (IDEA) 1997 Cross References: Board of Education Policies ACA, ACB, ACC, ACD, ACE, ACF .!J,,I m ~ zz m r- .\u0026gt; s:-\ng !\nl r- C: i\"in -\u0026lt;?\niii i5 6~ iz5m en I :,0 -\u0026lt; :Ci\"\u0026gt; \u0026gt;nemn !ZI 0 C: ! m ~ C: ~ LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACD NONDISCRIMINATION ON THE BASIS OF RELIGION Tho ~irst Amendment to tho United States of America's Constitution requires that public schools remain religiously neutral. All students, staff, and faculty have tho right to choose or not to choose their ovm religion and there will be no discrimination of any kind based upon an individual's religion. It is the policy of the Board of Education that no student, faculty, or staff in the Little Rock School District will, on the basis of religious belief, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Revised: Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy AC LITTLE ROCK SCHOOL DISTRICT NEPN CODE : ACH ANTI-HARASSMENT POLICY It is the policy of the District to maintain a learning environment that is free from harassment. The District prohibits any and all forms of harassment because of race, color, sex, sexual orientation, age, marital status, national origin, religion, or disability or protected activity (i.e. opposing unlawful harassment or discrimination or participating in an investigation. Any such conduct will result in disciplinary action and notification to the proper authorities. It will be a violation of District policy for any student, teacher, administrator, or other school personnel of the District to harass a student through conduct of a sexual nature, or regarding race, color, sex, sexual orientation, age, marital status, national origin, religion, disability, or protected activity as defined by this policy. It will also be a violation of District policy for any teacher, administrator or other school personnel of the District to tolerate sexual harassment or harassment because of a student's race, color, sex, sexual orientation, age, marital status, national origin, religion, disability or protected activity as defined by this policy, by a student, teacher, administrator, other school personnel, or by any third parties who are participating in,  observing, or otherwise engaged in activities, including sports events and other extracurricular activities, under the auspices of the District. For the purpose of this policy, the \"school personnel\" includes school Board of Education members, school employees, agents, volunteers, contractors, or persons subject to the supervision and control of the District. The District will act to promptly investigate all complaints, either formal or informal, verbal or written, of harassment because of race, color, sex, sexual orientation, age, marital status, national origin, religion, disability or protected activity to promptly take appropriate action to protect individuals from further harassment\nand, if it determines that unlawful harassment occurred, to promptly and appropriately discipline any student, teacher, administrator or other school personnel who is found to have violated this policy, and/or to take other appropriate action reasonably calculated to end the harassment.\n,,,~ ~ :s ,.. C: c'in -\u0026lt; \u0026gt; omc\"5' 5 f\nc5:\nzm I\ni:, -:J:\u0026lt;c\"\u0026gt; Om  u, LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH continued This policy will be broadly interpreted as evidence of the District's commitment to equality of opportunity, human dignity, diversity, and academic freedom. No person will retaliate or threaten retaliation against another person for reporting, testifying or otherwise participating in any investigation, or proceeding relating to a complaint of harassment. Revised: Adopted: July 23, 2001 Legal References: Title VI of the Civil Rights Act, 1965, 42 U.S.C.  2000d Title IX of the Education Amendments of 1972, 20 U.S.C.  1681 Section 504 of the Rehabilitation Act of 1973, 29 U.S.C.  794 Title II of the Americans with Disabilities Act of 1990 (ADA), 42 U.S.C.  12134 Cross References: Student Handbooks and Personnel Handbook 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH-R Anti-Harassment Regulation PROCEDURE FOR COMPLAINTS OF HARASSMENT These regulations are intended to protect the rights of students, employees, administrators, the Board of Education and visitors on District property and to outline procedures, which will be followed in the event harassment occurs on District property or at an event sponsored by the District. The following definitions will be used for the purpose of enforcing the AntiHarassment Policy, ACH. DEFINITIONS Racial or Color Harassment Racial or color harassment includes unwelcome verbal, written or physical conduct, directed at the characteristics of a person's race or color, such as nicknames emphasizing stereotypes, racial slurs, comments on manner of speaking and negative references to racial customs. Sexual Harassment Sexual harassment consists of unwelcome sexual advances, requests for sexual favors, sexually motivated physical conduct or other verbal or physical conduct of a sexual nature. It also includes conduct that is not sexual in nature but that is engaged in because of the gender of the victim. It includes conduct that is also criminal in nature such as rape, sexual assault, stalking, and similar offenses. Under federal law, sexual harassment is prohibited regardless of the sex of the harasser, i.e., sexual harassment may occur even if the harasser and the person being harassed are the same sex. Sexual Orientation Harassment Harassment on the basis of sexual orientation is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's sexual orientation, such as negative name-calling and imitating mannerisms. Marital Status Harassment Harassment on the basis of marital status is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's marital status, such as comments regarding pregnancy or being an unwed mother or father. !D \"D m\na ~z z I!! LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH-R (continued) National Origin Harassment Harassment on the basis of national origin is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's national origin, such as negative comments regarding surnames, manner of speaking, customs, language, or ethnic slurs. Religious Harassment Harassment on the basis of religion or creed is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's religion or creed, such as derogatory comments regarding surnames, religious tradition, or religious clothing, or religious slurs, or graffiti. Disability Harassment Harassment based on a person's disabling mental or physical condition and includes any unwelcome verbal, written or physical conduct, directed at the characteristics of a person's disabling condition, such as imitating manner of speech or movement, or interference with necessary equipment. REPORTING PROCEDURES Any person who feels he/she is being harassed may wish to consider informing the offending person that the behavior is inappropriate and not appreciated. Oftentimes, this is all that is required to stop the harassing behavior. You are not, however, required to take this step prior to filing a complaint. Any student, District personnel, or visitor who believes he/she has been the victim of harassment by a student, teacher, administrator or other school personnel of the District, or by any other person who is participating in, observing, or otherwise engaged in activities, including extracurricular activities, under the auspices of the District, is encouraged to immediately report the alleged acts to the building principal. If the principal is the perpetrator of the harassment, the report of the incident will be made to the appropriate Assistant Superintendent, Associate Superintendent for School Services or the Director of Human Resources. Any teacher, administrator or other school official who has knowledge of or receives notice that a student or visitor has or may have been the victim of harassment by a student, teacher, administrator, or other school district personnel is required to immediately report the alleged act(s) to the building principal unless the principal is the perpetrator. If the harassment involves the 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH-R (continued) principal, the incident will be reported to the appropriate Assistant Superintendent or Associate Superintendent for School Services. Upon receipt of the report, the principal, Assistant Superintendent or Associate Superintendent will notify Safety and Security personnel to conduct an investigation of the allegation. A third party may be involved in the investigation. The parent of the student (victim) will be notified immediately, unless after consultation with the student, it is determined not to be in the best interest of the student. If the alleged harassment is committed by a student, the student's parent/guardian will be notified that an investigation is being conducted. Complaints will be kept confidential to the extent possible. A prompt, thorough and impartial investigation will be conducted of all complaints of violation of this policy. Upon completion of the investigation, a written report will be submitted to the principal, Assistant Superintendent, or Associate Superintendent. The report will include a determination as to whether the allegations have been substantiated as factual and whether they appear to have violated District policy and/or law. Notification of the outcome of the investigation will be sent to all parties involved. If the allegation is substantiated, the District will take immediate and appropriate corrective action, including the following: 1. a student will receive a disciplinary sanctioned as outlined in the Student Handbook, and/or notification to the proper authorities. 2. a staff member will receive a disciplinary sanction as outlined in the Employee Handbook and/or the proper authorities will be notified. 3. a report of the incident regarding a visitor who committed an act while on District property or at an event sponsored by the District, will be referred to the proper legal authorities. 3 !II ~ m\n,o ~ zz ,m... -- --- --------- LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH-R (continued) Notwithstanding this policy, .employees may file a charge of discrimination with the U.S. EEOC. Employers who wish to file a charge must do so within 180 days of the last act of alleged harassment. Revised: Adopted: July 23, 2001 Legal References: Title VI of the Civil Rights Act, 1965, 42 U.S.C.  2000d Title IX of the Education Amendments of 1972, 20 U.S.C.  1681 Section 504 of the Rehabilitation Act of 1973, 29 U.S.C.  794 Title II of the Americans with Disabilities Act of 1990 (ADA), 42 U.S.C.  12134 Cross References: Student Handbook and Personnel Handbook 4 DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 17, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Policy Deletion - IHCA (Summer School) BACKGROUND In 1982, the Board of Education adopted a Summer School policy stating that operational costs of summer programs would be covered by pupil tuition and/other grants, exclusive of local and state tax funds. In July 1999, the Board adopted a revised Summer School policy that emphasized PreK-3 extended opportunities that received state funding. This funding no longer exists. During the 2003-2004 school year, the District was advised by legal counsel that according to A.C.A. 6-16-702, that summer fees could not be levied on students who qualified for free and reduced price lunch. The majority of LRSD summer school participants (2004 and 2005) qualified for free tuition thus leaving the district to bear the total financial burden. Act 2243, of the State of Arkansas 85th General Assembly, 2005, addresses Public School Assessment and Remediation. Each student identified as not meeting satisfactory pass levels on the Benchmark and end-of-course exams will be given an Academic Improvement Plan (AIP) for remediation. In response, the District will implement a comprehensive program of focused intervention and acceleration activities aligned with students' needs. Credit recovery will be made available for high school students who require make up. Credit recovery programs will be available as needed on a year round schedule. Additionally, a variety of focused intervention and acceleration activities will be made available for students requiring these services. These may include, among other things, before and after school tutoring programs, acceleration programs operating during the academic day, Saturday school or summer programs as funding allows. RATIONALE This policy has become outdated. The elimination of this policy will update efficiency and compliance. RECOMMENDATION: It is recommended that the Board approve the elimination of policy IHCA. PREPARED BY: Junious Babbs Dr. Olivine Roberts DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 17, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Quarterly Update Report BACKGROUND: The fifth quarterly written update (December 1) by the Planning, Research, and Evaluation (PRE) Department was completed in accordance with the District Court's 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). This report includes descriptions of research activities related to four step-2 evaluations currently being conducted by Ors. Steven Ross and James Catterall, and development of evaluation designs for four proposed step-2 evaluations to be completed by these researchers this school year. Ors. Ross and Catterall have completed all observations of classes, interviews, focus groups, and surveys of principals, teachers, students, and parents participating in CompassLearning, Reading Recovery, SMART/THRIVE, and Year-Round (ExtendedYear) Education. Quantative data analysis cannot be completed until electronic formatted benchmark scores are received. Dr. Catterall has signed a contract to conduct a study during this school year focused on the A+ program. Dr. Ross is expected to sign a contract soon to conduct three additional studies: Knowledge Points, Pre-K Literacy, and 21 st Century Learning Centers. RATIONALE: The Court's remedy requires PRE to perform 8 \"step-2\" evaluations. FUNDING: None Necessary RECOMMENDATION: It is recommended that the Board accept the Quarterly Update Report. DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 17, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Proposals for the 2005-06 school year: Building Maintenance Employees Bus Drivers, Aides and Monitors Security Officers BACKGROUND: The Little Rock School District negotiates contracts for support personnel in conjunction with the annual negations with certified staff. RATIONALE: This Little Rock School District operates on these agreements for contract purposes. The recommendations include language changes to the contracts and a salary recommendation consistent with the salary increases provided to other employee groups. FUNDING: District Operations Budget RECOMMENDATION: It is recommended that the changes be approved for the three employee groups whose proposed contract revisions are attached: 1) Building Maintenance Employees\n2) Bus Drivers, Aides and Monitors\nand 3) District Security Guards. PREPARED BY: David E. Hartz, Senior Director of Human Resources 0 n ::z:113 -0 6~ z.,, C: ::0 --\u0026lt;o ::Oc... =Im c5n z--\u0026lt; !II\n:\n: ~ z z ,m- !II I: ::::i n ::c ~ rm In I: m z ij ~n Individual Approach to a World of Knowledge\" November 1 7, 2005 To: Little Rock School District Board of Directors From: Dr. Roy Brooks, Superintendent of Schools l::\u0026gt;t'I Prepared by: David E. Hartz, Sr. Director of Human Resources RE: Proposal for the 2005-2006 school year for Maintenance Employees 1. The District will apply  percent to the 2004-2005 salary schedule to create a 2005-2006 salary schedule. 2. Tne District will give the step increase for all eligible employees for the 2005- 2006 school year. 3. The District will pay up to $263.00 for eligible health insurance plans the 2005- 2006 school year. 4. The District agrees to review this recommendation provided the result of the Lake View decision increases the State foundation funding (above 5,400) per student. 810 W. Markham  Little Rocle, Arkansas 72201  www.lrsd.org 501-447-1000  fax: 501-447-1001 NEGOTIATED AGREEMENT BETWEEN BUS DRIVERS, AIDES AND MONITORS AND THE UTILE ROCK SCHOOL DISTRICT FOR 2005-2006 C n  ::C CD -0 6~ z~ C: ,0 -\u0026lt;o ,0 c... =Im i5 n z-\u0026lt; !II I: =I n ::c ,p.:.!. m i:\nffi .z.. . ! ARTICLE6 EXTENT OF AGREEMENT Any individual contract between the employer and an individual bargaining unit member, heretofore executed, shall be subject to and consistent with the terms and eensisteat conditions of this Agreement. Any individual contract hereafter executed shall be expressly made subject to and consistent with the tenns of this or subsequent Agreements to be executed by the parties. If an individual contract contains any language inconsistent with this Agreement, this Agreement, during its duration, shall be controlling. ARTICLE9 DISCIPLINFJJlJST CAUSE E. Discharge during Initial Period Employees who have not completed the initial probationary period of 180 workdays may be discharged for any cause that is not arbitrary or capricious. G. Grievance during Initial Period Employees who have not completed the initial probationary period of 180 work days shall have access to the Grievance Procedure for disciplinary actions or discharge after sixty (60) days of employment. J. Serious Offenses Following examples of serious offenses for which an employee may be recommended for immediate termination. These offenses may include but are not limited to: Note: 3. Possession of a knife, box cutter, dirk, brass knuckles, martial arts implement, razor, ice pick, BB gun, pellet gun, stun gun, blackjack, unauthorized tools, sword, spear in cane, billie club, sap, facsimile weapon, or any other instruments that is specifically designed, made or adapted, to cause physical injury to another person. Last Paragraph: Private Vehicle Once an at-fault accident or moving violation is removed from an employee's driving record, it will be removed from their personnel file unless bodily injury requiring medical attention or a death was a result of the accident. District Vehicle Once an at-fault accident or moving violation committed by a driver, aide or monitor while operating an LRSD school bus is removed from the employee' driving record, it shall be removed from their personnel file after 10 years unless a bodily injury occurs requiring medical attention or a death was a result of the accident. C n  :i:: a, -0 6~ ~ :8 -\u0026lt;o\na\u0026lt;= Im c5 n z-\u0026lt; !I' \"Cl ~ z z m,... D. Reporting Time ARTICLE 14 HOURS OF WORK All transportation Drivers, Aides and Monitors will be required to report to work no later than 6:00 a.m. in the morning and 2:00 p.m. in the afternoon. E. Assignment/Re-assignment of Bus Routes 3. By Oetober l of eeeh ye\u0026amp;F By the fll\"St week in October (unless an emergency prevents the Administration from compiling the necessary information) all routes will be open for bidding. Employees will be afforded an opportunity to \"bid\" on-routes of their choice. For this purpose a route will be considered to be a combination of morning/afternoon school runs assigned to an individual bus to make most effective use of limited vehicular resources. The assignment of routes will be based on driver seniority. This will be the only time during the school year that all routes will be open for bidding. Scheduled bidding times will be established by management and strictly followed. Each driver will be allowed fifteen (15) minutes to bid. Those drivers who cannot be present may authorize a unit member or management to bid for them if their proxy is given in writing. Those who exceed their time or fail to show will be placed at the bottom of the list. E. ARTICLE 19 LEAVES Jury Service and other Related Appearances Any employee called for jury duty, or who is subpoenaed to testify during work hours in any judicial or administrative matter related to district business, including requested attendance during an arbitration fact-finding proceeding shall be paid his/her full compensation for such time with no loss of any leaves, seniority, or loss of any other benefits. Those subpoenaed during non-work hours for district related business should be paid at the staff development rate. Whee suhpoeeaed iA ROA Distriet Rllated eusie866, the le88 will ee without pay 0Meept atteooaaee iooeeti\u0026gt;,ie pay. C n ::,:: ID -0 6i ~\ng -to :,0 '= l m c5 n z-t !11 \"II m ~ z z p:! !11 I: =l n ::,:: ,m,...... m In I: zm ij ARTICLE 20 WAGES A. The salary schedule of the transportation department incorporated in this agreement will fix the employees salary for the duration of this Agreement: 1. .S% increase to the pay scale for the 2005-2006 school year. 2. The District agrees to pay bus drivers, aides and monitors the same percentage increase awarded to teachers should negotiations reopen as a result of the Lake View decision increasing the State Foundation funding per student. 3. The top out stipend of $7S0 will be paid to all eligible employees. 4. The District will pay up to $263 per employee per month to help defray insurance costs for 2005-2006. Appendix A Driver Pay Codes Laid field trips shall be calculated from 30 min11tes before scheduled pick up until 30 minutes after the last stop last drop off. Substitute Drivers will receive an increase of $2.50 a day above the normal daily rate for regular drivers. C o:z: a , -0 i\nz C ~\ng -\u0026lt;o\no \u0026lt;= Im c5 0 z-\u0026lt; !II ~\no is zz rm !II IC ~ :z: !:: m ::\nIC m !i ! r a ..,c o:z ~c u, ~ .... e :z:c.. -\u0026lt;IT !\" !: ARTICLE 25 EFFECTIVE DATES AND DURATION This agreement shall remain in full force and effect from July 1. 2005 through June 30, 2006 IN WITNESS WHEREOF the parties have caused their corporate names to be hereunto subscribed by their respective presidents and attested to by the Superintendent of Schools of the Little Rock School District and the Executive Director of the Little Rock School District. BOARD OF DIRECTORS OF THE LITTLE ROCK SCHOOL DISTRICT President ATTEST: Superintendent LITTLE ROCK CLASSROOM TEACHERS ASSOCIATION President ATTEST: Executive Director NEGOTIATED AGREEMENT BETWEEN SECURITY GUARDS AND THE LITTLE ROCK SCHOOL DISTRICT FOR 2005-2006 !I' \"D m\nIll ~ z z m r- TA 10-20-05 JUST CAUSE SECTION 1. SECTION 2. SECTION 3. SECTION 4. SECTION 5. SECTION 6. ARTICLES No employee shall be disciplined (including warnings, reprimands, suspensions, reductions in rank, discharge, lay-off, temtinations or other actions that would adversely affect the employee without just and sufficient cause. The specific grounds fomting the basis for disciplinary action will be made available to the employee and the Association in writing. No security officer will suffer the loss of pay for any disciplinary suspension until such time as the employee has had a decision rendered at Level II of the grievance procedure. An employee shall be entitled to have present a representative of the Association during any disciplinary action. When a request for such representation is made, no action shall be taken with respect to the employee until such representative of the Association is present provided that the Association representative must be available within twenty-four (24) hours of notice of the impending action. Further, in the event that a disciplinary action is taken, the employee shall be advised of the right to representation under this provision of the Agreement prior to the action being taken. If the employee refuses representation, he/she shall be required to sign a form affimting such refusal. The employer agrees to follow a. policy of progressive discipline which nomtally includes one (1) written warning, one (1) written reprimand, suspension without pay, and discharge with exception of certain offenses which may be grounds for immediate tem,ination or provide for a specified penalty. Any disciplinary action taken against an employee shall be appropriate to the behavior which precipitates said action. Suspension without pay will normally be for three (3) to ten (10) working days. Employees who are terminated shall be given all benefits to the date of tem,ination, at the time of temiination. Employees who have not completed the initial probationary period may be discharged for any cause that is not arbitrary or capricious. 19 SECTION 7. SECTION 8. Employees who have not completed the initial probationary period shall not have access to the grievance procedure for disciplinary action or discharge. Following are examples of serious offenses for which an employee will be recommended for immediate tennination. These offenses may include, but are not limited to: 1. Convicted, pleaded nolo contendere or forfeited collateral, for any felony or misdemeanor which is manifestly inconsistent with the safe and efficient operation or reputation of the school or department. 2. Fighting, threatening or attempting to do bodily injury to an employee or student. Bodily injury means physical pain and any impairment of physical condition. 3. Possession of a knife, box cutter, dirk, bras knuckles martial arts implement, razor, ice pick, BB gun, pellet gun, stun gun, blackjack, unauthorized tools, sword, spear in cane, blllie club, sap, facsimile weapon, or other instrument specifically designed, made or adapted to cause physical injury to another person. 4. Stealing or misappropriation of property of the School District or the employees of the Little Rock School District. 5. Malicious mischief, the abuse, misuse or deliberate destruction or damaging of property, tools or equipment of the Little Rock School District or other employees of the Little Rock School District. 6. Altering, tampering or falsification of time cards, \"sign - in or our rosters or other reporting documents relative to attendance, or promptness or departure. 7 . Drinking alcoholic beverages on the job or during the duty day\nor the possession of, or introduction of, any alcoholic beverages on LRSD property at any time. This also indudes reporting to work while under the influence of alcohol. Refusing to take an alcohol test for probabl e cause. B . Use of non-prescribed narcotics, and/or the use, possession, or transmitting on LRSD vehicles or premises of drugs or substances capable of modifying mood and/or behavior. Re f using to take a drug test for probable cause. 20 C o  ::ca, -0 6 i !:E\n-o-\u0026lt; c.o... ~m c50 z--\u0026lt; !I' ~ ~ z z ,m... !I' IC ~ 0 ::c ,,m...... m ~ IC zm ~ r a ..,c 02\n,a C m-,: !!l~ :cc.. --\u0026lt;rr !\"!: 9. Insubordination, including refusal or failure to perform work assigned and/or refusal to obey orders of supervisors. 10. Disorderly, disruptive or immoral conduct in LRSD vehicles or on LRSD premises. 11. The making of or publishing of false, vicious or malicious statements concerning a supervisor or other employee of the Little Rock School District. 12. Falsification of personnel or other official school or insurance records, or making false statements or concealing pertinent information when applying for employment. 13. Falsifying or refusing to give testimony concerning accidents involving school vehicles and/or incidents which are being investigated. 14. Failure to observe or purposefully disregard school district and department policy or procedure. 15. Use of District facilities, personnel, or equipment for nonDistrict purposes. 21 ARTICLE9 TA 10-20-05 PERSONNEL FILES SECTION 1. SECTION 2. SECTION 3. SECTION 4. SECTION 5 Employees shall, upon request, have the right to inspect all contents of their complete personnel file, kept with the employer, as well as employment references upon leaving the District. No secret, duplicate, alternate or other personnel file shall be kept anywhere in the District. Anyone, at the employee's request, may be present in this review. No item from any anonymous source may be placed in the personnel file. Any item(s) detrimental to any employee's employment status and which are without substance, no longer pertinent or otherwise in appropriate, shall be removed from the employee's personnel file and destroyed upon request by the employee. Each employee shall have the right, upon reasonable written request, to review and reproduce any contents of his/her personnel file, except personnel references. A representative of CTA may accompany the employee in such reviews and may, upon written authorization by the employee, review and reproduce any contents of the employee's personnel file. An employee's personnel file shall be open to inspection only by the employee, Superintendent or designated Administrator, or individual authorized in writing by the employee. Upon reasonable written request by the employee, the Superintendent or his/her designee shall sign to verify contents. Upon mutual consent between the employee and the Human Resources Director, a written reprimand which has not been used for a period of two years as the basis for disciplinary action against the employee may be removed from the employee's file and will be placed In a non-personnel file maintained by the Human Resources Director. This will apply only to reprimands written on August 11, 2005 or beyond. 22 0 o ::ca, -0 61 Z-o C\no .... 0\no \u0026lt;= Im l5 n z .... !ID ril\no is zz ,m... !ID TA 10-20-05 ARTICLE 10 EMPLOYEE EVALUATION SECTION 1. SECTION 2. Each employee, upon employment or at the beginning of the school year, whichever is later, shall be apprised in specific terms of his/her responsibilities, which shall be consistent with the District adopted job description. Employees will be informed of the specific criterion upon which they will be evaluated and who is responsible to evaluate the employee. Each employee shall be given a copy of the evaluation form. The evaluator shall distribute this material, including an explanation. Evaluators shall be administrative personnel of the District. Employees shall be evaluated by their immediate supervisor. However no supervisor shall be allowed to take any disciplinary action including placing an individual on probation. Evaluation criteria shall be limited to the specific skills outlined in District approved job descriptions. Evaluation criterion shall not require the employee to give unreasonable service or loyalty to any individual or to tolerate or endure abusive behavior or dangerous or threatening circumstances. (The evaluation instrument shall only denote satisfactory, unsatisfactory or very good for each criteria and overall performance and shall have appropriate space for explanatory comments.) It shall be the District's responsibility to assist employees in becoming oriented to the District and to improve their work performance through direct observation of the employee.The appropriate supervisor/administrator shall provide written summaries of these observations, together with any recommendations the administrator may have for the employee. All employees shall be evaluated at least once a year. If an employee's work performance is determined to be unsatisfactory by their immediate supervisor, then this employee should be placed on performance probation. This probationary period should normally be twenty (20) days\nhowever, this period may be extended by the supervisor/administrator if he/she believes that the deficiencies may be corrected with additional time. The initial twenty (20) day probationary period must have occurred before an annual performance evaluation can be rated as unsatisfactory. 23 SECTION 3. SECTION 4. SECTION 5. Any non-probationary employee who disagrees with an observation or recommendation may submit a written answer, which shall be attached to the file copy of the observation in question. Any overall unsatisfactory rating, observation or recommendation which adversely affects the non-probationary employee's professional standing may be grieved through the grievance procedure. In the event termination or non-renewal of the employee's contract is recommended, the employee and the Association shall be furnished a copy of such recommendation by certified mail or hand delivery with a statement of the reasons on which it is based. If an employee who has completed the required probationary period receives a notice pursuant to Section 4 above and desires a hearing, that employee is entitled to appeal the recommendation through the terms of the grievance procedure. 24 0 n  ::CID -0 6i ~:E -\u0026lt;o :,0 \u0026lt;-. =Im i5 (\") z-\u0026lt; !D \"O m ~ z z p:! f a ..,c oz ~c !!l~ :cc.. -\u0026lt;IT p\u0026gt;  ARTICLE 12 TA 10-20-05 HOURS OF WORK AND OVERTIME SECTION A. Add: On approval from both the principal and employee, the employee may elect to work eight (8) straight hours and have a thirty (30) minute lunch period that may be interrupted in the event of an emergency. If the employee does work eight straight hours, he/she is entitled to two (2) fifteen (15) minute breaks, one In the morning and one in the afternoon. SECTION E. Security Officers requested to supervise students shall be paid an additional $3.00 an hour for the major portion of each hour, rounded to the nearest  hour, up to a maximum of $6.00 per day. TA 10-20-05 ARTICLE 18 LEAVES SECTION A. Sick Leave will be granted in accordance with prevailing Public Law entitled \"Minimum Sick Leave Law for Non-Certified Employees.\" Conditions of Sick Leave Provision: At the beginning of each school year all security guards will be credited with the appropriate number of sick leave afforded them under the \"Minimum Sick Leave Law for Non-Certified Employees.\" b) If the employee resigns or leaves his/her employment position before the end of the school term, the Little Rock School District may deduct from his/her last pay check full compensation for any days ef sick leave taken in excess of the dayseamed. c) An employee is entitled to sick leave days only for reason of personal illness or illness or death in his/her immediate family. d) A record of sick leave used and accumulated must be maintained by the District. Sick leave that is unused during any school year shall be carried forward until 175 days have been accumulated. e) An employee who qualifies for sick leave may use any amount up to his/her total number of accumulated days. f) Accumulated sick leave that used may be restored up to 175 days in the same manner that they were first accumulated. g) The Superintendent of Schools may advance three days sick leave to employees upon the recommendation of the supervisor or department head. h) In cases where an employee ffequeRlly claims establishes a pattern of sick leave use for personal illness or upon an absence of 5 days or more due to personal illness, the District may require a doctor's certificate verifying the illness. i) When an employee has expended all sick leave days regardless of the nature of the absence, they must return to work, or request a Leave of Absence within five (5) days of their last sick day. Employees not adhering to this procedure will be considered as resigning their position. 37 !:D i ~z z ,m... Section 2. Section 3. Sectlon4 Qualified employees may take up to twelve (12) weeks of unpaid leave under the terms of The Family and Medical Leave Act except immediate family shall be defined as father, mother, son, daughter, brother, sister, husband, wife, grandparents, grandchildren, sister-inlaw, brother-in-law, son-in-law, daughter-in-law, mother-in-law, fatherin- law, aunt, uncle, and other persons living in the same household. After the leave has been approved, the employee will receive his/her full normal health care coverage for up to the twelve (12) weeks of the leave. Security officers may use up to the equivalent of two sick leave days for personal reasons Attendance Incentive-Attendance will be given to all security guards who have perfect attendance. If a security guard is required to serve jury duty, these absences will not count against the employee. The employee shall not miss any days for sick leave, military leave, be on leave without pay or be taken off payroll for any reason to qualify for the perfect attendance incentive stipend. ($200, $200, $200) $200 stipend for perfect attendance the first summer $200 stipend for perfect attendance the second semester $200 additional stipend if the employee has \"perfect attendance\" for the entire school year. $100 stipend for only missing day or $50 for only missing one day each semester will be considered under the same terms above. 38 TA 11-08-05 Article 18 Section D Attendance Incentive Attendance incentive will be given to all security guards who have perfect attendance. If a security guard is required to serve jury duty or uses two sick leave days pursuant to Article 18 section C, these absences will not count against the employee. C o :Z: ID -0 Ei i!j ~ jJ\n\"o\" 'co.... =lm i5 n z\"\"' !II E =l n :z: ~ m i\nffi\nTA 11-08-05 ARTICLE21 WAGES AND BENEFITS A. The salary schedule for security officers incorporated in this Agreement will fix the employees salary for the duration of this Agreement. 1. .5% for the 2005-2006 school year. Employees that qualify will receive a step increase. 2. The LRSD agrees to pay security officers the same percentage increase awarded teachers should negotiations re-open as a result of the Lake View decision increasing the State foundation funding per student 3. Any officer who has obtained a college degree from a college accredited by the North Central Association, or by some other accrediting agency of comparable rank, shall receive an annual stipend of $500 4. The District will pay up to $263.00 per employee per month to help defray insurance costs for 2005-2006 All security officers shall receive a printed copy of the contract as amended by the parties for the years 2005-2006. B. An employee who is on an approved unpaid leave of absence shall be eligible for COBRA benefits in accordance with applicable laws and state insurance regulations. The District shall reimburse the employee for 1 year an amount equal to the District contribution for active employees after receipt of proof of payment of COBRA premiums. ARTICLE 24 EFFECTIVE DATES AND DURATION This agreement shall remain in full force and effect from July 1. 2005 through June 30, 2006 IN WITNESS WHEREOF the parties have caused their corporate names to be hereunto subscribed by their respective presidents and attested to by the Superintendent of Schools of the Little Rock School District and the Executive Director of the Little Rock School District. BOARD OF DIRECTORS OF THE LITTLE ROCK SCHOOL DISTRICT President ATTEST: Superintendent LITTLE ROCK CLASSROOM TEACHERS ASSOCIATION President ATTEST: Executive Director C o ::ca, -0 61 ~\ng\n\",\",\" \u0026lt;'o- =l m c5 0 z\"\"\"' !%' \"V ~ z z ,m... !%' :IC ~ ::c ~ m i\n:IC mz ij DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 17, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Personnel Changes BACKGROUND: None RATIONALE: To staff allocated positions within the District FUNDING: Operating Fund RECOMMENDATION: It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.CA 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) consecutive years. Teachers with an effective date of employment after August 19, 2005 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 8, 2005 for EYE are considered intern teachers. l)lA PREPARED BY: David E. Hartz, Senior Director of Human Resources !II -= =l C') ::c ,p.:.!. m In -zm= ij Personnel Changes Page2 November 17, 2005 NAME START DATE/ POSITION / SCHOOL END DATE ResignationsfTerminations Certified Employees Bruhl, Rita Elementary I/ 8-22-05 Reason: Personal ROMINE 10-31-05 Meazle, Adeline Elementary II/ 5-15-94 Reason: Health KING 11-1-05 Murphy, Nancy Geometry/ 1-18-05 Reason: None given HALL 10-25-05 New Certified Employees Baker, Jennifer English/ J. A FAIR 8-11-05 Branch, Karunda Physical Education/ 9-12-05 FELDER Bufford, Christen Oral Communications/ 10-24-05 HALL Flear, Tanya Special Education/ 9-26-05 FELDER Fowler, Ruby Physics/ 9-12-05 CENTRAL Fuller, Cynthia Special Education/ 8-11-05 MANN Holland, Lynn Business Education/ 10-10-05 CLOVERDALE MIDDLE Hooper, Ruth Vocal Music/ 8-11-05 HENDERSON SALARY ANNUAL CLASS SALARY 2-04 34021.00 TCH925 4-19 55076.00 TCH925 4-10 44036.00 TCH925 3-02 33789.00 TCH925 1-04 32512.00 TCH925 annual 28956.00 prorated 1-02 30770.00 TCH925 annual 22596.72 prorated 4-04 37069.00 SPE925 annual 31083.90 prorated 1-02 30770.00 TCH925 annual 27404.53 prorated 4-15 49842.00 SPE925 4-01 34747.00 TCH925 annual 27689.02 prorated 2-16 47955.00 TCH925 Personnel Changes Page3 November 17, 2005 0 n  ::ca, -0 6~ z\"D \u0026lt;=\na START DATE/ SALARY ANNUAL --\u0026lt;o\na\u0026lt;- CLASS SALARY =Im NAME POSITION / SCHOOL END DATE c5n z--\u0026lt; Jett, Amy Elementary II/ 10-21-05 1-01 30190.00 ROMINE TCH925 annual 22328.02 prorated King, Bobby English/ 9-19-05 6-20 58812.00 ALC TCH925 annual 50847.87 !\" prorated 8 z ~ c5 Mendilllo, Maria English/ 10-1-05 6-06 42556.00 ezn FOREST HEIGHTS TCH925 annual 34576.75 prorated Mitchell, Stacey Art/ 8-11-05 1-01 30190.00 FOREST HEIGHTS TCH925 .ii.\u0026lt;, Watson, Patricia Counselor/ 9-26-05 4-19 27538.00 ,...~\naZ mn FELDER CNL10 annual is\n24239.18 l::~ .... \"Cl prorated i~\n..a.. Whitehead, Jackie Special Education/ 8-11-05 6-19 57651 .00 HALL SPE925 Certified Promotions !II Barrett, Elizabeth 9.25 teacher contract to ESL Multilingual Community Assistant I: :::i (') :,m.:.c.. ,.... m Resignations/Terminations Non-Certified Emj\n!lo:iees ,.... m Im: .z.. . \u0026gt;\na Burns, Lenette Secretary/ 8-11-04 31-13 20904.00 -\u0026lt; Reason: Accepted another CENTRAL 11-04-05 CLK925 position Collier, Myra Custodian/ 2-19-01 31-20 20063.00 Reason: Resigned without CENTRAL 11-2-05 CUS928 notice f a ..,c 02 Harris, Jacqueline Instructional Aide/ 8-17-05 33-06 12002.00 i:lc .e..n. \"' ~ Reason: Returning to school FULBRIGHT 11-2-05 INA925 ::C\u0026lt;- !...\". !\": Personnel Changes Page4 November 17, 2005 NAME Hines, Terry Reason: Personal Kenter, Linda Reason: Retired Moser, Matthew Reason: Resigned without notice Presley, Vera Reason: Resigned without notice Thompson, Dian Reason: Personal Young, Barbara Reason: Resigned without notice Adams, Scott Andrews, Janice Bass, Karlah Burton, Pamela START DATE/ POSITION / SCHOOL END DATE Security Officer/ 8-8-05 FULBRIGHT 11-8-05 Instructional Aide/ 11-1-87 STEPHENS 1-1-06 Security Officer/ 4-04-04 MCCLELLAN 8-16-05 Instructional Aide/ 2-4-02 ADULT EDUCATION 11-8-05 Custodian/ 9-27-04 CARVER 11-7-05 Instructional Aide/ 2-16-01 HALL 8-11-05 New Non-Certified Employees Learning Specialist/ 9-22-05 INSTRUCTIONAL TECHNOLOGY CARE/ 10-24-05 CARE Instructional Aide/ 10-17-05 MABELVALE MIDDLE Instructional Aide/ 8-23-05 FOREST HEIGHTS SALARY ANNUAL CLASS SALARY 36-10 15463.00 SOFR9 33-19 17705.00 INA925 36-10 15463.00 SOFR9 28-09 16956.00 AN10 31-01 11379.00 CUS925 33-16 16192.00 INA925 66-10 54336.00 AN12 annual 41619.00 prorated 2-01 7.58 CARE per hour 33-06 12002.00 INA925 annual 9147.47 prorated 33-09 13140.00 INA925 annual 12571 .78 prorated Personnel Changes Pages November 17, 2005 0 n ::cl:II -0 6~ !\ng START DATE/ SALARY ANNUAL -\u0026lt;o\no c.. CLASS SALARY =Im NAME POSITION / SCHOOL END DATE c5n z-\u0026lt; Dennis, Sue Child Nutrition/ 10-7-05 3-01 9350.00 PARKVIEW FSH550 annual 7590.59 prorated Freeman, Valeria Instructional Aide (.70)/ 10-17-05 33-16 11334.00 BOOKER INA925 annual 8638.65 prorated !\" 8 z Glover, Mona Instructional Aide/ 8-23-05 33-16 16192.00 ~ i5 MABELVALE MIDDLE INA925 annual z \"' 15490.81 prorated Gardner, Stephanie Instructional Aide/ 10-20-05 33-16 16192.00 FULBRIGHT INA925 annual 12078.36 ~ prorated .., \u0026gt;z - ~\no (\") Gray, Alicia Instructional Aide/ 10-28-05 33-16 16192.00 mm ~\"\" FOREST PARK INA925 annual ::::~ -\u0026lt;-o 11640.73 ~i prorated .... Jacko, Kimberly Custodian/ 10-24-05 31-01 5689.50 BALE CUS925 annual 4236.20 prorated !I' Jones, Cherise Instructional Aide/ 10-10-05 33-09 13140.00 E =I (\") FOREST PARK INA925 annual ::c m 10369.95 ,,-- m prorated In Em z... . Jones, Derrick Security Officer/ 9-22-05 36-11 15929.00 ~ MCCLELLAN SOFR9 annual -\u0026lt; 13653.43 prorated Kirby, Nathaniel Instructional Aide/ 8-15-05 33-03 16192.00 PULASKI HEIGHTS INA925 annual MIDDLE 16016.95 !\"\" Ct prorated ..,c oz fllc \"',: ~~ ~!: Personnel Changes Page6 November 17, 2005 NAME Meeks, Janice Reed, Latoya Scott, Uvita Sharp, Dawanna Spiridigliozzi, Anthony Walls, Linda Washington, Tiffany Woods, James Merritt, Reginald Palmer, Juana START DATE/ SALARY ANNUAL POSITION / SCHOOL END DATE CLASS SALARY Child Nutrition/ 10-7-05 3-01 9350.00 MABELVALE MIDDLE FSH550 annual 7590.59 prorated CARE/ 10-24-05 1-01 6.98 CARE CARE per hour CARE/ 10-24-05 3-07 8.73 CARE CARE per hour CARE/ 10-24-05 1-07 7.92 CARE CARE per hour Instructional Aide/ 10-20-05 33-16 20568.00 ROCKEFELLER INA12 annual 13916.22 prorated Instructional Aide/ 10-14-05 33-06 8041 .34 GIBBS INA925 annual 6172.27 prorated CARE/ 10-24-05 2-01 7.58 CARE CARE per hour Instructional Aide/ 10-17-05 33-16 16192.00 TERRY INA925 annual 12340.93 prorated Non-Certified Promotions 9.25 month contract to 11 month contract INA 9.25 month contract to CLK 10 month contract LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: November 17, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Board Disbursing Officers and Legislative Representative BACKGROUND: Act 671 of 2003 amended Arkansas Code 6-13-618 requiring the Board of Directors to designate, by resolution adopted by majority vote, one (1) of its members to serve as the primary board disbursing officer of the District and may designate one (1) member as an alternate Board disbursing officer in the absence of the primary Board disbursing officer. Board Policy BJ directs that a person will be designated annually to serve as the Board's legislative representative. RATIONALE: To comply with the requirements set forth in State law and Board Policy. FUNDING: No funds are required for this action. RECOMMENDATION: It is recommended that the Board of Directors approve the attached Resolution designating the Board President as the primary disbursing officer for the Board, the Board Vice-President as the alternate disbursing officer for the Board, and Joe Mittiga as the Board's legislative representative for the 2005-06 school year. PREPARED BY: Mark D. Milhollen Chief Financial Officer C n % a, r--0z Cc z.,, C\n:a -to ::0c... =lm cz5 n_, !\"\" g z !\n0 z en RESOLUTION DESIGNATING DISBURSING OFFICERS AND A LEGISLATIVE REPRESENTATIVE FOR THE LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS FOR 2005-2006 WHEREAS, the Board of Directors shall designate one (1) of its members who shall serve as the primary Board disbursing officer as required by Ark. Code Ann. 6-13-618\nand WHEREAS, the Board of Directors may designate one (1) or more Board members as an alternate Board disbursing officer in the absence of the designated primary Board disbursing officer as provided by Ark. Code Ann. 6-13-618\nand WHEREAS, the Board of Directors will annually designate a person who may or may not be a member of the Board to serve as its legislative representative as required by LRSD Board Policy BJ\nNOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Little Rock School District of Pulaski County designates the President of the Board as the primary disbursing officer of the District, the Vice-President of the Board as the alternate disbursing officer of the District in the absence of the President of the Board, and Joseph Mittiga as the Board's legislative representative. President Vice-President Adopted: DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 17, 2005 Board of Directors FROM: Robert M. Daugherty, Ph.D. President SUBJECT: Future Use of the Mitchell School Building BACKGROUND: The Mitchell Academy building, constructed in 1908, is unable to meet current educational standards without extensive and costly repairs and renovations. The high cost of renovation, combined with low student enrollment, led the Board to close the school in December 2004. A committee, chaired by Board President Dr. Michael Daugherty, was formed to study alternative uses for the Mitchell building and present the Board with a recommendation. The committee held its first meeting in January 2005 and hosted subsequent meetings in the Mitchell neighborhood. A survey on reuse of the building was developed for area residents and approximately 130 responses were returned. In July 2005, at the direction of the Board, the district issued a Request For Proposal for the reuse of the Mitchell building with a submission deadline of August 31, 2005. RATIONALE: RFP responses were received from Neighborhood Builders, Inc., Little Rock, AR\nthe City of Little Rock, Little Rock, AR\nand, Rivendell Health Services/Alta Care of Arkansas, Benton, AR. The Mitchell committee reviewed the proposals and selected the City of Little Rock, which plans to use the building as a neighborhood hub of community programs and services, as its first choice. The Committee chose the City's proposal because it successfully met all eight requirements in the District's RFP at a level superior to the others submitted, because such a site did not conflict with Arkansas State Law, and because the proposal has the support of the Mitchell Community. FUNDING: The Committee recommends the District enter into negotiations with the City of Little Rock to reach an agreement for mutual funding and use of the Mitchell site. C, n :Z: ID -0 6i ~\nE -\u0026lt;o ::Cc.. =Im i5 n z-\u0026lt; !\" 8 z ?i iz5 UI RECOMMENDATION: The Committee recommends the District accept the proposal submitted by The City of Little Roel\u0026lt; and begin formal negotiations for funding renovations and the future use of the Mitchell building. The Committee also recommends the Board make a decision regarding the reuse of this building as soon as possible. PREPARED BY: Robert M. Daugherty DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 November 17, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Additional Funding for Forest Heights Bond Project BACKGROUND: The Forest Heights Middle School renovation project was delayed for several months due to changes in program need, leadership and concerns from the Campus Leadership Team. Since these issues have been resolved, the architectural firm has been given approval to proceed with the schematic. RATIONALE: Funds provided through the 2000 millage election were directed toward renovating the original classrooms which are currently in poor condition. The present appearance is an aversion to prospective parents and potential students. Under the revised scope of work, curb appeal will be enhanced because two of the original classroom buildings will be replaced by new ones with bright, modern classrooms containing an increased utilization of natural light. The current project also entails major maintenance work to the gymnasium roofs, upgrading the locker room and support facilities, and an expansion with a stage which will allow the cafeteria to support school programs. The campus appearance will be enhanced by landscaping and covered walkways to the newly constructed facilities. In addition there will be driveway changes in order to facilitate the drop off and pick up of students. It is believed that these changes will attract more middle school-bound students to the District than are now choosing to attend. FUNDING: Escalating prices and the revised scope of work have resulted in a shortfall of approximately $2.5 million (see attached worksheet). Funding for this project will come from the Bond Contingency Fund that has developed from previously completed projects. This is not to be confused with interest earnings that have accrued to date. C n :Z: CD -0 6i z.,, C: ::0 :':\"o\" .o.. =Im ~n z'\"\" !\" 8 z ?\n~ z V, RECOMMENDATION: It is recommended that the Board approve the requested $2.5 million additional funding for this project which will provide a better academic environment to support District programs at Forest Heights. PREPARED BY: Mark D. Milhollen Chief Financial Officer LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: November 17, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Additional Funding for Child Nutrition Bond Project BACKGROUND: The Child Nutrition administrative offices are currently located underneath the west stands of Quigley Stadium. The warehouse facility is attached to the south end of the administrative site but not underneath the stadium seating area. Over time, weather conditions have created issues for the administrative portion of the building. RATIONALE: The permanent solution is to build a new modernized free-standing modular office building south of the present warehouse. This location is on land currently not being utilized but within the walled confines of the Quigley Stadium property. This location was chosen because of its proximity to the warehouse and the interconnectivity of the functions of both facilities that are necessary to properly feed and distribute food to all of the District's students. FUNDING: Current cost estimates for this project are approximately $396,000 but can be offset by available funds of $13,000 leaving a shortfall of $383,000. Funding for this project will come from the Bond Contingency Fund that has developed from previously completed projects. This is not to be confused with interest earnings that have accrued to date. RECOMMENDATION: It is recommended that the Board approve the requested $383,000 additional funding for this project which will upgrade and modernize a facility that provides service to our students. PREPARED BY: Mark D. Milhollen Chief Financial Officer !\" 8 z ?\nCl\u0026gt; ~ ::c ~ ?\u0026lt;\nzJ,J.o. C) 0 (IJCI\u0026gt; -z \u0026gt;\u0026lt; C)\n:::\nJ) \u0026gt;m ~i ~Cl\u0026gt; :I: -- ----- Child Nutrition Financial Status (11/03/05) November Funds Available: 2005 Remarks Bond $10,000 Study $6,500 Total $16,500 Funds Spent: Study $3,307 Total $3,307 Funds Available: Total $13,193 lncomp. Projects: Cost Estimate $396,200 Add metal bldg , relocate offices Total $396,200 Shortfall: $383,007 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: November 17, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Donations of Property BACKGROUND: The Little Rock School District receives donations from businesses and individuals on a regular basis. It is the policy of the Little Rock School District that donations are not formally accepted until they are approved by the Board of Directors. RATIONALE: District policy states that, in order to maintain the centralized fixed asset property accounting system, all property donation requests are forwarded to the Director of Procurement. The Procurement Department forwards the requests, along with the appropriate recommendations, to the Board of Directors for acceptance and approval. In order for proper recognition and appreciation to be conveyed to the donor, donor's name and current mailing address should be included in the donation memo. FUNDING: None RECOMMENDATION: It is recommended that the attached donation requests be approved and accepted in accordance with the policies of the Board of Directors of the Little Rock School District. PREPARED BY: ~ c~arral Paradis, Director of Procurement '...j./Gwen Caraway, Fixed Asset Property Manager DONATIONS School/Department Item Donor Central High School Refrigerator, valued at Jeannie Deloach $500.00, to the boy's basketball program Central High School $500.00 cash to the Win \u0026amp; Lisenne Rockefeller Troubadours Club Central High School $250.00 cash to assist Ted Woodings on behalf students who have !DOCUMENTS, LLC been displaced due to recent hurricanes Central High School $200.00 cash to the Frank \u0026amp; Marcene Block Science Department at Central Central High School $200.00 cash to the Frank \u0026amp; Marcene Block Communications Department at Central Central High School Time and money, Kevin \u0026amp; Cathy Crass valued at $1,770.20, to the dedication of the Bernie Cox Field Fair Park Early $5,590.00 cash to be Second Presbyterian Church Childhood Center used to purchase computer printers and software, playhouses for the playground, books for the parent center and field trip tee shirts McClellan Magnet $100.00 cash to the Mr. \u0026amp; Mrs. J. F. Riddle High School Future Business Leaders of America Club at McClellan McClellan Magnet $50.00 cash to be used Regions Bank/Baseline High School for incentives for students who scored proficient and advanced on the Arkansas ACT AAP algebra test School/De~artment Item Donor McClellan Magnet $150.00 cash to be used Boll Weevil Pawn Shop High School for incentives for students who scored proficient and advanced on the Arkansas ACTMP algebra test McClellan Magnet $250.00 cash to be used R.C.N. Enterprises, Inc. High School for incentives for students who scored proficient and advanced on the Arkansas ACT MP algebra test Woodruff Elementary $250.00 cash to be used Wal-Mart #126, as a match School to provide \"good conduct\" for volunteer hours from Incentives for students Woodruff parent and Wal-Mart employee, Tamela Warren Woodruff Elementary $500.00 cash to be used E-Z Mart Stores, Inc. through School to purchase supplies the annual Jim Yates for students in need Memorial Charity Golf Tournament School supplies, valued Electronic Data Systems =\" Woodruff Elementary ... School at $500.00, for students z \u0026gt;z in need n \u0026gt; r- \"' Little Rock School Halloween stickers, Little Caesar's Pizza District valued at $640.00, to be distributed to all elementary schools ..ittfe 'Roci Centra{ Jfigfi Scfioo{ 1500 Soutli 'Park Street Litt[e 'Rock, .'Arkansas 72202 'Pfione 501-447-1400 J'ax 501-447-1401 DATE: 10/26/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: NANCY ROUSSEAU, PRINCIPAL~ /(. fl!J /:!tz ( t_\n '/4t'---- SUBJECT: DONATION Jeannie Deloach of 20 Heritage Park Circle, No. Little Rock, AR, 72116, graciously donated a refrigerator valued at $500 to our boy's basketball program. It is my recommendation that this donation be accepted m accordance with the policies of the Little Rock School District. l\"'::'r' .. . ittfe 'Rock Centra{ J-fifJli Sclioo{ 1500 Soutfi Park Street Litt{e 'Rock, .'Arkansas 72202 Pfione 501-447-1400 J'ax 501-447-1401 DATE: 10/26/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCU~MENT FROM: NANCY ROUSSEAU, PRINCIPAL ~Zdfi1 /r),(LJ:fi(U V SUBJECT: DONATION Win \u0026amp; Lisenne Rockefeller, P. 0. Box 3157, Little Rock, AR 72203, graciously donated $500 to the Troubadours. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. OCT 2 7 2Jil3 r. .. Littfe 1wck Centra{ J-filJfi Scfioo{ 1500 Soutli 'Park Street Litt{e 'Rock, .'Arkansas 72202 Phone 501-447-1400 J'ax 501-447-1401 DATE: 10/10/2005 TO: FROM: DARRAL PARADIS, DIRECTOR OF PROCUREMENT NANCY ROUSSEAU, PRINCIPAL~ SUBJECT: DONATION Ted Woodings on behalf of !DOCUMENTS, LLC, 5272 River Road, Suite 740, Bethesda, Maryland 20816, graciously donated $250 to Central High School to assist students who are displaced due to recent hurricanes. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. Litt{e 'Rock Centra{ J-[igli Sclioo{ 1500 Soutli 'Park Street .Litt{e 'Rock, .'Arkansas 72202 'Plione 501-447-1400 ]\"ax 501-447-1401 DATE: 10/20/2005 TO: FROM: DARRAL PARADIS, DIRECTOR OF PROCUREMENT NANCY ROUSSEAU, PRINCIPAL ~ SUBJECT: DONATION Frank \u0026amp; Marcene Block of 141 El Dorado Drive, Little Rock, AR 72212, donated $200.00 to our science department. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. OCT 21 2005 LittCe 'Rock Centra[ Jftnfi Scfioo[ 1500 Soutli Park Street Litt{e 'Rock, .'Arkansas 72202 'Pfi.one 501-447-1400 :fax 501-447-1401 DATE: 10/21/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: NANCY ROUSSEAU, PRINCIPAL ~~ SUBJECT: DONATION Frank \u0026amp; Marcene Block of 141 El Dorado Drive, Little Rock, AR 72212, graciously donated $200 to our Communications Department. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. OCT 2 1 2005 ~ ~ ::\n~: ~:\n.~ ~~: ~~: ~:: ,:.., ... ..... 11 ... .,w\n.,\n\\o. LJ Litt{e 'Rock Centra{ 3-{ifJli Sclioo{ 1500 Soutfi 'Park Street Littfe 'Rock, .'Arkansas 72202 Plione 501-447-1400 :Jax 501-447-1401 DATE: 10/19/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: NANCY ROUSSEAU, PRINCIPAL 1{.twk/4Cu-._ SUBJECT: DONATION K.evin \u0026amp; Cathy Crass very graciously donated their time and money to the dedication of Bernie Cox Field. The total amount of their donation was $1,770.20. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. LITTLE ROCK SCHOOL DISTRICT Fair Park Early Childhood Center 616 North Harrison Little Rock, Arkansas 72205 TO: Darral Paradis, Director of Procurement FROM: Judith Milam, Principal DATE: October 17, 2005 RE: Donation Second Presbyterian Church located at 600 Pleasant Valley Drive, wishes to make a cash donation to Fair Park Early Childhood Center in the amount of $5,590.00. These funds will be used to purchase computer printers, computer software, play houses for the playground, parent center books, and field trip tee shirts. It is recommended that this generous donation be approved with thanks in accordance with the policies of the board. Thank you for your consideration. CC: Dr Sadie Mitchell Associate Superintendent OCT 18 2005 Pay Date: 1om2005 Ck#: 47438 ID#: 4642 FAIR PARK ELEMENTARY Invoice *Date *Description *Account# WISH LIST 2005 *9/23/2005 \"l' *000/55714 SECOND PRESBYTERIAN CHURCH GENERAL FUND 600 PLEASANT VALLEY DRIVE 227-0000 1-e1 LITTLE ROCK, AR 72227 *TOTAL R~Bank LITTLE ROCK. ARKANSAS 81-10 / 820 Net $5,590.00 $5,590.00 047438 .__c_H_E_C_K_N__O. _.L__ _D_ A_TE_ ___J. MMm ti PAY TO THE ORDER OF Five Thousand Five Hundred Ninety Dollars And No Cents FAIR PARK ELEMENTARY 616 N HARRISON ATTN JUDY MILUM LITTLE ROCK AR 72205 47438 110 i.. 7 t. :1a11 ,:oa 2000 .o g,: ao oo s  o 2 b 211 10/7/2005 $5,590.00 McCLELLAN MAGNET HIGH SCHOOL TO: FROM: RE: DATE: THE ACADEMIES: BUSINESS FINANCE, ENGINEERING, MULTIMEDIA Darrell Paradis, Director of Procurement Larry Buck, Princip@ Donation October 27, 2005 I would like to recommend that the following donation to McClellan High School be approved in accordance with the policies of the Little Rock School District: A donation of $100.00 from Mr. and Mrs. J.F. Riddle, P.O. Box 987, New Albany, MS 38652, for the Future Business Leaders of America Club at McClellan High School. RECEt\\H:D OCT 2 8 2005 9417 Geyer Springs Road  Phone 447-2100  Little Rock, Arkansas 72209 McCLELLAN MAGNET HIGH SCHOOL THE ACADEMIES: BUSINESS FINANCE, ENGINEERING, MULTIMEDIA TO: FROM: RE: DATE: Darrell Paradis, Director of Procurement Larry Buck, Princip# Donation October 24, 2005 I would like to recommend that the following donation to McClellan High School be approved in accordance with the policies of the Little Rock School District: A donation of $50.00 from Regions Bank, Baseline Branch, 6101 Baseline Road, Little Rock, AR 72209, to be used for a Student Incentive Program. This program is to award students who scored proficient and advanced on the Arkansas ACTAAP Algebra test. OCT 2 8 2005 9417 Geyer Springs Road  Phone 447-2100  Uttle Rock, A\u0026lt;kansas 72209 ~ McCLELLAN MAGNET HIGH SCHOOL THE ACADEMIES: BUSINESS FINANCE, ENGINEERING, MULTIMEDIA TO: FROM: RE: DATE: Darrell Paradis, Director of Procurement Larry Buck, Princi~ Donation October 19, 2005 I would like to recommend that the following donation to McClellan High School be approved in accordance with the policies of the Little Rock School District: A donation of $150.00 from Boll Weevil Pawn Shop (located on Geyer Springs Rd, Little Rock, AR) 2001 Moores Lane, Texarkana, TX 75503, to be used for a Student Incentive Program. This program is to award students who scored proficient and advanced on the Arkansas ACT AAP Algebra test. f.\"l' ':\" II\"'.) n~.:iry!EHJ!EO Der 2 o 2005 9417 Geyer Springs Road  Phone 447-2100  Little Rock, Arkansas 72209 McCLELLAN MAGNET HIGH SCHOOL THE ACADEMIES: BUSINESS FINANCE, ENGINEERING, MULTIMEDIA TO: FROM: RE: DATE: Darrell Paradis, Director of Procurement Larry Buck, Princip@ Donation October 14, 2005 I would like to recommend that the following donation to McClellan High School be approved in accordance with the policies of the Little Rock School District: A donation of $250.00 from R.C.N. Enterprises, Inc., (McDonald's on Geyer Springs Rd.) 52 Talais Drive, Little Rock, AR 72223 to be used for a Student Incentive Program. This program is to award students who scored proficient and advanced on the Arkansas ACT AAP Algebra test. OCT 1 7 2005 9417 Geyer Springs Road  Phone 447-2100  Little Rock, Arkansas 72209 WOODRUFF ELEMENTARY SCHOOL 'Jln 'E?(tenaea :)'ear 'Eaucation Schoo[\" To: Mr. Darral Paradis, Director of Procurement From: Janice M. Wilson, Principal Date: October 14, 2005 Re: Donations Wal-Mart #126 has donated $250.00 to Woodruff Elementary, as a match for volunteer hours to our school from Woodruff parent and Wal-Mart employee Tamela Warren. We sincerely appreciate this donation, which will provide \"good conduct\" incentives for our students We recommend that this donation be accepted in accordance with the policies and procedures of the Little Rock School District. Wal-Mart #126 Renita Thompson, Personnel Manager 700 Chenal Little Rock, AR 72211 Tamela D. Warren 912 Johnson Street Little Rock, AR 72204 OCT 1 '7 2005 17 - ~ .._ w (..:, ~J ~ :.': ~  ~ ~- --  : .. ~ 'l 3010 West 7th Street  Phone (501) 447-7300  Fax (501) 447-7301  Little Rock, Arkansas 72205 WOODRUFF ELEMENTARY SCHOOL ''Jl.n 'Ex:_tencfecf ')ear 'Eaucation Schoo') To: Mr. Darral Paradis, Director of Procurement From: Janice M. Wilson, Principal Date: October 14, 2005 Re: Donations E-Z Mart Stores, Inc. has donated $500.00 to Woodruff Elementary to be used to purchase supplies for students who may not be able to obtain them otherwise. We sincerely appreciate this donation, which will provide supplies and an opportunity to help our students grow and learn. E-Z Mart selected Woodruff along with nine other campuses which serve their south/southeast area where they have stores located. The funds are made available through the Jim Yates Memorial Charity Golf Tournament held each year. We recommend that this donation be accepted in accordance with the policies and procedures of the Little Rock School District. Kim Fowler Employee and Public Relations E-Z Mart Stores, Inc. 602 Falvey P.O. Box 1426 Texarkana, TX 75504-1426 OCT 1 7 2005 f'. :    c. ~:: ~~\n'.  ~N ~:rr .: - ~- ':_,J lo,.\n' _ .. ... :- !\n_. M. ... ..  -  .. ~ 3010 W es t 71 h Street  Phone (501) 447-7300  Fax (501) 447-7301  Little Rock, Arkansas 72205 WOODRUFF ELEMENTARY SCHOOL ''Jl.n 'E\nctenaea :)ear 'Eaucation Schoof') To: Mr. Darral Paradis, Director of Procurement From: Janice M. Wilson, Principal Date: October 14, 2005 Re: Donations Electronic Data Systems (EDS), graciously donated school supplies to Woodruff Elementary, valued at $500.00. We sincerely appreciate this donation, which will be given to students in need of supplies. We recommend that this donation be accepted in accordance with the policies and procedures of the Little Rock School District. Ms. Phylinthia Givens Financial Analysis Electronic Data Systems 500 President Clinton Avenue Suite 400 Little Rock, AR 72201 OCT 1 7 2GD5 3010 West 7th Street  Phone (501) 447-7300  Fax (501) 447-7301  Little Rock, Arkansas 72205 PROCUREMENT \u0026amp; MATERIALS MANAGEMENT DEPARTMENT 1800 East 6th Street  Little Rock, AR 72202  (501) 447-2260  Fax: (501) 447-2261 DATE: November 3, 2005 TO: Board of Directors L~0 FROM: ~ Darral Paradis, Director, Procurement and Materials Management THROUGH: Roy G. Brooks, Ed. D., Superintendent of Schools SUBJECT: Donation Little Caesar's Pizza donated Halloween stickers, valued at approximately $640.00, to the Little Rock School District. Stickers were distributed to all elementary schools within the District. The donor's mailing address is: Little Caesar's Pizza, Attn: Cathy Messer, 7500 Landers Road, Sherwood, AR 72117. It is recommended that this donation request be approved in accordance with the policies of the Board of Directors of the Little Rock School District. Thank you. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: November 17, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Financial Reports BACKGROUND: Financial reporting is designed to keep the Board of Directors up-to-date regarding the District's current financial condition. Financial reports are submitted monthly to the Board for review and approval. RATIONALE: October 2005 financial reports are submitted for the Board's review and approval. FUNDING: N/A RECOMMENDATION: It is recommended that the Board of Directors approve the financial reports as submitted. PREPARED BY: Jean A Ring, Director Finance and Accounting LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED OCTOBER 31, 2004 AND 2005 APPROVED RECEIPTS % APPROVED RECEIPTS % 2004/05 10/31/04 COLLECTED 2005/06 10/31/05 COLLECTED REVENUE-LOCAL SOURCES CURRENT TAXES 61,436,691 23,738,299 38.64% 67,268,610 23,880,924 35.50% DELINQUENT TAXES 12,135,000 1,209,714 9.97% 9,200,000 1,215,320 13.21% 40% PULLBACK 31 ,250,000 0.00% 33,000,000 0.00% EXCESS TREASURER'S FEE 205,000 0.00% 210,000 0.00% DEPOSITORY INTEREST 155,000 0.00% 145,000 0.00% REVENUE IN LIEU OF TAXES 185,000 0.00% 204,000 0.00% MISCELLANEOUS AND RENTS 485,000 23,723 4.89% 365,000 55,739 15.27% INTEREST ON INVESTMENTS 245,000 105,513 43.07% 750,000 295,361 39.38% ATHLETIC RECEIPTS 215,000 89,581 41 .67% 195,000 97,894 50.20% TOTAL 106,311 ,691 25,166,830 23.67% 111 ,337,610 25,545,239 22.94% REVENUE - COUNTY SOURCES COUNTY GENERAL 22,000 11 ,183 50.83% 21 ,500 9,963 46.34% TOTAL 22,000 11 ,183 50.83% 21 ,500 9,963 46.34% REVENUE - STATE SOURCES EQUALIZATION FUNDING 65,082,694 17,787,800 27.33% 66,095,155 17,582,691 26.60% ALTERNATIVE LEARNING 1,927,250 481 ,812 25.00% 1,100,000 0.00% ENGLISH LANGUAGE LEARNERS 193,739 0.00% 200,000 0.00% NATL SCHL LUNCH STUDENT FUNDING 6,498,240 1,772,247 27.27% 6,877,920 1,875,795 27.27% PROFESSIONAL DEVELOPMENT 1,141 ,165 1,141,165 100.00% 953,144 953,144 100.00% SETTLEMENT PROCEEDS(STRS/HEAL TH) 8,275,000 2,081,289 25.15% 8,200,000 2,837,909 34.61% VOCATIONAL 1,350,000 308,278 22.84% 1,785,000 821 ,505 46.02% HANDICAPPED CHILDREN 2,100,000 31 ,050 1.48% 2,425,000 315,387 13.01% EARLY CHILDHOOD 5,542,510 1,430,540 25.81% 4,000,000 2,352,400 58.81% TRANSPORTATION 4,125,000 1,325,044 32.12% 4,252,900 0.00% M TO M TRANSFERS 4,575,000 829,826 18.14% 4,100,000 809,636 19.75% ADULT EDUCATION 934,380 159,488 17.07% 926,543 127,273 13.74% AT RISK FUNDING 395,000 9,400 2.38% 10,000 0.00% TAP PROGRAM 382,903 7,645 2.00% 288,623 142,623 49.41% TOTAL 102,522,882 27,365,584 26.69% 101 ,214,285 27,818,363 27.48% REVENUE - OTHER SOURCES TRANSFER FROM CAP PROJ FUND 770,000 0.00% 770,000 0.00% TRANSFER FROM OTHER FUNDS 1,295,000 8,155 0.63% 1,370,524 13,285 0.97% TRANSFER FROM MAGNET FUND 1,849,008 0.00% 2,194,000 0.00% TOTAL 3,914,008 8,155 0.21% 4,334,524 13,285 0.31% TOTAL REVENUE OPERATING 212,770,581 52,551,752 24.70% 216,907,919 53,386,850 24.61% REVENUE - OTHER FEDERAL GRANTS 22,887,794 2,623,611 11.46% 20,152,896 2,732,738 13.56% DEDICATED M \u0026amp; 0 4,500,000 572,263 12.72% 4,784,200 501 ,410 10.48% MAGNET SCHOOLS 27,964,934 3,312,124 11.84% 28,849,578 3,829,793 13.28% CHARTER SCHOOL 1,340,000 350,000 26.12% TOTAL 55,352,728 6,507,998 11 .76% 55,126,674 7,413,941 13.45% TOTAL REVENUE 268,123,309 59,059,750 22.03% 272,034,593 60,800,791 22.35% LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES ANO CHANGES IN FUND BALANCE FOR THE PERIOD ENDED OCTOBER 31, 2004 ANO 2005 APPROVED EXPENDED % APPROVED EXPENDED % 2004105 10131104 EXPENDED 2005106 10131105 EXPENDED EXPENSES SALARIES 117,324 ,912 25,389,710 21 .64% 122,589,665 25,307,131 20.64% BENEFITS 36,185,811 6,545,838 18.09% 35,925,642 7,196,767 20.03% PURCHASED SERVICES 20,959,918 4,904,019 23.40% 22,438,191 4,920,662 21 .93% MATERIALS \u0026amp; SUPPLIES 8,725,914 3,068,675 35.17% 10,128,394 4,697,771 46.38% CAPITAL OUTLAY 2,760,600 412,709 14.95% 2,473,965 358,990 14.51% OTHER OBJECTS 10,770,418 429,294 3.99% 10,759,804 96,874 0.90% DEBT SERVICE 12,474,809 4,590,834 36.80% 12,344,267 4,670,033 37.83% TOTAL EXPENSES OPERATING 209,202,382 45,341,079 21.67% 216,659,928 47,248,229 21 .81% EXPENSES-OTHER FEDERAL GRANTS 25,258,999 3,686,901 14.60% 22,422,961 3,093,252 13.80% DEDICATED M \u0026amp; 0 5,007,809 1,476,865 29.49% 5,428,425 1,403,720 25.86% MAGNET SCHOOLS 27,964,934 5,151,960 18.42% 28,849,578 5,474,167 18.97% CHARTER SCHOOL 1,340,000 219,182 16.36% TOTAL 58,231 ,742 10,315,726 17.71% 58,040,964 10,190,321 17.56% TOTAL EXPENSES 267,434,124 55,656,805 20.81% 274,700,892 57,438,550 20.91% INCREASE (DECREASE) IN FUND BALANCE 689,184 3,402,945 (2,666,300) 3,362,241 BEGINNING FUND BALANCE FEDERAL, MAGNET, M \u0026amp; 0 , CHARTER 4,005,957 4,005,957 3,074,390 3,074,390 OPERATING 6,531 ,706 6,531 ,706 10,753,692 10,753,692 ENDING FUND BALANCE FEDERAL, MAGNET, M \u0026amp; 0 , CHARTER 1,126,943 198,229 160,100 298,010 OPERATING 10,099,905 13,742,379 11 ,001 ,683 16,892,313 TOTAL 11 ,226,848 13,940,608 11 ,161 ,783 17,190,323 LITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED OCTOBER 31, 2005 PROJECT BEG BALANCE INCOME TRANSFERS EXPENDITURES ENCUMBRANCES END BALANCE 07-01-05 2005-06 2005-06 2005-06 2005-06 10-31-05 $6,200,000 BOND ISSUE MCCLELLAN 16,453.00 3,078.97 13,374.03 0.00 CONTINGENCY 9,989.19 9,989.19 SUBTOTAL 26,442.19 0.00 0.00 3,078.97 13,374.03 9,989.19 $136,268,560 BOND ISSUES ADMINISTRATION 8,139.34 75,000.00 66,041 .49 12,477.63 4,620.22 NEW WORK PROJECTS 2,620,881 .45 655,309.00 1,474,919.84 425,697.07 1,375,573.54 SECURITY PROJECTS 14,541.25 14,541 .25 LIGHTING PROJECTS 0.00 0.00 MAINTENANCE \u0026amp; REPAIR 6,796,760.46 582,300.00 1,130,153.21 473,037.24 5,775,870.01 RENOVATION PROJECTS 6,114,463.73 (83,909.00) 1,652,439.13 552,460.53 3,825,655.07 TECHNOLOGY UPGRADES 2,304,501 .46 1,247,947.58 435,334.20 291,480.14 2,825,634.70 SUBTOTAL 17,859,287.69 1,247,947.58 1,228,700.00 4,758,887.87 1,755,152.61 13,821,894.79 $2,189,175 QZAB BOND ISSUE CENTRAL 919,760.00 919,760.00 MANN 382,400.00 382,400.00 BOOKER 239,560.00 239,560.00 DUNBAR 278,800.00 278,800.00 FAIR PARK 79,480.00 79,480.00 MABELVALE ELEMENTARY 220,000.00 138,517.00 81 ,483.00 CONTINGENCY 69,175.43 69,175.43 0.00 0.00 2,189,175.43 138,517.00 0.00 2,050,658.43 REVENUES PROCEEDS-PROPERTY SALES 624,935.56 624,935.56 MEADOWCLIFF PROJECT 18.00 18.00 PROCEEDS-BOND SALES 14,017,116.18 (1 ,228,700.00) 12,788,416.18 PROCEEDS-QZAB SALE 1,293,820.97 1,293,820.97 PROCEEDS-OZAB SALE(2005) 0.00 2,189,175.43 (2,189,175.43) 0.00 INTEREST 5,829,676.83 652,359.29 6,482,036.12 SUBTOTAL 21,765,567.54 2,841,534.72 (3,417,875.43) 0.00 0.00 21 ,189,226.83 GRAND TOTAL aa ~l jll!Z ~~ ~ !!Dll ~a~ all J2.J!.I! ~ ll!l!l ~aa a~ l Za ~jl ~ az !!Zl Zll ~~ PROJECT CATEGORIES ADMINISTRATION NEW WORK PROJECTS SECURITY PROJECTS LIGHTING PROJECTS MAINTENANCE \u0026amp; REPAIR RENOVATION PROJECTS TECHNOLOGY UPGRADES UNALLOCATED PROCEEDS TOTAL PROJECT ALLOCATIONS THRU 10-31-05 895,526.80 39,489,532.86 265,814.17 4,862,548.33 19,947,450.50 51 ,071 ,693.84 15,292,448.46 14,082,237.15 145,907,252.11 EXPENSE 2000-01 889,772.32 443,467.00 113,930.47 2,641 ,482.13 791 ,385.63 397,615.34 575,016.53 I I 5,852,669.42 i LITTLE ROCK SCHOOL DISTRICT BOND ISSUE PROJECT HISTORY THRU THE PERIOD ENDED OCTOBi R 31, 2005 EXPENSE 2001-02 (485,325.77) 4,589,606.29 109,609.73 1,832,392.06 EXPENSE 2002-03 149,597.63 11 ,671,442.11 379,661 .38 4,21 a.294.40 3,455.350.67 I 4,119,045.21 115,666,239.90 4,325,201.40 4,500,374.61 18,708,823.32 35,822,666.30 EXPENSE I EXPENSE 2003-04 2004-05 114,896.16 I 143,447.12 I 15,993,062.06 3,515,764.95 27,732.73 0.00 9,012.76 : o.oo I 2,aa1,163.12 I 1,215,595.62 18,091,992.05 I 6,766,246.61 I 765,594.97 I 1,573,811.91 I I I 37,890,054.45 13,214,866.21 I I WNllnorov nx / SONIHV3H 'IX S\u0026gt;IHVW3H ONISOl:l x ENCUMBERED I EXPENSE 2005-06 : THRU 10-31-05 I SUBTOTAL I 66,041 .49 12,477.63 890,906.58 I 1,474,919.84 I 425,697.07 38,113,959.32 0.00 0.00 I 251,272.93 0.00 0.00 I 4,862,548.33 1,130,153.21 I 473,037.24 14,171,580.49 1.652.439.13 I 552,460.53 47,246,038.77 \"''\"' I 291,480.14 12,466,813.76 I I 4,758,887.87 I 1,755,152.61 118,003,120.18 I I I i ENDING ALLOCATION 10-31-05 4,620.22 1,375,573.54 14,541 .25 0.00 5,775,870.01 3,825,655.07 2,825,634.70 14,082,237.15 27,904,131 .94 LITTLE ROCK SCHOOL DISTRICT SCHEDULE OF INVESTMENTS BY FUND FOR THE PERIOD ENDED OCTOBER 31, 2005 I Fund Purchase Maturity Institution 1 Interest Rate\nType Principal Date Date I I I I I Operating 10-28-05 TFN I Bank of America 3.720% Repo I 8,250,000.00 Operating I 10-14-05 11-14-05 Bank of America 3.660% Treasury Bills 6,275,160.26 Operating 10-28-05 11-01-05 I Bank of America 3.700% Treasury Bills I 4,298,232.22 Total I 18,823,392.48 Activity Fund 10-17-05 TFN Bank of America 3.060% Repo I 650,000.00 Activity Fund 09-30-05 03-31-06 Bank of America 3.900% Treasury Bills I 799,911.20 Total I 1,449,911.20 I Bond Account 09-05-05 03-06-06 Regions 2.966% I CD I 400,000.00 Bond Account 10-21-05 TFN Bank of America 3.370% Repo 1,600,000.00 Capital Projects Fund 01-10-05 01-10-06 Metropolitan 2.400% i CD I 1,000,934.31 I Capital Projects Fund 01-31-05 01-29-06 Bancorp South 2.750% CD 2,139,266.38 Capital Projects Fund 08-16-05 02-13-06 Twin City Bank 4.250% I CD I 11,286,805.57 Capital Projects Fund 08-02-05 02-02-06 Twin City Bank 3.720% CD 4,636,194.86 Capital Projects Fund 07-08-05 01-09-06 Twin City Bank 3.770% ' CD I 10,500,000.00 I Capital Projects Fund 09-15-05 11-07-05 Bank of America 3.450% Treasury Bills 4,647,275.21 Capital Projects Fund 10-17-05 TFN Bank of America 3.190% Repo I 3,725,000.00 I Total I I I 39,935,476.33 Deseg Plan Scholarship 09-06-05 03-07-06 Bank of America 3.600% Treasury Bills 736,350.00 Total ' I I I 736,350.00 I I Rockefeller Scholarship I I 06-28-05 01-18-06 Bank of America 3.350% Treasury Bills 258,007.38 Total I 258,007.38 i I I Risk Management Loss Fund 10-17-05 03-14-06 Bank of America I 3.960% I Treasury Bills 499,785.64 Total I 499,785.64\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_1089","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2005-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Curricula","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1089"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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.\nAgenda RECEIVED OCT 2 6 2005 OFFICEOF DESEGREGATION MONITORING Little Rock School District Board of Directors' Meeting OFFICE OF DESEG. MONITORING .I . ,, -::o m 4 C: ,I z31: ,\u0026gt; 1::0 I-\u0026lt; I-.,  C: I,..Zn... -~ I Z :en\n= I io n Im \u0026gt;c I~ ,- ~~\n:::l m  ::0 '\u0026lt;II ~ .,m::0 !?~ D- :-:0, \"'S!! \")::O\nim .,n - 0 5., Czl n =. ~ z \u0026lt;II I. 11. Ill. IV. V. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS October 27, 2005 5:30 p.m. PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships Carver Magnet Elementary with Raytheon Aircra'ft Company Otter Creek Elementary with Meyer Stagecoach Florist C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Review of Annual Report C. Student Assignment Report D. Budget Update E. Construction Report: Proposed Bond Projects F. Internal Auditors Report G. Technology Update APPROVAL OF ROUTINE MATTERS: A. Minutes Regular Meeting - 09-22-0S Special Meeting - 09-14-0S Special Meeting - 10-13-0S ,  \"0 -\na m  !:: )ii: ,z ,\u0026gt; ,'\n-a\u0026lt; '.,, ,- zC: )0 - - -~ \u0026gt;z = (I) := E\nE noo ,m )C : C: n~ ~ ..... ~ ~\n=1 ~m ~ill .. ~ !?~ -\na !l- ., I\n!a! .::,imo -,o 5 C) i,:Z ~ =l z~ (I) !II \"0  ~ z m\na (I) z m C C: 0  - z~ f)\na m IS:\na \n,,: ,'\".,', '~ ' ii: 0 =l N m z (I) October 27, 2005 Page2 VI. BOARD POLICY AND REGULATIONS REVIEW A. AD: Mission Statement B. First Reading: AC - Nondiscrimination First Reading: ACD - Nondiscrimination on the Basis of Religion First Reading: ACH - Anti-Harrassment C. Second Reading: Policy GBK - Staff Concerns, Complaints and Grievances, with Regulations GBK-R D. DKC-R: Regulations for Out of Area Travel, Travel Expense Authorization, Reimbursement and Travel Limits VII. HUMAN RESOURCES A. Personnel Changes VIII. FINANCE \u0026amp; SUPPORT SERVICES A. Property Easement: J. A. Fair High School B. Property Easement: Gibbs Elementary School C. Donations of Property D. Financial Report IX. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions X. STUDENT AND/OR EMPLOYEE HEARINGS XI. ADJOURNMENT , \"ti --m\na .c ) !I: ,\u0026gt;\u0026gt;Z ,'\n-\u0026lt;a ,'- zC\"T':I )0 -t \" lS \u0026gt;z ~ u, I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS/ wi:1 ~nui: Tn n, ri:i:Tl: Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERS IN EDUCATION C. REMARKS FROM CITIZENS LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: October 27, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Partners in Education BACKGROUND: The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. RATIONALE: The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. FUNDING: Not applicable. RECOMMENDATION: We recommend that the board approve the following partnerships: Carver Magnet Elementary School and Raytheon Aircraft Company Otter Creek Elementary School and Meyer Stagecoach Florist PREPARED BY: Debbie Milam, ViPS Coordinator !=' a, C: 8 !!l C: ~ m r\u0026gt;\na m '~\na ,':.\"~:.o,': 'ii: 0 =I f\n:j z Cl) RAYTHEON AIRCRAFT COMPANY 2400 Grundfest Drive Little Rock, Arkansas 72206 Raytheon Aircraft Company Partnership with George Washington Carver Magnet School Little Rock, Arkansas 2005 Partnership Activities I. Career Day - March 19, 2005 A. RAC's Chief Pilot spoke to four 2nd grade classes 1. Presentation entitled \"Planes Come in Many Shapes - How a Plane Flies\" 2. Gave each student a brochure about RAC planes and a frisbee 11. Mentoring Program A. Volunteers from RAC 1. Provide support to teachers and administrators as requested 2. Provide support/services to students as identified 3. Provide motivational speakers for students Ill. Book donation A. RAC's Women's Net\\vork Initiative group will donate books. Carver's Literacy Coach will present proposals for group to consider. IV. Tour of Company A. 5 th grade students will tour RAC facility 8. RAC will provide a pizza lunch for students V. Safety Presentation A. RAC Safety Engineer will speak to students LITTLE ROCK SCHOOL DISTRICT CARVER MAGNET SCHOOL Carver Magnet Partnership Activities with Raytheon Aircraft Company 2005-2006 1. Display of winning Invent America, Science and Math Fair projects at Raytheon. Carver specialists, Kim Washington and Suellen DiMassimo would set up and take down after contact to Arti Vanzandt.) 2. Birthday cards sent to Raytheon employees produced by Carver students during art chasses. (Raytheon to get birthday list to Erik Brown, Art Specialist.) 3. Invitations to Raytheon for classroom readers during VIPS Reading Day and Read Across America. (Carver contacts, Lori Watts and Karen Sebourn, Media Specialists) 4. Campus Leadership Representative from Raytheon. We would appreciate one of our contacts attending our four meetings per year. We will get at least a week's notice. This is an advisor activity.) 5. Building of a relationship between Raytheon team members and our Young Astronauts Specialist, Ed Scott, for further support. 6. Raytheon speakers for Career Week. (Contact\nCounselor, Tracye Thomason) Phone 447-4000 Littie Rock. Arkansas 72202 r\u0026gt; ~ C: C m :!i ~ czi ii: m :!i !=' a, C: 8 !!l C: ~ m r\u0026gt; ill ' I\nEa\n,,\n') \"' ~...,  ii: C\") =i l\nl z \"' Partnership Proposal Meyer Stagecoach Florist and Otter Creek Elementary Meyer Stagecoach Florist commits to the following partnership activities:  Provide a floral centerpiece each month to be used in the cafeteria for Super Citizens' and Peacemakers' Table of Honor. A drawing will be held and one of the students being recognized will win the centerpiece to take home.  Assist with other school activities throughout the school year when possible. Otter Creek Elementary commits to the following partnership activities:  Provide artwork for the florist  Provide choir to perform on holidays and/or special occasions  Acknowledge Meyer Stagecoach Florist as a Partner in Education  Invite the partner to school events and volunteer recognition events LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: October 27, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Annual Board Meeting BACKGROUND: The Arkansas Department of Education rules which govern Standards for Accreditation require that public school districts hold a public meeting prior to November 15 of each year to review and discuss its annual report detailing progress toward accomplishing its district's program objectives, accreditation standards, and proposals to correct deficiencies. Additionally, all accreditation and evaluation studies and reports shall be discussed. A brief review of the highlights from our annual report will be presented at the October Board Meeting. RATIONALE: To comply with 7.03.3 of the rules governing Standards for Accreditation. FUNDING: None required. RECOMMENDATION: We recommend the Board accept this report. PREPARED BY: Suellen Vann, Communications Director Joseph Mittiga, Governmental/Legislative/Public Affairs Officer :n .z.... m 0~ n~ 3\u0026gt; 0 C:  0 =I 0\no en ~ ..... m C') :z: z  -\u0026lt;\no m ~ r\u0026gt; !!l C: C =g ~..... \u0026gt;  en n en 1z5 :I: m !i !:I a, C: 8 !!l C: ~ m LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: October 27, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed. D. Superintendent of Schools SUBJECT: 2005 - 2006 Student Enrollment Report BACKGROUND: The district's official October 1, 2005 enrollment report was submitted to the Arkansas Department of Education on Thursday, October 20, 2005. The report reflects an increase of 656 students in grades P4 - 12, with the total 2005-2006 count being 26,524. Last year (2004-05) at this same time enrollment stood at 25,868. RATIONALE: The October 1, 2005 Enrollment Report is an annual report due to the Arkansas Department of Education. The LRSD Office of Information Services, Student Registration and individual schools work together to compile the information submitted to ADE. FUNDING: The District has the potential of an increase in funding, from the ADE, when the first two quarter average of the 2005 - 2006 school year is compared with the average daily attendance of the 2004 - 2005 school year. ATTACHMENT: A comparison of the October 1, 2005 - 2006 and October 1, 2004 - 2005 is provided for your review. PREPARED BY: Dr. Linda Watson, Senior Director of Student Services :n .z.... m 0~ n j!: 3 \u0026gt; ,ooC =i !6 \"' :\u0026lt; g ...... z m ~ m ~ !\" n 0 z ~ ~ n.... . i5 z 00 z 0 1-0cUl5 HIGH SCHOOLS B w CENTRAL 1273 1033 FAIR 1006 127 HALL 1083 151 MCCLEUAN TT9 50 PARKVIEW 559 496 ACC 109 18 ALC 193 5 FELDER 32 2 ALT. AGENCIES 26 12 SUB TOTAL 5060 1894 MIDDLE SCHOOLS CLOVERDALE 491 27 DUNBAR 531 218 FOREST HEIGHTS 531 121 HENDERSON 503 65 MABELVALE 519 TT MANN 429 365 PULASKI HEIGHTS 411 307 SOUTHWEST 419 19 ALC 80 5 FELDER 2 1 ALT. AGENCIES 12 8 SUB TOTAL 3928 1213 ELEMENTARY BALE 273 23 BASELINE 219 17 BOOKER 324 253 BRADY 332 40 CARVER 290 211 CHICOT 418 34 CLOVERDALE 85 7 DODD 162 80 FAJRPARK 86 38 FOREST PARK 81 309 FRANKLIN 427 10 FULBRIGHT 152 445 GEYER SPRINGS 301 15 GIBBS 158 117 JEFFERSON 142 294 KING 409 .187 MABELVALE 257 50 MCDERMOTT 296 115 MEAOOWCLIFF 289 42 MITCHELL dosed OTTERCREEK 374 154 PULASKI HEIGHTS 152 167 RIGHTSELL 178 4 ROCKEFELLER 358 107 ROMINE 290 28 STEPHENS 527 11 TERRY 375 185 WAKEFIELD 366 20 WASHINGTON 516 78 WATSON 419 7 WESTERN HILLS 220 48 WILLIAMS 233 177 WILSON 242 15 WOODRUFF 219 17 ALT. AGENCIES 8 33 SUBTOTAL 9178 3338 GRAND TOTAL 18166 6445 10-21-05 LRSD OFFICIAL ENROLLMENT 2005-06 vs. 2004-05 1-0cUM 0 TOTAL %BLK B 116 2422 53% 1125 36 1169 86% 897 155 1389 78% 1103 35 864 90% 849 74 1129 49% 565 2 129 8,4'1, 112 2 200 96% 164 1 35 91% 0 38 70% 29 421 7375 69% 48-44 118 636 TT% 560 62 811 65% 453 24 676 79'4 533 62 630 80% 518 17 613 85% 515 56 850 50% 439 16 734 56% 404 22 460 91% 466 2 87 92'4 TT 0 3 67% 1 22 59'4 27 380 5522 71% 3992 38 334 82% 262 60 296 74% 235 30 607 53% 323 22 394 8-4% 248 32 533 54% 260 112 564 74% 392 21 113 75% 276 47 289 56% 141 6 130 66% 141 17 407 20% 71 3 440 97% 373 36 633 24% 144 17 333 90% 263 22 297 53% 164 6 442 32% 155 23 619 66% 363 31 338 76% 205 47 458 65% 253 32 363 80% 272 150 52 580 64% 314 15 334 45% 140 2 184 97% 262 12 4TT 75% 306 47 365 79% 245 9 547 96% 473 96 656 57% 307 105 491 74% 353 50 644 80% 427 32 458 91% 439 18 286 TT% 206 50 460 51% 240 19 276 88% 255 2 238 92% 215 1 42 19% 16 1112 13628 67% 8889 1913 26524 68% 17725 w 0 TOTAL %BLK 981 97 2203 51% 125 36 1058 85% 184 177 1464 75% 51 25 925 92% 465 78 1108 51% 18 6 136 82% 12 2 178 92% 17 2 48 60% 1853 423 7120 68% 24 98 682 82% 223 71 747 61% 133 22 688 TT% 57 55 630 82% 102 17 634 81% 368 66 873 52% 295 9 708 57% 15 12 493 94% 6 0 83 93% 13 0 40 68% 1236 350 5578 72% 26 31 319 82% 25 31 291 81% 253 29 605 53% 48 22 318 78% 204 32 496 52% 44 100 536 73% 17 67 360 TT% TT 43 261 54% 37 9 187 75% 270 20 361 20% 9 5 387 96% 381 29 554 26% 15 21 299 88% 120 26 310 53% 268 6 429 36% 211 33 607 60% 37 15 257 80% 102 51 406 62% 49 28 349 78% 5 1 156 96% 162 35 511 60% 137 9 286 49% 0 0 262 100% 126 21 453 67% 27 49 321 76% 15 11 499 95% 189 81 577 53% 12 86 451 78% 74 62 563 76% 11 6 456 96% 43 13 262 79% 172 49 461 52% 16 14 285 89% 18 2 235 91% 42 2 60 27% 3242 1039 13170 68% 6331 1812 25868 68% LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: October 27, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: October 2005 Construction Report - Bond Projects BACKGROUND: The media center expansion at Carver and the remodeling of Meadowcliff have been completed. I hope you have had an opportunity to see the finished products because you will be impressed. The demolition of Cloverdale Elementary School has begun and will be completed by the end of November. The attached report shows six (6) new projects that are being funded by the sale of QZAB Bonds for $2,189,175. The projects, identified as priority by the LRSD Maintenance Department because of the number of service calls for, equipment failures, replaced inadequate heating and air conditioning equipment in those six schools. RATIONALE: Monthly reports are submitted to the Board to keep members up-to-date on construction projects in the District. FUNDING: Bond Funds RECOMMENDATION: Report item\nno action necessary. PREPARED BY: Bill Goodman, District Engineer ~ .... m 0 :,: z  -\u0026lt; :D m ~ Facility Name Central Media ~dale Elementary Gibbs Henderson Mabelvale Elem. Mabelvale Elem. WITTiams CONSTRUCTION REPORT TO THE BOARD OCTOBER 27, 2005 BOND PROJECTS UNDER CONSTRUCTION I Project Description I Cost I t::st. t,\nompletJOn Date Roof $85,000 Dec-05 - - Demolition - $520,750 - Nov-05 Addition - $705,670 - Dec-05 Skylight Replacement - $319,000 - Nov-05 HVAC (QZAB) $220,0QQ__ Nov-05 - Site Work - $6,QQQ__ O-ct-05 Drainage Repair $29,200 Nov-05 BOND PROJECTS CONSTRUCTION - FALL/ WINTER 2005-06 Facility Name I Project Description I Cost I Est. compIetIon Date J. A. Fair Sewer Line $82,900 Unknown -- -- Rightsell Renovation $2,494,000 Unknown BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED Facility Name I Project Description I Cost I t:st. t,\nompIeuon Date Administration Annex Electrical Upgrade $9,166 Unknown Alternative Learning Center Electrical Upgrade - - $2,696 Unknown Booker HVAC (QZAB) --- - - - $239,56~ - - Unknown Booker Electrical Upgrade Unknown Unknown - - - Brady Metal Roof - $250,000 Unknown Central HVAC (QZAB) $919.~ Unknown f-- - - - - Chicot Electrical Upgrade Unknown Unknown I- - - - Child Nutrition Renovation $6,500 Unknown f----- -- -- - -- Dunbar HVAC (QZAB) - $278,800 Unknown Fair Park HVAC (QZAB) $79,480 Unknown f----- - - - ~tHeights Remodel $1,547,~ - Unknown Fulbright Addition/Traffic Planning -- -- $2,500- Unknown --- -- Henderson Renovation -- -- $450,000 Summer 2006 Mann HVAC (QZAB) -- $382,400 Unknown --- -- Mitchell Renovation $2,212,493 Unknown Pulaski Hgts. MS Energy monitoring system installation - Unknown Unknown Terry Addition Planning $2,500 Unknown BOND PROJECTS NOT YET STARTED I I I est. t,\nompIeuon Facilitv Name Project Descriotion Cost Date Administration Annex ADA Adaptations $32,351 Unknown Adult Education ADA Adaptations -- $248.~-- Unknown --- - -- - - -- Structural Repairs $53,918 Unknown - ~ative Learning Center ADA Adaptations $43,134 Unknown --- ~-- Roof Repairs -- $26,959 Unknown Restroom Renovation $37,742 Unknown -- Booker ADA Adaptations -- $107,835 Spring 2006 Cashion Building ADA Adaptations -- $21 ,567 Unknown Dodd Restroom Renovation $26,959 Unknown Facility Services ADA Adaptations - $32,351 Unknown Install Water Meters at Cooling Towers $4,313 Unknown I-Emergency Lighting Replacement $80,876 Unknown ~ - Land Purchase - Booker $100,000 Unknown - - - - --- Fulbright Renovate Restrooms $10,784 Unknown - -- -- ADA Adaptations $21 ,567 Unknown Garland - - - - - Renovation - $900,000 Partially Complete ADA Adaptations $188,711 Unknown - ----- Geyer Springs Replace Restroom Stalls $4,313 Unknown - ADA Adaptations $21,567 Unknown Facility Name Henderson IRC McDermott Quigley Rockefeller CONSTRUCTION REPORT TO THE BOARD OCTOBER 27, 2005 BOND PROJECTS NOT YET STARTED I Project Description I Cost I _ADA Adaptations _ $70,091._ ADA Adaptations _ $21 ,567 _ Restroom Renovation _ $21 ,567 Restroom Renovation _ $32,350 Restroom Upgrades $53,918 DressingRoom Renovation - $37,742 ADA Adaptations = $26,959 - Interior Renovation $16,175 Transportation - Laid~ ADA Adaptations - $32,351 - West Little Rock School New School - $11 ,782,638 - Facility Name Administration Administration Administration Administration Administration Annex Alternative Learning Ctr. Alternative Learning Ctr. Badgett Badgett Bale Bale Bale Bale Baseline !3ooker Booker Booker Booker Booker Booker Brady Brady __ Brady Carver Central Carver BOND PROJECTS THAT HAVE BEEN COMPLETED I Project Description I Cost I Asbestos abatement _ $380,495 ~ sh air system ___ $55,000 Flre alarm - $32,350 - HVA-C -_- ___ ~= $70,000 _ Energy monitoring system installation Energy monitoring system installation Energy efficient light~-Partial asbestos abatement Fire alarm -aassroom addition/renovatfon Energy monitoring system Partial roof replacement HVAC-- Renovation Gym Roof --A- DA Rest rooms Energy efficient lighting Energy monitoring s- y-s~te_m_i_n-st-allation -,-Asbestos abatement Fire alarm ------- Addition/renovation ~ergy efficient lighting-- - Asbestos abatement $15,160 $82,000 $237,237 $18,250 $2,244,524 $269,587 $664,587 $953,520 $48,525 $25,000 $170,295 $23,710 $10,900 $34,501 $973,621 $80,593 $345,072 Energy monitoring system installation ____ $14,480 Renovation - Interior $10,200,266 Media Center Expansion Parking lot HVAC Renovation - Band Area $167,490 $111 ,742 $225,000 Carver Central Central Central Parking Central/Quigley Central/Quigley Central/Quigley Central -=--Reflecting Pond _ $57,561 $174,000 Central Central Central Central Chicot Chicot Cloverdale Elem. Student parking Stadium light repair \u0026amp; electncal repair Athletic Field Improvement -Irr~igati-on~ Sys~tem ------- - - -- Purchase land for school - ------------- Roof \u0026amp; exterior renovations Ceiling and wall repair Fire Alarm System Design/Installation Front landing tile repair Drainage Sound Attenuation Energy efficient lighting $265,000 $38,000 $14,500 Unknown $2,000,000 $24,000 $80,876 $22,470 $64,700 $43,134 $132,678 Est. Completion Date Unknown Unknown -- Unknown Unknown -- Unknown U-nknown Unknown Unknown Unknown Unknown Est. Completion Date Mar-03 Aug-03 Aug-03 Nov-04 ~y-02 Oct-01 Dec-01 Jul-01 Aug-02 Dec-02 Mar-02 Dec-01 ~g-01 Aug-04 Oct-04 --- - Aug-~ Apr-01 Oct-01 Feb-02 - Mar-02 Nov-04 - - Sep-02 Aug-02 May-01 - Sep-05 Oct-05 Aug-03 Dec-04 Sep-04 Aug-03 ~g-03 Aug-03 - Aug-03 !ID Dec-02 Dec-02 Oct-01 Aug-01 Aug-01 Aug-04 Jul-04 Jul-01 2 Facility Name Cloverdale MS Cloverdale MS Dodd Dodd Dodd Dodd Dunbar Facilities Service Facility Services Fair Park Fair Park Fair Park Fair Park Fair Park Fair Park J. A. Fair J. A. Fair J. A. Fair J. A. Fair J. A. Fair J. A. Fair J. A. Fair Forest Park Forest Park Forest Park Forest Park Fulbright Fulbright Fulbright Fulbright Fulbright Franklin Geyer Springs Gibbs Gibbs Hall Hall Hall Hall Hall Hall Hall Henderson Henderson Henderson Henderson Henderson IRC Jefferson Jefferson Laidlaw Mablevale Elem Mabelvale Elem. Mabelvale Elem. CONSTRUCTION REPORT TO THE BOARD OCTOBER 27, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED I Project Description I Cost Energy efficient lighting $189,743 Major renovation \u0026amp; addition $1 ,393,822 Fire Alarm Upgrade $9,200 Energy efficient lighting $90,665 Asbestos abatement-ceiling tile $156,299 Replace roof top HVAC $215,570 Renovation/addition $6,149,023 Interior renovation $84,672 Fire alarm $12,000 Remodel $799,000 Parking Lot $185,000 Roof $245,784 HVAC renovation/fire alarm $315,956 Energy efficient lighting $90,162 Asbestos abatement-ceiling $59,310 6 classroom addition \u0026amp; cafeteria/music room addition $3,155,640 Energy efficient lighting $277,594 Press box $10,784 Security cameras $12,500 Athletic Field Improvement $38,000 Irrigation System $14,000 Roof repairs $391 ,871 Restrooms $152,881 Replace window units w/central HVAC $485,258 Diagonal parking $111 ,742 Energy efficient lighting $119,788 Energy efficient lighting $134,463 Energy monitoring system installation $11 ,950 Replace roof top HVAC units $107,835 Parking lot $140,,000 Roof repairs $200,000 Renovation $2,511 ,736 Roof Repair $161 ,752 Energy efficient lighting $76,447 Energy monitoring system installation $11 ,770 Major renovation \u0026amp; addition $8,637,709 Asbestos abatement $168,222 Energy efficient lighting $42,931 Infrastructure improvements $93,657 Energy efficient lighting $296,707 Intercom Security cameras $10,600 Lockers $43,854 Energy efficient lighting $193,679 Roof replacement gym $107,835 Asbestos abatement Phase I $500,000 Asbestos abatement Phase 2 $250,000 Energy efficient lighting $109,136 Asbestos abatement $43,639 Renovation \u0026amp; fire alarm $1 ,630,000 Parking lot $269,588 Fire Alarm Upgrade $12,000 Energy monitoring system installation $12,150 Replace HVAC units $300,000 I Est. Completion Date Jul-01 Nov-02 Oct-04 Aug-01 Jul-01 Aug-02 Nov-04 Mar-01 Aug-03 Aug-05 Aug-05 May-05 Apr-02 Aug-01 Aug-01 Aug-04 - Apr-01 Nov-00 Jun-01 Jul-03 Jul-03 Aug-03 Aug-05 Nov-03 Aug-03 May-01 Jun-01 Aug-01 Aug-02 Sep-02 Oct-02 Mar-03 Jun-04 Apr-01 Jul-01 Sep-03 Aug-01 Jul-01 Aug-01 Apr-01 Feb-01 Jun-01 Dec-04 Jul-01 May-01 Aug-01 Aug-02 Jul-02 Oct-01 Nov-02 Jul-01 Oct-04 Aug-01 Aua-02 3 CONSTRUCTION REPORT TO THE BOARD OCTOBER 27, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facili Name Proect Descri tion Mabelvale Elem. Asbestos Abatement Mabelvale Elem. Energy efficient lighting Mabelvale MS Renovate bleachers Mabelvale MS Renovation Mann Partial Replacement Mann ~phalt walks Mann Walkway canopies Mann Boiler replacement Mann Fencing Mann Partial demolition/portable classrooms McClellan -Parking Lot Overlay McClellan Athletic Field Improvement McClellan Irrigation System -- McClellan Security cameras McClellan Energy efficient lighting McClellan Stadium stands repair McClellan Intercom McClellan Classroom Addition McDermott Fire Alarm Upgrade McDermott Energy efficient lighting McDermott Replace roof top HVAC units Meadowcliff Fire alarm __ Meadowcliff Asbestos abatement Meadowcliff Engergy efficient lighting Meadowcliff Remodel Metropolitan Replace cooling tower Metropolitan Replace shop vent system Metropolitan Energy monitoring system installation Mitchell -- ~ilding Remediation Mitchell Energy efficient lighting __ Mitchell Energy monitoring system installation Mitchell Asbestos abatement - - Oakhurst (Adult Education) New Windows Oakhurst HVAC renovation Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Parkview Energy monitoring s stem installation Energy efficient lighting Asbestos abatement Parking lot 6 classroom addition Parking Improvements Addition -- Parkview HVAC controls Parkview Roof replacement __ __ Parkview Exterior lights __ _ Parkview HVAC renovation \u0026amp; 700 area controls Parkview Locker replacement Parkview Energy efficient lighting __ Procurement Energy monitoring system installation Procurement 7=Tre alarm Pulaski Heights Elem/Middle Cafeteria Ceiling Pulaski Hei hts Elem/Middle Replace Ent Doors Cost $107,000 $106,598 $134,793 $6,851 ,621 $11 ,500,000 The total $1 .8 million is what has been used so far on the projects listed completed for Mann. - -- $65,000 $38,000 $14,750 - $36,300 _ $303,614 $235,000 $46,000 $2,155,622 $7,700 $79,411 $476,000 $16,175 $253,412 $88,297 $365,600 $37,203 $20,000 $17,~ $165,000 $103,642 $16,695 $13,000 $215,000 $237,237 $10,695 $81,828 $10,000 $138,029 $888,778 $142,541 $2,121,226 $210,000 $273,877 $10,784 $301 ,938 $120,000 $315,000 $5,290 $25,000 $33,378 $13,990 Est. Completion Date Aug-02 Dec-02 Aug-01 Mar-04 Apr-04 Dec-01 Dec-01 Oct-01 Sep-01 Aug-01 ~r-05 Jul-03 Jul-03 Jun-01 May-01 Aug-01 Feb-02 Jul-04 Sep-04 Feb-01 --- Aug-02 Jul-01 Aug-02 Dec-02 Oct-05 Dec-00 ~y-01 Aug-01 Jul-04 Apr-01 Jul-01 Jul-01 Aug-05 Aug-01 May-01 ~pr-01 Aug-02 Aug-0~ Oct-02 Aug-03 Dec-04 Jun-02 Sep-01 Nov-00 Aug-01 Aug-01 Jun-01 Jun-02 Au -03 Aug-05 Au -05 4 :n .z... m\n,, Dz ~n ,i!=. .o. \u0026lt;c= =l 0\n,, Cl) CONSTRUCTION REPORT TO THE BOARD OCTOBER 27, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Project Description I Cost Pulaski Heights Elementary Clean Exterior Walls $98,660 --- Pulaski Hgts. Elem Renovation $1 ,193,259 Pulaski Hgts. Elem Move playground $17,000 Pulaski Hgts. MS Renovation $3,755,041 Rightsell Energy efficient lighting - $84,898 Rockefeller Energy efficient lighting $137,004 Rockefeller Replace roof top HVAC $539,175 Rockefeller . Parking addition $111 ,742 Romine Asbestos abatement $10,000 Romine Major renovation \u0026amp; addition $3,534,675 Scott Field Track Renovations $289,056 Security IT ransportation Bus cameras $22,500 Southwest New Corridor Ceiling $300,000 Southwest Addition $2,000,000 Southwest Asbestos abatement $28,138 Southwest New roof $690,000 Southwest Energy efficient lighting $168,719 Southwest Drainage I street widening $250,000 Student Assignment Energy monitoring system installation $4,830 Student Assignment Fire alarm $9,000 Tech Center Phase 1 Renovation $275,000 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II $3,679,000 Technology Upgrade Upgrade phone system \u0026amp; data Terry Energy efficient lighting $73,850 Terry Driveway \u0026amp; Parking $83,484 Terry Media Center addition $704,932 Wakefield Rebuild $5,300,000 Wakefield Security cameras $8,000 Wakefield Energy efficient lighting $74,776 Wakefield Demolition/Asbestos Abatement $200,000 Washington Fire Alarm Upgrade $11 1600 Washington Security cameras $7,900 Washington Energy efficient lighting $165,281 Watson Energy monitoring system installation $8,530 Watson Asbestos abatement $182,241 Watson Energy efficient lighting $106,868 Watson Asbestos abatement $10,000 Watson Major renovation \u0026amp; addition $800,000 Western Hills Electrical Upgrade \u0026amp; HVAC $622,160 Western Hills Fire Alarm Upgrade $8,400 Western Hills ADA Rest rooms $25,000 Western Hills Asbestos abatement $191,946 Western Hills Intercom $7,100 Western Hills Energy efficient lighting $106,000 Williams Renovation $2,106,492 Williams Parking expansions $183,717 Williams Energy efficient lighting $122,719 Wilson HVAC for Cafeteria $56,000 Wilson Renovation/expansion $1 ,263,876 Wilson Parking Expansion $110,000 Woodruff Parking addition $175,000 Woodruff Renovation $246,419 I Est. c..\nompIetIon Date Sep-05 Nov-04 Dec-02 Nov-04 Apr-01 - Mar-01 Aug-01 Aug-02 Apr-02 Mar-03 May-05 Jun-01 Aug-05 Nov-04 Aug-00 Oct-03 Jan-02 -- Aug-03 Aug-02 Aug-03 Dec-01 Jun-04 - Nov-02 Feb-01 A~g-02 Sep-02 Dec-04 Jun-01 Feb-01 Nov-02 -Oct--04 Jun-01 Apr-01 -- Jul-01 Aug-01 - Aug-01 - Aug-02 - Aug-0~ Aug-05 -- Oct-04 - ~ug-04 Aug-02 Dec-01 Jul-01 -- Mar-04 Dec-03 Jun-01 Mar-05 --- Feb-04 ---- _!\\ug-__ Aug-05 Auq-02 5 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: October 27, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Board Auditor Report BACKGROUND: Monthly report to School Board. RATIONALE: Summary report of activities. FUNDING: No changes. RECOMMENDATION: None. PREPARED BY: Sandy Becker !1:1 Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS October 27, 2005 Board of Directors Sandy Becker, Internal Auditor Audit Report- October This is the seventy-second communication regarding status of the current year projects and reviews. Activity Funds a) Working with two high schools, two middle school and two elementary schools to resolve financial issues in their activity and related funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. b) The AAB has forwarded a Booster Club Guidelines Package to be included in official publications of the District after review. Board Policy and Regulation a) The routing of Professional Leave and Travel Requests is being worked on to make the process more efficient and to prepare for the process being automated to improve documentation and provide information for decision making. Technology a) Monitoring technology plans and technology meetings to determine how use of technology will improve and streamline the workflow for staff persons. b) Working with Procurement on the use ofbarcode scanners for checking and updating inventory records. This is being done to help more quickly update and check electronic equipment records at the various sites. a) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. Provided training with the Arkansas PT A on financials controls and financial preventive maintenance. Audit Report - October 2005 Page 2 of2 b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) c) d) e) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Monitoring cost reduction efforts in the District. Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. Reviewing leave accountability system. Assisting schools to track and reconcile Teacher School Supply Funds. Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Served as District coordinator of United Way's Day of Caring (April 17, 2005. Eleven schools participated. Sharefest is scheduled for October 29, 2005. Assisting LRSD PT A's in financial process training. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org. DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 October 27, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Technology Report BACKGROUND: Since the last Board meeting the following technology activities took place:  Technology Plan Revision Committee has started the process of revising the district's technology plan. The plan will be coming to the board in February 2006.  Implementation of Edline, the program that allows parents to view grades, has begun on the middle school level. Teachers at Mabelvale Middle are being trained by district technology staff.  The computer refresh program has continued at designated district sites. RATIONALE: To implement the LRSD Technology Plan 2003 - 2006 FUNDING: N/A RECOMMENDATION: It is recommended that the Board accept this report. PREPARED BY: John Ruffins, Director, Computer Information Services Lucy Neal, Coordinator, Technology and Media Services LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: October 27, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Policy Review: AD - Mission Statement BACKGROUND: The Board conducts periodic reviews of policies and regulations to ensure that these regulatory directives remain current and complete. Board member Tony Rose requested a review of Policy AD, which consists of the Mission Statement adopted in September 1998. The current mission statement was in effect at the time the LRSD 2003-2008 Strategic Plan was developed. RATIONALE: To ensure consistency between official Board policy and other documents used to administer the District's programs, projects, goals and objectives. FUNDING: No funding required. RECOMMENDATION: It is recommended that the Strategic Planning committee take into consideration the board authorized version of the mission statement and adopt it as the mission statement for strategic planning purposes. PREPARED BY: Roy G. Brooks ~ ::c \u0026gt;c: ~!\n,o\n,o ~m zzc~: m\n,o r-n m \"' .. si .n,:_,, nZ n\u0026gt; s:z nO em \"'\"\" I en - C: ~~ ..\n,o ii-\u0026lt; !II LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AD LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. Adopted: September 24, 1998 DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 October 27, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Policy Review and Proposed Revisions BACKGROUND: The Board conducts periodic reviews of policies and regulations to ensure that these regulatory directives remain current and complete. Board member Tony Rose requested a review of specific policies and has suggested updates as follows: Policy AC - Nondiscrimination The current policy AC, Nondiscrimination, was adopted in September 1998. The proposed revision of this policy changes the term \"sex\" to \"gender and sexual orientation.\" The changes are indicated on the first reading proposal attached. Policy ACD - Nondiscrimination on the Basis of Religion Policy ACD, Nondiscrimination on the Basis of Religion, was adopted by the Board in September 1998. The proposed revision of this policy replaces the language of the entire policy, emphasizing the Board's commitment to nondiscrimination based on religious beliefs. Policy ACH - Anti-Harrassment The current policy ACH, Anti-harassment, consists of language that should be considered as regulatory administrative directives. The proposed revision separates the policy from the directives. RATIONALE: To ensure that the Board's policies and regulations remain up-to-date and accurate. FUNDING: No funding required. ~ :z: \u0026gt; C: -~ rilz\nID\nID ~m z~ z C: m\nc r- (\") m u, ..~ n:., nZ-n\u0026gt; i:z \"(\") ,:m .. go I u, - C: ~~ ..\nID 5 .... !I' c- RECOMMENDATION: The administration recommends approval on first reading of Policies AC, ACD, and ACH. PREPARED BY: Roy G. Brooks LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AC NONDISCRIMINATION The commitment of the Little Rock School District to the most fundamental principles of academic freedom, equality of opportunity, and human dignity requires that decisions involving students and employees be based on individual merit and be free from discrimination in all its forms. It is the policy of the Board of Education that there will be no discrimination because of race, color, religion, ~. gender, sexual orientation, age, national origin, or handicap/disability in the placement, instruction, and guidance of pupils\nthe employment, assignment, training, or promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. Revised: Adopted: September 24, 1998 Legal References: Title VI and Title VII, Civil Rights Act of 1964 Title I and Title 11, Civil Rights Act of 1991 Equal Pay Act of 1963 Executive Order 11246 of 1995 Title IX, Education Amendments of 1972 and regulations, 34 C.F .R. part 104 Rehabilitation Act of 1973, Sections 503 and 504 Section 504, 34 C.F.R. part 104 Americans with Disabilities Act, 1990 Vietnam-era Veterans Readjustment Act, 1974 Age Discrimination Act, 1975 Age Discrimination in Employment Act, 1967 Arkansas General Laws Individuals with Disabilities Education Act (IDEA) 1997 Cross References: Board of Education Policies ACA, ACB, ACC, ACD, ACE, ACF ~ :c \u0026gt; C:  ~\nl::z\nio\n,o ism z is z C: ,m-\n,no m Cl) .. ~ .n,:_., nZ n\u0026gt; i::z nO ..:m -\u0026lt;l!o I Cl) - C: ~~ ..\nlll ii-\u0026lt; ~ Cl) m\ni::: m :!:\nC LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACD NONDISCRIMINATION ON THE BASIS OF RELIGION Tho First Amendment to tho United States of America's Constitution requires that public schools remain religiously neutral. All students, staff, and faculty have tho right to choose or not to choose their own religion and thoro will bo no discrimination of any kind based upon an individual's religion. It is the policy of the Board of Education that no student, faculty, or staff in the Little Rock School District will, on the basis of religious belief, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Revised: Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy AC LITTLE ROCK SCHOOL DISTRICT NEPN CODE : ACH ANTI-HARASSMENT POLICY It is the policy of the District to maintain a learning environment that is free from harassment. The District prohibits any and all forms of harassment because of race, color, sex, sexual orientation, age, marital status, national origin, religion, or disability or protected activity (i.e. opposing unlawful harassment or discrimination or participating in an investigation. Any such conduct will result in disciplinary action and notification to the proper authorities. It will be a violation of District policy for any student, teacher, administrator, or other school personnel of the District to harass a student through conduct of a sexual nature, or regarding race, color, sex, sexual orientation, age, marital status, national origin, religion, disability, or protected activity as defined by this policy. It will also be a violation of District policy for any teacher, administrator or other school personnel of the District to tolerate sexual harassment or harassment because of a student's race, color, sex, sexual orientation, age, marital status, national origin, religion, disability or protected activity as defined by this policy, by a student, teacher, administrator, other school personnel, or by any third parties who are participating in, observing, or otherwise engaged in activities, including sports events and other extracurricular activities, under the auspices of the District. For the purpose of this policy, the \"school personnel\" includes school Board of Education members, school employees, agents, volunteers, contractors, or persons subject to the supervision and control of the District. The District will act to promptly investigate all complaints, either formal or informal, verbal or written, of harassment because of race, color, sex, sexual orientation, age, marital status, national origin, religion, disability or protected activity to promptly take appropriate action to protect individuals from further harassment\nand, if it determines that unlawful harassment occurred, to promptly and appropriately discipline any student, teacher, administrator or other school personnel who is found to have violated this policy, and/or to take other appropriate action reasonably calculated to end the harassment. fl ~ :r \u0026gt;. Cf\n:\nllz\n:o~ ~lS z C: m\n:o r-n m en .. ~ .n,:_., ~~ 1:z nO a:m -\u0026lt;IIO I en - C: ~~ .. ::0 ii-\u0026lt; LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH continued This policy will be broadly interpreted as evidence of the District's commitment to equality of opportunity, human dignity, diversity, and academic freedom. No person will retaliate or threaten retaliation against another person for reporting, testifying or otherwise participating in any investigation, or proceeding relating to a complaint of harassment. Revised: Adopted: July 23, 2001 Legal References: Title VI of the Civil Rights Act, 1965, 42 U.S.C.  2000d Title IX of the Education Amendments of 1972, 20 U.S.C.  1681 Section 504 of the Rehabilitation Act of 1973, 29 U.S.C.  794 Title II of the Americans with Disabilities Act of 1990 (ADA), 42 U.S.C.  12134 Cross References: Student Handbooks and Personnel Handbook 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH-R Anti-Harassment Regulation PROCEDURE FOR COMPLAINTS OF HARASSMENT These regulations are intended to protect the rights of students, employees, administrators, the Board of Education and visitors on District property and to outline procedures, which will be followed in the event harassment occurs on District property or at an event sponsored by the District. The following definitions will be used for the purpose of enforcing the AntiHarassment Policy, ACH. DEFINITIONS Racial or Color Harassment Racial or color harassment includes unwelcome verbal, written or physical conduct, directed at the characteristics of a person's race or color, such as nicknames emphasizing stereotypes, racial slurs, comments on manner of speaking and negative references to racial customs. Sexual Harassment Sexual harassment consists of unwelcome sexual advances, requests for sexual favors, sexually motivated physical conduct or other verbal or physical conduct of a sexual nature. It also includes conduct that is not sexual in nature but that is engaged in because of the gender of the victim. It includes condact that is also criminal in nature such as rape, sexual assault, stalking, and similar offenses. Under federal law, sexual harassment is prohibited regardless of the sex of the harasser, i.e., sexual harassment may occur even if the harasser and the person being harassed are the same sex. Sexual Orientation Harassment Harassment on the basis of sexual orientation is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's sexual orientation, such as negative name-calling and imitating mannerisms. Marital Status Harassment Harassment on the basis of marital status is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's marital status, such as comments regarding pregnancy or being an unwed mother or father. ~ ::c \u0026gt; C: - ~ ~z\n,a\n,a lS m zlS z C: m\n,o r-n m \"' ~ \":., n-Z n\u0026gt; i::z nO ,:m \"'\"\" I UI - C: ~~ \na i6--\u0026lt; ?I ~ \"m' I: mz C' tL \u0026lt;- LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH-R (continued) National Origin Harassment Harassment on the basis of national origin is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's national origin, such as negative comments regarding surnames, manner of speaking, customs, language, or ethnic slurs. Religious Harassment Harassment on the basis of religion or creed is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's religion or creed, such as derogatory comments regarding surnames, religious tradition, or religious clothing, or religious slurs, or graffiti. Disability Harassment Harassment based on a person's disabling mental or physical condition and includes any unwelcome verbal, written or physical conduct, directed at the characteristics of a person's disabling condition, such as imitating manner of speech or movement, or interference with necessary equipment. REPORTING PROCEDURES Any person who feels he/she is being harassed may wish to consider informing the offending person that the behavior is inappropriate and not appreciated. Oftentimes, this is all that is required to stop the harassing behavior. You are not, however, required to take this step prior to filing a complaint.  Any student, District personnel, or visitor who believes he/she has been the victim of harassment by a student, teacher, administrator or other school personnel of the District, or by any other person who is participating in, observing, or otherwise engaged in activities, including extracurricular activities, under the auspices of the District, is encouraged to immediately report the alleged acts to the building principal. If the principal is the perpetrator of the harassment, the report of the incident will be made to the appropriate Assistant Superintendent, Associate Superintendent for School Services or the Director of Human Resources. Any teacher, administrator or other school official who has knowledge of or receives notice that a student or visitor has or may have been the victim of harassment by a student, teacher, administrator, or other school district personnel is required to immediately report the alleged act(s) to the building principal unless the principal is the perpetrator. If the harassment involves the 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH-R (continued) principal, the incident will be reported to the appropriate Assistant Superintendent or Associate Superintendent for School Services. Upon receipt of the report, the principal, Assistant Superintendent or Associate Superintendent will notify Safety and Security personnel to conduct an investigation of the allegation. A third party may be involved in the investigation. The parent of the student (victim) will be notified immediately, unless after consultation with the student, it is determined not to be in the best interest of the student. If the alleged harassment is committed by a student, the student's parent/guardian will be notified that an investigation is being conducted. Complaints will be kept confidential to the extent possible. A prompt, thorough and impartial investigation will be conducted of all complaints of violation of this policy. Upon completion of the investigation, a written report will be submitted to the principal, Assistant Superintendent, or Associate Superintendent. The report will include a determination as to whether the allegations have been substantiated as factual and whether they appear to have violated District policy and/or law. Notification of the outcome of the investigation will be sent to all parties involved. If the allegation is substantiated, the District will take immediate and appropriate corrective action, including the following: 1. a student will receive a disciplinary sanctioned as outlined in the Student Handbook, and/or notification to the proper authorities. 2. a staff member will receive a disciplinary sanction as outlined in the Employee Handbook and/or the proper authorities will be notified. 3. a report of the incident regarding a visitor who committed an act while on District property or at an event sponsored by the District, will be referred to the proper legal authorities. 3 ..~ :,, ,.-z n\u0026gt; .i:,::nz z:m -lllo I Cl\u0026gt; ,\".'.C,,: \"i3 \na a .... C f, c\n' LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH-R (continued) Notwithstanding this policy, employees may file a charge of discrimination with the U.S. EEOC. Employers who wish to file a charge must do so within 180 days of the last act of alleged harassment. Revised: Adopted: July 23, 2001 Legal References: Title VI of the Civil Rights Act, 1965, 42 U.S.C.  2000d Title IX of the Education Amendments of 1972, 20 U.S.C.  1681 Section 504 of the Rehabilitation Act of 1973, 29 U.S.C.  794 Title II of the Americans with Disabilities Act of 1990 (ADA), 42 U.S.C.  12134 Cross References: Student Handbook and Personnel Handbook 4 DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 22, 2005 Board of Directors Larry Berkley President, Board of Directors SUBJECT: Policy Revision: GBK and Regulations: GBK-R BACKGROUND: The Board of Directors periodically reviews policies and regulations which provide the district's administration a clear line of authority for operating the district in an efficient and effective manner. A review of Policy GBK, Staff Concerns/Complaints/Grievances and the accompanying regulations, GBK-R, are modeled after Act 1357 as amended by the Arkansas Legislature in 2003. These documents describe the process an employee must use in resolving work-related grievances. A copy of Act 1357 is attached for your information. The policy and accompanying regulations in their present form do not clearly encourage employees to adhere to the board approved process. School Board members are also part of the grievance process and our obligations also must be more clearly defined. In addition, Policy GBK does not strongly communicate that the Board will not tolerate reprisal or retaliation directed at employees who follow the appropriate process and policy in resolving disputes with the district or its' administrators. RATIONALE: Policies should be clear and concise and offer specific directives to staff and administration. The revision of GBK and GBK-R prescribes a more thorough process for resolving employee grievances and protects employees from retaliation. FUNDING: This policy revision carries no financial implications. 8 z ?\n0 z u, ~ ::c \u0026gt; C: f: ~z\no ill ~~ zc: m\no r-n m u, RECOMMENDATION: It is recommended that the Board adopt on second reading the revisions to Policy GBK. Although not required by board policy, endorsement of regulations GBK-R is also recommended as identified in the attached documents as underlined text. PREPARED BY: Larry Berkley President, Board of Directors LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK STAFF CONCERNS/COMPLAINTS/GRIEVANCES It is the policy of the Board of Education to have written grievance procedures which will result in encouraging employees to express themselves on subjects concerning condition of employment, in fostering a better understanding of policies, and in ensuring all employees that their questions and concerns are considered fairly(,) and rapidly(,). (and without reprisals .) It is the expressed intent of the Board of Education that there shall be no reprisals or retaliation of any kind made, nor will any be tolerated, against any employee who exercises his or her rights under this policy. \"Grievance\" will mean any concern related to personnel (policies)~ (or) salary .. federal or state laws and regulations, or terms or conditions of employment raised by an employee. \"Employee\" will mean a person employed by the District under a written contract. The specific processes and provisions applicable to grievance procedures are outlined in the Grievances/Concerns/Complaints regulation, GBK-R. The Board of Education encourages an employee to resolve a grievance or any other issue through the chain of command process prescribed by this policy and regulation or by a negotiated agreement. Revised: Adopted: November 18, 1999 References: Board of Education Regulation GBK-R Legal Reference: AC.A. 6-17-208 8 ~ iz5 \"' .. ~ ,n.:_,, .,,z n\u0026gt; 11:z nO z:m -\u0026lt;IIO I en '- C: :~ ..\na 5 .... C: LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK-R GRIEVANCE/CONCERNS/COMPLAINTS Purpose Some groups of employees are covered by grievance procedures defined in their respective negotiated agreement. For those employees not covered by a negotiated agreement the following process will apply. Communication and discussion can resolve the majority of questions and problems that cause difficulties between the employer and employee. When resolution is not reached rapidly, the employer and the staff member may proceed to effect resolution in writing as defined in this procedure. The purpose of the resolution procedures is to secure, at the lowest possible level, equitable solutions consistent with the legal standards of \"due process,\" to problems that may from time to time arise. The purpose is to (obtain better understanding of policies, to) encourage employees to express themselves more effectively on subjects concerning conditions of employment, and to ensure to all employees that their questions and problems are considered fairly, rapidly and without reprisals. Documents and Confidentiality All documents, communications and records dealing with the processing of a grievance will be filed separately from the personnel files of the participants and will be destroyed three years after the last official entry. All parties will hold the resolution proceedings in confidentiality at all levels.  Normally, the resolution process should be conducted at times that do not interfere with the assigned duties. Process \"Grievance\" means any concern related to personnel policy, salary, federal or state laws(,) and regulations, or terms or conditions of employment, raised by an employee. \"Employee\" means a person employed by a school district under a written contract. The first step in the procedure is to seek an informal resolution between the employee and the immediate supervisor. If the grievance is not resolved at the informal phase, the grievance is to be committed to writing and sent to the applicable supervisor within five calendar days of the incident resulting in the grievance. The employee will immediately thereafter schedule a meeting with the appropriate supervisor to discuss the complaint and resolutions sought. The parties should act in good faith to expedite the process. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK-R Upon request, the applicable supervisor will schedule a meeting with the grievant within five workdays of receipt of the written grievance. If the problem is not resolved in the meeting held with the supervisor, and the employee indicates a desire to pursue further, a written request must be submitted within five workdays for an appeal to the Office of the Superintendent or designee. Appeals The appeal will be heard in the Office of the Superintendent/designee within ten workdays of the request for an appeal. An employee who has not been satisfied with the answer at the Superintendent's level may request that the grievance be submitted to the Board of Education. The request will include a written statement setting forth the issue(s) to be reviewed by the Board of Education and is to be addressed to the President of the Board c/o Superintendent's Office. Other Provisions An employee seeking to resolve a grievance as defined above is required to use the terms and conditions of their negotiated agreement for resolution of grievances. Employees not covered by a negotiated agreement are bound by the provisions of this policy. In either case, the responsibility for ensuring that the prescribed due process is adhered to and will not be circumvented is shared at all levels of the district, up to and including the Board of Education. Employees who have begun or who are considering initiating a grievance procedure either under the terms of this policy or under the terms of a negotiated agreement are prohibited from undertaking any action that seeks to circumvent the prescribed process. Specifically, employees are prohibited from conveying or causing the conveyance of information about their grievance to members of the Board of Education prior to completing the chain of command process prescribed by this policy or their negotiated agreement. Employees must be aware that receipt of such information by a member of the Board may be cause for that Board member to recuse him/herself from an employee grievance hearing. Likewise, members of the Board of Education, by definition of their role in the process, must refrain from any involvement in an employee grievance until the process formally reaches the Board as prescribed in this policy or a negotiated agreement. Members of the Board should always encourage an employee to resolve a grievance or any other issue through the chain of command process prescribed by this policy or by a negotiated agreement. Date: August 5, 2005 Legal Reference: Act 1357 of 2003 f\u0026gt; 8 z ?. 0z u, .. ~ n:,, ~-z n\u0026gt; i::z nO a:m ... go I u, '--C ~~ \n10 ii ... l 2 3 4 Stricken language would be deleted from and underlined language would be added to the law as it existed prior to this session of the General Assembly. State of Arkansas 84th General Assembly Regular Session, 2003 Act 1357 of 2003 SENATE BILL 913 5 By: Senators Wilkins, Broadway 6 7 8 9 10 11 12 13 14 15 16 17 18 For An Act To Be Entitled AN ACT TO AMEND ARKANSAS CODE 6-17-208 TO PROVIDE FOR PROCEDURES TO THE GRIEVANCE LAW\nAND FOR OTHER PURPOSES. Subtitle AN ACT TO AMEND ARKANSAS CODE 6-17-208 TO PROVIDE FOR PROCEDURES TO THE GRIEVANCE LAW. 19 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: 20 21 22 23 SECTION 1. Arkansas Code 6-17-208 is amended to read as follows: 6-17-208. Grievance procedure. (a)(l) It is the public policy of the State of Arkansas that~ 24 ill~ Each school district shall have a written 25 grievance procedure which provides for an orderly method of resolving 26 concerns raised by an employee at the lowest possible administrative level 27 and in a clear and timely manner for both partiesj 28 29 30 31 (B) All school employees shall have the right to file grievances and have those grievances heard. A group of employees who have the same grievance may file a group grievance. (2)(A) \"Grievance\" means any concern related to personnel 32 palieies er salary policy, salary, federal or state laws and regulations, or 33 terms or conditions of employment, raised by an employee\nand 34 (B) \"Employee\" means a person employed by a school 35 district under a written contract. 36 (b)(l) The grievance policy shall at least include the following 11111!1111111111111111111111111~ 03082003LDH0835.JMB291 1 2 As Engrossed: S3/27/03 provisions: S8913 (A) A procedure for resolving the matter informally with 3 the employee's immediate supervisor\n4 (B) A procedure to appeal in writing an unsatisfactorily 5 resolved grievance from the immediate supervisor to the superintendent of 6 schools or his or her designee\n7 (C)(i) A procedure to appeal in writing an 8 unsatisfactorily resolved grievance from the superintendent or his or her 9 designee to the school board at the next regularly scheduled school board 10 11 12 13 14 meeting unless both parties have agreed to a different date. (ii) The hearing shall be open or closed at the discretion of the employee. (iii) If the hearing is open, the parent or guardian of any student under the age of eighteen (18) years who gives testimony may 15 elect to have the student's testimony given in a closed session\nand 16 17 18 19 20 21 22 (D) The right of all parties to be represented by a person of his or her own choosing, at least at the sehool aoaFa lm,rel but not by a member of a party's immediate family at any level of the procedure. (2)(A) The determination by the principal, superintendent, or their designees that the concern expressed by the employee is not a grievance may be appealed to the school board for a final decision. (B) At the hearing, the employee shall have an adequate 23 opportunity to present the grievanceT but no less than ninety (90) minutes, 24 and both parties shall have the opportunity to present and question 25 witnesses. 26 27 28 29 30 (c) The grievance policy shall be adopted in accordance with this subchapter and other applicable policies of the district. (d) There shall be no reprisals of any kind against any individual who exercises his or her rights under this act. (e) Nothing in this section shall be construed as requiring a school 31 district to enter into an agreement recognizing an organization for the 32 purpose of negotiating personnel policies, salaries, and educational matters 33 of mutual concern. 34 35 Is I Wilkins 36 APPROVED: 4/15/2003 2 03082003LDH0835.JMB291 r\u0026gt; g z ~ 0z U\u0026gt;\n!ii :c \u0026gt; C: - ~\ni,:z\no\no ig m zig zc: m\no r-n m U\u0026gt; ..~ .n. :-., .,,z n\u0026gt; i:::z nn z:m -IIIO I U\u0026gt; '-- C: .,-.:i n\n3 ..\no 5--1 !D ~ U\u0026gt; m ii: m :5 DATE: October 27, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 TO: Board of Education FROM: Roy Brooks, Ed.D Superintendent of Schools SUBJECT: DKC-R - Regulations for Implementing Policy DKC - Out of Area Travel Travel Expense Authorization / Reimbursement / Travel Limits BACKGROUND: The Board of Education periodically reviews policies and regulations which provide the district's administration a clear line of authority for operating the district in an efficient and effective manner. A review of Policy DKC-R Travel Expense Authorization / Reimbursement / Travel Limits describes the process an employee must use when traveling on school business. Key changes are the addition of travel limitations, credit card one day hotel charge directions, identification of travel coordinators, and due dates for professional leave forms. These changes are recommended to make the travel process more cost efficient and timely. RATIONALE: This revised policy will enhance operational efficiency and monitor professional leave during instructional time that impacts student achievement. FUNDING: This policy revision carries no financial obligations. RECOMMENDATION: It is recommended that the Board accept the revisions to Policy DKC-R. New text is underlined. Eliminated text is marked through. PREPARED BY: Hugh Hattabaugh, Deputy Superintendent Sandy Becker, Internal Auditor Linda Austin, Grants Coordinator Valerie Hudson, Executive Assistant ~ :c  C: . f\n~z\n,,\n,, ism z is zc: m\n,, r-o m tn ~ n:., -z n  s:z nO z:m \"'\"\" .' . tCn: ~~ \n,J i5 ... !D C t.. ' LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DKC-R TRAVEL EXPENSE AUTHORIZATION/ REIMBURSEMENT/ TRAVEL LIMITS Travel will be for necessary school business purposes. Prior approval for all travel, including prepaid expenses, will be obtained before any expenses are incurred. Economical and reasonable modes of transportation, lodging, and other expenditures in accordance with the purpose of the travel must be used. A copy of the full agenda for the conference or training will be provided with the request for travel and request for professional leave. To insure that maximum impact can be achieved, the following regulations apply to all out-of-district travel. Out-of-district travel will be defined as being outside Pulaski County, AR. Travel Limits A maximum of two out of state trips per year apply to all District staff. Additional travel may be authorized if travel expenses are funded through a non-District related source and the travel is approved as being in the best interest of the District. When additional travel is required due to the job responsibilities, travel beyond the maximum may be approved by request of their supervisor and approval of the superintendent or their designee. Travel by the superintendent is addressed in Board Policy CBG. In state travel will be approved only for necessary and reasonable school business. Travel Day The travel day will begin at 6:00 a.m., include breakfast, lunch, dinner and one night's lodging, and will end the following morning at 6:00 a.m. Request for reimbursement of expenses incurred in less than full travel days must reflect a reasonable allocation based on the expense limits directed herein for a full travel day. Meal costs will be prorated by one half for that travel day if travel begins after 2:00 p.m. and for a return time prior to 2:00 p.m. Meals and Incidental Costs Meals costs will be determined by the last accepted federal per diem schedule. An electronic copy will be available in the Teachers Lounge section of the District webpaqe. Partial days meal cost will be determined by the departure and return time as indicated in the above section. Meals included in the cost of registration will be deducted from the per diem amount as follows: breakfast (20%), lunch (30%), and dinner (50%). No deductions will be made for continental breakfasts. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DKC-R (continued) Lodging Expenses The District will reimburse actual lodging expense incurred in travel for the District. Lodging will be reimbursed only for the days of the conference attended plus night(s) required based on the conference schedule. Economical and reasonable lodging in accordance with the purpose of the travel must be used. Reimbursement for lodging expenses will require lodging receipts that indicate the employee has paid for the lodging. Receipts from personal cred it cards will not be accepted unless accompanied by the receipt from the lodging establishment. If the rate for lodging exceeds the federal maximum for lodging, a justification must be provided (i.e. no local travel costs between hotel and conference hotel\nlegitimate safety concerns\nor room sharing to reduce cost). Travelers are encouraged to use cost saving initiatives such as appropriate sharing of rooms, car pooling and like arrangements. Using District Pro-Card for Travel After the travel form has been approved, go to your principal/ director and request to use the site's main Pro-Card (usually the principal 's / director's) to do the following: a. Secure a hotel reservation\nb. Purchase airline tickets on-line (use website of your choosing, or online service, etc). Do not use any on-line service that requires you to enter your card number to find a rate)\nc. Book airfare or obtain the estimated cost of airfare using a local travel agency\nhowever, employees are encouraged to book tickets using available on-line services. d. Pay for registration fees\ne. Purchase transportation tickets for multiple persons from same location traveling to same destination. If amount is expected to exceed $1,000 contact Procurement. f. Individual employees cannot use the Pro-Card to pay for the following~ 1. Hotel room\n2. Meals\n3. Auto rental\n4. Incidental expenses. You will receive an expense check to pay for these items that have been approved on your travel form. If an issue arises regarding a one day deposit on lodging, contact Procurement for assistance. 2 .!=.=,' z \u0026gt;z (\") ~ en ~ ::c \u0026gt; C: . ~\nllz\no~ ~ is z C: m\no r-n m en C E, t. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DKC-R (continued) Travel Coordinator Any individual identified as a travel coordinator by Procurement that regularly handles multiple employees travel may in coordination with Procurement propose cost saving options associated with group travel. Procurement identifies travel coordinators as individuals who regularly handle travel for multiple employees. Travel coordinators may propose cost saving options associated with group travel. Such options will require written approval of the Chief Financial Officer. Travel to Destination The District will reimburse travel expenses to the maximum limit for point-to-point costs for coach fare on common carriers. Receipts or ticket stubs are required for reimbursement of common carrier costs. If an employee chooses to use a personal automobile, reimbursement will not exceed the current per mile rate approved by the District or point-to-point coach fare, whichever is less. When more than one employee travels to the same location in a personal automobile, mileage will be reimbursed only to the employee whose personal automobile is used. When automobiles are used for transportation to a destination, car pooling for multiple attendees is recommended. Mileage requests may be denied when the best interest of the District is not met after taking into account the circumstances of the request. Local Travel at Destination Actual reasonable expenses of local travel by common carriers at the destination will be reimbursed. Mass transit or taxi fare does not require receipts if all local travel claimed for the trip is less than thirty dollars. Receipts are required if the claim is over thirty dollars. Automobile Rentals - At Destination Automobiles will not be rented at District expense without prior approval of the superintendent or his / her designee and in no case without documentation, in advance, that automobile rental will be less expensive to the District than the cost of public transportation to meeting, conferences, etc. Reimbursement is conditioned upon advance authority as well as receipts from the leasing agency. Automobile Rentals - Travel to Destination If an employee chooses to rent a vehicle to travel to an approved destination, the employee will only be reimbursed the lesser of common carrier coach rates or round trip map mileage to and from the destination. If a vehicle is rented for multiple attendees, 3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DKC-R (continued) the limit for reimbursement will be the lesser of common carrier coach rates for two employees or round trip map mileage to and from the destination for two employees. The approval or disapproval level will be at least at the equivalency level of an associate superintendent for this type of arrangement. Reasonableness must be documented. Advance Request for Professional Leave and Travel The fif6t two forms listed below must be submitted at least thirty days prior to travel if an advance is requested. If there is no District expense for this trip or no advance required the deadline will be three weeks prior to the trip. The third form should be filled out only when multiple attendees from the same location or area are attending the same ew\u0026lt;ent. If an employee has not sent in documentation for the advanced funds within sixty days, payroll deduction will be made for the non-documented advance that has not been reimbursed.  Request for Absence for Professional Meetings - to be completed and submitted in accordance with the instructions on that form. This request must be submitted three weeks prior to the desired leave.  Travel Authorization - Advance I Actual Cost - to be submitted in accordance with the instructions on that form. Non-travel items will not be included on advances or reimbursed with travel. Registrations and common carrier expenses (to and from the destination) should be paid by separate check to the vendor unless you used your district Pro-Card.  Trav-e! 81:Jmmary for SGhoo! When multiple attendees from tho same area or school are going to tho same educational e.iont. A tra11ol summar,i will bo prepared by tho administrator of that school or area and sent with tho other documents. No employee will be reimbursed for out-of-district travel unless the required forms are submitted and approved in advance by the area supervisor, funding source manager (if required) and financial services. These forms must cover the entire cost of travel, the total days absence requested, be accompanied by the full agenda of the conference or event to be attended, and be delivered together for approval. Requests for travel will be completed in a timely manner to avoid registration penalties, and to obtain good rates for hotels, airlines, registration, etc. No travel will be paid from any source for which the required forms have not been completed and approved. Revised: March 24, 2005 Date: May 25, 2000 4 8 z !'\n0z \"' .!=.,' z \u0026gt;z n \u0026gt;,... \"' ~ :c \u0026gt;c: -~ ~z ::Ojill ~~ z C: m\na r-n m \"' ,, ~ :,, .,,-z ,,\u0026gt; i,,: :nz z:m \"\"\"\" I en '- C: :~ \na ii-\u0026lt; Request for Absence for Professional Meetings Name _____________________ _ Title ________________ _ School/ Department ______________________________________ _ Conference Name ------------------- Conference Date(s) ____________ _ Departure Date __________  AM  PM Return to Duty Date _________ 0 AM O PM SECTION I: ALL PERSONNEL  YES ONO  NIA I. This is the only state conference I will be attending this year.  YES  NO  NIA 2. This is the only national conference I will be attending this year.  YES  NO  NIA 3. My choice of airfare/ hotel was based on the moderate price range offered.  YES  NO  NIA 4. A plan has been developed to maximize coverage of sessions by all attendees for the benefit of my department and the District. (Auach conference agenda and plan)  YES ONO  NIA 5. Appropriate personal or vacation leave has been requested for pre or post conference stay.  YES ONO  NIA 6. This job-specific travel is based on my job performance responsibilities.  YES ONO  NIA 7. Request that expenses be paid by the District. If Yes, complete Travel Authorization form.  YES ONO  NIA 8. This travel will be covered by my site operating budget. If No, indicate the source of funds SEC'TIO:\\ II: l\\\"STRl 'C'TIO\\\"AL STAFF D YES D NO ON/A 9. A substitute will be requested for this absence. 0 YES ONO  N/A 10. Does extra duty pay apply? If Yes, list date(s): _______________ _ D YES ONO O N/A 11. Attendance at this conference/seminar is linked to a school-wide staff development goal that is related to the ASCIP, disparities or professional development plans. 12. Teachers requesting expenses and who will be chaperoning students should check: No. of students chaperoned___ 0 Will use personal vehicle O Will use transpgrtation other than personal vehicle 13. 1f you have answered No to any of the above questions, please provide an explanation: Please note the following:  Departments will rotate attendance of staff yearly with the expectation that returning attendees share information as a requirement of attendance.  Use of IDEA I Title funds, will be limited with a priority placed on school-based instructional staff funding for staff development. I understand that this travel is related to my professional responsibilities, must be approved by the principal, administrator or associate superintendent. In addition, I understand that this travel and expenses should be paid for by the association / organization and that temporary duty leave will be granted, with approval ofmy supervisor, for my attendance at this conference/ seminar. I certify to the best of my knowledge the above information is correct and understand that all information is subject to state and internal auditors.  Approved Signature of Teacher or Other Employee Date 0 Disapproved Signature of Principal or Immediate Supervisor - (In-State Travel) Date Associate Superintendent - (Out of State Travel only) Date I/you have any questions, contact Sandy Becker, Internal Auditor, at 447-1115. Travel Authorization - Advance/ Actual Cost Name/ Title ______________ _ School/ Dept. ________ _ Date __ _ Conference Name ________________ _ Conference Date(s) _________ _ Conference Location __________________________ (Attach copy of agenda) Departure Date ________ Time ____ _ Return Date ________ Time ___ _ Dates Covered: (Write dates in table below) ~ stJt, .': \\*\u0026lt;',M- ,-,. \"Ill C !' , w. TH F ' SA SU M :ru . w . ' TH i -,F -\"'1 ,SA\n!:'. Method of Travel: D Air D Personal Vehicle D Carpool with other D Other __________ _ Registration Amount $ __________ _ Cost of Airfare or other Transportation $ _______ _ Requisition# for Registration _________ _ Requisition# for Carrier ____________ _ Expenses Advance Actual Difference Mileage ___ _ Miles @ ___ Per Mile $ ___ _ $ ____ _ $ ___ _ Meals/ Per Diem: # of Days _______ _ $ ___ _ $ ___ _ $ ___ _ Lodging: (Attach original itemized receipt) # of Nights__ Room Rate __ Tax% __ _ $ ____ _ $ ____ _ $ ___ _ Other Expenses: (Taxi, etc.) ________ _ $ ___ _ $ ____ _ $ ___ _ Total Expenses $ __ _ $ __ _ $ __ _ Total Due: $ ______ _ D To Traveler D From Traveler SF FUNCT , OPUNIT OBJ I Requestee Supervisor Overall Supervisor Funding Source Mgr. Financial Services Approval of Travel and/ or Advance Date __ _ Date __ _ Date __ _ Date __ _ Date __ _ Approval of Actual Costs Date __ _ Date __ _ Date __ _ Date. __ _ Date. __ _ 8 z ~ iz5 \"' ~ ::c ,.. C: ~! m :a~ ~lS zc: ,m.. .:.a, m \"' \"'5!! n:., ~z n\u0026gt; 11:z n\u0026lt;\"\u0026gt; z:m ... go I c,, '- C: ~~  :0 ij .... DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 October 27, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Personnel Changes BACKGROUND: None RATIONALE: To staff allocated positions within the District FUNDING: Operating Fund RECOMMENDATION: It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A. C.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) consecutive years. Teachers with an effective date of employment after August 19, 2005 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 8, 2005 for EYE are considered intern teachers. bf~ PREPARED BY: David E. Hartz, Senior Director of Human Resources 8\n0z fJ\u0026gt; .~,, z  z n ~ fJ\u0026gt; ?\u0026lt; n 5 fJ\u0026gt; z Cl\na m I fJ\u0026gt; .. ,, ~ :., ~z n  ,s,: nz z:m ... go I fJ\u0026gt; .. C: :~ ..\na :6 ... Personnel Changes Page2 September 22, 2005 NAME START DATE/ POSITION / SCHOOL END DATE Resignations/Terminations Certified Em~lo)lees Adams, Bernard Alternative Learning/ 9-18-95 Reason: Personal RIGHTS ELL 8-10-05 Bryant, Michael Science/ 7-17-02 Reason: Accepted another J. A FAIR 8-2-05 position Gall, Janet Elementary II/ 8-22-88 Reason: Leaving the city ROMINE 9-16-05 Gangluff, Tracey Speech Pathology/ 8-9-04 Reason: Leaving the city CHICOT 9-16-05 Goodman, Tamara Elementary V/ 2-24-03 Reason: Accepted another KING 8-1-05 position Kinslow, Nancy 4Yr Old/ 8-12-99 Reason: Health Reasons CHICOT 10-14-05 Mccorkle, Frances Elementary V/ 8-15-94 Reason: Retired ROCKEFELLER 9-8-05 McMurray, Victor Social Studies/ 8-27-8ii Reason: None given CENTRAL 8-2-05 Miller, Bruce Algebra 1/ 10-1-86 Reason: None given CENTRAL 8-1-05 Paige, Jr. Willie Assistant Principal (.57)/ 8-28-68 Reason: None Given MCCLELLAN 8-29-05 Peyton, Chanda English/ 2-2-00 Reason: Accepted another HENDERSON 8-4-05 position Tarpley, Glynda Special Education/ 8-14-95 Reason: Personal TERRY 9-20-05 Walther, Tammy English/ 8-13-98 Reason: Returning to school J. A FAIR 8-2-05 SALARY ANNUAL CLASS SALARY 1-17 48196.00 TCH925 4-09 42662.00 TCH10 2-17 49217.00 TCH925 62-12 50928.00 SPE925 1-17 47715.00 TCH925 6-14 51845.00 4YR925 6-18 56209.00 TCH925 4-19 54561 .00 TCH925 4-19 54561.00 TCH925 66-20 72864.00 ADC10 5-06 40756.00 TCH925 6-18 56209.00 SPE925 4-07 40351 .00 TCH925 Personnel Changes Page 3 September 22, 2005 fl 8 z \u0026gt;..... START DATE/ SALARY ANNUAL 0z NAME POSITION / SCHOOL END DATE CLASS SALARY u, New Certified Employees Bisbee, Donanne Art/ 8-16-05 1-05 33673.00 J. A. FAIR TCH925 annual 33146.86 prorated Boyd, Debbye General Science/ 8-11-05 2-17 49705.00 ALC TCH925 .!=.,' z Brakefield, Vance Band/ 8-11-05 4-04 37069.00 \u0026gt;z n PARKVIEW TCH925 \u0026gt;,... u, Bruhl, Rita Elementary I/ 8-22-05 2-04 34021 .00 ROMINE TCH925 annual 32780.00 prorated Burns, Josiah Elementary Ill/ 8-17-05 3-08 39976.00 ?\u0026lt; n KING TCH925 annual ,... 0 u, 39338.02 z C) prorated\n,\n, m Coleman, Donna Special Education/ 8-17-05 6-06 42556.00 i u, SOUTHWEST SPE925 annual 41669.42 prorated Daneshvar, Tamara Spanish/ 8-11-05 1-01 30190.00 CENTRAL TCH925 ~ Tl :.,, - Davis, Judith Special Education/ 8-11-05 5-05 39798.00 ~~ s:z Tl 0 FOREST HEIGHTS SPE925 a:m \"I \"'u\"\", '-C Dongmo, Annick Math II/ 8-11-05 4-01 34747.00 :~ \n,\nJ MCCLELLAN TCH925 5 ..... Germany, Pamela Music/ 8-24-05 6-20 58812.00 RIGHTSELU TCH925 annual WASHINGTON 56055.19 prorated Green, Raefani English/ 8-11-05 1-01 30190.00 !J:I ~ CENTRAL TCH925 u, m !I: m :5 t.. Personnel Changes Page4 September 22, 2005 NAME Grubb, Kelly Hays, Mark Hill, Natasha Hunter, Broderick Jeffus, Brandon Johnson, Harvey Madden, Sammye Mayberry, Kimberly McDonald, Thomas McMillan, Tashenia McNeil!, Janie START DATE/ POSITION / SCHOOL END DATE Kindergarten/ 8-18-05 DODD Science/ 8-11-05 MABELVALE MIDDLE English/ 8-11-05 CLOVERDALE MIDDLE Elementary V/ 10-12-05 OTTER CREEK Physics/ 8-11-05 MCCLELLAN Electronics/ 8-3-05 METRO Mathematics/ 8-11-05 FELDER Typing/ 8-22-05 MABELVALE MIDDLE Social Studies/ 8-15-05 FELDER Business Education/ 8-5-05 MCCLELLAN Algebra I/ 8-11-05 CENTRAL SALARY ANNUAL CLASS SALARY 1-01 30040.00 K925 annual 29403.80 prorated 1-02 30770.00 TCH925 1-03 31351.00 TCH925 1-09 38318.00 TCH925 annual 29736.36 prorated 4-01 34747.00 TCH925 1-12 43107.28 VOC10 annual 41801.00 prorated 2-12 43311 .00 TCH925 1-01 30190.00 TCH925 annual 29246.56 prorated 4-01 34747.00 TCH925 annual 34385.05 prorated 1-04 33359.00 TCH950 4-18 46446.00 TCH925 Personnel Changes Page 5 September 22, 2005 f\u0026gt; 8 z .\u0026gt;... START DATE/ SALARY ANNUAL 0 z NAME POSITION / SCHOOL END DATE CLASS SALARY \"' Mitchell, Mary Kindergarten/ 10-11-05 4-18 53326.00 GEYER SPRINGS K925 annual 41660.94 prorated Moye, Randall American History/ 8-17-05 1-16 46446.00 MCCLELLAN TCH925 annual 45478.37 prorated !.=.,' Perkins, Michael Physical Education/ 8-2-05 4-06 42469.50 z \u0026gt;z PULASKI HEIGHTS TCH925 C')  MIDDLE ,... \"' Priebe, Kurtis Algebra 1/ 8-11-05 3-01 33209.00 MCCLELLAN TCH925 Robinson, Renee Physics/ 8-17-05 4-07 40553.00 CENTRAL TCH925 annual ?\u0026lt; 39708.15 C,..'.) 0 prorated \"z' C)\na Scruggs, Clare Arkansas History/ 8-11-05 4-01 34747.00 m J. A. FAIR TCH925 I \"' Sharlow, Alan Band/ 8-11-05 1-5 33673.00 MCCLELLAN TCH925 Sherlin, Phillip Science/ 9-12-05 1-01 30190.00 MABELVALE MIDDLE TCH925 annual .. ~ 26887.97 ,, :., - prorated :.n, \u0026gt;z a::z ., C') z: m Staley, Jerry Art/ 8-11-05 4-18 53326.00 -\u0026lt;Do I (I) '- C: PULASKI HEIGHTS TCH925 :~ MIDDLE/DUNBAR \na ii .... Stewart, Sherrie World History/ 8-11-05 1-01 30190.00 CENTRAL TCH925 Weaver, Nellieann English/ 8-11-05 1-01 30190.00 SOUTHWEST TCH925 !I\" Wingfield, Elizabeth English/ 8-22-05 1-04 32512.00 ~ PULASKI HEIGHTS annual \"m' :I: MIDDLE 31326.67 m !\nprorated C Personnel Changes Page6 September 22, 2005 NAME POSITION / SCHOOL START DATE/ SALARY END DATE CLASS Resignations/Terminations Non-Certified Employees Anderson, Almarie Instructional Aide/ 3-13-03 33-16 Reason: Accepted another CHICOT 9-27-05 INA925 position Armstead, Victoria Secretary/ 4-11-88 39-20 Reason: Deceased ACC-METRO 10-14-05 CLK10 Bonds, Dorothy Child Nutrition/ 8-12-03 7-06 Reason: None given ROCKEFELLER 8-29-05 FSH650 Carter, John CARE/ 2-28-05 3-17 Reason: None given CARE 9-30-05 CARE Clark, Phyllis Child Nutrition/ 3-10-04 3-01 Reason: None given MANN 9-12-05 FSH550 Davis, Doris Bus Monitor/ 10-15-85 1-10 Reason: Resigned without TRANSPORTATION 9-19-05 BUSMON notice Dobbins, Malinda Instructional Aide/ 8-16-04 33-16 Reason: Accepted another FOREST HEIGHTS 8-8-05 INA925 position Ghant, Natlyn CARE/ 8-19-05 3-05 Reason: Resigned without CARE 10-04-05 CARE notice Green, James Custodian/ 9-27-04 36-07 Reason: Terminated CENTRAL 10-28-05 CUS12 (misconduct)-No appeal pending Hardman, Melissa Instructional Aide/ 2-7-05 33-16 Reason: None given FOREST HEIGHTS 8-10-05 INA925 Hart, Andrew Custodian/ 1-20-99 31-10 Reason: Deceased MABEL VALE 8-22-05 CUS925 ELEMENTARY Haynes, Danielle Instructional Aide/ 10-23-00 33-13 Reason: Accepted another WOODRUFF 10-26-05 INA925 position ANNUAL SALARY 16109.00 32544.00 11111 .00 10.36 per hour 9350.00 14107.00 16109.00 8.38 per hour 20184.00 16109.00 14897.00 14735.00 Personnel Changes Page7 September 22, 2005 r, 8 z ?\nSTART DATE/ SALARY ANNUAL i5 z NAME POSITION / SCHOOL END DATE CLASS SALARY \"' Lewis, Johnetta CARE/ 8-29-05 2-03 7.85 Reason: None given CARE 10-2-05 CARE per hour Mays, Barbara Custodian/ 8-21-94 31-14 16781 .00 Reason: Job Abandonment KING 8-15-05 CUS928 Millen, Shirley Child Nutrition/ 2-11-91 3-14 9933.00 Reason: None given WAKEFIELD 10-20-05 FSH550 !.=.,' Murphy, Demetria Custodian/ 8-13-04 31-01 11379.00 z \u0026gt;z Reason: None given MCCLELLAN 4-19-05 CUS928 0 ,\u0026gt;- \"' Ricks, Anjanette Instructional Aide/ 2-13-05 33-16 16109.00 Reason: Personal ALC 8-17-05 INA925 Roberts, Caroline Child Nutrition/ 9-20-02 7-02 11111 .00 Reason: Job Abandonment FRANKLIN 8-8-05 FSH650 ?\u0026lt; Schultz, Barbara Instructional Aide/ 9-1-01 33-17 16595.00 ,0- Reason: Deceased MABELVALE MIDDLE 8-9-05 INA925 0 !!? z C) Scott, Frank Custodian 3-22-04 31-03 12085.00 \"m' ~ Reason: Personal BALE 10-6-05 CUS925 :\",'\n\"' Seawood, Ruth CARE/ 3-18-02 1-06 7.74 Reason: Returning to school CARE 9-15-05 CARE per hour Skinner, Melva Instructional Aide/ 8-13-01 33-13 14735.00 Reason: Personal FOREST HEIGHTS 8-1-05 INA925 ~ .., Smith, Beverly CARE/ 9-2-05 2-05 8.18 z \u0026gt;z Reason: None given CARE 9-26-05 CARE per hour 0 m \"\"\"' Swanigan, Shirley CARE/ 1-13-97 1-08 8.05 C.,,: Reason: None given CARE 9-30-05 CARE per hour ~ ~ Thomas, Anthony Custodian/ 8-27-02 31-05 16380.00 Reason: Failure to report MCCLELLAN 7-1-05 MAINT after hired Vick, Jo Ella Instructional Aide/ 10-13-89 33-10 13459.00 Reason: None given FOREST PARK 9-30-05 INA925 !JI ~ Walter, Minnie Instructional Aide/ 4-3-00 33-11 13875.00 \"m' ~ Reason: None given RIGHTSELL 8-10-05 INA925 m 3 c-\nIC \u0026lt; Personnel Changes Pages September 22, 2005 NAME Whaley, Billy Reason: Leaving the city Allen, Tracy Annamraju, Sivakamini Backus, Rebecca Bailey, Ada Bailey, Pamela Balfour, Belinda Barber, Jimmy Bealer, Carol Blackmon, Lonzell Brandon, Rita POSITION / SCHOOL Maintenance/ FACILITY SERVICES START DATE/ SALARY ANNUAL END DATE CLASS SALARY 9-7-82 10-15-05 52-20 47976.00 MAINT New Non-Certified Employees Security Officer/ 9-2-05 36-10 15463.00 ALC SOFR9 annual 14358.50 prorated Instructional Aide/ 8-11-05 33-16 16109.00 FOREST HEIGHTS INA925 MIDDLE Nurse/ 8-11-05 52-09 34548.00 FOREST HEIGHTS NURSES CARE/ 9-12-05 2-05 8.18 CARE CARE per hour Instructional Aide/ 8-11-05 33-16 16109.00 J. A. FAIR INA925 Child Nutrition/ 8-31-05 3-01 9350.00 HALL FSH550 annual 8847.31 prorated Security Officer/ 9-2-05 36-16 18491.00 HALL SOFR9 annual 17170.21 prorated Instructional Aide/ 9-26-05 33-16 11759.57 TERRY INA925 annual 9789.05 prorated CARE/ 9-12-05 2-04 8.01 CARE CARE per hour Instructional Aide/ 8-28-05 33-03 13889.00 ROCKEFELLER INA12 annual 11643.12 prorated Personnel Changes Page9 September 22, 2005 !\"' 8 z ~ START DATE/ SALARY ANNUAL i5 z NAME POSITION / SCHOOL END DATE CLASS SALARY Ul Brown, Cynthia Instructional Aide/ 8-19-05 33-18 17094.00 FELDER INA925 annual 16539.60 prorated Brown, Dewayne Custodian (.5)/ 9-6-05 31-01 5689.50 MABEL VALE CUS925 annual ELEMENTARY 4947.39 !=' prorated .., z \u0026gt;z (\") Brown, Edmonda Media Clerk/ 9-16-05 31-06 16872.00 \u0026gt;,... FELDER CLK925 annual Ul 14628.38 prorated Butler, Carolyn Instructional Aide/ 8-19-05 33-16 16109.00 FOREST HEIGHTS INA925 annual 15586.55 ?\u0026lt; prorated (,.\".). 0 Ul z Butler, Kamarious Instructional Aide/ 10-6-05 33-16 16109.00 C) :,0 m CHICOT INA925 annual i 12953.80 Ul prorated Butler, Tiffani Instructional Aide/ 9-28-05 33-16 16109.00 TERRY INA925 annual 13409.65 prorated ,, ~ :., - Cogshell, Joy Instructional Aide/ 8-19-05 33-09 13070.00 ~~ II: z FELDER INA925 annual ,, (\") z:m ... go 12646.11 I Ul '- C: prorated :~  :,O :5 .... Coleman, Sharon Child Nutrition/ 8-22-05 3-01 9350.00 WASHINGTON FSH550 annual 9249.46 prorated Criswell, Chasina Instructional Aide/ 9-1-05 33-07 12307.00 ROCKEFELLER INA12 annual ?I 11309.14 ~ Ul prorated m ii:: m ~ Personnel Changes Page 10 September 22, 2005 NAME Davis, Jennifer Davis, Sandra Duty, Rochelle Garrison, Dontornice Glasper, Nancy Glenn, James Gooden, Shamekia Gonzalez, Luis Grafals, Vera Harvell, Lola START DATE/ POSITION / SCHOOL END DATE Instructional Aide/ 9-1-05 ROCKEFELLER Security Officer/ 9-2-05 J. A. FAIR Instructional Aide/ 8-19-05 FELDER Instructional Aide/ 8-17-05 FOREST HEIGHTS CARE/ 9-12-05 CARE Security Officer/ 9-2-0q WILSON Security Officer/ 9-2-05 CLOVERDALE MIDDLE Security Officer/ 9-2-05 HALL Instructional Aide/ 9-19-05 OTTER CREEK CARE/ 9-12-05 CARE SALARY ANNUAL CLASS SALARY 33-09 16603.00 INA12 annual 13707.31 prorated 36-10 15463.00 SOFR9 annual 14358.50 prorated 33-16 16109.00 INA925 annual 15586.55 prorated 33-04 11253.00 INA925 annual 11009.69 prorated 1-02 7.13 CARE per hour 36-10 15463.00 SOFR9 annual 14358.50 prorated 36-10 15463.00 SOFR9 annual 14358.50 prorated 36-11 15929.00 SOFR9 annual 14791.00 prorated 33-04 7539.51 INA925 annual 6479.90 prorated 2-08 8.64 CARE per hour Personnel Changes Page 11 September 22, 2005 p g .\u0026gt;z.. . START DATE/ SALARY ANNUAL i5 z CLASS SALARY U\u0026gt; NAME POSITION / SCHOOL END DATE Hawkins, Tony Security Officer/ 9-2-05 36-10 15463.00 CENTRAL SOFR9 annual 14358.50 prorated Higgins, Judy Assistant Registrar/ 8-2-05 39-12 25632.00 HALL CLK10 p Hines, Terry Security Officer/ 9-2-05 36-10 15463.00 .., z \u0026gt; FULBRIGHT SOFR9 annual z n 14358.50 \u0026gt;,... U\u0026gt; prorated Hunter, Roshuanda Custodian/ 8-17-05 31-01 11379.00 MCCLELLAN CUS928 annual 11255.32 prorated ?\u0026lt; n lstifan, Najat Instructional Aide/ 8-28-05 33-09 16603.00 ,... 0 !!? ROCKEFELLER INA12 annual z c:, 13918.26\no m prorated I\n,,: U\u0026gt; Jackson, Jeffery Custodian/ 8-3-0~ 31-04 12453.00 CENTRAL CUS928 Jackson, Mary Instructional Aide/ 8-19-05 33-04 11253.00 FELDER INA925 annual 10888.04 .. ~ prorated ,, :.., ~,, z\u0026gt; 1,, :nz Joiner, Lawrence Custodian/ 8-13-05 31-01 13616.00 zm -\u0026lt;!lo DUNBAR CUS925 annual I U\u0026gt; :... C: 6808.00 :~ ..\no prorated :6 .... Jones, Angela Child Nutrition/ 9-9-05 3-01 9350.00 ROCKEFELLER FSH550 annual 8495.43 prorated Lopez, Miguel Security Officer/ 9-2-05 36-10 15463.00 !JI CLOVERDALE SOFR9 annual ~ U\u0026gt; m MIDDLE 14358.50\na: m prorated !!'\nr Personnel Changes Page 12 September 22, 2005 NAME Leech, Cynthia Lewis, Alice Luster, Porchia McClendon, Marcus Mosby, Lashaun Murphy, Marc Murray, Danette Norfleet, Floyd Nuoffer, Mary START DATE/ POSITION/ SCHOOL END DATE Child Nutrition/ 8-25-05 BRADY Child Nutrition/ 9-19-05 OTTER CREEK Instructional Aide/ 8-19-05 J. A. FAIR CARE/ 9-26-05 CARE Security Officer/ 9-2-05 PARKVIEW Custodian/ 8-18-0? METRO Guidance Secretary/ 8-15-05 PARKVIEW Security Officer/ 9-2-05 J. A. FAIR Secretary/ 9-12-05 FELDER SALARY ANNUAL CLASS SALARY 3-01 9350.00 FSH550 annual 9098.66 prorated 3-01 9350.00 FSH550 annual 8193.82 prorated 33-06 16109.00 INA925 annual 15586.55 prorated 2-02 7.70 CARE per hour 36-16 18491.00 SOFR9 annual 17170.21 prorated 31-01 14532.00 CUS12 annual 12491 .34 prorated 38-12 24876.00 CLK10 annual 23773.12 prorated 36-16 18491 .00 SOFR9 annual 17170.21 prorated 39-12 25632.00 CLK10 annual 22096.55 prorated Personnel Changes Page 13 September 22, 2005 ~ 8 z ?\nSTART DATE/ SALARY ANNUAL 0 z CLASS SALARY \"' NAME POSITION / SCHOOL END DATE Palos, Matilde Child Nutrition/ 9-28-05 3-01 9350.00 BASELINE FSH550 annual 7942.47 prorated Parker, James Security Officer/ 9-2-05 36-10 15463.00 WAKEFIELD SOFR9 annual 14358.50 !=' prorated .., z \u0026gt;z C\") Piggee, LaQuinton Custodian/ 9-19-05 31-01 11379.00 \u0026gt;,... PULASKI HEIGHTS CUS928 annual \"' ELEMENTARY 9894.78 prorated Riley, Janice Child Nutrition/ 9-28-05 3-01 9350.00 FRANKLIN FSH550 annual 7942.47 ?\u0026lt; C\") prorated ,... 0 !!! z C) Romes, Robert Custodian/ 8-15-05 31-01 11379.00\na m METRO CUS928 ~\n,,: \"' Shirrill, Annette Nurse(.5)/ 9-16-0? 52-08 13411.20 WILSON NURSES annual 11664.95 prorated Simmons, Gregory Instructional Aide/ 8-11-05 33-16 16109.00 .. si! ALC INA925 ,, :., rn -z ,, \u0026gt; a::z ,, C\") Stewart, Eddie Security Officer/ 9-2-05 36-16 18491.00 zm ... go HENDERSON SOFR9 annual I rn .... C: 17170.21 ~~ prorated \na\n6 .... Turner, Edward Custodian/ 9-15-05 31-01 14532.00 STEPHENS CUS12 annual 11440.09 prorated Ward, Angela Instructional Aide/ 8-19-05 33-16 16109.00 !I' TERRY INA925 annual \"~' m 15586.55 ii: m prorated :: C Personnel Changes Page 14 September 22, 2005 NAME Wells, Barbara White, Renetta White, Tremmel Wilborn, Cynthia Young, Monica START DATE/ POSITION / SCHOOL END DATE Custodian/ 9-6-05 CENTRAL Child Nutrition/ 8-31-05 HALL Instructional Aide/ 9-16-05 KING Nurse/ 9-26-05 GEYER SPRINGS/ WOODRUFF Instructional Aide/ 10-5-05 FRANKLIN SALARY ANNUAL CLASS SALARY 31-01 11379.00 CUS928 annual 10575.05 prorated 3-01 9350.00 FSH550 annual 8847.31 prorated 33-04 11253.00 INA925 annual 9732.32 prorated 52-08 33528.00 NURSES annual 28114.62 prorated 33-16 16109.00 INA925 annual 13432.55 prorated DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 October 27, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Property Easement: J. A. Fair BACKGROUND: The Little Rock School District is undertaking a project to relocate the sanitary system at J. A. Fair High School from its present connection-point on Dodd Road to one that is closer and within the confines of the city streets immediately south of the school. In order for this connection to be allowed, an easement must be attained from Kenwood Estates, Inc. RATIONALE: The Little Rock School District presently operates a pumping station at J. A. Fair High School that pumps sewage approximately one-half mile to the city main. Recently another main has been relocated south of the school in the Kenwood Estates area. It is possible for us to connect to this main, eventually abandon the pumping station and the one-half mile of line that we now have, and provide much better service to the Little Rock School District. FUNDING: This project will be funded out of the bond funds for J. A. Fair High School. RECOMMENDATION: It is recommended that the Board approve the attached easement and allow the administration to proceed. PREPARED BY: Douglas Eaton, Director of School Construction 8 z ?\n0z \"' ,,\u0026gt;..\u0026lt;.. .\u0026gt; \u0026lt; c:z: 5~ c::o ~z I: C) m.z.. . \"' !II ~ \"m' I: m ~ C' RIGHT OF WAY EASEMENT (CORPORATION) KNOW ALL ME BY THESE PRESENTS: THAT Kenwood Estates , Inc . , GRANTOR, a corporation organized under and by virtue of the laws of the State of Arkansas , by its _________________ , and ______________ duly authorized by proper resolution of its Board of Directors, for and in consideration of the sum of Ten Dollars($~, and other valuable consideration paid by the Linle Rock Sanitary Sewer Committee, the receipt of which is hereby acknowledged , do hereby, subject to prior recorded mortgages and easements, if any, grant, bargain, sell and convey unto the City of Little Rock, Arkansas, for the use and benefit of the Little Rock Sanitary Sewer Committee, GRANTEE, and unto its successors and assigns forever, the following described easements: 1. A PERMANENT RIGHT, PRIVILEGE AND EASEMENT for the purpose of permitting the Little Rock Sanitary Sewer Committee and the Little Rock Wastewater Utility to clear and keep clear the surface of the right-of-way and to (a) lay, construct, operate , maintain , repair, replace, reconstruct, test, inspect and add sewer mains and sewer lines whether on or more, and without the payment of additional compensation therefore\n(b) keeping the easement clear of all buildings and other improvements of any kind\nand (c) having the right to free ingress and egress across adjacent land of the GRANTOR(S) to the lands hereinafter described. Subject to prior easement of record and except as hereinafter stated, the Little Rock Sanitary Sewer Committee shall have the exclusive use of this right-of-way and easement\nand the GRANTOR may hereinafter use the surface of the easement for any purpose not inconsistent with the rights hereby conveyed, but may not place a building, footing, wall, structure, or other improvement upon the right-of-way except that, after the initial sewer construction is completed , the GRANTOR may pave the easement surface and may use it for driveways, walks, or parking areas. The GRANTOR may permit other utility service to cross this easement at approximately right angles, but only if such utilities first comply with whatever specifications the Little Rock Sanitary Sewer Comminee and the Little Rock Wastewater Utility may designate at the time for the protection of its own facilities. This permanent easement shall be upon the following described lands situated in Pulaski County, Arkansas, to-wit: SANITARY SEWER EASEMENT Part of Lots 17 and 18, Kenwood Estates Subdivision - Phase 2, in the City of Little Rock, Pulaski County, Arkansas, being more particularly described as follows\nThe East 7.5 feet of Lot 17 and the West 7.5 feet of Lot 18 of the said Kenwood Estates Subdivision - Phase 2, in the City of Little Rock, Pulaski County, Arkansas, said easement being a total width of 15 feet and containing 1,834 square feet more or less. 2. A TEMPORARY RIGHT, PRIVILEGE AND EASEMENT for the purpose of permitting the Little Rock Sanitary Sewer Committee and the Little Rock Wastewater Utility to remove all timber and obsrruciions therefrom and to make excavations, store excavated material s, tool s. supplies and equipment and provide working space. This temporary easement shall begin when the Little Rock Sanitary Sewer Committee and the Little Rock Wastewater Utility commence the initial work on the permanent easement and shall terminate one year after that date or when that work is completed, whichever is earlier. This temporary easement shall be upon the following described lands situated in Pulaski County, Arkansas, to-wit: None (Intentionally left blank). Upon completion of the initial or any subsequent work by the Little Rock Sanitary Sewer Committee, the Little Rock Sanitary Sewer Committee shall backfill and thoroughly compact all excavations to minimize settling and shall level the surface over its excavations and pipelines, remove all excess ex...:avated m:nerials and debris and leave the premises in a clean sanitary condition. If the initial or any subsequent work by the Little Rock Sanitary Sewer Committee damages any fence, curb or paved surface upon the rights-of-way, the Little Rock Sanitary Sewer Committee, an its expense, shall repair or replace the damaged portion with materials of like quality and as nearly possible to its prior condition. The execution of this easement does not give the GRANTOR the right to connect to or receive service from any sewer or wastewater facility\nthe right to make connections and receive service shall be subject to the rules, regulations, policies or ordinances in effect at the time of application. To have and to hold said easements, rights and privileges unto the GRANTEE, and unto its successors and assigns forever, for the purposes aforesaid. And GRANTOR(S) covenants with GRANTEE, its successors and assigns, that subject to prior recorded mortgages and easements, if any, it will forever warrant and defend the title to said easements and rights against the claims of all persons whomsoever and that GRANTEE, its successors and assigns, shall have at al! times the quiet use and enjoyment of said easements and rights. IN WITNESS WHEREOF, the name of the GRANTOR is hereunto affixed by its and its seal affixed by it's ________________ , this _______ day of -------- 2005. By: ATTEST: (Corporate Sea!) ?\u0026lt; n 5 en z C)\no I en C\" STATE OF ARKANSAS ) COUNTY OF PULASKJ ) ACKNOWLEDGEMENT On this day personally appeared before the undersigned, a Notary Public within and for the County and State aforesaid, duly qualified, commissioned and acting, -----------------, and --------------- to me well known, who stated that they were the ______________ and _________________ ,of _______________ _ , a corporation, and were duly authorized in their respective capacities to execute the foregoing easement for and in the name and behalf of said corporation, and further stated and acknowledged that they had so signed, executed and delivered said easement for the consideration, uses and purposes therein mentioned and set forth. WITNESS my hand and official seal on this ____ day of _______ _ 2005 Notary Public My Commission Expires: (SEAL) . , I I I I . n~ sc r \nc-.~: ~ 1.\nt~~ I 105 / '\n '::: ..... I 1:21 cs \"' 'J I\u0026gt; 0 \" 107 to (1ml L1-r n ... -s:- f\u0026lt;.o\u0026lt;'.....,:. :Sc::1-1,ool, Q 1:S1K1C..T ?_-___ :X A. FA1R.. H1(QH Sc..1'4.oc.L... -z _ _ 0 C ~ 108 g C \" 109 g 0 \" 110 1 1 1 0 C i?. 2C 112 c=- \"~L N-T=-\n: 1/: \" !PON PltlS  3 JTS YnH f'OU:r ~1E .!.$UR~G iO\nC Vt L07 u~.::s ..:.NC CL.R.\n~ \"' DISTAN:5 Sn'ji\\'N :t'~iiO OSTA~:~.:~s 5 F?OR CF C~OSt.JR C NJ \\.'::n1.:u_,\n? .\\C 7 T:--!ER:: IS :. lC TT ALJ.:.\n:::r-sr TC S7'?.~ t,C, P:,r'.7,,J,~ ct T~IS 0 ~0=::~:Y ,s ~:.),:.:.-:, wlTMn, ~r--:~ '.CC ::::.~ =-_ =~vfJ:,~y .:..s Si\n0','TM O!\"i Tr\n fLV~J-.,~~. ?LOGU C'Jur.:4~ r ~~c. F:..C INSUR.:..r-,.:E WCNr' t.1:...c r\n:,r. LiTTL:'.: ~-::CK,\n.\n:,:.:1:.:.:: t F\":r':M C0~1~.1Ur\nJi)' c.\nh_ # C:OC 131 CJ:3\n:_ CC- 1 ], ~:,: l '-------------------------- =i\n.RT (\\~ Tr S\\{l / t, SWl IJ Qt\" s:::-:Dtl ~'. T--.-\n, r-:3-'1\\, C01J , T''. ,:.~r:ArlSft3 MC'\u0026lt;[ P.1KiiCU~P.~ r C':S,:ii:E: .\\:: 3E:~liHtlf1G ,\n- i,-::: ttCRTMw::5- :c:2, .. ~\n(\nt _u\nl. !\\~,.,. .. ,cue :: ~~3:.1\\~ s1cr-i. 0 :-1..:..s~ i.:. A.t1 :..oc111ct. o Tt-1 c:r( (F u-_: P..., .A~Y.:./'JS.:.S\nfH :1\"4:E tJC8'-T''50\"W. 15 G\\J ~ iC .\nPGl!li Ut1 7r: R,Vt-C -Cr\"-'t,'\nY UH or o.:.-~1c, 0.CC:CG R~i.:..C. 3~HiV JG o\n:: r':  C~r,C[?:..1t1 ~H::F:OF. T-t~ i:::: r~: :.-cJ .i.:~ E .\n_JtiG :,11[ :::_:.~ ~ ~. '(,). t L,M[. 215.J) r\nT'\"'EN:E N:.:='='J.!''[ ::J1'fT1tJt,\n1 ..... (. A .. on:. :!Si RiVHT- OF\" - WA.Y Ufl[ , 7:?9.17 r.. TO~ ?Crtr Or.. Tr-[ f l\\-,~ T ... C:: S1 / 2 til/2 SWi/ 5t/i/.\n, s..:.,c s~:::T1()M 2i , Tr,E~l:::~ s.\n:-.:. L.Jt.C :..:.10 NJrHH Lit,. 73\n33 fi , Tt4U .. c:: sa:-0~ '. :,\",,_ I:! ~ -: !r-~\n~~ ~a~~o45#E. 500 FT Tt-K ,r.~ \".0'\":'\"'')(\n' I~ ...... : rrr, 8 z !:\n0z \"' ,\u0026gt;..\u0026lt;. \u0026gt;\u0026lt;  - c :c 5~ c\n,:, ~z :I: C'l m\"' z .... !lD DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 October 27, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Property Easement: Gibbs Elementary School BACKGROUND: The Little Rock School District is undertaking an expansion program at Gibbs Elementary School. In order to complete this project, an easement must be granted to Entergy Arkansas, Inc., to locate a transformer on our property to meet the needs of the facility. RATIONALE: In order to provide an updated service to meet the existing and future needs of Gibbs Elementary School, a new transformer must be located on site. Entergy has requested that we grant them an easement to locate this transformer that will give them access for repairs when necessary. The easement will be as shown on the attached drawing. FUNDING: The funding for this project will be covered by the LRSD bond funds allocated to Gibbs Elementary School. RECOMMENDATION: It is recommended that the Board approve the attached easement to Entergy Arkansas, Inc., for this project. PREPARED BY: Douglas Eaton, Director of School Construction :\u0026gt;\u0026lt;- \u0026gt;\u0026lt; \u0026gt;\" c:c 5~ c\n,:, ~z\nI: C'l mu, z -\u0026lt; ST A TE OF ARKA SAS COUNTY or, PULASKI Line/ProJect lden11fica11on: WR  22366 RIGHT-OF-WAY INSTRUME T ENTERGY ARKANSAS, I C. KNOW ALL MEN BY THESE PRESENTS THAT: ________________ , Grantor(s), acting ind1v1dually, and for, and on behalf of, my/our heir , successors, assigns and any other person claiming the ownership to the property hereinafter described, collectively \"Grantor\", for and in consideration of one dollar, in hand paid, and other good and valuable considerauon, the receipt and sufficiency of which is hereby acknowledged, does hereby grant, assign, convey unto and warrant and defend Entergy Arkansas, Inc., and its uccessor and assigns, collectively \"Grantee\", a right-of-way, servitude and easement JO feet in width, for the location. construcuon, reconstruction, improvements, repairs, operation, inspection, patrol, replacement and maintenance of electric power and communication facilities, or the removal thereof, now or in the future, including, but not necessarily limited to, poles, cross arm , insulators, wires, cables, conduits, hardware, transformers, switches, guy wires. anchors and other equipment, structures, material and appurtenances, now or hereafter used, useful or desired in connection therewith by Grantee over, across, under or on that land of Grantor in the County of Pulaski, State of Arkansas described as follows, to-wit: See attached description Together with the right of ingre sand egress to and from said right-of-way across the adjoining land of the Grantor and the nght to attach wires and cables of any other party to Grantee's facilities. Unless otherwise herein specifically provided, the center line of the electric power and communication lines initially constructed on this right-of-way shall be the center line of said right-of-way. Grantee shall have the full and continuing right to clear and keep clear vegetation within or growing into said rightof- way and the further right to remove or modify from time to time trees, limbs, and/or vegetation outside the said right of way which Grantee considers a hazard to any of its electric power or communications facilities or a hazard to the rendering of adequate and dependable service to Grantor or any of Grantee's customers, by use of a variety of methods used in the vegetation management industry. Grantor shall not construct or permit the construction of any structure, obstruction or other hazard within the said right-of-way, including but not limited to, house, barn, garage, shed, pond, pool or well, excepting only Grantor's fence(s) and Grantee's facilities. Grantor shall not construct or permit the construction of any buildings or other structures on land adjoining said right-of-way in violation of the minimum clearances from the lines and facilities of Grantee, as provided in the National Electrical Safety Code. Grantor, if husband and wife, do hereby release and relinquish all of our rights of curtesy, dower, and homestead to the said right-of-way. 1Rc, U-1/16/%-EAIJ E00193 04/96 I ' WITNESS WHEREOF, Grantor has executed this Right-of-Way Instrument on this _ da1 of GRA TOR: ACKNOWLEDGME T ST ATE OF ARKANSAS COUNTY OF ______________ _ BE IT REMEMBERED that on th1 day come before me the undersigned, a otary Public, within and for the county and state aforesaid, duly commissioned, and acting _________ to me well known as the Grantor 111 the foregoing instrument and acknowledged that had executed the same for the consideration, uses and purposes therein mentioned and set forth. The above-signed person(s) acknowledged that _________ freely and voluntarily released and relinquished all rights of dower homestead and/or curtesy in the above described easement. W11ness my hand and seal as such otary Public this __ day of ___________ , 2004. Commission Expires ____ _ otary Public !SEAL] 1Re1 . 0-1/1\u0026lt;,/%-EAI) E00193 04/96 8 ! lz5 u, !.=.,' z \u0026gt;z n\n!! u, ?\u0026lt; n 5 u, z C) ::a i u, EASEME T DESCRIPTIO Part of Block 280 of the Original City of Little Rock, Arkansas, being more particularly described as follows: Commencing at the orthwest comer of said Block 280\nthence along the Easterly rightof- way line of Cross Street, South 0932'27\" West 57.30 feet to the POI T OF BEGI 11 G\nthence South 8027'33\" East 13.00 feet\nthence South 0932'27\" West 15.00 feet\nthence North 8027'33\" West 13.00 feet to a point on the Easterly right-ofway line of Cross Street\nthence along said right-of-way line orth 0932'27\" East 15.00 feet to the POI T OF BEGI I G, containing 195.0 square feet, more or less. I vz REBAR/ FOUND / \\ w l\u0026gt; 0 1 STORY BRICK BUILDING FF 345.98 APASvtHPGH ALT\\ r----_ I I ---r-::::-r N ~ BASKETBALL GOAL I 04~ ASPHALT CLos'D\\ .// PAVING _/ ------ ------ ' I FF f/1 347.30 I \"\"'' FF 350.00 1 STORY BRICK BUILDING ----11: W, PLAYGROUN !.:.I, z z\u0026gt; C') ~ Cl) ?\u0026lt; n 5 Cl\u0026gt; z C) i Cl\u0026gt; DATE: TO: October 27, 2005 Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Donations of Property BACKGROUND: The Little Rock School District receives donations from businesses and individuals on a regular basis. It is the policy of the Little Rock School District that donations are not formally accepted until they are approved by the Board of Directors. RATIONALE: District policy states that, in order to maintain the centralized fixed asset property accounting system, all property donation requests are forwarded to the Director of Procurement. The Procurement Department forwards the requests, along with the appropriate recommendations, to the Board of Directors for acceptance and approval. In order for proper recognition and appreciation to be conveyed to the donor, donor's name and current mailing address should be included in the donation memo. FUNDING: None RECOMMENDATION: It is recommended that the attached donation requests be approved and accepted in accordance with the policies of the Board of Directors of the Little Rock School District. PREPARED BY: .if'oarral Paradis, Director of Procurement ~ ~Gwen Caraway, Fixed Asset Property Manager !=' -n z \u0026gt;z C') ~ tJ\u0026gt; ?\u0026lt; C') 5 tJ\u0026gt; z C)\nJO m i tJ\u0026gt; i!!! )(   o::c 5~ C:\nJO ~z 31::C) m\u0026lt;J\u0026gt; .z. . DONATIONS School/Department Item Donor Bale Elementary School $1,000.00 check UALR Children International to be used for student incentives Central High School $100.00 cash to the Rita Cunningham Troubadours/Debate Club Central High School $3,000.00 cash Cheryl Miller on behalf of towards the purchase RCF Corporation of a laminator for the Ninth Grade Academy Lab Central High School $400.00 cash to the Dr. Randal Hundley Troubadours/Debate Club Central High School $100.00 cash to the John Parke Troubadours/Debate Club Chicot Elementary School supplies valued The 39er's Class of St. School at approximately James United Methodist $250.00 Church J. A. Fair High School $288.77 check for paint Otter Creek Assembly of and labor for painting God Church the baseball dug-outs Forest Heights Middle Chairs, valued at $825.00, Arkansas Capitol Corporation School for the conference room Forest Heights Middle Musical instruments Mr. Douglas Braswell of School valued at $1 ,200.00 Easy Cash Pawn Shop Forest Park Elementary Funds totaling $48,926.88 Forest Park PT A School to be distributed for the programs outlined in the attached letter from the PTA School/Department Item Donor Fulbright Elementary $966.43 cash to be Fulbright PTA School used to purchase a Dell computer Fulbright Elementary $200.00 cash for Sam Storthz Ill School volunteer expenses for the Reading Buddies Fulbright Elementary Printer, valued at $157.00, Bob Derryberry School for the Health room Fulbright Elementary Safety signs and rubber Mr. \u0026amp; Mrs. Thomas H. Rains School safety mats valued at of the Federal Highway $1,661.58 Administration and Valerie .~., and Jay McDaniel z \u0026gt;z n \u0026gt;,.... UI BALE ELEMENTARY SCHOOL To: D\" lal Paradis, Procurement Director From.~ . arbara Anderson, Principal Datet eptember 23, 2005 Re: Donation Bale Elementary received a check in the amount of $1000.00 from UALR Children International as an incentive for completing student projects during the last school year. The money has been deposited in our school activity account to be used for student's incentives. It is recommended that this donation be approved in accordance with LRSD policies. We are grateful to this organization for their support of our students and their families. RECEIVED SEP 2 6 2005 6501 West 32llll Street  Phone 501-447-3600  Fax 501-447-3601  Little Rock, Arkansas 72204 .Cittfe 'Rock Centra{ J{ifJfi Scfioo{ 1500 Soutli Park Street .ittfe 'Rock, .'Arkansas 72202 'Phone 501-447-1400 :fax 501-447-1401 DATE: 9/28/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCURl\nMENT FROM: NANCY ROUSSEAU, PRINCIPAL1f-vUt\nf fAvC~t '-- SUBJECT: DONATION  Rita Cunningham of 5424 Southwood Road, Little Rock, AR 72205 graciously donated $100 to the Troubadours/Debate Club. It is my recommendation that this donation be. accepted in accordance with the policies of the Little Rock School District. RECEIVED SEP 2 9 2005 pR O CURE f,\nEfJ T ?\u0026lt; (') 0 u, z C) XI I u, :\u0026gt;\u0026lt;- \u0026gt;\u0026lt; \u0026gt;. o::i: 5~ C XI ~z :I: C) mu, ~ Litt{e 'Rock Centra{ J-figfi Scfioo{ 1500 Soutfi Park Street Litt{e 'Rock, .. 'Arkansas 72202 'Phone 501-447-1400 ]'ax 501-447-1401 DATE: 9/1/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCU~ME~\n:,. . _ . FROM: NA CYROUSSEAU,PRINCIPAL~~ SUBJECT: DO ATIO , V O Cheryl Miller on behalf of RCF Corporation at 5 Shackleford Plaza, Suite 200, Little Rock, AR 72211, generously donated $3,000 towards the purchase of a laminator to be utilized in the lab of our Ninth Grade Academy. It is my recommendation that this donation be accepted m accordance with the policies of the Little Rock School District. RECEiVED SEP 6 2o05 w PROCUREMENT Littfe 'Rock Centra{ J-fi/Jfi Scfioo{ 1500 Soutfi 'Park Street Litt{e 'Rock, .Jlrkansas 72202 Pfione 501-447-1400 ]\"ax 501-447-1401 DATE: 9/28/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: NANCY ROUSSEAU, PRINCIPAL ~.,,, SUBJECT: DONATION Dr. Randal Hundley of 5515 Country Club Boulevard, Little Rock, AR 72207, very graciously donated $400 to the Troubadours/Debate Club. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. RECEIVED SEP 2 9 2005 PROCUREf.J1EtJT Littfe 'Rock Centra[ Jfigfi Scfioo[ 1500 Soutli 'Park Street Litt{e 'Rock, .Jlrkansas 72202 Plione 501-447-1400 :fax 501-447-1401 DATE: 9/28/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: NANCY ROUSSEAU, PRINCIPAL ~ SUBJECT: DONATION John Parke of 60 Sherrill Road, Little Rock, AR 72202 graciously donated $100 to the Troubadours/Debate Club. It is my recommendation that this ~onation be accepted in accordance with the policies of the Little Rock School District. RECEIVED SEP 2 9 2005 PROCUR~c ~.../.\\ .,I. '.f... Jr CHICOT ELEMENTARY SCHOOL To: Darral Paradis, Procurement Director From: Jane Harkey, Princip~ Date: Sept. 23, 2005 Re: Donation \\ The 39er's Class of St. James United Methodist Church has donated approximately $250 worth of school supplies to the students of Chicot. We are extremely appreciative of their generosity. It is recommended that this donation be approved in accordance with LRSD policies. The 39er's Class St. James United Methodist Church 321 Pleasant Valley Dr. Little Rock, AR 72212 111 00 Chicot Road Phone (501) 447-7000 Fax (501) 447-7001 Mabelvale . Arkansas 72103 ~ \u0026gt;\u0026lt; \u0026gt;\" C :C t ! C::,, ~z 31:C'l mu, .z.. . J. A. Fair Magnet High School Science and Technology Systems 13420 David 0. Dodd Road Little Rock, AR 72210 Phone 501-447-1700 . Fax 5-1-448-/701 To: Darrell Paradis, Director of Procurement From: Randy Rutherford, Princip~ Re: Donation Date: September 21 , 2005 I would like to recommend that the following donation to J. A. Fair High School be approved in accordance with the policies of the Little Rock School District. A check in the amount of $288. 77 for paint and labor in painting the baseball dug-outs. Otter Creek Assembly of God Church P. 0 . Box 30190 Little Rock, AR 72260 RECEIVED SEP 2 2 2005 PROCU~\n,J .'  '.\nu!,..-.\nii.. .. FOREST HEIGHTS MIDDLE SCHOOL To: From: Date: RE: Darrell Paradis p Dr. Debbie Price D October 4, 2005 Donation Forest Heights is pleased to accept the generous donation of chairs for our conference room from Arkansas Capitol Corporation. The chairs are valued at $825.00. Please accept this donation in accordance with Board policy. Mr. Jay Wisener Executive Vice President of Arkansas Capitol 200 East Commerce Little Rock, AR 72201 RECEIVED OCT 5 2005 PRO C: : :~ ~. !\nEfJ T 5901 Evergreen Street  Phone (501) 447-2700  Fax (501} 447-2701  Little Rock, Arkansas 72205 ?\u0026lt; n,.. 0 U\u0026gt; z C) i U\u0026gt; FOREST HEIGHTS MIDDLE SCHOOL To: Darryl Paradis From: Dr. Debbie Price Date: October 4, 2005 Re: Donations oP Forest Heights is pleased to accept the generous donation of musical instruments from Mr. Douglas Braswell from Easy Cash Pawn. The instruments are valued at $1,200. Please accept this donation in accordance with Board policy. Mr. Douglas Braswell Easy Cash 8601 W. Markham Little Rock, AR 72205 RECEIVED OCT 5 2005 5901 Evergreen Street  Phone (501) 447-2700  Fax (501) 447-2701  Little Rock, Arkansas 72205 FOREST PARK ELEMENTARY SCHOOL To: Darral Paradis, Director Procurement Department From: Theresa J. Courtney-Ketcher, Principal Date: September 22, 2005 Subject: Forest Park PTA Donations Darral, The Forest Park PTA has donated items totaling $48,926.88 to the school. Attached you will see an itemized statement in the form of a letter from the PTA. I recommend that these donated items be approved in accordance with the policies of the Little Rock School District. Attachment TCK/pac ------  1\\ECE\\\\JEO\n)tr i 2 2ons 1600 North Tyler Street  (501) Phone 447-4500  Fax (501) 447-4501  Little Rock, Arkansas 72207 ?\u0026lt; (\") 5 !!? z C)\no I U\u0026gt; FOREST PARK ELEMENTARY PTA September 6, 2005 Theresa Courtney-Ketcher Principal Forest Park Elementary School 1600 N. Tyler Street Little Rock, AR 72207 RE: Donations Dear Mrs. Courtney-Ketcher, The Forest Park Elementary PTA has donated $48,926.88 to the school for the following: Staff Appreciation Principal's Discretionary Fund Classroom Supplies, Instruction and Maintenance Art Instruction \u0026amp; Materials Computer Maintenance Grounds Expense Space Camp Spanish Instruction \u0026amp; Materials Student Recognition Accelerated Reader Program Parental Involvement Field Day Fifth Grade Graduation Student Recruitment Please contact me if you have any questions. ~~9J'Mb1tl[~ Janis P. Thibault PTA Treasurer cc: Melanie Fox, Martha Hill, Christy Clark $2,236.79 $1,000.00 $12,168.35 $2,255.39 $9,445.35 $2,000.00 $13,371.05 $2631.75 $1,437.63 $719.26 $1,661.31 RECEIVED \\)tr 2 2 2005 Fulbright Elementary Memo To: From: Darral Paradis, Director Of Procurement Deborah Mitchell, Principal CC: Date: September 28, 2005 Re: Donations to Fulbright Elementary The Fulbright PTA, 300 Pleasant Valley Drive, Little Rock, Arkansas 72212, has generously donated $966.43 for a Dell computer for our website. Sam Storthz Ill, 810 N University Avenue, Little Rock, AR 72205 has donated $200 for volunteer expenses for Reading Buddies, our canine-assisted literacy intervention program. Bob Derryberry, 6800 Waterview Pl., Sherwood, AR 72120, has donated a Printer valued at $157 to our health room. It is recommended that these donations be approved with thanks in accordance with the policies of the Little Rock School District board of Directors. Thank you for your consideration. Sincerely, -t~J-cuA J1u7fiJdL Deborah Mitchell Principal DM:lam RECE\\VED \\)tr 2 9 2005 -.... - Fulbright Elementary Memo ( To: Darral Paradis, Director Of Procurement- From: Deborah Mitchell, Principal CC: Date: September 1 , 2005 Re: Donations to Fulbright Elementary Mr. and Mrs. Thomas H. Rains, Federal Highway Administration, Federal Office Bldg Room 3128, 700 West Capitol Avenue, Little Rock, AR 72201, and Valerie and Jay McDaniel, 1800 Sawgrass Drive, Little Rock, AR 72212, have generously donated Safety Signs and rubber safety mats valued at $1,661.58. It is recommended that these donations be approved with thanks in accordance with the policies of the Little Rock School District Board of Directors. Thank you for your consideration. Sincerely, ~~w~ Deborah Mitchell Principal DM:lam LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: October 27, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Financial Reports BACKGROUND: Financial reporting is designed to keep the Board of Directors up-to-date regarding the District's current financial condition. Financial reports are submitted monthly to the Board for review and approval. RATIONALE: September 2005 financial reports are submitted for the Board's review and approval. FUNDING: N/A RECOMMENDATION: It is recommended that the Board of Directors approve the September 2005 financial reports as submitted. PREPARED BY: Jean A. Ring, Director Finance and Accounting LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES ANO CHANGES IN FUND BALANCE FOR THE PERIOD ENDED SEPTEMBER 30, 2004 ANO 2005 APPROVED RECEIPTS % APPROVED RECEIPTS % 2004/05 09/30/04 COLLECTED 2005/06 09/30/05 COLLECTED REVENUE-LOCAL SOURCES CURRENT TAXES 61,436,691 12,467,263 20.29% 67,268,610 13,829,345 20.56% DELINQUENT TAXES 12,135,000 986,045 8.13% 9,200,000 989,051 10.75% 40% PULLBACK 31,250,000 0.00% 33,000,000 0.00% EXCESS TREASURER'S FEE 205,000 0.00% 210,000 0.00% DEPOSITORY INTEREST 155,000 0.00% 145,000 0.00% REVENUE IN LIEU OF TAXES 185,000 0.00% 204,000 0.00% MISCELLANEOUS AND RENTS 485,000 13,590 2.80% 365,000 45,766 12.54% INTEREST ON INVESTMENTS 245,000 82,243 33.57% 750,000 265,233 35.36% ATHLETIC RECEIPTS 215,000 48,071 22.36% 195,000 56,182 28.81% TOTAL 106,311 ,691 13,597,212 12.79% 111,337,610 15,185,577 13.64% REVENUE - COUNTY SOURCES COUNTY GENERAL 22,000 5,644 25.65% 21,500 5,021 23.35% TOTAL 22,000 5,644 25.65% 21,500 5,021 23.35% REVENUE- STATE SOURCES EQUALIZATION FUNDING 65,082,694 11 ,852,204 18.21% 66,095,1 55 11 ,749,284 17.78% ALTERNATIVE LEARNING 1,927,250 481 ,812 25.00% 1,100,000 0.00% ENGLISH LANGUAGE LEARNERS 193,739 0.00% 200,000 0.00% NATL SCHL LUNCH STUDENT FUNDING 6,498,240 1,181,498 18.18% 6,877,920 1,250,530 18.18% PROFESSIONAL DEVELOPMENT 1,141 ,165 1,141,165 100.00% 953,144 953,144 100.00% SETTLEMENT PROCEEDS{STRS/HEAL TH) 8,275,000 1,387,526 16.77% 8,200,000 1,333,980 16.27% VOCATIONAL 1,350,000 195,052 14.45% 1,785,000 214,600 12.02% HANDICAPPED CHILDREN 2,100,000 0.00% 2,425,000 132,581 5.47% EARLY CHILDHOOD 5,542,510 1,430,540 25.81% 4,000,000 1,341,500 33.54% TRANSPORTATION 4,125,000 1,325,044 32.12% 4,252,900 0.00% M TO M TRANSFERS 4,575,000 414,913 9.07% 4,100,000 0.00% ADULT EDUCATION 934,380 109,000 11.67% 926,543 111,615 12.05% AT RISK FUNDING 395,000 9,400 2.38% 10,000 0.00% TAP PROGRAM 382,903 7,645 2.00% 288,623 142,623 49.41% TOTAL 102,522,882 19,535,799 19.06% 101 ,214,285 17,229,857 17.02% REVENUE - OTHER SOURCES TRANSFER FROM CAP PROJ FUND 770,000 0.00% 770,000 0.00% TRANSFER FROM OTHER FUNDS 1,295,000 8,416 0.65% 1,370,524 0.00% TRANSFER FROM MAGNET FUND 1,849,008 0.00% 2,194,000 0.00% TOTAL 3,914,008 8,416 0.22% 4,334,524 0 0.00% TOTAL REVENUE OPERATING 212,770,581 33,147,071 15.58% 216,907,919 32,420,456 14.95% REVENUE - OTHER FEDERAL GRANTS 22,887,794 1,972,536 8.62% 20,152,896 897,433 4.45% DEDICATED M \u0026amp; 0 4,500,000 57,924 1.29% 4,784,200 43,067 0.90% MAGNET SCHOOLS 27,964,934 2,191,329 7.84% 28,849,578 1,274,413 4.42% CHARTER SCHOOL 1,340,000 350,000 26.12% TOTAL 55,352,728 4,221 ,789 7.63% 55,126,674 2,564,913 4.65% TOTAL REVENUE 268,123,309 37,368,860 13.94% 272,034,593 34,985,370 12.86% LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED SEPTEMBER 30, 2004 AND 2005 APPROVED EXPENDED % APPROVED EXPENDED % 2004/05 09/30/04 EXPENDED 2005/06 09/30/05 EXPENDED EXPENSES SALARIES 117,324,912 14,828,817 12.64% 122,589,665 20,206,775 16.48% BENEFITS 36,185,811 4,383,568 12.11% 35,925,642 5,784,395 16.10% PURCHASED SERVICES 20,959,918 2,682,273 12.80% 22,438,191 2,985,497 13.31% MATERIALS \u0026amp; SUPPLIES 8,725,914 1,850,893 21 .21% 10,128,394 2,653,710 26.20% CAPITAL OUTLAY 2,760,600 283,330 10.26% 2,473,965 272,044 11.00% OTHER OBJ\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_1051","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2005-08"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Curricula","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1051"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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.\nI. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL C :cza w ~ u-, c:::, Q: \u0026gt; c:::, u..c::z\u0026gt;: c-..... O::::E - 0 ~~ w ....... C\\l !\n~ -~ 0 ci... ffi ~ w UJ a: Cl) ffi -~ a: ~ Cl Q C) ~ ~ ~ C/lu ~ ~ ts ~ ~ ~ -..J 11. PROCEDURAL MATTERS/ WELCOME TO GUESTS .~s ~ ~ ... ~ ~u g) -~ Q 'ci ~ ~ CXl Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERS IN EDUCATION C. REMARKS FROM CITIZENS D. LR C.T .A. I. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 22, 2005 5:30 p.m. PRELIMINARY FUNCTIONS A Administration of the Oath of Office, Newly Elected Board Members Zone 1 and Zone 5 B. Call to Order C. Roll Call II. PROCEDURAL MATTERS A Welcome to Guests 111. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A Superintendent's Citations B. Partners in Education - New Partnerships - Fulbright Elementary School and Coldwell Banker Advantage Realty - Gibbs Magnet Elementary School and Twin City Bank - Broadway - Otter Creek Elementary School and Edward Jones Investments of Otter Creek C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association IV. REPORTS AND COMMUNICATIONS: A Remarks from Board Members B. Student Assignment Report C. Budget Update D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update G. Update: Textbook Allocations 0  'O ~~ -\u0026lt;- Oil: oz ~~ m-\u0026lt;\no..,\n- oCz: o,.. n-\u0026lt; ,.. i5 oz ,,\u0026gt;.... \"' ?' 'O\nz ~ z m g n ~ iz5 Regular Board Meeting September 22, 2005 Page2 V. APPROVAL OF ROUTINE MATTERS: A. Election of Officers B. Minutes Regular Meeting - 08-25-05 Special Meeting- 08-31-05 Special Meeting - 09-08-05 VI. EDUCATIONAL SERVICES A. Special Education: Focus Group Recommendations VII. SCHOOL SERVICES A. Cloverdale Elementary School @ Badgett Student Reassignment Plan VIII. HUMAN RESOURCES A. First Reading: Policy GBK - Staff Concerns, Complaints and Grievances, with Regulations GBK-R B. Personnel Changes IX. FINANCE \u0026amp; SUPPORT SERVICES A. Rightsell Elementary School B. Land Use Agreement: LRSD / LR Boys \u0026amp; Girls Club C. Donations of Property D. Financial Report X. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions XI. STUDENT HEARING XII. ADJOURNMENT 0 \u0026gt;\n-\n,0o ~~ -\u0026lt;- Oil: oz el~ m-\u0026lt;\n,o.., -c:\n,oz o.....o... r-o oz ~ en\n,o \u0026gt;m (I) c3 C:\n,o ~ .... 0~ ~ m .\u0026gt;... oo oC\u0026gt; zZ en~ 0z en 0\n,o m 0 ~\n,o r-\n,\u0026lt;\n,::, VJ 0\"T1 =--~ :,.i,i.,: :. ~ VJ I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS/ WELCOME TO GUESTS Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERS IN EDUCATION C. REMARKS FROM Cl\"TIZENS D. LR C.T .A. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: September 22, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Partners in Education BACKGROUND: The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. RATIONALE: The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. FUNDING: Not applicable. RECOMMENDATION: We recommend that the board approve the following partnerships: Fulbright Elementary School and Coldwell Banker Advantage Realty Gibbs Magnet Elementary School and Twin City Bank-Broadway Otter Creek Elementary School and Edward Jones Investments of Otter Creek PREPARED BY: Debbie Milam, ViPS Coordinator !\" .z... m ~ 'ff! ~ 0 ::::i 0 :,\n, u, ~ ~ ~ Partnership Proposal Coldwell Banker Advantage Realty and Fulbright Elementary School Coldwell Banker Advantage Realty commits to the following partnership activities:  Develop volunteer opportunities for agents  Support the Spring Supper and sil~nt auction  Provide information on public school options to clients  Host a teacher appreciation luncheon or dinner  Provide Russell the mascot on first day of school  Provide career day speaker(s)  Drop school/district information into ad header  Take photos with Russell as a fundraiser Fulbright Elementary School commits to the following partnership activities:  Provide student artwork for display in Coldwell Banker's reception area  Provide the joy choir to perform at special events  Acknowledge Coldwell Banker as a Partner in Education  Invite Coldwell Banker to school events Partnership Proposal Twin City Bank-Broadway and Gibbs Elementary School Twin City Bank-Broadway commits to the following partnership activities:  Sponsor Red Ribbon Week.  Count change collected through fundraisers.  Arrange for penny, Nick and Buck to make appearances at school functions.  Recruit employees to read to the students and listen to the students read.  Job shadowing.  Provide speakers for topics such as economics, saving money, etc.  Provide other assistance when needed. Gibbs Elementary commits to the following partnership activities:  Provide artwork for display in the bank's lobby  Provide choir to perform on holidays and special occasions.  Acknowledge Twin City Bank-Broadway Branch as a Partner in Education.  Invite the bank to school events.  Work with the bank on community service projects. !\"' \"m' c~  \"' r-\n,:\n,au, n-.. :'-,'.\"i' n :::\n,:\nm % (J) PARTNER-IN-EDUCATION CONTRACT EDWARD JONES INVESTMENTS OF OTTER CREEK ' AND OTTERCREEK ELEMENTARY SCHOOL Otter Creek Elementary School, along with its staff and students, are pleased to enter into a partnership with the Edward Jones Company. As part of our willingness to become involved, all parties commit to the following activities: Edward Jones Company:  Will host a \"Staff Appreciation Lunch\" once a quarter.  WilJ provide a guest speaker for Career Day.  Will provide volunteers to assist students as tutors/mentors.  Will assist with other activities/projects at Otter Creek as needed and when possible.  Will encourage other community organizations and businesses to become active participants in volunteer activities at Otter Creek. Otter Creek Elementary:  Will provide students' artwork for display in the Edward Jones' office.  WilJ provide seasonal choir performances for the Edward Jones' office.  Will acknowledge our Partner's participation through our newsletters and school programs throughout the school year. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: September 22, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: September 2005 Construction Report - Bond Projects BACKGROUND: As you know, the Bond construction program started during the summer of 2000. Most of the construction projects shown on the Bond Project List have been completed or the money has been obligated. Eighty-eight percent (88%) of the Bond money for construction has been spent or obligated, leaving a total of $15,300,000 available to do the remaining projects originally approved with the 2000 millage election, including the new West Little Rock School. We will keep you apprised of future decisions that will become necessary as we move through the final phase of construction. RATIONALE: Monthly reports are submitted to the Board to keep members up-to-date on construction projects in the District. FUNDING: Bond Funds RECOMMENDATION: Report item\nno action necessary. PREPARED BY: Bill Goodman, District Engineer !I' !I: z C...:. m en :\" .... m (\") :%: z\nC: -0 0 ?\nm Facility Name Carver Gibbs Henderson Meadowcliff CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 22, 2005 BOND PROJECTS UNDER CONSTRUCTION Project Description Cost Media Center Expansion $167,490 Addition I $705,670 Skylight Replacement $319,ooo I Remodel $365,600 t:.st. c.\nompIet1on Date Dec-05 --- Dec-05 Nov-05 Sep-05 BOND PROJECTS CONSTRUCTION - FALL 2005 Est. completIon Facility Name Project Description Cost Date Central Media Roof $85,000 Unknown Cloverdale Elementary Demolition $520,750 I Nov-05 J. A. Fair 1Sewer Line $82,900 Nov-05 Rightsell I Renovation $2,494,000 Unknown Williams Drainage Repair I $29,200 Dec-05 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED t:.st. 1_\nompIeuon Facility Name Project Description Cost Date Booker Electrical Upgrade Unknown Unknown Brady Metal Roof $250,000 Unknown Chicot Electrical Upgrade Unknown Unknown Child Nutrition Renovation $6,500 Unk-no-wn Forest Heights Remodel $1 ,547,000 Unknow-n Mabelvale Elem. I Site Work $6,000 Unknown Mitchell Renovation $2,212,493 I Unknown -- Pulaski Hqts. MS Energy monitoring system installation Unknown Unknown BOND PROJECTS NOT YET STARTED c:si. 1.,ompIetIon Facility Name Project Description Cost Date Administration Annex ADA Adaptations $32,351 Unknown I Electrical Upgrade I $9,166 1 Unknown --- --- Adult Education ADA Adaptations $248,020 . Un-kno-wn Structural Repairs I $53,918 Unknown -- Alternative Learning Center ADA Adaptations $43,134 Unknown Electrical Upgrade -- $2,696 I Unknown Roof Repairs ~ $26,959 Unknown -- Restroom Renovation $37,742 Unknown Booker ADA Adaptations $107,835 Spring 2006 -- Cashion Building !ADA Adaptations $21 ,5~ Unknown : Restroom Renovation -- Dodd $26,959 . Unknown --- Facility Services_ _ ADA Adaptations $32,351 Unknown -- -- Install Water Meters at Cooling Towers $4,313 Unknown ~ Emergency Lighting Replacement $80,876 Unknown -- -- - -- Land Purchase - Booker $100,000 Unknown -- -- - Fulbright - - Renovate Restrooms $10,784 Unknown ADA Adaptations $21 ,567 Unknown -  Renovation --- - Garland -- -- $900,000 Partially Complete ADA Adaptations $188,711 Unknown ---- Geyer Springs ~R eplace Restroom Stalls $4,313 - Unknown -- .. ___A DA Adaptations $21 ,567 Unknown -- ~ Henderson Renovation $450,000 Summer 2006 - --- - A DA Adaptations - $70,093- Unknown - -- -- IRC - ADA Adaptations - $21 ,567 Unknown ~ - Restroom Renovation $21,567 Unknown - - - McDermott Restroom Renovation $32,350 Unknown -- - - ~ Quigley - Restroom Upgrades $53,918 Unknown Dressing Room Renovation $37,742 Unknown ----- --------- -- Facility Name Rockefeller Transportation - Laidlaw West Little Rock School CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 22, 2005 BOND PROJECTS NOT YET STARTED Project Description I Cost I ADA Adaptations $26,959 I Interior Renovation I $16,175 I ADA Adaptations I $32,351 I New School $11,782,638 I BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description I Cost I Administration Asbestos abatement $380,495 Administration I Fresh air system $55,000 Administration 1Fire alarm $32,350 I Administration HVAC $70,000 I Administration Annex Energy monitoring system installation ~lternative Learning Ctr. Energy monitoring system installation - $15,160 I Alternative Learning Ctr. I Energy efficient lighting $82,000 Badgett 'Partial asbestos abatement $237,237 I Fire alarm - Badgett $18,250 Bale\nClassroom addition/renovation I $2,244,524 I Bale Energy monitoring system I Bale Partial roof replacement I - $269,587 Bale IHVAC $664,587 Baseline Renovation $953,520 Booker Gym Roof $48,525 Booker ADA Rest rooms $25,000 I Energy efficient lighting -+-- Booker $170,295 Booker Energy monitoring system installation $23,710 I Booker Asbestos abatement -- $10,900 - Booker Fire alarm $34,501 - ---- -~ I - Brady Addition/renovation I $973,621 Brady 1Energy efficient lighting $80,593 Brady Asbestos abatement $345,072 Carver Energy monitoring system installation $14,480 I Central Renovation - Interior $10,200,266  Carver Parking lot $111,742 Central HVAC Renovation - Band Area $225,000 Central Reflecting Pond $57,561 -- Student parking --- -- Central Parking -L $174,000 I Central/Quigley -- I stadium light repair \u0026amp; electrical repair -+--- $265,000 Central/Quigley -- Athletic Field Improvement _j__ $38,000 Central/Quigley - Irrigation System --- --l-- $14,500 Central Purchase land for school __...._ Unknown Central - Roof \u0026amp; exterior renovations $2,000,000 Ceiling and wall repair Central - ~.ooo - - Central Fire Alarm System Design/Installation ~-- $80,876 Central Front landing tile repair $22,470 -.-Drainage - Chicot $64,700 -- - Chicot - Sound Attenuation - $43,134 ~ Cloverdale Elem. Energy efficient lighting $132,678 -- - - Cloverdale MS Energy efficient lighting - - $189,743 Cloverdale MS Major renovation \u0026amp; addition $1,393,822 . Est. Completion Date Unknown Unknown Unknown Unknown Est. Completion Date Mar-03 Aug-03 Aug-03 Nov-04 May-02 Oct-01 Dec-01 - - Jul-01 -- Aug-02 Dec-02 Mar-02 Dec-01 Aug-01 - Aug-04 Oct-04 --- ~-04 Apr-0_!_ Oct-01 Feb-02 --- - - M-a-r-02 Nov-04 -- Sep-02 Aug-02 May-01 - - - Sep-05 Aug-03 Dec-04 -- Sep-04 Aug-03 Aug-03 Aug-03 Aug-03 Dec-02 - Dec-02 - - - Oct-01 - Aug-01 Aug-01 Aug-04 Jul-04 Jul-01 Jul-01 - - Nov-02 Dodd - Fire Alarm Upgrade ---,- $9,200 - Oct-04 Energy efficient lighting - $90,665 - - - Dodd Aug-01 2 !IJ E z C: m-\u0026lt; \"' :\"' -\u0026lt; ~ ::c % 0  C...,: 0 ~ m CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 22, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED I I Est. Completion Facility Name Project Description Cost Date Dodd Asbestos abatement-ceiling tile $156,299 Jul-01 Dodd I Replace roof top HVAC I $215,570 Aug-02 Dunbar Renovation/addition $6,149,023 Nov-04 Facilities Service 1 Interior renovation $84,672 Mar-01 Facility Services ,Fire alarm $12,000 Aug-03 Fair Park I Remodel $799,000 Aug-05 Fair Park Parking Lot $185,000 . Aug-05 ---- Fair Park I Roof $245,784 I May-05 Fair Park I HVAC renovation/fire alarm $315,956 '. Apr-02 Fair Park I Energy efficient lighting $90,162 Aug-01 Fair Park I Asbestos abatement-ceiling I $59,310 I Aug-01 J. A. Fair 6 classroom addition \u0026amp; cafeteria/music 1 room addition $3,155,640 Aug~04 J. A. Fair 'Energy efficient lighting $277,594 Apr-01 J. A. Fair Press box $10,784 Nov-00 J. A. Fair Security cameras I $12,5oc5'T-- Jun-01 J. A. Fair Athletic Field Improvement $38,000 Jul-03 J. A. Fair Irrigation System _L_ $14,000 Jul-03 J. A.' Fair I Roof repairs I $391,871i Aug-03 Forest Park I Restrooms $152,881 Aug-05 -- Forest Park  Replace window units w/central HVAC $485,258 Nov-03 -- ----- Forest Park - J Diagonal parking j_ ~.742 I __ Aug-03 Forest Park Energy efficient lighting $119,788 May-01 Fulbright Energy efficient lighting - r- $134,463 -- Jun-01 Fulbright IE nergy monitoring system installation $11,9~ -- i= Aug-01 Fulbright Replace roof top HVAC units $107,835 -- Aug-02 Fulbrig_l2_!__ _ Parking lot $140,000 Sep-02 --Roof repairs -1-- -- Fulbright - - $200,000 Oct-02 1 Renovation I $2,511,736 1 -- -- Franklin Mar-03 -- -- - - Geyer Springs . Roof Repair $161,752 1 Jun-04 -- j Energy efficient light~ I Gibbs $76,447 Apr-01 -- -- ---'--- Gibbs Energy monitoring system installation $11 ,77'L__ Jul-01 Hall Major renovation \u0026amp; addition $8,637,709 Sep-03 -- - - Hall - Asbestos abatement - $168,222 Aug-01 Hall Energy efficient lighting $42,931 Jul-01 - - Hall Infrastructure improvements $93,657 Aug-01 - - ------ $296,7~ -- Hall - Energy efficient lighting I Apr-01 Hall Intercom Feb-01 - -- I -+-- - Hall - - Security cameras $10,600 Jun-01 ~---1- $43,854 -- Henderson Lockers Dec-04 ---- -- Henderson Energy efficient lighting I $193,679 Jul-01 - -- -- Henderson Roof replacement gym I $107,835 ------ May-01 Henderson Asbestos abatement Phase I $500~ -- Aug-01 Asbestos abatement Phase 2 - Henderson - $250,000- Aug-02 Energy efficient lighti~ + $109,136 - IRC Jul-02 Jefferson Asbestos abatemeiit T $43,639 - Oci-01 Renovation \u0026amp; fire alarm - I $1,630,000 - - Jefferson Nov-02 - Parking lot -- -- - Laidlaw - - $269,588- Jul-01 -+ - Mablevale Elem Fire Alarm Upgrade $12,000 Oct-04 + Mabelvale Elem. Energy monitoring system installation $12,150 Aug-01 - - Mabelvale Elem. Replace HVAC units $300,000 Auq-02 3 CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 22, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description I Cost Mabelvale Elem. Asbestos Abatement $107,000 Mabelvale Elem. I Energy efficient lighting I $106,598 I Mabelvale MS I Renovate bleachers i $134,793 Mabelvale MS Renovation I $6,851,621 Mann Partial Replacement $11,500,000 . Mann Asphalt walks The total $1.8 million Mann Walkway canopies ~ is what has been Mann Boiler replacement used so far on the Mann Fencing I projects listed Mann Partial demolition/portable classrooms 1completed for Mann. McClellan Parking Lot Overlay I $65,000 McClellan Athletic Field Improvement I $38,000 McClellan Irrigation System I $14,750 McClellan Security cameras I $36,300 McClellan -- I Energy efficient lighting I $303,614 McClellan Stadium stands repair I $235,000 I McClellan Intercom I $46,000 McClellan 'Classroom Addition I $2,155,622 McDermott Fire Alarm Upgrade I $7,700 McDermott Energy efficient lighting ! $79,411 McDermott Replace roof top HVAC units i $476,000 I Me-adowcliff Fire alarm +- $16,175 -Meado-wc-liff Asbestos abatement $253,412 M-eadowcliff IE ngergy efficient lighting I -_$88,297 1 Metropolitan Replace cooling tower I $37,203 Metropo~ 1 Replace shop vent system _ ~0.000 Metropolitan  Energy monitoring system installation I $17,145 Mitchell Building Remediation ---- ! $165,000 I Mitchell !Energy efficient lighting I $103,642 Mitchell Energy monitoring system installation $16,695 Mitchell Asbestos abatement $13,000 - Oakhurst (Adult Education) New Windows $215,000 Oakhurst HVAC renovation $237,237 Otter Creek Energy monitoring system installation $10,695 Otter Creek Energy efficient lighting -- $81,828 O-tter Creek -- Asbestos abatement $10,000 Otter Creek IP arking lot $138,029 I --+-- Otter Creek 6 classroom addition - $888,778 Otter Creek Parking Improvements $142,54-1 - -- -- -- ---- ~ Parkview Addition $2,121,226 -- - -- - -- Parkview HVAC controls $210,000 -- Parkview Roof replacement $273,877 - $10,784 - Parkview Exterior lights -- .. $301,938 - Parkview HVAC renovation \u0026amp; 700 area controls -- Parkview Locker replacement $120,000 Energy efficient lighting -- ~ Parkview $315,000 Procurement Energy monitoring system installation --$5,290 -Fire alarm - - $25,000 - Procurement -- Pulaski Heights Elem/Middle - Cafeteria Ceiling $33,378  --- Pulaski HeiQhts Elem/Middle Replace Entry Doors $13,990 Est. Completion Date Aug-02 Dec-02 Aug-01 Mar-04 Apr-04 Dec-01 Dec-01 Oct-01 Sep-01 Aug-01 Apr-05 Jul-03 Jul-03 Jun-01 May-01 Aug-01 Feb-02 Jul-04 Sep-04 Feb-01 Aug-02 -Ju-l-01 Aug-02 Dec-02 - Dec-00 May-01 -~ Aug-01 Jul-04 Apr-01 Jul-01 - Jul-01 Aug-05 Aug-01 May-01 Apr-01 Aug-02 Aug-02 Oct-02 Aug-03 Dec-04 Jun-02 Sep-01 Nov-00 Aug-01 Aug-01 Jun-01 Jun-02 Aug-03 Aug-05 AuQ-05 4 !D !I: z C: -m\u0026lt; Ul\nn -\u0026lt; ~ :x: % 0  .C.,: 0 ?. m CONSTRUCTION REPORT TO THE BOARD SEPTEMBER 22, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED I I Est. completion Facility Name Project Description Cost Date Pulaski Heights Elementary Clean Exterior Walls $98,660 Sep-05 Pulaski Hgts. Elem 1 Renovation $1,193,259 I Nov-04 Pulaski Hgts. Elem Move playground I $17,ooo I Dec-02 Pulaski Hgts. MS Renovation - I $3,755,041 I Nov-04 Rightsell Energy efficient lighting $84,898 Apr-01 Rockefeller 1 Energy efficient lighting $137,004  Mar-01 Rockefeller iR eplace roof top HVA C - I $539,175 I Aug~ Rockefeller IP arking addition I $111,742 I Aug-02 Romine ,Asbestos abatement $10,000 : Apr-02 --- Romine Major renovation \u0026amp; addition $3,534,675 Mar-03 Scott Field\nTrack Renovations I $289,056 May-05 SecurityrTransportation 1 Bus cameras I $22,500 Jun-01 Southwest 1 New Corridor Ceiling I $300,000 I Aug-05 Southwest Addition $2,000,000 Nov-04 Southwest Asbestos abatement $28,138 Aug-00 Southwest New roof $690,000 Oct-03 Southwest Energy efficient lighting $168,719 Jan-02 Southwest 1 Drainage / street widening $250,000 I Aug-03 Student Assignment 1Energy monitoring system installation I $4,830 I Aug-02 Student Assignment\nFire alarm I $9,ooo I Aug-03 Tech Center Phase 1 Renovation I $275,000 : Dec-01 -- Tech Ctr/ Metro Renovation Addition/Renovation - Phase II I $3,679,000 Jun=64 -- Technology Upgrade Upgrade phone system \u0026amp; data Nov-02 Energy efficient lig~ $73,850 -- - Terry - Feb-01 $83,4~ -- Terry Driveway \u0026amp; Parking - Aug-02 Terry Media Center add~ I $704,932 + Sep-02 Wakefield Rebuild - $5,300,000 Dec-04 Wakefield Security cameras --- $8,000 --- Jun-01 W-akefield Energy efficient lighting $74,776 Feb-01 I Demolition/Asbestos Abatement --+ - $200,oooT ------ Wakefield I Nov-02 I Fire Alarm Upgrade I - $11,600 -+- -- Washington Oct-04 --=- -- --l- -- Washington Security cameras $7,900 Jun-01 Washington Energy efficient lighting j__ $165,281- Apr-01 Watson Energy monitoring system installation I $8,5~ - Jul-01 --- -- I $182,24'1 -- Watson Asbestos abatement Aug-01 1 Energy efficient lighting - + Watson $106,868 Aug-01 Asbestos abateme_n_t -- - $10,00~ - Watson Aug-02 f- --- Major renovation \u0026amp; addition - Watson $800,000 Aug-02 -- - Western Hills Electrical Upgrade \u0026amp; HVAC $622,160 Aug-05 -- - ~ Western Hills Fire Alarm Upgrade $8,400 Oct-04 --- -- - Western Hills ADA Rest rooms _,__ $25,000 Aug-04 f- -- Western Hills Asbestos abatement $191,946 Aug-02 -- -- - - Western Hills - Intercom -- - + $7,100 Dec-01 We-stern Hills Energy efficient light~ - J $106,000 Jul-01 Williams Renovation $2,106,492 Mar-04 - - - - - Williams Parking expansions $183,717 Dec-03 -- -- - - + Williams - Energy efficient lighting $122,719 Jun-01 + ~ Wilson HVAC for Cafeteria $56,000 Mar-05 -- - - Wilson Renovation/expansion $1,263,876 Feb-04 -- - Wilson Parking Expansion - - $110,000 + Aug-03 Woodruff Parking addition --- - - _._ $175,000 Aug-05 -- Woodruff _,_Renovation $246,419 Aug-02 5 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: September 22, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Board Auditor Report BACKGROUND: Monthly report to School Board. RATIONALE: Summary report of activities. FUNDING: No changes. RECOMMENDATION: None. PREPARED BY: Sandy Becker !I\"\nii:: z .C..: m U\u0026gt; \u0026gt;~ . m enO -,:, C mC\"l C\"l  :\n--\u0026lt; r-0 mZ o\u0026gt; C: ,- C\"l en \u0026gt;m .... :,0 0 ?i zm en :.n.. ~ :zr: 0 i C,,: 0 ?\nm Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS September 22, 2005 Board of Directors Sandy Becker, Internal Auditor Audit Report - September This is the seventy-first communication regarding status of the current year projects and reviews. Activity Funds a) Working with two high schools, two middle school and two elementary schools to resolve financial issues in their activity and related funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. b) The AAB has forwarded a Booster Club Guidelines Package to be included in official publications of the District after review. Board Policy and Regulation a) The Out of District Travel regulation is being reviewed. b) The routing of Professional Leave and Travel Requests is being worked on to make the process more efficient and to prepare for the process being automated to improve documentation and provide information for decision making. Technology a) Monitoring technology plans and technology meetings to determine how use of technology will improve and streamline the workflow for staff persons. b) Facilitating technology upgrade in cooperation with the English Department for Yearbook and Newspaper production staff in LRSD high schools to improve access to tools needed for students and staff. Training a) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. Provided training with the Arkansas PTA on financials controls and financial preventive maintenance. ----- -- - - Audit Report - September 2005 Page 2 of2 b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) c) d) e) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Monitoring cost reduction efforts in the District. Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. Reviewing leave accountability system. Assisting schools to track and reconcile Teacher School Supply Funds. Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Served as District coordinator of United Way's Day of Caring (April I 7, 2005. Eleven schools participated. Sharefest is scheduled for October 29, 2005. Assisting LRSD PT A's in financial process training. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1 I 15. My e-mail is sandy.beckcr@lrsd.org. !XI I: z c:: -m\u0026lt; en ~ . m e-n., co:: mn n  \u0026gt;= r-0 mZ oc:: \u0026gt;,- n en  m -\u0026lt;\nIJ (5$ zn m \"' DATE: TO: FROM: SUBJECT: BACKGROUND: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 22, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools Special Education In November of 2004, a group of special education instructors, representing the interests of Little Rock School District special education teachers, brought to the Board a series of concerns regarding special education issues and the delivery of instructional services to LRSD students with special needs. At the Board's direction, a special task force was formed which included the Associate Superintendent for Educational Services, Jhe Special Education Director and Staff, the CT A Executive Director and President, and a representative sample of special education teachers. The task force began monthly meetings in December of 2004 and examined the needs of special education students through the following topics:  Professional Development  Instructional Materials  Communication  Technology  Compliance  Working Conditions RATIONALE: From the outset, the goal of the task force was to develop ways of improving services to special needs students. The task force found that by modifying a number of practices currently in place and by instituting others, the concerns brought to the Board on behalf of the special needs students could be dramatically reduced and the special needs student could be better served. The task force recommendations are detailed in the accompanying report. FUNDING: Funds generated as a result of the reorganization of the District along with federal entitlement dollars will be allocated to support the implementation of the recommendations. RECOMMENDATION: It is recommended that the Board approve the task force report. PREPARED BY: Barbara Barnes, Dr. Olivine Roberts, and Special Education Focus Group Representatives ?l \"ti m\n,:, ~ z z ,m... n ::c ~ C\u0026gt; m V, ?\u0026lt; ?\u0026gt; i :,:,\u0026gt; ci ~ :cm .... po ~~ ,--c m c3 ,...\n,:, ~ .... m v, zm -\u0026lt;\n,:, ~s -\u0026lt; ~ V, \u0026gt; z C C: V, m ~ ~ m l!l\n.z.. . -- Department of Exceptional Children - CT A Focus Group Recommendations !Professional Development 1. Coordinate and facilitate an August professional development activity for new teachers regarding portfolio regulations and pacing. 2. Provide joint training for paraprofessionals and assigned teachers. 3. Create a joint committee of teachers and DEC staff to address training needs and to design a system for assessing the need for and the implementation of professional development. 4. Offer appropriate professional development for general education and special education teachers, plus administrators. I Instructional Materials 1. Provide a catalog of instructional materials and resources available through the DEC. 2. Where appropriate, special education teachers will receive the same books and instructional materials as regular education teachers. 3. Provide supplemental materials/supplies as indicated by the IEP team, in a timely manner. I Communication 1. Create a quarterly DEC newsletter (hard copy or email) to address issues, identify needed information, and include a calendar of upcoming events (i.e. ADE Special Show, annual review meetings, etc.) 2. Create a school calendar to show what is required from staff for that school year. 3. Notify the administrator/teacher of a student returning to his/her zone school in a timely manner to ensure a smooth transition for the student and staff. 4. Provide teachers with all the necessary paperwork, specialized equipment, and professional development before a student is placed in their classroom, when possible. 5. Provide monthly opportunities for special education staff to meet before or after school without pay. 6. Develop a listserv for teachers/staff to use to communicate with each other. I Technology 1. Create a DEC website by the end of the 2006-2007 school year. 2. Provide district-wide professional development for special needs technology. 3. Provide modifications of existing management system for Grade Quick or Ed Line for special education. 4. Assure that special education teachers have computer work stations with Internet access in their classrooms. 5. Provide updated technology as necessary. 6. Develop a district level assistive technology committee (special education teacher, SLP, OT/PT, etc.) to address assessment needs for technology. I Compliance 1. Create an e-file for the district required DEC forms. The district required forms could be completed electronically and forwarded to DEC. 2. Collaborate with Technology Department in the creation of program that allows for forms to be completed electronically. 3. Provide a two-week notice of deadlines for reports by the DEC, except when ADE provides shorter notice. 4. Review all district forms for redundant and unnecessary information. 5. Hold every special education teacher accountable for the accuracy of his/her due process folders. 6. Create a more efficient way of tracking students' due process folders from school to school. (NOTE: No LRSD staff shall remove a due process folder without signing out in the area where all due process files are located.) 7. Reconstruction of a missing due process folder will occur within fifteen days by the IEP team and DEC. 8. Review mental health services and supports for students in order to ensure appropriate placement. 9. Provide a pacing document and guidelines aligned with the curriculum for portfolio completion. 10. Establish a district wide protocol for better distribution of IEP's in order to improve the scheduling of special education students prior to the end of each school year. 11 . Teachers will provide their principals with an itinerary for students in CBI classes prior to leaving the school. 12. Review all classroom facilities, storage, and accessibility needs to ensure compliance with state and federal mandated guidelines. 13. Purchase current Special Education Automation Software (SEAS) program for each special education staff. 14. The school team (principal, teachers, counselors, and other appropriate personnel) will place students in the self-contained classroom at the building level. I Working Conditions 1. Paraprofessionals assigned to special education assist in special education services only. (Paraprofessionals should not be pulled from their regularly assigned duties\nparaprofessionals assigned to one student should be pulled only in the event of the absence of their assigned student - assigned to special education only.) 2. Investigate the possibility of instituting differential pay/increase for paraprofessionals. 3. Develop a paraprofessional sub pool to serve in special education classes. 4. Conduct a feasibility study by the end of the 2006-2007 school year to determine the need for more self-contained classrooms and to address transportation issues with the CBI program. 5. Use District vehicles for fieldtrips and other outings. 6. Ensure new teachers receive start-up equipment and materials. 7. Redefine the role and job description of special education department chairs. 2 C')V, ,-n O:J: ~8 :,o,Ov, \u0026gt;m r\n~ mr\n,-m ~V\u0026gt; .!J,,l m :,0 ~ z z ,m... n :J: \u0026gt;z C') m V\u0026gt; !Jl \u0026gt; z 0 C V\u0026gt; m \u0026gt; C') ~ m E m .z... . 8. Provide teachers with one release day per semester to work on portfolios and/or annual reviews. These days must be used prior to March. 9. Ensure a duty free lunch and preparation period for special education teachers, as outlined in the PN Agreement. I Additional Recommendations 1. Engage teachers in the District's review of the ALC program. 2. Increase involvement of District in state and national activities regarding Special Education. 3. School-level Special Education departments will periodically review class options for special education students. 3 DATE: TO: FROM: September 22, 2005 Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Cloverdale Elementary School at Badgett Student Reassignment Plan BACKGROUND: Cloverdale Elementary School, built in 1959, was transferred by court order from the Pulaski County Special School District to the Little Rock School District during the 1987- 1988 school year. The school is single-story and shares a campus with Cloverdale Middle School. The elementary school was built on land considered poor for construction. The combination of the soil and techniques used in construction caused the structural beams supporting the school's floor to erode. A structural study completed in 2004 determined that structural failure is occurring and that the building is slowly sinking. In the spring of 2005, the Board approved plans to relocate Cloverdale Elementary students at the former Badgett Elementary building and to tear down the school. Cloverdale Elementary had a capacity of 448 students. In October 2004 enrollment was 360. Following the announcement that Cloverdale students would be relocated to Badgett for the 2005-2006 school year, parents began requesting Transfer No Transportation (TNT) transfers to other LRSD schools. By August 18, 2005, TNT transfers had been granted to 144 Cloverdale ES students. In addition, other students were reassigned out of Cloverdale because they moved away from the attendance zone. accepted seats at magnet schools, requested assignment to Pulaski County Special School District on Minority to Majority (M to M) transfers or were attending Cloverdale on TNT transfers and requested a return to their attendance zone school. On August 26, 2005, only 111 Cloverdale ES students were registered and attending school at Badgett. By September 6, 2005, registration had risen to only 119. An inventory reveals that there are enough vacant seats to accommodate K-1 students at Watson Elementary and !.J,,' m\n:o is z z m..... (\") ::c \u0026gt;z C) m (/) !J' r\n:: z C C: (/) m ~ ill m ~ ='i p g z ~ iz5 (/) 0 .-,n, .~,, m ~ grades 2-3 at Mabelvale Elementary. Parents of grade 4-5 students will be able to select from available seats in other schools in southwestern part of the district. RATIONALE: The continued operation of low enrollment schools and the resulting fiscal inefficiency has been a concern in the district for several years. The Cloverdale at Badgett Elementary School qualifies as a low enrollment school. FUNDING: Reassignment of the Cloverdale at Badgett students presents no additional cost to the Little Rock School District. RECOMMENDATION: It is not financially prudent for the district to continue operating Cloverdale at Badgett with its low enrollment. The students should be reassigned to Watson, Mabelvale and other southwest elementary schools. A timeline for notifying students, parents, teachers and school staff about reassignment and the options that are available has been developed. In addition, a special task force appointed by the Superintendent will examine the future of Cloverdale Elementary School. The task force report will become part of the Superintendent's recommendation on Cloverdale which will be brought to the Board before the end of the calendar year. PREPARED BY: Roy G. Brooks, Ed.D. Superintendent of Schools LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: September 22, 2005 Board of Directors FROM: Larry Berkley President, Board of Directors SUBJECT: Policy GBK Staff Concerns/Complaints/Grievances BACKGROUND: The Board of Directors periodically reviews polices and regulations which provide the district's administration a clear line of authority for operating the district in an efficient and effective manner. A review of Policy GBK Staff Concerns/Complaints/Grievances and the accompanying Policy GBK-R, both of which are modeled after Act 1357 amended by the Arkansas Legislature in 2003, describes the process an employee must use in resolving a work-related grievance. A copy of Act 1357 is attached. However, the policy, and its companion regulations in their present forms, does not clearly encourage employees to adhere to the process. School Board members are also part of the grievance process and our obligations also must be more clearly defined. In addition, Policy GBK does not strongly communicate that the Board will not tolerate reprisal or retaliation directed at employees who make use of the policy. RATIONALE: Policies should be clear and concise and offer specific directives to staff and administration. The revision of GBK and GBK-R prescribes a more thorough process for resolving employee grievances and protects employees from retaliation. FUNDING: This policy revision carries no financial implications. RECOMMENDATION: It is recommended that the Board adopt on first reading the revisions to Policy GBK and Policy GBK-R. New text is underlined text. Eliminated text is marked in (parentheses). PREPARED BY: Joseph Mittiga Government/Public Affairs Officer .?.,' m ~ z~ z ,m... n ::r:: \u0026gt;z C\u0026gt; m U) ?' \u0026gt; z C C U) m \u0026gt; C\u0026gt; ~ m m !I: m ~ 8 z ~ i5 z U) ..0.. ,, jg ~ LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK STAFF CONCERNS/COMPLAINTS/GRIEVANCES It is the policy of the Board of Education to have written grievance procedures which will result in encouraging employees to express themselves on subjects concerning condition of employment, in fostering a better understanding of policies, and in ensuring all employees that their questions and concerns are considered fairly(,) and rapidly(,). (and without reprisals.) It is the expressed intent of the Board of Education that there shall be no reprisals or retaliation of any kind made, nor will any be tolerated, against any employee who exercises his or her rights under this policy. \"Grievance\" will mean any concern related to personnel (policies)~ (or) salary.,_ federal or state laws and regulations. or terms or conditions of employment raised by an employee. \"Employee\" will mean a person employed by the District under a written contract. The specific processes and provisions applicable to grievance procedures are outlined in the Grievances/Concerns/Complaints regulation. GBK-R. The Board of Education encourages an employee to resolve a grievance or any other issue through the chain of command process prescribed by this policy and regulation or by a negotiated agreement. Revised : Adopted: November 18, 1999 References: Board of Education Regulation GBK-R Legal Reference: AC.A. 6-17-208 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK-R GRIEVANCE/CONCERNS/COMPLAINTS Purpose Some groups of employees are covered by grievance procedures defined in their respective negotiated agreement. For those employees not covered by a negotiated agreement the following process will apply. Communication and discussion can resolve the majority of questions and problems that cause difficulties between the employer and employee. When resolution is not reached rapidly, the employer and the staff member may proceed to effect resolution in writing as defined in this procedure. The purpose of the resolution procedures is to secure, at the lowest possible level, equitable solutions consistent with the legal standards of \"due process,\" to problems that may from time to time arise. The purpose is to (obtain better understanding of policies, to) encourage employees to express themselves more effectively on subjects concerning conditions of employment, and to ensure to all employees that their questions and problems are considered fairly, rapidly and without reprisals. Documents and Confidentiality All documents, communications and records dealing with the processing of a grievance will be filed separately from the personnel files of the participants and will be destroyed three years after the last official entry. All parties will hold the resolution proceedings in confidentiality at all levels. Normally, the resolution process should be conducted at times that do not interfere with the assigned duties. Process \"Grievance\" means any concern related to personnel policy, salary, federal or state laws(,) and regulations, or terms or conditions of employment, raised by an employee. \"Employee\" means a person employed by a school district under a written contract. The first step in the procedure is to seek an informal resolution between the employee and the immediate supervisor. If the grievance is not resolved at the informal phase, the grievance is to be committed to writing and sent to the applicable supervisor within five calendar days of the incident resulting in the grievance. The employee will immediately thereafter schedule a meeting with the appropriate supervisor to discuss the complaint and resolutions sought. The parties should act in good faith to expedite the process. .!J.,I m i\"s' z z ,m- (\") ::r:: ~ C\u0026gt; m V, !JI r\nz C C V, m \u0026gt; C\u0026gt; \"m' m\nIC m ::i 8 z ~ iz5 V, 0.... ,, ~.., m s LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK-R Upon request, the applicable supervisor will schedule a meeting with the grievant within five workdays of receipt of the written grievance. If the problem is not resolved in the meeting held with the supervisor, and the employee indicates a desire to pursue further, a written request must be submitted within five workdays for an appeal to the Office of the Superintendent or designee. Appeals The appeal will be heard in the Office of the SuperintendenUdesignee within ten workdays of the request for an appeal. An employee who has not been satisfied with the answer at the Superintendent's level may request that the grievance be submitted to the Board of Education. The request will include a written statement setting forth the issue(s) to be reviewed by the Board of Education and is to be addressed to the President of the Board c/o Superintendent's Office. Other Provisions An employee seeking to resolve a grievance as defined above is required to use the terms and conditions of their negotiated agreement for resolution of grievances. Employees not covered by a negotiated agreement are bound by the provisions of this policy. In either case, the responsibility for ensuring that the prescribed due process is adhered to and will not be circumvented is shared at all levels of the district, up to and including the Board of Education. Employees who have begun or who are considering initiating a grievance procedure either under the terms of this policy or under the terms of a negotiated agreement are prohibited from undertaking any action that seeks to circumvent the prescribed process. Specifically, employees are prohibited from conveying or causing the conveyance of information about their grievance to members of the Board of Education prior to completing the chain of command process prescribed by this policy or their negotiated agreement. Employees must be aware that receipt of such information by a member of the Board may be cause for that Board member to recuse him/herself from an employee grievance hearing. Likewise, members of the Board of Education, by definition of their role in the process, must refrain from any involvement in an employee grievance until the process formally reaches the Board as prescribed in this policy or a negotiated agreement. Members of the Board should always encourage an employee to resolve a grievance or any other issue through the chain of command process prescribed by this policy or by a negotiated agreement. Date: August 5, 2005 Legal Reference: Act 1357 of 2003 1 2 3 4 Stricken language would be deleted from and underlined language would be added to the law as it existed prior to this session of the General Assembly. State of Arkansas 84th General Assembly Regular Session, 2003 Act 1357 of 2003 SENATE BILL 913 5 By: Senators Wilkins, Broadway 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 35 36 For An Act To Be Entitled AN ACT TO AMEND ARKANSAS CODE 6-17-208 TO PROVIDE FOR PROCEDURES TO THE GRIEVANCE LAW\nAND FOR OTHER PURPOSES. Subtitle AN ACT TO AMEND ARKANSAS CODE 6-17-208 TO PROVIDE FOR PROCEDURES TO THE GRIEVANCE LAW. BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: SECTION 1. Arkansas Code 6-17-208 is amended to read as follows: 6-17-208. Grievance procedure. (a)(l) It is the public policy of the State of Arkansas that~ ill eaeh Each school district shall have a written grievance procedure which provides for an orderly method of resolving concerns raised by an employee at the lowest possible administrative level and in a clear and timely manner for both parties\n(B) All school employees shall have the right to file grievances and have those grievances heard. A group of employees who have the same grievance may file a group grievance. (2)(A) \"Grievance\" means any concern related to personnel pelieies er salary policy, salary, federal or state laws and regulations, or terms or conditions of employment, raised by an employee\nand (B) \"Employee\" means a person employed by a school district under a written contract. (b) ( 1) The grievance policy shall at least include the following lllll!llllllllllllll rnllllllllll 03082003LDH0835.JMB291 .!,I,' m :ID ~ zz ,m- (\") ::c ~ C) m U\u0026gt; !I' 8 z ~ iz5 U\u0026gt; 0 ~ .,, ~ ~ s As Engrossed: S3/27/03 1 provisions: 2 (A) A procedure for resolving the matter informally with 3 the employee's innnediate supervisor\n4 (B) A procedure to appeal in writing an unsatisfactorily 5 resolved grievance from the innnediate supervisor to the superintendent of 6 schools or his or her designee\n7 (C)(i) A procedure to appeal in writing an 8 unsatisfactorily resolved grievance from the superintendent or his or her 9 designee to the school board at the next regularly scheduled school board 10 meeting unless both parties have agreed to a different date. 11 (ii) The hearing shall be open or closed at the 12 discretion of the employee. S8913 13 (iii) If the hearing is open, the parent or guardian 14 of any student under the age of eighteen (18) years who gives testimony may 15 elect to have the student's testimony given in a closed session\nand 16 (D) The right of all parties to be represented by a person 17 of his or her own choosing, at least at the seheel beard le..,.el but not by a 18 member of a party's immediate family at any level of the procedure. 19 (2)(A) The determination by the principal, superintendent, or 20 their designees that the concern expressed by the employee is not a grievance 21 may be appealed to the school board for a final decision. 22 (B) At the hearing, the employee shall have an adequate 23 opportunity to present the grievanceT but no less than ninety (90) minutes, 24 and both parties shall have the opportunity to present and question 25 witnesses. 26 (c) The grievance policy shall be adopted in accordance with this 27 subchapter and other applicable policies of the district. 28 (d) There shall be no reprisals of any kind against any individual who 29 exercises his or her rights under this act. 30 (e) Nothing in this section shall be construed as requiring a school 31 district to enter into an agreement recognizing an organization for the 32 purpose of negotiating personnel policies, salaries, and educational matters 33 of mutual concern. 34 35 36 Isl Wilkins 2 APPROVED: 4/15/2003 03082003LDH0835.JMB291 DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 22, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Personnel Changes BACKGROUND: None RATIONALE: To staff allocated positions within the District FUNDING: Operating Fund RECOMMENDATION: It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.CA 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) consecutive years. Teachers with an effective date of employment after August 19, 2005 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 8, 2005 for EYE are co~pidered intern teachers. ~tlf PREPARED BY: David E. Hartz, Senior Director of Human Resources ?' r\nz C C: \u0026lt;n m \u0026gt; c\n,\n,\n, m m .z~. . p g z ~ c5 z \u0026lt;n 0 -n \"'0 ~ ~ Personnel Changes Page2 September 22, 2005 NAME START DATE/ POSITION / SCHOOL END DATE ResignationsfTerminations Certified Employees Berryman, Sara Elementary I/ 8-9-00 Reason: Accepted another KING 8-5-05 position New Certified Employees Harrison, Lauren Reading Recovery/ 8-18-05 WAKEFIELD Jacob, Melissa Special Education (.5)/ 8-11-05 FOREST PARK Keogh, Ruth Reading Recovery/ 8-11-05 BOOKER Mitchell, Avis Elementary I/ 8-1-05 STEPHENS Stevenson, Carolyn Counselor/ 8-11-05 CHICOT SALARY CLASS 4-05 TCH925 6-10 TCH925 4-07 SPE925 4-18 TCH925 1-02 TCH925 4-13 TCH925 ResignationsfTerminations Non-Certified Employees Andrews, Robert Maintenance/ 3-9-05 49-07 Reason: Resigned without FACILITY SERVICES 8-22-05 MAINT notice Baggett, Emily CARE/ 8-21-03 1-03 Reason: Position Eliminated CARE 8-1-05 CARE Bealer, Dechandra Instructional Aide/ 10-11-04 33-09 Reason: None Given GIBBS 8-26-05 INA925 Bonds, Dorothy CARE/ 9-2-03 1-07 Reason: None Given CARE 8-1-05 CARE ANNUAL SALARY 38041 .00 46966.00 annual 45742.07 prorated 20175.50 53061 .00 30617.00 47284.00 29760.00 7.28 per hour 13070.00 7.89 per hour Personnel Changes Pagel September 22, 2005 .!=.,' z  z 0 .\u0026gt;.... START DATE/ SALARY ANNUAL\n,o m NAME POSITION / SCHOOL END DATE CLASS SALARY c3 ~ Broyles, Paris CARE/ 9-2-03 3-06 8.54 Reason: None Given CARE 8-1-05 CARE per hour Carbo, Haywood Custodian/ 8-23-04 31-07 17388.00 Reason: Health STEPHENS 8-19-05 CUS12 Carter, Noda CARE/ 2-3-03 1-03 7.28 Reason: None Given CARE 8-1-05 CARE per hour ~?-\u0026lt; u....i..O.... c:0 Dunlap, Linda CARE/ 8-23-01 3-08 8.85 c!!! mzcz, Reason: None Given CARE 8-1-05 CARE per hour .....\n,o :cm ~~ Eichelberger, Rita Instructional Aide/ 9-8-04 33-16 16109.00 ~~ Reason: Leaving the city BOOKER 9-1-05 INA925 ~.., - Haggans, Monica CARE/ 8-9-04 1-02 7.13 . z\n,o  Reason: None Given CARE 8-1-05 CARE per hour i\n'i~ :cm ..... po Harvell, Lola CARE/ 8-19-04 3-08 8.85 ~,...~..., m\ng Reason: None Given CARE 8-1-05 CARE per hour .-\n,a ~ ..... m UI zm Henry, Melanie Instructional Aide/ 1-6-03 16595.00 -,\n,o 33-17  \u0026lt; ~~ Reason: None Given BRADY 6-6-05 INA925 UI Hill, Carolyn CARE/ 8-15-95 1-12 8.68 Reason: None Given CARE 8-1-05 CARE per hour Hill, Rhonda CARE/ 9-15-03 1-06 7.74 !I' Reason: None Given CARE 8-1-03 CARE per hour  z C C: Jones, Emma CARE/ 4-23-02 1-06 7.74 UI m Reason: None Given CARE 8-1-05 CARE per hour  C,\n,o m m ii: Jones 111, William CARE/ 9-2-03 3-06 8 54 m z.... . Reason: None Given CARE 8-1-05 CARE per hour Logan, Ira Nurses/ 11-03-04 52-08 33528.00 Reason: Accepted another FRANKLIN 6-06-05 NURSES p C position 0 z ..... c5 Madden, Andrea Child Nutrition/ 9-27-04 7-01 11050.00 z UI Reason: None Given WILLIAMS 6-6-05 FSH650 .0.... ,, jg McKinney, Mary Instructional Aide/ 8-11-04 33-16 16109.00 ..., m Reason: None Given OTTER CREEK 9-16-05 INA925 ~ Personnel Changes Page4 September 22, 2005 NAME Moser, Matthew Reason: Resigned without notice Perry, Mary Reason: None Given Reed, Kelly Reason: None Given Roberson, Shannon Reason: Resigned without notice Robinson, Kamesha Reason: None Given Shelton, Annie Reason: None Given Smith, Mary Reason: Retired Vick, Jo Reason: None Given Woods, Andrea Reason: None Given Bailey, Robbie Burgess, Leonard Burris, Tammy START DATE/ POSITION/ SCHOOL END DATE Security Officer/ 1-4-05 MCCLELLAN 8-16-05 Instructional Aide/ 10-5-90 WILLIAMS 8-25-05 CARE/ 8-30-04 CARE 8-1-05 Instructional Aide/ 8-11-04 JEFFERSON 8-10-05 CARE/ 1-24-05 CARE 8-1-05 CARE/ 4-7-03 CARE 8-1-05 Custodian/ 4-1-74 ROCKEFELLER 8-25-05 CARE/ 8-15-03 CARE 8-1-05 Bus Driver/ 8-14-00 TRANSPORTATION 8-16-05 New Non-Certified Employees Child Nutrition/ 8-17-05 FOREST PARK Bus Driver/ 8-17-05 TRANSPORTATION Instructional Aide/ 8-16-05 FULBRIGHT SALARY ANNUAL CLASS SALARY 36-10 15463.00 SOFR9 33-13 14735.00 INA925 3-17 10.36 CARE per hour 33-13 14735.00 INA925 2-03 7.85 CARE per hour 1-05 7.56 CARE per hour 31-20 25632.00 CUS12 1-07 7.89 CARE per hour 3-09 15316.00 BUSDRV 3-01 9350.00 FSH550 2-01 9481 .00 BUSDRV 33-09 13070.00 INA925 annual 12858.00 prorated Personnel Changes Page5 September 22, 2005 !.=.,' z \u0026gt;z n ,\u0026gt;- START DATE/ SALARY ANNUAL\n,, m NAME POSITION / SCHOOL END DATE CLASS SALARY\n:g ~ Cobb, Helen Secretary/ 8-22-05 39-12 25632.00 TERRY CLK10 annual 23864.28 prorated Davis, Ebony CARE/ 9-6-05 3-03 8.06 CARE CARE per hour\n!:5 ?\u0026lt; u,n Fields, Janice CARE/ .... ,- 8-19-05 1-08 8.05 c:0 C!!! CARE CARE per hour mz ZC) \"\"'\n,, :cm Ghant, Natalyn CARE/ 8-19-05 3-05 8.38 ! f\n~~ CARE CARE per hour ~ Green, Michael Security Officer/ 9-2-05 36-10 15463.00 .., \u0026gt;. z- OTTER CREEK SOFR9 annual\n,,\u0026gt; i5 ~ 14358.50 :cm .... II\" prorated ~,-~.., m\n:g Griffith, Keysha CARE/ 8-29-05 3-17 10.36 ~~ CARE CARE per hour mui zm --\u0026lt;\n,J \u0026gt;\u0026lt; ~~ Harris, Jacqueline Instructional Aide/ 8-17-05 33-06 11946.00 U) FULBRIGHT IN925 annual 11687.71 prorated Harrison, Jami CARE/ 8-19-05 1-08 8.85 !%1 CARE CARE per hour r\nz C C: Harton, Lanna Instructional Aide/ 8-16-05 33-09 13070.00 U) m \u0026gt; FULBRIGHT INA925 annual C)\n,, m 12858.00 m I: prorated m .z.. . Hearn, Tonya CARE/ 8-29-05 2-04 8.01 CARE CARE per hour Occupational 8-18-05 47976.00 f) Hill, Kyla 60-12 C 0 Therapist/ AN925 annual z ~ SPECIAL PROGRAMS 46762.62 ~ prorated z U) .0... ,,\n,, .0. , m ~ Personnel Changes Page 6 September 22, 2005 NAME Hunter, Kourtney Johnson, Adelras Johnson, Charles Johnson, Helen Johnson, Nikol Jones, Millie Kelley, Dorothy Lewis, Kimberly Leblanc, Emmitt Long, Carmen Marion, Rose START DATE/ POSITION / SCHOOL END DATE Instructional Aide/ 8-16-05 CHICOT Instructional Aide/ BRADY 8-15-05 Instructional Aide/ 8-22-05 CHICOT Child Nutrition/ 8-17-05 KING Instructional Aide/ 8-18-05 FULBRIGHT CARE/ 8-19-05 CARE Instructional Aide/ 8-18-05 MABEL VALE ELEMENTARY Instructional Aide/ 9-6-05 BRADY CARE/ 8-19-05 CARE Occupational 8-16-05 TherapisV SPECIAL PROGRAMS CARE/ 8-19-05 CARE SALARY ANNUAL CLASS SALARY 33-04 11253.00 INA925 annual 11070.52 prorated 33-16 16109.00 INA925 annual 15934.85 prorated 33-16 16109.00 INA925 annual 15934.85 prorated 3-01 9350.00 FSH550 33-14 15179.00 INA925 annual 14766.76 prorated 2-13 9.41 CARE per hour 33-09 13070.00 INA925 annual 12716.76 prorated 33-17 16595.00 INA925 annual 15070.05 prorated 1-03 7.85 CARE per hour 60-12 47976.00 AN925 annual 47226.38 prorated 3-09 9.00 CARE per hour Personnel Changes Page7 September 22, 2005 !=' \"Tl z \u0026gt;z n ,- START DATE/ SALARY ANNUAL\na m NAME POSITION/ SCHOOL END DATE CLASS SALARY c3 ~ McDonald, Gladys CARE/ 8-29-05 3-06 8.54 CARE CARE per hour Mosby, Jimmy Instructional Aide/ 8-11-05 33-04 11253.00 Washington INA925 Pearson, Rosalyn CARE/ 8-29-05 2-05 8.18 CARE CARE per hour ~?\u0026lt; u,n Powell, Lisa Instructional Aide/ 8-18-05 33-03 10934.00 .... ,- c:O O!!! BRADY INA925 annual mz zc, 10638.49 .....\na :Cm prorated ~~ ~~ Reed.Shonda CARE/ 8-19-05 1-05 7.56 ?\u0026lt; CARE CARE per hour \"Tl \u0026gt;. z-\na\u0026gt; Rose, Clayton CARE/ 8-19-05 2-01 7.55 i5 ~ :cm ..... QO CARE CARE per hour ~ ~ ,- .., m c3 Rose, Jason CARE/ 8-19-05 2-01 7.55 ,..\na ~ .... CARE CARE per hour mu, zm .....\na \u0026gt;\u0026lt; ~~ \"' Saine, Liltiunna CARE/ 8-19-05 2-08 8.64 CARE CARE per hour Shelton, Sharon Instructional Aide/ 8-19-05 33-16 16109.00 FAIR PARK INA925 annual !JI 15586.55 r\nz prorated 0 C: \"m' \u0026gt; Sims, Katina CARE/ 8-29-05 2-03 7.85 C)\na CARE CARE per hour m m s: m .z... . Sims, Lakisha Instructional Aide/ 8-19-05 33-16 16109.00 MEADOWCLIFF INA925 annual 15586.55 p prorated 8 z Sitton, Tanya Occupational 9-9-05 60-07 41328.00 ~ i5 Therapist/ AN925 annual z \"' 0 SPECIAL PROGRAMS 37023.00 .\".T,l prorated\na .0. , m\nPersonnel Changes Pages September 22, 2005 NAME Smith, Beverly Spearmon, Kimberly Stewart, Dale Taylor, Katherine Thomas, Arik Thomas, Lavette Tippitt, Sharella Williams, Keena Wingfield, Jennifer Wright, Lona START DATE/ POSITION / SCHOOL END DATE CARE/ 9-2-05 CARE Instructional Aide/ 8-18-05 BRADY Custodian/ CHICOT 8-23-05 Instructional Aide/ 8-19-05 MEADOWCLIFF CARE/ 8-19-05 CARE CARE/ 8-19-05 CARE CARE/ CARE 8-19-05 CARE/ CARE 8-19-05 Occupational Therapist/ 8-29-05 SPECIAL PROGRAMS CARE/ CARE 8-19-05 SALARY ANNUAL CLASS SALARY 2-05 8.18 CARE per hour 33-07 12307.00 INA925 annual 11974.38 prorated 31-01 14532.00 annual 12305.82 prorated 33-04 11253.00 INA925 annual 10888.04 prorated 2-08 8.64 CARE per hour 3-09 9.00 CARE per hour 2-02 7.70 CARE per hour 1-06 8.33 CARE per hour 60-05 38928.00 AN925 annual 36495.00 prorated 1-08 8.05 CARE per hour DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 22, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of Assistant Principal for Southwest Middle BACKGROUND: To provide leadership to students and staff of Southwest Middle. RATIONALE: To fill the position being vacated by Andrew Bennett. FUNDING: District Operating Budget RECOMMENDATION: I am pleased to appoint Mr. David Bernard, to the position of Assistant Principal at Southwest. Mr. Bernard's resume and a job description are attached for your review. J.)l-~' PREPARED BY: David E. Hartz, Senior Director of Human Resources !\" i\nz 0 C: (JI m ~\n,\n, m m :I: m ~ 8 z ?\niz5 (JI .0. , -0 ~  I 1  I I ,,, ,: I I. ,, 'H il OB.JECTIVE A challenging administrative position in a growth-oriented school district. EDUCATION MED SCHOOL LEADERSHIP Wilmington College B.S. HEAL TH \u0026amp; PHYSICAL EDU CA TIO Delaware State University NCATE Accredited School Praxis I Taken and Passed Graduated Magna Cum Laude 2002-04 New Castle, Deluwure 1998-200 I Dover, Delmwr\u0026lt;' CORRESPO DENCE SUB-COURSE, MP1004 CIVIL DISTURBA CE PLA 'I G The Army Institute for Professional Development MAJOR: PHYSICAL EDUCATION Southwestern Christian College MAJOR: SOCIOLOGY l nfrersity ufSowhwestern Louisianu L11f, 11 , 1/(' I II/' '\"'''' F:MPLOYMENT Garland Alternative Learning Center Little Ruck Schuul District Li11le Rock. Arku11sus Taught Physical Education 6-8 Grade Acting Assistant Administrator (4 th marking period 2005 School Year) McClellan Magnet High School Little Ruck School District Little Ruck. Arka11sas Assistant Varsity Football Coach Offensive Line/Linebacker Coach Immaculate Conception Catholic School 7000 JFK Blvd-North Little Ruck. AR 72116 (501) 1135-077 I Taught Physical Education Grades K-8, Head Football Coach SUMMER SCHOOL HEALTH TEACHER Caesur Rudney High Schou! Cuesar Rudney School District Taught 9th Grade Health HEAD SOFTBALL COACH Fred Fifer J1J Middle Schou! Cuesur Rudney School District Februar~ 2005-Prcsent March 2005-Present July 2004-February 2005 Sl 1MMER 2003 Camden, Delaware Fm. 2004-MA Y 2004 Cu111cle11. Delmn1re Responsible for designing practices, supervising assistant coache . developing student-athletes ph: ically. mentally. and socially. :\u0026gt;\u0026lt;- .\u0026gt;\u0026lt; e..n.. ,n.. . c:O O!!? mz Zc, \"\"'::a :Cm ~~ ~~ !X'  z 0 C: en m \u0026gt; C) :,:, m m ~ z --\u0026lt; 8 z ~ ~z en 0.. , \"D ~ \"D m ~ HF.AD FOOTBALL COAC\"II Freel Filer 111 Middle School ( 'aesur Rod11ey Schou/ Disrricr Mi\\ Y 2003-M,\\ Y 2004 Camden, Delaware Responsible for designing practices. supervising assistant coaches. developing student-athletes physically. mentally. and socially. ASSIST A T GIRLS' BASKETBALL COACH Fred Fifer IJJ Middle School Caesar Rodney School Districr ASSIST A T SOFTBALL COACH Fred Fifer III Middle School Cuesar Rodney School District Hitting and infield coach HEALTH \u0026amp; PHYSICAL EDUCATION TEACHER Fred Fifer IJJ Middle School Caesar Rodney School District JAN. 200 I -MAY 2004 Camden, Delawure OCT. 200 I -FEB. 2004 Camden, Delaware JUL. 2001-M/\\Y 2004 Camden, Delaware Responsible for teaching 61 \" grade Life Skills and Physical Education. Developed the school's Peer Leader Program. Served on the District's Developmental Arts Council, which dealt with curriculum development and installation in the District. Developed the District's 61 Grade Health Curriculum. Helped develop the school's Adult Mentoring Program and responsible for the planning and implementation of the school's Red Ribbon Week Program. Served as Vice-President for Health from 2002-2003 and Vice-President for Sport during 2004 for the state of Delaware's Professional Health \u0026amp; Physical Education organization. ASSIST A T VARSITY FOOTBALL COACH Milford High School Milford School District Offensive. Defensive Line Coach J u . 2001-M,'\\Y 2003 Milford. Delall'are SOFTBAl,I, I NSTRl lCTOR De/u,rttn! State L,'11iPersi1_, , \\\"utionul ro11th Sports l'rogn1111 (l'ffSI') Responsible for teaching softba ll to students ages 8- 18 . STUDENT ACCOUNTS CUSTOMER SERVICE Delm1'tlre Stale Universiry Sl v1\"11.R 2001 Don!r. DC'lmrure MAY 1998-JAN. 2001 Dover. Delaware tudent worker responsible for third party billing. registration. and student billing inquiries. SOFTBALL STATISTICIAN Deluware Stale University Responsible for taking statistics during NCAA softball games. ASSISTANT VARSITY FOOTBALL COACH Smyrna High School Smyrna School District Defensive Line/Running Backs Coach H EAD FOOTBALL COACH East Anchorage High School Anchorage School District AUG. 1999-MA Y 2000 Dover, Delaware JUL. 1998-MA Y 1999 Smyrna, Delm1are J A . 1996-FU~. 1997 Anchorage. Alaska Responsible for the school's 3 level football program (freshman. junior varsi~ \u0026amp; varsit~) and supervised 7 assistant coaches. BRANCH MA 'AGER OCT. 1991-Fl ll. 1997 Boys \u0026amp; Girls Clubs of Greater Anchorage ,.J nchornge. Alo  Managed Branch Operations  Recruitment/Training of Professional and Volunteer Staff  Development of Branch Level Budget  Development and Implementation of Branch Level Fund-raiser  De\\'clopment of Regional Award Winning Program ( ' treet Beat \u0026amp; In the Field) ~ ?\u0026lt; .,,n -4r c:0 0111 mz ~~ :Z:m ii .?.\u0026lt;,\n,-z\n::o\u0026gt; ci ~ :z:m .... \"\" ~~ r-c m\n:3 r::o ~ .... mu, zm -\u0026lt;::O ~~ -\u0026lt;m Ill ASSIST.\\NT FOOTBALL COACH East Anchorage High Schuol . /11choraKe School District Defensive Linc Coach SR. INSTRUCTOR M,,, 1995-L\\ 1\\. 19% MA v 1990-Ocr. I 991 Buys and Girls Clubs uf Greater A11chora1-\ne Anchorage. Alaska Responsible for organizing. planning. and implementing activities for the clubs drop in program. (l\\ges 8-1 8) FIRE SUPPORT SPECIALIST (13F) United States Army MAY 1987-FEH. 1990 Plotted and located enemy targets by using maps. compasses. and binoculars Called and adjusted fire on targets PROFESSIONAL MEMBERSHlPS ational Health \u0026amp; Fitness Association National Association for Sport and Physical Education American Alliance for Health, Physical Education. Recreation and Dance Kappa Delta Pi. International Educational Honor Society  National Education Association CERT\\FlCATIO S Delaware K-12 Teacher of Physical Education Delaware K-12 Teacher of Health Education Delaware Secondary Administrator Dela,,are Middle Level Teacher Arkansas Physical Education/Wellness/LEI (P-8 \u0026amp; 7-12) Arkansas Building Administrator (312: grades P-8 \u0026amp; 313: grades 7-12) Certified CPR/First AID Instructor (Certified through EM afet: erv1ces) Anchoruge. Alaska PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 August 15, 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Assistant Principal - Southwest Middle School QUALIFICATIONS: 1. Master's degree or higher with eligibility for Arkansas certification as an Elementary/Middle School Assistant Principal. 2. At least three (3) years successful experience as a teacher and/or administrator in an urban school district. 3. Knowledge of the District's desegregation plan. 4. Evidence of a strong commitment to quality desegregated education. 5. Knowledge of high school curriculum\nof current educational theory and practice\nof cultural, socioeconomic, ethnic, and gender differences. 6. The ability to apply this knowledge when working with faculty, students, parents, administrators, community members, and support staff to design school programs and curriculum. 7. Commitment to staff development demonstrated by a willingness to initiate, participate in, monitor, and maintain in-service activities. 8. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 9. Evidence of successful experience with parent and staff involvement in decision making. 10. Evidence of successful experience in dealing with students' problems. 11. Strong interpersonal skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. JOB GOAL: To relieve the Principal of such impediments as prevents him/her from fulfilling chief responsibilities of promoting the educational well-being of each student in the school, and to demonstrate the capacity to perform the responsibilities of an assistant principal. !.=.,' z  z n \u0026gt; r- Rl c8 ~ !%' ~ C C: \"m' ~\n,:, m m E .zm.. f\" 8 z ~ iz5 \"' .0... ,, ~.., m ~ ACCOUNT ABILITY: Reports Directly to the Principal ESSENTIAL FUNCTIONS/ RESPONSIBILITIES OF THE POSITION: 1. Assists the Principal in the management of his/her school, and serves as an advisor to the Principal, Assistant Superintendent-Secondary Schools and Associate Superintendent on matters pertaining to administration and program implementation in that school.  2. Serves on such advisory groups and task forces as assigned by the Principal, Assistant Superintendent-Secondary Schools and Associate Superintendent. 3. Assists with the process whereby school-level educational programs needs are identified. Alerts the Principal, Assistant Superintendent-Secondary Schools and Associate Superintendent regarding needed logistical and consultative support in order to accomplish this task. 4. Works with staff and patrons to determine educational program priorities and goals for his/her school. 5. Assists in the development of educational programs and the plan for implementing them on the school level. 6. Assumes responsibility for encouraging and involving community, staff and where appropriate, students in decision making about educational program development and implementation at the building level. 7. Assists the Principal in developing and conducting aggressive recruitment campaigns. 8. Cooperates in conducting safety inspections and safety drill activities. 9. Works with the Principal in the preparation of the student handbook. 10. Assists in the administration of school rules regarding attendance. 11 . Assists the Principal in the general administration of the school. 12. Assumes responsibility for coordinating custodial, transportation, cafeteria, and other responsibilities. 13. Supervises conduct within the school, and oversees disciplinary action. 14. Requisitions supplies and equipment, conducting inventories, maintain records, and checking on receipts of such materials. 15. Performs such other responsibilities as the principal may assign. SALARY AND TERMS: PA Yl 0 - Grade 65 - $40,116 - $70,728, Ten and one-half (10.5) month 210 days, plus benefit package NOTE: Precise placement within the salary range will be determined based upon education and experience. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: August 26, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND RESUMES/INQUIRES: David E. Hartz - Senior Director HUMAN RESOURCES DEPARTMENT Little Rock School District 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 501-447-1162 NOTE: 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. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. \u0026gt; z 0 c:: en m ~\nc Hl ii: m ~ f\u0026gt; g z ~ iz5 cn .0. , -0 ~ -0 s DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 22, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Rightsell Elementary School BACKGROUND: A complete executive summary report dated August 26, 2005, provided a detailed analysis of the enrollment and renovation estimates for Rightsell Elementary School. The official enrollment at Rightsell for the 2004-2005 school year was 262 students\nby comparison, the total enrollment as of August 26, 2005, was 190 students. In summary, the Rightsell facility is unable to meet current educational standards without extensive and costly repairs and renovations. In the spring of 2005, a committee of district administrative staff developed a plan to temporarily educate the students assigned to Rightsell at Badgett Elementary School so that renovation and remediation projects could proceed. After additional review, it was determined that sufficient numbers of vacant seats were available at other schools located near Rightsell, and the students were therefore relocated to Washington Elementary School. It should be noted that Washington Elementary School has a capacity of approximately 900. The total number of students now attending school at the Washington site is 821 : 631 Washington students and 190 Rightsell students. Meetings were held with Rightsell parents, community members, teachers and staff on June 28, 2005, and again on August 30, 2005. Rightsell parents have been assured that their children will continue to receive a high quality education this year, and in upcoming years in the LRSD. RATIONALE: The operation of low enrollment schools has been a concern in the District for several years. In May of 2000 the Board of Directors adopted Policy FBG--Closing of Schools, that allows for closure to be considered based on factors such as excessive cost of operation due to enrollment and excessive cost of renovation and repair due to the age !D  z 0 C CJ\u0026gt; m \u0026gt; C)\no m m I:: m ~ !\"' g z ~ c5 z CJ\u0026gt; .0. , \"ti ~ \"ti m ~ and physical condition of the facility. Schools in similar situations, such as Garland, Badgett, lsh, Fair Park (recently converted to the Early Childhood Center) and Mitchell, were closed because of low enrollment coupled with high operational and renovation costs. The detailed circumstances and conditions that lead the administration to make a recommendation to close Rightsell Elementary School at the conclusion of the 2005- 2006 school year were provided to you in an executive report attached to the August 26, 2005, edition of the Snapshot. FUNDING: N/A RECOMMENDATION: It is not financially prudent to renovate Rightsell Elementary School. The administration recommends that Rightsell Elementary be closed and the students currently assigned to Rightsell Elementary at Washington be reassigned effective at the beginning of the 2006-07 school year. The closure of Rightsell will allow students to attend newer schools and will not negatively impact their education. The administration further recommends that the district work with the community to develop other options for utilizing this facility in the future. PREPARED BY: Roy G. Brooks, Ed.D. Superintendent of Schools LITTLE ROCK SCHOOL DISTRICT NEPN CODE: FBC CLOSING OF SCHOOLS A school will be considered for closure based on a recommendation from the administration to the Board of Education or the recommendation may originate from the Board. Consideration for closure will be based on the following factors: excessive cost of operation due to enrollment, excessive cost of renovation and repair due to the age and physical condition of the facility, inability of the district to deliver the required curriculum in the facility, and any applicable federal court orders. A decision to close a school will be made by the Board of Education. Prior to any decision to close a school, there will be open discussion of the prospect of closure with the community in which the school is located. A public announcement of the proposal to close a school will precede the closing date by at least twelve months, except in cases of extreme emergency. Adopted: May 25, 2000 \u0026gt;:\u0026lt;- \u0026gt;.\u0026lt; c-\u0026lt;n ,nc: O CCI\u0026gt; ~z -\u0026lt; Cl ::i::\n,o ~m ~! Zr \u0026gt; z C C: Cl\u0026gt; m ~\n,o m m !IC m ~ ~ \u0026gt; ~ 0 C: ~ !IC m z -\u0026lt; 8 z ?\nc5 z Cl\u0026gt; ..0.. ,, .e.,l m ~ RIGHTSELL ELEMENTARY STUDENT ATTENDANCE ZONE ANALYSIS \u0026amp; REASSIGNMENT OPTIONS The Rightsell proposed attendance zone and reassignment analysis is depicted in the following tables: Students Who: (a) Reside in the Rightsell Attendance Zone, Pre-K - 4th Grade (b) Reside in Rightsell Attendance Zone and Attend Other Elementary Schools. (c) Attend Rightsell but do not live in Rightsell Attendance Zone (K thru 4) Currently 162 elementary-age students (Pre-K through 4th grade) live in the Rightsell Attendance Zone (see Attachment Table: A). Sixty nine (69) of these students presently attend another elementary school through choice options and would remain in their current school for the 2006-2007 school year (see Attachment Table: BJ. As of September 14, 2005, Rightsell Elementary School has a student population of 186\n28 of those students are in the 5th grade and will move into middle school for the 2006- 07 school year. The Washington Elementary School complex currently houses a total of 829 students\n186 Rightsell Elementary students and 643 students Washington Elementary School students. A total of 158 Pre-K through 4th grade students currently attend Rightsell Elementary School\n93 from the Rightsell attendance zone and 65 from out-of-zone. The sixty-five (65) students would be reassigned to their attendance zone schools for 2006-2007 school year (see Attachment Table: CJ. A total 162 students who reside in the Rightsell Attendance Zone would be impacted by the reassignments. Naturally, all students are provided choice options through magnet school placements, Transfer/ No Transportation {TNT) or Majority to Minority (M to M) transfers through established procedures provided by the Student Registration Office. With the majority of Rightsell students presently attending Washington Elementary, the disruption to students and parents should be minimal. The administration will recommend dividing the Rightsell Attendance Zone utilizing Wright Avenue / 1th Street as the zone boundary. This will result in thirty (30) students who reside north of Wright Avenue/ 17th Street to be assigned to King Elementary School\n132 students who reside south of Wright Avenue / 1 ih Street would be reassigned to Washington Elementary School. kU13dOHd :10 SNOllVNOO ':) Little Rock School District Rightsell Attendance Zone 2006 - 2007 Elementary Students Who Reside in the Rightsell Attendance Zone (P4 - 4th Grade) RIGHTSELL Grade Level Zone Blocks P4 K 1 2 434 1 2 1 435 2 1 1 448 3 2 1 449 3 8 2 450 1 0 1 454 1 3 3 455 1 2 5 456 3 6 6 464 4 4 2 Total 19 28 22 Table: A 1N3W33H~V 3S0 ONYl a 1N3WNHnorov 11x 0 2 1 6 7 5 2 5 5 33 3 2 1 3 4 3 4 4 0 5 26 \"'INIHV3H 1N3001S 'IX IHVW3H ~NISOl:\u0026gt; 'X 4 3 1 3 4 6 5 8 0 4 34 Total 9 8 13 27 18 21 22 20 24 162 1HOd3H 1111:\u0026gt;NVNl:I a Little Rock School District Rightsell Attendance Zone Study 2006-2007 Reside in Rightsell Attendance Zone and Attend Other Elementary Schools Rlghtsell Zone Current School Grade Level Total Blocks P4 K 1 2 3 4 FOREST PARK 1 1 FRANKLIN 1 1 KING 1 1 0434 MCDERMOTT 1 1 WASHINGTON 1 1 WILLIAMS 1 1 Subtotal 1 0 0 0 2 3 6 FAIR PARK 1 1 Home School 1 1 0435 JEFFERSON 1 1 KING 1 1 ROCKEFELLER 1 2 3 Subtotal 2 0 1 2 1 1 7 ALT AGENCY 1 1 BALE 1 1 GIBBS 1 1 0448 KING 1 1 STEPHENS 1 1 WASHINGTON 1 1 Subtotal 3 0 0 0 2 1 6 BALE 1 1 2 CARVER 1 1 0449 CRYSTAL HILL 1 1 1 3 FAIR PARK 3 3 GIBBS 1 1 Subtotal 3 0 1 2 1 3 10 CHICOT 1 1 0450 STEPHENS 1 1 WASHINGTON 1 1 Subtotal 1 0 1 0 0 1 3 CARVER 1 1 2 GIBBS 1 1 JEFFERSON 1 1 0454 KING 1 1 OUTSIDE DIST. 1 1 STEPHENS 1 1 WASHINGTON 1 1 Subtotal 1 2 0 2 1 2 8 BOOKER 2 1 3 GIBBS 1 1 JEFFERSON 1 1 0455 KING 1 1 ROCKEFELLER 1 1 2 4 WASHINGTON 1 1 Subtotal 1 0 2 2 2 4 11 BOOKER 2 2 CARVER 1 1 GIBBS 1 1 2 0456 KING 1 1 2 OUTSIDE DIST. 1 1 2 WASHINGTON 1 1 Subtotal 3 2 4 1 0 0 10 BOOKER 1 1 FAIR PARK 1 1 FRANKLIN 1 1 0464 KING 1 1 WASHINGTON 2 2 WILLIAMS 1 1 WOODRUFF 1 1 Subtotal 4 1 0 0 1 2 8 Grand Total 19 5 9 9 10 17 69 Table: B Little Rock School District Rightsell Study 2005-2006 Students Attending Rightsell not living in Rightsell Attendance Zone (K thru 4) Grade Attendance Zone School K 1 2 3 4 Total OUTSIDE THE DISTRICT 3 1 1 2 7 BALE 1 1 1 1 4 CLOVERDALE ELEM 1 1 1 3 FRANKLIN 2 1 3 GEYER SPRINGS 1 1 KING 1 2 2 5 PULASKI HEIGHTS ELEM 1 1 ROCKEFELLER 5 3 4 1 2 15 - STEPHENS 1 2 3 TERRY 1 1 WASHINGTON 8 3 5 2 3 21 WATSON 1 1 Total 20 14 12 12 7 65 Table: C ..,, z \u0026gt; , z n ,\u0026gt;- ~ el ~ :\u0026gt;\u0026lt;- \u0026gt;.\u0026lt; v...,. ,nc: O C v, mz Zc, \"\"'::a :Cm ~~ z2:!\n-a r ~ \u0026gt; ~ 0 C: ~ ~ zm .... p C 0 z ~ ~z V, ..0.., ,, .e.,: m ~ DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 22, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Land-use Agreement Little Rock School District/Little Rock Boys and Girls Club BACKGROUND: The 2000 millage program identified a need for additional parking at Woodruff Elementary School. Recently, the opportunity presented itself to partner with the Little Rock Boys and Girls Club to develop property owned by them to meet the parking needs of both the elementary school and Lamar Porter Baseball Field. RATIONALE: Negotiations between the Little Rock School District and the Little Rock Boys and Girls Club provided an agreement for the joint-use of property located on the southwest corner of Johnson and th Streets upon which a parking lot has been constructed according to current City standards. The parking lot will be available for use by both Woodruff Elementary School and the Little Rock Boys and Girls Club at Lamar Porter Baseball Field. The attached agreement provides for cost-sharing in the initial development of the property and a prorated share dealing with maintenance and upkeep for a period of 25 years beginning in 2005. FUNDING: Bond funds for this project were approved by the Board of Directors as a part of the 2000 millage appropriation. On-going maintenance and repairs will be funded by the Dedicated Millage Fund. ,\u0026gt;.\u0026lt;. .\u0026gt; \u0026lt; rn n .... re: 0 om mz Zc, \"\"'\nc :\u0026gt;::m ~f\n!!\nc rz - ~ \u0026gt; E 0 C: ~ ii: .mz.. . r\u0026gt; 0 0 z ?\n0z u, 0.. , \"ti i3 \"ti ~ RECOMMENDATION: It is recommended that the Little Rock School District Board of Directors approve the agreement with the Little Rock Boys and Girls Club as attached. PREPARED BY: Douglas Eaton, Director School Construction PARKING LOT LEASE, MAINTENANCE AND USE AGREEMENT THIS PARKING LOT LEASE, MAINTENANCE AND USE AGREEMENT (\"Lease\") is made and entered into this _ _ day of ____ , 2005 by and between the LITTLE ROCK BOYS AND GIRLS CLUB, a non-profit corporation whose mailing address is 16 I 6 West Yd Street, Little Rock, Arkansas 72201 (the \"B\u0026amp;G Club~') and the LITTLE ROCK SCHOOL DISTRICT, a State of Arkansas public school district, whose mailing address is 810 West Markham Street, Little Rock, Arkansas 72201 (\"LRSD\"). WITNESS ETH: WHEREAS, B\u0026amp;G Club is the owner of certain real property located in Little Rock, Pulaski County, Arkansas on the  comer of ih and Johnson Streets (being approximately .25 acres, more or less) upon which a basic parking lot is located, said property being more particularly described on the site plan attached hereto and incorporated herein by this reference as Exhibit \"A\" (the \"Parking Lot\")\nWHEREAS, the Parking Lot is located across the street from and in the immediate vicinity of the Lamar Porter Field, which is owned and operated by B\u0026amp;G Club, and across the street from and in the immediate vicinity of the campus of Woodruff Elementary School, which is owned and operated by LRSD\nWHEREAS, the Parking Lot has been recently paved by the B\u0026amp;G Club, but was not completed in full compliance with certain City of Little Rock Codes and Ordinances\nWHEREAS, the Parking Lot is primarily utilized by B\u0026amp;G Club during the summer months for sporting events at Lamar Porter Field, but is not used by B\u0026amp;G Club as frequently during the months commonly associated with the public school year\nWHEREAS, LRSD desires to make available more parking for its faculty , administration, employees, parents of students, and invitees\nwhich use would be primarily during school hours during the public school year and during certain evenings for meetings and events at Woodruff Elementary School\nWHEREAS, the parties hereto hereby recognize and acknowledge the benefits of sharing the use of the Parking Lot\nand WHEREAS, LRSD proposes to make certain upgrades, alterations, and modifications to the Parking Lot (as set forth below) and provide certain other consideration in exchange for the right to use the Parking Lot. NOW, THEREFORE, for and in consideration of the premises set forth above and other good and valuable consideration, including the consideration recited hereinbelow, ~ .C\u0026gt;.. . 0 C ~ :I: zm ..... the receipt and sufficiency of which is hereby expressly acknowledged by both of the parties hereto, the parties hereto hereby agree as follows: 1. TERM. The term of this Lease shall be for a period of twenty-five (25) years, beginning on the date hereof, and expiring ______ , 2030. 2. RENT: As monetary rent for the use of the Parking Lot, LRSD shall pay to B\u0026amp;G Club as of the date hereof, in full in advance, Twenty-Five and No/ 100 Dollars ($25.00), representing a rental amount of One and No/100 Dollars ($1.00) per year during the Term hereof (the \"Monetary Consideration\"). The Monetary Consideration shall be in addition to the Infrastructure Consideration, as such term is defined hereinafter. In addition to the Monetary Consideration given by LRSD for the use of the Parking Lot, LRSD also agrees to make certain \"Infrastructure Improvements\" (as such term is defined hereinafter) to the Parking Lot. The monetary value of the Infrastructure Improvements, as well as the planning, design, and labor therefore shall be known as the \"Infrastructure Consideration,\" 3. INFRASTRUCTURE IMPROVEMENTS. LRSD agrees to plan, design, perform, and be responsible for the costs of labor and materials to install the following improvements at the Parking Lot: - striping for parking spaces (approximately 32 spaces total)\n- curbing\n- landscaping\n- fencing along the western boundary of the Parking Lot\n- concrete drive area\n- ADA curb-cuts\nand - drainage. All such improvements to the Parking Lot as above described are general!) identified on the site plan attached hereto and incorporated herein by thi referenc~ a~ Exhibit\" A\" (the \"Infrastructure Improvements\"). B\u0026amp;G Club hereby expressly consents to LRSD placing appropriate, cuswmar~ parking lot signage on the Parking Lot to indicate that the Parking Lot ma) be util izcu by LRSD, its faculty , administration, employees , parents of students, and invitee~ . LRSD agrees to complete the installation of the Infrastructure Improvements within two hundred seventy (270) days after any and all approvals of such Infrastructure Improvements are obtained from the City of Little Rock, Arkansas . 2 4. MAINTENANCE. Once the Infrastructure Improvements are made and the Parking Lot becomes usable by the parties hereto, B\u0026amp;G Club and LRSD agree that each shall be equally responsible (on a 50/50 basis) for the costs, labor, and materials necessary to maintain and repair the Parking Lot on a day-to-day basis, including, but not limited to, such items as re-striping, re-surfacing, repairs to potholes or cracks, and repairs to curbing, drainage, fencing, or lighting\nprovided, however, any typical clean up or repair of damage to the Parking Lot which is caused by the sole and direct actions of the users of the Parking Lot associated with either B\u0026amp;G Club or LRSD shall be borne by B\u0026amp;G Club or LRSD, as the case may be [for example, if cans, bottles, or other trash are left on the Parking Lot following an event at which invitees of either B\u0026amp;G Club or LRSD are using the Parking Lot, B\u0026amp;G Club or LRSD, as the case may be, shall be responsible for the clean up of the Parking Lot, or, during any such event, damage is caused to a portion of the Parking Lot by the invitees of either B\u0026amp;G Club or LRSD, B\u0026amp;G Club or LRSD, as the case may be, shall be responsible for the necessary repairs or replacements for the damage caused). 5. COMMON USE OF PARKING LOT. The parties hereto hereby expressly acknowledge and agree that each party shall have the right of use of the Parking Lot, and that neither party's use shall be exclusive\nprovided, however, each party recognizes, acknowledges, and agrees that B\u0026amp;G Club will most often utilize the Parking Lot during summer months for sporting events held at Lamar Porter Field and LRSD will most often utilize the Parking Lot during public school year months for dayto- day school classes and events. Each party hereto agrees to cooperate in good faith so as to avoid interference with the other party's use of the Parking Lot during the expected times of use by such other party. In the case of unexpected events and the need for use of the Parking Lot by one or the other party beyond such expected uses as set forth herein, the party planning to use the Parking Lot shall use its best, reasonable, good faith efforts to provide advance notice to the other party. 6. UTILITIES. B\u0026amp;G Club shall be responsible for the prompt and full payment, as and when due, of any and all utilities charged to the Parking Lot, including but not limited to electricity and lighting. 7. TAXES. B\u0026amp;G Club shall pay all ad valorem taxes, assessments and other taxes of any kind whatsoever due to improvement districts or governmental bodies which may be levied, assessed or charged against the Parking Lot, or any improvements at any time situated thereon. 8. WARRANTIES OF TITLE. B\u0026amp;G Club hereby warrants and covenants with and unto LRSD that it has an absolute and indefeasible title to the Parking Lot, and that B\u0026amp;G Club will, during the Term hereof and the full performance by LRSD of LRSD 's obligations and covenants hereunder, defend the same and hold harmless LRSD against the lawful claims of any and all persons whomsoever with respect to the 3 ~?\u0026lt; U...I. ,n... C: 0 CUI mz ~~ :Cm ~~ ~=! r g z ~ iz3 UI .0... ,, jg ~ title thereto. Upon performance of its obligations hereunder, LRSD will be entitled to the quiet enjoyment of the Parking Lot, subject only to B\u0026amp;G Club's rights to use the Parking Lot in accordance with the terms hereof. 9. SIGNS AND ADVERTISING. Any sign displayed on any part of the outside of any improvement shall be for identification only, and not in the nature of advertising. 10. INSURANCE\nINDEMNITY AGAINST DAMAGE OR INJURY. LRSD agrees to defend, indemnify, and hold harmless B\u0026amp;G Club against any claim, expense, loss or liability to the extent the same is caused by the direct action or inaction of LRSD, LRSD's agents, servants, employees, faculty, administration, students, parents of students, and invitees. B\u0026amp; G Club agrees to defend, indemnify, and hold harmless LRSD against any claim, expense, loss or liability to the extent the same is caused by the direct action or inaction of B\u0026amp;G Club, B\u0026amp;G Club's agents, servants, employees, coaches , administration, B\u0026amp;G Club members , parents of B\u0026amp;G Club members, and invitees. B\u0026amp;G Club agrees to keep and maintain at all times during the term hereof, in full force and effect insurance against third party liability by reason of B\u0026amp;G Club's use or occupancy of the Parking Lot with an aggregate limit of liability thereunder of not less than $1,500,000.00, and B\u0026amp;G Club shall require that LRSD be named an additional insured in such policies, and shall be entitled to receive thirty (30) days prior written notice of any cancellation or non-renewal of such policy. 11. DEFAULT. LRSD or B\u0026amp;G Club shall be in default under the provi-sions of this Lease upon LRSD's or B\u0026amp;G Club's failure to keep or perform any of the covenants on such party's part herein to be kept or performed and such failure continues more than sixty (60) days after notice thereof given by the non-breaching party to the breaching party outlining the specific default by the breaching party and the actions necessary to cure said default\nprovided, however, that if the default is not reasonably susceptible of cure within said sixty (60) days, such breaching party will not be in default if within said sixty (60) days period it commences and continuously and diligently pursues a cure of such default until cured. 12. REMEDIES IN THE EVENT OF DEFAULT. In the event of a default by either party hereto, during the term hereof, such non-breaching party may, at it's option, declare this Lease thereupon terminated by written notice to the other party. 13. WAIVER OF SUBROGATIO . B\u0026amp;G Club and LRSD and all parties claiming under them hereby mutually release and discharge each other from all claims and liabilities covered by insurance in connection with the Parking Lot, regardles of the cause of the damage or loss. 4 14. ASSIGNMENT AND SUBLETTING. LRSD shall not assign this Lease, nor sublet the Parking Lot or any part thereof, without the prior written consent of B\u0026amp;G Club. which consent shall not be unreasonably withheld. 15. CONDEMNATION. In the event all or any part of the Parking Lot should be subjected to eminent domain proceedings, and if pursuant thereto an amount of the Parking Lot shall be condemned so as to render the residue inadequate for LRSD 's purposes as herein set forth, LRSD shall have the option to terminate and cancel this Lease by giving written notice of such intention to B\u0026amp;G Club. If any such taking shall not render the residue of the Parking Lot wholly inadequate for LRSD  s purposes as herein set forth, LRSD's rentals hereunder shall be reduced in the proportion which the value of the Parking Lot taken bears to the whole value of the Parking Lot with any improvements thereon. In any such condemnation proceedings , all damages allocable to full fee simple ownership of the Parking Lot shall be payable to B\u0026amp;G Club, and any damages for loss of leasehold interest, including the unamortized portion of the value involved in such condemnation of any non-removable improvement or fixture placed on the Parking Lot by LRSD with B\u0026amp;G Club's approval, shall be payable to LRSD to the extent same would have been amortized over the term hereof. 16. BINDING EFFECT. This Lease shall inure to the benefit of and be binding upon the parties hereto, their respective successors, legal representatives, and assigns, except as expressly limited otherwise herein. 17. TIME OF ESSENCE. The time of the making of the payments and of the keeping of the covenants herein are of the essence of this agreement and the parties hereto so agree. 18. NOTICES. Any notice called for or permitted under the terms hereof may be given in writing and sent by ordinary mail, a reputable overnight courier, to the last address of the party to whom the notice is to be given, as designated by such party in writing. The parties hereto hereby establish their notice addresses, as of the date hereof. as the addresses set forth in the introductory paragraph hereof. 19. GOVERNING LAW AND VENUE. This Lease shall be governed by and construed in accordance with the internal laws of the State of Arkansas. The parties hereto hereby expressly acknowledge and agree that the courts of Pulaski County, Arkansas shall be the proper venue for any dispute arising hereunder . 20. RIGHT OF FIRST REFUSAL. If, during the Term hereof, B\u0026amp;G Club ,h.tll receive a written, bona fide offer to purchase the Parking Lot from a third party bona fide purchaser, which offer B\u0026amp;G Club would otherwise be willing to accept (a \"Third Party Offer .. ). B\u0026amp;G Club shall notify LRSD in writing of such Third Party Offer, including a copy of th1.: Tlurd Party Offer (the \"B\u0026amp;G Club Notice\"). LRSD shall have the right of first refusal to purchase the Parking Lot for a period of twenty (20) days from the date of actual receipt ofthe.B\u0026amp;G Club Notice on the same terms as set forth in the Third Party Offer (\"'Right of First Refusal\"). 1 f LRSD elects to exercise its Right offirst Refusal during such twenty (20) day period, LRSD 5 ~ \u0026gt; .C.. . 0 C ~ :I: mz -\u0026lt; shall notify B\u0026amp;G Club in writing that LRSD will purchase the Parking Lot on the same terms as set fo rth in the Third Party Offer. In the event that LRSD shall fail to exercise its Right of First Refusal within such twenty (20) day period following LRSD's actual receipt of the B\u0026amp;G Club Notice. the Right ofFirst Refusal shall automatically expire at the conclusion of such twenty (20) day period. LRSD's failure to exercise its Right of First Refusal shall not affect its lease rights hereunder. (Signatures Conmined on Following Page.) 6 IN WITNESS WHEREOF, the parties hereto have set their hands below on the day and year first above written. LITTLE ROCK BOYS AND GIRLS CLUB, a nonprofit corporation Title: clu LITTLE ROCK SCHOOL DISTRICT, a public school district By: (Print name) (Signature) Title: 7 ~  C ls C ~ :mI: .z. . NOl!S: 1. AU. NEW PARl\u0026lt;INO AAAS AN\u0026gt; Dfl\\B ARE. DElJNEAlE\u0026gt; Vl11H CURB Nm CUTltR.. 2. DCISllNO PAVEMENT, CURBS Nm WALKS NOT 'THIN PUN PA~ ARE.\u0026gt;S SH\u0026lt;\u0026gt;-. SHALL BE REMO'.fD. lHE ARE.A DRESSED Vl11H 1tlPS0L AND SEEDED OR SOOOED M OH:CTm ON PLAN. SPEQAL CONSTRUCTION NOlE: ACCESS 10 1l PARl\u0026lt;ltC LOT SHALL BE OPEN Nm UNOBSTRUCTED AT n END Of EAat W0AI\u0026lt; DAY. AA.AS Of Nf'f PAVEMENT REMOVAL OR EXCAVATION SHALL BE PROPR.Y BARRICADED~ INAO\\RTENT ENlRY BY 'tatCU:S lRA~ AL.ONO EmiER 7TH STREET OR JOtHiON SfflEET OR YflHIN lHE PARl\u0026lt;ltC LOT. _.,. .-..r.. .~,.,,: ..: ~-.-~-,-- ..rd.L -\"~- =.......-...~. , .. LMI .... AIIIJllllla EXHIBIT A 2 WIOTMOltANMil.SWALE WITH 2: 1 SIOE 9'-0PES CUT TO EXISTING ORAJ.IAG otTCH TOSOUTHWE5l VEAIFV ONNERSMIP OR EASEJ.aEHT PAIOA TO COH9TIUX:1'0H The Parking Lot PROPOSED LEGfNP _,. CURI LITTLE ROCK SCHOOL DISTRICT WOODRUFF ELEMENTARY LAMAR PARKING F-,...,.F--l SITE PLAN -- g .......... lml . 41.l.l . anna-. DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 22, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Donations of Property BACKGROUND: The Little Rock School District receives donations from businesses and individuals on a regular basis. It is the policy of the Little Rock School District that donations are not formally accepted until they are approved by the Board of Directors. RATIONALE: District policy states that, in order to maintain the centralized fixed asset property accounting system, all property donation requests are forwarded to the Director of Procurement. The Procurement Department forwards the requests, along with the appropriate recommendations, to the Board of Directors for acceptance and approval. In order for proper recognition and appreciation to be conveyed to the donor, donor's name and current mailing address should be included in the donation memo. FUNDING: None RECOMMENDATION: It is recommended that the attached donation requests be approved and accepted in accordance with the policies of the Board of Directors of the Little Rock School District. PREPARED BY: ~rral Paradis, Director of Procurement v~:en Caraway, Fixed Asset Property Manager ~ .C\u0026gt;. . 0 C ~ :I: z.m. . DONATIONS School/Department Item Donor Central High School $100.00 cash to be Jahn M. Oraha used to purchase tee-shirts Central High School $300.00 cash to the Mr. Gregg Heming on Cheerleading squad behalf of The Peabody Little Rock Chicot Elementary A check in the amount Ms. Stella Phillips School of $125.00 to be used for school uniforms Chicot Elementary A check in the amount UALR Children International School of $1,000.00 to be used for playground enhancement Mabelvale Elementary Contribution of goods and Johnson Controls, Inc. in School services in the amount of conjunction with the $27,075.00 over a period Performance Contract with of time. Goods and the District and funded services valued at through Qualified Zone approximately $5,668.00 Academy Bonds to be contributed during 2005-06 school year. Mann Arts/Science $300.00 cash for general Dr. Stephanie F. Gardner Magnet Middle School support of the school Pulaski Heights $500.00 cash to be used The Hillcrest Residents Elementary School to purchase school Association in honor of supplies for needy Mr. Robin Borne', retiring families Board member Pulaski Heights Wrought iron fence, Pulaski Heights PT A Elementary School valued at $21,000.00, surrounding the playground on the Colonial Court and Pine Street sides. Western Hills Student violin valued Ms. Beth Hill Elementary School $200.00 to be used by students School/Department LRSD Adult Education Center $750.00 Literacy grant to be used to purchase basic literacy textbooks and materials Donor Ms. Renita Thompson, Personnel Manager, Wal-Mart Store #126 \u0026gt;:\u0026lt;- .\u0026gt;\u0026lt; u..,.C..\"..\u0026gt;. c:O CUI mz zc\n, ...\na \"'m i! zr  ..itt{e 1wck Centra{ :f{itJli Sclioo{ 1500 Soutfi 'Park Street Litt{e 'Rock, .'Arkansas 72202 Plione 501-447-1400 :fax 501-447-1401 DATE: 8/9/2005 - - - -- TO: DARR.!\\L PARADIS, DIRECTOR OF PROCUREMENT FROM: NANCY ROUSSEAU, PRINCIPAL ~~ SUBJECT: DONATION Jahn M. Oraha of 3011 W. Markham Street, Little Rock, AR 72205, graciously donated $100 to our school for tee-shirts. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. Litt{e 'Rock Centra{ Jfi/Jli Sclioo{ 1500 Soutli 'Park Street Litt{e 'Rock, .. 'Arkansas 72202 'Pfione 501-447-1400 jax 501-447-1401 DATE: 8/9/2005 TO: DARRAL PARADIS, DIRECTOR OF PROCUREMENT FROM: NANCY ROUSSEAU, P~NCIP AL J}V,,1.,, L./.J.t{j_J~.1 SUBJECT: DONATION Gregg Herning on behalf of The Peabody Little Rock at Three Statehouse Plaza, Little Rock, AR 72201, generously donated $300 to our cheerleaders. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. i .\n. -. ~ . .' .....~.. ... ,.~ : . ~ . CHICOT ELEMENTARY SCHOOL To: Darral Paradis, Procuremecr ctor From: Jane Harkey, Principal Date: August 9, 2005 Re: Donation ./ Chicot has received a $125 check from Ms. Stella Phillips to be used for school uniforms. It is recommended that this donation be approved in accordance with LRSD policies. We are grateful for the support of community members like Ms. Phillips. Ms. Stella J. Phillips 3700 Cantrell Rd., Apt. 304 Little Rock, AR 72202 1 100 Chico Road Phone (501) 4.17-7000  Fax 50' ..!..!7-7QQ  AUG 11 2U05 , CHICOT ELEMENTARY SCHOOL To: Darral Paradis, Procureme7~~ From: Jane Harkey, Principal .  f1 Date: August 9, 2005  Re: Donation I Chicot Elementary has received a $1000 check from UALR Children International as an incentive for completing student projects. Per our Campus Leadership Team vote, it will  be used to enhance our playground. It is recommended that this donation be approved in accordance with LRSD policies. We are grateful for the assistance that UALR Children International provides our students and families. UALR Children International 2510 Fair Park Little Rock, AR 72204 RECEIVED AUG 11 2005 111 00 Chicot Road Phone (501) 447-7000 Fax (501) 447 -7001 Mabelvale. Arkansas 72103 PROCUREMENT \u0026amp; MATERIALS MANAGEMENT DEPARTMENT 1800 East 6th Street  Little Rock, AR 72202  (501) 447-2260  Fax: (501) 447-2261 DATE: TO: September 1 , 2005 Board of Directors FROM: ~I Paradis, Director, Procurement and Materials Management THROUGH: Roy G. Brooks, Ed. D., Superintendent of Schools SUBJECT: Donation Johnson Controls, Inc. has agreed to contribute $27,075.00 in goods and services to Mabelvale Elementary School. The contribution will continue over a period of time, beginning with the 2005-06 school year, until the total contribution is met. This contribution will be made in conjunction with the Performance Contract between Johnson Controls and the Little Rock School District that is being funded through Qualified Zone Academy Bonds. Goods and services, valued at approximately $5,668.00 as outlined in the attachment, will be contributed during the 2005-06 school year for Parts I and II of the proposed plan. The donor's mailing address is: Johnson Controls, Inc., Attn: Melanie A Hayes, Account Executive, 10801 Executive Center Drive, Suite 103, Little Rock, AR 72211. It is recommended that this donation request be approved in accordance with the policies of the Board of Directors of the Little Rock School District. Thank you. August 12, 2005 Mr. Darian Smith, Principal Mabelvale Elementary School 9401 Mabelvale Cut-Off Mabelvale, Arkansas 72103 ' ~HNSON CO~LS 10801 Executive Center Drive Suite 103 Little Rock, Arkansas 72211 (501) 537-2741 RE: Johnson Controls, Inc. - Private Contribution - QZAB Project Plan Summary Dear Mr. Smith, Thank you so much for your time and Ms. Cargill's time during the past weeks in working to develop an appropriate contribution for Johnson Controls, Inc. to make to Mabelvale Elementary School in conjunction with the Performance Contract between Johnson Controls and the Little Rock School District that is being funded through Qualified Zone Academy Bonds. As we have discussed, this contribution must meet 10% of the value of the improvements being installed at Mabelvale Elementary School under the Performance Contract. The contribution, totaling $27,075.00, will be made through goods and services over a period time beginning with the 2005/2006 school year and continuing until the total contribution is met. It is currently anticipated that an annual contribution will be made through the 2014/2015 school year. In conjunction with the proposed plan, our point of contact at Mabelvale Elementary School will be Ms. Kathleen Cargill. Based upon our discussion, we are proposing the following contributi0n plan for your review and acceptance. ~?\u0026lt; ....,. ,,nc: 0 cm\"z' ~~ :Cm ~~ zr - Part I Support of Mabelvale Elementary Schools' Mission to Improve Student Achievement in Math. In support of this effort, Johnson Controls will provide the following for the 2005/2006 school year: Goods/Services Cost per Item Total Everyday Math Counts Kits- One Per Grade 6 Total @ $175.00 ea. $1,050.00 Level Today's Math Student Workbooks 90 Total(@ $7.00 ea. $630.00 Today's Math-Teacher Training 12 Total(@ $50.00 ea. $600.00 Today's Math-Game Kits 12 Total @$120.00 ea. $1,440.00 Part I Total $3,720.00 I have spoken with Kathleen and she will provide us with the vendor and ordering information on the items so that we can expedite these purchases. We will order and deliver these items to you at Mabelvale Elementary School. Kathleen will obtain an invoice for JCI from LRSD for the Teacher Training component. I Part II Igniting Creative Energy Challenge Competition A. National ICE Challenge Johnson Controls will support Mabelvale Elementary School in their participation in the National Energy Foundation's \"ICE Challenge.\" (Igniting Creative Energy). This is an annual competition sponsored and funded through an educational grant by Johnson Controls, Inc. with additional support from the United States Energy Association and administered by National Energy Foundation. The ICE Challenge was developed to increase awareness among students of the growing energy crisis which has brought the impact of our energy choices closer to home. The Igniting Creative Energy Challenge asks students to use their creative talents to communicate their energy ideas and actions. The Challenge is an educational competition designed to encourage students to learn more about energy and the environment. Student entries should reflect the theme \"Igniting Creative Energy\" (ICE) and demonstrate an understanding of what an individual, family or group can do to make a difference in their home or community. Students can express their ideas in the form of documented science projects, stories, books, artwork, photographs, music, video or website projects, or via any other format. Page 2 of4 Johnson Controls, Inc. Mabelvale Elementary School QZAB Contribution Plan 8/12/2005 Each year four national grand prize winners are chosen. In past years, competition winners have received trips for themselves and a parent or guardian to the Olympics in Salt Lake City and to Hawaii. Entries are due in February of each year and winners announced mid-to-late March. Winners also participate in the National Energy Efficiency Forum in Washington D.C., held during June, where they share their Challenge entries and ideas with government and energy leaders. B. Mabe/vale ICE Challenge Johnson Controls' Little Rock Office employees will conduct a competition for Mabelvale Elementary Students in an adaptation of the national competition offering Mabelvale students additional opportunities for prizes and recognition. A total of six prizes will be awarded to Mabelvale ICE Challenge winners. One student from each grade level, (K through 5), who's work best exemplifies the Challenge criteria, will receive a $50 savings bond. Johnson Controls will present an overview of the competition and timetable for entries to Mabelvale Staff in October 2005. Entries will be due in January 2006. Winning submissions will be announced in early February and all entries will be forwarded on to compete in the national ICE Challenge competition. Kick-Off for ICE Challenge. Dari Scott with the National Energy Foundation in Utah will assist Johnson Controls, Inc. in the Mabelvale Elementary School Kick-Off for the ICE challenge. We will work with you and Ms. Cargill on an appropriate date in early October to host the contest Kick-Off at Mabelvale. Estimated Value of Contribution in Goods and Services for Part II of the contribution: Goods/Services Cost Per Item Total ICE Challenge Kick-Off One-Time School-Wide Assembly $1,000.00 Awards for Winnders 6 Total Savings Bonds (@ $50.00 ea. $300.00 JCI \u0026amp; NEF Volunteer Time* 2 JCI - 1 NEF 3 Total @ 12 hours ea. $648.00 (@$18.00/hour * Part II Total $1,948.00 Please Note: $18.00 per hour is the estimated VIPs rate for the 2005/2006 school year. We will use the actual rate to calculate the total volunteer contribution at the end of the 2005/2006 school year. I 2005/2006 - Estimated Contribution Total for Plan Parts I \u0026amp; II - $5,668.00 At the conclusion of the 2005/2006 school year, Johnson Controls shall provide a letter to LRSD and Mabelvale Elementary School certifying the actual amount contributed for the 2005/2006 school year. Page 3 of4 Johnson Controls, Inc. Mabelvale Elementary School QZAB Contribution Plan 8/12/2005 ~ .C\u0026gt;. . 0 c:: ~ :I: .zm.. Understanding that the needs of the school are dynamic and may vary from year to year, in all future years, Johnson Controls will work with the Principal ofMabelvale Elementary School to develop a contribution plan for that school year that will best meet the challenges and mission of the school. Each year, we will document the current year's plan in August and provide a letter certifying the actual contribution made for that in June. Mr. Smith , we at Johnson Controls are looking forward to our partner relationship with the students and staff ofMabelvale Elementary School. We appreciate the opportunity to work with your school in this capacity and look forward to assisting you and Ms. Cargill to measurably improve your student's performance in Math! Sincerely, Melanie A. Hayes Account Executive Johnson Controls, Inc. Little Rock, Arkansas (501) 537-2741 direct ( 501) 231-4869 cell (501) 224-4216 fax cc: Ms. Kathleen Cargill, Mabelvale Elementary School If you are in agreement, with the proposed plan, please indicate your acceptance by signing in the space below. Darian Smith, Principal, Mabelvale Elementary School ______ ,2005 Date Page4 of4 Johnson Controls, Inc. Mabelvale Elementary School QZAB Contribution Plan 8/12/2005 HORACE MANN ARTS/SCIENCE MAGNET MIDDLE SCHOOL TO: Darral Paradis, Director of Procurement ~FROM: DATE: RE: James Fullerton, Principal August9,2005 Donation to Horace Mann Arts/Science Magnet Middle School Dr. Stephanie F. Gardner, 13201 Ridgehaven Road, Little Rock, AR 72211, has generously donated $300.00 for the general support of Horace Mann Arts/Science Magnet Middle School. It is recommended that this donation be approved in accordance with the policies of the Little Rock School District. Thank you for your consideration. 1000 East Roosevelt Road  Phone (501) 447-3100  Fax (501) 447-3101  Little Rock , Arkansas 72206 :\u0026gt;\u0026lt;- .\u0026gt; \u0026lt; .c...n. rnc O ccn mz Zc, ....\n:a :Cm ~~ 2!!\n:a rz - ~ \u0026gt; ~ 0 \u0026lt;= ~\nr: m .z... . PULASKI HEIGHTS ELEMENTARY SCHOOL TO: Darral Paradis, Director of Procurement FROM: Lillie Carter, Principal b DATE: August 10, 2005 RE: Donation The Hillcrest Residents Association in honor of Mr. Robin Borne', retiring board member wishes to make a cash donation to Pulaski Heights Elementary in the amount of $500.00. These funds will be used to purchase school supplies for needy families during the 2005-06 school year. It is recommended that this generous donation be approved with thanks in accordance with the policies of the board. c: Dr. Sadie Mitchell Associate Superintendent RECE~VEO AUG 15 2o05 319 North Pine Street  Phone 447-5900  Fax 447-5901  Little Rock, Arkansas 72205 Sep - 02 - 05 08 : 51A tRil PULASKI HEIGH1$ ELEMENTARY SCHOOL ~ 001..01~ TO: FROM: DATE: RE: Darral Paraclis, Director of Procurement Lillie Qlrter f'rincipal /v August30,l005 Donation The Pulaski Heights ~.T.J\\\u0026amp; llas generously donated a wrought iron fence to th~ school. It is absolutely beautiful and enhances the appealJ:lnce of our playground on the Colonial Court and P\nne Street sides. The value of this donation is $21,000 JO. It is recommended that is cHonation be approved in accordance with the poli~ of the board. P . 02 ~ 1 a Nr, rt h P ino \"trc,r, t  f\"'hl'H'\\~ ,147.r.\nQI) ( .  1\n1x 447-5901  Little Rock. Ark:insas 72205 WESTERN HILLS ELEMENTARY SCHOOL  DATE: August 11, 2005 TO: Darral Paradis, Director of Procurement FROM: Scott Morgan, Principal SUBJECT: Donation Beth Hill of#2 Shepherd Hills Court, Little Rock, AR 72223-1977, very graciously donated a student violin valued at $200.00 for students at Western Hills Elementary School. It is my recommendation that this contribution be accepted in accordance with the donation policies of the Little Rock School District.\n~..\n~ ~. ~:\n, ' .. ~\\ . -~ !\n,.'. ..  .. 4901 Western Hills  Phone (501) 447-6900  Fax (501) 447-6901  Little Rock, Arkansas 72204 ADULT EDUCATION CENTER 4800 WEST 26m STREET LITTLE ROCK, ARKANSAS 72204 447-1850  FAX: 447-1851 TO: Darral Paradis, Director of Procurement FROM: ~ulette H. Martin, Coordinator DATE: August 25, 2005 SUBJECT: Donation Ms. Renita Thompson, personnel manager of Wal-Mart Store #126 at 700 South Bowman Road, has generously donated a $750 Literacy grant to the Little Rock Adult Education Center to purchase basic literacy textbooks/materials. It is my recommendation that this donation be accepted in accordance with the donation policies of the Little Rock School District. RECE!.VEQ AUG 2 6 2005 'A.n I11divid11a!Approach to a World of Knowledge\" LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: September 22, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: July and August 2005 Financial Reports BACKGROUND: Financial reporting is designed to keep the Board of Directors up-to-date regarding the District's current financial condition. Financial reports are submitted monthly to the Board for review and approval. RATIONALE: July and August 2005 financial reports will not be submitted this month due primarily to the annual report submission to the ADE. FUNDING: N/A RECOMMENDATION: No action at this time. PREPARED BY: Mark D. Milhollen Chief Financial Officer ,\u0026gt;..\u0026lt;. .\u0026gt; \u0026lt; U...). ,(\") c::: O CU\u0026gt; mz Zc, \"\"\"\n:o :Cm ~f\n: \u0026lt;!!\n:o zr - ~  ~ 0 C: !:1 31: mz ....\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_1093","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2005-07"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Curricula","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1093"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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.\nRECEIVED JUL 2 8 2005 OFFICE OF Agenda DESEGREGATION MONITORING Little Rock School District Board of Directors' Meeting JULY2005 OFFICE OF DESEG. MONITORING n\u0026gt; .,, i==~ -\u0026lt; C 03: oz :o\u0026gt; O:tl m-\u0026lt; :ti-., :- oCz: on r--\u0026lt; r- 0 nz \u0026gt;r- \"' r- ==.,, m:O r- 0 on om 3: 0 m c: .... ~ 0 rC) 3: C: \u0026gt; ~~ -\u0026lt;m cn\no \"' :ti \u0026gt;. m.,, \"'O .C,,: :-t\u0026lt;i\n-t~ n:o =i~ ~o -c, Oz Zen-\u0026lt; 0 z \"' !D ~ ::!l z m :ti \"z' m 0 C: n \u0026gt; -\u0026lt; 0 z f) :ti m 3: \u0026gt; !:J ~ r-\"' ~~ -\u0026lt; 0 \u0026gt; 3: n :::\nF:. m z \"' I. 11. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests REGULAR MEETING JULY 28, 2005 5:30 P.M. 111. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association IV. REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. CARE Program Update C. Student Assignment Report D. Budget Update E. Construction Report: Proposed Bond Projects F. Internal Auditors Report G. Technology Update V. APPROVAL OF ROUTINE MATTERS: A Minutes: Regular Meeting - 06-23-05 Special Meeting - 06-29-05 (,\".). ., i- :,0 rm --\u0026lt; C 03: oz :,a\u0026gt; O::ID m-\u0026lt; :,a.., :- ,oCz: on r- ... ~o \u0026gt;~ rr- ::i\n-,:, m::ID r- 0 (\")(\") om 3: 0 .m.. c: ~ 0 re, 3: c:,. ~::l --\u0026lt;m \"':,0 \"' :,0 .\u0026gt; m.., \u0026lt;no .C...,.: .:\",.0.' ('\")\nij :::\nm -\u0026gt;-'.\"o' - C, Oz_z \"' ... 0 z \"' !JI ~ z~ m :,0 \"z' m 0 C: (\") .\u0026gt;.. 0 z fl :,0 m 3: \u0026gt; ~~ r- \"' .~.. o~ \u0026gt; 3: (\") :::\nN zm \"' Regular Board Meeting July 28, 2005 Page 2 VI. EDUCATIONAL SERVICES A. Handbook for Pre-K / Early Childhood Program VII. SCHOOL SERVICES A. Revision of Policy IJOA Field Trips with Regulations IJOA-R VIII. HUMAN RESOURCES A. Personnel Changes IX. FINANCE \u0026amp; SUPPORT SERVICES A. Second Reading: Policy FA - New Facilities Development Goal B. Consulting Contract Tech Services C. Property Donation - Mabelvale D. Request for Grant Proposal Authority E. Donations of Property F. Financial Report X. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions XI. ADJOURNMENT n )\u0026gt;-., ~~ --\u0026lt; C 03: oz ::a\u0026gt; o::a ,m.,-..\u0026lt;, -c: :o:onz r--\u0026lt; ~~ )\u0026gt;u, r r ~.., rm-0\"' nn om\ni:o m c: .... ~ 0,- C)\ni: C:)\u0026gt; ~ =l --\u0026lt;m U\u0026gt; \"U\u0026gt;' \u0026gt;. m\"..', U\u0026gt;o .C., :.\"..'. ~ U\u0026gt; n:i3 =i m )\u0026gt;O --\u0026lt;0 ofi ZU\u0026gt; .... 0 z U\u0026gt; !\" ~ .\"..'. z m \"U\u0026gt;' z m 0 C: n ~ 0 z PRELIMINARY FUNCTIONS CA.LL TO ORDER / ROLL CALL II. PROCEDURAL MATTERS / WELCOME TO GUESTS Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERS IN EDUCATION C. REMARKS FROM CITIZENS 0. LRCTA DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 July 28, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Partners in Education BACKGROUND: The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. RATIONALE: The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. FUNDING: Not applicable. RECOMMENDATION: We recommend that the board approve the following partnerships: Woodruff Elementary School and EDS Metropolitan Career and Technical Center and Arkansas Baptist Church PREPARED BY: Debbie Milam, ViPS Coordinator \"m'\"m' \"D \"D 00 .\"..'.\"...'. U) U) -n)\u0026gt; ::Oz Oo\nc n CD 0 o\nc \u0026gt; 3: \"'c Oz 3: 0 m\u0026gt; 3: --\u0026lt; ~o :,:,Z U) U) !\" n \u0026gt; \"m' \"D 0 ' C) ~ 3: C \"D 0 \u0026gt; m--\u0026lt; r\u0026gt; U) --\u0026lt; cc  o ccm cZ o--\u0026lt; C) \u0026gt; mu, --\u0026lt; U) cc5 \"DZ 0 3: \u0026gt;m --\u0026lt;z m--\u0026lt; \"m' \"D 0 ::!I rn n 0 z ~ \"' C n --\u0026lt; 0 z \"m' \"D :-\u0026lt; r\u0026gt; \"m' 3: \u0026gt; ~~ ,.... U) \"' -n ~~ \u0026gt;3: n :::\nN m z U) Partners in Education Proposal Woodruff Elementary School and EDS EDS commits to the following partnership activities:  Mentoring  Reading for ViPS Reading Day  A birthday table of treats each month  Student recognition certificates for assemblies  Thanksgiving turkeys for selected families in need  Christmas gifts and food for selected families in need  Career day speakers  Other activities as requested Woodruff Elementary School commits to the following partnership activities:  Student artwork  Acknowledgement of EDS as a Partner in Education  Student performances when feasible  Opportunities for EDS employees to become involved in public education Partnership Between Arkansas Baptist College and Metropolitan Career and Technical Center The Metropolitan Career and Technical Center will: 1. Recognize Arkansas Baptist College as a partner in education on the school's website under the Metropolitan sub link and in the monthly newsletter distributed to parents and students throughout the LRSD district. 2. Recognize Arkansas Baptist College as a partner in education at the next Little Rock School Board Meeting. 3. Display plaque received at Little Rock School Board meeting recognizing the Partnership with Arkansas Baptist College in the central office at Metropolitan Career and Technical Center. 4. Metropolitan Career and Technical Center will identify qualified students who meet the requirements under the articulation agreement and refer them to Arkansas Baptist College and the Criminal Justice Program. 5. Arrange field trips for students and/or parents to tour Arkansas Baptist College. 6. Provide opportunities for Arkansas Baptist College representatives to demonstrate the degree programs relative to Criminal Justice. 7. Provide a display for Arkansas Baptist College to recruit potential student trainees and parents to review during \"Open House\", Parent and Advisory Board Day and Job Fair/College day activities. Arkansas Baptist College will: 1. Provide a representative to serve on the Advisory Council to Metropolitan Career and Technical Center's various articulated programs in order to provide guidance and strategic planning support regarding the enhancement of the school's curriculum, recruitment policies and marketing of programs. 2. Provide technical assistance in the classroom by providing speakers to come to come out and speak on various topics relative to the Criminal Justice field. 3. Provide and opportunity for field trips and visiting the campus. 4. Provide assistance with annual Skills USA Competition in Hot Springs. .:m,:,O m.\n,o, co .::.O..\n.o. enen 'Tl\u0026gt; ::Oz Co 3:n a, 0 o\nr: \u0026gt;\nr: ::0 C: Oz\nr: n m\u0026gt; 3: ... ~6\noZ en en !II (\") \u0026gt; ::0 .m,, ::0 0 c\n) ~ 3: .C,,: 0 .\u0026gt;.. m 0 .e.n. 0 C:  0 ~~ o--\u0026lt; C\u0026gt;\u0026gt; men ... en -C,: ,cz'i 0 3: \u0026gt;m --\u0026lt;z m--\u0026lt; ::0 .m,, 0 ::!l rn (\") 0 z .e.n. ::0 C: .(.\".) 5 z ::0 m ~ 0 ::0 m 3: \u0026gt; ~~ ,-en ~ ~ ...a \u0026gt; 3: (\") :::\nmN z en DATE: July 28, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: CARE Program Final Report- June 2005 BACKGROUND: The CARE Program began on August 25, 1980 with service to 13 schools. The current program serves 1500 of LRSD students in 21 elementary schools. The CARE Program is a non-profit, self-supporting program of child care provided for elementary students and parents of the Little Rock School District. The program operates before and after school and all day on most school holidays. The CARE Program provides a structured program of creative activities and recreation in a nurturing environment. Varied group and independent activities are planned according to the students' ages and interests. BOARD OF DIRECTORS' REQUEST: The LRSD Board of Directors requested information regarding the CARE Program through June 2005. A more detailed report is attached for your review. 2004-05 School Year TOTAL INCOME EXPENDITURES Personnel \u0026amp; Indirect Costs Supplies END OF YEAR BALANCE PREPARED BY: $1 ,513,922.68 1,067,944.35 21 ,561 ,41 424,416.92 Dr. Linda Watson, Senior Director of Student Services Martha Rogers, Coordinator, CARE Program r\u0026gt; en --\u0026lt; C C:  C ~~ c--\u0026lt; c,\u0026gt; men --\u0026lt; en C:Q -oz c\ni: \u0026gt;m --\u0026lt;z m--\u0026lt;\n:o .m.,, 0 ~ !\" C') 0 z en --\u0026lt;\n:o C: C') --\u0026lt; 0z\n:o .m,..,., :n \u0026gt; C: C ::\n0\n:o en\n:o m..,, 0\n:o --\u0026lt; CARE Program End of Year 2004/05 School Year (As of 7-1-05) INCOME: Beginning Balance 2004/05 Registration Fees Monthly/Part-time/Drop In Fees Late Payment Fees $ Holiday/Long Day Fees/Extra Day Fees TOTAL INCOME EXPENDITURES: Personnel: (Payroll through July Summer Payroll) Indirect Costs: (ONCE YEARLY CHARGE) Food Service-Projected Equipment \u0026amp; Repairs Refunds Training Advertising endofyearbudget 2004-05.doc 349,139.71 35,650.00 1,067,442.93 28,875.00 32,815.04 1,513,922.68 920,673.75 9,082.74 120,890.00 6,692.57 5,033.15 964.54 1,666.60 Motion Picture Licensing 1,248.50 OHS Licensing 1,550.00 Miscellaneous: 142.70 SUBTOTAL OF EXPENDITURES 1,067,944.35 Supplies: Consumable: 14,385.75 Postage: 3,637.78 Printing: 3,087.78 SUBTOTAL OF SUPPLIES 21,561.41 TOTAL EXPENDITURES: 1,089,505.76 END OF YEAR BALANCE: 424,416.92 endofyearbudget 2004-05.doc p m--\u0026lt; (\") :,: z ,0- 0 C) -\u0026lt; C: \"C' \u0026gt; m--\u0026lt; ~ \u0026gt;::o . 0\ni:: C: -Z-Z-\u0026lt; c.... :z-mm U\u0026gt;\ni:: \u0026gt; =1 m ::0 u, fl u, cc--\u0026lt;:  C a, m C: z c--\u0026lt; c,\u0026gt; mU\u0026gt; --\u0026lt; u, C: c'i -.,z c\ni:: \u0026gt;m m--\u0026lt;-z\n::0 m \"0 ' ::0 --\u0026lt; rn (\") 0 z u, --\u0026lt; ::0 C: (\") --\u0026lt; 5 z ::0 m ~ :\" \u0026gt; C: C ::. 0 ::0 u, ::0 m \"0 ' ::0 --\u0026lt; PAYROLL TOTALS 2004-2005 I I - -- I MONTH TOTAL SALARY SALARY TEACHER INS PUBLIC FICA FICA BALANCE ADM ' STAFF RETIRE ADM RETIRE ADM STAFF 1 I I - AUGUST $ 11 ,~~.06 $ 9,!0989 $ 1.275.40 I $ 861.03 I $ 673.74 $ 11 ,920.06 SEPT $ 63,146.61 $ 19,406.35 $ 31 ,307 .75 $ 6,731 .63 $ 1,811 .36 $ 85.15 I $ 1,440.94 $ 2,363.43 $ 63,146.61 OCT $ 92,175.:!_? . $ 19,236.91 $ 55,446.90 $ 9,936.13 $ ! ,798.58 $ 124 98 $ 1,519.50 $ 4,112.12 $ 92,175.12 -- NOV 1$ 8I,986.26 $ 17,880.91 $ 53 ,319.79 $ 9,497.80 $ 1,798.58 $ 122.51 $ 1,522.28 $ 3,844 39 $ 87,986 .26 DEC $ 96,158.40 $ 21 ,492.99 $ 56,489.06 $ 10,336.41 $ 1,798.58 $ 161 .97 $ 1,319 07 $ 4,560.32 $ 96,158.40 JAN ,~ 55,513 .96 $ 10,296.47 $ 34,835.48 $ 5,993.49 $ 902.58 $ 83.15 $ 753.24 $ 2,649.55 $ 55,513.96 FEB $ 90,063 .67 $ 17,862.81 , $ 55 ,121 .87 $ 9,653.82 $ 1,805.16 $ 138.04 $ 1,428 09 $ 4,053.88 $ 90,063.67 MAR $ 92,584.82 $ 19,950.92 $ 55,181.03 $ 9,859.I9 $ 1,805 .16 $ 143.56 $ 1,470.98 $ 4,173.38 $ 92,584.82 APRIL $ 9~~?_7 33 $ 20 ,_592.97 $ 60,371 .72 $ 10,596 34 $ 1,805.16 $ 169.17 $ 1,518.50 $ 4,573 47 $ 99,627 33 MAY $ 96,408.14 $ 19,629.88 $ 58,732 .27 $ 10,167.72 $ 1,805.16 $ 182.23 $ 1,445 .01 $ 4,445.87 $ 96,408.14 JUNE $ 108,289.69 $ 20 ,592.81 $ 67 ,563 .70 $ 11 ,521.49 $ 1,805 .16 $ 167.38 $ 1,618.72 $ 5,020.43 $ 108,289.69 JULY $ 26,799.69 $ 20 ,592.99 $ 2,883 04 $ 1,805.16 $ 1,518.50 $ 26,799 69 I TOTAL $ 920,673 .75 $ 216,645 .90 $ 528 ,369 .57 $ 98,453.06 $ 19,801 67 $ 2.896 64 $ 14,710.07 $39,796.84 $ 920,673 Yo Approximate CARE Sito Staff Payroll Projection per School as of May 5, 2005 Totals through July, 2005 Number of Lead Aldeo Lead Aides Number of Aldeo Aldeo Total Staff CARE Sito Per School lveariv salarvl Per School (total veariv salaries\\ Per School Bale 1 $7 837.34 4 $15,795.72 5 Booker 1 $7,572.12 5 $24,067.38 6 Bradv 1 $5,299.06 3 $16 794.30 4 Carver 1 $6,694.58 2 $9930.62 3 Dodd 1 $5 263.46 2 $6 430.64 3 FalrPar1\u0026lt; 1 $5482.40 2 $11612.00 3 Forest Par1\u0026lt; 1 $5,456.00 6 $28,489.80 7 Franklin 1 $5,482.40 1 $5021.38 2 Full\u0026gt;riaht 1 $7,572.12 6 $30,137.06 7 Jefferson 1 $7 837.34 4 $18,048.72 5 Kina 1 $5,206.50 9 $41 ,548.76 10 McOenmott 1 $6,808.50 4 $21 271 .00 5 Meadowdlff 1 $5,790.34 2 $6139.22 3 Otter Creek 1 $7,837.34 2 $7,230.36 3 Pulaski Heklhts 1 $4 288.24 3 $16,851 .26 4 Rocketener 1 $5,206.50 7 $28,688.26 8 Romine 1 $7,572.12 2 $10,822.40 3 Terrv 1 $7,837.34 3 $14,895.00 4 Washlnaton 1 $5,530.46 4 $20 851 .08 5 WestemHlns 1 $5993.26 3 $11 ,920.66 4 Williams 1 $7 837.34 6 $26,821 .38 7 TOTALS 21 $134 402.76 80 $375 367.00 101 Actual AdministraH\"\" -~lrl- 04-05 -~~hnn/ Y-r Administration Suoervisor Coordinator Field Assistant Field Assistant Clerical Bookkeeper Bookkeeoer P\"\"\"\"' Bookk\"\"\"\"r TOTALS CARE Projected Salaries 05-06.xls UIOd3ll SllOllOOI/ -~ 'ld3ll NOll:lOlllSNO:l 3 1 1 1 1 1 1 1 7 TOTAL CARE PAYROLL 311/0dn 13oona o lllOd3ll lN31'1NVISSl/ lN3001S :i Total Salariea Total Salarieo for Per School June and Julv $23 633.06 $31 639.50 $22,093.36 $16 625.20 $13 694.10 $17 094.40 $33 945.80 $10 503.78 $37709.18 $25,888.06 $46,755.26 $28 079.50 $11 929.56 $15 067.70 $21 137.50 $33,894.78 $18,394.52 $22,732.34 $26,381.54 $17 913.92 $34 658.72 $509 789.78 $65,166.00 $41 828.00 26106.78 30260.00 26 412.00 32,544.00 22 452.60 $244 771 .39 186132.81 $920,673.75 - S3lnNll'l 'I/ Sll3lll/l'l 3NllNOOll 11 - - - 311/0dn AD010NH:l31 o Last Name First Name dministrative Office Staff Allen She'Ron Conrad Wendy Houchin Veda Moore Cathine Odle Vicki Rogers Martha Westbrook-Walton Annette CARE Staff Class 04-05 CARE Pay 04-05 $26, 106.78 $26,412.00 $22,452.60 $41,828.00 $32,544.00 $65, 168.00 $30,260.00 Bale Pager: 607-7522 CARE Phone: 447-3652 Office Phone: 447-3600 Davis Linda 1-7 $7.89 Henderson Keily 1-2 $7.13 Hollis Vera Lead 3-17 $10.36 Roland Rosemary 2-17 $10.01 Williams Marcey 1-6 $7.74 Booker Pager: 607-7521 CARE P110ne: 448-3878 Office Phone: 447-3800 Arnold Carolyn Lead 2-17 $10.01 Bush Shi-rley 1-8 $8.05 Dickerson Bobbie 1-7 $7.89 Fletcher Ruby 1-6 $7.74 Harris Vivian 1-7 $7.89 Brady Pager: 607-7520 CARE Phone: 447-3939 Office Phone: 447-3900 Enlow Karron 1-6 $7.74 Fields Alice Lead 3-10 $9.16 Howard Kathy 1-10 $8.36 Milam Lisa 1-4 $7.41 Woodley Linda 3-17 $10.36 7/26/2005 Hours Worked (before \u0026amp; after school - Individual hours may vary) 7.5 hrs/day 7.5 hrs/day 7.5 hrs/day 7.5 hrs/day 7.5 hrs/day 7.5 hrs/day 7.5 hrs/day .5 hrs/day - a.m. only 4.25 hrs/day - a.m. \u0026amp; p.m. 4.25 hrs/day - a.m. \u0026amp; p.m. 2.5 hrs/day - p.m. only 3.25 hrs/day - p.m. only 3.25 hrs/day - p.m. only 3.75 hrs/day - a.m. \u0026amp; p.m. 3 hrs/day - p.m. only 2 hrs/day - p.m. only 3 hrs/day - p.m. only 3 hrs/day p.m. only 3.25 hrs/day - p.m. only 2.5 hrs/day - p.m. only I hr/day - a.m. only 3.25 hrs/day - p.m. only Page 1 CARE Staff Last Name First Name Class 04-05 CARE Pay 04-05 Carver Pager: 607-7516 CARE Phone: 447-4073 Office Phone: 447-4000 Gibson Sanders Susan Patricia Lead 1-6 3-8 $7.74 $8.85 Winfrey Vearlean 1-17 $9.43 Dodd Pager: 607-7515 CARE Phone: 447-4345 Office Phone: 447-4300 Geeter Surratt Vanderpool Lula Barbara Milagros Lead Fair Park Pager: 607-7513 CARE Phone: 447-4435 Finley Montgomery Parent Felita Lucille Josephine Lead 4-1 $6.25 2-11 $9.10 1-6 $8.33 Office Phone: 447-4400 2-12 $9.26 1-17 $9.43 1-6 $7.74 Forest Park Pager: 607-7360 CARE Phone: 447-4540 Office Phone: 447-4500 Berry Gary Haggans McDonald Seawood Nancy Angela Monica James Ruthe 3-12 2-3 1-2 3-5 $9.43 $7.85 $7.13 $8.38 1-5 $7.56 Franklin Pager: CARE Phone: 447-4627 Office Phone: 447-4600 Hampton Henry Valda Sadie Lead Fulbright Pager: 607-7542 CARE Phone: 447-4762 Dixon Fritz Kenneth Terry Lead Jefferson Pager: 607-7538 CARE Phone: 447-5009 Humphrey Loistine Jones Valerie Pool Theresa Lead While Crystal 7/26/2005 H!Od3!l SMOllOOV -~ \"ld3!l NOll:lO!llSNO:\u0026gt; 3 2-12 $9.26 1-12 $8.68 Office Phone: 447-4700 3-9 $9.00 2-17 $10.01 Office Phone: 447-5000 1-8 1-6 3-17 1-5 $8.05 $7.74 $10.36 $7.56 31VOdn 13!\u0026gt;008 a l!l0d3!l 1N3WNDISSV 1N3001S :, Hours Worked (before \u0026amp; after school - individual hours may vary) S310NIW y S!l311VW 3NllNOO!l 'II 3.25 hrs/day - p.m. only 4 hrs/day - a.m. \u0026amp; p.m. 3.25 hrs/day - p.m. only 4.25 hrs/day - a.m. \u0026amp; p.m. 3.5 hrs/day - p.m. only 3.25 hrs/day - p.m. only 3.25 hrs/day - p.m. only 3 hrs/day - a.m. \u0026amp; p.m. 3.25 hrs/day - p.m. only 3.5 hrs/day - p.m. only 3.5 hrs/day - p.m. only 3.25 hrs/day - p.m. only 4 hrs/day - a.m. \u0026amp; p.m. 3.25 hrs/day - p.m. only 2.5 hrs/day - p.m. only 2.5 hrs/day - p.m. only 3.25 hrs/day - p.m. only 3 hrs/day - a.m. \u0026amp; p.m. 2.5 hrs/day - p.m. only 3 hrs/day - p.m. only 3 hrs/day - a.m. \u0026amp; p.m. 3.25/hrs day - p.111. only Page 2 31VOdO AD010NH:\u0026gt;31 'D I . CARE Staff Last Name First Name Class 04-05 CARE Pay 04-05 King Pager: 607-7536 CARE Phone: 447-5185 Office Phone: 447-5100 Alford Anderson Carter Cartznes Davis Dilworth Jones Phillips Rhonda Diane John Jerome Arrysen Floyce William Frank Jeremiah Lead 3.9 1-3 3-17 2-2 2-1 3-11 3-6 1-4 $9.00 $7.28 $ I 0.36 $7.70 $7.55 $9.34 $8.54 $7.41 Sterley Pamela 1-2 $7. 13 McDermott Pager: 607-7534 CARE Phone: 447-5553 Office Phone: 447-5500 Alexander Jenkins McFee Mitchell Madie Christy Sarah Delisa Robinson Dorothy Lead -r,ieadowcliff Pager: CARE Phone: 447-5635 Bonds Dorothy 3-17 3-9 2-7 2-17 $10.36 $9.00 $8.48 $10.01 1-7 $7.89 Office Phone: 447-5600 1-7 $7.89 Conley Barnell Lead 2-17 $ I 0.0 I Otter Creek Pager: 607-7532 CARE Phone: 447-5837 Office Plwne: 447-5800 Aushn Dawson Walker Pulaski Heights Gordon Kendall Miller Tappin 7/26/2005 Shirley Bruce Whitney Lead 3-17 4-1 4-1 Pager: 607-7533 CARE Phone: 447-3285 Mary Evelyn Vanessa Ranita 3-9 1-6 2-17 1-4 $10.36 $6.25 $6.25 Office Phone: 447-5900 $9.00 $7.74 $10.01 $7.41 Hours Worked (before \u0026amp; after school  individual hours may vary) 3.5 hrs/day - p.m. only 3.25 hrs/day p.m. only I hr/day - a.m. only 3.5 hrs/day p.m. only 3.25 hrs/day - p.m. only 4.25 hrs/day - a.111. \u0026amp; p.rn. 3.5 hrs/day  p.m. only 4.25 hrs/day a.m. \u0026amp; p.m. 3.5 hrs/day p.m. only 2.5 hrs/day  p.m. day 4.25 hrs/day - a.m. \u0026amp; p.m. 3.25 hrs/day - p.m. only 2.5 hrs/day - p.m. only 3.25 hrs/day p.m. only 3.5 hrs/day - p.m. only 3 hrs/day  a.m. \u0026amp; p.m. 4.25 hrs/day a.m. \u0026amp; p.m. 3.25 hrs/day - p.rn. only 3.25 hrs/day p.m. only 2.5 hrs/day - p.m. only 4.25 hrs/day - a.m. \u0026amp; p.m. 2.25 hrs/day p.m. only 3 hrs/day - p.m. only Page 3 CARE Staff Last Name First Name Class 04-05 CARE Pav 04-05 Rockefeller Pager: 607-7523 CARE Phone: 447-6290 Office Phone: 447-6200 Alexander Elizabeth 1-6 $7.74 Clark Shirley 1-6 $7.74 Dobbins Marie 1-6 $7.74 Gant-Watson Wonda 3-5 $8.38 Porter Hazel 1-5 $7.56 Robinson Onetha 2-4 $8.01 Sten house Brenda Lead 3-9 $9.00 Romine Pager: 607-7580 CARE Phone: 447-6358 Office Phone: 447-6300 Terry Bibbs Wilbon Williams Cynthia Cora Ardelia Lead Pager: 607-7559 CARE Phone: 447-6553 Miller Robinson Thompson Joyce Barbara Darkeita 2-17 $10.01 1-16 $9.28 1-17 $9.43 Office Phone: 447-6500 1-6 1-7 1-6 $7.74 $7.89 $7.74 Thompson Linda Lead 3-17 $ I 0.36 Washington Pager: 607-7557 CARE Phone: 447-6787 Office Phone: 447-6700 Croon Shelia 1-6 $7.74 Eskew Annette 2-6 $8.33 Gue Sammie 1-17 $9.43 Nellums Mary Lead 2-14 $9.56 Shavers Patricia 1-5 $7 .56 Westem Hills Pager: 607-7553 CARE Phone: 447-6912 Office Phone: 447-6900 Douglass Jones Madison Workman 7/26/2005 Sandra Mary R. Zora Helen HIOd3H SHOllanv -~ Lead 3-17 1-4 3-17 2-17 \"ld3H NOll:JOHlSNO:\u0026gt; 3 $10.36 $7.41 $10.36 $10.01 31VOdn 130008 a HIOd3H lN3WNDISSV 1N3001S :i Hours Worked (before \u0026amp; after school - Individual hours may vary) S3.LnNIW v SH3llVW 3NllNOOH r. 3.5 hrs/day - p.m. only 3.5 hrs/day - p.m. only 3.5 hrs/day - p.m. only 3.5 hrs/day - p.m. only 3.5 hrs/day - p.m. only 3.5 hrs/day - p.m. only 3.5 hrs/day - p.m. only 4.25 hrs/day - a.m. \u0026amp; p.m. 3 hrs/day - p.m. only 3.25 hrs/day - p.m. only 3.25 hrs/day - p.m. only 3.25 hrs/day - p.m. only 4.25 hrs/day - a.m. \u0026amp; p.111. 4.25 hrs/day - a.111. \u0026amp; p.111. 3.25 hrs/day - p.m. only 3.25 hrs/day - p.m. only 4.25 hrs/day - a.m. \u0026amp; p.111. 3.25 hrs/day - p.111. only 3.25 hrs/day - p.m. only 2.5 hrs/day - p.m. only 3.25 hrs/day - p.111. only I hr/day - a.111. only 3.25 hrs/day - p.m. only Page 4 31VOdn AD010NH:l31 o CARE Staff Last Name First Name Class 04-05 CARE Pav 04-05 Williams Pager: 607-7543 CARE Pirone: 447-7163 Office Phone: 447-7100 Akins Kharisty 2-1 $7.55 Kelley brew Carol 1-6 $7.74 Lynch Mary Ellen 1-7 $7.89 Ollison Yolanda 1-4 $7.41 Smith Sarah L. Lead 3-17 $10.36 7/26/2005 Hours Worked (before \u0026amp; after school - Individual hours may vary) 3.25 hrs/day - p.m. only 3 hrs/day - p.m. only 3.25 hrs/day - p.m. only 32.5 hrs/day - p.m. only 3.75 hrs/day - a.m. \u0026amp; p.m. Pages CARE PROGRAM ENROLLMENT/STAFF DATA 2000-2005 2000-01 2001-02 2002-03 2003-04 2004-05 CARE Enrollment Number of Sites Number of Staff 1099 22 95 1100 21 100 1342 19 103 1460 22 103 CARE enrollment is the total number of students who were enrolled throughout the school year. C:\\Documents and Settings\\veda.houchin\\My Documents\\Marthas\\chart 04-05.doc 1507 21 100 !-'\u0026gt; .... m n :c z ,0- 0 C) -\u0026lt; C: \"'D 0 ~ m p .C..l.) 0 C:  o D\u0026gt; m C: z o-\u0026lt; C)  men -\u0026lt;\"' C: c'i \"'DZ o\nc  m -m\u0026lt;_z.\na m \"'D 0 .\n.a.. rn n 0 z !!l\na C: n... . 0 z\na m \"'D :-\u0026lt; '.Tl  C: 0 ~\na Cl)\na m \"'D 0 .\n.a.. June 2005 Enrollment by Sites CARE Program School List SCHOOL 4 YR KIND FIRST SECOND THIRD FOURTH FIFTH Totals 1 BALE 7 12 0 7 4 7 2 39 2 BOOKER 15 6 9 9 3 5 48 3 BRADY 6 7 3 2 5 2 4 29 4 CARVER 3 15 11 10 4 10 7 60 5 DODD 15 9 4 5 4 3 4 44 6 FAIR PARK 8 8 5 3 0 2 27 7 FOREST PARK 12 10 16 20 14 9 3 84 8 FRANKLIN 4 4 5 2 2 0 2 19 9 FULBRIGHT 11 11 15 10 16 9 10 82 10 JEFFERSON 12 11 13 12 12 7 8 75 11 KING 21 21 26 18 11 10 3 110 12 MCDERMOTT 8 15 4 9 6 9 5 56 13 MEADOWCLIFF 4 9 5 7 3 3 2 33 14 OTTER CREEK 6 12 9 13 4 7 7 58 15 PULASKI HEIGHTS 6 8 7 5 7 10 7 50 16 ROCKFELLER 18 10 10 9 2 4 8 61 17 ROMINE 8 8 8 3 4 2 34 18 TERRY 6 15 17 14 10 7 70 19 WASHINGTON 18 9 14 10 5 5 2 63 20 WESTERN HILLS 6 6 9 6 5 2 35 21 WILLIAMS 0 16 16 9 21 14 13 89 TOTAL 180 231 203 183 148 124 97 1166 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: July 28, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: July 2005 Construction Report - Bond Projects BACKGROUND: The bids for Rightsell were received by LRSD on May 25, 2005. The low bidders for the remodeling and the abatement of Rightsell had given LRSD until July 25, 2005 to award the contracts without any changes to their bid prices. LRSD has made another request to the contractors to extend their bid prices through August 31 . The remediation contractor agreed with this date. The building contractor for the remodeling agreed to September 30. The remodeling of Fair Park has been ongoing since the last day of school. The remodeling consists of necessary interior changes to fit the new Pre-Kindergarten program. The schedule is very ambitious and the contractor is working almost non-stop toward a completion date of August 1. Changes are being made to the driveway and drop off areas. These changes are on schedule and should be completed by August 1. The remodeling of student restrooms at Forest Park is being done this summer. The contractor is working toward completion by August 1. The demolition of Cloverdale Elementary School will be completed in October 2005. RATIONALE: Monthly reports are submitted to the Board to keep members up-to-date on construction projects in the District. FUNDING: Bond Funds RECOMMENDATION: Report item\nno action necessary. PREPARED BY: Bill Goodman, District Engineer ,.,.\u0026lt;..  m ,:c. c0 z\u0026lt;\"\u0026gt; o\u0026gt; D\u0026gt; :::! 00 oz ~\u0026gt; \"0 r- \"m.'e \u0026lt;n (\") :\u0026gt;\u0026lt;  \u0026gt;\u0026lt; ~~ m en (\") (\") 0 :c Zo Co \"m' ren \u0026gt;m C\nc ~~ .. m .:::: en 0 \u0026gt; :-,, \u0026gt; C 0 =l 0 \"\"'' \"m' \"0 0 ~ CONSTRUCTION REPORT TO THE BOARD JULY 28, 2005 BOND PROJECTS UNDER CONSTRUCTION I t:st. c.\nompIetIon Facility Name Project Description Cost Date Carver Media Center Expansion $167,490 Dec-05 Central Renovation - Interior - - ~ $10,200,26!3 -- Oct-05 -- -- ---- - Fair Park Remodel $799,000 Aug-0~ Fair Park Parking Lot - - - -- - - $185,00~ Aug-05 -- Forest Park Restrooms $152,881 Aug-05 Gibbs Addition - - $705,67_0_ _ Dec-05 - - Henderson -- Skylight Replacement - $319,000 Nov-05 Meadowcliff Remodel - $365,600 Sep-05 - - Oakhurst (Adult Education) New Windows $215,000 Aug-05 Pulaski Heights Elementary Clean Exterior Walls --1 $98,660 Aug-05 ---- Southwest New Corridor Ceiling I $300,000 Aug-05 Western Hills Electrical Upgrade \u0026amp; HVAC I $622,160 Aug-05 Woodruff Parking addition $175,000 AuQ-05 BOND PROJECTS CONSTRUCTION - SUMMER/ FALL 2005 I Est. CompletIon Facility Name Project Description Cost Date Cloverdale Elementary Demolition $520,750 Oct-05 -- Rightsell Renovation $2,494,000 Sep-06 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED I csr. t-ompIeuon Facility Name Project Description Cost Date Booker Electrical Upgrade Unknown Unknown Chicot Electrical Upgrade I Unknown Unknown J. A. Fair Sewer Line ! $50,000 Unknown $1 ,547,000 -- - Forest Heights Remodel Unknown -- -- Mitchell Renovation $2,212,493 Unknown Pulaski Hgts. MS Energy monitoring system installation I Unknown Unknown Williams Drainage Repair $29,200 Unknown BOND PROJECTS NOT YET STARTED I est. t-ompIeuon Facility Name Project Description Cost Date Administration Annex ADA Adaptations $32,351 , Unknown Electrical Upgrade $9,166 I Unknown Adult Education ADA Adaptations $248,020 I Unknown Structural Repairs $53,918 I Unknown Alternative Learning Center ADA Adaptations $43,134 I Unknown Electrical Upgra~ $2,696 I Unkno-wn Roof Repairs $26,959 . Unknown I Restroom Renovation I ~ 7,742 Unknown - Booker ADA Adaptations I $107,835 I Spring 2006 Cashion Building IADA Adaptations $21,567 Unknown Dodd Restroom Renovation $26,959 Unknown -- -- - -- Facility Services ~ 2,351 1 ADA Adaptations Unknown -- -- Install Water Meters at Cooling Towers $4,313 Unknown I Emergency Lighting Replacement $ao,a76 1 Unknown 1 Land Purchase - Booker --!...- $100,000 Unknown - Fulbright --1R enovate Restrooms $10,784 Unknown ADA Adaptations $21-\n\"s67-r--- - Unknown - Garland Renovation $900,000 Partially Complete - ADA Adaptations $188,711 Unknown Electrical Upgrade $6,988 I Unknown Geyer Springs Replace Restroom Stalls $4,313 Unknown ADA Adaptations $21,567 Unknown CONSTRUCTION REPORT TO THE BOARD JULY 28, 2005 BOND PROJECTS NOT YET STARTED Facility Name I I Est. Completion Project Description Cost Date Henderson Renovate Office $10,784 Summer 2006 ---- --~A_D_A Adaptations - $70,0~ 1-IR_C _____ ADA Adaptations - -- --- - ~.5ITT Restroom Renovation ______ ==--- $21,567 - 1-M- a_b_e-lv-a-le_Ele_m_e_n-ta_ry ___E_ le-c-tr-ic_a_l -U-pgr_a_de__ $6,21 1 - - ~mott Restroom Renovation -----~- $32,350 - Quigley Restroom Upgrades______ -- $5f918 - ,- ~ -~-------~-D-re_s_s-in-g Room Renovation -- $37,742 __ _ Unknown Unknown Unknown Fall 2005 Unknown Unknown Unknown Rockefeller ADA Adaptati~ $26,~ - - -- Unknown Electrical Upgrade - ,. $1,618 1-------------------=,-------'- - --'- -- --- 1-------- -----~l_nte_rior Renovation ___ _ - _ $16, 17_5 ___ Unknown Unknown Unknown Unknown Unknown Transportation - Laidlaw ADA Adaptations --------,,-- $32,3_5_1 _ Transportation - LRSD Electrical Upgrade $1,294 West Little Rock School New School ---- --- $11,782,638 ,-- BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description I Cost I Est. Completion Date Administration Asbestos abatement Administration I Fresh air system - Administration Fire alarm -- ---- - -- --+- Administration HVAC $380,495 $55,000 $32,350 - $70,000~ - Administration Annex ----1-En-e-rg_y_m_on-itoring system installation - - Alternative Learning Ctr. I Energy monitoring system instattaiion $15,16oT Alternative Learning Ctr. Energy efficien_t_li=gh_t_in~g'------ __- _--=_-_- $82,000 - Badgett ___ !Partial asbestos abateme_n_t _________ $237,237 Badgett ___ I Fire alarm ---1-- _ $18,250 -- Bale Classroom addition/renovation $2,244,524 Mar-03 __ Aug-03 _ AUJJ-03 Nov-04 ~ay-02 Oct-01 Dec-01 Jul-01 __ Aug-02 Dec-02 Bale _______ Energy monitoring sy_st_e_m_ _____ Mar-02 --+---- -- --- Bale Partial roof replacement $269,587 I Dec-01 ,_B_a_le_ ________H_ V_A_C_ ___________ __, ___$6 6_4~,5_8_7-+- ___ Aug-01 Baseline Renovation $953,520 __ Aug-04 --r-----=--~ 1-B_o_oke_r_ ______- +G-__y,__m_Ro_o_f ________________$4_ 8,525 j Oct-04 Booker ADA Rest rooms $25,000 Aug-04 Booker Energy efficient lighting I $170,295 I Apr-01 1--------------t-~ ~---,--=-~'--------'------ B o o k er Energy monitoring system installation $23,710 Oct-01 Booker Asbestos abatement _ $10,900 Feb-02 Booker Fire alarm $34,501 Mar-02 Brady ________ _,_A_dd_itio_n_/re_n_o_va_t_io_n ________ ~ ___ $_9_73,621 Nov-04 Brady Energy efficient lighting $80,593 Sep-02 Brady Asbestos abatement $345,0n -- Aug-_92 Carver Energy monitoring system installation ~4,480 I May-01 Carver Parking lot -- $111,742 _ Aug-03 Central HVAC Renovation - Band Area $225,000 __ Dec-04 Central Reflecting Pond $57,561 Sep-04 Central Parking Student parking $174,000 1 Aug-03 Central/Quigley I Stadium light repair \u0026amp; electrical repair $265,000 I Aug-03 Central/Quigley I Athletic Field lmprov_em_e_n_t --~-------$-3-8-,0-0-0-+-- Aug-03 Central/Quigley irrigation System $14,~-- Aug-03 Central I Purchase land for school\nUnknown Dec-02 Central I Roof \u0026amp; exterior renovations $2,000,000 ' Dec-02 2 !a' .... m n ::c z ,0- 0 C, -\u0026lt; .c.:,: C ~ m \u0026lt; ~\n:cc :,,,c:: zn c\u0026gt; a, :::! 00 oz ~.., ,)\u0026gt;- :x, en m,n\u0026lt; :,,: . \u0026gt;\u0026lt; en == men nn O::c Zo Co :x, rmen \u0026gt;m ~~ c, n .. m c\"' 0 )\u0026gt; '.\" )\u0026gt; c:: C ~ :x, en :x, .m., 0 :..x.,. Facility Name Central Central Central Chicot Chicot Cloverdale Elem. -- Cloverdale MS -- Cloverdale MS Dodd Dodd Dodd Dodd Dunbar Facilities Service Facility Services Fair Park --- Fair Park Fair Park Fair Park J. A. Fair J. A. Fair J. A. Fair -- J. A. Fair --- J. A. Fair J. A. Fair J. A. Fair Forest Park Forest Park Forest Park Fulbright Fulbright Fulbright Fulbright Fulbright Fr-anklin Geyer Springs Gibbs Gibbs Hall Hall Hall Hall Hall -- Hall Hall --- Henderson Henderson Henderson Henderson Henderson CONSTRUCTION REPORT TO THE BOARD JULY 28, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED I I Est. Completion Project Description Cost Date Ceiling and wall repair $24,000 Oct-01 Fire Alarm System Design/Installation $80,~ - ---+- T Aug-Ql_ Front landing tile repair - $22,470 Aug__:Q_!_ Drainage $64,700 Aug-04 -- ~- -- Sound Attenuation $43,134 Jul-04 Energy efficient lighting ~ ----- $132,678 Jul-01 -- - Energy efficient lighting $189,743 Jul-01 -- $1,393,822 -- Major renovation \u0026amp; addition Nov-02 __Fire Alarm Upgrade --- r $9,200 Oct-04 - - Energy efficient lighting - $90,665 Aug-01 Asbestos abatement-ceiling tile $156,299 Jul-01 Replace roof top HVAC r $215,570 _ Aug-lg -+ Renovation/addition $6,149,023 Nov-04 Interior renovation - - -- $84,6~-- -- Mar-01 Fire alarm $12,000 Aug-03 -- - Roof $245,784 May-05 HVAC renovation/fire alarm $315,956 Apr-02 j Energy efficient lighting $90,162-- - Aug.:Q!_ - ~ Asbestos abatement-ceiling I --$59,310 Aug-01 6 classroom addition \u0026amp; cafeteria/music room addition $3,155,640 Aug-04 -- -- - Energy efficient lighting $277,594 Apr-01 -- - Press box -- $10,784 Nov-00 --- Security earner~ __ $12,500 Jun-01 - IA thletic Field Improvement - ---$38,000 Jul-03 - Irrigation System $14,000 Jul-03 Roof repairs --- -- --$391,871 - - Aug-03 Replace window units w/central HVAC -- $485,258 Nov-03 Diagonal parking $111,742 I Aug-03 Energy efficient lighting $119,788 I May-01 Energy efficient lighting $134,463 Jun-01 Energy monitoring system installation $11,950 Aug-01 Replace roof top HVAC units $107,835 Aug-02 Parking lot $140,000 Sep-02 Roof repairs $200,000 Oct-02 Renovation $2,511,736 Mar-03 Roof Repair $161,752 I Jun-04 Energy efficient lighting I I $76,447 I Apr-01 1 Energy monitoring system installation I $11,770 Jul-01 $8,637,709 1 -- Major renovation \u0026amp; addition I Sep-03 1Asbestos abatement I $168,222 Aug-01 Energy efficient lighting I $42,931 I Jul-01 -- Infrastructure improvements I $93,657 I Aug-01 Energy efficient lighting I $296,707 Apr-01 1Intercom I Feb-01 'Security cameras_ _ : $10,600 . J-un-0-1 Lockers ! $43,854 Dec-04 Energy efficient lighting I $193,679 . Jul-01 I Roof replacement gym I $107,835 May-01 Asbestos abatement Phase I I $500,000 1 Aug-01 Asbestos abatement Phase 2 I $250,000 Aug-02 3 CONSTRUCTION REPORT TO THE BOARD JULY 28, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Est. Completion Facility Name Project Description Cost Date -IRC- Energy efficient lighting $109,136 Jul-02 --- Jefferson Asbestos abatement $43,~ Oct-01 Jefferson -- R enovation \u0026amp; fire alarm $1,630,000 Nov-02 -- --- Laidlaw Parking lot $269,588 Jul-01 Mablevale Elem Fire Alarm Upgrade -m:ooo Oct-04 Energy monitoring system installation ~-- Mabelvale Elem. ~.150 Aug-Ql Mabelvale Elem. Replace HVAC units $300,000 Aug-02 -- Mabelvale Elem. Asbestos Abatement $107,000 Aug-02 r-- Mabelvale Elem. Energy efficient lighting - $106,598 Dec-02 Mabelvale MS Renovate bleachers $134,793 Aug-01 Mabelvale MS - IR enovation $6,851,621 Mar-04 Mann Partial Replacement $11,500,000 Apr-04 -- Mann 'Asphalt w.alks ,T he total $1.8 million Dec-01 Mann I walkway canopies Dec-01 -- __ --is what has been Mann Boiler replacement __, used so far on the I Oct-01 -- Mann Fencing projects listed Sep-01_ -- -- Mann Partial demolition/portable classrooms completed for Mann. Aug-Q.!_ - McClellan I Parking Lot Overlay I $65,000 Apr-05 - --- McClellan -- Athletic Field Improvement - $38,000 Jul-03 McClellan Irrigation System . $14,750 Jul-03 --- McClellan 1 Security cameras __ I $36,300 1 Jun-01 ---- McClellan _ ~rgy efficient lighting $303,614 May-01 -- -- - - McClellan Stadium stands repair $235,000 ~g-01 -- McClellan !Intercom $46,000 Feb-02 McClellan $2,155,622 -- Classroom Addition Jul-04 I-Fire Alarm Upgrade -- McDermott $7,700 Sep-04 I McDermott 1 Energy efficient lighting I $79,411 Feb-01 McDermott Replace roof top HVAC units $476,000 I Aug-0_ Meadowcliff Fire alarm $16,175 Jul-01 -- - Meadowcliff Asbestos abatement $253,412 1 Aug-02 Meadowcliff Engergy efficient lighting $88,297 Dec-02 Metropolitan Replace cooling tower $37,203 Dec-00 Metropolitan Replace shop vent system $20,000 May-01 Metropolitan Energy monitoring system installation $17,145 Aug-01 Mitchell I Building Remediation $165,000 I Jul-04 Mitchell Energy efficient lighting $103,642 Apr-01 Mitchell I Energy monitoring system installation I $16,695 Jul-01 I--- Mitchell 'Asbestos abatement I $13,000 Jul-01 Oakhurst HVAC renovation I $237,237 Aug-01 Otter Creek Energy monitoring system installation $10,695 May-01 Otter Creek Energy efficient lighting $81,828 Apr-01 --- Otter Creek )Asbestos abatement I $10,000 ~g~2 Otter Creek Parking lot I $138,029 j __ Aug~ Otter Creek 6 classroom addition $888,778 I Oct-02 Otter Creek Parking Improvements I $142,541 Aug-03 Parkview Addition $2,121,226 Dec-04 - Parkview HVAC controls I $210,000 Jun-02 Parkview I Roof replacement $273,877 -- Sep-01 -- Parkview I Exterior lights $10,784 I Nov-00 Parkview HVAC renovation \u0026amp; 700 area controls $301,938 Aug-01 Parkview , Locker replacement $120,000 Aug-01 Parkview I Enerqy efficient liqhtinq $315,000 I Jun-01 4 p -m\u0026lt; (\") :,: z 0 r- 0 G') -\u0026lt; .c.:.:, CJ ~ m \u0026gt;\u0026lt; \"':= mu, nn 0:,: Zo Co ::0 rffl r,, \u0026gt; m ~~ G'\u0026gt;(\") .. m C en ,0. ',.T.l c:: CJ =l 0 ::0 \"' ::0 .m.., 0 ::0 -\u0026lt; CONSTRUCTION REPORT TO THE BOARD JULY 28, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Est. Completion Facility Name Project Description Cost Date Procurement Energy monitoring system installation $5,290 Jun-02 -- ~ Procurement Fire alarm $25,000 Aug-03 --- Pulaski Heights Elem/Middle_ Cafeteria Ceiling - - - $33,378 Aug-05 Pulaski Heights~m/Middle Replace Entry Doors T $13,990 ~- -- t Aug-05 Pulaski Hgts. Elem Renovation - $1,193,259 Nov-04 - - Pulaski Hgts. Elem Move playground _J__ $17,000 Dec-02 Pulaski Hgts. MS Renovation-- -- $3,755,041 - -- --- Nov-04 Rightsell Energy efficient lighting-- T $84,898 Apr-01 -- - - Rockefeller Energy efficient lighting-- $137,004 Mar-01 -- -- Rockefeller Replace roof top HVAC $539,175 Aug-01 Rockefeller I Parking addition -- ~742 Aug-02 Romine $10,000 --- 'Asbestos abatement I ~r-02 --- Romine Major renovation \u0026amp; addition $3,534,675-,----- Mar-03 Scott Field Track Renovations I $289,056 I May-05 Security/Transportation IB us cameras - $22,500 Jun-01 -- Southwest Addition $2,000,000 Nov-04 -- Southwest Asbestos abatement $28,138 I Aug-00 Southwest New roof --- $690,000 . Oct-03 -- Southwest Energy efficient lighting $168,719 Jan-02 Southwest Drainage / street widening $250,000  Aug-03 Student Assignment I Energy monitoring system installation I $4,830 Aug-02 Student Assignment Fire alarm $9,000 Aug-03 -Tech Center Phase 1 Renovation $275,000 -D-ec--01 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II $3,679,000 Jun-04 ------ Technology Upgrade I Upgrade phone system \u0026amp; data Nov-02 --- Terry  Energy efficient lighting I $73,850 Feb-01 ------- Terry 1 Driveway \u0026amp; Parking $83,484 - Aug-02 +----- - Terry Media Center addition I $704,932 Sep-02 Wakefield Rebuild I $5,300,000 Dec-04 Wakefield Security cameras $8,000 Jun-01 Wakefield Energy efficient lighting $74,776 Feb-01 Wakefield Demolition/ Asbestos Abatement I $200,000 Nov-02 Washington Fire Alarm Upgrade $11,600 Oct-04 Washington Security cameras $7,900 Jun-01 Washington Energy efficient lighting $165,281 Apr-01 Watson Energy monitoring system installation $8,530 Jul-01 Watson Asbestos abatement $182,241 Aug-01 Watson 'Energy efficient lighting $106,868 Aug-01 Watson Asbestos abatement $10,000 Aug-02 Watson Major renovation \u0026amp; addition $800,000 Aug-02 Western Hills  Fire Alarm Upgrade $8,400 _1 _ Oct-04 Western Hills ADA Rest rooms $25,000 - ~g-04 Western Hills Asbestos abatement $191,946 Aug-02 Western Hills Intercom $7,100 Dec-01 Western Hills 'Energy efficient lighting $106,000 Jul-01 -- Williams Renovation $2,106,492 . Mar-04 Williams Parking expansions I $183,717 j Dec-03 -- Williams __ ~gy effici~nt lighting I $122,719 Jun-01 -- Wilson HVAC for Cafeteria $56,000 Mar-05 Wilson Renovation/expansion $1,263,876 Feb-04 Wilson Parking Expansion $110,000 Aug-03 Woodruff I Renovation $246,419 AuQ-02 5 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: July 28, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Board Auditor Report BACKGROUND: Monthly report to School Board. RATIONALE: Summary report of activities. FUNDING: No changes. RECOMMENDATION: None. PREPARED BY: Sandy Becker p m--\u0026lt; (\") :,: z 0,.. . 8 -\u0026lt; C \"D ~ m \u0026lt; :. m :,:0  c zO o  a,::! 00 oz 2!\n\u0026gt; \"D ,... :,:, en m\u0026lt; :',\n(\" )  \u0026lt; (I)\n= men (\") (\") 0:,: Zo Oo :,:, ,... men  m ~~ C) (\") .. m .::en 0  ~~ \"D m:i: :,:,c en 3: 0  zz ~~ ,- en oo :i:c :,:, Z(\") c, m men en Date: To: From: Re: July 28, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS Board of Directors Sandy Becker, Internal Auditor Audit Report - July This is the sixty-ninth communication regarding status of the current year projects and reviews. Activity Funds a) Working with one high school, one middle school and two elementary schools to resolve financial issues in their activity and related funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. b) The AAB has forwarded a Booster Club Guidelines Package to be included in official publications of the District after review. Board Policy and Regulation a) The amended Out of District Travel regulation is being implemented. Technology Training a) Monitoring technology plans and technology meetings to determine how use of technology will improve and streamline the workflow for staff persons. b) Facilitating technology upgrade in cooperation with the English Department for Yearbook and Newspaper production staff in LRSD high schools to improve access to tools needed for students and staff. a) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. Audit Report - July 2005 Page 2 of2 b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) c) d) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Monitoring cost reduction efforts in the District. Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. Reviewing leave accountability system. Reviewing Teacher School Supply Fund Records for recommendations. Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Served as District coordinator of United Way's Day of Caring (April 17, 2005. Eleven schools participated. Assisting LRSD PT A's in financial process training. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org. C: -0 0 \u0026gt;\n1 ~ .\u0026gt; m\" :i\nO \u0026gt; C: zn o\u0026gt; a,:::! oooz ~\u0026gt; -0 r\no U) m. \u0026lt; (\") :\u0026gt;\u0026lt;  e\u0026gt;n\u0026lt;~ m \"' (\")(\") 0:i: Zo Oo\no rm u, \u0026gt;m O\no z\u0026lt; c, n .. m Cu, g\ni-~ -0 m:i:\no C: U) !!: 0\u0026gt; zz ~~ r- U) no :i: C: \u0026gt;\no zo C) m m u, U) DATE: TO: FROM: July 28, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Technology Report BACKGROUND: Since the last Board meeting the following technology activities took place:  Training for Teachers has been on-going all summer at the Technology Center and other district sites. Teachers have received training on software programs such as - Project SOAR, Curriculum Mapper, Compass Odyssey, and more ...  The computer refresh program has continued at designated district sites.  Plans are in place to continue implementation of Edline - web-based Grade reporting to parents at the Middle School Level.  Computer Information Services has implemented a new web-based workorder/ project management tracking system called RADAR - RequestAssign- Develop-Apply-Review. RADAR will be used by the Dis::icts' Applications Group to track and manage data/report requests throughout the district. District staff will have the capability of entering their data requests via the web and automatically receive updates on the status of their requests via email.  Ten elementary schools are piloting software to assign students to classes electronically using an electronic scheduler for elementary schools. RATIONALE: To implement the LRSD Technology Plan 2003 - 2006 ,..,.\u0026lt;... . m ::z:C ,..c zn c\u0026gt; CD:::! 00 oz 2S )\u0026gt; 'ti,...\nJJU\u0026gt; m. \u0026lt;n :\u0026gt;\u0026lt;  \u0026gt;\u0026lt; CJ)?= mu, On O::z: Zo Co\nJJ,... mu, \u0026gt;m ~~ e\u0026gt;n .. m ctn 0 )\u0026gt;\n,\u0026gt;~ 'ti m:x:\nJJ C: tJ\u0026gt; 3: 0\u0026gt; zz ~~ ,... tJ\u0026gt; no ::z:c \u0026gt;\nJJ zo C\u0026gt; m men tJ\u0026gt; FUNDING: N/A RECOMMENDATION: It is recommended that the Board accept this report. PREPARED BY: John Ruffins, Director, Computer Information Services Lucy Neal, Coordinator, Technology and Media Services LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: July 28, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Handbook for Parents of Pre-K Children Participating in the LRSD Early Childhood Program BACKGROUND: The Department of Early Childhood and Elementary Literacy convened a committee of early childhood teachers, principals, parents, and specialists to develop a Pre-K Parent Handbook. Several meetings were held to develop the content of the Handbook, and a draft version of the Handbook was sent to all LRSD Elementary Principals and Pre-K Teachers for their review. The attached handbook is the result of those efforts. RATIONALE: Currently the District does not have a formal district handbook regarding the preschool program. The purpose of the handbook will be to provide parents, teachers, and principals with clearly defined expectations regarding participation in the preschool (fouryear- old) program and policies and procedures for dealing with preschool issues. FUNDING: N/A RECOMMENDATION: It is recommended that the Board adopt the Pre-K Parent Handbook as submitted. PREPARED BY: Krista Underwood, Director, Early Childhood !\" n 0 ~ ~ n =l m n :c (/) m \"\u0026lt;'\n::: f.,l, .\"0, ', m ~ C 0 z ~ i5 z \u0026gt;\u0026lt; ~~ nmn\"' 0 :c zo Co \"',... m\u0026gt;m\"' l ~ C)n .. m c\"' 0 \u0026gt; .~,, ~ m :c\n,:,c (/) 3:: 0\u0026gt; zz Z:,c ! rn no :C C \u0026gt;:,c Zn C) m mCJ\u0026gt; (/) Little Rock School District Pre-Kindergarten (4-Year-Old) Parent Handbook 2005-06 TABLE OF CONTENTS Page Letter to Families .................................................................................... 3 Goals of the Program ............................................................................... 3 List of Pre-Kindergarten Schools .. .. .. .. . .. ................................................. .4 Enrollment Requirements .......................................................................... 5 Physical Examination and Immunization Requirements ..................................... 5 The Pre-Kindergarten Instructional Program ................................................. 6 Attendance .............................................................................................................. 7 Little Rock School District Discipline Policy .................................................... 7 Authorized Persons/Sign In and Sign Out. .................................................... 8 Illness of Children .................................................................................... 9 Medication at School. ............................................................................. 10 Appropriate Dress for School. .................................................................. 10 Outdoor Play ........................................................................................ 10 Emergency Drills ................................................................................... 10 Nap Time ............................................................................................ 10 School Breakfast and Lunch Program ....................................................... 10 Toileting .............................................................................................. 11 Parent Involvement. ............................................................................... 11 Parent/Teacher Conferences .................................................................... 11 Money Sent to School.............. .. . . . . .. . .. . .. . . .. . . . .. .. . . . . .. . . .. .. . . . .. ................... 11 Signature Page.............................. . ...................................................... 12 2 !l' n 0 .z... . ~ n ::l m n ::r:: en m ~\na\np ,,\no ,0, m\no ::\n! 0 0 z :!. 0 z !I: \u0026gt; ti! m ~ !:\n\u0026gt;\u0026lt; ~:== m en nn O::r:: zo Oo\norm en \u0026gt;m ~~ c, n .. m C en 0 \u0026gt; ,\n,,\u0026gt; ~ m::r::\no C: en !I: 0\u0026gt; zz ~~ r- en no ::r:: C: \u0026gt;\no Zn Cl m men en LETTER TO THE FAMILIES: WELCOME AND INTRODUCTION Welcome to the Little Rock School District (LRSD) Pre-Kindergarten (Pre-K) Program! We understand the tremendous trust you are placing in us to educate your children. Our well-trained staff is committed to ensuring that your children receive the best early learning experiences in the safest, most caring environment possible. The philosophy of the Little Rock School District Pre-Kindergarten Program is the following:  Every child deserves a safe, healthy, and secure environment.  All children can be successful learners.  The children, families, and school community should be treated with respect and honesty.  Learning should be relevant, meaningful, and developmentally appropriate.  Parents are a child's first and most important teacher.  Cooperation, collaboration, and teamwork are essential to meeting the District's Pre-K goals. The Little Rock School District offers the highest quality pre-school education available. It is the goal of the district's early childhood program to help each child achieve his/her maximum potential through a variety of experiences designed to promote a positive self-concept. A qualified and experienced staff provides a warm and supportive atmosphere which assures each child that he or she is secure and accepted. Classrooms are designed to provide a cheerful, healthy learning environment for growing, active children. PROGRAM GOALS The Little Rock School District Pre-Kindergarten Program is not a child care program, but a program designed to increase the readiness of the children for kindergarten with the ultimate goal of ensuring children's success in school. The goal will be accomplished through the following activities: 1. Provide preschool students with high quality, developmentally appropriate learning experiences designed to enhance kindergarten readiness. 2. Support parents in their role as a child's first and most important teacher by providing access to educational resources and information. 3. Ensure continuity and smooth transitions from home to early education and primary school. The learning environment of the Pre-Kindergarten Program is designed to provide students with a challenging, yet developmentally appropriate curriculum. The program components are aligned with the state standards adopted in the Arkansas Early Childhood Framework. Through the active learning process, children will construct their own knowledge\nlearn how to make decisions and plans\nseek and organize information. The role of the teacher is to guide students in their construction of knowledge - challenging them to make predictions, try new approaches, and solve their own problems. Please help us achieve these goals by getting your child to school on time everyday!! 3 School Bale Baseline Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbriqht Geyer Sorinas Jefferson King Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terrv Wakefield Washinaton Watson Western Hills Wilson Woodruff LIST OF PRE-KINDERGARTEN SCHOOLS Address Principal 6501 32na St. Barbara Anderson 3623 Baseline Rd. Eleanor Cox 7915 W. Markham Ada Keown 2100 East 6m Dianne Barksdale 11100 Chicot Jane Harkey 6500 Hinkson Rd. Frederick Fields 6423 Staoecoach Faith McLauahlin 616 N. Harrison TBA 1600 N. Tyler Theresa Ketcher 1701 S. Harrison Ethel Dunbar 300 Pleasant Valley Deborah Mitchell 5240 Mabelvale Pike Donna Hall 2600 N. McKinley Roberta Mannon 905 MLK Blvd. Tyrone Harris 9401 Mabelvale C/O TBA 1200 Reservoir Rd. Virainia Ashley 25 Sheraton Dr. Karen Carter 16000 Otter Creek Pkwy. Janis Tucker 319 N. Pine Lillie Carter 911 West 19m Eunice Thrasher 700 East 17\"' Anne Manaan 3400 Romine Rd. Lillie Scull 3700 West 18m Sharon Brooks 10800 Mara Lynn Becky Ramsey 75 Westminister Les Taylor 2700 Main Gwen Zeiqler 7000 Valley Dr. Mike Oliver 4901 Western Hills Scott Moraan 4015 Stannus Beverly Jones 3010 West 7m Janice Wilson Telephone 447-3600 447-3700 447-3900 447-4000 447-7000 447-4200 447-4300 447-4400 447-4500 447-4600 447-4700 447-4800 447-5000 447-5100 447-5400 447-5500 447-5600 447-5800 447-5900 447-6100 447-6200 447-6300 447-6400 447-6500 447-6600 447-6700 447-6800 447-6900 447-7200 447-7300 4 !\" n .0z.. . ~ n =l m n ::c (J) m :a \u0026lt;\n:=: p ..,, :a .0., , m ~ C 0 z ~ 0 z \u0026gt;\u0026lt; (/J ?= m\u0026lt;n nn O::c Zo Co :a ,... m\u0026lt;n \u0026gt;m ~~ C'ln .. m i= (J) g\n..,,,\u0026gt; ~ m::c :a C en 3: 0\u0026gt; zz ~~ ,....(J) no :cc \u0026gt; :a Zn C'lm m\u0026lt;n (J) ENROLLMENT REQUIREMENTS Applications for enrollment are accepted without regard to race, religion, color, sex or national origin. To apply for admission in a Pre-Kindergarten program, parents must contact the Little Rock School District Student Registration Office at 5th and Sherman (447-2950). If there is not an opening at the requested school, the child's name will be put on a waiting list. After receiving a notification letter of an opening, parents will need to follow the directives in the letter which will usually require notifying the Student Registration Office of acceptance or refusal of that PreKindergarten slot by an established deadline date. Upon acceptance, parents will visit the assigned school during student check-in and complete the necessary forms. The following is a list of the enrollment requirements: 1. A child must be 4 years of age on or before September 15th before entering the PreKindergarten Program. 2. In order for a child to attend class on the first day of Pre-Kindergarten, the school must have the following documents: a. Pupil Information Form b. Original Birth Certificate c. Social Security Number d. Health Screening Form (See explanation below.) e. Complete all required immunizations and provide records to the school nurse or school office. (See explanation below.) f. Permission for the child to receive emergency medical care at Arkansas Children's Hospital or a designated physician in case of an extreme medical emergency g. Information form designating persons who are allowed to pick up child from school h. Notarized custody declaration if applicable i. Updated physical or current physical The date used by the Little Rock School District for admittance to the Pre-Kindergarten Early Childhood Program is the same as that established by the State Department of Education for kindergarten eligibility. PHYSICAL EXAMINATIONS AND IMMUNIZATIONS Little Rock School District Health Services require immunizations and physicals for students in the Pre-Kindergarten Program. It is mandatory that all students in the Pre-Kindergarten Program have a physical examination by their doctor or primary health care provider and submit the required Health Screening Form to the school office. In addition, Pre-K children must receive the required age-appropriate immunizations. Written proof of these immunizations must be presented before the child is admitted to school and each time the child receives additional immunizations. Children who have not met these requirements will not be allowed to attend school. Changes in immunizations must be reported to the office or school nurse. 5 THE PRE-K INSTRUCTIONAL PROGRAM Staffing. Every Pre-Kindergarten classroom is staffed with a certified early childhood education teacher and instructional assistant with Child Development Associate (CDA) Training. Classroom Size. Every Pre-Kindergarten classroom is limited to an enrollment of 20 children with a ratio of one adult to every ten children throughout the day with the exception of naptime. Before and After School Child Care. Child care is available at most schools before and after school from 7:00 a.m. - 5:30 p.m. Please check with your assigned school to see if this service is provided. Instruction. The Little Rock School District uses a learning center approach to help children become independent thinkers, self-confident eager learners and highly skilled individuals. This approach provides opportunity for children to engage in respectful interactions in a richly prepared environment with professionals available to help them develop socially, emotionally, academically, and physically. Some of the centers that are implemented in the classrooms are the following: Block Center - Blocks provide the basic muscle development skills and creativity necessary to solve problems. This center will give children the opportunity to explore, sort, make comparisons, and build structures. Dramatic Play Center - Dramatic play is used to help children develop social interaction as they explore new and different ways to play. A variety of props will be available for children to role play. Art/Music Centers - In these centers children's self-esteem is developed. When their forms of self-expression are accepted and appreciated, children feel good about themselves. Small muscle skills and eye-hand coordination are developed in these centers. Creativity is encouraged. Language Arts Center - In this center, children begin to understand that books are exciting \"friends\" that can be enjoyed. They begin to notice that letters are symbols for the words they say. They learn to tell stories and events in sequence. They learn to \"read\" pictures. The children are developing their listening, speaking, reading, and writing skills in this center. Manipulative Center - This center is one in which children work with activities that develop small muscle and eye-hand coordination. Putting a puzzle together involves problem solving and configuration (seeing the shape of things and how they fit together). In this center children learn how to work independently, classify objects, put materials together, and how to take them apart. Nature/Science/Math Center - This center is a DOING center rather than a \"look but don't touch\" center. The children develop the thinking process and sensory experiences. They develop concepts of shape, color, size, number, classifying, and sequencing. 6 !J' (\") .0z.. . ~ (\") =1 m (\") ::c u, m :,c\n\u0026lt;:: .f,l, :,c .0, , m ~ C 0 z .\u0026gt;... 5 z \u0026gt;\u0026lt; en := mu, (\") (\") O::c zo Co :,c ,mu, \u0026gt;m ~~ C) (\") .. m C \u0026lt;n 0 \u0026gt; .\n,s, -~ m::c :,c C: \u0026lt;n 3: 0\u0026gt; zz ~~ ,- u, no ::c C: \u0026gt;:,c Zc-, c, m m \u0026lt;n u, ATTENDANCE Teachers begin instruction at the beginning of the school day so it is imperative that students arrive on time. When students are tardy, they miss a portion of the instruction provided to the rest of the class. Students will be considered tardy ten minutes after the first bell rings. If a child must be absent, the following procedures will be used to report and monitor absences. 1. The parenUguardian is to notify the school attendance office by noon on the date when a student is absent. Failure to do so will result in the absence being recorded as unexcused unless the principal extends the verification period. 2. Full day or part day absences will be excused for personal illness, family emergency or an unusual cause acceptable to the principal of the school in which the student is enrolled. 3. When a student has three or more unexcused absences in any class during one semester, the school attendance secretary will notify the student's parenUguardian, or persons in loco parentis. Notice will be via telephone contact by the end of the school day in which the absence occurred or sent via regular mail no later than the following school day. Data from the student's Pupil Information Form will be used in the procedure. 4. When a student has six unexcused absences in any class during one semester, the school attendance secretary will again notify the student's parenUguardian of the number of absences. Also, the student's building-level administrator will schedule a conference with the student and his or her parenUguardian to discuss the student's absence pattern and its effects, together with appropriate interventions. The administrator will explain during the conference that dismissal will occur if the student receives 12 unexcused absences a semester. LRSD DISCIPLINE POLICY FOR CHILDREN IN THE PRE-K (FOUR-YEAR-OLD) PROGRAM Discipline in the Pre-Kindergarten Program will be appropriate to the child's level of understanding and be directed toward teaching the child acceptable behavior and self-control. Staff will offer guidance to a child needing redirection. With the help of a staff member, children will be offered appropriate choices so that in their developmental years they may determine what is right and wrong. If a child continues to have behavior problems, separating the child for \"time out\" may be necessary to resolve the difficulty. Time out is appropriate for children over 2 years of age. The period of time should equal the child's age\n(for example, 4 years of age should be 4 minutes). ParenUteacher conferences may be needed to determine if other circumstances are contributing to the situation and to develop a plan of action. Behavior management used by the Little Rock School District focuses on creative conflict resolution. This technique emphasizes children learning to resolve their own conflicts with each other and with adults in a positive manner. It is designed to increase the self-esteem of the children. 7 Disciplinary Steps: (Taken from The Student Conduct Code Section of the Little Rock School District Student Handbook) 1. Prevention - trying to keep the inappropriate behavior from happening 2. Redirection - encouraging another activity, role-play appropriate behavior 3. Conference with child 4. Time out in the classroom (age appropriate amount of time and supervised) 5. Contact a parent for a conference 6. Refer to the Pupil Services Team and/or Tri-District Early Intervention Team to develop a behavior management plan 7. Up to five (5) days removal from the program 8. If a behavior is dangerous and/or unhealthy for the child, another child and/or staff members, and after all efforts have been exhausted, the child will be dismissed from the program Parents will be kept fully informed as a child progresses through the disciplinary steps. They will be called immediately when a child exhibits dangerous or uncontrollable behavior, and disciplinary action will be taken to ensure the safety for all, which, as noted above, could be dismissal from the program. The administrator may choose a more severe penalty, at any time, based on the child's past behavior record and may reduce disciplinary actions when warranted. When disciplinary actions are imposed on a child, the parent/guardian will be notified. The District's discipline procedures meet the licensing requirements as set forth by Arkansas Department of Human Services, Division of Child Care and Early Childhood Education Licensing requirements. CORPORAL PUNISHMENT DISTRICT POLICY STATES THAT CORPORAL PUNISHMENT MAY NOT BE USED AS A DISCIPLINARY MEASURE IN THE LITTLE ROCK SCHOOL DISTRICT PUBLIC SCHOOLS BY ANY TEACHER, ADMINISTRATOR, OR OTHER SCHOOL PERSONNEL. PARENTS/GUARDIANS WILL NOT BE ALLOWED TO ADMINISTER ANY FORM OF CORPORAL PUNISHMENT ON SCHOOL GROUNDS. AUTHORIZED PERSONS/SIGN IN AND SIGN OUT 1. It is District and State policy that, upon arrival to school, the parent or guardian (or any designated adult or caregiver) must bring the children inside the school building to sign them in and make their presence known to the appropriate staff member. Parents must also come inside to sign their children out at the end of the school day, 2. The sign-in sheet is used to verify attendance and to ensure the child's safety. To remain in the program, a parent or designee must sign the child in and out. 3. It is important that the registering parent notify the school office in writing of persons authorized to pick up the child. A CHILD WILL BE ALLOWED TO LEAVE SCHOOL ONLY WITH AUTHORIZED PERSONS. Anyone picking up a child should be prepared to show proper identification before the child will be released. In the case of divorced parents, it is important that the registering parent indicate on the enrollment application 8 !X' (\"') 0.z. . ~ =1 m (\"') :c en m :c \u0026lt; ?- .~., :c 0.. , m :c ::\nl C 0 z ~ 0z\ni:: \u0026gt; CD m ~ !:\n\u0026gt;en\u0026lt;~ men (\"')(\"') O\n:c Zo Co :c rmen \u0026gt;m ~~ C) (\"') .. m i:: en g .~., ~ m :c :C C en\n: 0\u0026gt; zz ,~-~en no :C C \u0026gt; :c Z(\"') c, m men en who has legal custody and who may pick the child up from school. Legal documentation will be required as proof of custody. 4. Elementary-age siblings 4th grade and older may sign a Pre-Kindergarten student in/out only if a permission letter is signed by the parent/guardian and given to the school office by the parent/guardian. 5. Children should be picked up on time after school. If parents cannot pick up their children at the appropriate time, arrangements should be made for other transportation or after school care. No child will be released from the playground. Parents should accompany their children out of the building. Children should not be allowed to leave the building unattended. Children will need to be signed in/out for the CARE program, daycare pick-ups, car pools, and/or any method of transportation. Parent cooperation will help ensure the safety of all of the Pre-Kindergartne children. ILLNESS OF CHILDREN Children with these symptoms must be kept at home:  Temperature of 100.4 or over (for the safety of the child and others, it is required that the child be kept home until 24 hours after he/she is fever-free without the aide of fever-reducing medication).  Vomiting  Diarrhea  Symptoms of communicable disease If any of these occur, parents will be contacted to pick up their children immediately. MEDICATION AT SCHOOL Transporting Medication Between Home and School: Parents are responsible for getting medicine to and from school. Children will not be allowed to transport medicine at any time. Medication Permission: Parents must complete all required information on the LRSD permission form in order for the child to receive medicine at school. Medication Storage: Parents must take student medications to the nurse or office. Students are not allowed to keep medicine in the classroom, therefore, parents should never leave medications in backpacks. All medications will be locked in the office. The school nurse or office personnel will administer all medications. Teachers are not permitted to give medications. Over the counter medication will not be given longer than five days. Once-a-day medication and twice-a-day medications should be given at home. Please notify the office if medication requires refrigeration. Medication Time: It is important that each school establish routine times for medication administration. It is not possible to have a specific time for each child. Medication Containers: Medication must be in the prescription bottle or non-prescription original container with the original label. Medication is not to be sent in any other container or wrapper (e.g., Saran Wrap, aluminum foil, lunch box, etc.). 9 APPROPRIATE DRESS FOR SCHOOL Preschool is a very active place to learn. Children paint, glue, play in sand and water, and play outdoors daily weather permitting\ntherefore, sturdy, comfortable, washable clothes are necessary. This allows the children to become actively involved in all activities. Parents should make sure their children's clothes are easy to pull up and down for bathroom needs. Tennis shoes seem to work best for all activities. Flip-flops and clogs are not safe footwear for school. Children should always have a sweater or jacket available for cool days. Light clothing is necessary when it gets hot. The child 's name must be written on all clothes that the child can take off at school. (e.g., jackets, sweaters). In case of accidents, each child will need a complete change of clothing at school. OUTDOOR PLAY Outdoor play is required for one hour each day. Weather permitting, children will play outside every day with 32 being th~ temperature guideline. The wind chill factor is taken into consideration in the winter\nheat index for the summer. Please do not ask for exceptions. If a student is too sick to go outside, parents need to keep the child home. The schools do not have enough assistants to provide one-on-one supervision and the State has strict guidelines for the ratio of adults to children. No toys will be allowed at school, and bringing toy guns to school will result in dismissal. EMERGENCY DRILLS Emergency drills are held monthly to acquaint the children with evacuation procedures. This makes quite an impression on a few children the first time a drill is held, but children soon become accustomed to the sound and know just what to do. The Pre-Kindergarten Program is equipped with a fire alarm system and smoke detectors. Fire extinguishers are placed throughout the building. NAP TIME After lunch, a nap period is scheduled for all Pre-Kindergarten children. Parents should send one small stuffed animal for the child to cuddle during naptime, one crib sheet, and a large bath towel for the mat. To protect the child's health, the District provides a sanitized mat or cot. Towels and sheets for Pre-Kindergarten are sent home on Friday to be laundered and must be returned on Monday. SCHOOL BREAKFAST/LUNCH PROGRAM A breakfast and lunch for the Pre-Kindergarten students will be available at each school. Both meals will be served in the cafeteria. Breakfast and/or lunch must be paid in advance weekly or daily. Free and reduced lunch application forms may be obtained in the school office. Food will not be heated, so parents must pack food that is prepared to be eaten as is. If a hot lunch is desired, it is suggested that the child purchase a lunch prepared by food service. If the child brings his/her lunch to school, it is recommend that a nutritious lunch be sent. Please do not send candy, gum, or soft drinks. !\"' (\"') z.0.. . ~ (\"') ::1 m (\"') :I: en m ~\n:\n~ ..,,\n,::, .0., , m\n,::, ::\n! 0 0 z :. 0 z \u0026gt;\u0026lt; (I):= men \u0026lt;\"\u0026gt;n 0:I\nzo Co\n,::,r men \u0026gt;m ~~ c, n .. m c::::en 0 \u0026gt;\n..t,,\u0026gt; ~ m:I:\n,::,c en 3: 0\u0026gt; zz ~~ r en no :I:c \u0026gt;\n,::, Z(\"') Cl m men en TOILETING Students must be completely potty trained to participate in the Pre-Kindergarten Program. No diapering will be done by the staff. If a child has an accident, the parent will be notified. Pull-ups will only be accepted due to a medical condition accompanied by a doctor's statement. PARENT INVOLVEMENT Please read carefully any notes or letters that the child brings home from school. This keeps the lines of communication open so that parents know what is happening at school. Lunch is a great time to volunteer! The school encourages all parents to become involved in their children's early education environment by volunteering or visiting in the classroom. This time can be at the parent's convenience and should be arranged with the classroom teacher. Volunteering will enhance the parent-teacher relationship and familiarize parents with the program and the many rewards of working with young children. Parents must remember, however, that is it never appropriate for a parent to discipline other children in the program. Little Rock School District has very specific disciplinary guidelines that must be followed. PARENTffEACHERCONFERENCES Two conferences will be scheduled during the school year\nhowever, conferences between parents and teachers can be arranged at the request of either party whenever the need arises. Every effort will be made to schedule a time convenient for parents\nhowever, every effort will be made not to schedule conferences during instructional time. If parents have a concern about either the program or policies regarding the Pre-Kindergarten Program, they should use the following procedure to express their concern: 1. Contact the classroom teacher and ask that a conference be arranged. Discuss the problem or concern with the child 's classroom teacher. In most cases, the teacher will be able to either explain the situation to the satisfaction of the parent or will make the necessary changes to remedy the situation. 2. If parents still have concerns, they should contact the building principal. MONEY SENT TO SCHOOL Parents should send all money in a sealed envelope with your child's name, teacher's name, and purpose of the money listed on the outside of the envelope. 11 Dear Parent or Guardian: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Please sign and return this form to your child's teacher indicating that you have received and read this Handbook. Your cooperation is greatly appreciated. I have received and read the Little Rock School District Pre-K Parent Handbook. Parent Signature Date 12 !JI n 0 .z.. . ~ =1 mn ::c en m\no\n\u0026lt;:: fl -,:,\no 0 -,:, m ~ C 0 z ~ 0z 3C \u0026gt; CD m .,~..... \u0026gt;\u0026lt; (I):= men nn O::c zo Co\no,... men \u0026gt;m ~~ C)n . . m C en 0 \u0026gt;\nso~ -,:, m::c\no c:: en 3C 0\u0026gt; zz ~~ ,... en no ::cc:: \u0026gt;\no Zn C) m men en DATE: TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 July 28, 2005 LRSD Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools Revision of Policy IJOA and IJOA-R - Field Trips BACKGROUND: The LRSD Board of Directors endorses the use of field trips. A field trip can best be described as a living laboratory in which learning is acquired through active hands-on experience with the rich resources of the local community. Each school will be responsible for using the grade level curriculum map to identify and explain the content area that each field trip will support and how student learning will be assessed. Fields trips are to be exciting and offer a learning experience for children beyond the walls of the classroom into the vast community outside. They provide children with experiences that cannot be duplicated in the school but are nonetheless an integral part of school instruction. RATIONALE: Policy IJOA and IJOA-R have been revised to provide direction to building principals and classroom teachers when planning field trips for the 2005-2006 school year. Procedures for field trips are outlined in an effort to ensure that students are spending quality instructional time with the teacher in the classroom and on field trips. Principals and teachers will be accountable for organizing field trips in an effort to ensure that each opportunity is related to the district's curriculum and to ensure that the district policy and regulations are being adhered to. FUNDING: Individual School's Operating Budget RECOMMENDATION: The Board approved IJOA on first reading at their agenda meeting on July 14. The administration requests second reading and approval of Policy IJOA for implementation during the 2005-2006 school year. PREPARED BY: Dr. Sadie Mitchell, Associate Superintendent for Elementary Schools ?\" n .0z. . ~ n ~ m n :J: en m ~\n::\n~ \"0 \"0 ' \"0 m ~ C 0 z ~ 0 z !I: \u0026gt; \"m\" ~ rm !=' C) ~ ~ \"0 0 ' \"0 0 en \u0026gt;,.... ?\"~ \"0 m:J: ::oc en !I: 0\u0026gt; zz ~~ ,- en no :Cc \u0026gt;::o Zn c, m men en LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IJOA FIELD TRIPS The Little Rock School District Board of Education endorses the use of field trips for students. In light of the valuable contribution to a child's education, field trips should be preceded by good planning. Careful attention should be given to trip selection, pre-visit, preparation, appropriate follow up, and evaluation. Such efforts should ensure that students will have a successful educational experience. When considering a field trip, teachers are advised to first consult with their administrator regarding existing school board policies and follow the recommended procedures outlined in the regulation - lJOA -R: Field Trips. Adopted: July 22, 1999 Revised: 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IJOA-R FIELD TRIPS Responsibilities of Principals in the Field Trip Process It is the responsibility of the principal to ensure the planning, execution, and fulfillment of all financial obligations. By signing the required Request for Educational Field Trip form (Form 221 , revised 7/05), the principal is:  stating that the field trip is related to the curriculum standards and benchmarks appropriate for the grade level or course\n indicating that the teacher will make the actual arrangements at the site and describing the kind of transportation to be used\n stating that student safety and accessibility to the trip has been considered\nand  agreeing that a requisition form to pay for entrance fees, tickets, etc. will be submitted General Procedures All activities that involve any student leaving the campus for school-sanctioned activities are construed to be field trips and will fall within these guidelines whether or not district transportation or other transportation is used. 1. The Educational Services Division will support the schools in identifying and aligning the field trip to the curriculum. Using the grade level curriculum map, the teacher will identify and explain the content area that the field trip will support and how student learning will be assessed. 2. All field trips must be curriculum-related and must be accessible to all students. All students must be afforded the opportunity to go on the field trip(s). Hence, student participation in field trips must not be used for disciplinary purposes or sanctions. All regulations in the Little Rock School District Elementary and Secondary Handbook will be followed while on the field trip and in determining eligibility to participate. 3. Field trip requests must be made at least three (3) weeks prior to the date of the field trip. If this timeline is not adhered to, the request may be denied. Schools must cancel trips at least 24 hours prior to the scheduled pick-up time. Failure to do so will result in a one (1) hour regular rate penalty charge to be billed to the school. 3 !X' n .0z.. .\n:\n! n =1 m n :I: en m\na:, \u0026lt;\n=:\nf) .,,\na:, .0, , m ~ C 0 z ~ 0z\ni: \u0026gt; a, m ,~... m !=\" C)\n:\n! ..z.,. ,.\na:, .0, , 0 en \u0026gt;,... .\n,,,, ,~ m::I:\na:,c: en\nc 0\u0026gt; zz ~~ ,... en no :I: C: \u0026gt;\na:, Zn c, m men en LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IJOA-R (continued) 4. Because of the district's commitment to comply with the No Child Left Behind Act and remove schools from school improvement, it is critical for instructional time to be used wisely. Therefore, field trips will be limited to two (2) field trips per classroom on the elementary schools. Both elementary and secondary principals will submit a quarterly field trip report that will be monitored by the Associate Superintendents. No field trips should be approved during the week of any testing and after May 15th of each year unless approved by the Associate Superintendent for Elementary or Secondary Schools. 5. Since no funds have been centrally budgeted for field trips, each school is responsible for the funding of field trips, with the exception of those field trips, which are financed through special programs or curricular departments. 6. A supply of the Request for Educational Field Trip and the Field Trip Permission forms is available from the Supply Center by requisition . 7. Principals are to thoroughly check all field-trip requests forms to ensure that the required information is complete and correct prior to signing. Principals will be accountable for ensuring that all submitted field trip forms are complete and accurate and that all directives pertaining to field trips are followed. Prior to the field trip, the principal should submit a copy of each field trip form to the appropriate Associate Superintendent. 8. Written parental approval must be given in order for a student to be allowed to participate in a field trip. All documents involving parental approval must be kept on file at the school until the end of the academic year. 9. The Procurement Department will publish a list of approved charter bus companies and reminders of the timeline for requisitions. A purchase requisition must be completed if a charter bus will be the mode of transportation employed. 4 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IJOA-R (continued) 10. For trips out of the city, a seat assignment list is required. Students should be in their assigned seats during all travel time. 11. An employee of the District must be designated as the emergency contact person for any field trip, which is in progress before or after school hours. The teacher/ administrator conducting the field trip must have the phone number of this emergency contact person. The emergency contact person must have a copy of the field trip list and remain available until all students are returned to the school or their home. The teacher/administrator conducting the field trip and the principal must also have a copy of the list during the field trip. The teacher/administrator who is conducting the field trip will notify the emergency contact person when all students have been returned safely to school or to their homes. 12. If a charter bus is used for transporting students:  The vendor must be on the approved Procurement list.  Insurance certificates for approved charter bus companies are kept on file at Procurement.  Schools are to prepare a requisition, attach a copy of the Request for Educational Field Trip form, and forward to Procurement for purchase order processing.  All payments for charter buses will be via purchase orders. 13. If a private vehicle is used for the transportation of students:  Parents must give permission for their child to ride in a private vehicle.  Proof of insurance must be obtained. Such verification will be kept on file for the duration of the academic year. (A photocopy of the vehicle operator's insurance card showing current coverage will suffice.) The vehicle used for the trip and its driver must have the State's required Arkansas minimum automobile liability insurance coverage.  A seat belt must be available for every passenger and the driver.  The driver must be at least 21 years of age. 14.An appropriate number of chaperones will be secured to ensure student safety and to maintain proper discipline of the students. This ratio will vary by grade level and by the nature of the field trip. 5 !X' (\") 0 z -i ~ (\") ~ m (\") ::r: en m ~\n:\n.f.l,\no 0.. , m ~ 0 0 z ~ 0 z \u0026lt;:I C\u0026gt; ~ z .-.i,\no .0. , 0 en )\u0026gt; r- .\n.i,- ~ m::r:\noc en\n: 0 )\u0026gt; zz ~~ r- en no :cc )\u0026gt;\no Z(\") c, m men en LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IJOA-R (continued) Additional Considerations State law and issues of liability will be considered in planning and implementing field trips, whether curricular or for athletic events in which private vehicles are utilized. Conditions for the Use of District Vehicles 1. The District can provide transportation for field trips and activities if such field trips or activities are between the hours of 9:00 a.m. and 1 :30 p.m. during the school day. Saturday and after-school-hour activities must be arranged via the Educational Field Trip Request form. LRSD buses will normally not be available for field trips on Sunday. 2. Arrangements for transportation for regularly-scheduled athletic events will be made with Laidlaw Transportation regarding the number of buses needed and the time when they are needed. 3. No stops will be made for the purpose of feeding students lunch unless previously requested on the Request for Educational Field Trip form. Financial Procedures for Field Trips When Using a LRSD (Laidlaw) Bus 1. Schools must identify the budget account(s) to charge for buses on the Request for Educational Field Trip form when LRSD bus or Laidlaw Transportation is used. If the cost is being split between several schools, all codes must be listed along with the percent allocation to each school. If no account(s) is provided, the request will not be approved and the form will be returned to the school. 2. Once the trip occurs, Laidlaw will bill the LRSD, and the Business Office will subsequently charge the cost of expenses to the budget code(s) provided on the Request for Educational Field Trip form. The Business Office will pay Laidlaw directly for the trip. 3. A copy of the paid invoice will be sent to the principal/department head that has control over the budget code(s) listed. This copy will be the notification of the amount(s) charged to the budget. 6 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IJOA-R (continued) Third-Party Funders of Field Trips 1. If a third party is paying for the field trip (PTA, etc.), schools must still provide the school budget code on the form. The school budget will be charged, and the school will then be responsible for collecting the amount due from the third party. When this amount is collected, the school must forward the check to the Business Office with instructions on which account(s) to credit. 2. The contract rate with Laidlaw for the year will apply. The time for rate calculations will be from the time the bus arrives at the school until the time the bus returns to be billed in 15-minute intervals. 3. If after a trip the principal/teacher has concerns about the service provided, the principal should call the LRSD liaison with Laidlaw who will then work with Laidlaw to resolve the issues and make necessary adjustments to the invoice. Once the school receives the copy of the Laidlaw invoice, the amount will have already been deducted from the budget code provided on the Request for Educational Field Trip form. Activity Fund When paying for buses using activity accounts, all of the regulations above apply, with the following exceptions: 1. The school should use the activity account code. 2. If a LRSD department is responsible (i.e ., Staff Development, Superintendent's Office), the form must be coded by the responsible department. 3. The school will receive a copy of the paid invoice showing the account code to be charged. 4. An Activity Fund Requisition must be completed and forwarded, along with a copy of the invoice to the Business Office. Date: October 21, 1999 Revised: 7 !l' n 0 .z.. . ~ n =l m n ::c Cl\u0026gt; m ::a \u0026lt;\n::: .f.l, ::a 0.. , m ~ C 0 z ~ 0z\nr: \u0026gt; a, m ,~... m !'=' C) ~ z..... ,. ::a .0. , 0 Cl\u0026gt; ,\u0026gt;...\n..s,o ~ m::c ::a \u0026lt;= Cl\u0026gt;\nr: 0\u0026gt; zz ~~ ,-Cl\u0026gt; no ::c \u0026lt;= \u0026gt;::ti Zn c, m men Cl\u0026gt; REQUEST FOR EDUCATIONAL FIELD TRIP Required for all students leaving campus for school activities Request must be made at least three (3) weeks before date of field trip. Date: _____ School: _________ Grade Level: _______ _ Teacher/Teachers making arrangements for the field trip Emergency Contact Person: _____________ Phone#: __________ _ Using the grade level curriculum map, identify and explain the content area that this field trip supports and how you will assess student learning. Date of Field Trip: ______ _ Destination(s) ______________ _ (including stops for lunch) Address(s): _______________ _ Means of Transportation: D LRSD Bus D Approved Charter Bus D Insured Private Car Time LEAVING School: _______ _ Time LOADING to Return: ___________ _ (9:00 a.m. earliest for LRSD Buses) (1 :30 p.m. latest for LRSD Buses) Number of students going on the field trip: ____ _ Number of Buses needed: _____ _ (Maximum capacity LRSD bus: 65) Request for sack lunches must be made to the Child Nutrition Manager two (2) weeks prior to the field trip. BUDGET CODE: ____________________________ _ Checklists (To be completed by the principal): Insurance verification obtained \u0026amp; on file Does this trip conflict with other scheduled events? Are any children being deprived of the trip because of economic issues? Requisition is attached (if applicable) YES NO 8 YES Field trip permission slips on file? __ Has student safety been considered and the school nurse notified? List of Participants to: Teacher/Administrator Emergency Contact Person (ECP) NO Professional leave requested (if applicable) __ _ Principal Date Copies should be distributed to the following: White Copy - Laidlaw Yellow Copy - Laidlaw Teacher/Administrator has ECP's Phone# Contact Teacher Pink Copy - Associate Superintendent Elementary/Secondary Schools Gold Copy - School 9 Date !\" n .0z.. . ~ n =l m n ::c V, m :,:, \u0026lt;\n::\nfl \"II :,:, 0 \"II m ~ 0 0 z ~ 0z !I:  a, m ,~... m ~ C) ~ .z.. . \"II :,:, 0 \"II 0 V, ,... ?\"~ \"II m::c :,:, C: V, !I: 0  zz ~~ ,... V, no ::c C: :,:, Zn c, m m v, V, Name of School Field Trip Permission Form LITTLE ROCK SCHOOL DISTRICT ---------------- Contact Teacher ---------------- An educational field trip is planned for your child's class or group to visit ________ _ ______________ on ________________ _ (MONTH) (DAY) (YEAR) The pupils will be transported by: LRSD Bus D Insured Private Car D Approved Charter Bus D I, as parent or legal guardian, give permission for _________________ _ to go on this educational field trip. (SIGNATURE) (DATE) (PUPIL'S NAME) 10 Form #113 Reviewed 7 /05 DATE: TO: July 28, 2005 Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Personnel Changes BACKGROUND: None RATIONALE: To staff allocated positions within the District FUNDING: Operating Fund RECOMMENDATION: It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.C.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) consecutive years. Teachers with an effective date of employment after August 19, 2005 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 8, 2005 for EYE are considered intern teachers. PREPARED BY: David E. HartPs~~r Director of Human Resources !II n .0z.. . $! n ::1 m n :c en m :\u0026gt;:\u0026gt;\n\u0026lt;:\n,, \"D :\u0026gt;:\u0026gt; 0 \"D m ~ C 0 z ~ 0z\ni::  m m ,~.. m !'=I C) $! z... . \"D :\u0026gt;:\u0026gt; 0 \"D 0 en ,.. Personnel Changes Page 2 July 28, 2005 NAME START DATE/ POSITION / SCHOOL END DATE Resignations/Terminations Certified Emelolees Darr, Kimberly Elementary II/ 8-07-02 Reason : Accepted another OTTER CREEK 7-18-05 position Kennedy, Barbara Library Media 8-20-90 Reason: Leaving the city Specialist/ 8-01-05 DODD Scott, Glenda Elementary IV/ 8-11-04 Reason: Accepted another WILSON 7-11-05 position Skarda, Natalie Special Education/ 8-1-01 Reason: Accepted another CHICOT 7-1-05 position Tidball, Holly Music/ 8-11-04 Reason: Leaving the city RIGHTSELL 7-14-05 New Certified Emelolees Broadnax, Amy Elementary Ill/ 8-11-05 KING Grisham, Laura Art/ 8-11-05 OTTER CREEK Hill, Dorothy Elementary II/ 8-11-05 MEADOWCLIFF Kelley, Karen Elementary II/ 8-11-05 FRANKLIN Lewis, Casey 4 Yr Old/ 8-11-05 FRANKLIN Nickerson, Vickie Elementary I/ 8-11-05 MCDERMOTT SALARY ANNUAL CLASS SALARY 1-04 32350.00 TCH925 6-19 57364.00 LIB950 2-17 49217.00 TCH925 4-05 38041.00 SPE925 1-01 30040.00 TCH925 1-01 30040.00 TCH925 1-12 41593.00 TCH925 4-19 54561.00 TCH925 1-08 36972.00 TCH925 1-02 30617.00 4YR925 4-18 53061 .00 TCH925 Personnel Changes Page 3 July 28, 2005 NAME Romain, Kim Swann, Julie Van Alstyne, Vicki Wilson, Celeste POSITION / SCHOOL Elementary IV/ WAKEFIELD Elementary Ill/ WAKEFIELD Special Education/ CHICOT Elementary I/ FULBRIGHT Certified Promotions NONE Certified Transfers NONE START DATE/ SALARY ANNUAL END DATE CLASS SALARY 8-11-05 1-01 30040.00 TCH925 8-11-05 1-03 31195.00 TCH925 8-11-05 1-10 39283.00 SPE925 8-11-05 1-01 30040.00 TCH925 Resignations/Terminations Non-Certified Employees Webb, Brenda Reason: Personal Young, Ossie Reason: Retired Hart-Grayson, Mary Nurse/ 9-28-04 52-8 33528.00 WILSON 6-06-05 NURSES Child Nutrition/ 8-15-90 3-14 9933.00 MABELVALE MIDDLE 6-06-05 FSH550 New Non-Certified Employees NONE Non-Certified Transfers Transferred from CLK 11 - Child Nutrition to CLK 10 - Child Nutrition !I' (\") 0 .z... . ~ (\") =l m (\") ::c U\u0026gt; m ~\n=\n.~., ::a .0. , m ~ 0 0 z ~ 0z 31:  ID m i m !=' C) ~ ..z.... ,. ::a .0. , 0 U\u0026gt; .... LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: July 28, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Second Reading - Board Policy FA: New Facilities Development Goal BACKGROUND: The promotion of buildings that are environmentally responsible is at the forefront of planning for energy and resource conservation at the local, state and national levels. The District is committed to contributing to the environmental and economic sustainability of our City and State. RATIONALE: In an effort to promote a positive effect on the City's environment and healthy places for students to learn and employees to work, the attached policy is presented for the Board's approval. New construction of District buildings will utilize sustainable design practices that will decrease the negative impact of buildings on the environment and occupant health while reducing operating and maintenance costs. FUNDING: Bond Account RECOMMENDATION: It is recommended the Board approve Policy FA as attached. PREPARED BY: Mark D. Milhollen Chief Financial Officer f\u0026gt; 1 0 \"ti m ::0 :.1 0 0 ~ ::i 0 z 31: \u0026gt; CD m ,~.... m !'=I C) ~ .z.. . \"ti ::0 0 \"ti 0 U) ,\u0026gt;.... LITTLE ROCK SCHOOL DISTRICT NEPN CODE: FA New Facilities Development Goal The Board of Education is committed to promoting the conservation of energy and natural resources for new construction of District facilities. This approach will provide a positive effect on the City's environment and ensure healthy places for students to learn and employees to work. The promotion of buildings that are environmentally responsible is at the forefront of planning for energy and resource conservation at the local, state and national levels. The District will join in this effort through planning, designing, constructing and operating District-owned buildings and facilities by utilizing sustainable design practices that will decrease the negative impact of building on the environment and occupant health while reducing operating and maintenance costs. The District will adopt the U.S. Green Building Council's Leadership in Energy and Environmental Design (LEED-NC) rating system for new construction of District-owned facilities (or other nationally recognized rating system). Adopted: References: U.S. Green Building Council's Leadership in Energy and Environmental Design system LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: FROM: July 28, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Contract Extension for Technology Services BACKGROUND: After the successful millage election in May 2000, the District began contracting for technology services for the development and implementation of the LRSD Technology Plan. In the beginning two consulting firms were under contract: ATS\u0026amp;R to address the physical infrastructure and EDS to work with District staff to create and implement a new technology plan. As technology projects have been completed, contracts for technology services have been reduced as shown in the chart below. The current District contract with Education Innovations - Sharon Dowdy which began in 2004 expired on June 30, 2005. Actual Actual Actual Actual Actual Budget 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 Total EDS 349,849 840,000 840,000 203,419 2,233,268 ATS\u0026amp;R 255,619 255,619 Education Innovations 77,937 79,500 157,437 605,468 840,000 840,000 203,419 77,937 79,500 2,646,324 RATIONALE: Discussions during last year's contract presentation process indicated that 2004-2005 could be the last year this service would be needed by the District. Several major events have caused a re-evaluation of our previous position. 1. Three of our most critical technology related contracts end either at 6/30/06 or 6/30/07 at which time new RFPs will have to be developed and responses evaluated. :.n., z )\u0026gt; z n \u0026gt;,... ::0 .m., 0 ~ ?\u0026lt; n 5 en z C'l ::0 m 3: )\u0026gt; ::0 .f.l, ::0 0.. , m ~ C 0 z ~ 0z 3: )\u0026gt; m m ,~... m !::I C'l ~ ..z.. ., ::0 0.. , 0 ,~... Those contracts include our wide area network lease\nlocal, long distance, and cellular phone service\nand telephone system maintenance. 2. Federal E-Rate processes and procedures are continually becoming more complex, making the securing of funds a much more technical and time consuming process. 3. The evaluation and implementation of an automated agenda management system is scheduled to begin in August 2005. Other factors that also should be considered: 1. Cost/Benefit The cost of entering into this contract is far outweighed by the amount of revenue received from E-Rate funds each year. Since the District began using a consultant to assist with E-Rate filings for 2001-2002, the amount of revenue funded for E-Rate projects has been over $ 1 million annually. The chart below shows the District's funding received since the inception of the program in 1998: E-Rate Funds Received Total E-Rate Funded 1998-2001 627,120 2001-2002 2,777,603 2002-2003 1,264,968 2003-2004 3,075,463 2004-2005 1,385,105 Total E-Rate Funded 2001 - 2005 8,503,139 2. Requests for Proposal (RFP) Writing technology-related RFPs requires a level of technical sophistication not currently required for routine operation of the District. A multi-million dollar telecommunications RFP must be developed and evaluated and contracts signed before E-Rate applications can be filed in January 2006. The current value of that contract is approximately $ 1.8 million annually. Other technology-related projects arise each year that are one-time projects requiring technical assistance. For example, during 2004-05 Ms. Dowdy helped write and evaluate the RFP for webbased access to student grades (Edline) and assisted in writing the RFP for online Board agenda software as well as conducting reference checks on potential vendors. The evaluation phase of the online agenda RFP is scheduled for August.  Future projects under consideration that will require outside technical assistance are:  District-wide document management system  Textbook inventory software  Applicant tracking  Centralized library management system  Expansion of media retrieval systems These potential projects, if funded, will require assistance in research and writing of technical specifications, conducting technical pre-bid conferences, coordinating vendor presentations, conducting reference checks, and conducting project coordination meetings. 3. Project Management For the most part, implementation of E-Rate projects is handled by LRSD staff. However, in some cases where a different level of technical expertise is required, the services of an independent project manager are needed. A current example would be the remaining two (2) complete Safari installations and final review and sign-off for six (6) more. To meet E-rate requirements those installations must be complete by September 30. We have also been funded for smaller video systems at four elementary schools that will be installed this year. 4. Current Staff Impact A portion of the work done by Education Innovations is of a technical nature requiring expertise that is not available in the District, while some components of the work could be done by District staff in Computer Information Services and Instructional Technology. However, a change of this magnitude will negatively impact the District's resources that are currently being focused on the support of our technology needs. The current staffing levels and responsibilities of the two departments impacted by this contract are outlined below. Computer Information Services Current staff: Director, 1 Operations Manager, 3 Operations Specialists (AS/400), 5 Applications Specialists, 1 Help Desk Specialist, 1 Systems Engineer (servers), 1 System Engineer (desktop), 1 Training Coordinator, 9 Computer Technicians, 1 Telephone Technician and .5 Secretary. This staff is responsible for:  Coordination and support of CIMS software running on IBM AS/400 system. All major hardware and software issues are escalated to the IT Director.  Coordination and support of data interface integration of electronic gradebook and web-based grade access for parents.  Coordination and support of all software initiatives including participation in the evaluation and approval process.  Implementation and support of District's server farm, including maintaining all user accounts and email in an active directory environment.  Coordinate all technology related software/hardware products used throughout the District.  Responsible for training all users on the District's Student Management system, including attendance, grading, transcripts, scheduling, and maintaining demographic data.  Support approximately 8,000 desktop computers District-wide, including overall approval and use of all desktop software.  Responsible for automation of all District cafeterias using BonAppetit software application. .:-,.n, z \u0026gt;z (\") ,\u0026gt;-\n,:, .m.,, 0 ~ ?\u0026lt; (\") ,- 0 en z C,\n,:, m\nc \u0026gt;\n,:, fl ..,,\n,:, .0., , m\n,:, ::\n1 0 0 z ~ 0z\nc \u0026gt; tD m ~ rm !=' C, .z~.. ..,,\n,:, .0., , 0 en ,\u0026gt;-  Support and maintain PBX phone system District-wide including, approximately 4,000 phone sets and voicemail for all employees. Instructional Technology Current staff: Coordinator, 3 instructional technology specialists, and .5 secretary. This staff is responsible for:  Coordination and support of library media program, including professional development of library staff, support of library automation system, development of library protocols, and monitoring of library resources  Implementation, training and support for the District's electronic gradebook and parent web access to student grades. There will be an expansion of 4 schools on the gradebook and 8 schools on parent web access in the 2005-2006 school year.  Development and implementation of technology training classes for teachers, including basic productivity tools and instructional software tools that are integrated into the curriculum  Coordination of training and monitoring of 25 sites that have Compass Learning software, working to ensure that the software is fully integrated with LRSD curriculum goals  Implementation, training and support for Safari video networks in 13 District sites.  Oversight of all E-rate applications, keeping current on program rule changes, preparing for audits and site visits, submitting documentation on review processes and appeals, and maintaining E-rate records  Coordination of the LRSD Technology Committee  Leadership of LRSD Technology Planning efforts 5. E-rate Comparison with Other Districts Arkansas districts were surveyed about their E-Rate application process, funding and use of consultants. The table below shows the result of that research. Arkansas Districts 2001-2002 2002-2003 2003-2004 2004-2005 Comments Fayetteville $137,700 $105,461 $143,742 $159,087 Do not use consultant. Apply only for telco services. Fort Smith $427,362 $178,933 $168,981 $146,265 Do not use consultant. Apply only for telco services. LRSD $2,777,603 $1,564,968 $3,075,463 $1 ,385,105 Apply for telco, internal connections, system maintenance. NLRSD $0 $0 $80,255 $66,825 Began using paid consultant in 2003-2004. PCSSD $0 $81 ,288 $88,422 $85,583 Do not use consultant. Do not apply for more because they don't have enough helo. Rogers $0 $0 $0 $0 Do not apply for e-rate funding. Springdale $47,017 $51,724 $68,068 $355,011 Do not use consultant. Texarkana, AR $0 $51 ,070 $75,370 $51 ,753 Apply only for telco. For 05-06 added staff so they could apply for more. FUNDING: The one (1) year request of $78,000 plus travel expenses will be funded by the Dedicated Maintenance and Operations fund. RECOMMENDATION: It is recommended that the Board approve the attached Agreement for the 2005-2006 school year. PREPARED BY: Mark D. Milhollen Chief Financial Officer '...\",' z z\u0026gt; n ,\u0026gt;-\n,o m \"D 0 ~ ?\u0026lt; ,n- 0 u, z C'l\n,o m 3: \u0026gt;\n,o fl \"D\n,o 0 \"D m\n,o ~ 0 0 z ~ 0 z 3: \u0026gt; ID m ~ rm !=' C'l ~ .z.. . \"D\n,o 0 \"D 0 u, \u0026gt;,- National Districts 2001-2002 2002-2003 2003-2004 2004-2005 Comments Indianapolis, IN $1,413,319 $993,123 $1,400,522 $1,494,124 Do not use consultant. Apply only for telco because process takes too much lime. Caddo Parish, $153,204 $2,056,389 $933,605 $539,599 Do not use consultant. LA Apply only for telco because process takes too much lime. Norfolk, VA $902,703 $682,786 $812,456 $979,572 Do not use consultant. Hired extra staff fore-rate. Chatham County, $48,821 $2,009,982 $1,794,221 $2,981 ,315 Do not use consultant. GA Muscogee County, $609,527 $747,105 $895,556 $393,059 Use a paid consultant for GA very larae contracts. 2. ASSUMED NAME CERTIFICATE FOR UNINCORPORATED BUSINESS OR PROFESSION The aasumed name under which the bu1i.aeaa or profeuional service i or i, to be conducted or rendered i t~i(.fA \u0026gt;..\n.:: \"- \"I:..\"'\"'-k~\\ \\.\\ \\, - '\n, BUSINESSADDRESS:.:,ty Culf11' = Wy1,,,, fa: 7':)t l \u0026lt;\"t~ The regislr\u0026amp;DI is: (Check oae 1111d fill iD appropriate blank,. Attach aclditiooal sbcell if 00\u0026lt;e111ary.)  A. An INDIVIDUAL: The full name and re,ideoce addreui, S Y',C... ,-c} :,, }) 0 rY J. i j C...c. //,' ('., C...-t. Nune .v lit. T.x  B. A PARTNERSHIP: The veatwc or partnenhip name is: ____________________ _ Tbe venture or partnership office add..ff:11 i1: ________________________ _ 1be full came of eachjoim venturer or general partner and hit residellcc addrcn ifhc ia an individual or ill office \u0026amp;ddrc11 if not an individual it: --------------------------------  C. An ESTA'Ir:: Thenamo of lheestate is: __________________________ _ The e1tate1' office, if any, it: The full name of each n:prc1catativc of the estate and bis rcaidcncc addre11 if be is an individual or ill office ~en if not an individual ia:  0 . A REAL ESTATE INVESTMENT TRUST: 'The name of the lnllt is: _______________ _ The addreH of the llult it: The full name of each tnistee manager and hi resideoce addreu if bo is an individual and it office addreu if not 11D indivi-dual is: ------------------------------------- Fi  E. A COMPANY OTiiER THAN A REAL ESTA'lr: INVESTMENI' TRUST, OR A CORPORAT IO~ The\"'~ ..\\...D, the com-pmy or corporati011 ii: g ~ \u0026lt;- The lt\u0026amp;te, country, or other jurisdictioa under tho law, of which it wu organiz.cd, iocmporatcd, or i SIIOC~ ~ office addrc11 U: ~ n~ ~ ~ ..,_ f..:\n.... ,I  C 4. The'burinc11 or profe11io.aal aervico that is or i.a to be CODducted or rendered in the county under 1lua usu.med name ii~ing or will be cooducte4\u0026lt;\u0026gt;r rendered u a: (Chock applicable ooo) CiY Proprictonbip  Limic,,d Partnership  Sole lnctitioaor  Real Estate InvestmeDI Trust  JoiDIVe\u0026lt;IIW-o  IoiDIStookComp1111y  General ParlDulbip 0 Some other !onn of unincorporated bu1ine11 orprofeuional usociation or entity: __________ _ To certify which, witoeu __ vY\\~-'-IY~------baod the ..:Jii_r~y ot __ L~Y~\"~e. ______ , 19 ::l.l SlGNATIJIU! (S) - Ji\n\\\u0026amp; CMd:::::t-- ~\u0026lt;-, w, ov /OlUOB'.23T{ n!ESTATEOPTEXAS } COUNI'YOP COLLIN BEFORBME, HELEN STARNES, _____-_ -_-_-_-_-_-:_~_-_-_-.,.-:_-_-_-_-.,.-------...,-=-..,.-_-_~c:o:U~N_T_Y-.-C_L_E_RK__,,.....----=--=--=--=--=----,-in-aod--fo_r_1\u0026amp;1.\n.._d_C_O_UD_l y_ a_od_ S_ ta_le-,-o-o-lbi-.-, \"Y personally appeared _.P=c.. ..6.. .o u r:.:..ia.,,_,,h _.s-='--.,. . ..c C.J\"\"\"\":..c...._....\u0026amp;... .....- e..1\u0026lt;Ju14-14-_________________ ----------------- biownto me to be i:e pcnao.___ wboae name~~--- subscribed . ., J,o..tho foregoing instrument. and acknowledged to mo that ~he __ executed the same for the putposcs therein expreued. Given under my hand and seal of office, Ibis !)_4't/... dsy of ~.,,., L 19 CJ\"/ ~N SIARNES, CUUNtY cr\ntmc- DEPUTY ,,,,,,u,u,,,,,,, NOTE: A ccrti!~~~~ and aolmowlcdged by eaob individual whosc name i.o re  to be 1tatcd therein or by hi repre, ,, ~l\"',\n,.'\"-,~)'l!i.4,and iD the cue of 1111y penooool 1111 individual the name of which is required to be staled therein. the~   exe~~ acknowledged under oath on behalf of such penon by its rcpreacmative or anomey in fact or by ij\"J!t\nq,j,, trustee manager, officer, or anyone bavina comparable authority, u the cue may be, of JU\u0026lt;:b pe~\\y  execii='tl ind acknowledged by an anomey iD fact aball include a ,tatemCDI that 111Cb allom\u0026lt;y iD fact ~ be~~   ~y his principal to eucute and acknowledge the same. :, H161Assumed ,e~~fr\"=~~ . ,,,,, ,,,,... ClklRev 3/11.8 7 :.n., z z\u0026gt; (\") \u0026gt;,.. ::0 m \"D 0 ~ ?'\u0026lt; ,(.\".) 0 en z C) ::0 m\nc \u0026gt; ::0 f\u0026gt; \"D ::0 0 \"D m ~ C 0 z ~ 0 z\nc \u0026gt; ID m ~ ,\u0026gt;.. m !=' C) ~ z --\u0026lt; \"D ~ \"D 0 en \u0026gt;,.. rn C 0 z ~ 0 z en 0.. , \"D ::0 0 \"D m ::0 AGREEMENT FOR CONTRACTED SERVICES THIS AGREEMENT FOR CONTRACTED SERVICES (this \"Agreement\") is made and entered into as of the 1st day of July, 2005, by and between the LITTLE ROCK SCHOOL DISTRICT (the \"District\") and Education Innovations -Sharon Dowdy (\"Contractor\"). A. The District desires for Contractor to provide the services described in the Statement of Work to be Performed section of this Agreement for the cost set forth in this Agreement and subject to the other terms and provisions of this Agreement. B. Contractor has represented to the District that it has the knowledge and expertise to perform the Services for the price specified in this Agreement. C. The District and Contractor desire to enter into this Agreement to set forth their agreements with respect to the services to be provided by Contractor as well as the compensation to be paid Contractor by the District. NOW, THEREFORE, in consideration of the foregoing, the District and Contractor hereby agree as follows: 1. Statement of Work to be Performed - Contractor agrees to provide, in accordance with the highest professional standards of care, the services (the \"Services\"): Technology Related Request for Proposal Development  Develop Telecommunications RFP (WAN and phone service) in conjunction with LRSD Procurement staff  Develop additional technology related RFPs, including, but not limited to, PC specifications, network electronics, video PBX systems, cabling, etc.  Assist in evaluation of technology-related RFP's  Participate in Technology Committee meetings  Update LRSD Technology Plan as needed Online Automated Agenda Management System Project  Act as project manager for implementation of online automated agenda management system  Plan and facilitate regular meetings with project personnel including both LRSD staff and vendor team  Create implementation timelines with vendor and LRSD staff  Assist in preparation of materials lists and purchase orders for the system  Communicate with LRSD staff on all aspects of project implementation  Coordinate implementation schedule with vendor and LRSD staff  Monitor progress of implementation schedule and notify LRSD of any problems  Manage budget for project  Work with vendor on content of training sessions  Coordinate training schedule with LRSD staff  Monitor training sessions E-rate  Advise on types of E-rate filings that would benefit LRSD  Prepare all E-rate applications and submit to LRSD for review  Research and prepare documentation related to E-rate applications  Organize documentation for all E-rate related applications  Research and prepare correspondence related to E-rate Program Integrity and Selective Review requests  Research and prepare appeal documents  Do background research on FCC rules and orders related to E-rate  Assist LRSD vendors in all types of E-rate filings Media Retrieval Projects  Act as project manager for implementation of Safari system at 8 new sites  Plan and facilitate regular meetings with project personnel including both LRSD staff and vendor team  Create implementation timelines for each site working with vendor and LRSD construction managers  Assist in preparation of materials lists and purchase orders for the systems  Walk schools with vendor and LRSD construction managers to determine locations and technical needs of head end rooms  Communicate with principals on all aspects of project implementation  Coordinate implementation schedule with vendor and LRSD construction managers  Monitor progress of implementation schedule and notify LRSD of any problems  Manage budget for project  Work with vendor on content of training sessions  Coordinate training schedule with principals and staff  Monitor training sessions  Oversee maintenance service at 11 existing Safari sites 2 fl 0\"\"\"\" \"m\" \"..\".. -\u0026lt; C 0 z .).\u0026gt;.. 0 z 3: )\u0026gt; tD m r- \u0026lt; )\u0026gt; mr- :..n., z )\u0026gt; z n .\u0026gt;... \"m\" \"0\" ~ ?\u0026lt; n r- 0 (J) z C) \"m\" 3: )\u0026gt; \"\" !=' C) ~ .z.. . \"\"\"\" 0 \"0\" (J) )\u0026gt; r- !T1 C 0 z ~ 0z (J) .0.. , \"\"\"\" 0 \"m\" \"\" Other Possible RFP Development:  Human Resources Applicant Tracking System  District Wide Document Management System  Textbook Inventory System  Student ID System 2. Nature and Scope of Engagement - The District hereby retains Contractor to perform the Services and the District agrees to pay for the Services as provided in Section 4. The Contractor accepts the engagement to perform the Services and agrees to provide such services to the District, all as set forth herein. Contractor will not subcontract or otherwise engage subcontractors to perform the Services without prior written approval from the District. 3. Term -The term of this Agreement shall be July 1, 2005 through June 30, 2006. 4. Compensation. Contractor will be paid a total of $78,000 for the Services payable in twelve installments of $6,500 in monthly arrears plus reimbursement of travel expenses directly attributable to perform LRSD work also billed monthly in arrears. When travel expenses are paid by Little Rock School District, the consultant will work exclusively on LRSD projects. 5. Independent Contractor - Contractor agrees that it is an independent contractor in performing the Services. As an independent contractor, Contractor's duties are limited as provided in this Agreement, and it does not have, and agrees it will not hold itself out as having, any authority to represent or obligate the District as an officer, employee or agent. 6. Indemnification and Legal Compliance - The Contractor shall at all times observe and fully comply with any and all Federal, State and local laws, statutes, orders, ordinances and regulations. Contractor agrees to save, hold harmless and to indemnify the District, its agents, employees, officers and board members against any and all liability, losses, claims or costs of whatsoever kind or nature relative to the performance of this Agreement or any occurrence or accident in connection with inadequate design, breach of contract, material failure, default or the performance of any work, services or products supplied pursuant to this Agreement. Further, Contractor shall indemnify, hold harmless and defend the District, its agents, employees, officers and board members from any lawsuits, causes of action, claims, liabilities and damages, of any kind and nature, including but not limited to, attorneys' fees and costs, arising out of the performance of this Agreement whether attributable in whole or in part to any act, omission or negligence of the District, its agents or employees, including, but not limited to, any and all lawsuits, causes of action, claims, liabilities, and damages which the District, its agents or employees may sustain by reason of any failure of Contractor to indemnify as provided herein\nor any failure by Contractor to otherwise perform its obligations pursuant to this Agreement, or by reason of the injury to or death of any person or persons or the damage to, loss of use of or destruction of any property resulting from the work undertaken herein. 3 7. Conflict of Interest - Contractor represents and warrants that no director or employee of the District is in any manner interested directly or indirectly in this Agreement or in any of the expected profits which might arise from this Agreement. Contractor further represents and warrants that no attempt has been made to influence or gain favorable advantage by communicating directly or indirectly with any official of the District. 8. Civil Rights Act Compliance\nNo Discrimination- Contractor agrees that it will comply with Title VI of the Civil Rights Act of 1964 (P.L. 88-352) and all requirements imposed by or pursuant to the regulations of the Department of Education (34 C.F.R. Part 100) issued pursuant to that title. Contractor further agrees that it shall not discriminate against, or segregate, a person or group of persons on account of race, color, creed, religion, sex, sexual orientation, marital status, familial status, natioal origin, ancestry, disability or condition of acquired immune deficiency syndrome (AIDS) or AIDS-related complex in carrying out its duties and obligations pursuant to this Agreement nor shall Contractor or any person claiming under or through Contractor establish or permit any such practice or practices of discrimination or segregation. In the event the District permits subcontracting under this Agreement, Contractor agrees to include provisions similar to the foregoing in any subcontracts entered into between Contractor and any Subcontractor. Contractor assures the District that it will immediately take any measures necessary to effectuate the foregoing provisions of this Agreement. Contractor further agrees to comply with all other applicable requirements of federal, state and local laws, ordinances or regulations regarding nondiscrimination in employment. 9. Termination - This Agreement may be terminated for cause by either party in the event a representation or warranty set forth herein is untrue in any material respect. This Agreement may also be terminated in the event there is any breach of a material provision of this Agreement which is not cured within ten ( 10) days following written notice to the defaulting party. Contractor's representations and warranties shall survive any termination of this Agreement. In the event of termination for cause, either party shall have all rights and remedies available under Arkansas law or applicable federal law. The District may also terminate without cause with 30 days written notice to the Contractor. In this case, the District will only be liable for pro-rata amounts and incurred travel due the Contractor through the date of termination. 10. Examination of Contractor Records - The District shall have access to and the right to examine any directly pertinent books, documents, papers and records of Contractor involving transactions relating to this Agreement at any reasonable time during the term of this Agreement as well as for a period of three (3) years following the termination of this Agreement. 4 !=' G') z~ -\u0026lt; \"D\n,o 0 \"D 0 V, ,\u0026gt;- ~ .., z z\u0026gt; (\") ,\u0026gt;-\n,o m \"D 0\n,o -\u0026lt; 11. Miscellaneous - 11.1 Severability - If a court holds any part, term or provision of this Agreement to be unenforceable, the validity of the remaining portions shall not be affected, and the rights and obligations of the parties shall be construed and enforced as if this Agreement did not contain the objectionable part, term or prov1s1on. 11.2 Headings - The headings which appear in this Agreement have been inserted for the purpose of convenience and ready reference. They are not intended to, and shall not be deemed to define, limit or extend the scope or intent of any provision hereof. 11.3 Entire Agreement - This Agreement has been negotiated and prepared by the parties equally and shall not be construed as having been drafted by one party. When fully executed, it shall supercede any and all prior and existing Agreements, either oral or in writing. This Agreement (including any exhibits) contains the entire agreement between the parties with respect to the subject matter hereof. 11.4 Request for Qualifications/Request for Proposals - In the event there is a Request for Qualifications or Request for Proposals attached to this Agreement, such document shall be incorporated into this Agreement by reference. 11 .5 Amendments - Any amendment or modification of this Agreement must be made in writing and signed by the parties to this Agreement. 11 .6 Assignment - This Agreement is not assignable by either party without the prior consent of the other party. 11.7 Governing Law and Jurisdiction - The laws of the State of Arkansas shall govern the parties' rights and obligations under this Agreement. The parties agree that this Agreement was negotiated in the State of Arkansas and agree that any litigation arising out of this Agreement shall be brought in the State of Arkansas. 11.8 Attorneys' Fees and Costs - If any suit or other proceeding is instituted by either party pertaining to this Agreement or the obligations hereunder, the prevailing party, in addition to any other relief the court may award, shall be entitled to its costs, expenses and reasonable attorneys' fees. 11.9 Notice - Any notice, consent, request or other communication required or permitted hereunder shall be in writing and shall be deemed given when either (i) 5 personally delivered to the intended recipient, or (ii) sent, by certified or registered mail, return-receipt requested, addressed to the intended recipient at the address specified below its signature on the signature page of this Agreement. IN WITNESS WHEREOF, the parties have executed this Agreement effective as of the date set forth above. THE DISTRICT: Little Rock School District By: (print) Name: Title: Director of Procurement Signature: Address for Notice: 1800 East Sixth Street Little Rock, Arkansas 72202 6 CONTRACTOR: Education Innovations By: (print) Name: __________ _ Title: _________ _ Signature: Address for Notice: !\"\" \"C\n:c 0 \"C m .\n.:.c. -\u0026lt; C 0 z .\u0026gt;... 0z 3:: \u0026gt; 0, m,.... \u0026lt;\u0026gt; ,.... m :..n., z z\u0026gt; n ,\u0026gt;....\n:c m \"C 0 ~ ?\u0026lt; ,n... . 0 u, z c\n,\n:c m 3:: \u0026gt; ~ c\n, ~ .z.. . \"C\n:c 0 \"C 0 u, ,\u0026gt;.... DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 July 28, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Property Donation BACKGROUND: The Ashley Company, a commercial real estate development corporation of North Little Rock, has made an offer to the Little School District in the form of a donation of 22.62 acres of vacant land valued at $305,000. This property is located at the Mabelvale Cut-off at Heinke Road immediately adjacent and adjoining properties owned by the Little Rock School District that house Mabelvale Elementary School. The property is presently owned by Conservative Development Company (CDC) whose representative is the Ashley Company of North Little Rock. RATIONALE: While in the process of securing permission to locate portable buildings at Mabelvale Elementary School, the Ashley Company was contacted\nand, as a result, offered the Little Rock School District approximately 23 acres of undeveloped property immediately to the north and east and adjoining Mabelvale Elementary School. The property is partially cleared but most is heavily wooded. The Ashley Company is making the donation on the part of the Conservative Development Company who desires to make this donation to the Little Rock School District. An appraisal of the property has been completed, and the value is shown to be $305,000. A title commitment has been secured from Beech Abstract, and additional transactions will take place to secure the title to this property once\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_1036","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2005-06"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Curricula","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1036"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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.\nFro Return ~ ~ Keep or Toss D [ Post-It\" 7668 03M 1993 Agenda RECEIVED JUN 2 ~ 2005 OfflCEOf DESEGREGATION MONIJORING Little Rock School District Board of Directors' Meeting JUNE2005 0 \u0026gt;-o\n- ~ r- r-\u0026lt; Oll: oz jg~ !B::\n-\noCz: on r- ... r- i5 oz 'f!! \u0026lt;J) r- I. 11. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests REGULAR MEETING June 23, 2005 5:30 p.m. Ill. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Remarks from Citizens (persons who have signed up to speak) C. Little Rock Classroom Teachers Association IV. REPORTS AND COMMUNICATIONS: V. A. Remarks from Board Members B. Student Assignment Report C. Budget Update D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update APPROVAL OF ROUTINE MATTERS: A. Minutes: Regular Meeting I 05-26-05 Special Meeting I 06-09-05 n,. .., j- ~ r- r--\u0026lt;- 0~ 0~ !~ll~..,\n- aCz: on ,r.-.-.-~\u0026lt; n,..z,, ~ Regular Board Meeting June 23, 2005 Page 2 VI. ADMINISTRATIVE SERVICES VII. VIII. IX. X. XI. XII. A. Recommendations from the Nutrition and Physical Activity Advisory Committee (NPAAC) CURRICULUM \u0026amp; INSTRUCTION A. PRE / Quarterly Update Report B. 2005-06 Evaluation Agenda HUMAN RESOURCES A. Personnel Changes BUSINESS SERVICES DIVISION: A. Proposed Budget for Annual School Election B. First Reading: Policy FA- New Facilities Development Goal C. Resolution for Leasing Authority D. Request for Breakfast and Lunch Meal Price Increase E. Consulting Agreement F. Donations of Property G. Financial Report CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions EMPLOYEE HEARINGS ADJOURNMENT :e \"0 mh\" 'g om\ni:C m\u0026lt;= b~ ~~ m::1 --\u0026lt;m \u0026lt;J\u0026gt;\ni:, ~ ,...~ \u0026lt;JIO C:\"' \"0--\u0026lt; ~~ =Im  n .... 8 c5 z z =I (JI_ 0 z (JI !l' \"m' ~ r\u0026gt; $! ,r-,\u0026lt;,.J,\u0026gt;, !:H~  31: n =I l\nl z (JI DATE: June 23, 2005 LITTLE ROCK SCHOOL DISTRJCT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: June 2005 Construction Report - Bond Projects BACKGROUND: The planning for an addition to and the renovation of Forest Heights Middle School continues. The architect has been given a program (a list of items that the staff would like in the addition and remodeled areas) and is in the process of developing the costs, size and potential locations for the new building. Depending on available bond funds, a decision will be made soon regarding the staff requests. Several projects are being done this summer at Pulaski Heights Middle and Elementary Schools to enhance the appearance of the buildings. The outside brick walls of the Elementary School, auditorium and cafeteria are being cleaned and water-proofed . The front doors of the Elementary School are being replaced with new ones. A new ceiling will be installed in the cafeteria and all of the exposed steam piping and heating units will be removed . Another summer project is the . installation of new ceilings in the classrooms and corridors of Southwest Middle School which will improve the interior appearance of the building. When you drive by the school, it is obvious that the work recently completed has improved the exterior appearance of the school. In response to a request for information on projects not yet started, a new category has been added to the attached list entitled 'Bond Projects Not Yet Started .' RATIONALE: Monthly reports are submitted to the Board to keep members up-to-date on construction projects in the District. FUNDING: Bond Funds RECOMMENDATION: Report item\nno action necessary. PREPARED BY: Bill Goodman, District Engineer :n .... ~ ::c % 0 8 -\u0026lt; C: -c C ~ m CONSTRUCTION REPORT TO THE BOARD JUNE 23, 2005 BOND PROJECTS UNDER CONSTRUCTION I I I t:st. t.\nompIetIon Facility Name Project Description Cost Date Carver ~ dia Center Expansion _ $167,490 Dec-05 Aug-05 __ Au~g-05 ~g-05 ~ ug-05 Dec-05 Central Renovation - Interior _____ $10,200,266 Fair Park Remodel $799,000 Fair Park Parking Lot ___ ____ _ __ $185,000 Forest Park Restr~oms ___ __ $152,881 Gibbs Addition __ ______ __ $705,670 -- - Oakhurst (Adult Education) New Windows ___ _ __ $215,000 -- ~ g-05 Pulaski Heights Elem/Middle Cafeteria Ceiling _ ___ $33,378 _ Aug-05 Pulaski Heights Elementary Clean Exterior Walls _ __ $98,660 - ~ g-05 ~ g-05 __ Aug-05 Aug-05 Aug-05 Pulaski Heights Elem/Middle I Replace Entry Doors ______ $13,990 Southwest I New Corridor Ceiling ____ $300,000 Western Hills IElectrical Upgrade \u0026amp; HVAC __ $622,160 Woodruff Parking addition $175,000 BOND PROJECTS CONSTRUCTION - SUMMER/ FALL 2005 I I I t:st. t.\nompIetIon Facility Name Project Description Cost Date Cloverdale Elementary Demolition _ _ __ $520,750 Aug-05 Henderson Skylight Replacement_ ___ $45,00-0~ Aug-05 Meadowcliff  Remodel_________ __ $164,150 Aug-05 Rightsell Renovation $2,494,000 ~ Q-05 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED I I I t:st. ~ompIe11on Facility Name Project Description Cost Date Booker Electrical Upgrade Unknown Unknown Chicot - -- Electrical Upgrade _-_-_-_-~ Unknown Forest H~ghts ====- Remodel ~ --- -- $1 ,547,000 -- - - -Un-known Unknown Mitchell Renovation -- - $2,212,493 - Unknown Pulaski Hgts. MS -- Energy monitoring system installation Unknown - Unknown BOND PROJECTS NOT YET STARTED Facility Name I Project Description I _Adm_inistration Anne_x_ ___ A,,,.D.._A_A.,-daptations -------~E_lectrical Upgrade Adult Education ADA Adaptations __ _ __ ----~S_tr_uctural Repairs -~ __ _ Alternative Learning Center ADA Adaptations ________ _ Electrical Upgrade Booker Cashion Building Dodd Roof Repairs .. Restroom Renovation ---~A_D_A Adaptations ____ A=-D_A Adaptations ______ _ Restroom Renovation I t:si. 1.,ompIeuon Cost Date __ $_3_2,351 Unknown $9,166-- Unknown -- $248,020 Unknown $53,918 Unknown $43,134 - Unknown - $2,696 - Unknown - $26,959 Unknown $37,742 Unknown $107,835 _ Spring 2006 $21,567 Unknown $26,959 Unknown -Fa-cility Services ADA Adaptations $32,351 Unknown ~ ___ ------~~_ _II_ ns_tall Water Metersa!Cooling Towers -.--- - $4,313 Unknown _______ E_m_ergency Lighting Replacem_e_nt _ Land Purchase - Booker Fulbright - Renovate Restroom-s -- ------ -- ~ ADA Adaptations Garland ~ovation -- --- ADA Adaptations ~trical Upgrade __ =~~---\n_- Geyer S~pr_in~g~s ______ R_e~p_lace Restroom Stalls ADA Adaptations I ~ 80,876 - Unknown - $100,000 - Unknown $10,784 Unknown $21 ,567 Unknown $900,000-----i=,artially Complete $188,711 Unknown $6,988 Unknown $4,3_13__ Unknown ----,-- -- $21 ,567 Unknown Facility Name Henderson IRC Mabelvale Elementary McDermott Quigley Rockefeller Transportation - Laidlaw Transportation - LRSD West Little Rock School CONSTRUCTION REPORT TO THE BOARD JUNE 23, 2005 BOND PROJECTS NOT YET STARTED I Project Description I Cost I Renovate Office $10,784 ADA Adaptations $70,093 ADA Adaptations I I $21,567 I Restroom Renovation $21,567 I 1 Electrical Upgrade $6,211 I Restroom Renovation $32,350 1 Restroom Upgrades $53,918 I 'Dressing Room Renovation I $37,742 1ADA Adaptations $26,959 I Electrical Upgrade $1,618 I Interior Renovation $16,175 ADA Adaptations $32,351 Electrical Upgrade $1,294 1New School $11,782,638 Est. Completion Date Summer 2006 Unknown Unknown Unknown Fall 2005 Unknown Unknown Unknown Unknown ---- Unknown - Unknown -- Unknown Unk-no-wn Unknown BOND PROJECTS THAT HAVE BEEN COMPLETED I I I Est. Completion Facility Name Project Description Cost Date Administration Asbestos abatement $380,495 Mar-03 Administration Fresh air system $55,000 Aug-03 Administration Fire alarm $32,350 Aug-03 Administration IHVAC - $70,000 Nov-04 --- Administration Annex Energy monitoring system installation May-02 -- --- Alternative Learning Ctr. ~ergy monitoring system installation $15,160 Oct-01 Alternative Learning Ctr. 1Energy efficient lighting $82,000 Dec-01 Badgett I Partial asbestos abatement $237,2~ -- - Jul-01 -- Badgett_ __ Fire alarm --$18~250 Aug-02 Bale --aassroom addition/renovation ~ $2,244,524 Dec-02 Bale I Energy monitoring system Mar-02 I- -- Bale Partial roof replacement - $269,5~ Dec-01 Bale HVAC $664,587 Aug-01 f- ~3,520 - Baselin-e --- Renovation ~ug-04 ~8,525 -- Booker Gym Roof Oct-04 - --$25,000- - Booker ADA Rest rooms Aug-04 -- --- - - -- Booker -- Energy efficient lighting $170,295 Apr-01 -- Energy monitoring system installation .. Booker --$- 23,710-=__ Oct-01 Booker Asbestos abatement $10,900 Feb-02 -- -- -- Booker Fire alarm $34,501 Mar-02 Brady Addition/renovation --- ---- $973,621- Nov-04 -- - Brady_ __ Energy efficient lighting -- - -+ $80,593 Sep-02 Brady Asbestos abatement $345,0~ Aug-02 --- -- $14,480 __ Carver Energy monitoring system installation May-01 -- Carver -- - Parking lot $111,742 - - Aug-03 Central HVAC Renovation - Band Area $225,000 Dec-04 -- Central Reflecting Pond $57,561 Sep-04 Central Parking -+- - Student parking $174,000 Aug-03 Central/Quigley Stadium light repair \u0026amp; electrical repair ~ $265,000 _ Aug-03 -- fentral/Q@ley .Athletic Field Improvement --- $38,000 Aug-03 Central/Quigley Irrigation System -- $14,500 - Aug-03 Central Purchase land for school Unknown Dec-02 ---- Central Roof \u0026amp; exterior renovations $2,000,000 Dec-02 2 ~ \u0026gt;n  C: -.,\n,:\n,\n,:\n,\n,:\n, l!!o 0 C: C: ..... \u0026gt; C: ~:IC m QO j!!z -\u0026lt;!!! '.\" .... ~ :zc 0  C: ~ m CONSTRUCTION REPORT TO THE BOARD JUNE 23, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED I I Est. Completion Facility Name Project Description Cost Date Central Ceiling and wall repair $24,000 Oct-01 Central Fire Alarm System Design/Installation $80,876 Aug-01 Central Front landing tile repair $22,470 Aug-01 Chicot Drainage $64,700 1 Aug-04 Chicot Sound Attenuation $43,134 Jul-04 ---------------- 1-c,C-lo_v_e_rd_a_le-----,-E---,l..e..,_m_._ ____ __E,,n-_erg.,=y_e--fc-f,i-ci_ent....I,~igch---t-ci-n_.g,~ __________- -$=-_132~,67_8--r-____- ---,- f-C_lo_v_e_rd_a_le_ M_S_ _____ ,_E_n_erg.,=y_e_ff_icie_n_t lig,\"-h-_ting\"-----------'--__$_ 1_89',7-_43~'------ Jul-01 Jul-01 ~C_lov_e_rd_a_le_ M_S_ _____ ,_M_a~jo_r_ren_o_vation\u0026amp;a_d_d_it_io_n_ ________$1_ ,39_3_,82_2--r-----N-ov-02 f-D_o_d_d ________ _,_F_ire_A_la_r~m~Upgrad_e ________ t------c,-$_9~,2_0_0-+-- Dodd I Energy efficient lighting $90,665 Oct-04 Aug-01 Dodd Asbestos abatement-ceiling tile $156,299 Jul-01 Dodd Replace roof top HVAC $215,570 Aug-02 Dunbar Renovation/addition $6,149,023 Nov-04 ------------1- F a c i Ii ties Service Interior renovation $84,672 Mar-01 --------- Aug-03 May-05 Facility Services Fire alarm $12,000 f-F-a-ir-P~a-rk_ _______ _,_R-oof -- ---- $245,784 ~r-02 Aug-01 - Aug-01 Fair Park HVAC renovation/fire alarm -----$-3-15,956 ---- Fair_P_a_rk ______ _,_E_n_ergyefficient lighting __ _-_:_-_ $90,162 - ~F_a_ir_P_a_rk_ _______ ,_A_s_bes_tos abatement-ceiling ____$_ 5_9,31 O_ 6 classroom addition \u0026amp; cafeteria/music j J  A. Fair room addition $3,155,640 Aug-04 J. A. Fair Energy efficient lighting 1 $277,594 ----Apr-01 J. A. Fair Press box , $10,784 r Nov-00 J. A. Fair Security cameras 1 $12,500 - - - Jun-01 ---'-------------+! ----c--- J. A. Fair Athletic Field Improvement $38,000 Jul-03 J. A. Fair Irrigation System $14,000 Jul-03 J. A. Fair Roof repairs --, - - $391,871 ~ -=-- Aug-03 Fores_t_P_a-rk_ ______R_ e_p-la-c~e-w- indow unitsw/centralH VAC l $485,258 Nov-03 Forest Park Diagonal parking 1 $111,742 --Aug-03 Fulbright Energyefficient lighting --- - $134:463 - - Jun-01 Forest Park Energy efficient lighting ~-$119 788 - May-01 Fulbright Energy monitoring system installation $11,950 _-_-_-_-_Aug-01 Fulbright - Replace roof top HVAC units I $107,835 - Aug-02 Fulbright Parking lot --- $140,000 Sep-02 Fulbright Roofrepairs ---r~--~- $200,000 - - Oct-02 Frank_lin_ -- - Renovation 1 $2,511,736 _ _ Mar-03 Geyer Springs Roof Repair ' $161,752 Jun-04 Energy efficient lighting -- -- $76,447 Apr-01 ------- Gibbs Gibbs ---------Energy monitoring s~tem installation __ _ $11 ,770 Jul-01 Hall Major renovation \u0026amp; addition '\" $8,637,709 Sep-03 ------ Asbestos abatement $168,222 Aug-01 Energy efficient lighting --=-- _ _:-=- $42,931 Jul-01 Hall Hall Hall ___In frastructure improvements __ $93,657 Aug-01 Hall Energy efficient lighting _____ _ $296,707 _ Apr-01 1H--a--ll -------- Intercom Feb-01 Hall - Henderson Henderson ---- Henderson Henders-on- ---- Henderson Security cameras ______ _ Lockers --------- Energy efficient lighting - Roof replacement gym Asbestos abatement Phase I Asbestos abatement Phase 2 $10,600 $43,854 $193,679 $107,835 $500,000 $250,000 Jun-01 Dec-04 Jul-01 May-01 Aug-0~ Aug-02 3 CONSTRUCTION REPORT TO THE BOARD JUNE 23, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I I I Est. Completion Project Description Cost Date ,_IR_C _________E_ ner~g~y_e_ff_ic_ie_n_t_~li g~h_ti~ng $109,136 Jul-02 Jefferson Asbestos abatement $43,639 Oct-01 ,_J_effer_s_o_n _______ R_enovation \u0026amp; fire alarm _____ _____ $1,630,000 Nov-02 Laidlaw !Parking lot $269,588 Jul-01 Mablevale Elem Fire Alarm Upgrade $12,000 Oct-04 Mabelvale Elem. Energy monitoring system installation $12,150 Aug-01 Mabelvale Elem. Replace HVAC units $300,000 _ Aug-02 Mabelvale Elem. Asbestos Abatement $107,000 Aug-02 Mabelvale Elem. I Energy efficient lighting __ $106,598 Dec-02 Mabelvale MS !Renovate bleachers $134,793 I Aug-01 Mabelvale MS Renovation $6,851,621 Mar-04 Mann Partial Replacement $11,500,000 Apr-04 1_M_a_n_n_ ________'A_s,p__h_a_lt wal_ks _________ The total $1_8 million I Dec-01 ,_M_a_n_n __________ W_a_lkw_a~y~ca_n_o~p_ie_s_ ________ is what has been Dec-01 ..,M._a_n_n_ ________ __,1B__o_ile_r_r_e,p_l_a_ce_ment _______ used so far on the Oct-01 ,_M_a_n_n ________ ___,F_encing~---- _______ projects listed Sep-01 Mann 'Partial demolition/portable classrooms completed for Mann. ' Aug-01 .,-----------+-----------'-- Mc CI e II an Parking Lot Overlay $65,000 Apr-05 McClellan Athletic Field Improvement $38,000 Jul-03 McClellan 'Irrigation System $14,750 Jul-03 McClellan Security cameras $36,300 Jun-01 1_M_c_C_lel_la_n_ _______ _E:_n_e\n__r_g,'I-Ly-e':..f...fic:...i..e-'--n_t lighting $303,614 _____M ay-~ McClellan Stadium stands repair ___ - $235,0~ Aug-01 McCle~ - Intercom $46,000 _ _ Feb-02 McClellan Classroom Addition __ $2,155,622 __ Jul-04 McDermott Fire Alarm Upgrade _____ _ $7 ,700 Sep-04 McDermott Energy efficient lighting______ $79,411  Feb-01 McDermott Replace roof top HVAC units $476,000 Aug-02 Meadowcliff Fire alarm $16,175 __ ~ 1 Meadowcliff _ Asbestos abatement ------~-- $253,412 Aug-02 Meadowcliff ___E_ n_g,.,_er,g.,_y efficient lighting___ _ $88,297 Dec-02 Metrop_o_lit_a_n ______ ~ R_e~p_la_ce_c_ooling tower $37,203 ___ Dec-00 Metropolitan Replace shop vent system $20,000 _____ May-01 Metropolitan ~ nergy monitoring system installation $17,145 Aug-01 Mitchell Building Remediation $ 165,000 Jul-04 Mitchell IEnergy efficient lighting. _-_- =_-=__ ---$103,642 -- Apr-01 Mitchell Energy monitoring system installation $16,695~ - Jul-01 Mitch~ --- Asbestos abatement - - - ~ 3,000 --=== Jul-01 Oakhurst HVAC renovation __ $237,237 __ Aug-01 Otter Creek Energy monitoring system installation _ $10,695 __ May-01 Otter Creek _ Energy efficient lighting ___ _,_ _ $81 ,828 _ Apr-01 Otter Creek _ Asbestos abatement ___ + $10,000 _ _ Aug-02 Otter Creek Parking lot ________ + $138,029 __ _ Aug-02 Otter Creek 6 classroom addition ________ $888,778 Oct-02 Otter Creek 'Parking Improvements _____ $142,541 ___ Aug-03 Parkview __ ~ ddition _ ____ __ $2,121,226 Dec-04 Parkview HVAC controls ______ $210,000 Jun-02 Parkview ~of replacement_______ - $273,877- -- Sep-01 Parkview I Exterior ligh~ ____ __ ~ 0)84 _ _ Nov-00 arkview HVAC renovation \u0026amp; 700 area controls $301 ,938 _ Aug-01 Parkview Locker replacement ___ ~ $120,000 _ Aug~ Parkview Energy efficient liqhtinq $315,600 Jun-01 4 ~ \u0026gt;nc -o\n:c\n:c\n:c C!!o De: C: r\u0026gt; C: ~\ns:: mg,o p!z -\u0026lt;l :,, ... Pl ::c z 0 8 -\u0026lt; C: -0 C ~ m CONSTRUCTION REPORT TO THE BOARD JUNE 23, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED I I I l::.st. c.\nompIetIon Facility Name Project Description Cost Date 1-P_ro_c_u_re_m_ en_t_ ____~ _E_ner__g,,~y_m_o_n_itor_in_g,,_s_y_stem installation _ _$\n_5-,'-2-_9_0_ _____Ju_ n_-0_2-1 Procurement Fire alarm $25,0_00~ ____A_u g\"'---03. Pulaski Hgts. Elem I Renovation - $1,193,2-59- -----No-v-0-4 , Pulaski Hgts. Elem Move playground ___ $17,000 Dec-02 \u0026gt;-P-u-la_s_ki H~g~t-s.-M- S----~I_R_e_n-ov~a-ti~o=n---- - $3,755,041 Nov-04 Rightsell Energy efficient lighting -- $84,898  Apr-01 -R--o'\"c'--ke_f_elle_r_ ______E_ n-er...g,,~y-e-ff-ic-ie_n_t _lig,\"-h-ting - ~ $137,004 - Mar-01 1-R_o_c_ke_f,elle_r_ ______R_ e.,p_la_ce_ ro_o_f_to.2p.. HVAC _ ::_ -$-'-5_3_9-'-'- 17_5_ ____A u,g,,_-_o-11 Rockefeller Parking addition $111,742 Aug-02 t-R_o_m_i-ne_ _______ 1 _A_s-be- s~tos abatement --- - $10,0_0_0 __ -----A~p~r--02-  Romine Major renovation \u0026amp; addition - $3,534,675 Mar-03 \u0026gt;-S_c_ott_F_ie-ld--------T-ra~c-k_R_e_n_o_vations - $289,056 May-05 -- -----~~ Security/Transportation Bus cameras $22,500 Jun-01 Southwest ---A-dd- i-tio_n_________ - - $2,000,000 - Nov-04 - Southwest Asbestos abatem_ent_ __ _ $28,138 _ Aug-00 Southwest New roof $690,000 Oct-03 Southwest Energy efficientlighting ====- ~ $168,719 Jan-02 Southwest 1Drainage / street widening__ _ $250,000 _-- Aug-03 Stude-nt_A_s_s-ig_n_m_e_n_t ____En_ e_r-gy~m-o-nitoring system installation _ $4,830_ _____A~ ug-.Q_2 Student Assignment 'Fire alarm __- -- $9,000 Aug-03 Tech Center Phase 1 Renovation ..- $275,000 - - Dec-01 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II _ : fil79Jmo- Jun-04 Technology Upg~rad_e ___ ---=U~p=gra_d_e~p~hone system \u0026amp;_d_ata__ _ ___ Nov-02 Terry Energy efficient lighting __ _ $73,850 _ _ Fe_b_-01 Terry Driveway \u0026amp; Parking $83,484 Terry 1Media Center addition - $704,932 Wakefield Rebuild ------- - $5,300,000 ------ Wakefield Security cameras $8,000 Wakefield__ 'Energy efficient lighting $74,77El Wakefield -----D- e- molition/Asbestos Abateme~ - $200,000 Washington Fire Alarm Upgrade $11.~Aug- 02 Sep-02 Dec-04 Jun-01 Feb-01 Washington Security cameras $7,900 __ Nov-02 Oct-04 Jun-01 Apr-01 Jul-01 Washing~t_on _______ E_n_e_rg~y_e_fficient lighting Watson Energy monitoring system installation Watson - --Asbestos abatement ---- Watson Watson Watson --____ E_n_ergy efficient lighting Western Hills Western Hills vv'estern Hills Western Hills Western Hills Williams Williams Williams Wilson Wilson Wilson Woodruff Asbestos abatement Major renovation \u0026amp; addition ----- Fire Alarm Upgrade -,\n:oA Rest rooms Asbestos abatement Intercom Energy efficient lighting Renovation Parking expansions __ ~nergy efficient lighting HVAC for Cafeteria --- ---, Renovation/expansio_n ____ _ _ Parking Expansion Renovation $165,281 $8,530 $182,241 $106,868 $10,000 $800,000 $8,400 $25,000 $191,946 $7,100 $106,000 $2,106,492 $183,717 $122,719 $56,000 $1,263,876 $110,000 $246,419 ~ g-01 Aug-01 Aug-02 A~g-02 Oct-04 ----- - Aug-04 Aug-02 Dec-01 Jul-01 Mar-04 Dec-03 Jun-01 Mar-05 Feb-04 Aug-03 Aug-02 5 Vl. ADMINISTRATIVE SERVICES A. NPAAC RECOMMENDATIONS VII. CURRICULUM \u0026amp; INS] A. PRE/QUARTERL ~ E. INTERNAL AUDITORS REPORT F. TECHNOLOGY UPDATE V. ROUTINE tMTTERS A. MINUTES Date: June 23, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS To: Board of Directors @ From: Sandy Becker, Internal Auditor Re: Audit Report - June This is the sixty-eighth communication regarding status of the current year projects and reviews. Activity Funds a) Working with one high school, one middle school and two elementary schools to resolve financial issues in their activity funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. b) The AAB has forwarded a Booster Club Guidelines Package to be included in official publications of the District after review. Board Policy and Regulation a) The amended Out of District Travel regulation is being implemented. Technology a) Monitoring technology plans and technology meetings to determine how use of technology will improve and streamline the workflow for staff persons. b) Facilitating technology upgrade in cooperation with the English Department for Yearbook and ewspaper production staff in LRSD high schools to improve access to tools needed for students and staff. Training a) Served as a trainer for financial portion of uts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. .'..\".\" ~ ::c z 0 8 -\u0026lt; C.. , 0 :!!\nm Audit Report - June 2005 Page 2 of2 b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing b) c) d) e) f) g) h) a) b) c) issues. Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child utrition Staff. Monitoring cost reduction efforts in the District. Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. Reviewing leave accountability system. Reviewing Teacher School Supply Fund Records for recommendations. Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Served as District coordinator of United Way's Day of Caring (April 17, 2005. Eleven schools participated. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115 . My e-mail is sandy.becker@lrsd.org. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: June 23, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Board Auditor Report BACKGROUND: Monthly report to School Board. RATIONALE: Summary report of activities. FUNDING: No changes. RECOMMENDATION: None. PREPARED BY: Sandy Becker ~ \u0026gt;n  C: ..,\n,o\n,o\n,o C!!n oc: C:,.... \u0026gt; C: ~ll: m QO p! z -\u0026lt; !!l != ... DATE: TO: FROM: June 23, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Technology Report BACKGROUND: Since the last Board meeting the following technology activities took place:  Last month we reported that we had received over $ 1 million in e-rate funds for the 2003-2004 school year. All of the appeals that we filed on the 2003-2004 applications were upheld and fully funded.  This week it was announced that our 2004-2005 application for telecommunications services was funded in the amount of $ 1.2 million, bringing our total this year to $ 1.4 million. Because of e-rate funds, we receive a 73% discount on all services related to the wide area network, local, long distance, paging, and cellular phone service.  Our current Technology Plan covers the years 2003-2006. In order to meet state requirements for approval and to meet E-rate requirements the Technology Plan will have to be revised during the 2005-2006 school year. The new plan will have to be in draft form by the time we file our erate applications for 2006-2007 this December. It will have to be completed and approved by the Board in time for state submission in March 2006. Committees will be formed in August to begin the revision. RATIONALE: To implement the LRSD Technology Plan 2003 - 2006 RECOMMENDATION: It is recommended that the Board accept this report. PREPARED BY: Lucy Neal, Director, Technology and Media Services John Ruffins, Director, Computer Information Services -0 :r me ~~ % z\no ,m.. mis nc :c\"' ~n c\n, m m\"' \"' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: June 23, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Recommendations from the Nutrition and Physical Activity Advisory Committee (NPAAC) BACKGROUND: Act 1220 of 2003 was created to combat the crisis of childhood obesity and associated health problems. In the 2003-04 school year, 36.7% of LRSD students were identified as overweight or at risk of becoming overweight. Act 1220 requires each school district in Arkansas to convene a Nutrition and Physical Activity Advisory Committee by 2004 that includes members from school district governing boards, school administrators, food service personnel, teacher organizations, parents, students and professional groups from the community. Federal legislation was passed in 2004 requiring all school districts with a federally funded school meal program to establish a committee by 2006 to evaluate nutrition and physical education policies and to promote best practices. The LRSD Nutrition Physical Activity Advisory Committee (NPAAC) is charged to:  Annually assist schools in the assessment of each school campus utilizing the School Health index. Outcomes of this assessment will be incorporated into the school improvement plan.  Review and make recommendations to the local school board regarding all food and beverage contracts.  Maintain a list of non-food and healthy food alternatives for fundraisers.  Monitor in-service education for food service staff. RATIONALE: To support compliance with Act 1220, the NPAAC met monthly since August 2004 and put forward recommendations to promote the health of our students. When children's health, nutrition and exercise needs are met, they have the cognitive energy to learn and achieve. Sound nutrition and adequate physical activity are linked to academic achievement, self-esteem, mental health and school attendance - all leading to stronger .., :r m c: ~! z z\nD ,m...m~ (') C: ~ ~ ~~ m CJ) student performance. The LRSD Nutrition Physical Activity Advisory Committee is committed to creating health-promoting schools that support sound nutrition, physical activity and high academic achievement. We strongly support/endorse these recommendations and consider this the beginning of a long process. FUNDING: Funding is needed to meet the recommendations related to improving physical activity for elementary students in the following areas: 1. 2. Personnel FTE Salary - Certified Physical Education Teachers with Fringes 5 @ Total Staff Training Physical Education Aides (25@ 12 hours ea@ $13/hr ea) Child Nutrition Assistants (190@ 12 hours ea)@ 11/hr ea) $ $ Cost 50,000 250,000 3,900 $ 25,080 Legislation, from 2005, states all aides \u0026amp; assistants must have 12 hours of Staff Development annually. 3. Physical Education Curriculum (SPARK Curriculum) Sport, Play and Active Recreation for Kids Cost Curriculum Binders, K-2 \u0026amp; 3-5 Equipment Staff Development Total Grand Total $ 5,759 2,000 - 4,211 x 32 schools 5,198 $145,717.00 $424,697 Recommendations from NPAAC I. Fundraising Projects and Student Rewards Subcommittee 1. 2005-06 Fundraising projects, will achieve at least a 50/50 balance of healthy and less-healthy offerings. For single item fundraising sales, the sales Item must be healthy, for sales of multiple items, (e.g., sales from catalogs offering various products), at least 50% of the items must be either healthy items or non-food items. 2. Each secondary school shall appoint a staff person to monitor fundraisers by all school-related organizations or groups to ensure compliance with established guidelines. 3. Little Rock School District shall designate a representative to serve as a resource for schools in planning and coordinating fundraising activities and to serve as a liaison between the district and vendors to keep them informed of Little Rock School District policies related to fundraisers. 4. All schools are encouraged to sponsor fundraisers that promote physical activity. 5. For ongoing school \"activity fund\" sales, standard definitions, as published by the State Child Health Advisory Committee, for healthy concession stand items and serving sizes are consistent with those used for Little Rock School District vending machines and concession stands. (Table 1) 6. Unhealthy food and beverage items are not to be used as rewards in the classroom or school. The NPAAC will provide updated lists, to schools, annually of approved healthy food rewards\nplan and conduct a series of school-based inservice meetings for school staff, PT A groups, campus leadership teams and other groups on appropriate alternatives to unhealthy beverage/food rewards. II. Nutrition Subcommittee A. Allowable Foods and Portion Sizes 1. At the elementary level, only extra milk (flavored, 1 % or skim milk), 100% juice and water will be sold a la carte. The maximum size will be 8 ounces. A single purchase will be limited to only two of each 4 oz. item. 2. At the middle school level, only extra milk (flavored, 1%, or skim milk), water (fluoridated, caloric sweetener \u0026lt;10 calories), 100% juice and a whole fruit will be sold a la carte. A single purchase will be limited to one of each item. Vended a la carte items will be limited to 100% juices, flavored and unflavored waters and milk. The maximum size will be 12 ounces. 3. High School - A la carte items will include foods that meet the standards for all foods served as a part of a reimbursable meal. Other snack items shall meet the standard and portion size of Table 1 from the Child Health Advisory Committee and Company Vending Guidelines. A single purchase will be limited to one of each item. B. Menu Planning 1. Annually, Child Nutrition will conduct a written survey in selected elementary and secondary schools to solicit suggested menu items for the coming school year. The surveys will be compiled and evaluated for inclusion in the menu planning cycle. 2. The LRSD Child Nutrition Advisory Council will create a forum for receipt of recommendations for menu changes from parents and others through the P.T.A. Council. It is also recommended that parents be surveyed to provide suggested menu items during pre-school registration. The results and analysis of the surveys and recommendations will be submitted to CN for evaluation and inclusion in the menu planning cycle. C. Nutrition Education Nutrition education will be incorporated into the overall curriculum as well as in Health and Science programs in grades K - 6. Wellness and nutrition education should be integrated into the one semester required health course offered in grades 9 - 12 and in other related courses. D. Professional Development for Child Nutrition Professionals 1. The director will be responsible for providing a minimum of twelve hours of annual training to CN assistants, as recommended by the State Child Health Advisory Committee. A record documenting the required in-service training shall be maintained by the CN Director. 2. Each school manager will be required to provide a 30-minute in-service each month. Child Nutrition assistants will be paid their regular hourly rate. Ill. Physical Activity Subcommittee A. Certified Physical Education Teachers There are currently nine certified elementary physical education teachers in the Little Rock School District. To achieve compliance with ADE guidelines it is recommended that: 1. The LRSD incrementally increase the number of certified PE teachers, at the elementary level, based on the following schedule: School Year NewFTE Total Certified FTE 2005-06 5 14 2006-07 5 19 2007-08 5 24 2008-09 5 29 2009-10 3 32 B. Staff Development Provide required training for all paraprofessionals and volunteers who serve as PE teachers. Currently there are 25 paraprofessionals teaching Physical Education under the direction of the classroom teacher. C. Standardized Physical Education Curricula The Little Rock School District will adopt a standard PE curriculum for each organizational level beginning with the elementary level in the 2006-07 school year and the middle and high school levels in the 2007-08 school year. D. Form Multi-disciplinary Community Partnership Addressing and correcting problems related to physical inactivity cannot be limited to the regular school day. We recommend that the district establish a multi-disciplinary community partnership to develop a public awareness campaign that promotes physical activity as a part of family life extending beyond the school day by the beginning of the 2006-07 school year. This campaign would include informing parents of the importance of physical activity after school hours and establishing after school physical activity programs (in addition to athletics) in partnership with neighborhood organizations and groups. E. StudentfTeacher Ratio The student I teacher ratio for PE classes will be consistent as for other academic classes. F. Access to Activity All students are entitled to PE and recess. It is recommended that physical education and recess not be withheld or used as punishment. IV. Vending Subcommittee A. Vending Food \u0026amp; Beverage Sales For all food and beverages sold / vended via machines, school stores and concessions shall follow the recommendations of Act 1220 Child Health Advisory Committee (CHAC) with implementation of all recommendations starting in school year 2005-06: Nutrition Standards for Competitive Food follow allowable Foods and Portion Sizes in Table 1, with the following exceptions: i) Low-fat Milk will follow the FDA Food Labeling regulations and refer to 1 % and fat-free only. ii) Food/snack vending: ~35% of total calories from fat,~ 10% of calories from saturated and trans fat combined and ~ 35% of total weight from added sugar (if added sugar not on label use total sugar). B. Beverage Vending \u0026amp; Concession Contracts 1. In 2005-06, a 50/50 product mix in student accessible machines progressing to 75/25 in 2006-07 and reaching 100% healthy choices by 2007-08 school year. 2. 50/50 product mix for the athletic department, administration facilities and teacher lounges so as to be the same as in other District facilities. 3. 50/50 Product mix for after-hour concessions with the recommendation that individual schools consider moving to 100%. 4. Concessions and other fundraisers may sell bottled water with school name and/or mascot on the label. 5. Beverage container size limited to 12 oz. except water, which may be larger. 6. Sports beverages will be restricted to the immediate area of physical education facilities. 7. Student to beverage machine ratio will be flexible based on the discretion of the building principal (most of the principals and students at our presentations thought the 1 to 100 ratio was too much but would like some flexibility if their physical plant campus expanded). 8. All beverages sold in vending machines and concessions be priced equally so that cost is not an influence on student purchases. Recommendation We request Board approval to implement all no-cost recommendations provided by the Nutrition and Physical Advisory Committee for the 2005-06 school year. We further recommend that items requiring funding be considered for implementation as the Board reviews the budget anc\nl allocation of resources for the 2005-06 school year. Phase in of recommendations requiring additional personnel will be considered on a case-by-case basis and will require additional consideration by the administration and the Board of Directors. PREPARED BY: Margo Bushmiaer, Coordinator of Health Services, NPAAC Co-Chair Jo Evelyn Elston, Director of Pupil Services, NPAAC Member Junious Babbs, Associate Superintendent Table 1. Elementary/Middle/Junior/Senior High School Allowable Competitive Foods - Maximum Portion Size List Competitive Food or Beverage Chips (regular) Chips (baked or no more than 7.5 grams of fat per ounce), crackers, popcorn, cereal, trail mix, nuts, seeds, dried fruit, ierkv. pretzels Cookies Cereal bars Bakery items (e.g., pastries, muffins, doughnuts) excluding items that count as two-bread components served/sold onJy at breakfast. i Frozen desserts, ice cream(no L___more than l O grams of fat) I r I Whole milk, flavored or unflavored Low-fat milk (2% or less) , flavored or unflavored Fruit Juices or blends of jui-:cs with 100% iuice Sweetened non-carbonated beverages(:S15g sugar/serving) Carbonated beverages (:S 15g sugar/serving) Fruit snacks fortified with vitamin C ~ I Water- non-carbonated, L unflavored Prepared, Ready-to-Serve Maximum Portion Size 1.25 ounces 1.5 ounces 1.5 ounces 2.5 ounces 3 ounces - - 4 ounces --- 8 ounces 8 ounces 16 ounces 12 ounces --  12 ounces 12 ounces 2.5 ounces Unlimited 7 i ~ . ne \"D\n:c\n:c\n:c l!!n Oere  e\n:c~ iri II\" f!!z -~\u0026lt;. ,!.!.l \"D ::c me\n:c~ ~z z::c mm r~ ne i\n~ Zm ~en en NAME Bushmiaer, Margo Co-Chair Wheeler, Gary Dr. Co-Chair NUTRITION McCoy, Morlin, Co-Chair Borne', Eliza Burton, Marvin Cherepski, Stevie Davenport, Christy Dudley, Joan Milam, Debbie PHYSICAL ACTIVITY Scogin, Annette, Co-Chair Lincoln, Lynn, Co-Chair Brown,Sandra,RN Elston, Jo Evelyn McDaniel, Veronica Hickman, Natasha, RN Tollette, Binky Weber, Judy PhD FUND RAISING \u0026amp; AW ARDS Barksdale, Diane, Co-Chair Cox, Dana PhD, RD Co-Chair Smith, Paula Walker Hynes, Stephanie LITTLE ROCK SCHOOL DISTRICT 2004-2005 Nutrition Physical Activity Advisory Subcommittee Members Lists REPRESENTING PHONE Coordinator, Health Services 447-7482 UAMS, ACH \u0026amp; Parent, Central Hiw 364-1416 Director, Child Nutrition 447-2450 12th Grade Student, Central 664-2626 Principal, Henderson 447-2800 Nurse, King Magnet 447-5105 ADH, Central Region 280-4950 Parent, Forest Park Elem. 663-4602 Director, VIPS 447-2967 Assistant Director, Athletics 447-2063 ADH, Pulaski County Central Health Unit 280-3369 Baptist Health - Community Outreach 202-1961 Director, Pupil Services 447-7490 ADH, SW Unit 565-9311 ADH \u0026amp; Parent, Central 280-4957 Pfeifer Camp 821-3714 UAMS, ACH \u0026amp; Parent, Terry Elem \u0026amp; Dunbar M.S. 364-3382 Principal, Carver 447-4000 Parent, Williams Magnet Elem. 614-4355 Parent, Williams Magnet Elem. 223-8332 Administrative Supervisor, Child Nutrition 447-2468 June I, 2005 EMAIL ADDRESS margo. bushmiaerra)lrsd. orn wheelerva.rv\u0026lt;@uams.edu morlin.mccov1mlrsd.orn: eborne1msbc11:lobal.net marvin. burtonra)lrsd.org stevanna.cherenskira)lrsd.org cdavenoortra)healthvarkansas.com erikora)aristotle.net debra.milamra)lrsd.org annette.scoginra)lrsd.org llincolnra)healthvarkansas.com sandrabra)baotist-health.org io.elston(a)lrsd.orn vdawsonlmhealthvarkansas.com nhickmanlmhealthvarkansas.com binkvra)ofeifercamo.com weberiudithlra)uams.edu marv.barksdalera)lrsd.orn danacox97 ra)sbcglobal.net ovsmithra)arkansas.net Steohanie.walker.hvnra)lrsd.org VENDING Blaine, Barbara, Co-Chair Counselor, W estem Hills 447-6900 Gamer, Carole RD, Co-Chair UAMS, College of Public Health 526-6606 Buck, Larry Principal, McClellan High 447-2100 Edgerson, Pat Parent, Forest Heights Middle \u0026amp; Central High 686-7981 Hendrix, Julie UALR/ Children International / Health Services \u0026amp; Parent, PHMS 663-5541 Lacey, Marian Dr. Administration, Asst. Superintendent, Secondary 447-1000 Montgomery, Darrel L. Hometown Health Improvement Leader, ADH 280-4963 Wheeler, Gary Dr. Co-Chair UAMS, ACH \u0026amp; Parent, Central High 364-1416 BYLAWS Bushmiaer, Margo - Chair Coordinator, Health Services 447-7482 Hill, Martha P~ent, Forest Park 282-0202 831-3864 Walker Hynes, Stephanie Administrative Supervisor, Child Nutrition 447-2468 Oll:l313100H:\u0026gt;S MO:1130008 11 S3:\u0026gt;l,\\M3S SS3HIS08 xi S30H\\/H:l13HHOSM3d 11 S3:\u0026gt;MOOS3M NVl'IOH 11111 91KOOl \\/OH30\\/ HOll\\/01\\/i\\3 9 'O A 1M31M\\/00/3Md \"\\/ 'llSHI Y wn,n:\u0026gt;IMMn:\u0026gt; 1111 barbara.blaineln'llrsd.orn: GamerCaroleBr@uams.edu Larrv. buckr@lrsd.org oedgersonr@uams.edu JMHENDRIXr@ualr.edu rnarian.lacevr@lrsd.om dmontgomen:(a),healthxarkansas.com wheelernarvr@uams.edu margo.bushmiaerr@lrsd.org j frenchhill(a),aristotle.net Stenhanie. walker.h vn ln'l lrsd.org 1H3Wd013i\\30 S31ll11:\u0026gt;\\/:1 v:1 A:\u0026gt;111od :oHIO\\t3M u~ a DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 June 23, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Quarterly Update Report BACKGROUND: The third quarterly written update (June 1) by the Planning, Research, and Evaluation (PRE) Department was completed in accordance with the District Court's 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). This report includes descriptions of research activities related to four step-2 evaluations currently being conducted by Ors. Steven Ross and James Catterall, and lists four proposed step- 2 evaluations to be completed by these researchers next school year. Dr. Ross' team has completed nearly all its observations of classes and its surveys of principals, teachers, students, and parents participating in Compasslearning, Reading Recovery, and SMART/THRIVE. Dr. Catterall is conducting interviews and surveys for the evaluation of Year-Round (Extended-Year) Education. Joshua and ODM along with other stakeholders took part in planning discussions for these evaluations. RATIONALE: The Court's remedy requires PRE to perform 8 \"step-2\" evaluations during this and next school years. FUNDING: Not Necessary RECOMMENDATION: It is recommended that the Board accept the Quarterly Update Report. DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 June 23, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: 2005-2006 Evaluation Agenda BACKGROUND: LRSD policy requires an annual Evaluation Agenda proposed to the Board of Directors outlining external evaluation activities with projected costs. During 2004-2005 PRE has engaged two outside consultants to evaluate four District programs. The 2005-2006 Evaluation Agenda consists of five external evaluations:  4 \"Step-2\" program evaluations mandated by Judge Wilson in 2004, and  1 non-mandated evaluation recommended by the PRE department RATIONALE: LRSD is complying with U. S. District Court's 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67) to \"devise a comprehensive program assessment process\" which \"must be deeply embedded as a permanent part of LRSD's curriculum and instruction program.\" In December 2004, the Board of Directors approved this process. It provides for a range of educational program evaluations with respect to their scientific rigor and complexity, and it requires participation by LRSD stakeholders in the design and execution of evaluations. In the same Opinion, the Court ordered, \"During each of the next two academic school years (2004-05 and 2005-06), LRSD must hire one or more outside consultants to prepare four (4) formal step 2 evaluations.\" By \"step 2\" the court meant for evaluations to delve into underlying reasons for outcomes. The primary outcome that the Court directed the District to examine is the academic achievement of African-American students. The Opinion also instructs the PRE Department to cooperate with the outside consultants and encourages it to evaluate additional District programs. Court-Mandated Evaluations for 2005-2006: For step 2 evaluations in 2005-2006, Dr. Ross has identified four 2.7 programs, named on the following page. fl\n:c m ~ r .C...:. lz5 !='\n:c m D _mC: ztn n-t\n:c-., ~ l6 m 31: .~., ~ m .., :r me: ~~ z z\n:c mm r~ (\") C: ~~ 25 rn m tn 1. Arkansas A+ Schools Network, at Woodruff Elementary School, incorporates the arts in teaching language and mathematics. Projected Cost: $30,000 2. KnowledgePoints is a Supplemental Educational Service (SES) selected at Bale, Brady, Chicot, Wakefield, and Watson Elementary Schools and offered there as an after-school program. Projected Cost: $30,000 3. 21 st Century Learning Centers offer a broad array of out-of-school support services, programs, and activities designed to help students meet academic standards and to increase student achievement. Projected Cost: $30,000 4. Pre-kindergarten (PreK) literacy development will be evaluated in the 31 schools with classes for 4-year-old children. These young students participate in developmentally appropriate and fun lessons and activities intended to nurture essential language skills. Projected Cost: $50,000 Dr. Catterall will evaluate Arkansas A+, while Dr. Ross will evaluate KnowledgePoints, 21 st Century Learning Centers, and PreK literacy. Data for schools where these programs operated this year (2004-2005) are in the tables below. Additional schools may participate next year, particularly schools chosen per the school choice option of No Child Left Behind regulations. Schools in these tables which are on the Arkansas School Improvement List are so noted by an asterisk(*). Proposed Programs Evaluations 2005-2006 2004-2005 School Data Percent Percent of Number Number of Students Schools of of Students Eligible for Teachers Students African- Free/Reduced American Lunch A+ Woodruff* 21 235 91 86 Knowledge Points Bale* 27 319 82 86 Brady* 28 318 78 80 Chicot* 44 536 73 86 Wakefield* 29 451 78 92 Watson* 34 456 96 93 .21 st Century Community Learning Centers Mabelvale Middle* 57 634 81 75 McClellan* 75 925 92 56 Henderson* 60 630 82 70 Hall* 105 1464 75 52 *These schools are designated for School Improvement. LRSD Schools Offering PreK Classes for !%' Four-Year-Old Students .\u0026gt;., ~\" No. of No. of Max. Enroll- No. of Per cent ~~ School Teachers Aides Students ment AA! AA mz en Cl Bale* 2 1 40 38 32 84.2 o  ~c3 Baseline* 2 1 40 39 32 82.1 6~ Brady* 2 1 40 37 27 73.0 \"D c\"i 31:-\u0026lt; m.., Carver 1 0 20 20 NAt NA .z... \u0026gt; Chicot* 4 2 80 59 46 78.0 Cloverdale* 2 1 40 40 32 80.0 Dodd 2 1 40 36 22 61.1 Fair Park*0 2 1 40 37 28 75.7 Forest Park 2 1 40 40 2 5.0 Franklin* 3 2 60 55 52 94.5 fl :,:, Fulbright 2 1 40 40 8 20.0 m ~ Geyer Springs 2 1 40 36 35 97.2 r- c..:.:. Jefferson 2 1 40 40 5 12.5 l5 z M. L. King* 4 2 60 80 46 57.5\n::: Mabelvale 2 1 40 38 31 81.6 ~ (J) z McDermott 2 1 40 40 27 67.5 \"' Meadowcliff 2 1 40 40 35 87.5 Otter Creek 2 1 40 39 22 56.4 Pulaski Heights 1 0 20 20 6 30.0 !=' Rightsell 1 1 40 38 38 100.0 ill 0 Rockefeller* 2 1 40 39 24 61.5 c:: _m zcn Romine 2 1 40 39 31 79.5 n-\u0026lt; ~~ Stephens* 4 2 80 78 72 92.3 en:,:, m!I: Terry 2 1 40 35 18 51 .4 ~ Wakefield* 2 1 40 39 29 74.4 r- \"D :,:, Washington* 4 2 80 75 67 89.3 c\"i m Watson* 2 1 40 36 34 94.4 Western Hills 1 0 20 37 20 54.1 Wilson* 1 0 20 18 16 88.9 Woodruff* 2 0 40 36 32 88.9 .\u0026gt; ~,... t AA is \"African American\". NA is \"not available\". \"D % me: :,:,5': * These schools are designated for School Improvement. ~z z 0 In the 2005-2006 school year, Fair Park Elementary converts to a preK center with eight or z:,:, mm more classes\nwhile the other elementary schools keep their current preK capacity. r- ~ nc:: ~ ~ Zm ~(J) (J) Non-mandated Evaluations: In addition to four court-mandated studies, PRE recommends a fifth external evaluation that will focus on Magnet Schools and Schools with Specialty Magnet Programs. Projected Cost: $60,000 The proposed Magnet School evaluation includes the study and evaluation of 18 magnet schools and specialty magnet programs within the Little Rock School District -- six Stipulated Magnet Schools, four Magnet Schools Assistance Program (MSAP) Schools and eight Specialty Magnet Programs. Stipulated Magnet Schools and Themes - 2004-2005 Schools in this table which are designated for School Improvement are so noted by an asterisk (*). Percent of Percent of School Magnet School Students Eligible Students Theme African-American Free/Reduced Lunch1 Elementary Schools Booker Arts Magnet 53 63 Carver Basic Skills/Math-Science 52 53 International Studies/ 53 44 Gibbs Foreign Languages Williams Traditional Ma~inet 52 34 Middle Schools Mann Arts and Science 52 37 High Schools Parkview Arts and Science 51 22 Magnet Schools Assistance Program Schools and Themes - 2004-20052 Schools in this table which are desiqnated for School Improvement are so noted by an asterisk (*). School Percent of Percent of Magnet School Students Eligible Students Theme African-American Free/Reduced Lunch3 Middle Schools Cloverdale  Engineering, Multimedia \u0026amp; Economics 8.2 86 Mabelvale  Medical Studies, Environmental Science and 81 75 1 Per cent of students who are eligible for the federal free or reduced-price meals program is a crude indicator of family economic circumstances. 2 2004-2005 was the fourth and last year of MSAP funding for these four schools 3 Per cent of students who are eligible for the federal free or reduced-price meals program is a crude indicator of family economic circumstances. Information Technoloav High Schools J.A. Fair* Science and technology Systems 85 54 McClellan* Engineering, Multimedia and Business Finance 92 56 Special Magnet Program4 Themes - 2004-2005 Schools in this table which are desianated for School Improvement are so noted by an asterisk (*). Percent of Percent of School Magnet School Students Eligible Students Theme African-American Free/Reduced Lunch5 Elementary Schools International, High King Intensity Learning 60 55 Rockefeller Early Childhood 67 66 Computer Science and Romine Basic Skills (lnterdistrict) 76 76 Washington * Basic Skills Math-Science 76 80 MaQnet (lnterdistrict) Middle Schools Dunbar * Gifted and Talented, 61 57 International Studies Henderson * Health Science 82 70 HiQh Schools Central International Studies 51 28 Hall* University Studies 75 52 4 These Specialty Programs are special programs which these schools offer. 5 Per cent of students who are eligible for the federal free or reduced-price meals program is a crude indicator of family economic circumstances. ~\na m ~ r. e...:. z~ -0 :r m c: ~~ zz\na mm r- ~ C') C: :r\na \u0026gt;n Zm ~ en en All five external evaluations will seek to answer the following Primary Evaluation Question: Have the Programs been effective in improving students' academic achievement? How effective have they been among African-American students? To ensure that a full range of quantitative and qualitative data is collected, the evaluators will use a variety of data collection tools and activities. They are:  classroom observations and protocols  surveys of parents, teachers, and students  interviews of students, administrators, parents, teachers  focus groups  student work portfolios  district data, e.g., demographic data, standardized test scores  site- and district-generated program documents The evaluators will be required to adhere to Professional Standards for Program Evaluation and to provide a complete list of standards used. FUNDING: Total projected costs for five studies: $200,000 RECOMMENDATION: It is recommended that the Board will approve the 2005-2006 Evaluation Agenda. DATE: TO: June 23, 2005 Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Personnel Changes BACKGROUND: None RATIONALE: To staff allocated positions within the District FUNDING: Operating Fund RECOMMENDATION: It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.CA 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) consecutive years. Teachers with an effective date of employment after August 19, 2004 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 9, 2004 for EYE are considered intern teachers. PREPARED BY: Beverly William~1nior Director of Human Resources !=' ~ 0 _mC: z en n--\u0026lt;\nJD\"T1 ~ ~ m !C ~\ng n m r,, n 0 z en C: ~ z Cl ~ ~ IT' 31: rr Personnel Changes Page 2 June 23, 2005 NAME START DATE/ POSITION/ SCHOOL END DATE Resignations/Terminations Certified Employees Agnew, April Tutor/ 1-3-05 Reason: Contract ended WILSON 6-6-05 Akdamar, Lynn Elementary IV/ 1-18-05 Reason: Contract ended WAKEFIELD 6-6-05 Anders, Mika Writing/ 9-29-03 Reason: Contract ended MCCLELLAN 6-6-05 Austin, Lori Speech Pathology/ 1-18-05 Reason: Contract ended MABEL VALE 6-29-05 ELEMENTARY Austin, Robert Chemistry/ 11-08-04 Reason: Contract ended MCCLELLAN 6-6-05 Baker, Deborah Reading Recovery/ 9-13-04 Reason: Contract ended STEPHENS 6-29-05 Balmaz, Bettye Elementary II/ 9-9-04 Reason: Contract ended BOOKER 6-6-05 Banks, Cal American History/ 1-23-89 Reason: Contract ended MABELVALE MIDDLE 6-6-05 Beard, Willliam Social Studies/ 9-1-04 Reason: Contract ended MCCLELLAN 6-6-05 Bedell, Lisette Elementary V/ 8-11 -04 Reason: Returning to school WILSON 7-31-05 Boyd, Debbye General Science/ 9-14-04 Reason: Contract ended ADULT EDUCATION 6-6-05 Branch, Samuel Principal/ 7-26-93 Reason: Retired FAIR PARK 6-13-05 Brown, Lori Elementary V/ 1-3-05 Reason: Contract ended FRANKLIN 6-6-05 Brown, Stephen Special Education/ 8-30-04 Reason: Contract ended MABEL VALE 6-29-05 ELEMENTARY SALARY ANNUAL CLASS SALARY 1-01 30040.00 TCH925 1-01 30040.00 TCH925 3-06 37665.00 TCH925 62-06 42576.00 SPE925 4-10 43818.00 TCH925 2-07 37318.00 TCH925 5-20 57276.00 TCH925 1-05 33506.00 TCH925 5-01 36134.00 TCH925 1-05 33506.00 TCH925 2-16 477 17.00 TCH925 69-20 79692.00 ADC11X 4-13 47284.00 TCH925 4-01 34575.00 SPE925 Personnel Changes Page 3 June 23, 2005 !:D ~ \"T1 M ,. ~ START DATE/ SALARY ANNUAL ~~ NAME POSITION / SCHOOL CLASS SALARY mz END DATE \"o'C'l ~~ 5r- Brown, Verlyn Tutor/ 8-11-04 1-10 39283.00 ~l\"i !:: -\u0026lt; Reason: Grantended FAIR PARK 6-6-05 TCH925 ~ .... Broyles, Tommy Examiner/ 10-25-04 61-15 54060.00 Reason: Contract ended HENDERSON 6-6-05 ADC105 Bryant, Sharon Title I/ 8-21-89 6-16 53898.00 Reason: Contract ended HENDERSON 6-6-05 TCH925 r\u0026gt;\na m Buck, Virginia Elementary Ill/ 1-23-89 3-18 51874.00 ~ r- C: Reason: Retired CARVER 6-6-05 TCH925 .... ~ ::: Burleson, Kimberly Elementary I/ 3-8-05 4-08 41507.00 ~ U\u0026gt; Reason: Contract ended MCDERMOTT 6-6-05 TCH925 z \"' Butcher, Angee Elementary Ill/ 1-3-05 4-18 53061 .00 Reason: Contract ended CLOVERDALE 6-29-05 TCH925 !=' ELEMENTARY ~ 0 C: _m Cain, Mary Elementary II/ 8-23-04 1-08 32350.00 ZU\u0026gt; n-\u0026lt; Reason: Contract ended WAKEFIELD 6-6-05 TCH925\na.., ~o \"'\na m!:: Caruth, Phyllis Mathematics/ 8-23-76 6-21 60020.00 ~ ~ Reason: Contract ended IRC 6-6-05 TCH10\na l\"i m Crader, Jason Tutor/ 2-14-05 1-01 30040 00 Reason: Contract ended BALE 6-6-05 TCH925 Crosby, Anne Speech Pathology/ 9-15-76 62-20 64668.00 Reason: Retired SOUTHWEST/ 6-6-05 SPE925 !'\" MCDERMOTT (') 0z U\u0026gt; C: Davis, Marjorie Math Coach/ 10-25-04 4-13 47284 00 !:\nz Reason: Contract ended CLOVERDALE 6-6-05 TCH925 ,C.'l MIDDLE C'l\na ~ ~ rr Debow, Bradley Instrumental Music/ 2-7-05 4-05 38041.00 Reason: Contract ended PARKVIEW 6-6-05 TCH925 '?\" Fakouri, Cathy Social Studies/ 8-12-99 4-19 54561.00 Ill Reason: Retired PULASKI HEIGHTS 6-6-05 TCH925 C: \u0026gt;\u0026lt; 8 MIDDLE m Ill .... C: -.,!!! oz\nam Farrar, Neoma Elementary II/ 1-18-05 1-01 30040.00 !1:1:l :c U\u0026gt; Reason: Contract ended CHICOT 6-6-05 TCH925 ~i mm i\n\"' !:'.l ~ Personnel Changes Page4 June 23, 2005 NAME Fikes, Leslie Reason: Leaving the city Francis, Deanna Reason: Personal Gault, Amy Reason: Contract ended Hamilton, Claudia Reason: Retired Hammond, Terri Reason: Retired Harrison, Brenda Reason: Contract ended Henry, Lauren Reason: Contract ended Hill, Dorothy Reason: Contract ended Holloman, Berlinda Reason: Contract ended Holmes, Jane Reason: Leaving the city Hooper, Ruth Reason: Contract ended Howse, Marion Reason: Contract ended Howard-Klein, Risie Reason: Contract ended Hudgens, Donna Reason: Leaving the city Hughes, Alicia Reason: Contract ended POSITION/ SCHOOL Elementary Ill/ ROMINE 4 Yr Old/ ROCKEFELLER Special Education/ STEPHENS Specialist/ CARVER Elementary V/ JEFFERSON Special Education/ WILSON Kindergarten/ CARVER Elementary II/ MEADOWCLIFF Elementary I/ BOOKER Elementary V/ WILLIAMS Music/ TERRY/FULBRIGHT Guidance Counselor/ VOCATIONAL EDUCATION Biology/ CENTRAL Kindergarten/ MABEL VALE ELEMENTARY Elementary IV/ CHICOT START DATE/ SALARY ANNUAL END DATE CLASS SALARY 8-11-04 1-08 36972.00 6-6-05 TCH925 8-1-01 2-06 36163.00 6-6-05 TCH925 1-24-05 4-14 48439.00 6-29-05 SPE925 8-20-79 4-19 54561 .00 6-6-05 TCH925 8-24-87 6-21 60020.00 6-6-05 TCH925 9-2-04 2-16 47717.00 6-6-05 SPE925 10-4-04 1-01 30040.00 6-6-05 TCH925 10-4-05 4-18 53061 .00 6-6-05 TCH925 2-15-05 1-09 38127.00 6-6-05 TCH925 8-11 -04 1-01 30040.00 6-8-05 TCH925 11 -10-04 2-16 47717.00 6-6-05 TCH925 9-9-03 6-21 60020.00 6-16-04 TCH950 8-18-05 4-09 42662.00 6-6-05 TCH925 8-24-87 4-19 54561 .00 6-30-05 K925 10-6-04 1-09 38127 .00 6-6-05 TCH925 Personnel Changes Page 5 June 23, 2005 ?' - \"Tl M \u0026gt; ~ START DATE/ SALARY ANNUAL ~~ NAME POSITION / SCHOOL CLASS SALARY mz END DATE en C'\u0026gt; c ~~ Hunt, Marietta Music/ 8-29-88 4-19 ........ 54561.00 or\n\"ti-\u0026lt; Reason: Retired FOREST PARK 6-6-05 TCH925 1:..., !::1\u0026gt; -t Jackson, Marion Kindergarten/ 11-20-74 1-17 47715.00 Reason: Retired ROMINE 6-6-05 K925 Joiner-Tatum, Anna Assistant Principal/ 8-3-87 64-20 68652.00 Reason: Retired TERRY 6-13-05 TCH925 f)\n,c m Jones, Frances Assistant 8-24-87 79-20 107424.00 ~.... Reason: Retired Superintendent/ 6-30-05 ADC12 C: -t i5 SCHOOL SERVICES z\n:: ~ Jones, Freddie Arkansas History/ 8-27-74 5-20 57276.00 en z Reason: Retired J. A. FAIR 5-27-05 TCH925 \"' Jones, Vance Elementary V/ 8-24-04 1-01 30040.00 Reason: Contract ended DODD 6-6-05 TCH925 p\n,c m 0 C: Kahler, Mary Lou Assistant Principal/ 8-24-87 64-20 68652.00 _m zen n-\u0026lt; Reason : Retired KING 6-13-05 ADC105\nJC\"TI ~o en\n,c ml: Key, Shawn Spanish I/ 1-18-05 4-05 39196.00 ~ Reason: Contract ended J. A. FAIR 6-6-05 TCH925\n\",tci n m King , Patricia Elementary I/ 11-30-87 2-17 49217.00 Reason: Retired ROMINE 6-6-05 TCH925 Lawrence, Ryan Spanish I/ 8-11-04 1-01 30040.00 Reason None Given MCCLELLAN 6-6-05 TCH925 !\" n 0 Lawson, Karen Art/ 8-31-93 4-11 44973.00 z en C: Reason: Contract ended HALL 6-6-05 TCH925 !::\nz C') \u0026gt; Lloyd, Anna Music/ 10-8-04 1-01 30040.00 C')\n,c Reason: Contract ended DODD 6-6-05 TCH925 m \"ii': \"' Madden, Carrie Kindergarten/ 8-11-04 1-02 30617.00 Reason: Leaving the city WATSON 8-3-05 K925 .,. a, Martinez, Diana Tutor/ 2-7-05 1-01 30040.00 c: x Reason: Contract ended BASELINE 6-6-05 TCH925 8  mm -t C: ...,g? oz McCoy, Morlin Director/ 9-18-95 75-19 92520.00\n,cm ~m Reason: Retired CHILD NUTRITION 6-30-05 ADC12 :r\"' ~~ mm In\"' !:l i5 Personnel Changes Page 6 June 23, 2005 NAME Miller, Monica Reason: None Given Mitchell, Avis Reason: Contract ended Moore, Julianna Reason: Personal Morgan, Keisha Reason: Leaving the city Nauden, Lou Ethel Reason: Retired Nickerson, Vickie Reason: Contract ended Nunez, Teresa Reason: Contract ended Ogren, Kathryn Reason: Contract ended Page, Taranah Reason: Contract ended Parr, Patricia Reason: Contract ended Phillips, Anna Reason: Retired Pinkard, Tawanna Reason: Contract ended Relford, Melvia Reason: Contract ended Rhines, Mico Reason: None Given Richardson , Joyce Reason: Contract ended POSITION/ SCHOOL Health/ HALL Elementary I/ STEPHENS Literacy Coach/ ROMINE Special Education/ MABELVALE MIDDLE Elementary I/ ROMINE Elementary I/ MCDERMOTT Mathematics/ HALL 4 Yr Old/ ROMINE Elementary V/ ROMINE Librarian/ STEPHENS Gifted and Talented/ ROMINE Mathematics/ HENDERSON Special Education/ CENTRAL Elementary II/ BOOKER Special Education/ HALL START DATE/ SALARY ANNUAL END DATE CLASS SALARY 8-14-97 4-07 40351 .00 6-16-05 TCH10 8-23-04 1-01 30040.00 6-29-05 TCH925 8-20-93 4-12 46128.00 6-6-05 TCH11 2-3-03 2-07 37318.00 5-27-05 SPE925 8-13-01 6-21 60020.00 5-24-05 TCH925 3-25-05 4-18 53061.00 6-6-05 TCH925 4-7-05 4-10 43818.00 6-6-05 TCH925 10-08-04 1-01 30040.00 6-6-05 4YR925 9-27-04 1-02 30617.00 6-6-05 TCH925 8-23-04 4-18 53061 .00 6-29-05 LIB950 8-24-87 6-21 60020.00 6-6-05 G\u0026amp;T925 2-3-97 1-01 30040.00 6-6-05 TCH925 1-18-05 1-05 33506.00 6-6-05 TCH925 8-14-95 2-11 41940.00 6-6-05 TCH925 2-22-05 1-16 46215.00 6-6-05 SPE925 Personnel Changes Page 7 June 23, 2005 !ll .., ~.. \u0026gt; ~ START DATE/ SALARY ANNUAL ~~ NAME POSITION / SCHOOL CLASS SALARY mz END DATE o\"'C'l ~\ng Ridley, Ronnie Physical Science/ 8-13-01 6-04 40034.00 5~ ~\u0026lt;\"5 :E:-\u0026lt; Reason: None Given CENTRAL 6-6-05 TCH925 m\"\" .z... \u0026gt; Rodgers, Annette 4 Yr Old/ 9-22-80 4-19 54561 .00 Reason: Retired WASHINGTON 6-6-05 4YR925 Robertson, Martha Elementary II/ 8-27-84 3-18 51874.00 Reason: Retired WESTERN HILLS 6-6-05 TCH925 f')\no m Rybard, Aleta English/ 8-16-93 1-04 32350.00 ~ r- Reason: Contract ended HENDERSON 6-6-05 TCH925 C....:. i5 ~ Sandel, Cathryn Gifted and Talented/ 1-10-05 4-03 35730.00 r- ~ Reason: Contract ended ROCKEFELLER 6-6-05 G\u0026amp;T925 \"' z r:, Scheffer, Casey Elementary Ill/ 8-25-04 1-01 30040.00 Reason: Contract ended CARVER 6-6-05 TCH925 !='\no m Signaigo, Katherine Tutor/ 2-10-05 1-01 30040.00 0 C: Reason: Contract ended BALE 6-6-05 TCH925 _m Z\u0026lt;I\u0026gt; o-t\n,o-., ~o Slater, Carolyn Physical Education/ 8-25-69 4-19 54561.00 \"'' Reason: Retired HENDERSON 6-6-05 TCH925 m! r- ~ ~ Smith, Donald Journalism/ 8-19-92 1-03 31195.00 m Reason: Contract ended MCCLELLAN 6-16-05 TCH10 Smith, Elizabeth Music/ 8-16-93 1-17 47715.00 Reason: Leaving the city JEFFERSON 6-6-05 TCH925 rn Smith, Tunza ESL/ 1-3-05 1-01 30040.00 (\") 0 Reason: Contract ended CLOVERDALE 6-29-05 TCH925 z \"C': ELEMENTARY !:\nz C'l \u0026gt; Smith, Jr., Vernon Principal/ 8-10-87 76-20 98220.00 C'l\no Reason: Retired HALL 6-30-05 ADC12 m l'T' 3C rr Smith, Zachary Elementary II/ 8-2-04 1-03 31195.00 Reason: Leaving the city MITCHELL 6-29-05 TCH925 .,. a, Spearman, Kara Speech Pathology/ 8-9-00 62-09 46572.00 c: x 8 Reason : Accepted another FULBRIGHT 6-8-05 SPE925 mtll .... C: position -.,!!? oz\nom !Ii gi Spears, Marsha Elementary I/ 1-3-05 1-02 30617 .00 :r\"' Reason: Contract ended CARVER 6-6-05 TCH925 ~~ mm fn\"' !:l i5 Personnel Changes Page 8 June 23, 2005 NAME Stanley, Charles Reason: Accepted another position Stephens, Lisa Reason: Accepted another position Sullivan, Martha Reason: Contract ended Thomas, Homer Reason: Contract ended Todd, Tracye Reason: Accepted another position Turner, Marilyn Reason: Retired Turner, Ressie Reason: Contract ended Walker, Sharon Reason: Contract ended Walls, Alyson Reason: Contract ended West, Talisha Reason: Leaving the city Van Alstyne, Vicki Reason: Contract ended Whitby, Jennie Reason: Contract ended Williams, Beverly Reason: Accepted another position POSITION / SCHOOL Music/ ROMINE Kindergarten/ STEPHENS 4 Yr Old/ RIGHTSELL Social Studies/ ALC English/ FOREST HEIGHTS Elementary Ill/ FAIR PARK English/ ALC Mathematics/ ALC Business Education/ PARKVIEW 4 Yr Old/ FAIR PARK Special Education/ FRANKLIN Kindergarten/ BRADY Senior Director/ HUMAN RESOURCES START DATE/ SALARY ANNUAL END DATE CLASS SALARY 8-11-04 1-01 30040.00 6-6-05 TCH925 8-1-00 1-09 38127 .00 6-29-05 K925 11-15-04 1-16 46215.00 6-6-05 4YR925 9-9-04 6-13 50432.00 6-6-05 TCH925 8-17-02 4-03 35730.00 8-01-05 TCH925 8-23-68 6-21 60020.00 6-6-05 TCH925 11-02-04 2-03 32697.00 6-6-05 TCH925 9-13-04 4-05 38041.00 6-6-05 TCH925 8-20-04 1-01 30040.00 6-7-05 TCH925 8-7-03 1-02 30617.00 6-6-05 TCH925 1-3-05 1-10 39283.00 6-6-05 SPE925 2-22-05 1-01 30040.00 6-6-05 K925 7-1-02 79-20 107424.00 6-30-05 ADC12 Personnel Changes Page9 June 23, 2005 !I\" \u0026gt;\"Tl -\"~ START DATE/ SALARY ANNUAL ~~ mz CLASS SALARY NAME POSITION/ SCHOOL END DATE enc, c ~ i3 New Certified Employees 6~ -.,i\"I ii:-\u0026lt; m..., .z... \u0026gt; NONE Resignations/Terminations Non-Certified Employees Brown, Dewayne Custodian/ 8-23-04 31-01 11379.00 Reason: Accepted another BALE 6-1-05 CUS925 r\u0026gt; \"m' position i..s.. C: Collins, Mabel Child Nutrition/ 8-12-03 1-02 8547 .00 .... i5 Reason: Retired ALC 6-6-05 FSH5 z\n: ~ en Cunningham, Shawntell CARE/ 8-28-00 2-04 8.01 z (Co Reason: Personal CARE 6-3-05 CARE per hour Dangerfield, Mary Child Nutrition/ 9-22-97 3-08 9667.00 !=' Reason: Personal PULASKI HEIGHTS 6-3-05 FSH550 \"' MIDDLE m 0 C: _m zn -etn Hamilton, Ronita CARE/ 9-13-04 1-08 8.05 ,,,..., ~o Reason: None Given CARE 6-3-05 CARE per hour en\n,::, mi Harris, Earnestine Child Nutrition/ 10-7-85 3-17 10077.00 .., \"n' Reason: Retired WASHINGTON 6-6-05 FSH550 m McDonald, Keri Instructional Aide/ 10-13-03 33-17 16595.00 Reason: Leaving the city JEFFERSON 6-7-05 INA925 Mondy, Lisa Security Officer/ 1-2-04 36-11 15929.00 !\"Tl Reason: None Given BALE 6-3-05 SOFR9 n 0 z en C: Moore, Regina Secretary/ 8-10-89 44-20 37788.00 ........ z Reason: Accepted another ESL 6-30-05 CLK12 C) \u0026gt; C) position \"m' rr :i:: Neal, Shellie Child Nutrition/ 10-6-03 3-15 7066.00 rr Reason: Retired WILSON 6-6-05 FSH4 Palmer, Gladys Custodian/ 8-11-03 31-03 12085.00 .,,. tXJ Reason: Job Abandonment CENTRAL 5-13-05 CUS928 C: 5\u0026lt; 8  m Dl .... C: Springer, Pamela Instructional Aide/ 11-27-00 33-11 13875.00 ...,!!! oz\n,::, rn Reason: Returning to school WILLIAMS 6-6-05 INA925 ~~ :z: gi ~~ m,n i\n\"' !:l i5 Personnel Changes Page 10 June 23, 2005 NAME Weeks, Peggy Reason: Retired Walker, Matthew Reason: Job Abandonment Wallace, Robert Reason: Retired Young, Valerie Reason: None Given Allen, Donald Brown, Denise Dalsanto, Judy Griffin, Beverly Hudson, Valerie Seahorn, Lora Spears, Anita Taylor, Blondell START DATE/ SALARY ANNUAL POSITION / SCHOOL END DATE CLASS SALARY Secretary/ 11-28-84 39-20 32544.00 WESTERN HILLS 8-1-05 CLK10 Custodian/ 9-3-03 31-03 12085.00 CENTRAL 5-13-05 CUS928 Maintenance/ 12-14-81 46-18 37788.00 FACILITY SERVICES 6-30-05 MAINT Instructional Aide/ 8-12-99 33-17 16595.00 MCCLELLAN 6-6-05 INA925 New Non-Certified Employees NONE Non-Certified Promotions Promoted from Security Supervisor Grade 55 to Security Supervisor Grade 57 Promoted from File Clerk Grade 43 to Administrative Assistant Grade 46 Promoted from Secretary Grade 42 to Secretary Grade 44 Promoted from Executive Assistant Grade 58 to Senior Executive Assistant Grade 60 Promoted from Coordinator Grade 54 to Executive Assistant Grade 57 Promoted from Secretary Grade 42 to Secretary Grade 44 Promoted from Administrative Assistant Grade 46 to Administrative Assistant Grade 56 Promoted from Secretary Grade 42 to Secretary Grade 46 DATE: TO: June 23, 2005 Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of Principal for Hall High School BACKGROUND: To provide leadership to students and staff of Hall High School. RATIONALE: To fill the position being vacated by Vernon Smith, Jr. FUNDING: District Operating Budget RECOMMENDATION: I am pleased to appoint Mr. John Bacon, to the position of Principal at Hall High School. Mr. Bacon's resume and a job description are attached for your review. PREPARED BY: Beverly William~nior Director of Human Resources !J:l !=' ~ D _mC zcn n\no- .\u0026lt;., ~~ en\ns:: m~ ~ m JOHN BACON PROFESSIONAL EXPERIENCE 1608 Pine Valley Road Little Rock, AR 72207 (501) 663-6153 Feb 1995-Present Little Rock School District Little Rock, AR Principal, Dunbar Gifted and Talented E duattwn/lntemational Studies Magnet Middk Schoo/, Ou! 2001-Present)  Provide strategic, operational, and instructional leadership for a middle school consisting of grades 6-8 with student enrollment of approximately 800 and an 80 member staff. Ass is tant Principal, Dunbar Gifted and Talented E duattwn/ International Studies Magnet Middk Schoo/, Ou! 1999-Jun 2001) Assistant Principal, Omerdalejunior Hiff\nAcademj0an]un 1999)  Managed student discipline referrals.  CDmpleted employee performance appraisals.  Served as a member of the campus leadership team  CDordinated building transportation and athletic programs. EAST Program Coordinator/Vocational Business Teacher, McClellan Business and TedmdugyMagnet Hirfa Schoo/, (Aug-Dec 1998)  Planned and facilitated the Environmental and Spatial Technology program  Instructed several computer applications courses.  Served as a member of the technology committee. Business Teacher, Pulaski Hei,rfats ]umar Hirfa (Aug 1996-Jun 1998)  Instructed courses in computer technology and career orientation.  Provided leadership for a team of related arts teachers.  Served as a member of the campus steering committee.  Provided assistance as a substitute building administrator. Intern/Long Term Substitute Teacher,]. A. Fair Hirfa Schoo/, OanJun 1996)  Taught courses in keyboarding applications and accounting. Substitute Teacher (Feb-Dec 1995)  Served as a substitute teacher at the secondary level. EDUCATION CERTIFICATION Gm-ently pursuing Doctor of Education in Educational Leadership University of Arkansas at Little Rock, Little Rock, AR Graduate hours (21) in education for certification University of Central Arkansas, Conway, AR Master of Education in Secondary Education, May 1996 University of Arkansas at Little Rock, Little Rock, AR Master of Business Administration, May 1994 Louisiana State University, Baton Rouge, LA Bachelor of Science in Public Administration, May 1992 University of Arkansas, Fayetteville, AR (cum laude) Arkansas secondary principal, secondary-bus\"Ine\ns education teacher, vocational endorsement, career orientation endorsement RELATED EXPERIENCES RELATED SKILLS  eru\n.ently sexving as 3rd Vice-President fo~ theLittle Rock PTA Council  Gm-ently setving as Chainnan of the Arkansas Commission for Coordination of Educational Efforts (since 2004)  Sexved as C.0-President of Little Rock School District Principals Roundtable (2003-2004)  Sexved as Assistant Principal for the Accelerated Learning Center 12th Grade Summer School program (summer 2000, summer 2001)  Participated as a teacher in the Little Rock School District Vital Link Program - a summer job shadowing program for sixth grade students (summers 1997, 1998, 1999)  Experienced at class instruction .md supetv1S1on within traditional schedule and flexible/block schedule  Assisted in the decision-making process for converting a junior high school to a middle school  Completed training program on the Fred Jones Model for Effective Oassroom Management r\u0026gt; :c rn .i..s.. .C..:. ~ z PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 May 11 , 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year: POSITION: Principal - Hall High School OUALIFICA TIONS: 1. At least five (5) years ' successful teaching experience and/or administration. 2. A master's degree or higher, with eligibility for Arkansas certification as a secondary principal. 3. Knowledge of curriculum development and successful teaching methods. 4. Evidence of strong experience in dealing with student problems. 5. Evidence of ability to set priorities, supervise and train personnel and make appropriate decisions. 6. Evidence of ability to function as a member of an administrative team. 7. Evidence of ability to become a competent educational leader in both curriculum and instruction. 8. Evidence of ability to maintain accurate inventories, records and reports. 9. Evidence of successful experience with parent and staff involvement. 10. Evidence of strong skills in meeting and dealing with the public in a manner that will promote a positive image of the Little Rock School District. 11 . Evidence of strong commitment to quality integrated education. 12. Strong interpersonal skills. 13. Evidence of strong organizational skills. 14. Evidence of strong oral and written communication skills. 15. Demonstrates the conviction that all children can and will learn in the Little Rock School District. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. JOB GOAL: To successfully plan, organize, implement, supervise, and evaluate the total operation of the school. ACCOUNTABILITY: Reports directly to Associate Superintendent - Secondary Education ESSENTIAL FUNCTIONS/ RESPONSIBILITIES OF THE POSITION: 1. Assumes responsibility for the management and monitoring of his/her school, and serves as the chief advisor to the Assistant Superintendent on matters pertaining to administration and program implementation in his/her school. 2. Implements the process whereby school-level educational program needs are identified, alerts Assistant Superintendent regarding needed logistical and consultative support in order to accomplish this task. 3. Works with staff and patrons to determine educational program priorities and goals for his/her school. 4. Oversees the development of educational programs and the plans for implementing them on the school level. 5. Seeks the necessary consultative and logistical support to assure effective educational program implementation. 6. Monitors program implementation in his/her school. 7. Works with supervisor and building staff to make the necessary changes. 8. Assumes responsibility for conducting the performance evaluation of assigned personnel. 9. Assumes responsibility for all record keeping and other administrative tasks normally assigned to the principal. I 0. Performs other duties as may be assigned. SALARY AND TERMS: Pay 01 - Grade 76 - $55,704 - $98,220 - Twelve (12) month, 250 day contract, plus benefit package. NOTE: Precise placement within the salary range will be determined based upon experience and education. EVALUATIO : Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Professional Personnel. !='\n,\n:, m D _mC: z U) n--\u0026lt;\n,\n,-n ~~ U) !I: m~ .r., 2n:! m !\"Tl n 0 z U) C: ~ z Cl ~ ~ m 31: rr APPLICATION DEADLINE: May 30, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INOUIRYTO: Beverly Williams - Director HUMAN RESOURCES DEPARTMENT Little Rock School District 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 447-1162 NOTE: 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. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. DATE: TO: June 23, 2005 Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of Assistant Principal for Martin Luther King Elementary BACKGROUND: To provide leadership to students and staff of Martin Luther King Elementary. RATIONALE: To fill the position being vacated by Mary Kahler. FUNDING: District Operating Budget RECOMMENDATION: I am pleased to appoint Ms. Diane Rynders, to the position of Assistant Principal at Martin Luther King Elementary. Ms. Rynders' resume and a job description are attached for your review. PREPARED BY: Beverly Williams~ior Director of Human Resources ~ ::0 m D _mC: ~ !!l ::0\"T1 ~~ Ch ii: m~ ,- ~ m r\" (\") 0 z (JI C: !:\nz C\"l ~ ~ :I: rr Education : Certification: Employment: Diane Rynders 1212 Dortch Loop , North Little Rock, Arkansas 72117 501-590-0389 or 501-447-7474 MED - University of Arkansas at Little Rock Gifted and Talented MED - University of Arkansas at Little Rock Reading Specialist BSE - University of Arkansas at Fayetteville Elementary and Early Childhood Education K-6 Elementary Reading Specialist K-12 Gifted and Talented K-12 Elementary Principal Supervisor 1989- Present - Coordinator of Gifted Programs - LRSD 1985 - 1989 - Adjunct Instructor - UALR 1985 - 1989 - Supervisor of Gifted Programs - O.U.R. Co-op 1980 - 1984 - Fifth Grade Teacher - LRSD 1978 - 1980 - Second/Third Grade Teacher - Fort Campbell, KY Professional Experience: Odyssey of the Mind State Director AGATE State Conference Chair NAGC National Conference Chair Director of (7) AEGIS Residential Summer Programs for HS students Arkansas Governor's Academic Quiz Bowl Site Host Professional Organizations: Arkansans for Gifted and Talented Education (AGATE) AGATE Board of Directors AGATE Council of Educators Odyssey of the Mind Board of Directors National Association of Gifted Children Arkansas Assoc. of Gifted Educational Administrators Charter Member Awards: 1995 AGATE Martha Ann Jones Service Award 1990 AGATE Challenger Award 6/8/2005 Experience as LRSD Gifted Coordinator: As Gifted Coordinator in the LRSD, I hove supervised the 34 elementary gifted specialists and coordinated the elementary gifted program. I have been instrumental in the development of the gifted and talented curriculum and in the designing and implementation of a defensible identification process. I have provided and guided the gifted specialists through staff development in the areas of gifted and general education and have monitored gifted programs at the building level. I have established and successfully implemented the District Quiz Bowl Competitions, the Fifth Grade Challenges, and the District Wide Chess Tournament. I have also served on various LRSD curriculum teams/committees including school audits, professional development, and curriculum alignment/development. Curriculum Areas of Expertise:  Differentiation of Instruction  Constructivist Approach to Instruction  Instructional Strategies/Multiple Intelligences  Curriculum Alignment with District/State Standards  Portfolio Assessment  Integration of Technology in the Curriculum  Enrichment/Acceleration  Thematic Units/Essential Questions  Curriculum Mapping  Integration/Product Development through Instruction  Current Trends in Gifted Education References: Mable Donaldson, Supervisor, LRSD Gifted Programs Ann Biggers, Gifted and Talented Program Director, ADE Lauro Beth Arnold , Social Studies Grant Director, LRSD Kristen Laughlin, GT Specialist, Forest Park, LRSD Cynthia Collins, GT Specialist, Jefferson/McDermott, LRSD Personal : Married to Michael Rynders Two sons: Jonathan (18) and Nicholas (14) Arkansas Race for the Cure Survivor Parade Chairperson Past Youth Director , All Souls Church Past Boord of Directors , All Souls Church !1 .. .. : l  6/8/2005 rn (\") 0z (/) C !:\nz G'l ~\no m m 3: m PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 7220 I June I, 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Assistant l\n'rincipal - King Elementary OUALIFICA TIONS: 1. Master's degree (minimum) or higher with Arkansas License as an elementary principal. 2. At least three (3) years successful experience as a teacher and/or administrator in an urban school district. 3. Evidence of a strong commitment to quality desegregated education. 4. Knowledge of curriculum development and instruction. 5. The ability to apply this knowledge when working with faculty, students, parents, administrators, community members, and support staff. 6. Commitment to staff development demonstrated by a willingness to initiate, participate in, monitor, and maintain in-service activities. 7. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 8. Evidence of successful experience with parent and staff involvement in decision making. 9. Evidence of successful experience in being a strong disciplinarian and conflict manager. I 0. Completion of State Evaluation Workshop. 11. Ability to evaluate instructional program and teacher effectiveness. 12. Ability to interpret policy, procedures and data. 13. Strong interpersonal skills. 14. Evidence of strong organizational skills. 15. Evidence of strong oral and written communication skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDE CE OF THESE OUALIFICATIO SIN THE INITIAL SCREENING INTERVIEW. JOB GOAL: To relieve the Principal of such impediments as prevents him/her from fulfilling chief responsibilities of promoting the educational well-being of each student in the school, and to demonstrate the capacity to perform the responsibilities of an assistant principal. ACCOUNTABILITY Reports Directly to the Principal ESSENTIAL FUNCTIONS I RESPONSIBILITIES OF THE POSITION: 1. Assumes responsibility of coordinating custodial, transportation, cafeteria, and other responsibilities. 2. Supervises conducts within the school, and oversees disciplinary procedures, keeping records of any disciplinary action. 3. Requisitions supplies and equipment, conducts inventories, maintains records, and checks on receipts for such materials. 4. Cooperates in conducting of safety inspection and safety drill activities. 5. Works with the principal in the preparation of the Parent/Student Handbook and the Staff handbook. 6. Assists in the administration of school rules regarding attendance. 7. Assists the principal in the general administration of the school. 8. Assumes the responsibility for conducting the performance evaluation of assigned personnel. 9. Assists in parent recruitment for the PT A and other parent involvement activities. 10. Support and participate in the unique year-round program for Stephens Elementary School and Recreation Center. 11. Attends staff meetings, serve on committees, and assumes responsibility for extracurricular activities as assigned by the principal. 12. Fosters collegiality and team building among staff members. 13. Communicates and promotes expectations for high-level performance to staff and students. 14. Makes commitment and time necessary for participation in district/school sponsored staff development and become computer literate. 15. Performs such other responsibilities as the principal may assign. fl\n,\n, m ~,... C: -\u0026lt; i5 z ,... ~ \"z' \"' !=' ~ D _mC: ~ ~\n,\n,-n ~ l6 \"'!I:: m~ .,...,.\n,\n, n m rn n 0 z \"C': !:j z C) l\n~ m 31: rr SALARY AND TERMS: Payl0 - Grade 64 - $38,928 - $68,652 - A ten and one-half (10.5) month contract (210 days), plus benefits package. NOTE: Precise placement within the salary range will be determined based upon education and experience. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: June 1, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND RESUMES/INQUIRES: Beverly Williams - Director HUMAN RESOURCES DEPARTMENT Little Rock School District 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 501-447-1162 NOTE: 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. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. DATE: TO: June 23, 2005 Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of Assistant Principal for Rockefeller Elementary BACKGROUND: To provide leadership to students and staff of Rockefeller Elementary. RATIONALE: To fill the position being vacated by Becky Ramsey. FUNDING: District Operating Budget RECOMMENDATION: I am pleased to appoint Ms. Sandra Register, to the position of Assistant Principal at Rockefeller Elementary. Ms. Register's resume and a job description are attached for your review. PREPARED BY: Beverly William~nior Director of Human Resources !D ~ ::0 m ~..... .C...: ~z !=' ~ 0 _mC: z en n--\u0026lt; ::O\"TI ~~ en !I:: m~ ..... -0 ::0 n m Sandra L. Register # 6 Lisawood Court Little Rock, Arkansas 72227 501224-8105 CAREER OBJECTIVE To obtain employment in an elementasy administrative position where opportunities for professional development and advancement exist. EDUCATION Bachelor of Science in Elementary Education, Certification in Early Childhood, University of Arkansas Little Rock, August 1978. Master of Science in Early Childhood, University of Central Arkansas, August 1980. CAREER RELATED EXPERIENCE Student Teacher, Franklin Elementary School, Little Rock. Arkansas, Spring,. 1978. Math Lab Teacher, Williams Elementary School, Little Rock, Arkansas, 1978-1979. Taught math instruction to students in K-3rd grade. Math Lab Teacher, Jefferson Elementary School, Little Rock, Arkansas, 1979-1981. OTHER EXPERIENCE Kindergarten Teacher, Jefferson Elementary School, Little Rock, Arkansas, January 1979 to June 1995. Kindergarten Teacher, Hugh Goodwin Elementary School, El Dorado, Arkansas August 1995 to June 1998. Principal, Hugh Goodwin Elementary, El Dorado, Arkansas, September 2002 to January 2003. Principal, Retta Brown Elementary, El Dorado, Arkansas, July 1998 to June 2003. Second Grade Teacher, Terry Elementary, Little Rock, Arkansas, August 2003 to June 2004. Assistant Principal, Rockefeller Elementary School, Little Rock, Arkansas, August 2004- present. HONORS AND ACTIVITIES Delta Kappa Gamma Society Internacional, 1996-Present Arkansas Reading Association, 1995-Present Arkansas Association of Educational Administrators, 1998-Present Arkansas Association of Elementary School Principals, 1998-Present REFERENCES WILL BE FURNISHED UPON REQUEST PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 May 5, 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Assistant Principals (2) -(1) Terry Elementary School ( 1) Rockefeller Elementary QUALIFICATIONS: 1. Master's degree (minimum) or higher with Arkansas License as an elementary principal. 2. At least three (3) years successful experience as a teacher and/or administrator in an urban school district. 3. Evidence of a strong commitment to quality desegregated education. 4. Knowledge of curriculum development and instruction. 5. The ability to apply this knowledge when working with faculty, students, parents, administrators, community members, and support staff. 6. Commitment to staff development demonstrated by a willingness to initiate, participate in, monitor, and maintain in-service activities. 7. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 8. Evidence of successful experience with parent and staff involvement in decision making. 9. Evidence of successful experience in being a strong disciplinarian and conflict manager. 10. Completion of State Evaluation Workshop. 11. Ability to evaluate instructional program and teacher effectiveness. 12. Ability to interpret policy, procedures and data. 13. Strong interpersonal skills. 14. Evidence of strong organizational skills. 15. Evidence of strong oral and written communication skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. f)\na m is ~_, i5 z r\"' ~ en z \"' JOB GOAL: To relieve the Principal of such impediments as prevents him/her from fulfilling chief responsibilities of promoting the educational well-being of each student in the school, and to demonstrate the capacity to perform the responsibilities of an assistant principal. ACCOUNT ABILITY Reports Directly to the Principal ESSENTIAL FUNCTIONS/ RESPONSIBILITIES OF THE POSITION: 1. Assumes responsibility of coordinating custodial, transportation, cafeteria, and other responsibilities. 2. Supervises conducts within the school, and oversees disciplinary procedures, keeping records of any disciplinary action. 3. Requisitions supplies and equipment, conducts inventories, maintains records, and checks on receipts for such materials. 4. Cooperates in conducting of safety inspection and safety drill activities. 5. Works with the principal in the preparation of the Parent/Student Handbook and the Staff handbook. 6. Assists in the administration of school rules regarding attendance. 7. Assists the principal in the general administration of the school. 8. Assumes the responsibility for conducting the performance evaluation of assigned personnel. 9. Assists in parent recruitment for the PTA and other parent involvement activities. 10. Support and participate in the unique year-round program for Stephens Elementary School and Recreation Center. 11. Attends staff meetings, serve on committees, and assumes responsibility for extracurricular activities as assigned by the principal. 12. Fosters collegiality and team building among staff members. 13. Communicates and promotes expectations for high-level performance to staff and students. 14. Makes commitment and time necessary for participation in district/school sponsored staff development and become computer literate. 15. Performs such other responsibilities as the principal may assign. SALARY AND TERMS: Payl0 - Grade 64 - $38,928 - $68,652 -A ten and one-half (10.5) month contract (210 days), plus benefits package. NOTE: Precise placement within the salary range will be determined based upon education and experience. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: May 20, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND RESUMES/INQUIRES: Beverly Williams - Director HUMAN RESOURCES DEPARTMENT Little Rock School District 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 501-447-1162 NOTE: 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. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis ofage, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. !Jl r\u0026gt; :,0 m ,~.... C...:. ~ z !=' ~ 0 _mC: ~~ :,o-n ~~ (/)~ m~ .,....,. :,0 n m !Tl n 0 z (/) C: !:\nz Cl ~ ~ m :,,I.:. DATE: June 23, 2005 TO: Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of Assistant Principal for Terry Elementary BACKGROUND: To provide leadership to students and staff of Terry Elementary. RATIONALE: To fill the position being vacated by Anna Joiner-Tatum. FUNDING: District Operating Budget RECOMMENDATION: I am pleased to appoint Ms. Eloise Booth, to the position of Assistant Principal at Terry Elementary. Ms. Booth's resume and a job description are attached for your review. PREPARED BY: Beverly Williams~:r Director of Human Resources Eloise Jeannette Booth 12606 Timber Hill Drive Little Roci\u0026lt;, Arkansas 72211 501-312-1317 eloise. booth@lrsd.org ===-================--==========-==-=--====--=-=------------- Experience: Little Rock School District- Little Rock, Arkansas Rockefeller Elementary- July 1999-2001 Stephens Elementary- July 2001-2004 Terry Elementary-October 2004-Preaent Camden-Fairview School District.Camden, Arkansas July 1986-1999 5th Grade Middle School Teacher, Assistant Principal, \u0026amp; Principal El Dorado School District 1979-1985 6th \u0026amp; 4th Grade Teacher Ouachita Area Development Corporation (YMCA)- Camden, Arkansas 1969-74 Payroll/Bookkeeper Education: Southern Arkansas University- Magnolia, Arkanaae Bachelor of Science, Elementary Education, 1979 Ouachita Baptist University-Arkadelphia, Arkansas 72193 Master of Science, Elementary Education, 1982 Henderson State University-Arkadelphia, Arkaneae 72193 Master of Science, Educational Administration and Supervision, 1985 rn n 0 z \"c:': !:j z Cl li ::,) m m ~ Certification: Arkansas Deparbnent of Education Professional Teaching Licenee Arkansas Department of Education Elementary Principal Certification Leardership: Camden-Fairview School District-HIPPY Board President.. Equity Committee, Camden City Planning Commission, International Paper Advisory Board, Kiwanae, COE Chair, ACSIP Team, Outstanding Young Women of America, Nominated Principal of the Year, District Discipline Committee, Leadership Adcademy. Rockefeller and Stephens Elementary- Administrative Team, Teacher and Staff Evaluations, School-Wide Discipline Committee, TAP Certification, Parent and Student Handbook, Supervision and Scheduling of Instructional Aides, Transportation (Bus) Coordinator, 504 Coordianator, ESL Training, EYE Intersession Director, Campus Leadership Tean References: Avallable upon Request PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 May 5, 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Assistant Principals (2) -(1) Terry Elementary School ( 1) Rockefeller Elementary QUALIFICATIONS: 1. Master's degree (minimum) or higher with Arkansas License as an elementary principal. 2. At least three (3) years successful experience as a teacher and/or administrator in an urban school district. 3. Evidence of a strong commitment to quality desegregated education. 4. Knowledge of curriculum development and instruction. 5. The ability to apply this knowledge when working with faculty, students, parents, administrators, community members, and support staff. 6. Commitment to staff development demonstrated by a willingness to initiate, participate in, monitor, and maintain in-service activities. 7. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 8. Evidence of successful experiencewith parent and staff involvement in decision making. 9. Evidence of successful experience in being a strong disciplinarian and conflict manager. 10. Completion of State Evaluation Workshop. 11. Ability to evaluate instructional program and teacher effectiveness. 12. Ability to interpret policy, procedures and data. 13. Strong interpersonal skills. 14. Evidence of strong organizational skills. 15. Evidence of strong oral and written communication skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREEN! G INTERVIEW. !='\n:c m 0 _mC zcn (\")-\u0026lt;\n:c-.. !j!\n!l5 \"m'!:j!1\n:! r- ~ m rn (\") 0z \"C ' !:j z Cl a\n:c ~ :ii: \"' JOB GOAL: To relieve the Principal of such impediments as prevents him/her from fulfilling chief responsibilities of promoting the educational well-being of each student in the school, and to demonstrate the capacity to perform the responsibilities of an assistant principal. ACCOUNTABILITY Reports Directly to the Principal ESSENTIAL FUNCTIONS I RESPONSIBILITIES OF THE POSITION: 1. Assumes responsibility of coordinating custodial, transportation, cafeteria, and other responsibilities. 2. Supervises conducts within the school, and oversees disciplinary procedures, keeping records of any disciplinary action. 3. Requisitions supplies and equipment, conducts inventories, maintains records, and checks on receipts for such materials. 4. Cooperates in conducting of safety inspection and safety drill activities. 5. Works with the principal in the preparation of the Parent/Student Handbook and the Staff handbook. 6. Assists in the administration of school rules regarding attendance. 7. Assists the principal in the general administration of the school. 8. Assumes the responsibility for conducting the performance evaluation of assigned personnel. 9. Assists in parent recruitment for the PT A and other parent involvement activities. 10. Support and participate in the unique year-round program for Stephens Elementary School and Recreation Center. 11. Attends staff meetings, serve on committees, and assumes responsibility for extracurricular activities as assigned by the principal. 12. Fosters collegiality and team building among staff members. 13. Communicates and promotes expectations for high-level performance to staff and students. 14. Makes commitment and time necessary for participation in district/school sponsored staff development and become computer literate. 15. Performs such other responsibilities as the principal may assign. SALARY AND TERMS: Payl 0 - Grade 64 - $38,928 - $68,652 -A ten and one-half (10.5) month contract (210 days), plus benefits package. NOTE: Precise placement within the salary range will be determined based upon education and experience. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: May 20, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND RESUMES/INQUIRES: Beverly Williams - Director HUMAN RESOURCES DEPARTMENT Little Rock School District 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 501-447-1162 INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTIO PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITIO DOES OT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. !ll fl \"m' ~ re:..... \u0026lt;5 z !\"' n 0 z U\u0026gt; C: !:j z Cl ~ ~ m ~ DATE: June 23, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Proposed Budget for Annual School Election BACKGROUND: In order to satisfy various legal requirements concerning school elections, budget publication, and school tax rates, the Board of Directors must approve a proposed budget for the 2006-2007 school year together with a rate of tax levy sufficient to provide such funds. RATIONALE: The requirement for publication of the budget shall be discharged by the board of directors of each school district by publication of its budget one (1) time ... not less than sixty (60) days before the annual school election. (Ark. Code Ann .  6-13-622) FUNDING: Operating Budget RECOMMENDATION: It is recommended that the Board of Directors approve the proposed budget of expenditures and tax levy for 2006-2007 as attached for publication in accordance with State law. PREPARED BY: Mark D. Milhollen Chief Financial Officer !Tl n 0 z C/) C: !:\nz C) ~ Rl \"31': rr PROPOSED BUDGET OF EXPENDITURES TOGETHER WITH TAX LEVY FOR FISCAL YEAR BEGINNING JULY 1, 2006 TO AND INCLUDING JUNE 30, 2007 The Board of Directors of the Little Rock School District No. 60-01 of Pulaski County, Arkansas in compliance with the requirements of Amendments No. 40 and No. 7 4 to the Constitution of the State of Arkansas and of Arkansas Code Ann.  6- 13-622 (1993 Repl.) has prepared, approved, and hereby makes public the proposed budget of expenditures together with a supporting tax rate as follows: 1. Salary Fund Expenditures 2. Instructional Expense 3. Maintenance \u0026amp; Operation Expense 4. Pupil Transportation Expense 5. Other Operating Expense 6. Non-bonded Debt Payment 7. Bonded Debt Payment 8. Building Fund Expense 9. Dedicated Maintenance \u0026amp; Operation $111,529,328.00 $ 25,881,109.00 $ 14,611,898.00 $ 14,396,284.00 $ 36,274,934.00 $ 655,000.00 $ 12,000,030.00 $ 12,000,000.00 $ 5,200,000.00 The total tax levy proposed includes 32.0 mills for the maintenance and operation of schools, 12.4 mills for debt service previously voted as a continuing levy pledged for the retirement of existing bonded indebtedness, and 2.0 mills for current expenditures/dedicated maintenance and operation expenditures. Surplus revenues produced each year by debt service millage may be used by the District for other purposes. The total proposed rate includes the uniform rate of tax to be collected on all taxable property in the State and remitted to the State Treasurer pursuant to Amendment No. 74 to the Arkansas Constitution to be used solely for maintenance and operation of schools in this District. The proposed rate includes no increases. Given this 23rd day of June, 2005. Little Rock School District No. 60-01 of Pulaski County Larry Berkley, President Katherine Mitchell, Secretary DATE: June 23, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: First Reading - Board Policy FA: New Facilities Development Goal BACKGROUND: The promotion of buildings that are environmentally responsible is at the forefront of planning for energy and resource conservation at the local, state and national levels. The District is committed to contributing to the environmental and economic sustainability of our City and State. RATIONALE: In an effort to promote a positive effect on the City's environment and healthy places for students to learn and employees to work, the attached policy is presented for the Board's approval. New construction of District buildings will utilize sustainable design practices that will decrease the negative impact of buildings on the environment and occupant health while reducing operating and maintenance costs. FUNDING: Bond Account RECOMMENDATION: It is recommended the Board approve Policy FA as attached. PREPARED BY: Mark D. Milhollen Chief Financial Officer r\u0026gt; ~ ~ E.... iz5 8 z ~ 0z \"' ..0.. ,, ~ \"C IT' ::c LITTLE ROCK SCHOOL DISTRICT NEPN CODE: FA New Facilities Development Goal The Board of Education is committed to promoting the conservation of energy and natural resources for new construction of District facilities. This approach will provide a positive effect on the City's environment and ensure healthy places for students to learn and employees to work. The promotion of buildings that are environmentally responsible is at the forefront of planning for energy and resource conservation at the local, state and national levels. The District will join in this effort through planning, designing, constructing and operating District-owned buildings and facilities by utilizing sustair:,able design practices that will decrease the negative impact of building on the environment and occupant health while reducing operating and maintenance costs. The District will adopt the U.S. Green Building Council's Leadership in Energy and Environmental Design (LEED-NC) rating system for new construction of District-owned facilities (or other nationally recognized rating system). Adopted: References: U.S. Green Building Council's Leadership in Energy and Environmental Design system DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 June 23, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Resolution for Leasing Authority BACKGROUND: Verizon Communications Corporation, in conjunction with Excell Communications, Inc., has requested that the Little Rock School District lease to them three small parcels of property at Central, Parkview, and McClellan High Schools for the sole purpose of erecting communications relay towers to support their telephone systems. The three tower-sites, shown on the attached drawings, are as follows: A. Central High School - inside the stadium wall near the seating area on the east side of Quigley Field. B. Parkview High School - approximately 150 feet west of the Performing Arts Building. C. McClellan High School - east of the football stadium and approximately 150 feet from the south property line. Each of these sites will support a 150-foot monopole. RATIONALE: The Little Rock School District has granted to Excell Communications, Inc., entry and testing agreements through which this corporation is testing the sites to determine their suitability for situating a monopole in these locations. The leasing of these properties has been coordinated with the school principals, and it has been determined that the sites will not impact any of the operations presently ongoing at the schools. Other private locations and school districts are entertaining similar leases to support this nationwide communication system. ~?\u0026lt; me-, :IC,-, a- o (/) 0-\u0026lt; z- m c, m\na :i::m ~~ !\"\" n 0 z (/) C: !:\nz C) l!i ~ 31: rr FUNDING: The proposed term of the leased property would be twenty-five years, consisting of a five-year initial term and four five-year extensions. The overall revenue of $1,213,628 to be received by the District consists of a monthly rent of $1 ,000 per site beginning at construction with 15% increases after each five-year term. RECOMMENDATION: It is recommended that the Board approve the attached resolution allowing the Administration to enter into lease negotiations with Verizon Communications Corporation. PREPARED BY: Douglas Eaton, Director of Facility Services Mark D. Milhollen, Chief Financial Officer RESOLUTION A RESOLUTION OF THE LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS FOR LEASING AUTHORITY TO THE ADMINISTRATION OF THE LITTLE ROCK SCHOOL DISTRICT WHEREAS, Arkansas Code Annotated Section 6-13-620 authorizes the board of directors for each school district to lease property as lessor\nand WHEREAS, Arkansas Code Annotated Section 6-21-108(c) requires that the execution of all contracts and conveyances and lease contracts shall be performed by the president and confirmed by the secretary of the school board when authorized by a resolution in writing and approved by a majority vote of the school board\nand WHEREAS, Verizon Wireless Tennessee Partnership, d/b/a Verizon Wireless, has requested the school district to lease to Verizon wireless Tennessee Partnership, d/b/a Verizon Wireless, real property at the Central International Studies High School, McClellan Magnet High School and Parkview Arts and Science Magnet High School locations for the purpose of locating towers and certain equipment that will facilitate wireless communications and other related transmissions\nand WHEREAS, the Little Rock School District will receive rent from Verizon Wireless Tennessee Partnership, d/b/a Verizon Wireless, for such leases. NOW, THEREFORE, be it resolved by the Little Rock School District Board of Directors that: The Administration is hereby authorized to enter into leases with Verizon Wireless Tennessee Partnership, d/b/a Verizon Wireless, related to the Central International Studies High School, McClellan Magnet High School and Parkview Arts and Science Magnet High School locations. Given this 23rd day of June, 2005 Larry Berkley, President Katherine Mitchell, Secretary rn n 0 z en C: !:\nz Cl ~ ~ 3: IT' I lll ~-EXISTING STADIUM SEATING --- --- ~---- /1 \\\\ I EXISTING FOOTBALL FIELD \\ / ---- - EXISTING TRACK EXISTING STADIUM SEATING Ill D  EXISTING _/ BRICK BUILDING PROPOSED BRICK WALL TO MATCH EXISTING BRICK BUILDING ~ / ~ ~ - PROPOSED MONOPOLE CENTRAL HIGH NOT SCHOOL SITE TO SCALE EXISTING FOOTBALL FIELD PLAN EXISTING PROPERTY UNE/F'ENCf [7 - EXISTING STADIUM SEATING  EXISTING FOOTBALL flELD EXISTING - POWER PO!S PROPOSED. 75'x75' f1:NC0 COMPOUNQ PROPOSED NEW 150 MONOPOLE EXISTING STADIUM SEATING 75' o EXISTING PRACTICE FlflD _G-= _-- - - -- -=-=:::L.-==--=-=-=----=-=-=--==--==--===--===--==--==-===--==--==------'-----------_j U:13d0Md ~O SNOll VNOO '~ MCCLELLAN HIGH NOT SCHOOL TO SCALE SITE 3S\\/3H:\u0026gt;NI 311i33MlV lNlllOSNO:\u0026gt; 3 3:\u0026gt;IMd 7\\f3W HO~ 1S3003H o J\\f3H 33A07dW3 \"IX JVW3H ONIS07:\u0026gt; x PLAN lHOd3H 1'9'1:\u0026gt;NVNI~ o VERIZON PARKVIEW HIGH SCHOOL A LITTLE ROCK SCHOOL DISTRICT NORTH QL__ ________ ___,, er: 1-------R_rv_E _____: i s\n0 - , er: I ' er: \u0026lt;{ co I' I I ' , ,' I' I I z I 0  / ,: UNPAV ED PARKING AREA -, r 0 l[) N    175' telco 8771.W2ah LTRLARRB HHGB67 DSA2124 ,7775' r PROPOSED NEW150' MONOPOLE NOTTO SCALE , , : I I I' I I I I : : I I I I 'I I I : 1 Ac i: cess lat 34 43 51.42 long -92 22 19.3 AMSL 410' I I I I ' I I I I I I Auditorium I I UNPAVED PARKING AREA CITY OF LITTLE ROCK PARKVIEW ARTS/SCIENCE MAGNET HIGH SCHOOL PHONE 501 447-2300 p arcel ID 44L-082-00-033-00 30ACRES athletic bldg n LRPVHSA G. FINANCIAL REPORT t: ~_f' . X. CLOSING REMAf XI. EMPLOYEE HEAi ,J :\ni D. REQUEST FOR MEAL PRICE INCREASE E. CONSULTING AGREEMI: F. DONATIONS Or PROPl:R r DATE: TO: FROM: June 23, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Request for Breakfast and Lunch Meal Price Increase BACKGROUND: The Little Rock School District Child Nutrition Department supports the School Meals Program from funds received from the service of reimbursable meals. The prices for the meals claimed at the reduced rate are set by USDA, and the prices for the meals claimed in the full-paid category are set by the Board of Directors for the school district. The Child Nutrition Department works to operate basically as a self sufficient entity of the district. RATIONALE: For the Child Nutrition meals program to remain basically self supporting and continue to provide high quality service for our customers, the meal prices must be raised. Food and labor costs increase at a rate of 3% to 5% each year, and, for Child Nutrition, labor costs increased at a rate of 10% the past year. Traditionally, manufacturers pass on to the customer any economic impact that they are experiencing due to gas wars or food production restrictions and other variables. The USDA reimbursement rates for Child Nutrition programs are based on program costs exclusive of a fringe benefit package. The present funds to the program are not adequate for sufficiency and growth. We propose that the breakfast meal price is increased by $.25 at each level and that the lunch meal price is increased by $.50 at each level. For the 2005-2006 school year the meal prices will be as follows: BREAKFAST Elementary - $1.00 Secondary - 1.00 Adults - 1.25 LUNCH Elementary - $2.00 Secondary - 2.25 Adults - 2.75 The current meal prices for Little Rock School District Child Nutrition have been in effect since the 2002-2003 school year. ~ \u0026gt; 0 5 C:\n:o z\nc zm ..... FUNDING: At the present level of participation, the proposed price increases will generate approximately $340,000.00 additional revenue for the program. RECOMMENDATION: It is recommended the Board approve the prepared meal prices for School year 2005- 2006. PREPARED BY: Morlin M. McCoy, Director of Child Nutrition Mark D. Milhollen, Chief Financial Officer DATE: TO: FROM: June 23, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: CONSUL TING AGREEMENT BACKGROUND: The Board approved the recommendations of the organizational audit on March 24, 2005, completing Phase I of the process to restructure the District's administration. Phase I recommendations are being implemented and administrative staff is being assigned to fill the vacancies and positions that will result in a more streamlined and efficient operation. RATIONALE: Phase II and 111 of the reorganization will provide the support systems necessary to ensure an efficient transition to the restructured operations. Technical assistance and support is required in order to affect the most orderly and effective use of our resources. Exhibit A of the proposed contract has been revised to take into consideration your input and comments. The exhibit provides specific details of services to be rendered by the consultants, Dr. Dennis Smith and Mr. Bob Klempen. RECOMMENDATION: I recommend approval to enter into the consulting agreement with Dr. Dennis Smith and Mr. Bob Klempen from July 1, 2005 through June 30, 2006. FUNDING: Payment of consulting fees and expenses are specified in the attached agreement. PREPARED BY: Mark Milhollen, CFO ~ \u0026gt; C a C\nc z !I: zm --, CONSULTING AGREEMENT This CONSUL TING AGREEMENT (this \"Agreement\") is executed effective as of this 23rd day of June, 2005, by and between the Little Rock School District (the \"District\"), and Dr. Dennis Smith and Mr. Bob Klempen (collectively, the \"Consultant\"). W I T N E S S E T H: WHEREAS, District oversees the operation of the City of Little Rock, Arkansas public school system\nWHEREAS, Consultant has significant experience and expertise in defining organizational structure, standardized protocols and procedures, governance and management, results-based strategic planning, performance and accountability systems, and issue resolution/ decision-making procedures focused on improving student achievement and will be based upon effective school practices for schools\nand WHEREAS, the District desires to retain the services of Consultant as a consultant and independent contractor to District to focus the District, the Board and administration on more effective use of resources, increased accountability, enhanced community perception, improved morale and increased student achievement, all upon the terms and conditions contained herein\nNOW, THEREFORE, in exchange for the mutual promises and covenants contained herein, and other good and valuable consideration, the receipt and adequacy of which are hereby acknowledged, the parties hereto, intending to be legally bound, agree as follows: 1. ENGAGEMENT. The District hereby engages Consultant as a consultant and independent contractor, and Consultant  hereby accepts such engagement, upon the terms and conditions contained herein. 2. TERM. The term of this Agreement shall be for a period of one year beginning July 1, 2005, and ending June 30, 2006, subject to Paragraph 8 below. The foregoing notwithstanding, either party may terminate this Agreement on not less than 90 days prior written notice to the other party specifying the effective date of such termination. 3. CONSULTING SERVICES. During the term hereof, Consultant agrees to provide the consulting and advisory services to the District described on Exhibit A attached hereto and made a part hereof (the \"Services\"), and, upon request, assist the District in the implementation and management of certain programs relating to the District's educational objectives. Consultant shall work with the District's Superintendent and other personnel and shall report to the District's Board of Education as needed. The exact nature of the Services shall be defined from time to time by the District and the Consultant. 4. INDEPENDENT CONTRACTOR. In performing the services described herein, Consultant shall be an independent contractor and shall have no power or authority to bind District or to create any obligation or responsibility, express or implied, in the name or on behalf of the District. Consultant shall be solely responsible for payment of federal, state and local income taxes on all payments to him hereunder, and the District shall have no responsibility whatsoever therefor. 5. COMPENSATION. In consideration for the consulting and advisory services to be provided hereunder by the Consultant, the District agrees to pay the Consultant a total fee of$65,000 for services rendered from July 1, 2005 through June 30, 2006. The Consultant will invoice the district each month, and the District shall pay such invoices within thirty (30) days. Consultant shall be responsible for paying Consultant's expenses incurred in performing the consulting and advisory services hereunder. The foregoing notwithstanding, the District will pay on behalf of Consultant ( or reimburse Consultant for) all reasonable expenses incurred by Consultant at the request of District in traveling to and from Little Rock, Arkansas, lodging and expenses incurred in connection with the Services\nprovided that such trip was approved in advance and the request for reimbursement is in accordance with the District's normal expense reimbursement policies. 6. DISCLOSURE OF INFORMATION. Consultant agrees that he will not, during or after the term of this Agreement, disclose, make public or otherwise utilize any proprietary or other confidential information relating to the District or its business, except as required by applicable law. Consultant shall deliver to the District no later than thirty (30) days after the date of termination of this Agreement all tangible forms of such information in his possession or control. 7. TERMINATION. (a) Consultant may, at his option, terminate this Agreement at any time upon ten ( 10) days prior written notice to the District if the District fails to make any payment hereunder to Consultant and such failure continues for a period of more than thirty (30) days following receipt of written notice of such default. (b) The District may terminate this Agreement upon ten (10) days prior written notice to Consultant if Consultant fails to perform his services hereunder in any material respect and such failure continues for a period of ten (10) days following receipt of such written notice from the District. (c) Upon termination of this Agreement, the District shall not be obligated to make any further payments to Consultant except amounts accrued, due and payable as of the date of termination. 2 ~ \u0026gt; ~ 0 C,,: z 3::: zm .... 8. MISCELLANEOUS. (a) Assignment. This Agreement and the rights, obligations and duties of the parties hereunder shall not be assignable or otherwise transferable without the prior written consent of each party. (b) Modification. No provision contained herein may be modified, amended or waived except by written agreement signed by the party to be bound thereby. ( c) Binding Effect and Benefit. This Agreement shall inure to the benefit of, and shall be binding upon, the parties hereto, and their respective heirs, executors, administrators, personal representatives, successors and permitted assigns. (d) Headings and Captions. Subject headings and captions are included for convenience purposes only and shall not affect the interpretation of this Agreement. ( e) Notice. All notices, requests, demands and other communications permitted or required hereunder shall be in writing, and shall be deemed to have been duly given upon delivery if delivered in person, or on the date postmarked if mailed, registered or certified United States mail, postage prepaid as follows: If to Consultant, addressed or delivered in person to: Dennis M. Smith 2800 Park Place Laguna Beach, Ca. 92651 Ifto the District, addressed or delivered in person to: Little Rock School District 810 West Markham Little Rock, Arkansas 72201 Attn: Dr. Roy Brooks, Superintendent Or to such other address as either party may designate by notice. (f) Severability. If any portion of this Agreement is held invalid, illegal or unenforceable, such determination shall not impair the enforceability of the remaining terms and provisions herein. 3 (g) Waiver. No waiver of a breach or violation of any provision of this Agreement shall operate or be construed as a waiver of any subsequent breach or limit or restrict any right or remedy otherwise available. (h) Rights and Remedies Cumulative. The rights and remedies expressed herein are cumulative and not exclusive of any rights and remedies otherwise available. (i) Gender and Pronouns. Throughout this Agreement, the masculine shall include the feminine and neuter and the singular shall include the plural and vice versa as the context requires. G) Entire Agreement. This document constitutes the entire agreement of the parties and supersedes any and all other prior agreements, oral or written, with respect to the subject matter contained herein. (k) Governing Law. This Agreement shall be subject to and governed by the laws of the State of Arkansas. (1) No Joint Venture or Partnership, This Agreement shall not be considered to create any type of joint venture, partnership, or any other legal relationship between the parties in which either party shall share or be responsible for the debts or liabilities of the other party. 10. APPROVAL OF DISTRICT. The obligations of the District under this Agreement are expressly conditioned upon the ratification and approval of the Agreement by the Board of Education of the District. 4 ~ :,,. ~ 0 C:\no z le zm -\u0026lt; IN WITNESS WHEREOF, the parties have executed this Agreement effective as of the day and year aforesaid. DISTRICT: Little Rock School District By: ___________ _ Dr. Roy Brooks, Superintendent CONSULTANT: Dr. Dennis Smith Robert Klempen Ratified and Approved by the Board of Education of the Little Rock School District at the meeting held the 23rd day of June, 2005 . 5 Exhibit A Services Covered:  Advise the Superintendent on operational best practices and related matters during implementation of the LRSD administrative restructuring\n Assist (Advise) the (Deputy) Superintendent and (Government/Legislative/Public Affairs Officer) executive level staff in developing (regarding their) roles and responsibilities that are consistent with the objectives of the LRSD administrative restructuring and which make a clear differentiation between line and staff authority\no Specifically, consult with the (Advise) the Associate Superintendents of Elementary and Secondary Education regarding their roles as direct \"line\" supervisor. to principals\no Consult with (Advise) the Associate Superintendent of Education Services, Senior Director of Human Resources and Chief Financial Officer/Support Services regarding their role. as support staff to schools and principals\n Prepare (Advise) executive staff ( district leaders,) selected by the Superintendent to assume leadership roles (designated as Project Managers on) for work projects assigned by the Superintendent, including staff training and development, performance accountability and evaluation, effective communication, governance and management and results based strategic planning\n Provide continuous feedback (on progress) to the Superintendent on the progress being made during (the) successive phases of the (implementation) administrative restructuring\n Review written communications regarding the implementation of the (LRSD reorganization) administrative restructuring as directed by the Superintendent\n (Consult with Human Resources executive staff and the school attorneys in the implementation of the organizational audit\n)  (Plan with the Superintendent\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_1060","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2005-05"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Curricula","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1060"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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.\nAgenda RECEIVED MAY 2 5 2005 OFFICE OF DESEGREGATION MONITORING Little Rock School District Board of Directors' Meeting CONGRATULATIONS GRADUATES! MAY2005 n ,.. -0 ~~ o--:\u0026lt;r-: oz\n,:,\u0026gt; ~ ~\n,:,-., -c\n,:,z o,- n..... ,- c5 nz ,)\u0026gt;- t/) ,- :IE\n= m -o n,- o\"' On !l::m mo -c !!l~ C ,- ~ ~ ~ ::l -om m\n,:, \"..',t_/) 0 \"~' ,z.. \u0026gt;m\"'  -0 t/lQ C\n,:, -0 ..... ..... t/) i-,\n,=.l .mn ::jg Oz z =l \"'o z t/) ~ \"m' ~ .n\n,\n:,,,: ,- t/)\n,:,-., n\n,:, --\u0026lt;0 \u0026gt;:r: n =l ~ z t/) I. 11. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS PRELIMINARY FUNCTIONS A Call to Order B. Roll Call PROCEDURAL MATTERS A Welcome to Guests REGULAR MEETING May 26, 2005 5:30 p.m. B. Student Performance - Williams Magnet Elementary Ill. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A Superintendent's Citations B. Remarks from Citizens (persons who have signed up to speak) C. Little Rock Classroom Teachers Association IV. REPORTS AND COMMUNICATIONS: V. A. Remarks from Board Members B. Update: Legal Issues -Attorney Chris Heller C. Report: Racial \u0026amp; Cultural Diversity Commission - Mike Daugherty D. Report: Mitchell School Facility Committee - Mike Daugherty E. Update: Tri-District Charter School Application - Linda Watson F. Student Assignment Report G. Budget Update H. Construction Report: Proposed Bond Projects I. Internal Auditors Report J. Technology Update APPROVAL OF ROUTINE MATTERS: A Minutes: Regular Meeting - 04-28-05 Special Meeting - 05-12-05 B. Revision to Student Calendar, 2005-06 n \u0026gt;~ ~ ~ 0-\u0026lt;\n-c oz\no \u0026gt; 0\no m-\u0026lt; -\noc \":\"\noz ,o-n-\u0026lt; r-i5 nz \u0026gt;en F ::e\n::: m~ ,-\no no On\ncm mo - C: !!l~ C: ,- ~ ~ :!:\n:::l ~m m\no\no en -on -\n,:, ~ ,z..\no -\u0026gt;m~ enc C:\no ~ -\u0026lt; :-'f!! n\n,:, =l m \u0026gt;n ::!8 Oz z=l en i5 z en !I'\no m ~ n\no :,,\n,- en\nno\n\"o\" -\u0026lt;0 \u0026gt;\nc n =l N mz en Regular Board Meeting May 26, 2005 Page2 VI. ADMINISTRATIVE SERVICES A. Student Handbook Revisions, 2005-06 B. Homeless Education Continuation Grant VII. CURRICULUM \u0026amp; INSTRUCTION A. Report and Presentation: Measuring the Vision B. Grant Application: U.S. Department of Education Professional Development for Arts Educators C. Grant Application: U. S. Department of Education Teaching American History Program D. Grant Application: U. S. Department of Education Smaller Learning Communities Program VIII. SCHOOL SERVICES IX. X. A. Summer School / Credit Recovery Program for Secondary Schools HUMAN RESOURCES A. Personnel Changes BUSINESS SERVICES DIVISION: A. Purchase of School Buses B. Consulting Agreement (for consideration of a suspension of the rules) C. Donations of Property D. Financial Report XI. CLOSING REMARKS: Superintendent's Report: 1 . Dates to Remember 2. Special Functions XII. EMPLOYEE HEARING XIII. ADJOURNMENT (') \u0026gt; -0 F....~,_ 0 3: oz\n:c\u0026gt; ~~\n:c \"Tl -c\n:cz o,... n..... ,... c5 oz \u0026gt;,,......V \u0026gt;\n:c \u0026gt;m  -0 V\u0026gt;O C\n:c -0 ..... :-'{!? n::c =1m \u0026gt;(') ::!8 Oz :z: =I \"'a z (/) ?' ~ ~ O\n:c  \"' ,-v,\n:c.,., n::c -tO \u0026gt;3: (') =I ~ :z: (/) PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS/ WELCOME / STUDENT PERFORMANL Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. REMARKS FROM CITIZENS C. LR CTA IV. REPORTS I COMMUNICATIONS A. BOARD MEMBERS LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: May 26, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: UPDATE - TRI-DISTRICT ALTERNATIVE CHARTER SCHOOL BACKGROUND The Tri-District Charter School Committee is working to complete the application and is planning to present the document to the Arkansas Department of Education at their June or July Board Meeting. The school may have a late start\nhowever, everything should be in place by October 1, 2005. The committee members have viewed several sites and personnel from the Pulaski County Government are negotiating the lease agreement for the proposed site. The details regarding the facility have to be presented with the application. We have completed and/or agreed upon the following:  The letter of intent,  Approval by two of the school districts' boards (LR and NLR) to enter into a Tri-district Charter School agreement,  A facility, located at 8300 Geyer Springs Road,  The curriculum offerings and support services that will be similar to those offered at alternative learning environments, as mandated by the ADE,  Personnel and hiring procedures/practices (we will follow LRSD hiring practices), and  The funding for the program has been determined and the formula for the three school districts has been established. Committee members are finalizing the behavior modification programs and the discipline procedures. PREPARED BY: Linda Watson, Ed. D. :,, \"....'. C: 0~ CD~ C: ,,. 8(/l !:!l~ ~~ 0 IT ,,.z -1- m\n:c IT -.: C\n:c\n, r C :, (J\nt \" ~ C, !..... m (\") :c z 0  -\u0026lt; .C,,: ~ m DATE: May 26, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: May 2005 Construction Report - Bond Projects BACKGROUND: The bids for the remodeling of Rightsell Elementary will be received on Wednesday, May 25th . A verbal report on the costs will be presented at the Board meeting. This will be a busy summer for LRSD construction projects. As an example, interior remodeling and a new parking lot at Fair Park to convert this facility to early childhood development has to be completed by August 15th . The work cannot commence until school is out. The interior remodeling of Central High is to be completed this summer. Portable classrooms are being installed at several schools, and they must be ready to occupy by August 15th . As indicated on the attached report, there are many other projects underway as well. I will be glad to update you on any Bond construction matters at any time . You can call me at 447-1146. RATIONALE: Monthly reports are submitted to the Board to keep members up-to-date on construction projects in the District. FUNDING: Bond Funds RECOMMENDATION: Report item\nno action necessary. PREPARED BY: Bill Goodman, District Engineer !.... ~ ::c z 0  -\u0026lt; .C.,: 0 ?\n\"' !II\n:o \"\u0026lt;' in 5z .... 0 ...,u, o--\u0026lt; 0 C:\n~ .... ~ \"z' 0 \u0026gt; Facility Name Carver f- -- Central -Gib-bs - Oakhurst (Adult Educatio~) Western Hills CONSTRUCTION REPORT TO THE BOARD MAY 26, 2005 BOND PROJECTS UNDER CONSTRUCTION I Project Description I Cost Media Center Expansion $167,~90 Renovation - Interior -- ---- - -- . $10,200,266 -A-dd-ition --- $705,670 New Windows $215,000 -- Electrical Upgrade \u0026amp; HVAC $622,160 I t:st. compIetIon Date Dec-05 - Aug-05 Dec-05 Aug-05 - Aug-05 BOND PROJECTS CONSTRUCTION - SUMMER/ FALL 2005 Facility Name I Project Description I Cost I t:st. compIetIon Date Fair Park - Remodel $799,000 Aug-05 - -Parking Lot -- . - - Fair Park - $185,000 __A ug-05 r Restrooms -- - - -Fo-rest Park $152,881 - ~g-05 Skylig~Replacement-- -- Henderson $45,000- Aug-05 -- -- -- - Meadowcliff Remodel $164,150 Aug-05 -- - Pulaski Heights Elem/Middle Cafeteria Ceiling --- $33,378 Aug-05 Pulaski Heights E~menl_ry Clean Exterior Walls $98,660 Aug-05 -- . Pulaski Heights Elem/Middle Replace Entry Doors $13,990 Aug-05 -- -- Rights ell Renovation $2,494,000 Aug-06 -So-uthwe-st - _N ew Corridor Ceiling $300,000 Aug-05 -- - -- - Woodruff Parking Lot $35,000 Aug-05 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED Facility Name I Project Description I Cost I t:st. l\nompIeuon Date Booker Electrical Upgrade - - Unknown Unknown Chicot Electrical Upgrade Unknown Unknown goverdale ~ementary Addition $520,750 Unknown -- Forest Heights Rem-odel -- $1,547,000 Unknown Mitchell Renovation --+- $2,212,493 Unknown .!:_ulaski Hgt~ MS Energy monitoring system installation_ _ Unknown Unknown Woodruff Parking addition $193,777 Auq-05 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Proiect Description I Cost I Est. Completion Date Administration Asbestos abatement $380,495 Mar-03 Administration Fresh air system $55,000 Aug-03 Administration Fire alarm $32,350 Aug-03 Administration HVAC $70,000 Nov-04 Administration Annex Energy monitoring system installation May-02 Alternative Learning Ctr. -Energy monitoring system installation - $15,160 Oct-01 Alternative Learning Ctr. Energy efficient lighting $82,000 Dec-01 Badgett Partial asbestos abatement $237,237 Jul-01 -- --- - Badgett Fire alarm $18,250 Aug-02 - ~ lassroom addition/renovation - - + - Bale - $2,244,524 Dec-02 - -- Bale - - - Energy monitoring system Mar-02 Bale Partial roof replacement $269,587 Dec-01 Bale HVAC $664,587 Aug-01 Baseline Renovation - $953,520 Aug-04 Booker Gym Roof $48,525 Oct-04 - - - Booker -ADA Rest rooms $25,000 Aug-04 Booker Energy efficient lighting $170,295 Apr-01 - - Booker - Energy monitoring system installation $23,710 Oct-01 Booker Asbestos abatement $10,900 Feb-02 - - ~ Booker - Fire alarm ------ - - $34,501 Mar-02 Brady Addition/renovation - ~- $973,621 Nov-04 Brady Energy efficient lighting $80,593 Sep-02 Brady Asbestos abatement $345,072 Auq-02 CONSTRUCTION REPORT TO THE BOARD MAY 26, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Carver Carver Central Central Facilit Name Proect Descri lion Energy monitoring system installation Parking lot =====- HVAC Renovation - Band Area Reflecting Pond C-e-n-tr_a_l Pa_r_k-ing ___ _ Studenfparking Central/Quigley Stadium light repa~\u0026amp; electrical repair Central/Quigley Athletic Field Improvement Central/Quigley Irrigation System _-_-_-_-__ ,C_e_ ntr_al ____-_--_-_+_- . P urchaseland for school Central Roof \u0026amp; exterior renovations Central I Ceiling and wall repair Central Fire Alarm System Desig~lnstallation Central Front landing tile repair __ Chicot Draina~ Chi~ Sound Attenuation Cloverdale Elem. Energy efficient lighting Cloverdale MS Energy efficient lighting Cloverdale MS Major renovation \u0026amp; addition Dodd Fire Alarm Upgrade -- Dodd I EnergyefficTeriTTighting Dodd Asbestos abatement-ceiling tile Dodd Replace roof top HVAC - Dunbar Renovation/addition Facilities Service Interior renovation Facility Services Fire al~ Fair Park - Roof Fair Park HVAC renovation/fire alarm Fair Park Energy efficient lighting Fair Park Asbestos abatement-ceiling 6 classroom addition \u0026amp; cafeteria/music J. A. Fair room addition J. A. Fair Energy efficient lighting J. A. Fair Press box -- J. A. Fair Security cameras J. A. Fair Athletic Field Improvement J. A. Fair Irrigation System J. A. Fair Roof repairs Forest Park Replace window units w/central HVAC Forest Park Diagonal parking Forest Park Energy efficient lighting Fulbright Energy efficient lighting Fulbright Energy monitoring system installation Fulbright - - -- Replace roof top HVAC units Fulbright Parking~ Fulbright Roof repairs Franklin Renovation Geyer Springs Gibbs Gibbs Hall Hall Hall Hall Hall - -- Roof Repair Energy efficient lighting Energy monitoring system installation Major renovation \u0026amp; addition Asbestos abatement Energy efficient lighting Infrastructure improvements Energy efficient lighting Cost $14,480 $111)\"42 $225,000 $57,561 $174,000 $265,000 $38,000 $14, 5.QQ_ Unknown $2,000,000 $24,000 $80,876 $22,470 $64,700 $43~4- $132,678 $189,743 $1 ,393,822 $9,200 $90,665 $156,299 $215,570 $6,149,023 $84,672 $12,000 $245,784 $315,956 $90,162 $59,310 $3,155,640 $277,594 $10,784 $12,500 $38,000 $14,000 $391 ,871 $485,258 $111 ,742 $119,788 $134,463 $11 ,950 $107,835 $140,000 $200,000 $2,511 ,736 $161 ,752 $76,447 $11 ,770 $8,637 ,709 $168,222 $42,931 $93,657 $296,707 Est. Completion Date May-01 Aug-03 Dec-04 Sep-04 Aug-03 Aug-03 Aug-03 Aug-03 Dec-02 Dec-02 Oct-01 Aug-01 Aug~1 Aug-04 Jul-04 Jul-01 Jul-01 Nov-02 Oct-04 Aug-01 Jul-01 Aug-02 Nov-04 Mar-01 Aug-03 May-05 Apr-_Q2 Aug-01 Aug-01 A~g-~ Apr-01 Nov-00 Jun-01 Jul-03 Jul-03 Aug-03 Nov-03 Aug-03 May-01 Jun-01 Aug-01 Aug-02 Sep-02 Oct-02 Mar-03 Jun-04 Apr-01 Jul-01 Sep-03 Aug-01 Jul-01 Aug-01 A r-01 2 !-.... m (\") ::c z 0,- 8 -\u0026lt; .C., ~ m !I\"\nc m $ YI 0z .... 0 ,...,u, oo-c\u0026lt; ~~.... (\") \u0026gt; f\nz 0 \u0026gt; Facilit Name Hall Hall Henderson Henderson Henderson Henderson Henderson IRC Jefferson -Jef-fers-on- - Laidlaw Mablevale Elem Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale MS Mabelvale MS Mann Mann Mann Mann Mann Mann McClellan McClellan McClellan McClellan McClellan McClellan McClellan McClellan McDermott McDermott McDermott Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Mitchell Mitchell Mitchell Mitchell Oakhurst Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Parkview Parkview CONSTRUCTION REPORT TO THE BOARD MAY 26, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Proect Descri tion Cost Est. Completion Date Intercom Security cameras Lockers ----- Energy efficient lig~ Roof replacement gym-  Asbestos abatement Phase I Asbestos abatement Phase 2 Energy efficient lighting Asbestos abatement -~Renovation \u0026amp; fire alarm Parkin~ - Fire Alarm Upgrade _ Energy monitoring system installation Replace HVAC units _ Asbestos Abatement Energy efficient lighting_ Renovate bleachers Renovation Partial Replacement Asphalt walks __ Walkwa cano ies Boiler replacement Fencing Partial demolition/portable classrooms Parking Lot Overlay Athletic Field Improvement Irrigation System Security cameras Energy efficient lighting Stadium stands repair Inte-rcom- - Classroom Addition Fire Alarm Upgrade Energy efficient lighting Replace roof top HVAC units Fire alarm A-sbestos- abatement Engergy efficient lighting Replace cooling tower Replace shop vent system En_ergy monitoririg system installation Building Remediation Energy efficient lighting Energy monitoring system installation Asbestos abatement HVAC renovation Energy monitoring system installation Energy efficient lighting Asbestos abatement Parking lot 6 classroom addition Parking .!_!!provements Addition HVAC controls Feb-01 $10,600 Jun-01 $43,854 Dec-04 $193,679 Jul-01 $107,835 May-01 $500,000 Aug-01 $250,000 - Aug-02 $109,1~ Jul-02 $43,639 Oct-01 $1,630,000- Nov-02 ---- $269,588 Jul-01 $12,~ Oct-04 $12,1~ Aug-01 $300,000 Aug-02 $107,000 Aug-02 $106,598 Dec-02 $134,793 Aug-01 $6,851,621 Mar-04 $11,500,000 Apr-04 The total $1.8 million Dec-01 . is what has been used Dec-01 so far on the projects Oct-01 listed completed for Sep-01 Mann. Aug-01 $65,000 Apr-05 $38,000 Jul-03 $~750 Jul-03 $36,300 Jun-01 $303,614 May-01 $235,000- Aug-01 $46,000 Feb-02 $2,155,622 Jul-04 $7_,700 Sep-04 $79,411 Feb-01 $476,000 Aug-02 $16,175 Jul-01 $253,412 Aug-02 $88,297 Dec-02 $37,203 Dec-00 $20,000 May-01 $17,145 Aug-01 $165,000 Jul-04 $103,642 Apr-01 $16,695 Jul-01 $13,000 Jul-01 $237,237 Aug-01 $10,695 May-01 $81,828 Apr-01 $10,000 Aug-02 $138,029 Aug-02 $888,778 Oct-02 $142,541 Aug-03 $2,121,226 Dec-04 $210,000 Jun-02 3 CONSTRUCTION REPORT TO THE BOARD MAY 26, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I I I Est. Completion Project Description Cost Date Parkview Roof replacement $273,877 Sep-01 1-P_a_rk_v_ie_w __ --_ -=- __Exterior lights __ _=: $10,784 - Nov-00 Parkview __ 1HVAC renovation \u0026amp; 700~ ea controls _ $301,938 _ Aug-01 Parkview _ Locker replacement ___ __ _ $120,000 Aug-01 Parkview Energy efficient light~ __ ____ $315,000 Jun-01 Procurement Energy monitoring system installation $5,290 Jun-02 Procurement _-_ - - Fire al~ _ - = $25,000 _ Aug-03 Pulaski Hgts. Elem -Renovation-- $1 ,193,259 __ Nov-04 Pulaski Hgts. Elem I Move playground __ _ ____ $17,000 Dec-02 Pulaski Hgts. MS Renovation ------- _ $3,755,041 __ Nov-04 Rightsell Energy efficient lighting $84,898 Apr-01 Rockefeller ~ nergy efficient lighting $137,004 Mar-01 Rockefeller ~ - Replace rooftop HVAC _ - ----=-- $539,175 Aug-01 Rockefeller _ ~rking addition __ ___ $111,742 Aug-02 Romine Asbestos abatement $10,000 Apr-02 Major renovation \u0026amp; addition $3,534,675 Mar-03 __ T rack Renovations -=---=--- __ _ $289,0~ -=- May-05 Romine Scott Field Security/Transportation Bus cameras ___ _ ___ $22,500 Jun-01 _S_ou_thw_est__ Addition __ ___ $2,000,000 Nov-04 Southwest Asbestos abatement_____ _____ $28,138 Aug-00 Southwest New roof ___ $690,000 Oct-03 ~~~:~:::: -----', ~cc-~\n~g:g:~~t~:~:i!~~:~ing - ----- :\n:~:~~\n~~:~~ ----- - --~- - Student Assignment Energy monitoring system installation $4,830 Aug-02 Student Assignment--= Fire alarm -- -=- $9.~ Aug-03 Tech Center Phase 1 Renovation $275,000 Dec-01 Tech Ctr / Metro Renovation Technology Upgrade Addition/Renovation - Phase II --_- $3,679,000 ----:iun-04 Upgrade phone system \u0026amp; data ____ Nov-02 Terry Terry Terry Wakefield Wakefield Wakefield Wakefield Washington Washington Washington Watson Watson Watson Watson Watson Western Hills Western Hills Western Hills Western Hills Western Hills Williams Williams Williams Wilson Wilson Wilson Woodruff Energy efficient lighting --- $73,850 - Feb-01 Driveway \u0026amp; Parking - - - - $83,484 - Aug-02 Media Center addition -~ ~-- $704,932 - Sep-02 _____ ~Rebuild ___ $5,300,000 Dec-04 Security cameras $8,000 Jun-01 Energy efficient lighting - ~ $74,776 Feb-01 Demolition/Asbestos Abatement $200,000 Nov-02 Fire Alarm Upgrade -- $1 {600 Oct-04 Security cameras - -- $7,900 Jun-01 -==- Energy efficient lighting___ --=-- $165,281 Apr-01 Energy monitoring system installation __ $a\":53o Jul-01 Asbestos abatement _ ___ $182,241 Aug-01 Energy efficient lighting ___ $106,868 Aug-01 Asbestos abatement $10,000 Aug-02 - - - Major renovation \u0026amp; addition -- - - $800,000 Aug-02 -=_---:: Fire Alarm Upgrade _ - - ~ $8,400 Oct-04 ADA Rest rooms___ $25,000 Aug-04 Asbestos abatement___ _ -==-- $191 ,946 Aug-02 Intercom $7,100 Dec-01 Energy efficient lighting _ --=- - $106,000 Jul-01 _ _ _ Renovation ___ _ $2,106,492 Mar-04 Parking expansions ~ _ $183,717 Dec-03 Energy efficient light~ ___ $122,719 Jun-01 -HVAC for Cafeteria = _ $56,000 Mar-05 Renovation/expansion__ ~ $1 ,263,876 Feb-04 Parking Expansion __ $110,000 Aug-03 Renovation - $246,419 Aug-02 4 !- m\u0026lt; C') :,: z 0  -\u0026lt; .C.,: 0 ~ m !I'\n%l ~ en 5z -\u0026lt; 0 N\u0026lt;J\u0026gt; 0-\u0026lt; 0 C: ~~ -\u0026lt; C') ~ z 0 \u0026gt; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: May 26, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Board Auditor Report BACKGROUND: Monthly report to School Board. RATIONALE: Summary report of activities. FUNDING: No changes. RECOMMENDATION: None. PREPARED BY: Sandy Becker !II :I: 0 3m,..:. m \"\"m'' C C ~ 5 z C) ~ :z\n!.... m (\"'J :I: z 0  -\u0026lt; C \"0 C ?\nm !II :\u0026lt;l ~ \"5' .z.. . 0 ~~ oc i~.... (\"'J \u0026gt; i:\n:\nz C \u0026gt; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS Date: May 26, 2005 To: Board of Directors From@sandy Becker, Internal Auditor Re: Audit Report - May This is the sixty-seventh communication regarding status of the current year projects and reviews. Activity Funds a) Working with one high school, two middle school and two elementary schools to resolve financial issues in their activity funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. b) The AAB has forwarded a Booster Club Guidelines Package to be included in official publications of the District after review. Board Policy and Regulation a) The amended Out of District Travel regulation is being implemented. Technology Training a) Monitoring technology plans and technology meetings to determine how use of technology will improve and streamline the workflow for staff persons. b) Facilitating technology upgrade in cooperation with the English Department for Yearbook and Newspaper production staff in LRSD high schools to improve access to tools needed for students and staff. a) Served as a trainer for financial portion of uts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. Audit Report - May 2005 Page 2 of2 b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) c) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Monitoring cost reduction efforts in the District. Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. Reviewing leave accountability system. Reviewing Teacher School Supply Fund Records for recommendations. Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Served as District coordinator of United Way's Day of Caring (April 17, 2005. Eleven schools participated. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115 . My e-mail is sandy.becker@lrsd.org. ~ :r 0 3: m rm rrnn m C C: n ?. 0 z G) ~ z\n!.... m n :r z ,0- 8 -\u0026lt; .C.,: ~ m ~\n%l ~ rn 0 .z.. . 0 NV, o-\u0026lt; 0 C: ~~.... n \u0026gt; f\nz C \u0026gt; DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 May 26, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Technology Report BACKGROUND: Since the last Board meeting the following technology activities took place:  The District received $1.1 million in E-rate funds for funding year 2003-04, last week.  This summer we plan to refresh computers in four middle schools.  The District technology staff are getting geared up for upcoming summer projects which will include: updating computers, computer moves, and telephone moves at designated district sites. RATIONALE: To implement the LRSD Technology Plan 2003 - 2006 FUNDING: N/A RECOMMENDATION: It is recommended that the Board accept this report. PREPARED BY: Lucy Neal, Director, Technology and Media Services John Ruffins, Director, Computer Information Services !I'\nID ~ en z5 -\u0026lt; 0 N en 0-\u0026lt; 0 C: ~~ ~ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: May 26, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Revision of the 2005-06 Student Calendar BACKGROUND: The Board approved the 2004-05 student calendar on March 24, 2005. Since that time, new K - 12 literacy and curriculum mapping programs have been adopted. There is a need to move two (2) staff development days to the beginning of the school year. RATIONALE: This minor adjustment to the calendar will ensure that ample training is provided to our staff to better service our schools and enhance the education of our students. This change will not affect either spring break or winter vacation. FUNDING: None RECOMMENDATION: The Administration is recommending the Board's approval of the attached revised student calendar for the 2005-06 school year. PREPARED BY: Beverly Williams, Director of Human Resources :I: 0 3: ,m... m en en m 0 c::: (\") ?\n0z C) ?\nz..__~ MONTH M T JULY AUGUST I 2 SEPTEMBER OCTOBER 3 4 :NOVEMBI R I DECEMBER JANUARY '06 2 3 FEBRUARY MARCH APR IL 3 4 MAY I 2 JUNE Legend * [] WV sv PC ST DAY LITTLE ROCK SCHOOL DISTRICT STUDENT CALE DAR 2005-2006 w TH F M T w TH F M T I 4 5 6 7 8 11 12 SD SD SD SD 3 4 5 8 9 10 II 12 15 16 II I 2 5 6 7 8 9 12 13 5 6 7 10 11 12 13 14 17 18 SD SD 2 3 4 7 8 9 10 II 14 15 I 2 5 6 7 8 9 12 13 [861 - R H 4 5 6 9 10 11 12 13 16 17 I 2 3 6 7 8 9 10 13 14 I 2 3 6 7 8 9 10 13 14 5 6 7 10 11 12 13 1-l 17 18 3 4 5 8 9 10 11 12 15 16 11781 R I 2 5 7 7 8 9 12 13 1st Day Students H Holiday End Quarter SD Staff Development w TH F M 13 14 15 18 SD \\VD * 17 18 19 22 14 15 16 19 142] SD 19 20 21 24 16 17 18 21 WV 14 15 16 19 18 19 20 23 re 15 16 17 20 15 16 17 20 19 20 21 24 17 18 19 22 14 15 16 19 Winter Vacation R Record Days (one-half day for teachers) Spring Vacation TCD Total Contract Days (9.25 teachers) Parent Conference WD Non-student Work Day Student Days # Last Day Students T w 19 20 23 24 20 21 25 26 H 22 ')\"\u0026gt; -\" WV WV 20 21 24 25 21 22 21 22 25 26 23 24 20 21 REVISED FOR BOARD APPROVAL 5/12/05 WV WD ST SY PC TH F M T w TH F DAY H R 21 22 25 26 27 28 29 25 26 29 30 31 9 0 I re SD 22 23 26 27 28 29 30 19 I I 27 28 31 20 0 0 H H 24 25 28 29 30 17 3 0 WV WV H WV WV WV H 22 23 26 27 28 29 30 12 10 0 26 27 30 31 20 I 0.5 23 24 27 28 19 0 I [1331 SD SV sv sv sv SV 23 24 27 28 29 30 31 17 5 0 27 28 20 0 0 H 25 26 29 30 31 22 I 0 22 23 26 27 28 29 30 3 0 0.5 TOTALS 178 21 4 I STl!DE:-iTS DO NOT ATTEND ON THE DAYS SHADED ABO\\'E 1st Quarter = 42 student days 2nd Quarter = 44 student days 3rd Quarter = 4 7 student days 4th Quarter = 45 sludent days TOT AL = 178 STUDENT DAYS SD 5 I I 2 0 0 0 I 0 0 10 TCD 15 21 21 19 12 20.5 20 18 20 22 3.5 192 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: May 26, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: 2005 - 2005 Student Handbook Revisions BACKGROUND: The Student Handbook is revised yearly in an effort to update newly adopted District policies and comply with Arkansas State Standards and Statutes. Each school's committee, composed of students, teachers, administrators and parents, have been given an opportunity to review the handbook and submit recommendations for revision. The District-wide Student Handbook Committee reviewed the recommendations and is submitting them to the Superintendent and Board for their consideration. RATIONALE: The Student Handbook is the District's opportunity to inform parents of changes in policies and procedures regarding the students' code of conduct and academic requirements. FUNDING: Funding for the revision and production of the Student Handbook are budgeted on a yearly basis. RECOMMENDATION: The administration recommends Board approval of the attached recommendations for the revision of the 2005 -2006 Student Handbook. PREPARED BY: Linda Watson, Ed. D. Assistant Superintendent Student Discipline .,,\no O.., a.: , Ul Cl !!1 ~ Oz .z... ~\u0026gt; om\"\"\"\" ,\"-'?\u0026gt;5 0-\u0026lt; ~~ m  z -\u0026lt; DRAFT 2005-2006 STUDENT HANDBOOK REVISIONS The following information represents the recommendations for the revision of the 2005 - 2006 Student Handbook. The recommendations are presented in bold print in the text. Rule 10: Failure to Follow Bus Rules and Regulations All school rules and regulations governing student behavior apply to conduct on the school bus and at bus stops. If a student misbehaves on a bus or at a bus stop, he/she will receive a disciplinary sanction as it is outlined in the Student Handbook. NOT PERMITTED  Eating and drinking on the bus  Smoking  Playing radios, tape players or band instruments  Yelling at anyone on the bus or outside the bus  Throwing paper or any object on the floor of the bus or outside the window  Putting hands, arms or head out windows  Tampering with any of the bus safety devices  Defacing any part of a bus  Weapons Rule 16: Sexual Misconduct/Indecent Exposure Rule 16A. The act of deliberately showing private body parts/organs in a public place will not be tolerated. The student is required to participate in counseling sessions with a school counselor or administrator. (Arkansas Code 5-14-112) Kindergarten - Second Graders First Offense: Suspension: 2 days and Counseling with school counselor/administrator Second Offense: Suspension: 3-5 days and Counseling Third Offense: Suspension: 10 days and Counseling Third - Fifth Graders First Offense: Suspension: 2-4 days and Counseling Second Offense: Suspension: 5-10 days and Counseling Third Offense: Long-term suspension recommendation Rule 26A. Possession/Use of Paging Devices, Cellular Phones and/or Other Electronic Communication Devices The use or possession of a beeper or other electronic communication device (CD, MP3, DVD, IPODS, Cameras) on a school campus, a school bus or at a school-related activity, during the regular school day, is prohibited, except when they are required for medical reasons. Medical documentation must be on file with the student's administrator and school nurse. (Arkansas Codes 6-17-113 and 6-18-502) First Offense: Warning, confiscation of the device and parent conference. Second Offense: In-school suspension: 3 days Third Offense: Suspension: 5 days and probation (regular schedule schools) Suspension: 6 days and probation (block schedule schools) Fourth Offense: Long-term suspension recommendation Anti-Bullying Policy Bullying is defined as a pattern of behavior of one or more individuals intimidating one or more persons through verbal, physical, or emotional abuse\nwritten or electronically transmitted abusive messages\nor attacks on the property of another. Examples of bullying include, but are not limited to verbal taunts, name-calling and put downs, taking of money or possessions, and exclusion from peer groups within school. Bullying is prohibited while in school, on school property, in school vehicles, on school buses, at designated school bus stops, at school-sponsored activities, or at school sanctioned events. The Student Handbook will include all newly adopted or revised Board policies that pertain to students. .,,\n:c .O.,c_:, rn\" !!!~ Oz_z, ~\u0026gt; c\" m\" ~~ 5~ ~~ mz... .  ....n ~\n, ~~ z~ \u0026gt;\".,, !C .,, mr- '2n C\"l  \u0026gt; --\u0026lt; z i5 :CZ ~ -- 0 DATE: TO: FROM: May 26, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Homeless Education Continuation Grant Application Background: The Little Rock School District is required, by federal law, to provide academic, personal and familial support and assistance to homeless students enrolled in the Little Rock School District. During the 2004-05 school year, approximately 450 homeless students were identified and provided a range of services to remove all barriers to the immediate enrollment and academic success of these students. Through the federally funded McKinney-Vento Education for Homeless Children and Youth Grant, the Little Rock School District has received funding, through a competitive grant application process, to serve this target population. This proposal is a continuation application for year two funding in a three-year grant cycle. Supplemental funding is provided this program through Titles I, IV, and V to support district efforts in maintaining compliance. Goals and Objectives: 1. 2. 3. To support the academic achievement of homeless students by providing tutoring, supplemental instruction and enriched educational services to enable homeless students to meet or exceed state academic standards. To provide and maintain ongoing professional development and awareness activities to Little Rock School District personnel designed to heighten their sensitivity to and understanding of the rights and specific educational needs of homeless children and youth. To provide education and training to the parents/guardians of homeless students regarding available school and community resources, special programs and family support services relating to employment, transition housing, education and training and physical/mental health needs. ~\u0026lt; en:= C:. !!II::(\"\"') m:i::\n:oO -0 nr ill~ 0~ =l (\") ::Om Pl\"' ~ ~ 4. To eliminate all barriers to the enrollment and academic success of homeless students through coordination of transportation services, free nutrition services, provision of adequate clothing, school supplies, case management and other emergency services. Rationale: All local education agencies, who receive federal education funds are required to provide activities and services to homeless children and youth which include but are not limited to: 1) supplemental academic support\n2) expedited enrollment in school, including transportation\n3) immediate enrollment in free food services programs\nand 4) the development and maintenance of documented policies and procedures that ensure that homeless students have the same free and appropriate education services as provided to other children and youth. These services are needed to ensure that homeless students have an opportunity to meet the same challenging academic achievement standards to which all students are held. Funding: Grant Budget: $41 ,000 - No match required Recommendation: It is recommended that the board approve the submission of this grant application. Prepared By: Junious Babbs, Associate Superintendent - Administrative Services Jo Evelyn Elston, Director - Pupil Services Department Assurances McKinney-Vento Homeless Assistance Funds The applicant, local educational agency (LEA), will assure with the acceptance of McKinney-Vento Homeless Assistance funds, the following provisions as stated in H.R. 1, Public Law 107-110, as reauthorized by the No Child Left Behind Act (NCLB)- 2001, Title X, Part C - Homeless Education, Subtitle B of Title Vil - McKinney-Vento Homeless Assistant Act of 2002: Education for Homeless Children and Youth (42 U.S.C. 11431 et seq.), Sections 721-726. LOCAL EDUCATIONAL AGENCY REQUIREMENTS l) SCHOOL SELECTION (A) According to a child or youth's best interest, the local educational agency of each homeless child or youth shall continue the child or youth's education in the \"school of origin\" [Section 722(g)(3)(A)], (1) for the duration of homelessness [Section 722(g)(3)(AXi)]\n(2) for the remainder of the academic year if becomes permanently housed during the academic year [Section 722(gX3XAXiXII)]\nand/or (3) for the following academic year if becomes homeless in between academic years (Section 722(g)(3)(A)(iXI)]. (B) In determining the best interests of the child or youth for purposes of making a school assignment under paragraph (A), consideration shall be given to a request made by a parent or guardian or youth regarding a school selection [Section 722(g)(3)(BXi)]. (C) The term \"school of origin\" means the school that the child or youth attended when permanently housed, or the school in which the child or youth was last enrolled [Section 722(g)(3XG)]. (D) The choice regarding placement shall be made regardless of whether a child or youth is living with the homeless parents or has been temporarily placed elsewhere [Section 722(gX3)(F)]. (E) In the case of an unaccompanied youth, the LEA homeless liaison must assist in placement/enrollment decisions, consider the youth's wishes, and provide notice to the youth of the right to appeal under the enrollment disputes provisions [Section 722(g)(3XBXiii)]. (F) If the LEA sends the child/youth to a school other than the school of origin or the school requested by the parent or guardian, the LEA must provide written explanation to the parent or guardian, including the right to appeal under the enrollment disputes provision [Section 722(gX3XB)(ii)]. 2) ENROLLMENT (A) The school selected shall immediately enroll the child/youth in school, even if the child or youth lacks records normally required for enrollment, such as previous academic records, immuniz.ation or medical records, proof of residency, lack of birth certificate, or other documentation, guardianship issues or uniform or dress code requirements [Section 722(g)(3)(C)(i)]. (B) The terms \"enroll\" and \"enrollment\" are defined to include attending classes and participating fully in school activities [Section 725(3)]. (C) The enrolling school shall immediately contact the last school attended to obtain relevant academic and other records [Section 722(g)(3)(C)(ii)]. (D) If a child or youth lacks immuniz.ations or immuniz.ation or medical records, the enrolling school shall refer parent/guardian to the LEA homeless liaison, who shall help obtain necessary immuniz.ations or immunization or medical records [Section 722(g)(3XCXiii)]. 6 ?\"\u0026lt; cen= :e\u0026lt;n :en m:,: :c 0 -n 0,- Rl ~ C :C =is\nan mm n\u0026lt;n 0 ~ ~ ,, :c .0. ,_a , ~ Cl !!l~ Oz Z-1 ~\u0026gt; C-,, m.,, ,~-~\u0026gt; 0-1 ~~ zm - -I (E) The McKinney-Vento Act does not prohibit LEAs from requiring parents or guardians to submit contact information [Section 722(g)(3)(H)]. 3) DISPUTE RESOLUTION (A) Local educational agencies shall follow the procedures for prompt resolution of disputes regarding the educational placement of homeless children and youth according to the McKinney-Vento plan submitted by the State [Section 722(g)(l)(C)]. (B) If a dispute arises over school selection or enrollment, the child/youth must be immediately admitted to the school in which he/she is seeking enrollment, pending resolution of the dispute [Section 722(g)(3)(E)(i)]. (C) The parent or guardian shall be provided with a written explanation and a copy sent to the Office of State Coordinator of the school's decision on the dispute, including the right to appeal [Section 722(g)(3)(E)(ii)). (D) The parent/guardian/youth shall be referred to the LEA homeless liaison, who will carry out the state's grievance procedure as expeditiously as possible after receiving notice of the dispute [Section 722(g)(3)(E)(iii)]. (E) An unaccompanied youth shall be assisted by the LEA homeless liaison to ensure that the youth is immediately enrolled in school pending resolution of the dispute [Section 722(g)(3)(E)(iv)]. (4) RECORDS Any record ordinarily kept by the school, including immunization or medical records, academic records, birth certificates, guardianship records, and evaluations for special services or programs of each homeless child or youth shall be maintained [Section 722(g)(3XD)] (A) so that the records are available, in a timely fashion, when a child or youth enters a new school or school district\nand (B) in a manner consistent with Section 444 of the General Education Provisions Act. (5) TRANSPORTATION The LEA shall adopt policies and practices to ensure that transportation is provided, at the request of the parent or guardian or in the case of an unaccompanied youth, at the request of the LEA homeless liaison [Section 722(g)(l)(J)(iii)]. (A) If the homeless student continues to live in the area served by the LEA in which the school of origin is located, that LEA shall provide or arrange transportation. (B) If the homeless student moves to an area served by another LEA, though continuing his/her education at the school of origin, the LEA of origin and the LEA in which the student is living must agree upon a method to apportion responsibility and costs for transportation to the school of origin. If the LEAs cannot agree upon such a method, the responsibility and costs must be shared equally. (C) LEAs shall provide services to homeless children and youth that are comparable to those received by other students in the school selected, including transportation [Sec.722(g)(4)]. (6) COMPARABLE SERVICES (A) Each homeless child or youth shall be provided services comparable to those received by other students in the school selected, including transportation services, and education services for which the students meet eligibility criteria\nsuch as services provided under Title I or similar State or local programs\nprograms for students with disabilities\nprograms for students with limited English proficiency\nvocational or technical programs\ngifted and talented programs\nschool nutrition programs [Section 722(g)(4)]\npublic preschool programs\nand local before- and after-school care programs. 7 (B) Children and youth who are homeless and attending any school in the LEA shall be eligible for services in a Targeted Assistance School Program [Section 115(b)(2)(E)]. (7) ACADEMIC ACHIEVEMENT STANDARDS Homeless children and youth shall have access to the education and other services they need to ensure that they have an opportunity to meet the same challenging State student academic achievement standards to which all students are held [Section 721 ( 4)]. (8) LEA HOMELESS LIAISON All LEAs shall designate an appropriate staff person, who may also be coordinator for other Federal programs, as a local educational agency (LEA) homeless liaison for homeless children and youth to perfonn duties described in paragraph 6(A) [Section 722(g)(1)(J)(ii)]. (A) The LEA homeless liaison shall assist unaccompanied youth in placement/enrollment decisions, including considering the youth's wishes in those decisions, and providing notice to the youth of the right to appeal such decisions under the enrollment disputes provisions [Section 722(g)(3)(B)(iii)]. (B) The LEA homeless liaison shall ensure that unaccompanied youth are immediately enrolled in school pending resolution of disputes that might arise over school enrollment or placement [Section 722(g)(3)(E)(iv)]. (C) The LEA homeless liaison shall assist children and youth who do not have immunizations, or immunization or medical records, to obtain necessary immunizations, or immunization or medical records [Section 722(g)(3)(C)(iii)]. (D) The LEA homeless liaison shall collaborate and coordinate with state coordinators and community and school personnel responsible for the provision of education and related services to homeless children and youth [Section 722(gX6XC)]. (9) SEGREGATION lt is the policy of the Congress that homelessness alone is not sufficient reason to separate students from the mainstream school environment [Section 721(3)]. (A) LEA shall adopt policies and practices to ensure that homeless children and youth are not segregated on the basis of their status as homeless or stigmatized [Section 722(g)(l)(J)(i)]. (B) The LEA application for McKinney-Vento funds shall include a description of these policies and procedures, consistent with the prohibition on segregation, and the implementation to ensure that activities carried out by the LEA will not isolate or stigmatize homeless children and youth [Section 723(b)(5)]. (C) Services provided with McKinney-Vento funds shall not replace the regular academic program and shall be designed to expand upon or improve services provided as part of the school's regular academic program [Section 723(a)(3)]. (10) AGENCY COORDINATION (A) Local educational agency (LEA) serving homeless children and youth and receiving a McKinney-Vento funds shall coordinate the provision of McKinney-Vento funded services with local social service agencies and other agencies or programs providing services to homeless children and youth and their families, including services and programs funded under the Runaway and Homeless Youth Act [Section 722(gXSXA)(i)]. (B) LEA receiving McKinney-Vento funds shall coordinate with other LEAs on interdistrict issues, such as transportation or transfer of school records [Section 722(g)(5)(A)(ii)]. (C) LEA homeless liaison duties include the collaboration and coordination with state coordinators and community and school personnel responsible for the provision of education and related services to homeless children and youth [Section 722(g)(6)(C)]. 8 \"'O\n,, .0,.,c,c rn C) ~?\nOz .z... ~\u0026gt; c-o m\"'O\n~ 5~ ii!~ m .. z -f DATE: . TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 May 26, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Measuring the Vision BACKGROUND: The Little Rock School District's vision is to become the highest achieving urban school district in the nation. The Planning, Research, and Evaluation Department (PRE) has been asked to develop a plan and a process to measure progress towards achieving the vision. RATIONALE: PRE has developed an evaluation plan that will allow us to measure progress, over time, against three groups: 1. the eleven largest districts in Arkansas 2. a norm group of ten districts located outside of Arkansas that mirror our District's demographics and socio-economic levels but whose students are currently achieving at a much higher level 3. a group of ten of the highest performing districts in the country A timeline has been defined to show when data will be collected and reported. By the end of June, 2005, the following tasks will be completed:  gain support from school district personnel and community,  identify benchmarking partners,  determine data measures to be collected ,  collect baseline data from each district (2003-04 scores), and  notify each district of our intent to collect and compare data over time.\ni\u0026gt;\u0026lt; V, i= C: 3:VJ 3:C\"\u0026gt; m:,:\n_,ooO c-,r ill~ c:,\nJO =I :S\n,oC\"\u0026gt; mm C\") V, ~ ~ .,,\nJO .0. , a_, ~ C) !a~ Oz_z. ~\u0026gt; cm\"\"\"\" ~~ r\u0026gt; 0-\u0026lt; ~~ m  .z.. . By the end of September PRE staff will collect comparative data, analyze, and report the data to the Board of Directors, including determining where the school district is in relation to each group we are measuring against and making projections for gains within the next 1-3 years. See attached file for specific districts named within each group. FUNDING: Not Necessary Eleven Largest Districts in Arkansas District Little Rock Pulaski County Springdale Fort Smith Rogers Bentonville North Little Rock Conway Favetteville Cabot Brvant Norm Group District Little Rock Beaumont ISO Muscogee County Durham Chatham County Richmond County Clayton Indianapolis Portsmouth Norfolk City Caddo Parish McK.innev ISO Rockwall ISO Forsvth County Geor2ia wwo:i DNINMV31 M3ll'fflS NOllll:llldd\\f lN~D a State Enrollment Arkansas 23,225 Arkansas 17,364 Arkansas 14,384 Arkansas 12,854 Arkansas 12,755 Arkansas 9,165 Arkansas 8,722 Arkansas 8,424 Arkansas 8,195 Arkansas 8,061 Arkansas 6,589 State Enrollment Arkansas 23,225 Texas 20,612 Georgia 32,944 North Carolir 30,794 Georgia 34,554 Georgia 34,691 Georgia 49,594 Indiana 40,731 Virginia 15,977 Virginia 36,745 Louisiana 44,556 Texas 15.155 Texas 9 488 Geor2ia 20.407 O.lSIH Nlf:llM3Wlf DNIH:lV3.l '.NQlllf:llldd\\f lN~D :i Reading - 2003 Percent Proficient White Black 75.5% 32.4% 52.8% 30.6% 68.4% na 64.0% 32.4% no data no data no data no data 64.8% 29.4% 70.0% 36.5% 70.3% 56.4% 64.5% na 59.4% na Reading - 2003 Percent Proficient White Black 75.5% 32.4% 91.5% 71.0% 89.8% 75.5% 91.6% 69.7% 86.2% 69.3% 82.7% 72.3% 84.0% 77.4% 56.4% 40.6% 79.3% 60.4% 85.1% 65.5% 78.9% 39.1% 94% 81% 94% 84% 94% 88% 1N3Wd013A30 l'INOISS3~0Md '.NQl.llf:llldd\\f lN~D g Math - 2003 Percent Proficient White Black 65.5% 18.5% 47.6% 20.6% 64.9% na 59.7% 28.6% no data no data no data no data 51.0% 14.5% 65.1% 28.1% 73.9% 46.3% 64.2% na 57.4% na Math-2003 Percent Proficient White Black 65.5% 86.3% 82.7% 92.4% 76.7% 74.0% 75.4% 56.6% 80.3% 85.6% 78.7% 93% 91% 85% :3NNOSM3d \"If JnOS3M N'IWOH \"Xl 18.5% 60.0% 60.1% 73.2% 52.4% 56.0% 61.3% 39.5% 60.5% 69.2% 36.3% 74% 77% 84% Percent Enrollment White Black 25.2% 68.7% 57.3% 39.5% 63.2% 1.2% 59.0% 14.6% no data no data no data no data 38.2% 57.6% 74.4% 20.9% 79.7% 8.4% 96.2% 0.7% 94.4% 2.4% Percent Enrollment White Black 25.2% 68.7% 23.0% 63.8% 33.1% 60.0% 28.0% 58.9% 28.7% 65.7% 25.1% 69.9% 14.3% 69.6% 31.1% 57.9% 26.8% 71.3% 26.4% 68.6% 35.3% 62.9% 67% 8.90% 80% 4.80% 91% 0.60% AM3AO:l3M 1103M:) / M3WWns \"If S3:llAM3S lOOH:lS mi\\ Highest Performing Districts District State Brazosoort ISO Texas Carroll ISO Texas Coooell ISO Texas Cypress Fairbar ISO Texas Frisco ISO Texas Ft. Sam HoustonTexas Texas Grapevine-Colleyville ISO Texas Katy ISO Texas Lewisville ISO Texas McKinney ISO Texas Rockwall ISO Texas Forsyth County Georgia Georgia Enrollment 13,105 7,186 9,891 70,985 11,144 1,160 13,797 39,478 42,922 15,155 9,488 20,407 Reading - 2003 Percent Proficient White Black 93% 97% 94% 94% 95% 95% 94% 93% 93% 94% 94% 94% Math - 2003 Percent Proficient Percent Enrollment White Black White Black 82% 92% 78% 51 9.9 97% 96% 97% 92 1.8 85% 93% 78% 73 3.9 84% 93% 78% 54 10.6 89% 94% 85% 73 7.8 88% 89% 74% 41 36.6 84% 93% 79% 82 3.2 84% 93% 78% 67 6.2 84% 92% 76% 71 7.8 81% 93% 74% 67 8.9 84% 91% 77% 80 4.8 88% 85% 84% 91 0.6 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: May 26, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: US Department of Education- grant submission: Professional Development for Arts Educators BACKGROUND: The District proposes to submit a Professional Development for Arts Educators grant application to implement a high-quality professional development model program in elementary music and visual arts at high poverty elementary schools. The elementary schools to be included are: Franklin, Stephens, Baseline, Wakefield, Watson, Woodruff, Chicot, Wilson, Rightsell, Meadowcliff, Bale, Mabelvale, Cloverdale, Brady, Washington, Western Hills, Romine, Rockefeller, Dodd, McDermott, King, Otter Creek and Carver. The purpose of this program is to strengthen standards-based arts education programs and to help ensure that all students meet challenging State academic content standards and challenging State student academic achievement standards in the arts. This threeyear grant would begin in October 2005. RATIONALE: The LRSD Professional Development for Arts Educators proposal will include extensive professional development reflecting up-to-date knowledge from research and effective practices in the areas of music and visual arts as well as opportunities for the integration of arts across the curriculum. FUNDING: Year One - Year Two - Year Three - Total Request - $350,000 $350,000 $350,000 $1,050,000 RECOMMENDATION: It is recommended that the board approve submission of the Professional Development for Arts Educators proposal. PREPARED BY: Olivine Roberts, Associate Superintendent for Curriculum ?\u0026gt; \u0026lt; u,= C:. == (J) 3r:::n m:C\no 0 -n 0,- ~ ~ c::o ::is ::on mm nu, ~ ~ .\n,,\u0026gt;, .X C: a,\no C: nu, $:z ~~ Ou, .,,m ~~ :c n Om ,O-U\u0026gt; a, C: __.n ~\n, Q~ z~ G) \u0026gt; \u0026gt;-,, 3r:::.,, m ,- 2!! 1'i n\u0026gt; \u0026gt;--\u0026lt; z i5 :c z ~ -- 0 DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 May 26, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: US Department of Education - grant submission: Teaching American History Grant Program BACKGROUND: The U.S. Department of Education released a request for proposals for the Teaching American History Grant program. The purpose of the program is to raise student achievement by improving teachers' knowledge, understanding and appreciation of traditional American history. RATIONALE: Grant awards assist local educational agencies, in partnership with entities that have extensive content expertise, to develop, document, evaluate, and disseminate innovative, cohesive models of professional development. By helping teachers to develop a deeper understanding and appreciation of traditional American history as a separate subject matter within the core curriculum, the program will improve instruction and raise student achievement. The district will partner with the University of Arkansas at Little Rock Department of History, National History Day, and the Clinton Library. All LRSD teachers of American History will be involved in this grant initiative. FUNDING: Total Three Year Request $1,000,000 RECOMMENDATION: It is recommended that the board approve submission of the Teaching American History proposal to the US Department of Education on June 14, 2005. PREPARED BY: Olivine Roberts, Associate Superintendent for Curriculum\ni\u0026gt;\u0026lt; u, = C:. 31::Y\u0026gt; 31::0 m::C\ncO -0 (') ,- ~ ~ o::c =I :$\ncC'\u0026gt; mm (') u, ~ ~ ?\u0026lt; ?\u0026gt;2 ril~\ncZ u,\nc om zu, zO ,m- :c,:, ?\u0026gt;x -c C: tD\nc C: (') u, i\nz m~ 0 u, ..,m ~~ ::,:0 Om ,0- u, tD C: \"' DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 May 26, 2005 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: US Department of Education - grant submission: Smaller Learning Communities Program BACKGROUND: The U.S. Department of Education released a request for proposals for the Smaller Learning Communities program. The purpose of the program is to raise the academic performance of all high school students and to secure the skills necessary for future success in postsecondary education and adult life. Students are encouraged to take more rigorous courses, especially in the areas of math and science. RATIONALE: Grant awards assist local educational agencies, in partnership with local high schools, to: 1) restructure the target schools into smaller learning communities based on students' career and academic interests to create a more personalized and supportive school environment\n2) improve overall academic achievement in reading and mathematics for all students and narrow the achievement gap that exists between minority and non-minority students\nand 3) enhance teacher capacity to incorporate research based instructional strategies into their daily teaching practices that engage student in learning through targeted, ongoing professional development and capacity building activities. The district will partner with the Southern Regional Educational Board, High Schools that Work, in the implementation of this program. This grant initiative will include Hall and Parkview High Schools. FUNDING: Total Five Year Request $1 ,600,000 RECOMMENDATION: It is recommended that the board approve submission of the Smaller Learning Communities proposal to the US Department of Education on June 7, 2005. PREPARED BY: Olivine Roberts, Associate Superintendent for Curriculum =\"'\u0026lt; cni= C:\ni:cn 31:C\"\u0026gt; m::C\n_:coO c-,r- ~~ o::c =l :S ~ ~ c-,Cll ~ ~ ?\u0026lt; :\"'2 ~~\n:cZ Cll::0 om zcn zO m c: r- :c =\"'x \"D . C: a, :c C: (\")Cl) $: z ~~ Oen -nm f'l~ ::cC\"\u0026gt; Om ocn r-a, C: \"' 0 0 0 z ~ 6 z (/) DATE: TO: FROM: May 26, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Credit Recovery Program for Secondary Schools BACKGROUND: The Little Rock School District supports the tenet that additional time and resources should be made available to students with needs that are not met during the regular school year. RATIONALE: There is a compelling need to continue to provide interventions aimed at removing the barriers of our low-performing students. To this end, a credit recovery program will be offered during a six (6) week summer session which is designed to assist our students in overcoming their learning challenges while developing their potential so that they may reach their educational goals and become productive and worthy citizens. FUNDING: In compliance with Arkansas Statute 6-16-702, districts offering summer school for the purpose of remediating student failures must provide the program free of charge to enrolled students who are eligible for free or reduced-price lunch. For the 2004-05 school year, in grades 6-12, the LRSD has 5,615 eligible for the free lunch program and 811 on the reduced-price lunch program. Costs to the district for tuition-free summer school for identified students are estimated at $289,000 for staff salaries and $9,180 for transportation for middle school students (stops throughout the city). Detailed costs will be available later. ?\u0026lt; ?\"2 ~ f\n0 z (J)\n0 om zrn zO me: ,.... :0 .!'.:\u0026gt;, z )\u0026gt; z (\") \u0026gt;,.... (J) .\n,,,,,.x C: CD :0 C: c-, en $: z ~~ Oen -nm en\no ~~ Om ,o... . en CD C: \"' RECOMMENDATION: I recommend approval of this program that will afford our low-performing students the opportunity to recover credits for failed classes. PREPARED BY: Dr. Marian Lacey, Assistant Superintend, Secondary Schools DATE: TO: FROM: May 26, 2005 Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Personnel Changes BACKGROUND: None RATIONALE: To staff allocated positions within the District FUNDING: Operating Fund RECOMMENDATION: It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.CA 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) consecutive years. Teachers with an effective date of employment after August 19, 2004 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 9, 2004 for EYE are considered intern teachers. PREPARED BY: Beverly Williams~ctor of Human Resources .!=.,' z \u0026gt;z (\"') \u0026gt;,.... en .?.\u0026gt;, \u0026gt;. \u0026lt; C: Dl\n,:, C: c-, en $:z m~ .O.,emn Q~ Om ,o.... en Dl C: \"' !JI (\"') 0 z en C: ~ z C\u0026gt; ~ ~ m lC mz 0 0 0 z ~ 0z (/J Personnel Changes Page 2 May 26, 2005 NAME START DATE/ POSITION / SCHOOL END DATE Resignations!Terminations Certified Employees Anderson, Timothy Oral Communications/ 8-7-03 Reason: Leaving the city MCCLELLAN 4-27-05 Beggs, Melinda English/ 1-21-80 Reason: Retired CENTRAL 6-6-05 Belotti, Virginia Librarian/ 8-19-87 Reason: Retired CARVER 6-10-05 Biehslich, Lisa Art/ 8-13-02 Reason: Accepted another HALL 6-6-05 position Bolden, Alice Geography/ 8-22-88 Reason: Retired SOUTHWEST 6-6-05 Brandon, Barbara Reading/ 8-12-99 Reason: Retired SOUTHWEST 6-6-05 Briscoe, Ill Joseph Physical Science/ 8-24-87 Reason: Retired FOREST HEIGHTS 6-6-05 Carson, Leon English/ 8-24-92 Reason: Retired SOUTHWEST 6-6-05 Carson , Rene Lead Teacher/ 8-27-74 Reason: Retired SCIENCE 6-16-05 Comins, Ruth Spanish/ 9-5-00 Reason: Leaving the city DUNBAR 6-6-05 Daniel, Anita Math/ 8-11-04 Reason: Leaving the city MCCLELLAN 6-6-05 Davis, Dorothy Reading SpecialisU 9-7-71 Reason: Retired CLOVERDALE 6-6-05 MIDDLE Deaton, Betty Elementary V/ 8-24-87 Reason: Retired BASELINE 6-6-05 SALARY ANNUAL CLASS SALARY 1-02 30617.00 TCH925 4-18 53061.00 TCH925 2-17 49217.00 LIB950 1-03 31195.00 TCH925 1-17 47715.00 TCH925 5-19 55776.00 TCH925 6-21 60020.00 TCH925 5-19 55776.00 TCH10 6-21 60020.00 TCH105 1-05 33506.00 TCH925 1-06 34661.00 TCH925 6-21 60020.00 TCH925 2-17 49217.00 TCH925 Personnel Changes Page3 May 26, 2005 .!=.,' z START DATE/ SALARY ANNUAL \u0026gt;z n CLASS SALARY NAME POSITION / SCHOOL END DATE \u0026gt;,.... CJ) Doolittle, Heidi Elementary II/ 8-7-03 1-02 30617.00 Reason: Accepted another FRANKLIN 6-6-05 TCH925 position Duerkop, Melanie Lead Teacher/ 8-7-02 4-14 48439.00 Reason: Accepted another ENGLISH 6-6-05 TCH925 ~g~ position m~,..n.. ..,o ,-!!? oz -\u0026lt; Cl Dumas, Elaine Librarian/ 8-23-71 5-20 57276.00 ~~ Reason: Retired CENTRAL 6-7-05 LIB950 ::c~ ~~ ZCJ\u0026gt; Dyson, Carol Art/ 8-27-74 5-20 57276.00 Cl Reason: Retired WILLIAMS 6-6-05 TCH925 Eddings, Aminah Math/ 7-22-99 3-07 38820.00 Reason: Personal PULASKI HEIGHTS 6-6-05 TCH925 MIDDLE \u0026gt;\"\" .\u0026gt;\u0026lt; C: CD Ervin, Nickey Algebra 1/ 11-17-92 4-09 42662.00\n,o C: C\")CJ) Reason: Accepted another J. A. FAIR 6-6-05 TCH925 !\nz position ~~ OCJ\u0026gt; ..,m ~~ Fuller, Karonda Elementary Ill/ 8-11-04 4-01 34575.00 :en Om Reason: Going back to OTTER CREEK 6-6-05 TCH925 ,O...C. J\u0026gt; CD C: school \"' Gage, Mary English/ 9-21-77 6-21 60020.00 Reason: Retired HALL 6-6-05 TCH925 ?' Gilbert, Jean Special Education/ 1-3-66 4-19 54561 .00 n 0 Reason: Retired GEYER SPRINGS 6-6-05 SPE925 z CJ) ,C...:. --\u0026lt; z Gray, Carolyn Gifted and Talented/ 8-21-73 6-21 60020.00 Cl Reason: Retired FRANKLIN 6-6-05 G\u0026amp;T925 \u0026gt; Cl\n,o m m ~ Green, Christine American History/ 9-2-69 6-21 60020.00 m z Reason: Retired HALL 6-6-05 TCH925 Hendrickson, Tina Chemistry/ 8-9-00 6-05 41189.00 Reason: Accepted another PARKVIEW 6-6-05 TCH925 position 0 0 Henry, Sarah English/ 9-30-74  4-19 54561.00 0 z Reason: Retired PARKVIEW 6-6-05 TCH925 ~ 0 z CJ') Personnel Changes Page4 May 26, 2005 NAME Hiddleston, Steven Reason: Leaving the city Hollingsworth, Judy Reason: Retired Howard, Caroline Reason: Retired Johnson, Kristie Reason: Personal Johnson, Wondrue Reason: Retired Lacey, Marian Reason: Retired Lasker, Alberta Reason: Retired Leffingwell, Donald Reason: Personal Lewallen, Marilyn Reason: Retired Maher, Donna Reason: None given Mahnken, Susan Reason: Retired Mays, Romonda Reason: Personal McFadden, Charles Reason: Retired McFadden, Sandra Reason: Retired POSITION/ SCHOOL Science/ J. A. FAIR Elementary II/ CHICOT Business Education/ HALL Art/ J. A. Fair Guidance Counselor/ CENTRAL Assistant Superintendent/ ADMINISTRATION Special Education/ HALL Physics/ HALL Special Education/ PULASKI HEIGHTS MIDDLE Instrumental Music/ MABELVALE MIDDLE Reading/ BOOKER Home Economics/ CLOVERDALE MIDDLE Science/ CLOVERDALE MIDDLE Physical Education/ FOREST HEIGHTS START DATE/ SALARY ANNUAL END DATE CLASS SALARY 8-11-04 4-05 38041.00 6-6-05 TCH925 8-24-87 1-17 47715.00 6-6-05 TCH925 9-29-97 1-14 43904.00 6-7-05 TCH950 12-15-93 4-11 44973.00 6-6-05 TCH925 1-26-70 6-21 60020.00 6-16-05 CNL 10 8-27-74 79-20 107424.00 6-30-05 ADC12 10-07-87 4-19 54561 .00 4-15-05 SPE925 4-1-99 5-06 40756.00 6-6-05 TCH925 1-3-72 6-21 60020.00 5-26-05 SPE925 8-25-03 6-05 41189.00 6-6-05 TCH925 8-20-79 6-21 60020.00 6-6-05 TCH925 8-2-00 3-04 35354.00 6-6-05 TCH925 8-17-90 1-15 45059.00 6-6-05 TCH925 1-26-70 1-17 47715.00 6-6-05 TCH925 Personnel Changes Page 5 May 26, 2005 .~., z START DATE/ SALARY ANNUAL \u0026gt;z (\") NAME POSITION/ SCHOOL END DATE CLASS SALARY \u0026gt; r- \"' McGowan, Doris Elementary 1/ 8-24-87 5-20 57276.00 Reason: Retired GEYER SPRINGS 6-6-05 TCH925 McLennan, Ann Elementary Ill/ 8-24-87 4-19 54561.00 Reason: Retired BRADY 6-6-05 TCH925 ~g~ mC\"\u0026gt; Means, Barbara Title 1/ 8-24-87 6-18 56209.00 .3r,:: ,ro- Reason: Personal SOUTHWEST 6-23-05 TCH11 ro- z!!! -\u0026lt; C) Hi~ Moore, Joyce Special Education/ 8-15-94 4-17 51905.00 x~ i\no Reason: Retired HENDERSON 6-30-05 SPE925 -ZC\"/\u0026gt;' C) Mothershed Lucille Math/ 8-20-79 6-21 60020.00 Reason: Retired HENDERSON 6-6-05 TCH925 Mulkey, Mary Music/ 8-13-98 1-17 47715.00 Reason: Retired OTTER CREEK 6-6-05 TCH925 .\u0026gt;,, x . C: c:, Peyton, Emma Business Education/ 8-20-79 6-21 60020.00\no C: (\")(/) Reason: Retired CENTRAL 6-6-05 VOC105 $:z ~~ 0\"' Phillips, Tabitha Principal/ 8-14-78 69-20 79692.00 -nm !!l~ Reason: Retired MABEL VALE 6-29-05 ADC11X :z:(\") Om OV\u0026gt; ELEMENTARY r-c:, C: \"' Roachell, Richard Social Studies/ 8-12-03 1-02 30617.00 Reason: Personal ALC 6-6-05 TCH925 Robinson, Renee Journalism/ 9-13-99 4-06 39196.00 ~ Reason: Accepted another CENTRAL 6-6-05 TCH925 (\") 0 z position \"' C: r- -\u0026lt; z Scogin, Annette Assistant Director/ 7-22-03 56-14 45192.00 C) \u0026gt; Reason: Accepted another ATHLETICS 6-30-05 ADC105 C)\no m position m 3r:: m z Simpson, Angie 4 Yr. Old/ 8-22-88 3-18 51874.00 Reason: Retired GEYER SPRINGS 6-6-05 4YR925 Stewart, Shirley Physical Education/ 9-25-61 4-19 54561 .00 Reason: Retired PULASKI HEIGHTS 6-6-05 TCH925 0 MIDDLE 0 0 z Tankersley, Abby Elementary I/ 8-13-01 1-12 41593.00 )\u0026gt; -i Reason: Personal GIBBS 6-6-05 TCH925 5 z CJ) Personnel Changes Page 6 May 26, 2005 NAME Thomason, Marian Reason: Retired Tidmore, Jerome Reason: Retired Wade, Roy Reason: Retired Walker, Ella Reason: Retired Wilder, Barbara Reason: Retired Wittenburg, Amy Reason: Accepted another position Wilson, Priscilla Reason: Retired Winston, Jane Reason: Retired Zakrzewski, Merry Reason: Retired START DATE/ POSITION/ SCHOOL END DATE Fine Arts/ 8-18-86 FOREST HEIGHTS 6-6-05 Math/ 8-7-90 MCCLELLAN 6-6-05 Assistant Principal 8-14-67 HALL 7-1-05 Assistant Principal 8-27-74 HALL 6-13-05 Algebra I/ 8-25-75 CENTRAL 6-6-05 Speech Pathology/ 8-12-99 FRANKLIN 6-6-05 Elementary Ill/ 8-20-90 CARVER 6-6-05 4 Yr. Old/ 1-27-75 FRANKLIN 6-7-05 Math/ 8-22-77 FOREST HEIGHTS 6-6-05 New Certified Employees NONE Resignations/Terminations Non-Certified Employees Agnew, Henrean Reason: Retired Bennett, Georgetta Reason: Job Abandonment Bus Driver/ TRANSPORTATION Instructional Aide/ ALC 11-18-98 6-3-05 8-17-98 5-10-05 SALARY ANNUAL CLASS SALARY 3-18 51874.00 TCH925 3-14 46908.00 TCH925 66-20 72864.00 ADC105 66-20 72864.00 ADC105 6-20 58520.00 TCH925 62-10 47976.00 SPE925 2-15 46561.00 TCH925 6-21 60020.00 4YR925 6-21 60020.00 TCH925 3-07 14368. 00 BUSDRV 33-11 13875.00 INA925 Personnel Changes Page 7 May 26, 2005 .~., z START DATE/ SALARY ANNUAL \u0026gt;z (\") NAME POSITION / SCHOOL END DATE CLASS SALARY ,\u0026gt;- CJ) Bolton, Mattie Custodian/ 2-3-92 31-15 17281.00 Reason: Job Abandonment M. L. KING 2-1-05 CUS928 Bracy, Saundra Assistant Registrar/ 8-8-03 39-02 19020.00 Reason: Leaving the city HALL 6-10-05 ~g~ Bryant, Rodney Instructional Aide/ 1-05-04 33-17 16595.00 m\u0026lt;\"\u0026gt; 31: ,- \"C 0 Reason: Accepted another CHICOT 5-20-05 INA925 ,- !!! oz -\u0026lt; C) position rn~ :r:~ Caradine, Charles Bus Driver/ 3-1-00 3-05 13466.00 ~_\n:\n,c:: ZCJ\u0026gt; Reason: Retired TRANSPORTATION 6-23-05 BUSDRV C) Curry, Virginia Instructional Aide/ 9-8-87 33-17 16595.00 Reason: Retired BOOKER 6-6-05 INA185 Dukes, Raynard Security Officer/ 2-2-03 36-11 15929.00 \u0026gt; Reason: None Given J. A. FAIR 5-10-05 SOFR9  \u0026gt;\u0026lt; \"C. C: a,\nc C: (\")CJ) Farmer, Dennis Custodian/ 1-10-05 31-07 13616.00 ~z Reason : Personal DUNBAR 4-6-05 CUS925 ~~ OCJ\u0026gt; ..,m CJ)\nc Faulkner, Janet Child Nutrition/ 11-1-04 3-01 9350.00 ~~ Om Reason: Personal WILLIAMS 4-25-05 FSH550 ,O-CJ\u0026gt; a, C: c,, Floyd, Betty Instructional Aide/ 9-6-90 33-17 16595.00 Reason: Deceased ALC 5-13-05 INA925 Givens, Vera CARE/ 2-21-05 3-15 10.05 !l' Reason : None Given CARE 4-22-05 CARE per hour (\") 0 z en C: Grimmett, Jeffrey Instructional Aide/ 8-21-00 33-12 14291.00 ,- --\u0026lt; Reason: Going back to J. A. FAIR 6-6-05 INA925 z C) school \u0026gt; C)\nc m m 31: Hudson, Harold Custodian/ 8-20-93 31-15 17281.00 mz Reason : Resigned without CENTRAL 4-7-05 CUS928 notice Hill, Joanna Bus Driver/ 8-28-78 3-11 16390.00 Reason : Retired TRANSPORTATION 6-3-05 BUSDRV ri Lem, Louie ROTC/ 12-1-88 51-20 46572.00 C 0 Reason: Retired PARKVIEW 6-30-05 AN12 z )\u0026gt; --\u0026lt; 6 z C/) Personnel Changes Page 8 May 26, 2005 NAME Mitchell, Kashunda Reason: None Given Murphy, Demetria Reason: Job Abandonment Parker, Michelle Reason: Personal Putt, Paulette Reason: Retired Qualls, Lynda Reason: Retired Robertson, Jr. Thomas Reason: Accepted another position Shaw, Elvan Reason: Terminated - no appeal pending Smith, Tammy Reason: Going back to school Steverson, Patrick Reason: Accepted another position Tolbert, William Reason: Leaving the city Tucker, Kelsey Reason: Personal Williams, Mary Reason: None Given Williams, Bertha Reason: None Given Wright, Lona Reason: Retired POSITION/ SCHOOL CARE/ CARE Custodian/ MCCLELLAN Child Nutrition/ FOREST PARK Bookkeeper/ VOCATIONAL EDUCATION Secretary/ MANN Air Force-ROTC/ CENTRAL Custodian/ FULBRIGHT Instructional Aide/ J. A. FAIR Custodian/ METROPOLITAN CARE/ CARE Instructional Aide/ BASELINE CARE/ CARE Custodian/ METROPOLITAN Instructional Aide/ OTTER CREEK START DATE/ SALARY ANNUAL END DATE CLASS SALARY 1-24-05 2-02 7.70 4-26-05 CARE per hour 6-10-04 31-01 11379.00 4-19-05 CUS928 9-20-99 3-06 9575.00 4-19-05 FSH550 10-1-67 42-20 35592.00 6-13-05 CLK11 8-15-85 38-20 31596.00 6-10-05 CLK10 8-17-92 56-20 54060.00 6-15-05 AN10 9-9-02 31-05 12821 .00 5-19-05 CUS928 2-24-94 33-17 16595.00 6-6-05 INA925 8-4-04 31-01 11 379.00 4-19-05 CUS928 3-6-03 3-06 8.54 6-3-05 CARE per hour 8-20-97 33-15 15637.00 5-17-05 INA925 10-4-04 1-05 7.56 4-18-05 CARE per hour 9-9-91 31-01 14532.00 5-5-05 CUS12 1-3-01 33-11 13875.00 6-6-05 INA925 Personnel Changes Page 9 May 26, 2005 NAME Dawson, Bruce Gordon, Mary START DATE/ POSITION / SCHOOL END DATE New Non-Certified Employees CARE/ 4-22-05 CARE CARE/ 4-18-05 CARE SALARY CLASS 4-01 CARE 3-09 CARE ANNUAL SALARY 6.25 per hour 9.00 per hour ~g~ mn 3....,.1 ,:o' ~ oz -\u0026lt; C) Hl Rl %~ ~\nc ~\n,:: zcn C) \u0026gt;., , .\u0026gt;\u0026lt; CCD\nc C (\") (/) $:z m~ Ou, \"Tim ~~ %(\") Om o,-cn CD C \"' !Xl (\") 0 z (/) C !::\nz C) ~ Rl m lC zm ~ C 0 z ~ 6z CJ'\u0026gt; DATE: May 26, 2005 TO: Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of the Director of Professional Development BACKGROUND: The Board of Directors voted on March 24, 2005, to approve and accept the organizational audit report as submitted, and directed the Superintendent to move forward to implement the restructuring efforts. The audit recommendations will be used as a blueprint and changes will be made following Board policies, Arkansas law and established school district practices. RATIONALE: The position of Director of Professional Development is critical to the District as it begins planning for the professional development workshops for certified staff during the 2005- 06 school year. This individual will work with building level administrators to determine the needs of the District's staff in order to meet all educational goals. The Director will also advise the Senior Director of Curriculum regarding all professional training needs, trainers, schedules, and any new topics for professional training. FUNDING: This position will be funded from the District's operating budget according to the appropriate salary schedule. RECOMMENDATION: I am pleased to appoint Dr. Lloyd Sain, to the position of Director of Professional Development. Dr. Sain's resume and a job description are attached for your review. PLEASE POST REVISED LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 18, 2005 PLEASE POST REVISED The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Director - Professional Development OUALIFICA TIONS: 1. A valid Arkansas License as a Supervisor or Administrator or be eligible for same. 2. Master's Degree with special interest/experience in professional development. 3. Minimum of five (5) years successful teaching and supervisory experience. 4. Expertise and experience related to learning/thinking skills. 5. Mastery of effective teaching techniques. 6. Evidence of strong organizational skills. 7. Strong interpersonal skills. 8. Evidence of strong oral and written communication skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. JOB GOAL: To provide the leadership and technical assistance to establish and maintain a Professional Development Component for LRSD in order to respond to the learning needs of its school population/staff (certified and non certified), Board of Directors and patrons. ACCOUNTABILITY: Reports Directly to Senior Director - Curriculum Job Titles which report directly to Director - Professional Development Coordinator( s) of Professional Development \"!\"x \"D. C: a, (\"\"') CC/:) ~z ~~ Ov, .,,m ~~ :en Om OV\u0026gt; r a, C: \"' !XI (\") 0 z C/) C: !:\nz Cl ~ ~ m 31: zm 0 C 0 z ~ 0 z VI ESSENTAIL FUNCTIONS I RESPONSIBILITIES OF THE POSITION: 1. Assumes responsibility for planning, coordinating and successfully implementing ongoing professional development activities and programs in the Little Rock School District. 2. Plans, coordinates, and successfully implements customized training opportunities in the areas of instructional methods, use of data, assessment for learning, curricula, classroom management strategies, parent involvement, and parent education 3. Assists principals and others with building-level professional development needs and activities. 4. Conducts in-service sessions for specified groups of employees who must deal with special problems, (e.g., principals and assistant principals will participate in in-service sessions which address the problem of closing the achievement gap of students). 5. Continually investigates possible funding sources and other sources for Little Rock School District Professional Development and to work with area universities, state agencies, and foundations whenever possible and appropriate. 6. Develops, plans and directs a progress monitoring/ assessment system for determining the effectiveness of the district's professional development programs. 7. Keeps abreast of current trends and effective practices regarding pedagogy, assessment, and professional development at district, state and national levels. 8. Serves as the liaison between LRSD and the office of Professional Quality Enhancement at ADE. 9. Coordinates and manages the Aspiring Principals Program consistent with the Associate Superintendent's direction, district priorities and state regulations. 10. Directs, oversees and evaluates the performance of Professional Development staff members including their ability to service the needs ofLRSD. 11. Plans and directs a quality induction program for novice and new teachers to the district. 12. Manages all budgetary components of the Professional Development department. 13. Approves salary credit information for the LRSD employees, approves staff development proposals, administers professional advancement credit and equivalency clock hour systems, and maintains the information by schools on the computer. 14. Distributes combined salary credit and in-services information every nine weeks to all LRSD employees. 15. Serves on the Tri-District Council to improve the relations between the three districts. (North Little Rock, Pulaski County, and Little Rock) 16. Serves on the Professional Development Strategic Planning Council, the Arkansas Department of Education Committee, The National Professional Development Council Committee, and the State Professional Development Committee. 17. Organizes and provides leadership opportunities for district staff. 18. Secures grant money to enhance the Professional Development Department. 19. Performs other duties as may be assigned. SALARY AND TERMS\nPay0l - Grade 73 - $50,928 - $89,808 - Twelve month administration contract (250 days), plus benefits package. NOTE: Precise placement on the salary range will be determined based upon experience and education. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Professional Personnel. APPLICATIO DEADLINE: April 25, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND RESUMES/INQUIRES: Beverly Williams -Director Little Rock School District HUMAN RESOURCES 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 501-447-1162 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITIO DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. ?\"x \"C  C CD\n,oc (\")\"' ~z ~~ Oen -nm ~~ :,:(\") Om o,...c n CD ,C,. 0 C 0 z ~ 0z Cl) Lloyd Sain, Jr., Ed.D Lsainjr@sbcglobal.net or Llovd.Sain@LRSD.org 2300 Rebsamen Park Road, Apt. A208 Little Rock, Arkansas 72202 H: (501) 280-0593 W: 501-447-1016 EDUCATIONAL PHILOSOPHY:  To believe that effective leadership offers to its organization support, delegation, coaching, and direction as it appropriately creates, coordinates, monitors, and adjusts to the environment in achieving institutional effectiveness and reaching its vision.  To believe and promote that all children, despite their economic status or available resource, are capable of learning and achieving when appropriate systems, programs, and instructions are purposefully designed to meet their present needs and deficiencies. EDUCATIONAL BACKGROUND: 1985 1989 1994 2001 University of Central Arkansas Conway, Arkansas B. S. E. Degree, English Education Special Education, minor Middle school certification University of Central Arkansas Graduate Studies: English \u0026amp; Writing Education, 39 hours Arkansas State University Jonesboro, Arkansas M. S. E. Degree, Curriculum \u0026amp; Instruction/ Administration \u0026amp; Supervision Endorsement University of Arkansas at Little Rock Little Rock, Arkansas Ed.D, Educational Administration \u0026amp; Supervision CERTIFICATION: Type: WORK EXPERIENCES: August 1985 - August 1993 January 1991 - May 1993 August 1993 - July 1996 January 1994 - 2003 July 1996 - July 1998 July 1998- June 2003 July 2003 - Present Secondary English, 7-12 Middle School certification Curriculum Specialist, K-12 Supervisor, K -12 Secondary Principal, 5-12 Administration Forrest City Middle School English Instructor, Gr. 7-8 Forrest City School District Adult Education Program Instructor Little Rock School District Central High School, Grade 10 Philander Smith College Department of English Adjunct Faculty Pulaski Heights Junior High School - Assistant Principal Alternative Learning Center Principal Coordinator of Leadership Development/Central Office PROFESSIONAL AND PUBLICATIONS CREDITS: Sain, L. (2003). Using From Rage to Hope: The principal's role in creating a school vision. Alternative Network Journal, 17, 30-31: 38-40. Sain. L. (2001). A comparison of pre-post student outcomes and perception after an intervention of a secondary alternative program disruptive students. Unpublished doctoral dissertation. University of Arkansas at Little Rock. Little Rock. .,,.x \"ti. C CD :,:,c nen ~z ~~ .O.,emn enn,:\n,:\n, s\no,...e n CD C \"' ~ n 0z en C ~ z C) \u0026gt; C) ~ m lC zm 0 C 0 z ~ 5z (J) DATE: May 26, 2005 TO: Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of the Director of Career and Alternative Education BACKGROUND: The Board of Directors voted on March 24, 2005, to approve and accept the organizational audit report as submitted, and directed the Superintendent to move forward to implement the restructuring efforts. The audit recommendations will be used as a blueprint and changes will be made following Board policies, Arkansas law and established school district practices. RATIONALE: The position of Director of Career and Alternative Education is critical to the District since the placement for students in the alternative classrooms for the 2005-06 school year has already begun and all career and vocational programs are being monitored. This individual will work with building level administrators and the student hearing officer to meet the placement needs of the District's students. The Director will also advise the Associate Superintendent for Secondary Education regarding career/ vocational needs as well as the needs of the alternative learning programs. FUNDING: This position will be funded from the District's operating budget according to the appropriate salary schedule. RECOMMENDATION: I am pleased to appoint Ms. Carol Green, to the position of Director of Career and Alternative Education. Ms. Green's resume and a job description are attached for your review. PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 18, 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Director - Career/ Alternative Education OUALIFICA TIONS: 1. Master's degree or higher including eighteen ( 18) semester hours in vocational education in an approved vocational teacher education program. A valid Arkansas teaching license as a Vocational Administrator or School Administrator required. 2. Successful experience in teaching and administration of vocational education in an urban setting. 3. Evidence of strong commitment to quality and equity in student learning and vocational education. 4. Successful experience in dealing with students, parents, and staff in decision making and communication. 5. To develop, expand, and provide quality vocational and technical education programs to our students that will enable them upon graduation to be competitively employed. 6. Evidence of successful experience in developing and implementing Tech Prep program of studies. 7. Evidence of successful involvement of parents and staff in problem solving. 8. Evidence of successful experience with parent and staff involvement in decision making. 9. Evidence of successful experience in dealing with students' problems. 10. Strong interpersonal skills. 11. Evidence of strong organizational skills. 12. Evidence of strong oral and written communication skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. .!=.\u0026gt;, z \u0026gt;z (\") \u0026gt; I\"'\" Cl)\n..,,, ,.x C: CD\n,:, C: (\")Cl) ~z ~~ 0 C/) ..,m Cl):\u0026gt;l (\") c5 Bm OCI\u0026gt; I\"'\" CD C: \"' 0 C 0 z ~ 6z (J) JOB GOAL: To Supervise the District's Alternative Education Programs. To provide students enrolled in the vocational education program with education and training of sufficient excellence to enable them upon graduation to enter the job market with entry-level skills, varied intellectual interests, and sufficient understanding and curiosity to continue their growth and maturation as a worker and as an individual. ACCOUNTABILITY: Reports Directly to Associate Superintendent - Secondary Education Job Titles which report directly to Director Career/ Alternative Education Coordinator of Alternative Leaming Center Coordinator Accelerated Leaming Coordinator Metropolitan Vo-Tech Coordinator of Adult Education ESSENTIAL FUNCTIONS I RESPONSIBILITIES OF THE POSITION: 1. Develops and supervises quality and technical education programs. 2. Assists the District in developing Tech prep program of studies. 3. Assists in developing and providing quality staff development activities for vocational and other support staff. 4. Assists in the development and/or revision of curriculum for vocational programs in the District. 5. Assists instructors and administrators in selecting state-of-art equipment, materials, and supplies for vocational education. 6. Knows and interprets local, state, and national trends, standards, guidelines, and policies pertaining to vocational education. 7. Assists in the work of Vocational Education Advisory Committees and with vocational student organizations. 8. Prepares proposals for vocational and technical education. 9. Develops plans for needed renovation/expansion of existing laboratories and/or classrooms in coordination with Plant Services and other appropriate departments/individuals. 10. Assists in recruiting and screening qualified applicants for teaching positions. 11. Evaluates the Coordinators of ALC, ACC, Metro Vo-Tech and Adult Education. 12. Provides leadership and oversight of Metropolitan High School and the alternative / diploma / GED programs in the District. 13. Advises the Coordinators on budgetary, disciplinary and personnel issues. 14. Collaborates with the Senior Director of Student Services and District principals when placing students in and out of an alternative learning environment. 15. Performs other duties as may be assigned. SALARY AND TERMS: Pay0l - Grade 76 - $55,704 - $98,220 Twelve (12) month contract, (250 days) plus benefits package. NOTE: Precise placement within the salary range will be determined based upon education and experience. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: April 28, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND RESUMES/INQUIRES: Beverly Williams - Director Little Rock School District HUMAN RESOURCES DEPARTMENT 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 501-447-1162 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTIO PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES OT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. ~ \u0026gt;\u0026lt; \"C . C Dl\n,c C nen ~z ~~ Oen -nm ~:l! :en Oiii oen r- 0:, C Cf' !XI C') 0 z en C ~ z C, ~ Rl m :!C zm 0 C 0 z ~ 0z Cl) CAREER OBJECTIVE: EDUCATION: Work Experience: CAROL B. GREEN 14200 Taylor Loop Road Little Rock, Arkansas 72223 (501) 868-5605 h (501) 447-1390 w carol.green@lrsd.org. To provide students enrolled in the career and technical programs of Little Rock School District with education and training of excellence that will enable them, upon graduation, to enter the job market with entry level skills, varied intellectual interests, and sufficient understanding and curiosity to continue their growth and maturation as a worker and as a productive citizen. Sweet Home High School - 1966 Philander Smith College 1970 - Bachelor of Science Major - Special Education for Mentally Handicapped Minor - Elementary Education University of Central Arkansas 1971- Master of Science in Education Special Education for the Physically Handicapped Additional Studies: George Peabody University- Nashville, Tennessee University of Arkansas at Fayetteville - Fayetteville, Ar Arkansas State University- Jonesboro, Ar Auburn University -Auburn, Alabama Areas of certification: Secondary Principal, Secondary Vocational Administration, Elementary Education, Special Education - Mentally and Physically Handicapped, Marketing Technology Education, and Assistant Director/Post Secondary Education Little Rock School District 1993- Present 1998-Present Director Career and Technical Education Area Center Director/Metropolitan Director/Principal Accelerated Learning Center (non-traditional education program) 1992- 1993 1992 Oan. - June) 1984- 1992 1973-1984 1971-1973 Interim Principal Metropolitan Area Center Supervisor Trade and Industrial Education Marketing Education Coordinator Central High Parkview Magnet High Vocational Evaluator Metropolitan Area Center Special Education Instructor Metropolitan High School ACTIVITIES/ MEMBERSHIPS (past and present):  National Skills USA Technical Quiz Bowl Committee  Commissioner -Arkansas Soil and Water Conservation  Private Industry Council/JTPA Member  The Centers - Board of Directors  Economic Development Council - Pulaski Enterprise Community  Board of Examiners for Arkansas Quality Award  Leadership Greater Little Rock Class XII - Greater Little Rock Chamber of Commerce  Southern Region Education Board Site Evaluator  Pocahontas Service Unit -Girl Scout Leader Troop #544  Central Arkansas Career Opportunities Committee  Mentor - University of Arkansas at Little Rock EDAS Administrative Intern  Arkansas Promise to Pulaski County Youth Program  Southwest Little Rock Community Coalition  Arkansas Association of Career Technical Education  Association for Career and Technical Education  Little Rock School District Technology Committee c:, .., z )\u0026gt; z (\") ,\u0026gt;- v,\n,,\u0026gt;, X. C: CD \"(')' CV:) $:z ~~ 0 V, ..,m V,\"' Oc5 Sm O,-V\u0026gt; CD C: U' ~ 0 C 0 z ~ 6z (/l REFERENCES:  Chairperson - Greater Second Baptist Church Board of Trustees  Resource Speaker - S.W.I.S.T.A.R Investment Partnership\nPLATO Learning Educational Software (state and national)\nMartin Luther King Celebration (local schools)  Panelist - City-wide Volunteer Planning Committee  New Futures Youth Career Development Policy Team  Zeta Phi Beta Sorority, Incorporated  Greater Second Baptist Childcare Oversight Committee Dr. Marian G. Lacey, Assistant Superintendent School Services Division Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Mr. J.C. Babbs, Associate Superintendent Administrative Services Little Rock School District 501 Sherman Street Little Rock, Arkansas 72202 Dr. Katherine Mitchell Board of Directors Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Mr. Lee F. Griffith As ociate Director for Workforce Training Arkansa Department of Workforce Education #3 Capitol Mall Little Rock, Arkansas 72201 Dr. Curtis Ridout, Pastor Greater Second Baptist Church 5615 Geyer Springs Road Little Rock, Arkansas 72209 DATE: May 26, 2005 TO: Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of the Director of Maintenance and Operations BACKGROUND: The Board of Directors voted on March 24, 2005, to approve and accept the organizational audit report as submitted, and directed the Superintendent to move forward to implement the restructuring efforts. The audit recommendations will be used as a blueprint and changes will be made following Board policies, Arkansas law and established school district practices. RATIONALE: The position of Director of Maintenance and Operations is critical to the District as the District begins routine summer maintenance on all facilities. The Director will advise the Chief Financial Officer of any issues regarding this department. FUNDING: This position will be funded from the District's operating budget according to the appropriate salary schedule. RECOMMENDATION: I am pleased to appoint Mr. Wayne Adams, to the position of Director Maintenance and Operations. Mr. Adams' resume and a job description are attached for your review. .!=.,' z )\u0026gt; z (\") \u0026gt; rt/)\n,,,x \"C. C a,\noc (\")(/) ~z ~~ Ov, \"Tim ~~ ::,:(\") Om .C-V\u0026gt; a, C u, PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 15, 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Director - Maintenance and Operations QUALIFICATIONS: 1. Engineering or related degree from accredited college or university. At least eight (8) to ten (10) years of experience in managing a complex maintenance organization. Experience may be considered in lieu of education. 2. Demonstrated knowledge of the principles of financial programming, planning, management, and maintenance and repair of physical facilities and real property. 3. Experience in a managerial capacity in a business, school, industry, or governmental agency. 4. Demonstrated ability in effective written and oral communications, computational skills, organizational tasks, budgeting, and solving problems related to maintenance, repair, construction and operations. 5. Evidence of a strong commitment to quality integrated education. 6. Evidence of successful experience with parental and staff involvement in decision making. 7. Experience in the utilization ofan automated internet-based, multi-site, work-order system. 8. Strong interpersonal skills. 9. Evidence of strong organizational skills. 10. Evidence of strong oral and written communication skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDE CE OF THESE OUALIFICATIO SIN THE INITIAL SCREENI G INTERVIEW. JOB GOAL: To maintain physical school facilities in a condition of operational excellence, cleanliness, and safety so that full educational use of them may be made at all times. ACCOUNTABILITY: Reports Directly to Chief Financial Officer Job Titles which report directly to the Director of Maintenance and Operations: Maintenance Supervisors Grounds Supervisors Custodial Managers ESSENTIAL FUNCTIONS/ RESPONSIBILITIES OF THE POSITION: 1. Responsible for overall coordination of comprehensive maintenance and repair programs for all physical facilities of the Little Rock School District. 2. Responsible for providing comprehensive cost analysis of school plant services expenditures, as a basis for budget projections, to the Chief Financial Officer on an annual basis for the Maintenance and Operations budgets. Is additionally responsible for the administration of budgets and allocated funds to the Director. 3. Responsible for developing programs to ensure the adequate inspection of all buildings, grounds, and installations to determine that high standards of workmanship and cleanliness are maintained. 4. Responsible for determining the maintenance, repair, grounds keeping, and custodial requirements for all schools and administrative buildings in the District. 5. Responsible to ensure that standards applicable to operations, maintenance, and repair are consistent with applicable laws and local codes. 6. Responsible for organizing and implementing a program of preventive maintenance commensurate with allocated resources and the requirements of all District equipment. 7. Responsible for developing programs and plans for dealing with emergency situations with regard to the operation and maintenance of all Little Rock School District facilities. 8. Responsible for overall coordination of special requirements affecting the operations of the Little Rock School District such as the Asbestos Program, Environmental Protection Agency Permit Programs, and Energy Conservation Program. 9. Responsible for the implementation and orientation and training programs of the proper operation and maintenance of school facilities for all Maintenance and Operations personnel and other personnel directed. Training covers such vital areas as asbestos training, new products, plant operations, and custodial operations. 10. Responsible to stay informed of the latest trends, developments and products in the areas of Maintenance and Operations and for developing programs to incorporate such trends as required. 11 . Responsible for preparing special reports, as requested, to the Administration and Board of Directors on all operational, repair, and maintenance matters as necessary. 12. Assists in the recruitment, employment, assignment, transfer, or dismissal of Maintenance and Operations personnel in accordance with applicable personnel policies. 13. Oversees a custodial support staff to provide technical assistance, manpower, and operational recommendations on custodial matters to school principals. Provides custodial direction only in cases of emergency as required and temporary summer cleaning crews organized to providing District-wide support. ,:, .,, z \u0026gt; ~ \u0026gt; r( J) .,..x -0  C: CD :,, C: (\")(J) $\nz ~~ Ou, .,,m tn:\u0026gt;l ~ Om .O- tn CD C: tft ~ (\") 0 z tJ\u0026gt; C: !::\nz Cl ~ Rl m :!I: zm r C 0 z ~ 0z (/) 14. Performs such other responsibilities as may be assigned. SALARY AND TERMS: Pay02 - Grade 75 - $54,060 - $95,328 Twelve (12) month contract, (250 days) plus benefits package. NOTE: Precise placement within the salary range will be determined based upon education and experience. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Support Personnel. APPLICATION DEADLINE: April 25, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND RESUMES/INQUIRES: Beverly Williams - Director Little Rock School District HUMAN RESOURCES DEPARTMENT 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 501-447-1162 NOTE: 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. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. MEMORANDUM FACILITY SERVICES DATE: April 19, 2005 TO: FROM: Beverly Williams, Director of Human Resources Wayne Adams, Facility Services Coordinator Professional Experience and Qualifications for the Position of Director of Maintenance and Operations SUBJ: Enclosed is a summary of my experience and qualifications in response to the posting for the position of Director of Maintenance and Operations. I am a professional in the area of facility operations with 34 years of experience in physical plant engineering, maintenance, and construction. I have over 22 years of experience with the Little Rock School District as Coordinator of Plant Services, which affords me a unique and comprehensive knowledge of all Little Rock School District sites and their mechanical support systems. I have 1 O years of direct experience in management of construction services. Enclosed is a detailed description of the specific responsibilities that I performed throughout my career. Also, I have enclosed several letters of recommendation and descriptions of achievements from individuals with whom I have had a professional relationship for many years and who have firsthand knowledge of my abilities and performance. In summary my experience, prior to being employed by the Little Rock School District in 1983, is as follows:  Arrow Automotive Corporation - Plant Engineering Manager  Ward Bus Manufacturing Corporation - Plant Engineering Manager  Metal Stamping Corporation - Plant Engineering and Quality Control Manager  Timex Corporation - Product Engineer/Camera Assembly  Westinghouse Corporation, Lamp Division - Chief of Quality Control  University of Arkansas GIT - Computer Programming  University of Arkansas at Little Rock - Major in Math/Minor in Chemistry \u0026amp; Physics .?.\u0026gt;, \u0026gt;. \u0026lt; C: a:, ::,:, C: C\")(/) ~z mra Ocn -nm cn::,J nc5 s1n o.-cn a:, C: \"' In addition to the above professional experience, I have voluntarily served the community in the following capacities:  Finance Committee - River Market Art Fest 2004, 2003.  Environmental Advisor - Christ Lutheran  Building Committee Advisor - Christ Lutheran appreciate this opportunity to continue to serve the Little Rock School District as Director of Maintenance and Operations. WA:cg DATE: May 26, 2005 TO: Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of the Director of Finance and Accounting BACKGROUND: The Board of Directors voted on March 24, 2005, to approve and accept the organizational audit report as submitted, and directed the Superintendent to move forward to implement the restructuring efforts. The audit recommendations will be used as a blueprint and changes will be made following Board policies, Arkansas law and established school district practices. RATIONALE: The position of Director of Finance and Accounting is critical to the District. This individual will work with the Chief Financial Officer in the preparation of the budget and oversee the routine payroll and accounting procedures of the District. The Director will advise the Chief Financial Officer regarding any issues in this department. FUNDING: This position will be funded from the District's operating budget according to the appropriate salary schedule. RECOMMENDATION: I am pleased to appoint Ms. Jean Ring , to the position of Director of Finance and Accounting. Ms. Ring's resume and a job description are attached for your review. ~ \"T1 z \u0026gt;z (\") \u0026gt; r \u0026lt;J\u0026gt;\n,,-x \"ti  C CO :,:,c (\")\u0026lt;J\u0026gt; ~z ~~ CV\u0026gt; -nm !ll~ ::,:(\") Om CV\u0026gt; r co C \"' !D PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 15, 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Director - Finance and Accounting OUALIFICA TIO NS: 1. Bachelor's degree in Accounting required. 2. CPA required. 3. Experience with fund accounting. 4. Strong interpersonal skills. 5. Evidence of strong oral and written communication skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. JOB GOAL: To administer the fiscal affairs of the district efficiently, expeditiously, and to the ultimate benefit of each individual student enrolled. ACCOUNTABILITY: Reports Directly to Chief Financial Officer ESSENTAIL FUNCTIONS/ RESPONSIBILITIES OF THE POSITION: 1. Directs all financial accounting. 2. Oversees the preparation and recording of all disbursements of district funds 3. Recommends the purchase of and oversees the maintenance of accounting equipment. 4. Oversees the reconciliation of all bank accounts monthly. 5. Prepares all reports that are the result of the accounting function including required state and federal reports with the District auditors, both internal and external, and provides information to them as requested. 6. Reports to the Chief Financial Officer on the accounting affairs of the District and recommends changes and improvements as needed. 7. Oversees investment of available district funds. 8. Performs other duties as may be assigned. SALARY AND TERMS\nPay02 Grade 75 - $54,060 - $95,328 - Twelve month administration contract (250 days), plus benefits package and car allowance. NOTE: Precise placement on the salary range will be determined based upon experience and education. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: April 25, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND RESUMES/INQUIRES: Beverly Williams - Director Little Rock School District HUMAN RESOURCES 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 501-447-1162 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIO MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITIO DOES OT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. .~., z z\u0026gt; n \u0026gt;.... v, .,,. \u0026gt;\u0026lt; \"\"  C a,\noc (\"\") V, ~z ~~ Ov, ..,m V,\no n\ns\n5iii .O-V\u0026gt; a, C \"' 0 C 0 z ~ 0z (/l OBJECTIVE JEAN A.RING 4106 Sam Peck Road Little Rock, AR 72223 ( 501) 224-3425 Seeking a career in the accounting field that will provide increasing technical challenge and responsibility. EXPERIENCE Little Rock School District - Little Rock, Arkansas Assistant Manager, Financial Services 1986-Present Duties include managing district daily cash account positions in order to meet immediate needs while achieving optimal return on investment for funds that exceed current cash flow requirements. Responsibilities include: supervision of the accounts payable staff, scheduling daily accounts payable check runs, scheduling all payroll check runs, maintaining and balancing all files used in the preparation of all payroll tax and retirement reports, as well as the supervision of payroll clerks. Responsible for monthly reconciliation of all district bank statements, and balancing the general ledger. Duties also include assisting independent auditors by preparing financial statements and schedules for use in the annual district audit. Provides assistance to the Manager of Financial Services in the preparation of the annual budget, including submittal of budget and actual expenditures to the State of Arkansas. Responsibilities also include working with Software Vendors, Systems Analysts, and Information Services personnel in order to implement, maintain and upgrade District information systems resources. Thomas and Thomas, CPA - Little Rock, Arkansas Staff Accountant 1985-1986 Responsibilities include assisting in the coordination of the auditing and financial reporting for all major clients, as well as the supervision of assistant accountants and accounting clerks. Client industries have included: Governmental, Manufacturing, Telecommunications, Construction, School Districts and Automobile Dealerships. Thomas and Thomas, CPA - Little Rock, Arkansas Accounting Clerk 1983-1985 Responsibilities included assisting professional staff in accounting clerical functions such as preparation of client financial statements and tax returns with the assistance of electronic data processing. Bausch and Lomb, Inc - Pine Bluff, Arkansas Accounting Clerk 1980-1982 Responsibilities included preparation of financial statements, payroll and payroll tax reports and various receivable and payable functions. Responsible for billing under the state Medicaid contract. EDUCATIO Bachelor of Science in Business Administration - Major in Accounting, University of Arkansas at Little Rock, 5/85 Certified Public Accountant - Received designation, 9/87 I TERESTS, AND ACTIVITIES Member - Williams Magnet PT A - Good Citizen Committee Chairman Treasurer - Paiirs Sunday School Class, St James United Methodist Church Member - (past president) - Pi Beta Phi DATE: May 26, 2005 TO: Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of the Coordinator of Grants BACKGROUND: The Board of Directors voted on March 24, 2005, to approve and accept the organizational audit report as submitted, and directed the Superintendent to move forward to implement the restructuring efforts. The audit recommendations will be used as a blueprint and changes will be made following Board policies, Arkansas law and established school district practices. RATIONALE: The position of Coordinator of Grants is critical to the District as we continue to develop and write for discretionary grants to benefit the students, schools, and various programs of the District. This individual will also manage some of the entitlement programs. The Director will work with building administrators to help them address, via grant funds, the goals and objectives for their school. The Director will advise the Senior Director of Curriculum regarding all grant submissions. FUNDING: This position will be funded from the District's operating budget according to the appropriate salary schedule. RECOMMENDATION: I am pleased to appoint Ms. Linda Austin, to the position of Coordinator of Grants. Ms. Austin 's resume and a job description are attached for your review. .!=.\u0026gt;, z z\u0026gt; (\") \u0026gt;,... (J) .?.,\u0026gt; .x C: CD :,:, C: (\") (J) $: z ~~ Ou, ..,m un,\n::,0\nSm ,O...U \u0026gt; CD C: \"' PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 15, 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Coordinator - Grants Manager QUALIFICATIONS: 1. Master's degree or higher. 2. At least five (5) years successful experience in education and/or social services. 3. Experience in education and administration. 4. Knowledge of the schools and District policy and procedures. 5. Knowledge of New Futures Initiative and all of its component parts. 6. Evidence of a strong commitment to quality desegregated education. 7. Strong interpersonal skills. 8. Evidence of strong organizational skills. 9. Evidence of strong oral and written communication skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. JOB GOAL: Provides leadership and coordination of the District's grant writing activities and ensures their alignment with District priorities. ACCOUNTABILITY: Reports Directly to Associate Superintendent of Educational Services ESSENTIAL FUNCTIONS/ RESPONSIBILITIES OF THE POSITION: 1. Reports monthly the status of grant proposals and project. 2. Studies all federal legislation, projects, and programs for the possibilities and opportunities they offer for educational grants, entitlements, and allocations offered relevant to the needs of the District. 3. Informs, interprets, and recommends to the Associate Superintendent the effects of current and impending federal legislation. 4. Prepares and submits annually an application for federal funds, and coordinates and supervises all activities paid from these funds. 5. Writes/approves all federal project proposals and the filing of such applications for federal funding. 6. Assists the Associate Superintendent and the professional staff in planning wise utilization of funds available to schools through various federal programs. 7. Disseminates pertinent information about federal programs-grants, legislation, program progress-through correspondence and staff meetings. 8. Facilitates with professional staff--content area supervisors, coordinators, directors-the relevancy of curriculum content and the appropriateness of teaching strategies as related to program objectives and goals. 9. Coordinates the professional staff informative and summative evaluation of all federal programs funded through this office. 10. Complies and maintains written records and reports on results of all federal projects and disseminates this information, as appropriate, to other educational institutions, lay groups, the State Department of Education, and the U.S. Office of Education. 11. Facilitates the desegregation process in the assignment of staff in the area offederal programs. 12. Provides specific means to keep parent council members abreast of federal regulations, state guidelines, and local program activities. 13. Serves as a liaison between the school and other agencies on all possible federal funded projects of a joint community nature. 14. Prepares an annual report for the Board summarizing the evaluations offederally funded programs including those completed and those in progress. 15. Prepares and administers a budget for assigned departments. 16. Performs such other responsibilities as may be assigned. SALARY AND TERMS: Pay0l - Grade 72 - $49,428 - $87,168 Twelve (12) month contract, (250 days) plus benefits package. NOTE: Precise placement within the salary range will be determined based upon education and experience. EVALUATIO : Performance of this job will be evaluated annually in accordance with provisions of the Board's Policy on Evaluation of Professional Personnel. !.=.,' z \u0026gt;z C'l .\u0026gt;... u, .'.?, \".x C: c:,\ni:, C: C') u, ~z ~rn .0. ,mu, [ll~ ::cC'l Om .0.. . u, c:, C: \"' 0 C 0 z ~ 0z (/) APPLICATION DEADLINE: April 25, 2005, or any time later until a satisfactory applicant is recommended and approved. SEND RESUMES/INQUIRES: Beverly Williams - Director Little Rock School District HUMAN RESOURCES DEPARTMENT 810 W Markham Little Rock, AR 72201 Phone 501-447-1100 Fax 501-447-1162 NOTE: 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. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. EXPERIENCE 1999 - Present 2004 - Present 2002 - Present 2002 - Present 2001 - Present 1988 - 1999 1986 - 1988 1984 - 1987 1976 - 1978 1975 - 1976 1972 - 1975 Summer 1973 1971 - 1972 LINDA YOUNG AUSTIN 14108 BELLE POINTE DRIVE LITTLE ROCK, AR 72212 (501) 225-5439 Director of Planning and Development, Little Rock School District Project Director, Smaller Learning Communities Grant Initiative/Central and Fair High Schools, Little Rock School District Project Director, Smaller Learning Communities Grant lnitiativeiHall and McClellan High Schools, Little Rock School District Project Director, 21 st CCLC grants/Hall, Woodruff, Henderson, McClellan and Mabelvale Middle, Little Rock School District Southern Regional Education Board District Coordinator, Little Rock School District New Futures Liaison/Director of Restructuring, Internal Facilitator, Strategic Planning, Little Rock School District, Little Rock, AR University of Arkansas at Little Rock Employed to redesign and coordinate the student teaching program Self-employed: Real Estate Development/Construction Management Specialization in historic renovation Pulaski Academy, Little Rock, AR Employed as Elementary Principal Pulaski Academy, Little Rock, AR Employed as a sixth grade teacher Pine Haven Elementary School, Bauxite, AR Employed as a sixth grade teacher. Assistant Director, University of Arkansas graduate summer reading practicum program. Washington Elementary School, Fayetteville, AR Employed as a sixth grade teacher. .!=.,' z \u0026gt;z C\") \u0026gt; r (J) ,\n,\u0026gt;, .X C CD\n,\n,c C\")(J) ?\nz ~ra O\u0026lt;J\u0026gt; -nm v,\n,\n, n\u0026lt; :c C\") Om O\u0026lt;J\u0026gt; r CD C \"' f) C 0 z ~ 5z (fl EDUCATION 1970- 1971 - Graduate Work: CIVIC ACTIVITIES University of Arkansas, Fayetteville, AR Degree: B.S.E. in elementary education with emphasis in business and social science University of Arkansas, Fayetteville, AR Degree: M.Ed. in elementary education with emphasis in reading 1972 - 1998, University of Arkansas, Fayetteville, UALR, UCA\ncompleted 42 graduate hours in the areas of administration and curriculum Commission member: City of Little Rock Education Commission, 1994 - 1998 City of Little Rock Advisory Board for the Neighborhood Resource Center, 1997 - 1998 Parents for Public Schools, 1996 - 1998 Technical assistance to the Little Rock Chamber of Commerce and Boy Scouts of America to develop comprehensive youth leadership program for high risk youth, 1995 President, UALR Reading Auxiliary, 1984 - 1986 President, Arkansas Symphony Orchestra Guild, 1986 - 1987 Board of Directors, Arkansas Symphony Orchestra, 1986 - 1987 Board of Directors, Arkansas symphony Orchestra Guild, 1979 - 1987 Served as a member of the transition team for then Governor Bill Clinton, 1979- 1980 Volunteer and leadership positions with Boy Scouts of America Board of Directors, Jefferson PT A, 1986 - 1988 Board of Directors, Pulaski Heights Junior High PT A, 1993 - 1994 RECOGNITIONS Who's Who in American Education - 1993 Recipient of the 1990 Arkansas Juvenile Justice Recognition Award Volunteer in Public Schools Award LRSD, 1987 - 1988 Leadership of Greater Little Rock, Greater Little Rock Chamber of Commerce PROFESSIONAL ORGANIZATIONS Board Member: Center for Middle Level Education, Research and Development University of Arkansas, Fayetteville, AR Founding Board Member: Arkansas Middle Level Association, Urban Representative 1989 - 1998 National Middle School Association Phi Delta Kappa Educational Association National Association of Secondary School principals 2 Association for Supervision and Curriculum Development Charter member of the Arkansas Association of Elementary School Principals ADDITIONAL PROFESSIONAL ACTIVITIES Associate, Cambridge Group, International Strategic Planning Center, Montgomery, AL Fellow, Center for Leadership in School Reform, Louisville, KY Senior consultant, Center for Middle Level Education, University of Arkansas Fayetteville Editorial Board, MidSouth Journal of Middle Level Education Member, Southern Forum for Middle Level Education Presenter, Arkansas Department of Education, Comprehensive School Reform Statewide Technical Assistance Workshop 2004 Presenter, High Schools That Work Urban Council Meeting, 2003 Presenter, University of Arkansas's Summer Institute on Middle Level Education 1993 - 1998 Consultant/Developer, Philander Smith College, Middle School Course Sequence/Curriculum 2000 Presenter, National Middle School Association National Conference 1992 Presenter, regional conferences on change process, middle level reform, leadership, and building community school connections Participant in the New Futures Institute, Harvard University, Graduate School of Education Instructor, University of Arkansas at Little Rock, Summer 11, 1998 - Middle School Methods\nAdolescent Development, Fall I, 1998. 3 .r:.:,, z \u0026gt; ~ \u0026gt; r( J)\n,-x -0  C: tD \"'C: (\")(J)\nz ~ ~ .O.\u0026lt;,mJ\u0026gt; (J)~ ~!} Om ,O--\u0026lt;J\u0026gt; to ,C,.:. p C 0 z ~ 0z CJ) DATE: May 26, 2005 TO: Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Appointment of the Coordinator of the Early Childhood Education Center BACKGROUND: The Board of Directors voted on March 24, 2005, to approve and accept the organizational audit report as submitted, and directed the Superintendent to move forward to implement the restructuring efforts. The audit recommendations will be used as a blueprint and changes will be made following Board policies, Arkansas law and established school district practices. RATIONALE: The position of Coordinator of the Early Childhood Education Center is critical to the District as preparation begins for opening the ECE center for the 2005-06 school year. This individual will work with parents, teachers, and students to create a state of the art learning and enrichment center for the District's youngest students. The Director will advise the Director of Early Childhood Education regarding all needs and programs as this Center grows. FUNDING: This position will be funded from the District's operating budget according to the appropriate salary schedule. RECOMMENDATION: I am pleased to appoint Ms. Judy Milam, to the position of Coordinator of the Early Childhood Education Center. Ms. Milam's resume and a job description are attached for your review. PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 15, 2005 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 2005-06 school year. POSITION: Coordinator - Fair Park Early Childhood Center OUALIFICA TIO NS: 1. Master's Degree or higher 2. Valid Arkansas Teaching License as an Elementary Principal 3. Knowledge of the Early Childhood State Program Standards, Early Childhood Framework and Benchmarks. 4. Evidence of Pre-K ELLA Training preferred. 5. Knowledge of early childhood development. 6. Knowledge of pedagogy and curriculum development appropriate for preschool education. 7. Evidence of strong experience in dealing with student problems and successful experience with parent and staff involvement. 8. Evidence of strong commitment to quality integrated education. 9. Strong interpersonal skills. 10. Evidence of strong organizational skills. 11. Evidence of strong oral and written communication skills. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. JOB GOAL: Responsible for providing administrative assistance to the Associate Superintendent of Secondary Education in the area of office administration in order to achieve the departmental goals. ACCOUNTABILITY: Reports Directly to the Director of Early Childhood ?\u0026gt; X \"ti . CID ~c ncn $:z ~~ Oen .,,m CJ)~ n c5 s1n ocn r ID C \"' !l' ~ C 0 z ::\n0z C/) ESSENTIAL FUNCTIONS/ RESPONSIBILITIES OF THE POSITION: 1. Assumes responsibility for the management and monitoring of the Fair Park Early Childhood Center, and serves as a chief advisor to the Director of Early Childhood on matters pertaining to administration and early childhood program implementation in the Center. 2. Serves on such advisory groups and task forces as assigned by the Director of Early Childhood. 3. Has a working knowledge of the Early Childhood Program Standards and Assurances. 4. Implements the process whereby Center needs are identified. Alerts the Director of Early Childhood regarding needed logistical and consultative support in order to accomplish this task. 5. Creates a learning community of children and adults that promotes optimal child development and healthy families\nestablishes a personal relationship with staff\nworks with staff to function as a professional learning community\nmaintains a personal relationship and familiarity with the children and parents\nworks with parents to promote cooperation and understanding of the program 6. Administers, plans and oversees implementation of instructional preschool activities which promote developmentally appropriate student learning according to established guidelines. 7. Coordinates and facilitates curriculum development for the program\nworks with PRE to develop procedures for evaluating new programs, strategies, procedures\ncollects pertinent data\nworks collaboratively with PRE to analyze the data and prepares an annual report of the research. 8. Maintains records of each child's growth\nensures the needs of individual children are met\nrefers children to support services within the community as needed. 9. Formulates and develops policies, procedures, rules regulations, programs and activities related to the Center's programs and services\ndevelops and implements plans for the personnel in areas related to special needs, recruiting students, selecting program staff and estimating and ordering needed equipment and supplies. 10. Assists in the development of the annual preliminary preschool budget\nanalyzes and reviews budgetary and financial data\ncontrols and authorizes expenditures in accordance with established limitations, maintains an inventory of all equipment, furniture and costly instructional items. 11. Trains and evaluations the performance of assigned staff\ninterviews and selects employees and recommends transfers, reassignment, termination and disciplinary actions. 12. Implements immediate and long-term objectives adopted by the Fair Park Advisory Committee and the Fair Park Early Childhood Center Leadership Team. 13. Establishes partnerships with program staff, family members, board members, community representatives, civic leaders, and other stakeholders to design and improve services for children and their families. 14. Communications with other administrators, personnel, departments and outside organizations to coordinate activities and programs, resolves issues and conflicts and exchanges information. 15. Advocates on behalf of high-quality services to meet the needs of children and their families\ncooperates with state and community organizations in providing information to the public on the need for research related to effectiveness of early childhood education for preparing children for school. 16. Maintains membership in professional organizations and associations related to early childhood. 17. Cooperates with the Center's Resource Facilitator and other agencies in the development and presentation of parent education and involvement workshops\nassists in organizing recruiting volunteers and speakers\nprepares and delivers oral presentations to\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":7,"next_page":8,"prev_page":6,"total_pages":47,"limit_value":12,"offset_value":72,"total_count":561,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":560},{"value":"Sound","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Little Rock School District","hits":90},{"value":"Arkansas. Department of Education","hits":72},{"value":"Office of Desegregation Monitoring (Little Rock, Ark.)","hits":53},{"value":"United States. District Court (Arkansas: Eastern District)","hits":28},{"value":"North Little Rock School District","hits":6},{"value":"Arkanasas State University. Office of Educational Research and Services","hits":5},{"value":"Office of Education and Lead Planning and Desegregation","hits":5},{"value":"Center for Research in Educational Policy, University of Memphis, Memphis, Tennessee","hits":3},{"value":"Ross, Steven M.","hits":3},{"value":"William Gordon Associates","hits":3},{"value":"Area School Advisory Committee","hits":2}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"Educational statistics","hits":561},{"value":"Education--Arkansas","hits":560},{"value":"Education--Evaluation","hits":398},{"value":"Little Rock School District","hits":371},{"value":"Little Rock (Ark.)--History--20th century","hits":351},{"value":"School improvement programs","hits":174},{"value":"Educational law and legislation","hits":173},{"value":"School integration","hits":171},{"value":"Education--Finance","hits":152},{"value":"School management and organization","hits":151},{"value":"Little Rock (Ark.)--History--21st Century","hits":143}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Intervenors, Knight","hits":1},{"value":"Wright, Susan Webber, 1948-","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Little Rock Central High School Integration","hits":3}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, Arkansas, 34.75037, -92.50044","hits":560},{"value":"United States, 39.76, -98.5","hits":559},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":549},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":481},{"value":"United States, Arkansas, Chicot County, 33.26725, -91.29397","hits":1},{"value":"United States, Massachusetts, Middlesex County, Cambridge, Harvard University, 42.377, -71.11666","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Arkansas","hits":560},{"value":"Massachusetts","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1994","hits":129},{"value":"1995","hits":120},{"value":"1996","hits":107},{"value":"1993","hits":97},{"value":"1997","hits":93},{"value":"1992","hits":85},{"value":"1998","hits":82},{"value":"1999","hits":81},{"value":"2000","hits":78},{"value":"1991","hits":77},{"value":"2001","hits":72},{"value":"2003","hits":62},{"value":"1990","hits":53},{"value":"2002","hits":53},{"value":"2004","hits":50},{"value":"2005","hits":47},{"value":"1989","hits":39},{"value":"2006","hits":31},{"value":"1988","hits":24},{"value":"2010","hits":21},{"value":"2008","hits":19},{"value":"2009","hits":17},{"value":"2007","hits":15},{"value":"1986","hits":14},{"value":"1987","hits":13},{"value":"2013","hits":13},{"value":"2012","hits":11},{"value":"2011","hits":9},{"value":"1984","hits":8},{"value":"1985","hits":8},{"value":"2014","hits":6},{"value":"1974","hits":4},{"value":"1975","hits":4},{"value":"1976","hits":4},{"value":"1977","hits":4},{"value":"1978","hits":4},{"value":"1979","hits":4},{"value":"1980","hits":4},{"value":"1981","hits":4},{"value":"1982","hits":4},{"value":"1983","hits":4},{"value":"1973","hits":3},{"value":"1950","hits":2},{"value":"1951","hits":2},{"value":"1952","hits":2},{"value":"1953","hits":2},{"value":"1954","hits":2},{"value":"1955","hits":2},{"value":"1956","hits":2},{"value":"1957","hits":2},{"value":"1958","hits":2},{"value":"1959","hits":2},{"value":"1960","hits":2},{"value":"1961","hits":2},{"value":"1962","hits":2},{"value":"1963","hits":2},{"value":"1964","hits":2},{"value":"1965","hits":2},{"value":"1966","hits":2},{"value":"1967","hits":2},{"value":"1968","hits":2},{"value":"1969","hits":2},{"value":"1970","hits":2},{"value":"1971","hits":2},{"value":"1972","hits":2},{"value":"2015","hits":1},{"value":"2016","hits":1},{"value":"2017","hits":1},{"value":"2018","hits":1},{"value":"2019","hits":1},{"value":"2020","hits":1},{"value":"2021","hits":1},{"value":"2022","hits":1},{"value":"2023","hits":1},{"value":"2024","hits":1}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"1950","max":"2024","count":1633,"missing":0},{"name":"medium_facet","items":[{"value":"documents (object genre)","hits":289},{"value":"reports","hits":193},{"value":"exhibition (associated concept)","hits":34},{"value":"legal documents","hits":24},{"value":"agendas (administrative records)","hits":17},{"value":"handbills","hits":16},{"value":"minutes (administrative records)","hits":16},{"value":"judicial records","hits":13},{"value":"correspondence","hits":3},{"value":"prints (visual works)","hits":3},{"value":"project management","hits":3}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":561}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Office of Desegregation Management","hits":560}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"Butler Center for Arkansas Studies","hits":561}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":560},{"value":"Collection","hits":1}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":561}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}