{"response":{"docs":[{"id":"bcas_bcmss0837_563","title":"Principal selection process, Magnet Review Committee's role","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":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School principals","Educational law and legislation","Parents"],"dcterms_title":["Principal selection process, Magnet Review Committee's role"],"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/563"],"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\nsr\nMAGNET REVIEW COMMITTEE'S ROLE IN PRINCIPAL SELECTION PROCESSMagnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Donna Grady Greer Executive Director (501) 758-0156 received July 21, 1994 JUL 2 2 1994 Office of Desegregation Monitoring Ms. Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ann: Thank you for requesting information needed to address questions that have arisen regarding the Magnet Review Committee's role in the process Little Rock School District used to fill interdistrict magnet school principal positions We have responded to each for the 1994-95 school year. The necessary point to the best of our ability, documentation is attached and enumerated for easy reference. Thank you for your attention to this important matter. Sincerely, Dr. Bobby Altom, Chairperson Magnet Review Committee BA/DGC:sl Attachments1. The date{s) the MRC reviewed the procedures the LRSD used in recommending staffing assignments for magnet school principal vacancies. (Ref: June 27, 1994 letter to the Court) The Magnet Review Committee held a special-called meeting on Thursday, May 12, 1994, for the purpose of discussing Little Rock School District's procedures used to recommend staff assignments for magnet school principal vacancies. 2. A list of the MRC members who participated in each review session. All MRC members were present at the May 12, 1994 meeting: Dr. Bobby Altom, PCSSD - Chairperson Dana Chadwick, NLRSD Oliver Dillingham, ADE Marcia Harding, ADE Evelyn Jackson, Joshua Intervenors Estelle Matthis, LRSD Dana Chadwick, NLRSD, was absent from the June 27, 1994 meeting\nMarcia Harding, ADE, and Oliver Dillingham, ADE, were unavailable for the July 18, 1994 meeting. 3. The minutes of all review sessions. The minutes of the meetings which addressed items mentioned in number 1. above are attached as a part of this information packet. These meetings took place on May 12, 1994, June 27, 1994 and July 18, 1994. 4. A copy of the procedures which were \"previously presented to the MRC with reference to original magnet school principal positions\n\" indicate the date the MRC received these procedures\nindicate the date they were disseminated to each Committee member. (Ref: June 27, 1994 letter to the Court) The procedures were discussed as a part of the May 12, 1994 and June 27, 1994 meetings. The written copy of these procedures was disseminated at MRC's July 18, 1994 meeting and are attached as a part of this information packet.5. The date(s) and names of MRC members who participated in identifying the \"appropriate action\" the MRC has determined it will take to ensure that the LRSD administration fulfills its obligation to follow the Court's Order for future staffing changes in the original magnet schools. Provide minutes of that meeting. (Ref: June 27, 1994 letter to the Court) The MRC held a special-called meeting on July 18, 1994 to discuss and formulate language which will guide the Little Rock School District and the Magnet Review Committee discussions regarding consultations on original magnet school vacancies. Members present at the July 18, 1 994 meeting were: Dr. Bobby Altom, PCSSD - Chairperson Dana Chadwick, NLRSD Evelyn Jackson, Joshua Intervenors Estelle Matthis, LRSD 6. The minutes from all other MRC meetings in which the principal selection process was considered in any way. Indicate those who were present at those meetings. The minutes are included as a part of this packet. The list of members present is a part of the minutes. 7. The datefs) and copies of correspondence through which the MRC learned of each impending principal vacancy in a magnet school for the 1994-95 school year. The Little Rock School District customarily informs the Magnet Review Committee of magnet vacancies via job announcements placed in the MRC school mailbox at LRSD's Central Office. Copies of the job descriptions are attached. 8. For each of the following, a copy of the written information, the date that information was committed to writing, and the date it was disseminated to all Committee members: a. The written procedures that guide the MRC in relation to selection of principals of the magnet schools. copy attached - Interim Order Enforcing Mandate of Court of Appeals Date Committed to Writing: Date Disseminated: March 4, 1987 March 4, 1987b. The written MRC policy or guidelines about using interview committees in selecting magnet school principals. copy attached - Interview Protocol and Selection of Applicants, School Principals Date Committed to Writing: Date Disseminated: June, 1 994 July 18, 1994 c. The written annual timeline the MRC follows in relation to principal selections. No specific written timeline is followed\nhowever, notification of staff vacancies is noted at the annual review sessions for the interdistrict magnet schools budgets, which begin in March before each school year. d. Any written guidelines, suggestions, or criteria the MRC may have established regarding principal qualifications, characteristics, experience, or other criteria, especially as it relates to the individual theme, programmatic emphasis, or other unique aspects of the individual magnet school community at each of the magnet schools. copy attached - Court Order \"Stipulation for Proposed Order Concerning Magnet Review Committee\" Date Committed to Writing: Date Disseminated: September 3, 1986 September, 1986 copy attached - Court Order Regarding the Role of the Magnet Review Committee Date Committed to Writing: Date Disseminated: July 2, 1987 July, 1987 copy attached - Court Order Regarding MRC's Request to Court on Staffing Date Committed to Writing: Date Disseminated: November 5, 1992 November, 1992 9. Copies of any patron or staff letters the MRC has received regarding the most recent principal selection process. Patron/staff letters received by the MRC are attached and separated by school.MAGNET REVIEW COMMITTEE MINUTES May 12, 1994 3 f the Magnet Review Committee was 1920 North Main special-called meeting o . held in the Magnet Review Committee Office, Street, North little Rock, Arkansas on Thursday, May 12, 1994 . A Arkansas on Members Present: Dr. Bobby Altom, PCSSD Chairperson Dana Chadwick, NLRSD Oliver Dillingham, ADE Marcia Harding, ADE Joshua Intervenors Evelyn Jackson, Estelle Matthis, LRSD m. by thanking all opened the meeting at 8:40 a.   to this special-called meeting. Dr. Altom MRC members for coming then provided a basis for requesting this meeting. He Dr. Altom reminded the Committee that when it became public that LRSD was principalship, he began to -- makina a change in principaisnip, nc making a the Court would Court Order because he was afraid the the staffing changes. 1992, Dr. Altom's In looking review the -- admonish the MRC regarding 5, ^^992, Dr. Altom s through the Court O^der expanded role from understanding was that th Altom polled each of the years past. Because of that. DrAltom p MRC members to see if they thought tn , expanded and the consensus was yes, they ai then contacted Dr. Dr. Altom --- , . this information with him. Williams They had a very unofficially to share cordial meeting. Dr. Altom noted that about two years ago , with regard to of became concerned about the themes budget cuts, ^,3 admonished the MRC for not the magnets. taking a more It now the MRC would come about the items in active role. together to make an the Court Order, page seemed appropriate that official statement 12. It s hould be pointed out that the following terms should be reviewed: 1) 2) 3) consult staff (who staffing changes it includes) (what does this mean)to the Court saying that The MRC will need to write a letter hnHv. this is what we believe and if this is not so. as a body, this is please tell us if you see it differently. H STAFFING Does it mean to give language says the Court decides, appropriate action The the MRC the authority to overturn? MRC merely states what the should be. STAFF When staffing changes administrators, or 3 are inade, does it mean teachers, support staff as well? This needs to be to determine who the critical MRC needs clarified because with regard to the theme. another magnet consist or a people are principal being assigned to staffing change? Does a magnet Estelle Matthis then asked for^an address the personnel issue. M\" executive session to Ms. Matthis said the Superintendent has Order and the MRC. every intention of working by the Court Dr. Williams wants to assure you that the district will advertise positions. etc. and will follow the procedure interview, make as in the past - to the MRC, the Board approves. recommendation __ abide by the Court Order. etc. He does plan to Ms to . Harding noted that in defining terms. should be clarified. surprise to this body. the term II prior Things should not come as a of some time f the Court filings ns. naiuxuy  13X1?'c Since then, this has ago f with regar have a come into play, and ^p^is was not tied to tiedomy to th. Ms. Harding said that some o budgeting process. related to that issues are Matthis said LRSD understands budgS Their Program Budget Guide governs daily Ms. Their Program activities. Dr Altom said he called Dr.  - - -- strongly about it. Williams' attention to RIF He told him the 5Sc SraTt^rCourt^for'a speUy resolution. Ms . understands the Matthis said that Judge Wright Mattnus __that unless the the assignment agreement. re-assignment The Sth Circuit says has an impact on desegregation. will go on. -2-reminded the Committee that Donna Grady Creer, Dr. Altom reminded the committee tnai uuuua v, , a Harding and Oliver Dillingham will be meeting with Wilhoit on May 23, 1994 with regard to the State s role Marcia Gene in monitoring. CONSULT said the critical item will be the timing in SL.rSnS.rS co:sJiC\"S\n=\nTSso-==e to the MBC first, and when? We have to get the timing down on this. Does LRSD come We have to Dr. Altom noted the definition of \"consult\" is \"to ask the This does not say you have are considered. advice or opinion of. II IS decision-making authority, but your thoughts _flofinition would be, \"consider by asking the combined definition would be, II c advice or opinion of.\" STAFF Ms. Harding noted that, in Judge Woods' court personnel. from earlier on, when staff came up it encompassed all certificated , . ---, these sked to make recommendations The MRC reviewed information that LRSD used MRC made personnel. -- , . that time for hiring purposes. prior to recommendations and changes with regard to thematic parts. Ms. Matthis s aid LRSD is basically of the same feeling. She also noted that LRSD says staffing is certificated positions. STAFFING CHANGE 1) The hiring of a person either a teacher, administrator, to come into a building and be support individual. or 2) The other has to do with the poss ibility of transfers. would mean that the II This ----- defined for both of these. prior to II II needs to be prior to II regard to posting a position, what does \"prior to mean. with regard to a mean with transfer, Ms 7 condition, the MRC should be thinking of . Harding said that under^any^^ individual. notified as soon as poss reassigning or making a representation the regularly-s transfer of an staffing changes. should report any cheduled meeting of the MRC. The LRSD etc. at -3-PROCEDURE Ms. Matthis said that she does problem to report at the MRC meeting every LRSD representation could give a not believe it would be a two weeks. The a status report when something is happening. Ms . a Creer noted that, just as a copy could be given vacancy is posted, immediately. normal procedure, when a to the MRC needed about looking at . Harding said clarification is non-certificated people also with regard to the budget. Ms would screen job postings T +- LJArr adeed that the MRC Office - ---- - - . the agenda for every MRC meeting and place these postings on with regard to staffing in magnet schools. hiring ys. TRANSFER ither hiring or transferring. Anv staffing change means either niring or QuLtion: MRC has always been comfortable with the Section process of hiring. That is acceptable. LRSD will consult with MRC before making change. What does It consult with II mean? Ms. Matthis said the procedure is: Post the position publicly\nApplicants apply to Human Resources\nhrmlications are checked by Assistant The applications are Superintendents\nSelection Committee reviews\nSrSrZ: clnStoSs'^o to superintendent for * consideration/possible interview\ncnncrintendent makes recommendation to the Board o P refl?s it back to the Selection Committee and the job is re-advertised. With regard to a same etc. ? situation. the MRC will be looking at the meet the qualifications, will be'held in Session. The transfer, Does this person MRC should Discussions then report to the Court. Executive Ms. Harding has a concern - for change s to transfers. Williams says change as this relates ake would not be made. Dr. concerned, when they are Where transfers are -  .,uopr\u0026gt;ed to that information needs to be presented to if it has disruptive effects). -4- us involuntary, (particularlyThe Conunittee took a five-minute break. After the break, Estelle Matthis made a motion for the MRC to go into Executive Session to discuss peronnel changes at the original magnet schools, motion, and the motion carried unanimously. Marcia Harding seconded the After Executive Session, Estelle Matthis made a motion to return to Open Session, and Marcia Harding seconded the motion. The motion carried unanimously. Dr. Altom reported that no action was affirmed in Open Session. taken that needs to be letter will go to the Office of Desegregation\nreached consensus on In summary, a letter win go tu uie vxx Monitoring, indicating that the MRC has order the sentence on Page 12, of the Court uraer the language in dated November 5, 1992. A copy will be sent to all MRC members. The MRC does approve for the selection of principals. the LRSD selection process In order to be more pro-active in MRC will have on its regular agendaan item on the future, the staffing of magnet schools to address these issues in a more timely manner. brought to the table, Evelyn Estelle When no more business was , Jackson made a motion to adjourn the meeting. Matthis seconded the motion, and the The meeting was adjourned at 10. JU a.m. unanimously. MRC meeting will be on Tuesday, May 17, The next will encompass discussion 1994 and f the interdistrict magnet schools budget. o -5-MAGNET REVIEW COMMITTEE MINUTES June 27, 1994 Qf the Magnet Review Committee was 1920 North Main A special-called meeting _ the Magnet Review Committee Office, held in Street, North Little Rock, 1994 . Arkansas on Monday, June 27, Members Present: Dr. Bobby Altom, PCSSD - Chairperson Oliver Dillingham, ADE Marcia Harding, ADE Evelyn Jackson, Joshua Intervenors Estelle Matthis, LRSD Absent: Dana Chadwick, NLRSD Guests: Margaret Gremillion, Horace Smith, Associate Monitor Assistant Superintendent - LRSD ODM The meeting .s called to order at 1:05 p  by Chairperson called to He explained the meeting was  a.he nrncess used in the recent selection of magnet examine th p , , ------- agreed in its letter to the Court telling Dr. Bobby Altom. school principals and because May 12, 1994 meeting to send a _ rnnrt of MRC's opinion regarding its rol chool principals the Court of MRC's opinion selection in magnet schools. staff Dr. Altom noted that two items will be discussed: Dr 1) 2) The unapproved minutes MRC meeting\nof the May 12, 1994 the Court outlining  1994 The May 18 , 1994 letter to ... _  had delineated in its May 12, what the MRC had delineateo in xuo what the iterpretation  the meeting in used in Judge Wright s Order describing MRC's input in November 5, 1992 Court original magnet staffings. of the May 12, T T A reading of the minutes . Altom called f ^nd a few corrections, MX L.CX _____________ TmniTbPA 1994 meeting. Oliver Dillingham made a motion to approve the minutes andEstelle Matthis seconded the motion, unanimously. The motion carried . Matthis opened the discussion by outlining the process  - . She noted that LKbU Ms. -------- , . T.RSD uses in selection of principals. LKbu uses in three parents to serve asks PTA presidents for the names on the principal' s\n------  1. j with regard to race and gender. selected for the committee, one black and one white, and Central Office administrators are These people submissions are one interview team, and LRSD looks at these Two teachers curriculum person. ... Assistant Superintendents, for elementary schools. represented by two the selection committee make up Secondary schools follow the same procedure as but incentive schools have staffing committees. noted above, including a representative of the Joshua Intervenors. Once all the people for the selection committee are to them notifying them to serve Ms. question as wanted five parents to be included. Ms. Matthis and five teachers. -----worked, and she also jioted that explained how the .^.ted when' they get to parents could asK quesuj-uho j___rorrpqbprt to the interview process. However, parents were requested to ask the same questions of all applicants. If an applicant Most applicants had no school itctiealiy given ere an - principal, they^ applied for the Gibbs job. an audience. , . and one specialist one principal Once the applicants.had been were given for the interviews. identified, dates and times Letters were sent to the participants telling them of the dates and times. The procedure for the interviews went as follows: A listing of all brought in and a included in this A list of questions was told that n want to however, you ask applicants a question, that's fine\n_______4- t-bAt- same question to all if you candidates. II must ask that same ques-- -- A rating sheet was included in the folder also, participants. and it was explained to committee The rating sheet is one committee members were\nby their first choice. process. ' applicants part of the whole asked to rank evaluation etc., and the -2-After that, committee tries to come to a consensus. there will be questions from the interview team. Ms. Harding asked what happens if there is a the committee cannot reach a consensus. Ms. situation where Matthis said the committee reports back to the Superintendent and notifies him that no consensus has been reached. At that point, the job will be re advertised. Ms. Matthis noted that State law gives the Superintendent transfer personnel. responsibility to re-assign or Matthis and Ms. Ms. Harding asked Ms. are such large numbers in movement. Gremillion why there They noted that options are such large numoers ru j for staff to take the early retirement incentives have created a lot of the open positions. At this point, Ms Committee go into interdistrict magnet schools. Matthis requested that the Magnet Review Executive Session to discuss personnel for the Ms. Harding made a motion to go Ms. Matthis seconded the motion, unanimously. into Executive Session, The motion carried and When Executive Session was completed, Ms. Harding made a the MRC meeting and Estelle Matthis The motion carried unanimously. was motion to re-convene seconded the motion. Dr. Altom reported the He suits of the Executive Session, record in a letter to the Court that LRSD has followed re said the MRC will go on , . . stating that the MRC does not believeL-v the Court Order of Judge Wright when it says that nic vuuiu ______ MDr anri Tnn.Qt se in the consult the MRC and must seek Court in the future, the LRSD must  future, on making any staffing changes The MRC does not believe that that permission prior to magnet schools.\" 1 consultation was made. II record that MRC sure that the interview have integrity. in the letter, ork with the the Court Order is followed for 1----- - future original magnet staffing changes. When no further business was motion to adjourn Evelyn Jackson made a brought before the Committee, the meeting and r VeXVIl ul dw rfc oA *  - The motion carried m. -3-MAGNET REVIEW COMMITTEE MINUTES July 18, 1994 Al -railed meeting of the Magnet Review Committee was he?rs thriXt R^iew committee Office 1920 Morth Mam North Little Rock, Arkansas on Monday, July 18, A the Magnet Review Committee Office, Street 1994 . Members Present: Bobby Altom, Dana Chadwick, NLRSD PCSSD - Chairperson Evelyn Jackson, Joshua Intervenors Estelle Matthis, LRSD Absent: Oliver Dillingham, ADE Marcia Harding, ADE , , __phAimerson, called the meeting to order at He informed the Magnet meeting was l?:T^_'^^^^^gpriicipalship at Carver Dr. Altom asked for a motion to and Estelle Matthis provided the 2:05 p.m. being called to discuss District's recommendation Elementary Magnet School. go into Executive Session Dana motion. caiTiried. unanimously  Chldwick seconded the motion, and the motion Matthis made a motion to When Executive Session return the motion. The motion general session. Dana Chadwick made a motion that hail, after hearing the Little entative regarding the Rock school District's . ....... ,s,.ot,on orooess of Carver selection process --- of the LRSD ^^tthis seconded the principal recommendation jea unanimously. motion, and the motion Dr. Altom said the 1 recapped the events of the Executive Session. -- will submit, by way of He Magnet Review Committee will suomtt  formal letter to the n Desegregation Monitoring, the action meeting. As a part of the letter. 1 taken during this a statement will be madenot believe that the that the Magnet Review Committee does been done in as timely a fashion as But, the late date, the fact principals are already under contract and the belief that magnet school -to meet and support that individual. The process has would like. what the MRC parents are anxious  ---- -. Maqnet Review Committee does support_the selection. Rock School District did provide a more in depth for selection of the Carver Little discussion of rationale principal. the By consensus, the Magnet Review Comttee MrI on letter to Dr. Williams asking him to work with the MRC on nrocedures or policies affecting staffing of the original magnet schools. The MRC will ask him to work with the MRC regarding the following items: of vacancies arising\ntimely notification . for recruitment of candidates\nthe procedures for candidates\nscreening procedures---- ,-4.+.^^. of the interview committee, make-up selection UlciJS.c:Ui/ ------------------------------- , the development of the interview itsel , considered for the written criteria or factors . . of the final principal selection, removal of magnet school selection reassignment and/or principals. The MRC will ask him to help might be appropriate for pr\nmagnet schools. p look into any changes that incipal job descriptions in the When no further business was brought before the Committee, motion to adjourn the meeting and The motion carried was Estelle Matthis made a Dana Chadwick seconded the motion, unanimously, and the meeting was a adjourned at 3:05 p.m. -2-5. Verbal Communication/Instruction to Interview Teams INTERVIEW PROTOCOL V Prior to the consideration and selection of Interview Committees for the 1994-95 principalships at various schools in the district, a meeting was held on May 31, 1994, to discuss the interview protocol to be used. It was agreed between the participants that although there was no written procedure or policy, there has been a well-known long-standing past practice of interview protocol. The above-mentioned interview protocol was to be used for selection of the 1994-95 principalships. It was further agreed that this protocol would be documented and incorporated into the Personnel section of the Policy and Procedures Manual. Attending the meeting were Mrs. Estelle Matthis, Deputy Superintendent\nMr. Brady Gadberry, Director of Labor Relations\nand Dr. Richard Hurley, Director of Human Resources.! ij LITTLE ROCK SCHOOL DISTRICT EPS CODE: GCAB SELECTION OF APPLICANTS SCHOOL PRINCIPALS 1. Persons desiring employment as a School Principal shall file an application in writing (Resume, letter of intent, or vitae are acceptable for the initial contact. District application forms will then be provided for applicants not currently employed with Little Rock School District.) 2 . 3 . District administration officials will screen the applicants for acceptability. Taken into consideration are certification, experience, education, performance reviews, and references. The Deputy Superintendent and/or the Assistant Superintendent(s) will prepare a list of interview questions to be used in the interview process. 4 . The Human Resources Director will review the questions for appropriateness regarding legal issues (ie: E.E.O., Affirmative Action, Americans with Disability Act, etc.) 5. An interview committee will be selected/appointed, as follows: Three Two Three (3) (2) (3) Parents/Patrons Teachers Administration Representatives Note:1 Note:2 Note:3 1. The Parent/Patrons representatives will be selected by a process: designated by the PTA president of the 2. of the affected school. The teacher(s) representatives shall be from the affected school and appointed by the Administration. 3 . The Deputy Superintendent appropriate staff - Assistant (in consultation with Supervisors, and Principals) Superintendents, Administration representatives. may designate the *NOTE: The committee's composition shall be balanced, as nearly as possible, by race and gender.1 r.' t, t \u0026lt; LITTLE ROCK SCHOOL DISTRICT 6 . 7. 8 . 9 . 10. a J 3 EPS CODE: GCAB The interview committee shall meet to interview and recommend candidates. The interview committee will he provided folders containing the following: 1) 2) 3) 4) An interview schedule The approved interview questions An approved candidate rating form The applicant's application materials The interview committee shall interview the applicants and complete the ratings sheet. The committee, through consensus, will agree upon and submit a recommendation of the top three (3) candidates to the Superintendent. '* (Note: Although the applicants are rated, the ratings are only for use in reaching consensus and need not be the sole basis for selecting the recommended candidates.) The Superintendent shall review the recommendations of the Interview Committee and select the applicant to be submitted for Board approval. The Superintendent may at his/her option, reject each of the three (3) applicants and require that the committee reconvene to determine new recommendations. Once the Superintendent has selected an acceptable applicant, he/she will submit that individual's name to the Board of Directors for approval. If the applicant is currently serving as a Principal, the Superintendent may reassign the Principal and advise the Board of the lateral transfer. When approved, the candidate shall receive a contract which details his information. salary. pay grade. and other pertinent PLEASE POST LITTLE ROCK SCHOOL DISRICT 810 WEST MARKHAM STREET little rock, ARKANSAS 72201 PLEASE POST May 10, 1994 now accepting applications for Rock School District is the 1994-95 school year. The Little the following positions for POSITIONS: Principals - Six (6) Positions __\n- (1) williams Magnet Magnet (1) Carver Magnet (1) Franklin (1) Gibbs (1) Mitchell Incentive (1) Rightsell Incentive Incentive qualifications: 1. At least five (5) years experience administrator. as a teacher and/or 7 2 . A master's degree or higher certification as an e with eligibility for Arkansa lementary principal.... s 3 . Evidence of strong organizational skills. 4 . Knowledge of ing methods. curriculum development and successful teach 5. Demonstrates and will learn in the conviction the Little 6. 7 . 8. students can learn that all -.\nRock School District. Evidence of strong experience in dealing with student problems. Evidence of involvement. Evidence successful experience with parent and staff of a strong commitment to quality desegregated education. evidence of THESE BASIC performance RES PONS IB. IES: 1. Assumes re\nof his/her sponsibility for the management -- chief advisor and monitoring to the 2 . school, and serves as a^cni^t superintendent v-t-a i ni na ^KadmKiSli?2n^ budget, and S'S?ts%\nRainin, to . implementation in matters program his/her school. and Works with _ . priorities program staff and patrons and goals to determine for his/her educational school.^^^^^?|rFORMANCE RESPONSIBILITIES: (Continued) BASIC 3 . Implements the proces s whereby school-level educational 4 . 5 . 6. 7 . 8 . Informs the appropriate oroorams needs are identified. Lsociate/Assistant Superintendent regarding needs are needed logistical and consultative accomplish this task. support in order to Serves on and task forces as assigned by the appropriate such Ovisory^groups^^..^-^--^^ -superintendent. the development of educational programs Oversees - plan for implementing them on the school level. and the Works with supervisory and building staff to make the necessary program changes. Assumes responsibility for evaluation of all personnel Assumes responsibility Assumes administrative tasks. EVALUATION: Performance Evaluation conducting the performance assigned to his/her building. for all record keeping and other luated annually in i-hiq -iob will be evaluated annuaixi , -Visions Of the Board  s pel i=y of Administrative Personnel. on ORGANIZATIONAL PETATIONSHIP. Reports to the Deputy Superintendent. SAIARY and TERMS: Schedule - An Month Contract 'MuSSarsLpd, car Allouance Eleven (11) - ! and Benefits plus application DEADLINE: 1994, or any time Mav 19, 1994 , or any recommended and approve later until satisfactory applicants are SEND WRITTEN LETT_ERS OF INOUITVJTQ: Hurley Dr. Richard Resources School District Director o T ittle Rock--- 810 West Markham Street Little Rock, AR 72201Principals NOTE: IN THE ABOVE POSITION MUST INDIVIDUALS WHO ARE INTERESTED COMPT ETE A VERY RIGOROUS SELECTION PROCESS . ,,m BeSuS an individual applies FOR A POSITION DOES NOT ---- INTERVIEW WILL BE CONDUCTED. THEREFORE necessarily mean that an for Desegregation. It is criminate the policy of the Little Rock on the basis of age, sex. sex, School District not to discolor, religion, national activities disability in its educational programs, origin, employment practices. or orLITTLE ROCK SCH. DIST. v. , PULASKI CO. SP. SCH. DIST. 363 cite BS 6S9 F.Supp. 363 (E.D.Afk. 1987) Faulkner\nBob Moore: Don Hindman\nShirley Lowery: Sheryl Dunn\nDavid I i of .P. f MSP Sain: Bob Slender\nGrainger Williams\nRichard A. George A. Giddings\nMcCrary: Buddy Raines\nWard, Defendants, and Dale Katherine Knight, Individually and as President of The Little Rock Classroom Teachers Association (LRCTA)\nLRCA\nEd Bullington, Individually and as President of The Pulaski Association of Classroom Teachers (PACT)\nPACT\nJohn Harrison, Individually and as President of The North Little Rock Classroom Association (NLRCTA): NLRCTA: and Milton Jackson, Individually and as Certified Educational Support Employee of the Little Rock-5chool District, Lorene Joshua, as next friend of minors Leslie Joshua, Stacy Joshua and Teachers NLRCTA\na Non- ! i j 1 I. nors Lesue josnua. ouuvj Wayne Joshua\nRev. Robert Willing- ham\nSara Matthews, as next friend of nmiit kjo*** * 1 Khayyam Davis, Alexa Armstrong and Karlos Armstrong\nMrs. Alvin Hudson, friend of Tatia Hudson\nMrs. as next next friend of Parsha Hilton Taylor, as . Taylor, Hilton Taylor, Jr. and Brian Taylor, Rev. John M. Miles as next friend of Janice Miles and Dereck ineuu -. Miles\nRev. Robert Willingham on be- half of and as President of the Little Branch of the NAACP: Lorene Joshua on behalf of and as President of  Rock Branch of Rock the North Little NAACP, Intervenors. No. LR-C-82-866. 1 s: Q} d o =r little rock school district. Plaintiff, United States District Court, E.D. Arkansas, W.D. vD CO COUNTY SPECIAL SCHOOL Tffl So\"b'SUU.e ROCK of Education\nWayne Hartsfield\nWal- A. Haines: Jim ter Turnbow\nHarry  Dupree\nDr. Harry P. McDonald\nRob- e^rt L. Newton: Alice L. Preston\nJeH Starling\nEarle Love\nBob Lyon\nJohn Ward\nJudy Wear\nLeon Barnes\nMa- Gosser\nSteve Morley, Mac Jeff rianna Feb. 27, 1987. Order March 4, 1987. School % ! desegregation plans were submitted. The for the Eastern District United SUtes District Court of Arkansas, 59/ RSupp 1220, held that countywide inter- [1059] il ii .1 I  1ll- il. r\u0026lt;' 364 659 FEDERAL SUPPLEMENT ji district remedy had to be utilized to correct countywide interdistrict violations. Ap- peals were taken. The Court of Appeals, Heaney, Circuit Jude, 778 F.2d 404, held that violations could be remedied by less intrusive measures and remanded. On remand, the District Court, Henry Woods, J., held that: (1) stipulations between State Board of Education and defendant school I Education and defendant school districts, ______ ________ whereby districts proposed to desegregate segregate schools, inter alia, by allowing schools, inter alia, by allowing black and white students who were in ratio majority at their respective schools to transfer to districts, whereby districts proposed to deI J J i I black and white students who were in racial majority to transfer to other schools within any participating district, would be approved in its entirety\n(2) plan for desegregation of school district, whereby district agreed to develop numerical goals and timetables for recruitment and promotion of blacks to administrative positions within school system, to provide early childhood program to identify and provide special assistance to black children who continued to suffer trickle-down effects of past segregation, and to improve participation of blacks in gifted and talented programs by using racially neutral screening tests, would be approved in all respects\nand (3) that portion of school districts plan for desegregation, which proposed to correct overrepresentation of blacks in special education classes through use of culturally unbiased screening and subsequent monitoring, and to assure black student participation and extracurricular activities by affirmative recruitment plan, would also be approved. So ordered. See also, 805 F.2d 815. r 1. Schools =13(14) Magnet review committee report and related stipulations, whereby defendant in school desegregation case agreed to use 50-50 black to white ratio for magnet program enrollment while allowing students presently enrolled at existing magnet schools to continue in those schools as appropriate, would be approved in their entirety. 2. Schools \u0026lt;5=13(14) In school desegregation case, students who were presently enrolled at magnet Rock, Ark., for plaintiff. [1060] schools would be allowed to finish their education at such schools, where evidence was presented that involved parents had contributed greatly to schools' success. J i 3. Schools \u0026lt;5=13(14) Stipulations between Suite Board of other schools within any participating district, would be approved in their entirety. 4. Schools \u0026lt;s=13(6) Plan for desegregation of school district, whereby district agreed to develop numerical goals and timetables for recruitment and promotion of blacks to administrative positions within school system, to provide early childhood programs to identify and provide special assistance to black children who continued to suffer trickle- down effects of past segregation, and to improve participation of blacks in gifted and talented programs by using racially neutral screening tests, reflected solid and workable approach to end segregation in district and would be approved in all respects. I t i I i Order 5. Schools \u0026lt;5=13(6) That portion of school districts plan for desegregation, which proposed to correct overrepresentation of blacks in special education classes through use of culturally unbiased screening and subsequent monitoring, and to assure black student participation in extracurricular activities by affirmative recruitment plan, would be approved. I t i I P.A. Hollingsworth, Philip . Kaplan, Janet L. Pulliam, John M. Bilheimer, Little II I C 1 LITTLE ROCK SCH. DIST. v. PULASKI CO. SP. SCH. DIST. die 0 659 F.Supp. 363 (E.D.Ark. 1987) Wright, Lindsey \u0026amp; Jennings, Little Rock, Ark., Neal, Gerber \u0026amp; Eisenberg, Chicago, Ill., for Pulaski County Special School Dist., No. 1, Mac Faulkner, Bob Moore, Don Hindman, Shirley Lowery, Sheryl Dunn, David Sain and Bob Stender. C.R. McNair, III, Asst. Atty. Gen., Sharon Streett, Dept, of Educ., Little Rock, Ark., for Arkansas State Bd. of Educ., Wayne Hartsfield, Walter Turnbow, Harry A. Haines, Jim Dupree, Dr. Harry P. McDonald, Robert L. Newton, Alice L. Preston, Jeff Starling and Earle Love. Jack, Lyon \u0026amp; Jones, Little Rock, Ark., for North Little Rock School Dist., Bob Lyon, John Ward, Judy Wear, Leon Barnes, Marianna Gosser and Steve Morley. Stephen L. Curry, Little Rock, Ark., for Grainger Williams, Richard A. Giddings, George A. McCrary, Buddy Raines and Dale Ward. Theodore Shaw, New York City, John W. ill 365 tion of the magnet school plans of the other parties and a critique of the plan of the Magnet Review Committee. At the 1 close of the testimony on January 30, I suggested that the parties again confer and attempt to reach an agreement on the magnet school portion of the Eighth Circuit mandate. (R. 568-69). El] On February 17, 1987, the hearing was resumed to take up not only the mag- net school issues but also the student as- signment plans submitted by the Pulaski County Special School District (hereafter PCSD), the North Little Rock School District (hereafter NLRSD), and the Little Rock School District (hereafter LRSD). The three districts and the State Department of Education then advised the court that they had agreed by stipulation to a magnet school plan for the County which had been submitted to the Magnet Review Committee and approved by the latter. (R. 577). In open court the Joshua intervenors advised that they had no objections to the I Walker, Little Rock, Ark., for intervenors stipulation and were in general agreement Joshua, et al. Richard Roachell, Cearley, Mitchell \u0026amp; Roachell, Little Rock, Ark., for intervenors Knight, et al. INTERIM ORDER ENFORCING MANDATE OF COURT OF APPEALS HENRY WOODS, District Judge. In conformity with the opinion of the Court of Appeals dated November 7, 1985, 778 F.2d 404 (Sth Cir.), and the ensuing with its terms. Since the Knight intervenors had not been party to the negotiations leading to the stipulation, they declined to approve the plan but interposed no objection thereto. I have examined the stipulation in detail. In my opinion it is an excellent compromise of the many complex issues involved in magnet schools. The stipulated settlement is in all respects approved. A copy of the stipulation is attached hereto as Exhibit A and is incorporated by reference in this order. All of the parties except the Joshua and Knight intervenors have also stated in open I I 'Im I\nII I' I I mandate, a hearing was held on January court that the provisions of the Magnet Review Committee Report dated January 29-30, 1987, to consider the recommendation of the Magnet Review Committee concerning the locations, themes, dates, operation, transportation, seat allocations, tar- 22, 1987 (MRC) not superseded by Exhibit A were stipulated as binding on the three districts and the State Board of Education. (R. 582-21). The Magnet Review Commit- I geted ratios, and administration of the magnet schools in this county. January We Report is attached hereto as Exhibit B. 1 i 29th and 30th were devoted to testimony adduced by the Magnet Review Committee on behalf of its plan. The hearing was adjourned to continue the week of February 17, 1987 a presenta- The stipulation and agreement as aforesaid are approved in all respects. On behalf of all the parties, the attorney for the Little Rock District dictated into the record some minor supplemental under- [1061] I 1'I t / \u0026gt;1 1 366 659 FEDERAL SUPPLEMENT standings in connection with Exhibit A. (R. 577). These understandings have been reduced to letter form and have been marked as Exhibit C to this order and are implementation of the magnets including: renovations, teacher recruitment, staff incorporated herein by reference. These understandings are approved as supplemental to Exhibit A. [2] One issue remains with reference to the magnet schools presently in existence. That is the question of whether the students presently at the three magnet schools should remain and finish at the schools which they have been attending. Based on the evidence presented, I am convinced that the past success of these schools is the best argument for continuing the present student body as much as possible. Involved parents, black and white, of children attending these schools have contributed greatly to their success and have invested a huge amount of time and energy in making these schools outstanding. It would be a mistake in my opinion to dump these students and sUrt anew. There will of course be attrition and new seats available through graduation, but the students presently enrolled in Booker, Mann and Williams shall have a right to continue in these schools. The responsibilities of the Magnet Review Committee, as agreed by the three districts and the State Board of Education, training and development, community input i and involvement, and student recruitment. / The Joshua intervenors and the Knight intervenors have both asked for representation on the Magnet Review Committee by a voting membership. 1 am unable to comply with this request. The Court of Appeals set forth in clear and unequivocal terms the makeup of the Magnet Review Committee. At the request of all the parties, I did give the Joshua intervenors a non-voting member of the Committee. This was a modification agreed upon by all the parties that did not affect the basic structure of the Magnet Review Committee. The request of the Joshua intervenors and the Knight intervenors for a voting representation on the Magnet Review Committee is hereby denied. The financing of the magnet school plan has been stipulated\nit is approved as cov- appear at pages 1 and 2 of Exhibit B here- The Committee shall be financed as to. agreed by the parties with a budget of One Hundred Fifty Thousand Dollars ($150,000) with Seventy-Five Thousand Dollars ($75,- 000) or half to be paid by the State and Twenty-Five Thousand Dollars ($25,000) by each of the three districts. The MRC will necessarily work closely with the three districts and the State in order to have the six magnet schools ready for the 1987-88 school year. The MRC should report to the court on May 1, 1987, on July 1, 1987 and again on September 1, 1987 to inform the court of progress made in implementing the magnet schools. While the reports need not be lengthy, so as to be burdensome to the MRC, certainly the MRC reports should keep the court abreast of the status of critical aspects of ered in the stipulation (Exhibit A) and in the opinion of the Court of Appeals. In addition to the financing relating to magnet schools and to majority-to-minority transfers, there is only one other reference to state financing in the Court of Appeals decision. Little Rock School District v. Pulaski County Special School District, 778 F.2d 404, 435 (Sth Cir.1985): If the four all- or nearly all-black elementary schools as conditionally allowed by this Court in Clark v. Board of Education of Little Rock, 705 F.2d 265 (Sth Cir.1983), are retained in LRSD, compensatory and remedial programs of the type that we required for the nonintegrated schools in St. Louis shall be put into effect for the four schools. See Liddell v. State of Missouri, 731 F.2d [1294] at 1312-18 [Sth Cir.1984]. The additional cost of these programs shall be paid for by the Sute of Arkansas. Since there are no all-black schools in the LRSD student assignment plan, the conditions are not present which would trigger state financing of compensatory education, as is obvious from the above language. The Little Rock District has requested other funding from the State. None of the 1- ) I (10621 1LITTLE ROCK SCH. DIST. v. PULASKI CO. SP. SCH. DIST. 367 die u 659 F.Supp. 365 (E.D.Ark. 1987) funding is required by the Court of Appeals ruling. The States share of the magnet school funding will be considerable. It will Strain the already meager resources of assigned students to special education das- the State at a time when the State has committed itself to new standards for all Arkansas public schools. Although the blacks in Little Rock have suffered from the ravages of segregation, so have the blacks in every section and every county of the State. Significantly the new state standards provide for compensatory education for all students where performance is substandard. (State Exhibit MX 25). [3] The parties have agreed upon a sys- majority-to-minority tern for handling transfers. The stipulation setting forth this agreement, attached hereto as Exhibit D, is approved and is incorporated herein by reference. The three districts and the Joshua intervenors have also agreed upon a Pulaski County Education Cooperative \u0026lt; for staff development, distribution of audio visual resources, \"teacher center activities, purchasing and other cooperative efforts of mutual benefit. The stipulation establishing the cooperative venture, attached hereto as Exhibit E, is approved. After carefully considering the student assignment plan submitted by the PCSD, I have decided that it must be rejected for the reasons set forth in the record at pages ------------- was 61517. The district was given two weeks I I \"i 1 to submit an alternative plan. At the time the Countys student assignment plan is considered, the court will deal with the other criticisms set forth by the Court of Appeals. The broad outline of the student assignare currently underrepresented. Supple- mentally the NLRSD has agreed to develop uj ______-____  numerical goals and timetables for increas- been*awaiting the resolution of the magnet jpg the number of blacks to these positions, school issues. The Little Rock District is (Supplement plan 2.1). ment plan submitted by the LRSD is hereby approved. DeUiled assignments have I hereby authorized to proceed with its stu- as submitted to the dent assignment plan court in March, 1986. [4] The North Little Rock School District was found to have purposefully comii mitted a number of segregative acts, including the following which had an interdis- trict effect\n(a) failed to assign blacks to its crict eiiecu w ----------------- , , xit non central administration or to high school ehminated^^RbD principalships and coaching positions\n(b) concentrated whites in schools north of and blacks in schools south of Interstate 40\n(c) sifications on a discriminatory basis and (d) failed to apportion the burdens of transportation equally on black and white students. Little Rock School District v. Pulaski County, 584 F.Supp. 328, 353 (E.D.Ark. 1984). These findings were affirmed by the Court of Appeals. Little Rock School District V. Pulaski County Special School District, 778 F.2d 404, 422 (Sth Cir.1985). In March, 1986, the NLRSD submitted an implementation plan designed to remedy the interdistrict effects of its constitutional violations. (March plan). Subsequently, in October of 1986, the NLRSD submitted a supplement to its implementation plan (supplement plan) which addressed remediation of intradistrict impact of its prior segregative acts. The NLRSD student assignment plan, the Storm Plan, has been in effect for a number of years. When properly implemented, the Storm Plan provides for a constitutional student assignment system and for equitable busing burdens between blacks and whites. According to its March plan, all NLRSD schools are currently desegregated and deficiencies found by this court have been corrected. This evidence 1 I I I I'ii iill II uncontradicted at the June, 1986 hear- The NLRSD plan includes a detailed staff recruitment component which, if implemented, should result in substantial gains in the area of recruitment and promotion of blacks to positions where they Remediation of the unconstitutional overrepresentation of blacks in special education classes consumes most of the NLRSDs March implemenUtion plan. As with the rest of its plan, if put into effect as proposed, the imbalance caused by the categorization of inordinate numbers of black students as retarded would be has suggested several [1063]VMXfc-u---- 368 659 FEDERAL SUPPLEMENT { / J important monitoring procedures to insure compliance. (Supplement plan, 3.1). The NLRSD supplement plan also addresses remedies for intradistrict segregative acts. In the area of compensatory education for black children who continue to suffer the trickle-down effects of past segregation, the NLRSD plan proposes an early childhood program. The program includes a testing process so that educationally disadvantaged children, both black and while, can be identified and targeted for help at an early age. For the early grades, that help will be provided through teacher aides who will provide one-to-one tutoring, through supplementary reading instruction, and through implementation of the State Minimum Performance Tests. Reading remediation will also be provided at the junior high school level, as will computer assisted instruction in basic skills with indi- black children who are gifted/talented but culturally disadvantaged. In addition to the screening tests which recognize cultural differences (i.e. System of Multicultural Pluralistic Assessment), the NLRSD now uses an identification process which involves nominations and recommendations based on multiple criteria from a number of people. The ultimate placement of a child in the program is a group decision. (Supplement plan 8.1-8.4). In sum, the NLRSD has made great progress in each area where it was found to have been deficient. The NLRSDs March 1986 plan, as supplemented in October 1986, reflects a solid and workable approach, if implemented, to end segregation in that school district. The NLRSP plan is hereby approved in all respects. I I vidualized programs. ORDER [5] The Pulaski County Special School __________ District (PCSSD) was found purposefully to nuX^oTprograms aimed at the problem have committed a number of segreg jive of students who leave school prematurely acts with an interdistrict effect, (a) fade The excessively high drop- to comply with a 1968 desegregation court The NLRSD supplement plan includes a out raU o7blackVinThV NLRSD is one of order (Zinnamon v. Board of Education the most pressing problems for the blacks in that district. Proposed programs such as the WIN (We Intervene Now) and SAC constructed schools in of the Pulaski County Arkansas Special School District, No. LR-CR-C-154)\n(b) locations which en- sured that they would become racially identifiable\n(c) failed to allocate the burden of (Student Assignment Classwhich serves students who are suspended from their --------- _ sound and should busing equitably between black and white I regular classes) prove beneficial. are The violation relating to the disproportionate numbers of black students who are suspended or expelled for disciplinary rea sons has largely been eliminated. For example, in the 1985-86 school year. 48% of students\n(d) failed to hire and promote black teachers and staff\n(e) refused to allow deannexation to or consolidation with the North Little Rock School District (NLRSD) and the Little Rock School District (LRSD)\n(f) failed to assign students to schools in such a way as to maximize cnlndAd Students were black. While to schools in such a way as co ,he suspended desegregation\n(g) assigned students tu this percentage the actual percentage of black students S pecial education classifications and gifted   *  ..  Urt to* iHl enlolUdVlOW, the deviaUon is not so great programs on a \u0026lt;'1'' JJJ  t ndieate a continuing problem at th . assigned black principals  -lb ^-S'Sa^i^n a,. rhiriS 1 1 I The NLRSD has made strides in improv- ing the participation of black students in its Talented orocram. The Gifted and program. NLRSD supplement plan includes a num- ber of safeguards to insure identification of [1064] schools there. Little Rock to build new -------- r- \nSchool District v. Pulaski Co. Special School District, 584 F.Supp. 328, 353 (^.D^ Ark.1984). These findings were affirmed Little Rock by the Court of Appeals. II nnve en- UdeiV iSiof lEfSP  JW\nV? llifect maximiie Wto fgifted I iSF(h) I LITTLE ROCK SCH. DIST. v. PULASKI CO. SP. SCH. DIST. die 0 659 F.Supp. 363 (E.D.Ark. 1987) 369 School District v. Pulaski County Special into sites for proposed new construction. School District, IIS F.2d 404, 418 (Sth While no schools have been constructed during the pendency of this case, two i w Cir.1985). Many of the violations have already been curedeither by court order or by affirmative actions of the PCSSD. The deannexa- tion/consolidation violation has been cured elementary schools are now proposed. Ihe sites chosen conform to the board's new policy and are approved. In that same vein, progress has been made recentv in Jiff^ost I'gngraded Md'failed by the redrawing of boundary lines which separate the districts. The failure to comply with Zinnamon includes the failure to appoint black members to the PCSSD board. By order of this court dated December 1, 1986, the PCSSD will now elect board members from zones. According to the plan submitted and approved, one of the zones will be majority black and another will be 407. black, 587. white and 27. other. This remedy supercedes that portion of Zinnamon dealing with black school board members. The ceding of the improving the physical plants in sc .on s such as Harris and Scott which were racial- ly identifiably black. The PCSSD has made continuous progress in hiring and promoting black fac- An affirmative action plan was 1984, ulty. adopted by the PCSSD board in which has apparently been successful. As of November, 1985, 22.67. of the PC-b\u0026gt;D from LRSD to Granite Mountain area PCSSD includes the transfer of public to PCSSD. Moreover, there housing areas are apparently other public housing developments in the PCSSD. PCSSD Exhibits teachers were black as compared with a 23.67. black student population. PCSSD Plan Appendix I. Further, the district has a goal to have black teachers make up 20-307. of the faculty in each school\n, tl.e district. PCSSD Plan, Appendix 1. Similarly, the affirmative action plan for administrative staff appears to have been successful, although there remains under18 and 20 in June, 1986 hearing. PCSSD representation in two specific categories. has created a new position in the superincoordinators and directors. In spite of these specific areas which should be carefully monitored, the percentage of I ck administrators (24.77o) is good and indicates among other Quties, reiav^ -- aeficien- velopers and planning agencies. PCSSD v The PCSSD student , u  soon be submitted and The overrepresentation of blacks i cial education classes can perhaps b' use of culturally un- tendents office, the Coordinator of Housing and Integration. This staff person will. Other duties, relate to realtors, de- PCSSD Exhibit R-2, p. 4. assignment plan will be submitted and at that time the issues of desegregation in student assignments and equiUble allocation of busing burdens will be addressed. School site selection involves two sepa- rate violations. First, the construction of new schools where they are likely to be racially identifiable and second, the closing or downgrading of schools closest to centers of black population. Since this lawsuit was filed, the PCSSD board has adopted a policy making desegregation and equal to school primary goals in cess decisions to build? renovate, or discontinue use of a school. Plan, March 1986 (hereafter PCSSD Plan) Appen- PCSSD Implementation remedied through the 1 S'C- rjst be biased screening and subsequent monitor- PCSSD plan includes both of ing The incluoes ooui vx these elements. The result of the plan has been a marked drop in the percentage of blacks classified as requiring special^ education. While the percentage designate., for PCSSD Plan, Appendix G. of blacks designate!, special education is 4.27 higher than the percentage that deviation is range. of white children so designated. within an acceptable .nt in ex- The PCSSD plan includes a comm, to assure black student participation Notably, in the lOU i ja**/   _ _ Hnusine and tracurricular activities. UM. M. ----------- Housing students com- Integration obviously should have input 1985-86 school ye dix B. The Coordinator nr i' 370 659 FEDERAL SUPPLEMENT 1 J prised 287- of the membership in extracurricular activities. PCSSD plan. Appendix G. An affirmative recruitment plan will be implemented to remedy underrepresenU- tion in activities where it occurs. PCSSD Plan, Appendix H. The foregoing proposals of the PCSSD desegregation plan represent not only a turn in the right direction, but also significant progress toward achieving a unitary school district. While much remains to be done, much has been accomplished. Accordingly, this portion of the PCSSD desegregation plan is hereby approved. School \u0026amp; Program CarverBasic Skills Math-Science WilliamsBasic Skills BookerArts GibbsForeign Language/ International Studies MannMath-Sciences/Arts ParkviewArts-Performing Arts Total EXHIBIT A STIPULATION FOR RECOMMENDATIONS REGARDING MAGNET SCHOOLS The undersigned parties have agreed to make the following described recommendation to the Magnet Review Committee for its consideration in formulating its recommendation regarding magnet schools. LOCATIONS AND THEMES The parties have agreed to recommend the following magnet school locations and programs\nGrade Target Enrollment * K-6 K-6 K-6 K-6 7-9 10-12 ! 475 530 720 348 975 1150 4198 The curriculum at magnet schools will emphasize the magnet theme and all magits implementation timetable at the time a magnet proposal is submitted to the Court. I I I co? alt students must fully participate in magnet courses. As well as the magnet theme, net all magnet schools will have strong academically-oriented curricula. financing New magnets or expansion of magnets already existing may be provided for subsequent school years beginning 1988-89 under the provisions of the Order of September 3, 1986. Any party may present for a magnet school or program not later than the beginning of each school year preceeding the proposed year of implementation. The Committee s deci- applications sion and in recommendation shall be sub- OlUU OHU .....................- mitted to the parties no later than Novem- ber 15 The MRC shall make its recom- the Court not later than Demendation to cember 15. IMPLEMENTATION The parties propose that the District The parties agree to the financing formulas proposed by the Magnet Review Committee at the hearing held on January 29 and 30, 1987. These formulas require the State to pay one-half (Va) of the actual costs of the construction or renovation of magnet schools as well as the customary state aid and one-half W the cost of educating the magnet students attending those schools. It is understood that any district which does not provide a student to fill an allocated seat, and said seat is not occupied by other student, will be required to pay to'the host district as its full liability for any child cost of the said unfilled seat the per host districts debt service payment, both principal and interest, for the construction or renovation of the schools in the magnet lUC pa* Court order the implementation of the six (6) aforementioned magnet schools for the P   The host district 1987-1988 school year. shall provide to the MRC and to the parties [1086] program, I. The host district will provide 1 accounting and budgeting infor- to mation regarding the magnet program the Magnet Review Committee for review. of.^S cuSS that for^ less becaw plaii^ cha^ tc-O traaaaa net/S ervffi mam cosS dentu men^ Tra^ scli(w| ister^ seni^ thal'S U.S.M for thea POP!^ bla^ The^ scliOM be  mubm capa^LITTLE ROCK SCH. DIST. - PULASKI CO. SP. SCH. DIST Cite u 659 F.Supp. 363 (E.D.Ark. 19S7) INTERDISTRICT 371 TRANSPORTATION PLAN The State Board of Education remains committed to underwriting the entire actual cost of transporting magnet and M-to-M transfer students, which includes the cost extra- of transporting these students for curricular activities. The districts agree that transportation of magnet/M-to-M stu- dents should be performed utilizing mea- sures which are most cost efficient. The interdistrict transportation plan shall not be used as a means to seek compensation for additional transportation vehicles unless such vehicles are directly necessary because of the interdistrict transportation plan. New full-sized school buses I pur- chased in order to transport magnet/M- to-M students will be added to the total transportation fleet costs and applied on a pro rata basis to the transportation of magnet/M-to-M students. The cost of any other vehicles purchased to transport isolated magnet/M-to-M students will be prorated according to their actual use in transporting magnet/M-to-M students. 'V Each dis- trict agrees to separately account for the costs of transporting magnet/M-to-M students and to make those records fully available to representatives of the State Department of Education at any reasonable time. The parties agree that the Interdistrict t'on of seats. The three districts agree Transportation Plan for both magnet that each district will establish an open schools and M-to-M transfers will be admin- B' istered by an Interdistrict Transportation will be permitted to determine how children Authority (ITA). The ITA shall be composed of the Transportation Director or other designee of each district and a representative of the State. The parties agree that any conflict may be determined by a U.S. Magistrate acting as a Special Master for the District Court. iIKa SEAT ALLOCATION All magnet schools shall have a student i population which is fifty percent (50%) school will be considered as an M-to-M black and fifty percent (50%) non-black. The parties agree that for the 1987-88 school year the magnet school seats shall be allocated according to the following for-  mula\nTwenty-five per centum (257o) of the capacity of a magnet school shall be re- served for the shadow area in the host per district. The remaining seventy-five per centum (75%) of the seats shall be allocated to each of the three districts in proportion to that districts percentage of county-wide students at each school level (elementary, junior high, or senior high). At the elemen- tary level each district shall allocate its seats in proportion to the racial ratio present in such district at the elementary level. At the secondary level, each district shall allocate all its seats on the basis of 50% black, 50% non-.black. However, the total number of seats assigned to the North Little Rock- School District shall not exceed 475 seats with no more than 100 seats being allocated to the North Little Rock School District from Parkview. It is understood that seat allocations will not be made by district to a particulai school, but only by elementary, junior high and senior high level. Therefore, a particular district will be permitted to use its allocated seats in accordance with the desires of its students subject to space limitations in particular magnet schools and the maintenance of a 50-50 racial balance. If there is oversubscription among the districts by race, grade or school each district may make a recommendation to the MRC for its approval regarding actual distribu- I i !l I enrollment policy for magnet schools and will be selected for the magnet seats allocated to each district pursuant to that policy. This provision shall not prohibit the establishment of geographic preference areas where appropriate. In the event there are unused seats by any district then persons on waiting lists to attend from the other districts shall be permitted to attend before any seat is left vacant. No student attending a magnet I I transfer student for incentive payment purposes. TARGETED RATIOS The parties have previously submitted to the Court a proposed stipulation for M-to-M (1067)cNh 372 659 FEDERzVL SUPPLEMENT I ( 1I 1 transfers which in part recognizes that if M-lo-M transfers occur, ratios targeted by anv of the districts for particular schools might be affected depending upon the locations from which M-to-M transfers occur. The parties in that stipulation agreed that the first priority should be a successful M-to-M transfer program and that if it did affect targeted ratios, such departures would not be regarded or urged as constitutional violations or departures from desegregation plans. The parties further recognize that a successful operation of the magnet school program could potentially have the same or similar effects upon targeted ratios. The parties therefore recommend that any magnet transfers not be counted as a departure from a desegregation plan or urged as a constitutional violation. be composed of the person from each school district and the State responsible for desegregation planning, and two additional persons selected by each of the following parties: Joshua Intervenors Little Rock School District North Little Rock School District Pulaski County Special School District State of Arkansas These additional representatives of the MET shall not be employees or officials of any of the districts or the State. February 16, 1987 PCSSD Administrative Offices The Magnet Review Committee (MRC) dorses the foregoing stipulations. Pulaski County Special School District en- 1 re^ as| 4 na ih^  iJ 1.1 iH I LITTLE ROCK MAGNET GRANT The parties agree and recommend that, should the Little Rock District now or in the future prove successful in obtaining grants for the operation of magnet schools, any such monies shall be applied off the top to the obligations of all parties. The parties further agree and recommend to the Court that they cooperate in the development of an application for any future magnet grants. /s/ Gene Jones North Lillie Rock School District /s/ James R. Smith Little Rock School District /s/ Jesse L. Rancifer Arkansas Department of Education /s/ Marcia A. Harding Arkansas Department of Education administration /s/ Morris F. Holmes I- INI Thd schooU respou der iid The daily administration and operation of the magnet schools shall be the responsibility of the host district. The host district shall designate a person who shall have principal responsibility for overseeing the development and implementation of its magnet program. STUDENT RECRUITMENT The parties agree that the Magnet Review Committee shall establish a Mag-net/ M-to-M Educational Team (MET). The major responsibilities of the MET shall in-elude community education and information dissemination of educational opportunities in the magnet programs and recruitment for both magnets and M to M transfers. It shall report to the MRC. The MET shall [1068] EXHIBIT B MAGNET REVIEW COMMITTEE report to the COURT January 22, 1987 The Honorable Henry Woods U.S. Federal District Court Eastern District of Arkansas P.O. Box 3683 Little Rock, Arkansas 72203 Dear Judge Woods: The Magnet Review Committee submits for your consideration the attached report including nine separate recommendations concerning magnet schools in Pulaski County. e ratio  ova live  mi to th^ lion, SI magnel  IK necea adminij  mo.i) ing clia magnel 5. Verbal Communication/Instruction to Interview Teams INTERVIEW PROTOCOL Prior to the consideration and selection of Interview Committees for the 1994-95 principalships at various schools in the district, a meeting was held on May 31, 1994, to discuss the interview protocol to be used. It was agreed between the participants that although there was no written procedure or policy, there has been a well-known long-standing past practice of inteiwiew protocol. The above-mentioned interview protocol was to be used for selection of the 1994-95 principalships. It was further agreed that this protocol would be documented and incorporated into the Personnel section of the Policy and Procedures Manual. Attending the meeting were Mrs. Estelle Matthis, Deputy Superintendent, Mr. Brady Gadberry, Director of Labor Relations\nand Dr. Richard Hurley, Director of Human Resources.f: 11 I- LITTLE ROCK SCHOOL DISTRICT EPS CODE: GCAB 1. 2 . 3 . 4 . 5 . SELECTION OF APPLICANTS SCHOOL PRINCIPALS School Principal shall file Persons desiring employment as a an application in writing (Resume, letter of intent, are acceotable for the initial contact. District application or vitae are acceptable for the initial contact. forms will then be provided for applicants not currently employed with Little Rock School District.) District administration officials will screen , the applicants for acceptability. Taken into consideration certification, experience, education, performance reviews, and references. acceptability. experience, The Deputy into are education, Superintendent Superintendent(s) will prepare to be used in the interview process. a and/or the Assistant list of interview questions The Human Resources Director will review the questions for appropriateness regarding legal issues (ie. Affirmative Action, E.E.O., Americans with Disability Act, etc.) An interview committee will be selected/appointed, follows: as Three Two Three (3) (2) (3) Parents/Patrons Teachers Administration Representatives Note:1 Note:2 Note:3 1. will be selected by The Parent/Patrons representatives designated by the PTA president of the a process: of the affected school. 2 . The teacher(s) representatives shall be from the affected school and appointed by.the Administration. 3 . The Deputy Superintendent Assistant (in consultation with Superintendents, appropriate staff - Supervisors, and Principals) Administration representatives. *NOTE: The committee's composition.shall he balanced, as nearly as possible, by may designate the race and gender.LITTLE ROCK SCHOOL DISTRICT 6 . 7 . 8 . 9 . 10. t J 'J ..'.J I: j J EPS CODE: GCAB 1 The interview committee shall meet to interview and recommend candidates. The interview committee will be provided folders containing the following: 1) 2) 3) 4) An interview schedule The approved interview questions An approved candidate rating form The applicant's application materials The interview committee shall interview the applicants and complete the ratings sheet. The committee, through consensus, will agree upon and submit a recommendation of the top three (3) candidates to the Superintendent. (Note: Although the applicants are rated, the ratings are only for use in reaching consensus and need not be the sole basis for selecting the recommended candidates.) The Superintendent shall review the recommendations of the Interview Committee and select the applicant to be submitted for Board approval. The Superintendent may at his/her option, reject each of the three (3) applicants and require that the committee reconvene to determine new recommendations. the Superintendent has selected an acceptable applicant, he/she will submit that individual's name to the Board of_ Directors for approval. If the applicant is currently serving as a Principal, the Superintendent may reassign the Principal and advise the Board of the lateral transfer. Once When approved, the candidate shall receive a details his salary, pay grade, other his pay and contract which pertinent information.A' D f IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED U.S. DISTRICT COURT CASTEQN district ARKANSAS SEP 3 1986 CARL R. EREN 13, CLERK ey:________:______________ ,'.CP. CLE.'dC LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECbAL SCHOOL DISTRICT, Ct al DEFENDANTS MRS. LORENE JOSHUA, ns Next Friend of Minors LESLIE JOSHUA, et al INTERVENORS ORDER Pursuant to the agreement entitled \"Stipulation For Proposed Order Concerning Magnet Review Committee\" filed by the three  party school districts and the Arkansas the following Order is hereby entered: o tate Board of Education,: The subject of this stipulation was addressed by the Court of Appeals for the Eighth Circuit in its opinion of November 7, 1985 , styled as above and reported at 778 F.2d 404, 436 (Sth Cir. 1985 ) . 1. Plaintiff and each of the defendant school districts will appoint a member of the Magnet Review Committee (MRC) and report th name of that person to the Court within ten (10) days of the entry of this Order. The defendants State Department of Education will appoint two members of the MRC and report the names of those persons to the Court within ten (10) days. The Joshua intervenors will appoint a person to the MRC to- serve, SEP-8 1986 ATTORNEY general OF ARKANSASc ex-officio, and report within ten (10) days. the names of that person to the Court Plaintiff and defendants will confer wi tlii n the ten -day period conccrninc those to be named in an attempt to insure til at the MIvC tins at least two black members, A excluding 2 . Order, the ex-officio member. 'Within twenty-one the MRC shall meet magnet school program. planning (21)- days from the entry of this to begin planning an interdistrict _ The MRC shall develop a and implement in planning process A. t ime table for the magnet school program. the MRC shall: Consider plans and proposals the parties\nB. C. Dur i n o the for magnet schools by Hear evidence Submit, for proposals to the D. ef.f ects E. presented by the parties\ncomment and evaluation, parties for their Evaluate interim corrment and/oi er i t i c i sm\nboth the segregative and desegregative of any proposals a-d vanced for magnet schools. Make findings concerning the number, location. stalting, racial ratios, and themes et In determining the number and location the MRC shall have as the magnet schools, .of magnet schools. its primary objective of effective desegregation. magnets ordinarily shall be located in may 0 r proximate make exceptions Williams School may the furtherance Consistent with this objective. established in school facilities to black residential areas. The MRC to this general rule\nfor example. be retained as a magnet. 23 . c ( The MRC shall report its findings to the Court, together with such recommendations as may be necessary to the efficient operat ion and administration of the magnet schools. Any member of the MRC may file con surring or dissenting reports. The MRC report and recommendations, and any concurring or dissenting repor t s, mus t be submitted to the Court on or before December 15, 1986, which deadline may be extended by the Court for good cause shown. The pa r t i es will seek a prompt hearing and determination by the Court on the MRC recomnendQtions. 4 . Upon implementation of the magnet school program. the MRC will continue to monitor, evaluate, and reconmend changes 1 n the actual operation of the magnet schools. I The MRC will file an annual report with this Court. In performing its functions under this paragraph the MRC shall follow the guidelines and procedures OU 11i nec in the preceding paragraphs. The 'IRC may retain a consultant to assist in the magnet 5 . planning process, and the parties may retain other experts and I consultants 6 . to make presentations or assist in the process. The representative shall be nonvoting, but participate fully in- 7 . on any of the Joshua intervenors on shall otherwise be entitled to all aspects of the deliberations Any party, at any time, may move re commend a_t_i_pn or Th i s the MRC of the MRC. the Court for a hearing report of the MRC. day of September, 1986 . I S. DistricTJudge  3 de -en t entered on docket sheet Ath Rulo 580 JUL 061987 OR 'ARKAt'SAS U.S cr.-JiT IN THE UNITED STATES DISTRICT COURT eastern DISTRICT OF ARKANSAS WESTERN DIVISION JUL CW!L R. CREM'S, CLEH. cf p. Ct' LITTLE ROCK SCHOOL DISTRICT V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al NO. LR-C-82-866 DEFENDANTS ORDER After hearing from a number of witnesses, including magnet school principals and curricula specialists, and upon reviewing the Magnet Review Comm i 11 e e (MRC) reports. I remain steadfastly optimistic that six quality interdistrict magnet schools can and will be ready by fall. Th is will. of course, require the full cooperation of everyone involved. The pr incipals are most impressive and will provide excellent leadership, in spite of the manner in w..ich they were selected. Proper procedures have now been instituted for staff --_ selection. The attorneys have he 1987-88 school year reached a comp romi s e of $3100 uer i s hereby approved. All parties agree that so on the budget for ma gnet student. the role of the MRC mus that the interdistrict magnet schools can success fully implemented and operated. committee such as i n Th i s f i gu r t be c 1 ar i f/i ed be efficiently and Divergent opinions the MRC are not only inevitable thoroughly examining options. The i n a but are helpful current problem with the MRC is not that members differ in perspectives and opinions. butthat any vote wh i ch i s less than unanimous 1 s V i ev/ed by the parties as a s talemate to be resolved by the attorneys. At first blush it is tempting to a How the parties to compromise and reach agreement however through the MRC they choose, whether through their attorneys o r it runs That IS not a realistic long-term solution and counter to the clear intent of the Eighth Circuit Court of Appeals in order ing the MRC to \"administer tl the magnets. . Generally educational decisions should be made by educators, no t by lawyers. For the mo st part, the MRC i s composed of members with exce1 lent ct edent ials and abilities i n the field 0 e educat ion. The recent opinion in the St. light on what the Court of Appeals Louis desegregation intended the role case sheds of the MRC in our corrmun i ty to be. i d d e 11 , et al V- Board of Edu_cati!h e t al , No. 86-1511, slip 01 . (8th Cir. June 8 , 1987 ) . (\"Liddell X\") . Initially it is clear that the MRC i s a decision-ma king, rather than merely an adv i sory, body. Both the MRC m Li tt . c Rock/Nor th Little Rock and Metropolitan Coordinat ing Commi 11 ee (MCC) in St. Lou i s were charged with the task o f admi n i s t er i ng specialty s choo1s. In St. Louis, the MCC was formed and given author i ty to admin i s ter the interdistrict vocational schools jus: as the MRC was formed i n this case to admi n i s t er the magnet schoo 1 s . I n the St. Lou i s case, by agre eme n t, the day -1 o -\u0026lt; a. operation of the schools rested not with the MCC but with boards o f educat ion of the host districts. The r e spons ib i 1 i t ies reserved to the boards included tl the operation o f the respective 2.. -A programs, emo 1oyment o f staff, developmen t of personnel and - appropr i at i on of funds to meet each district's needs. 11 Subsequen t to the agreemen t, the district court ordered two voca t i onal schools closed and further ordered the MCC to develop a staffing plan to accommodate the reduced and reassigned staff members in those closi ng schools. The City Boa rd of Education. argued on appeal that empowering the MCC to develop a restaffing plan infringed on the powe r s reserved to the boards o f educat i on. The_c^uit of appeals held: We find little merit in It is clear th i s content ion. add itional authority 'independence .. schools and and MCC must be objectivity than   Even''i^th 'its po' t Vh. MCC musV have the close eooperat.on the MU.^ is to succeed. the that . must be permitted to than 1t has in are be Even i ts the J Li dde 11 X at 2 7. have the 0 f dTstn'cs It Ithel plan Similarly the parties to this case have distr ict of a magnet school should make the agreed that the host day-to-day decisions regarding the operation D will not be of the school. This agreement cannot and construed to relegate the MRC t o the status o f an unused appendage. The court in unequivocal language directed the MCC in St. Lou i s to make independent investigatio_ns, evsluations i and decisions\nThere is no evidence the matter, or made respect  pract ice to or it. thoroughly revi'ewed that [the MCC1 independent cour t indicated. an decision w i I h the district cannot be permi this The MCC must itted to continue. responsibility given to it the ,ted to exercise^.^^,^ be permi district court by the Li dde11 X at 22. Accordingly, the role o f the MRC 1 s to make r ecorrmended 3poll cy decisions. regarding the opera t i on ...o f -the magnet . schools. _ Those decisions should then be conmunicated, in a written report, to the court for approval. The report should reflect the process used to reach decisions and shou Id reflect independent fact-finding. Ob jections to MRC reports should be filed wi th the court within 20 days, after which the court will approve, mod i fy or reject the MRC's r ecornrienda t ions. The court has neither the t ime nor the inclination to provide a laundry list of \"policy\" decis ions as d i s t i ngu i shed from \"day-to-day II decisions. By way of example. 1 n select! ng staff, the MRC should set the criteria to be used 'or process by which teachers are selected for magnet schools\nthe host district would implement that policy by appropr lately selecting the teachers. With respect .to seat allocation, the MRC should establish a polJ_cy_Lo.r__seat. al locat i on...wi_t_h.iA_te bounds of the s t i pu 1 at i^on wh i ch  s h o u 1 d__s e t__it s schools from all three districts. Each district criteria for select ion o f i ts students for magne t schools to enhance 11 desegregat ion efforts. For the 1987 -88 __s_chopiJ/ea the parties have agreed, and i t i s hereby approved. that all North Little Rock Schoo 1 District (NLRSD) and Pulaski County Special Schpol District (PCSSD) students who applied for magnel schools as o\nMay 22, 1987 may attend the magnet schools they have chosen. As agreed by the parties. the Ji.umber_,o f jea t s__a_l 1 oc_a^e d\n NLRSD and PCSSD are_to be broken down_ o_n _an _org anizational level 4Zach Polett sr 501-376-2423 DU 6/17/94 0:02 AM Liab GIBBS ELEMENTARY PARENT ASSOCIATION MEMORANDUM 6/4/94 TO\nDr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee RE: Meeting Preparation for Gibbs Principal Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials: . 1) A list of questions we intend to ask all applicants at Tuesday's interviews. 2) A brief list of procedures we propose to help facilitate the interview process. 3) A list of applicants that we request the LRSD administration 1 G'ibb$\\ schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your assistance with these matters. AttachmentsZach Poletl XT 501-376-2423 026/17/94 WO.UJAM 03/\u0026amp; Partial I ist of Questions for Gibbs Principal Selectioa Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain why this lesson worked well. 2) Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficiency in reading and writing among staff and students (and parents)? 5) As principal, what can you offer Gibbs? 6) What are your goals for Gibbs? 7) In what ways do you see yourself supporting the staff in disciplinary matters? 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 10) What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children?Zach Polett  501-3/\u0026amp;-2X23 J 6/17/94 Partial List of Applicants We Would Like to Interview on Tuesday. June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan StraussZach Polett W 501-376-2423 0116/17/94  8:05 AM L35/5 Proposed Procedures for Interview Process 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. We understand from discussion with Estelle Matthis on Friday, May 2) 27 that the application process was being kept open. If after the Tuesday morning interviews we do not believe we have seen the next principal of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working closely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible principal for Gibbs Elementary.TO\nGIBBS ELEMENTARY PARENT - TEACHER ASSOCIATION MEMORANDUM 6/15/94 Dr. Henry Williams, LRSD Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee Wilhelmina Lewellen Vickie Gonterman Gibbs Staff Members on Gibbs Principal Selection Committee RE: Follow Up to Our Memorandum of June 4, 1 994 As members of the LRSD's Gibbs Principal Selection Committee, we again respectfully request to interview the following people for the principalship of Gibbs at the earliest convenience: Sharon Davis Sharon Brooks Deborah Mitchell Diane Barksdale Katherine Tweedie Please ask your staff to schedule these interviews as soon as it is feasible. Thank you in advance for your assistance in this matter.PARENT GIBBS ELEMENTARY ' - TEACHER ASSOCIATION June 17, 1994 Dr. Henry P. Williams Superintendent Little Rock School District HAND DELIVERED 810 W. Markham Little Rock, AR 72201 RE: Principal Selection Process for Gibbs Magnet School Dear Dr. Williams: on behalf of the Committee, I would like to thank you Again, Gu  ...................... - ---------------- ------------, vour time in discussing the selection process with us. . ___ ________.J_____i- _________ i- 4-,^ I for your time in discussing the selection process wiun us. think we can all agree that an important component to this successful functioning of not only an individual school such as Gibbs but of the entire school district is the meaningful and significant involvement of parents and teachers in the decision-making process. As parents and teachers, we observe, on a daily basis, how our schools operate and, therefore, can offer relevant input in the selection of a principal for our teachers. school. At the conclusion of our meeting, you indicated that you would review the process and procedures which have taken place You agreed to advise the committee whether or not you would permit us to interview additional candidates for the Recognizing that you will be involved in to date. principal's position. other activities through the end of this week, we ask that you notify us by 2:00 p.m., Monday, June 20, 1994. Although I believe we made it quite apparent during the I would like to reiterate that our course of our meeting, I would like to reiterate that our primary concern is with the validity of the procedure by which the next principal of Gibbs is to be determined. Although it stated by the administration that this particular in prior applications, it has been our is inherently and to be determined. has been procedure had \"worked\" that the process in this instance experience fatally flawed.Dr. Henry P. Williams June 17, 1994 Page Two When we initially learned that there would be a vacancy, the Gibbs PTA met and determined that we would like to be involved in the selection process. Subsequently, we undertook efforts to determine what the process would be and what we, the parents and faculty of Gibbs, needed to do in order to become a part of the At no time were we ever given specific or accurate process. information regarding the process and procedures to be employed in the selection of a new principal nor were we told what our Upon the recommendation of Deputy Superintendent Estelle Matthis, we met and selected a committee to represent role would be. Gibbs and drafted communications to the school district We also requested requesting involvement in the process, information regarding the names of applicants for the position but were not provided that information until third party filed a freedom of information request. Upon obtaining this information, the committee met and on June 4, 1994, submitted a list of names of candidates that we wished to interview, a list of questions to be posed to the applicants, and after learning by word of mouth some aspects of the selection procedure, a list of proposed procedures that we wished to be included. This letter was hand delivered to both your office and that of Estelle Matthis, Deputy Superintendent by a member of the Gibbs Committee. However, it is apparent that neither you nor any administration representative on the selection committee ever saw this communique prior to the June 7, 1994 interview session. Committee. On June 7, 1994, the parents and faculty of Gibbs posed several questions to the administrative representatives on the selection committee. We asked how the five interviewees were selected and were told that all five had been selected based on their expressed interest in the Gibbs position. We are now told It was not until the expressed interest in the Gibbs position, by you that that was \"misinformation\". It was interview session that we were informed as to what the procedure Both before the for selection of the principal would be. and at the conclusion of the interviews. interview process we in the inquired of the administrative representatives whether, event that we were not satisfied with any of the applicants interviewed, could we interview additional applicants. response to our inquiries, we were told that the answer to our inquiry was unknown but were later told that, yes, if we could consensus on the applicants to be recommended to were later told that, yes. In not come to a you, the process would remain open and we would be able toDr. Henry P. Williams June 17, 1994 Page Three interview additional candidates. During the course of our meeting of June 15, you indicated that your representatives were \"misinformed\". The parent and faculty members of the selection committee reservations about the utilization of the also expressed serious Our concerns were the lack of prior input evaluation forms. into the questions to be posed to the applicants as well as the use the forms would serve in the selection process. We were assured that it would not simply be a matter of tabulating the scores and then selecting the top three candidates based on There was substantial reluctance on the simple mathematics. part of the faculty and parent members of the committee to fill out the forms until we gained assurances from the administration that those forms would not be used as set forth above. At the conclusion of the interview process, the consensus was that we had not interviewed a candidate that we'could r ecommend to the administration for the Gibbs principal After lengthy discussions, the group agreed not to position. , submit any names to the administration and that we would request the opportunity to interview additional candidates. Administration representatives insisted that the forms be filled out and that was done only after again receiving assurances that the forms not be used and the scores tabulated to arrive at three candidates based on the highest scores obtained. We were told that the only reason to fill out those forms was to fact that the committee had interviewed the five document the applicants. Additionally, several members of the committee_ expressly stated that any recommendation to the administration would not be based solely on the evaluation forms as those forms did not accurately reflect an individual's choices. As a general matter, it is difficult to understand how a principal can be selected based solely on a thirty minute interview. Dr . Williams, based on the foregoing, we simply ask that you provide us with an opportunity to interview additional candidates and complete what we believe is an incomplete process. I am, under separate cover, sending a copy of this letter to the individual members of the Little Rock School Board I am, under separate cover. as well as to Judge Susan Webber Wright and Donna Creer of the Magnet Review Committee.Dr. Henry P. Williams June 17, 1994 Page Four look forward to your response. Sincerely, Gibbs Parent-Teacher Principal Selection Committee Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman AFAjr/jc cc: Dr. Katherine Mitchell Shorter College 604 Locust Street North Little Rock, AR BY: / ^f red . Angulo, 72114 T. Kevin O'Malley Ark. Board of Review Tower Building, Suite 700 Little Rock, AR 72201 Dorsey Jackson 1400 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 John A. Riggs, IV J. A. Riggs Tractor Co. P.O. Box 1399 Little Rock, AR 72203 Linda Pondexter Fuller Jr. High P.O. Box 8601 Little Rock, AR 72216 Patricia Gee 8409 Dowan Drive Little Rock, AR 72209 Oma Jacovelli 6622 Gold Court Little Rock, AR 72209 The Honorable Susan Webber Wright U.S. District Judge P.O. Box 3316 Little Rock, AR 72203 \\^/ Donna Creer Magnet Review Committee 1920 N. Main North Little Rock, AR 72114 3860da GIBBS ELEMENTARY - TEACHER ASSOCIATION PARENT June 17, 1994 Dr. Katherine Mitchell T. Kevin O'Malley Dorsey Jackson John A. Riggs, IV Linda Pondexter Patricia Gee Oma Jacovelli RE: Principal Selection Process for Gibbs Magnet School Dear Members of the Little Rock School Board: Henry Enclosed please find a copy of a letter sent to Dr. Williams following our committee's meeting with him on June 15, This letter is being provided to each of you so that you 1994 . ---- will be aware of our concerns regarding the selection process and procedures employed by the district administrationwhich was designed to result in the superintendent's recommendation to you of a new principal for Gibbs Magnet School. We believe that it is important for each of you to know that of the committee unanimously believe the parent-teacher members inherently and fatally flawed. that the process was if for no substantially eliminated any significant Other reason than it ... . and meaningful input by the parents and faculty at Gibbs. Additionally, the selection committee did not recommend any Williams for consideration for the principal names to Dr. position at Gibbs.Members of Little Rock School Board June 17, 1994 Page Two As you can see, we have simply asked Dr. Williams to allow us the opportunity to interview additional candidates for the position of Gibbs' principal. Sincerely, Gibbs Parent-Teacher Principal Selection Committee APAjr/jc Enclosure 3861d Easter Willie Tucker Jones BY: A Zach Polett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman MOV IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED NOV 0 51992 LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. MEMORANDUM AND ORDER On May 26, 1992, to the CARL R. BRENI8, CLERK DEP. c \"PX PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS the Magnet Review Committee (\"MRC\") submitted Court for review and approval a budget for the 199 2 9 3 school year for the six original magnet schools. (Document #1609.) On July 31, 1992, the Little Rock School District (\"LRSD\") filed a Special Status Report setting forth its operating budget for 1992- 93 . (Document #1649.) At a hearing on August 3, 1992, the Court /) heard testimony on budget reduction proposals by the LRSD in its 1992-93 operating budget. Some of those cutbacks resulted in staff reductions at the magnet schools. The Court, with some exceptions. approved the LRSD's proposed reductions in an order filed on August 4, 1992. On September 28, 1992 the MRC wrote the Court, expressing its concern about certain LRSD budget cuts. It also addressed staffing changes at two of the magnet schools which resulted in a white principal and assistant principal at Gibbs International Studies Magnet Elementary School and a black principal and assistant ic Skills/Math-Science Magnet Elementary principal at Washington BasicSchool. (Document #1693.) The MRC complains that the LRSD failed in its obligation to work with the MRC prior to implementing reorganization or budget reduction plans that would affect the programming or staff at the magnet schools. The LRSD filed a response to the MRC's letter, basically arguing that the role of the MRC has changed since the establishment of the magnet schools during a period of the \"controlled choice desegregation plan. tl It contends that the MRC's role now is to recommend policy decisions which must be communicated in writing to the parties and approved by the Court. In addition, the LRSD contends there are no numerical goals or quotas in the parties' desegregation plans and the MRC's position that the new assistant principal at Gibbs should be removed from her job because of her race is in conflict with the law and the parties' plans. The Pulaski County Special School District (\"PCSSD\") and the North Little Rock School District (\"NLRSD\") responded that they support the LRSD's views.' Background of the Maqnet Review Committee. In November 1985 a opinion, the Eighth Circuit found constitutional violations on the part of the State of Arkansas, the PCSSD, and the NLRSD and included in the remedy the establishment of magnet schools. \"The district court may require a limited number of magnet or specialty 'The Court also received a concern about the effect of the LRSD budget cuts on the magnet See Exhibit A. letter dated September 23, 1992, from the attorney for the Joshua Intervenon.  * . -C - niin/irsal tn iiinh'a schoob and the assignment of a white vice-principal to Gibbs. -2-schools or programs to be established at locations to be determined initially by a Magnet Review Committee and approved by the district court after a hearing. If Little Rock School District v. Pulaski County Special School District, 778 F.2d 404, 436 (1985). The parties subsequently agreed upon the responsibilities of the MRC, which included oversight of staffing. Little Rock School District V. Pulaski County Special School District, 659 F. Supp. 363, 373 (E.D.Ark. 1987) . Furthermore, on May 13, 1987, Judge Henry Woods stated that \"[sjtaffing of the magnets shall be made in close consultation with the principal and the MRC. If Little Rock School District v. Pulaski County Special School District, 660. F. Supp. 637, 644-45 (E.D.Ark. 1987). Judge Woods further noted that the Eighth Circuit stated that the magnet schools were to be administered by the MRC and that he considered staffing an important aspect of administration. Id. at 645. In orders entered later in May 1987, Judge Woods established the procedure for MRC review of staffing decisions: 8. Tentative selections shall be promptly submitted to the MRC for its review and comment. Any reservation or question raised by the MRC shall be promptly addressed by The MRC may, if it deems appropriate, address unresolved concerns to the Court before any actual Any reservation or the LRSD. assignments are made by LRSD. Order filed May 26, 1987, Document #843. See also Document #833. That the MRC was more than an advisory body was made clear in Judge Woods' Order of July 2, 1987: All parties agree c larified so that the a that the role of the MRC must be LLe interdistrict magnet schools can be successfully implemented and operated._ efficiently and successfully impiemenuea anu . . . At first blush it is tempting to allow the parties -3-to compromise and reach agreement however they choose, whether through their attorneys or through the MRC. That is not a realistic long-term solution and it runs counter to the clear intent of the Eighth Circuit Court of Appeals in ordering the MRC to 'administer' the magnets. Initially it is clear that the MRC is a decision-making rather than merely an advisory body. [T]he parties to this case have agreed that the host district of a magnet school should make the day-to-day T-arra-rHi nn thp ooeration of the school This decisions regarding the operation of the school agreement cannot and will not be construed to relegate the MRC to the status of an unused appendage. Accordingly, the role of the MRC is to_ make recommended policy decisions regarding the operation of the magnet schools. Those decisions should then be d, in a written report, to the court for The report should reflect the process used to reach decisions and should reflect independent fact- Objections to MRC reports should be filed with communicated, approval. the of IS Those written report, findino. ----- , the court within 20 days, after which the court will approve modify, or reject the MRC's recommendations. of example, in selecting staff, the 1C ... By way of example, in selecting suui, tnc should set the criteria to be used or process by ^^ich teachers are selected for magnet schools\nthe host district would implement that policy by appropriate y lected for magnet schools\nselecting the teachers. Little Rock School District V . Pulaski District, 663 F. Supp. 1554, 1555-56 (E.D.Ark. County Special School 1987) . In Little Rock School District v. Pulaski County Special School District, 839 F.2d 1296 (8th Cir. 1988), the Court addressed the argument that the MRC's authority with respect to the assignment of teachers was too broad. The Eighth Circuit stated\nIn our view. the District Court order outlining the -4-duties and responsibilities of Committee was well conceived. the Magnet It Review recognizes the interdistrict character of the magnet school program and carefully allocates responsibilities between the Magnet Review Committee and the host district. . . . We specifically agree with the court's order with respect to the procedures to be followed in recruiting and hiring faculty for the magnet schools and the part that the Magnet Review Committee is to play in staffing operation. We do, however, make it clear that the collective do, it Mtsvex\", daX  ----- ---- agresinGnts between host school distiricts and bargaining agreements between host school aisiriccs ana the classroom teachers associations remain applicable to the extent that such agreements are not inconsistent with heretofore given to the Magnet the responsibilities Review Committee or with respect to the with orders of the District Court staffing of magnet schools. Little Rock School District V. Pulaski County Special School District, 839 F.2d 1296, 1314 (Sth Cir. 1988). The Reductions in Staff. The LRSD Board of Directors approved budget reductions proposed by the LRSD administration on July 23, 1992 . The LRSD proposed to reduce magnet positions by 14.9 full time equivalent (FTE) positions. The MRC says it learned of the reductions through the newspaper and called a special meeting for the LRSD to present its budget, proposed to reduce staffing in During that meeting the LRSD the magnet schools by 11.3 FTE rather than 14.9 FTE. More meetings followed during which the MRC discussed personnel cuts with magnet school principals and LRSD central office administrators. On August 28, the MRC voted on the proposed personnel cuts and approved the reduction of 7.4 FTE positions and asked for reinstatement of the other 3.9 FTE in which he slated that the role of the MRC is to ^In a footnote, the Eighth Circuit quoted from Judge Woods' July 2 order in - , which would be communicated to the court for approval. See LKSU . make recommended policy decisions PCSSD, 663 F. Supp. 1554, 1556 (E.D.Ark. 1987). -5-positions. According to the MRC, the LRSD verbally agreed to reinstate the positions but declined to reinstate the people who had occupied the positions. The MRC now asks the Court to affirm the decision to reinstate 3.9 FTE positions cut from the original magnet programs by the LRSD and to reinstate to those positions the individuals who held them prior to the cuts. In response, the LRSD contends that following the implementation of the magnet schools programs. the MRC's role changed from that of administering to evaluating and monitoring the magnet schools. It asserts that the MRC failed to act in accordance with a properly established policy, citing language from Judge Woods' Order of July 2, 1987. LRSD V. PCSSD, supra, 663 F. Supp. at 1556. In addition. the LRSD contends that it has no authority under the Professional Negotiations Agreement (\"PNA\") to reinstate the individuals to the 3.9 FTE positions because those individuals have been reassigned according to the PNA. It states that the 3.9 FTE positions must be filled in conformity with the PNA. (Exhibit B to Doc. #1693.) The LRSD's position concerning the role of the MRC is not well-taken. The MRC's administrative oversight responsibility was not rejected along with the LRSD's \"controlled choice student assignment plan as the LRSD suggests. The MRC's responsibilities continue and include staffing decisions. The MRC continues on an H annual basis to submit to the Court for approval a proposed budget for the six original magnet schools. The budgets proposed by the MRC represent its efforts to assure that the magnet schools -6-continue to provide those special programs that attract and retain pupils, thereby assisting in the desegregation effort. The MRC is made up of representatives of the parties and the State of Arkansas, a former party to the action. and the LRSD has been a member of the MRC since its inception. Dr. Mac Bernd, the new Superintendent of the LRSD, acknowledged the role of the MRC when he presented Proposal No. 14 to the LRSD Board of Directors. That proposal is titled \"A Recommendation to the Magnet Review Committee\" and suggests the reduction of 14.9 FTE positions at the magnet schools. In the proposal. Dr. Bernd states: \"It is our position that any reductions of personnel in the area schools should also be made in the magnet schools monitored by the Magnet Review Committee. Therefore, it is recommended that you authorize the administration to propose a reduction of magnet positions to the Magnet Review Committee . . (I (Doc. #1649.) In a July 28, 1992 memorandum to the MRC, Dr. Bernd relates that the LRSD Board of Directors authorized him to propose reduction in positions at a the magnet schools. He states: \"Because the reduction in positions would create a 1 that the per pupil rate be total reduction in costs. we recommend reduced from $3,682.00 to $3,585.17. 11 (Exhibit A to Doc. #1693.) The Court is dismayed actions. The LRSD did not and somewhat confused about the LRSD's consult with the MRC prior to gaining approval from its Board for the recommended staff reductions even though the district has a representative on the MRC and was aware that the MRC was in the process of preparing budget for the -7- amagnet schools. Furthermore, the LRSD, after presenting the proposal to the MRC, failed to heed the MRC's recommendation that the same individuals be returned to the positions the LRSD had cut before securing the MRC's permission to do so. The LRSD now attempts to dismiss the MRC's administrative role and chastises it for not following through on court directives to establish policies and criteria for staffing decisions. If the MRC has been remiss in failing to come up with such policies and criteria, the LRSD, as a full-fledged member of the MRC, must share the blame. It appears that the LRSD wishes to recognize the MRC's authority to administer the magnet schools only when it agrees with MRC decisions. The court also has considered the arguments concerning the effect of the PNA on the staffing reductions. The Eighth Circuit Court of Appeals has said \"that the authority of a federal court to alter or modify collective bargaining contracts in school desegregation cases must be based on a finding that the alteration or modification is necessary to further the effort to integrate the schools in question. II Little Rock School District v. Pulaski County Special School District, 839 F.2d 1296, 1316 (Sth Cir. 1988). The LRSD claims that the PNA does not allow it to reinstate the particular individuals who were transferred from the 3.9 FTE positions in compliance with the PNA. The Court believes, however. that by reinstating those individuals who were moved out of their jobs as a result of an action the Court finds was in violation of directives in this case. it is not setting aside the PNA. The magnet schools were designed to guarantee substantial -8-integration and important educational choices and they have proven successful in fulfilling this intended purpose. The court has stated on a number of occasions the importance of maintaining excellence in the magnet schools. \"Magnet schools . . will be distinguished by the features that have made them successful in other cities: individualized teaching, low pupil-teacher ratio, specialized programs tailored to students' interests, enriched resources and active recruitment. It Little Rock School District v. a Pulaski County Special School District, 839 F.2d 1296, 1309 (Sth Cir. 1988). The magnet schools are racially balanced as a result of efforts to make sure that they are \"recognized throughout the county as truly high quality schools. with excellent teaching staffs and unique programs of interest to suburban and city students alike . . It Id. at 1312. The success of these magnet schools is critical to desegregation, and tampering with a proven success could undermine public confidence in the magnets and the school district as whole. The Court recognizes that some authorities oppose magnet schools as tools for desegregation but it cannot question the concept because the parties agreed to the magnet schools and they are working. When it approved the parties' settlement plans, the Eighth Circuit stressed the need for a period of stability. While the Court does not wish to become involved in individual hiring decisions, the Court must see that court directives are being followed. The LRSD must cooperate with the MRC as it fulfills its responsibility to administer the magnet schools. As has been -9- astated, administration includes decisions concerning staffing levels adequate to effectively deliver the magnet programs. While it does appear that the MRC has failed to develop criteria for staff selection and the Court believes that actual selection of personnel is the responsibility of the host district, the MRC's role in determining staffing requirements is not to be undermined. The Court, therefore, affirms the MRC's decision to reinstate the FTE positions cut from the original magnet schools' programs and orders the LRSD to reinstate the individuals who previously held the following positions: 1) the 1.0 FTE music teacher at Gibbs International Studies Magnet Elementary School\n2) the 1.0 FTE counselor at Parkview Arts/Science Magnet High School, 3) the .4 FTE counselor position at Williams Basic Skills Magnet Elementary School\nand 4) three (3) .5 FTE Gifted and Talented positions, one each at Booker, Gibbs, and Williams Magnet Schools. Assistant Principal at Gibbs International Studies Magnet_School. The MRC also asks the Court to vacate the assistant principal position at Gibbs and allow the LRSD to advertise and the principal to select black assistant principal from among qualified candidates. The LRSD disputes that there is a requirement that magnet school staff positions be racially balanced and contends that the MRC'S position violates the parties' desegregation plans and the law. The MRC does not contend that there is a requirement that LRSD label certain magnet school staff positions as \"black\" or \"white. It 3.9 a 1 -10-It does state that there is a goal of equal representation for blacks and whites both for administrators and teachers. The goal of equitable staffing appears throughout the LRSD settlement plan, and the Court notes that the Eighth Circuit has admonished the NLRSD and the PCSSD for not hiring blacks. See Little Rock School District V. Pulaski County Special School District, 778 F.2d 404, 422 (1985)\n778 F.2d. at 440 (Arnold, J., concurring in part and dissenting in part). The Court finds that this goal of equal representation is an admirable one and should be attempted at every opportunity. Additionally, there does not seem to be a problem here with the availability of a pool of qualified applicants because the LRSD recently hired a black as the assistant principal at Washington to serve with that school's black principal. The LRSD appears to have made an unwise personnel placement decision in its selection of magnet schools. The Court, the assistant principals for the two however, will not require the LRSD to remove the assistant principal at Gibbs. It does expect the LRSD to select staff not only at the magnet schools but at all its schools consistent with the staffing goals of the desegregation plans and the law of this case. Conclusion. Although a superintendent and his board ought to have the right to run their schools in ordinary day-to-day matters. this is no ordinary matter. The LRSD must function under court order and court oversight in lawsuit the district itself a -liinitiated ten years ago this month. The districts have agreed to abide by both the spirit and letter of their own desegregation plans and they would do well to act in good faith in fulfilling the commitments made in their plans. In Freeman v. Pitts, ___U.S. ____, 112 S.Ct. 1430, 118 L.Ed.2d 108 (1992) , the Supreme Court held that in the course of supervising desegregation plans, federal courts have the authority to relinquish supervision and control in incremental stages, before full compliance is achieved in every area of school operations. Among the factors to be considered in ordering incremental withdrawal is whether the school district has demonstrated, to the parents and students of the once public and to the parents and students or one once disfavored race, its good faith commitment to the whole of the court's decree and to those provisions of the law and the constitution that were the predicate for judicial intervention in the first instance. A school system is better positioned to demonstrate its good-faith commitment to a action when its policies f--- constitutional course of form a consistent pattern of lawful conduct directed to eliminating earlier violations. U.S. at ___, 112 S.Ct. at 1446, 118 L.Ed.2d at 135. In summary, the LRSD is directed to reinstate to their former positions those individuals listed on page 10 of this order. It is further directed to consider racial balance in selecting staff for the magnet schools. In the future, the LRSD must consult the MRC and must seek Court permission prior to making any staffing changes in the magnet schools. Any changes in the magnet schools contemplated for the 1993-94 school year shall be presented prior -12-to preschool registration in the early spring of 1993. SO ORDERED this day of November, 1992. /-y*-v^f____1 r-'-r^ /---------------- UNITED STATES DISTRICT JUDGE lliK -vi- -13-JOHN w. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. AUSTIN PORTER. JR.  .Also admitled to Praclin\nin i uno District of I nlumoia JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 September 23, 1992 Honorable Susan Webber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72203 Re: LRSD V. PCSSD Dear Judge Wright: I have several requests outstanding before the Court regarding I wish to add to that list concerns proposed by the Little to cut approximately 15 teaching See copy of letter to Magnet Bernd dated July 28, 1992. I am the District has regarding the budget cuts District. The District proposes positions in the Magnet school. Review Committee from Dr. E concerned because in the budget cut proposals taken at least one action that makes absolutely Mac 1992 . sense. It has removed the assistant principal at salary of approximately $34,000.00 a Gibbs Elementary School who had and replaced her with an fn the District who has a salary of $60,,000 or more administrator in ------------_ _ ____ I just don't understand this, principal at Gibbs wcc Afri'\" Caucasian. The further irony of this African American prrncrpal, was pled^at Wasjtxngton^^^ The the removed assistant rstand this. Moreover, the removeo o... was African American\nthe replacement for her irnnv of this whole matter is that the was with another African American principal whil Gibbs now Caucasian principals. RfeCSiVED SIJSA HAi-'IStT-: !3 OF T. WFIGhT -O Exhibit A U. S. DISTRICT JUDGEPage Two Honorable Susan Webber Wright September 23, 1992 We are, therefore, The entire matter is suspect, we believe. Ann Brown's office inquire into these matters (hopefully) hearing or meeting before requesting that Ms. prior to any scheduled with the Court. or Sincerely, Jo'lin W. Walker JWW:Ip cc: Ms. Ann Brown All Counsel Ms. Donna Creer Ms. Evelyn JacksonTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 July 28 , 199 2 Magnet Review Committee Dr. Mac Bernd, Superintendent of Schools C- Budget Reduction Recommendation As a result of the Little Rock School Distri 1992-93 Operating Budget, it is our position Rock School District Board approving the  1 that any reductions of the area schools should also be made in the magnet Therefore, the personnel^in^^^^^^ Magnet Review Committee. schools Board has authorized the administration to propose a reduction of magnet positions as follows: Gifted \u0026amp; Talented - Elementary 1.5 Counseling Elementary 1.4 Counseling Secondary 2.0 Music Teachers - Elementary (Except Booker) 3.0 Teaching Vacancies - Secondary 7.0 14.9 Because tne une reduction in positions create reduction in costs, we recomnend that the per pup $3,682.00 to $3,585.17. the the in would a total we re be reduced frommay-04-1994 15 = 38 FROM J.B. UflN HOOK REALTY, INC TO 7712420 P.01 May 4, 1994 Dr. Henry P. Williams, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Wifliams\nWe, the faculty and support staff of WiUiaxna Magnet School, wish to express our deep concern over the possible reassignmeni of our principal, Dr. Edwin S. Jackson. Dr. Jackson, through his effective administrative style and leadership, has guided Williams Magnet School to a level of superior achievement. Our school's high-performance record speaks for itself. Wc highly recommend that Dr. Jackson's transfer be recraisidcrcd. Also, attached you will find a list of factors that wc hope you will considet before you make your final decision. These are just a few of the numerous accompUshmeots that Dr. Jackson has helped achieve during his tenure at Williams Magnet School. He has truly helped to make our school *a choice for excellence \" As we close this 1993-94 academic year, we want to thank you for taking the time to consider our concerns about the future of our school. Respectfully yours, Williams Mag^ School Faciilfy^Ste^ cc Board of Directors cc Magnet Review Committee cc Dr. Edwin S, JackaoQ . - Cslf- A I f - . i^4^TlKxtSu I h//i,s., t^Y-.04-1994 15:39 FPOT1 .J.B. OAN HTOK PEAI.TY. INC TO 2420 p.03 ... Strong leadership ... Staff coimrnttment ... Parental support and trust ... Extensive leadership experience ... Low staff turn-over ... Pupa comonttmenf to K-6 ... 100%P.T.A, membership ... C.O.E, leads- ... Staff support ... Continuity in sa|^xt of Magnet philosophy and goals ... Hi^ expectations ... Fima, fair and consigtent with students, staff and parents ... Knowledgeable of M^net Review Commiaco Federal sxandards ... Good reialionsh^ with the corporatc/business world ... Chosen to .serve on the Joint lotetHn Committee on Education ... Standardized test semes are cmtsistenlly high ... Conceived idea of new buildmg design and construction ... Professional in aD aspect* of his position ... National Association of Elementary Principals member ... Oversight and Directions Conunittce representative ... Attends annual Intematimial Magnet School Convention ... Federal Legislative Chairman for Arkansas Elementary PrirwqMiIs TOTAL P.0245 Huntington Road Little Rock, AR May 3, 1994 72207 6oP/ Dr. Henry P. Williams Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: Thank you so much for visiting with me this morning by telephone to discuss my strong support for Dr. Ed Jackson, Principal at Williams Magnet Elementary School. As an active member of our PTA, seen how dedicated and concerned Dr. in promoting the goals of our magnet He is uniquely qualified in temperment and background to help us achieve our goals. Jackson is school. My daughter is in the fifth grade and my student at Williams Magnet. son is a kindergarten My main concern is that our school continue to have the stablility that I feel Dr. Jackson affords us. He has worked hard and under his leadership all the children at our school have benefited as evidenced by consistently high test scores each year. Dr. Jackson has high expectations for the classroom teachers and ensures that the philosophy of academic achievemen , and discipline are consistently followed throughout the school at every level. I' ve Our PTA is looking forward to a much needed expansion in our school building scheduled to get underway this summer. Dr. Jackson has been involved in the planning and development of this project and, because of his familiarity, construction to its end. would be a great asset in seeing the My husband and I support the public school system and are eager to see it strengthened. Please hear our concerns in this matter and know that our need for stability and consistency in our school system is essential. Again, thank you for carefully considering this situation and for allowing me to share my feelings that Dr. Jackson should remain as the Principal of Williams Magnet Elementary School. Sincerely, Dorothy DeYoung (Mrs. Paul B. Young, Jr.) bcc Magnet Review Committee 16 Huntington Road Little Rock, AR May 3, 19\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_634","title":"Principal selection process, telephone surveys","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":["1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School principals","Parents","Little Rock (Ark.). Office of Desegregation Monitoring"],"dcterms_title":["Principal selection process, telephone surveys"],"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/634"],"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-Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 July 13, 1994 Richard Kalkbrenner 1716 Beechwood Little Rock, AR 72207 Dear Mr. Kalkbrenner\nThe Office of Desegregation Monitoring is looking into the process the Little Rock School District recently used in hiring principals. As part of our study, well be discussing that process with members of the principal interview committees. One of our staff members contacted you today to arrange a date and time for you to participate in a telephone survey to discuss your involvement in the selection process. This letter confirms that a member of our staff will call you at 9:00 a.m. on Friday, July 15, at 372-6175 to ask the following questions: 1. 2. 3. 4. 5. How were you selected to be a member of the interview committee? What was your understanding of the principal selection process? What did your committee do in advance to prepare for the interview? Briefly describe the interview process your committee followed. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? 6. Whom did you understand would make the final selection of the principal? 7. What weight do you believe your input was given in the final selection? 8. How satisfied were you with the process? What parts of the process worked well? What needs improvement? 9. Is there anything else you would like to share about your experience as an interview team member? Well compile the answers to our survey and submit them to the Court as part of a composite report. Before we finalize that document, well hold a meeting with the survey participants to discuss our findings and also to make sure that we've accurately recorded our information. (We'll contact you about the meeting at a later date.) It is possible that the Court will hold a hearing on this matter. You will not be required to attend the hearing or to testify, but you may attend if you would like to and you may also have the opportunity to testify if you wish. We very much appreciate your taking time to help us with this project. Please feel free to ask the interviewer any questions that may help you participate in our survey. Sincerely yours, Ann S. BrownODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Intavduction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question)ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/sex): Position: Interviewer: Date/ Time: 1) How were you selected to be a member of the interview committee? - When were you selected? - Did you receive a written or oral description of your role? 2) What was your understanding of the principal selection process? - What written or oral instructions did you receive? - When did you receive these instructions?3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection 4) Briefly describe the interview process followed by your committee.5) In your opinion, was the number and quality of applicants provided for your consideration was adequate? If not, why? 6) What was your understanding of who would make the final selection of the principal?7) What weight do you believe your input was given in the final selection? 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? - What was your understanding about the next step in the hiring process?9) Is there anything else you would like to share about your experience as an interview team member? Thank you for taking the time to respond to our survey. If you think of any additional information you would like to share, please call us at 376-6200. After all the survey information has been gathered, our office will be preparing a written report for the court. While your name will not appear in the report, we may be seeking parents willing to testify in court about this process. Would you be willing to testify, if asked? In order to make sure that our report information is as accurate as possible, we are planning to have a feedback session with all Interested survey participants. During that session, you will be able to review a draft of the report and make comments regarding the content. We will mail you a notice regarding the meeting, as soon as we set the date and time.LRSD Principal Hiring Process: Initial Contact Script Hi. Im with the Office of Desegregation Monitoring. Have I reached ? Were looking into the processes the Little Rock School District used recently in hiring principals. According to information we received from the district, you were a member of the committee that interviewed principal candidates for school, is that correct? Id like to make arrangements to phone you at a convenient time to ask you a few questions about that interview process. Weve put together a short list of questions that should take about 20 minutes to talk over with you. All of your individual answers will be confidential. Ill mail you a copy of those questions beforehand so you can know what to expect and think over your answers. Will that be OK with you? Were working to gather this information in the next few days. When would be a good time for one of us to call you? (Day and time: .) Ill be mailing a letter with more information and the list of questions to you today. However, Im not asking you to write out any answers\nwe will call and ask you to tell us your answers. What mailing address would you like us to use, or would you like us to fax you the information? What phone number should I call on (day, time)? One of my colleagues or I will be calling you during that time. Remember that we will eventually be publishing our findings and submitting them to the Court, but we will not use your name in that report. Before we finalize our report, well have a meeting to give feedback to the survey participants and to make sure that weve gotten our information straight. You may attend that meeting if you wish, but you will not be required to come. Also, its possible that the Court will hold a hearing to review the principal selection process, but you would not be required to attend or to testify. However, if you would like to attend, you will be able to do so, and if you wish to be testily, you would have that opportunity. We certainly appreciate your help. If you should think of any questions either before or after you receive our letter, please call me at 376-6200. Thank you very much.9) Is there anything else you would like to share about your experience as an interview team member? Thank you for taking the time to respond to our survey. If you think of any additional information you would like to share, please call us at 376^200. After all the survey information has been gathered, our office will be preparing a written report for the court. While your name will not appear in the report, we may be seeking parent\nwilling to testify in court about this process. Would you be willing to testify, if asked? In order to make sure that our report information is as accurate as possible, we are planning to have a feedback session with all interested survey participants. During that session, you will be able to review a draft of the report and make comments regarding the content. We will mail you a notice regarding the meeting, as soon as we set the date and time.ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introduction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question)L^s*l- '.^   sW^ . \u0026gt; *  M.^\" I *4. 2^? V'* r \u0026lt; -ti r .*1: i^jti' r -^- ' c- V t:' - '1 i-'. X Vii \u0026lt;/ tW.'A TJt=^  ?,\u0026gt; \u0026lt; 'i? 1 s-^t fcWy-J^...-\"'**\"-- fc. M-  -. ^5?^ V  -4.'.  K'-i- .'*\u0026lt;\" ' ^4  ?^''' iCk 1- W -5. : Z' r . ^. ^ 'Ll  It it.  W'5\n. kA: Mtfl  '.'ir/ 5:.- -ij-'  - 4rt 0\u0026lt; fSij 5e  ( \u0026gt;. :1 t yv f. '?r r gifCS /-X A t 5. *1^ ''  Jis ' *\u0026gt;ii f :* flc . i Y' 5  e \u0026lt; 'xl ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introdiictioii , an Hello... this is with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question) DRAFTODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introdnction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question) DRAFT ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/ sex): Position: Interviewer: Date/ Time: 1) How were you selected to be a member of the interview committee? - When were you selected? - Did you receive a written or oral description of your role? 2) What was your understanding of the principal selection process? - What written or oral instructions did you receive? - When did you receive these instructions?3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection 4) Briefly describe the interview process followed by your committee.5) In your opinion, was the number and quality of applicants provided for your consideration was adequate? If not, why? 6) What was your understanding of who would make the final selection of the principal?7) What weight do you believe your input was given in the final selection? 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? - What was your understanding about the next step in the hiring process?9) Is there anything else you would like to share about your experience as an interview team member? Thank you for taking the time to respond to our survey. If you think of any additional information you would like to share, please call us at 376^200. After all the survey information has been gathered, our office will be preparing a written report for the court. While your name will not appear in the report, we may be seeking parent willing to testify in court about this process. Would you be willing to testify, if asked? Tn order to make sure that our report information is as accurate as possible, we are planning to have a feedback session with all interested survey participants. During that session, you will be able to review a draft of the report and make comments regarding the content. We will mail you a notice regarding the meeting, as soon as we set the date and time.ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introduction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First.. (Ask the first question) i CLi '(J'tODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/sex): Interviewer:___________________ Date/Time: 1) 2) How were you selected to be a member of the interview committee?  What was your understanding of the principal selection process? - Did you receive any written or oral instructions? 4^ a.rhcc/' Cl 3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection 4) Do you fagi^iMt the number and quality of applicants provided for your consideration was adequate? If not, why? 5) What was your understanding of who would make the final selection of the principal? 6) ^ jaii-tlMak your input was considered in making the selection? Why ? Why not? 7) Wer\u0026amp;-you satisfied with the process? What was good about the process? What needs improvement? tzOUX. 8) Is there anything else you would like to share about your experience as an interview team member?ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introduction Hello... this is draft with the , an Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Before we begin, let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. Do you have any questions regarding our general process or the survey? First... (Ask the first question)ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/sex): Interviewer: Date/ Time: 1) 2) 3) 4) 5) 6) - i\u0026gt; How were you selected to be a member of the interview committee? What was your understanding of the principal selection process? - Did you receive any written or oral instructions? What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection Were you satisfied with the process? What was good about the process? What needs improvement? What was your understanding of who would make the final selection of the principal? Do you think your input was considered in making the selection? Why ? Why not? 7Were you properly supported by the district administration? - Instructions from the administration 60 'Q^umber and quality of applicants provided - Response to requests for information 8) Is there anything else you would like to share about your experience as an interview team member? ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introdnction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be conndential. Our findings will represent a composite of survey responses. First... (Ask the first question) y School: ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE _____________ ---------------------- ---------------- -  Respondent (include race/sex): Interviewer: Date/Time: 1) How were you selected to be a member of the interview committee? 2) What was your understanding of the principal selection process? - Did you receive any written or oral instructions? 3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant files - Reviewed job description and the criteria for making the selection 4) De-yoa feef4hat-the number and quality of applicants provided for your consideration was adequate? If not, why? 5) What was your understanding of who would make the final selection of the principal? Do .you thinlt your input was considered in making the selection? Why ? Why not? T) Wctg^ou satisfied with the process? What was-^d-abTJUt the process? What needs improvement? 8) Is there anything else you would like to share about your experience as an interview team member?8) Is there anything else you would like to share about your experience as an interview team member?\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_1291","title":"Proceedings: ''Hearing''","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":["1993-08-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Finance","Educational law and legislation","Educational planning","Court records","Parents","Student assistance programs"],"dcterms_title":["Proceedings: ''Hearing''"],"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/1291"],"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":["legal documents"],"dcterms_extent":["329 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_522","title":"Incentive Schools: ''Summer School: Franklin Incentive School''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Summer schools","Franklin Elementary School (Little Rock, Ark.)","School improvement programs","Parents","Students"],"dcterms_title":["Incentive Schools: ''Summer School: Franklin Incentive School''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/522"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"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\nSUMMER SCHOOL FRANKLIN INCENTIVE SCHOOL Sharon Davis PrincipalWELCOME TO FRANKLIN INCENTIVE SUMMER SCHOOL 1993 We hope that your six ueeks with us will be educationally profitable.TABLE OF CONTENTS What Parents Can Do at Home A Message from the Principal..............................1 Handbook Position and Mission Statements.................2 Philosophy and Objectives...............................3-5 Pursuit of Academic Excellence............................6 Course Offerings, Grades, and Grading Procedures..........7 Homework Policy............................................8 Study Skills: Home................9 June and July Calendar....................................10 Bell Schedule.............................................11 Important Services and Procedures (Hall Passes, Absentee Admits, etc.)............................................12 Attendance................................................12 Excused and Unexcused Absences...........................12 Make-up Work..............................................13 Student Textbooks.........................................13 School Bookstore/Library Use.............................13 Lunch/Illness or Injury at School........................13 Fire Regulations..........................................14 Tornado Regulations...................................14-15 Student Conduct........................................16-17 Important Board Policies (in Summary Form)............18-19 Transportation Regulations............................20-21 Citizenship............................................2 2-24TO: The Parents and Students of Summer School FROM: Sharon Davis, Summer School Principal WELCOME TO SUMMER SCHOOL!! We are looking forward to working with you and your children to make this a very rewarding summer school program. OUR MAIN CONCERN IS QUALITY INSTRUCTION. * We have high expectations for every student. * A quality, dedicated staff is in place with instructional leadership. * Student progress will be monitored at all times. We look forward to working with you. Your ideas, suggestions. and cooperation are welcomed and needed. Parents, we are asking you to work with us to help provide your child with the best possible education this summer. Please feel free to call me at 671-6380. Let's work together!!! 1HANDBOOK POSITION STATEMENT \"Communication is what holds a school together. It is through communication that people in the school receive information and exchange ideas. It is also the way beliefs, values, and expectations are transmitted and value given to others. If This handbook is one of many means of communication used by Franklin Incentive Summer School to inform parents and students of the available educational program parents and students may become more familiar with the mission of the summer school program, its objectives, and procedures by studying the handbook's contents. In doing so, hopefully a clear understanding of the education at Washington Magnet School will develop. MISSION STATEMENT The mission of Franklin Incentive Summer School is for the faculty, staff, students, and community to create an environment that promotes self-realization, social interaction, and academic excellence. 2PHILOSOPHY We believe that the purpose of Franklin Incentive Summer School is for the faculty and staff to establish an atmosphere that maximizes the teaching and learning process in order to assist each student in realizing his/her fullest potential. We believe that staff utilization of classroom management procedures, administrator's feedback on instruction, effective use of educationally sound teaching strategies, continuous professional development, and parent promotion of attendance should enhance each student's opportunity to learn. We also believe that all students should be expected to learn and master the basic literacy skills, and that all adults involved with their learning should stress academic achievement. 3Little Rock School District ELEMENTARY SUMMER SCHOOL HANDBOOK Philosophy The Little Rock School District supports the tenet that additional resources should be made available to students with needs that are not met in the regular school year. To this end, programs for remediation and enrichment will be offered during a six (6) week summer session which is designed to assist students in developing their potential so that they may reach their educational goals and become productive and worthy citizens. Objectives A. Administration The administration will foster and nurture the qualities required for becoming a responsible and productive citizen by providing: 1. a safe environment that is conducive to learning\n2 . a well-organized staff committed to excellence in delivery of educational services\n3 . a well-defined educational learning experience which will aid students in furthering their educational preparation for entering the job market\nand, 4 . an atmosphere which will promote responsible behavior, good citizenship, and better human relations among students. B. Teachers 1. Teachers will work with the administration in assuring that an atmosphere of mutual respect and trust prevails in all areas of interpersonal relations. Teachers will challenge students to think, to evaluate, and to communicate by providing well- organized, structured, and meaningful presentations. Teachers will uphold and maintain traditional standards of excellence and support all school policies and practices. 2. 3. 4C. Students 1. Students will obey all rules regarding classroom procedures and fair play and will show respect for all staff members. 2. Students will strive for continuous progress in each learning area. 3. Students will obey all rules and regulations regarding the care and maintenance of the school building and grounds, 4 . Students will obey all rules and regulations regarding attendance. 5PURSUIT OF ACADEMIC EXCELLENCE II The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor.\" Vincent T. Lombardi All students at Franklin Incentive Summer School have worth and the ability to succeed. Franklin Incentive Summer School encourages and rewards students through tangible incentives to apply themselves academically and become superior students, academic incentive program is administered through the cooperative effort of the staff. The Student incentives for academic excellence are given weekly: Principal's Award (highest math and reading) Math Award (highest average) Reading Award (highest average) Citizenship Award (behavior) Student of the Week (behavior and academic) 6COURSE OFFERINGS Math Reading Enrichment Courses: WORD (Writing, Oral Language, and Reading Development) GRADES AND GRADING PROCEDURES The faculty uses a standard grading system that is designed to encourage good learning habits and to insure proper assessment of student work. Grades are based on percentages. Teachers keep their records in percentage form or in a form that is easily converted to percentages. Grading Scale The following grading scale will be used for the summer school: A B C D F 93 83 70 60 100 92 82 69 59 and below 7HOMEWORK POLICY The Little Rock School District maintains that homework can be an important activity to help students learn. Homework should be included as an integral part of the instructional program and a means by which students are provided extended time to master learning concepts and objectives. Homework should be a positive experience and provide students the opportunity to\n(1) reinforce skill development\n(2) manage learning time away from the school setting\n(3) communicate to parents learning activities provided during the school day\nand (4) involve other adults in helping them to learn. In the Little Rock School District, all homework assignments will be: a. directly related to the curriculum and the current learning objectives\nb. d. explained thoroughly in terms of content, process, and expectations\nc. reasonable and will not preclude pupils from assuming other homework and community responsibilities\nand designed to encourage and support efforts to develop the skills to learn independently. 8STUDY SKILLS: WHAT PARENTS CAN DO AT HOME Parent involvement in a child's education can mean the difference between success and failure. his/her study skills can make a difference. Helping your child with The following are suggestions that you, the parent, can use to help your child study at home: 1. Help your child realize that studying is a \"do-it- yourself\" project. However, show willingness to assist your child when the need arises. 2. Help your child to consider and decide what time of day is most effective for study and to plan accordingly. 3. Help your child plan time for fun activities and tele- vision so that these can have their place. attention span can be short, so vary activities. A child's 4 . Help your child by creating an environment in the home conducive to study. a. Let your child choose a place to study, preferably furnished with a desk or table. b. Provide a good light and a straight-back chair. Study time is not a time to relax or daydream. c. Have available all of the materials and reference books that may be needed, such as paper, pencils, encyclopedia, dictionary, etc. d. Insist that the T.V., record/tape player, or radio be turned off during study time. e. Explain to other members of the family the importance of being quiet during study time. These tips will assist your child in completing a successful school assignment. Work with your child. Developing good study habits can pay big dividends for your child in school. 9SUMMER SCHOOL CALENDAR June 23, 1993 First day of Summer School June 30, 1993 Open House (6.30 p.m.) July 5, 1993 Holiday - NO SCHOOL! July 6, 1993 Classes resume July 13-16, 1993 Parent conferences (all parents must schedule a conference) July 14, 1993 Interim reports will be sent home August 4, 1993 Last day of Summer School - Report cards will be sent home 10BELL SCHEDULE 7:30-8:00 a.m. Planning 8:00 a.m. First Bell 8:05 a.m. Tardy Bell 10:00-10:15 a.m. Recess Grades 1-3 10:20-10:35 a.m. Recess Grades 4-6 12:15 p.m. Dismissal 11Hall Passes IMPORTANT SERVICES AND PROCEDURES No student shall be in the hall during regular class time without a hall pass issued by the teacher in charge of the student during that time. This will include trips to the restroom, library, and/or office, as well as to any place other than the room to which the student has been assigned. Passage shall be by the shortest and quickest route practical without stop-overs at other points and without bothering other classes in session. Hall passes shall be issued only as needed and must be turned in at the point of destination or returned to the teacher who originated the pass. Absentee Admits Students MUST obtain admission slips in the office between 7:30- 8:00 a.m. in the morning. The absence must be explained by a written note and/or telephone call from a parent. The office number is 671-6380. Any student who is late to class while getting an absent excuse will receive a tardy unless detained by the office. Attendance All elementary students are required to attend a full six-week session. Excused Absences When a pupil is absent from class because of personal illness or extreme family emergency, an excused absence will be given, but time missed must be made up to the satisfaction of the teacher concerned. Students who fail to make up time missed during an excused absence will not be given credit for summer school. Unexcused Absences When a pupil is absent from school for any reason other than personal illness or extreme family emergency, the absence will be unexcused. Unexcused absences include the following: truancy. skipping classes, dental appointments, running errands, and any other absence for reasons other than personal illness or extreme family emergency. Students whose absences are unexcused will be automatically dropped from our rolls without refund of tuition. 12Make-up Work Make-up work will be scheduled by the principal. Student Textbooks Textbooks are furnished at no expense to students. Students are encouraged to use their textbooks. These textbooks will show wear due to normal use. fee for books damaged through misuse. Students will be assessed an appropriate Each book should be evaluated for previous damage. identified on the textbook evaluation card. Previous damage should be School Bookstore The bookstore will be closed during summer school. Please purchase school supplies before summer school begins (pen, pencils, paper). Library Use Closed during summer program. Lunch Lunch will not be served, child to eat during recess. You may wish to send a snack with your Illness or Injury at School If a student is injured or becomes ill at school, he/she is to report to his/her teacher and ask for a pass to come to the health room. his/her parents. If necessary, the principal will try to contact All students who are injured and become ill must check out through the office before leaving school. Students needing medication while at school must have a statement or permission signed by the parent/guardian. A prescription bottle with the student's name and dosage is required and should be left in the school health room. Remember, it is necessary that we know where to reach you at all times at home and at work. 13Fire Drill Students are informed and instructed by each teacher for the correct route and procedure to follow during a fire drill or actual evacuation, below. The correct evacuation procedure is listed 1. A bell with a continuing series of short intermittent rings signals a fire drill. 2 . The teacher should be the last to leave the room after he/she closes windows and door. 3. Lines to and from the safety area are to be single file. 4 . Drills are to be orderly in leaving and returning to the building. 5. Rolls should be checked by each teacher or through a buddy system as soon as the safety area is reached. 6. All lines are to stay clear of traffic areas of fire trucks and other vehicles. 7. One long ring indicates students are to return to class. Tornado Drill The intercom system will be used when there seems to be a need for safety measures to be undertaken. drill or alert, please observe the following: When you hear a tornado 1. Move in an orderly manner away from glass areas such as windows, doors, etc., to a distance of 10 feet or more. Students in portable buildings are to come indoors to a designated area. 2. Keep face turned away from glass area. 3 . Move to an inner wall of the classroom. 4 . Crouch low or sit next to inner walls. 5 . If nothing better, keep below school desk top as these will protect some. 6. Do not run outside seeking another building or person. 7. Buses should stop in open areas and if time, seek protection in ditches or low areas. 148. stay clear of power lines and electrical wiring. 9. Teachers, always know how many students you have in your area or on your bus. 10. Open a classroom door to remove a possible vacuum buildup. 11. You should remain in the safety situation until an all-clear is given by someone in some way. 12. Keep calm, quiet, and listen so you can detect falling debris and hear instructions being given. Do not strike matches or use lighter if dark. Gas could be leaking. 15STUDENT CONDUCT The following section reflect the expectations of the Little Rock Community and the statues of Arkansas for student discipline. These expectations include respect for public property and property of other students, an interpretation-free environment where students can learn, and an environment which is healthy and safe. expectations. of fairness. The written rules are an effort to specify these The disciplinary rules are written with the intent Students who fail to comply with these disciplinary guidelines will be processed in a consistent manner as outlined in this section. Incentives for Good Student Behavior It is important to recognize the correct behavior exhibited by a large number of students. Throughout the summer school session, good behavior and good scholastic achievement will result in special rewards or privileges. Students may make reward suggestions to the principal for consideration. Expected Student Behavior The following are points in the District's overall behavioral guideline: 1. Students will be inside their classroom when the tardy bell rings. 2 . Students will bring adequate school-related study materials each day and participate cooperatively and fully in the activities planned by the teacher. 3 . Students will not deface any school property. 4 . Students will comply immediately and courteously with any reasonable request of any school official. Such a request may, at the teacher's discretion, include requiring students to raise their hand to secure permission before talking or moving about the room. be made at the teacher's discretion. Additional reasonable requests may 5. Students will behave in a cooperative and non-disruptive manner at all times. 16Telephone Use of the telephone by students is limited to emergency calls and school business calls only. Calls for permission to bring homework, ride buses with friends, etc. will not be permitted. These matters should be taken care of at home. A note from the student's teacher is required during the school day before the telephone may be used. 17IMPORTANT BOARD POLICIES (in Summary Form) Truancy is defined as being absent from any class or designated area without prior permission from parents, guardians, and/or school. Students will check in and out through the principal's office, as otherwise advised by the principal, when arriving late or leaving early during the school day. or Dress Code Dress and appearance must not present health and safety hazards or cause disruptions of the educational process. Clothing which promotes student use of drugs, alcohol, and immoral behavior or which is demeaning to other students is considered inappropriate for school wear. The following guidelines will be used by all students and parents in determining appropriate dress and grooming in the school environment: 1. Dress and grooming should be in keeping with health and sanitary practices. 2. Students may not wear clothing or hair styles that can be disruptive to or hazardous in educational activities such as shop classes, lab classes, physical education, art, or in some type of job training program. 3 . Clothing, buttons, patches, jewelry, or any other items with words, phrases, symbols, pictures, or signs which are indecent, profane, or use suggestive or inflammatory words are not to be worn. 4 . Dress and grooming should not substantially disrupt the educational process. [NO] * * tank tops or underwear may be worn as outer clothing\nspandex shorts may be worn in any secondary school\n* shorts, including bike shorts, may be worn if they are more than three (3) inches above the knee\nand 185. 6. 7 . * clothing with negative racial or gender overtones that appear to be derogatory or discriminatory may be worn. Shoes are worn as required by law. Thongs, beach footwear, slippers, or other footwear inappropriate for school are not to be worn. Caps, coats, hats, or sunglasses are not to be worn in the building. Coats may be worn in breezeways or open areas of buildings during inclement weather. Students shall not wear suggestive or revealing clothing that diverts attention from the learning process or which may lead to a student being insulted, assaulted, or approached disrespectfully. [NO] * shirts and blouses tied at the midriff, clothing with bare midriff, or clothing not properly fastened are to be worn. Final decision of any wearing apparel will be at the discretion of the principal. 19TRANSPORTATION REGULATIONS The purpose of the Transportation Department of the Little Rock School District is to provide the safest, most efficient transportation possible for those students who are to be transported between their home and school. This process is the responsibility of the entire community and requires the cooperation of all students, parents, school personnel, and citizens who drive on the streets in the presence of the school buses. Students and parents are expected to read these regulations carefully. They must be followed if we are to provide safe, efficient transportation for the students of this district. The Little Rock School District encourages any person who observes an incident jeopardizing the safety of the students on a bus to report the incident to the Transportation Department. It is helpful when a person can identify the bus by its number when making such reports. Any recommendations that will assist the department in its operation are also encouraged. The telephone number of the Transportation Department of the Little Rock School District is 570-4000. Incentive School is Mr. Floyd Cooper. The supervisor assigned to Franklin Suspension, loss of bus riding privileges, or other disciplinary sanctions may be imposed when students violate the regulations outlined. Waiting for the Bus 1. 4 . 5. Be at the bus stop ten (10) minutes before the bus is scheduled to arrive. Stand on the proper side of the street. Wait until the bus stops before crossing the street to board the bus. Ride only the bus assigned by the school principal. Respect the property rights of others. a. b. c. 6. Do not litter. Do not make unnecessary noise. Do not gather or stand on private property without permission. Make plans with your parent/guardian in case you miss the bus. 2. 3 . a. b. c. Do not hitchhike. Do not try to walk to school. Do not ride another school bus. 20The drivers have the same authority on the buses that the teachers have on the school campus. Students are under the supervision of the bus drivers and are responsible to the driver for their conduct. Bus drivers are to report student disrespect or misbehavior to principals. Students thus reported by the bus driver will be subject to disciplinary action. 21NOTE: CITIZENSHIP These rules are included in the Students Rights and Responsibilities Handbook. They are not additional rules. Building Rules: Students will: 1. Respect the rights and property of adults and students. A. Language - No cursing, teasing, arguing, namecalling, or threateningeither spoken or written. B. Keep hands and feet to yourself. C. Use your own materials. D. Do not deface or destroy school property, the property of others, or your own. 2 . 3 . 4 . 5. E. No fighting. Walk and talk quietly at all times. Leave food, gum, and toys AT HOME. Complete all assigned work. Follow any additional classroom rules. Playground Rules Students will: 1. Play in assigned areas only. 2. Come in when bell rings. 3 . Follow directions given by Campus Security Supervisor. If a student chooses to break a rule: 1st Offense: Conference/Warning by Staff Member 222nd Offense: Student/Teacher Conference 3rd Offense: Recess/Detention 4th Offense: Sth Offense: Parent/Teacher Conference Sent to Principal's Office The following behaviors are forbidden - engaging in them usually results in a short-term suspension: 1. Fighting 2. Using Profanity 3. Throwing Rocks 4 . Disrespect to Adults 23OFFENSE Fighting Verbal assault on staff Physical assault on staff Verbal assault on fellow student Possession, use, or sale of a drug or controlled substance Insubordination-failure to follow a specific instruction given by staff Possession of a firearm/weapon Leaving campus un-authorized Tn:ancy/class cuts Flagrant obscenities/profanity Public intoxication Disorderly conduct-loud, disruptive behavior Malicious mischief-playful behavior or action that inflicts injury to self, others, and/or the learning atmosphere Gambling Theft Arson Sleeping in class Destruction of school property 1st Offense Expulsion Expulsion Expulsion Warning Expulsion Suspension Expulsion Warning \u0026amp; Make up time loss tt Warning Expulsion Warning Warning Suspension Expulsion Expulsion Warning Expulsion When a student is expelled, no credit or refund is given. SANCTIONS 2nd Offense Suspension Expulsion Drop for non- attendance II tt Suspension Svispension Suspension Expulsion Suspension 3rd Offense Expulsion It Expulsion Expulsion Expulsion Expulsion The entire staff is charged with monitoring student behavior in assuring that a wholesome, productive, and business-like atmosphere prevails at all times during school hours. 24\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_1518","title":"Court filings: District Court, order","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["77 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_485","title":"Incentive Schools: ''Mitchell Incentive School, Parent-Student Handbook-92-93''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Parents","Students","School management and organization"],"dcterms_title":["Incentive Schools: ''Mitchell Incentive School, Parent-Student Handbook-92-93''"],"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/485"],"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\nMitchell Incentrive School Parent - Student Handbook-92-93 Theres Magic at Mitchell SchoolMITCHELL INCENTIVE SCHOOL Dear Parents and Students: On behalf of the staff at Mitchell School I would like to welcome all students and their parents to the 1992-93 school year. We are eager as we begin this year, because we know this is going to be an exciting year. You This handbook is prepared to inform you about our school, will find that the information provided here together with the rules and regulations that govern each of us will insure that we I know you will take time to read this book carefully with your parents. Of course, if you have any questions, feel free to ask vour teachers, counselors. have a successful year. course, feel your administrators, or other staff members. I want you to : our best to ensure know that the staff at Mitchell and I will do that each student achieves his/her highest This will require the combined efforts of students, staff, and parents. We need parents to be involved with our Your ideas and suggestions are essential in developing a strong team working in the best interests of each student. potential. program. We I am We know this is going to be a magnificent year at Mitchell, looking forward to working with each of you individually and collectively. Sincerely, Donita Hudspeth Principal I I I I I1 MITCHELL INCENTIVE SCHOOL FACULTY AND STAFF PRINCIPAL Donita Hudspeth SECRETARY Sandra Johnson 4 Year Old Program Jeanne Hoover MATH SPECIALIST Janice Lewis... Rm. 102 KINDERGARTEN Melanie Hale . . . . 1 Rm. 2 READING SPECIALIST Susan Hestir...... Rm. 101 GRADE 1 Jo Hestir... Bobbie Govan Rm. 3 Rm. 4 LIBRARIAN Kenny Sutton GRADE 2 Barbara Banks.. Teresa Hamilton ART SPECIALIST Ken Milton Rm. 104 Rm. 106 MUSIC SPECIALIST Shirley Allen GRADE 3 Patricia Ross. Charlotte Guin Rm. 107 Rm. 103 COUNSELOR Mary Smith GRADE 4 Jimmy Calhoun........ Gertrude Stubblefield Rm. 20A Rm. 201 GIFTED/TALENTED Sylvia Tyler GRADE 5 Najmah Cooksey Mildred Walker Rm. 205 Rm. 202 PHYSICAL EDUCATION SPECIALIST Mary Ann Hansen AOXILLIARY TEACHER Kim Dade GRADE 6 Brenda Hipp. Linda Hamlet Rm. 203 Rm. 206 SPECIAL EDUCATION Margaret Regnier. Rm. 105 RESOURCE TEACHER Katie Pace...... Rm. 110 SPEECH THERAPIST Valerie Eastman. Rm. 110SUPPORT STAFF INSTRUCTIONAL AIDES Danyelle Allen Shirley Austin Larry Batch Becky Estes Nettie Irby Delores Iverson Davyda Howard Kevin McFadden Clarence Miller Yvette Williams Patricia Taylor Lillian Bunn LIBRARY CLERK Angela Moore COMPUTER LAB Joe Ann Johnson NURSE Estella Lee CUSTODIANS Ellis Flowers Aaron Johnson Flossie Murray FOOD SERVICE Mary Reese, Manager Valerie Burns Barbara HendersonMITCHELL INCENTIVE SCHOOL 1992-93 PARENT TEACHER ASSOCIATION Janice and Leotis Nichols are P.T.A. Co-Presidents for the 1992-93 school year, during registration. Our Membership Drive Kick-Off will begin Please plan to become an active member. We value your support and involvement as active partners in education. P.T.A. membership is very important to incentive schools. is to have each student represented by a parent. $3.00. P.T.A. Our goal dues are P.T.A. OFFICERS OFFICE NAME ADDRESS PHONE Co-Presidents Janice Nichols Leotis Nichols 1212 W. 36th St. 72206 376-8280 First Vice Pres. Vera Brownlee 1904 Rice St. 72202 376-8372 Second Vice Pres. Andrew Lockhart 3101 Marshall St. 72206 375-5619 Third Vice Pres. Joe Ann Johnson 24 \u0026amp; Battery St. 72206 324-2415 Recording Secy. Linda Abrams 1105 Ringo St. 72202 375-0722 Corresp. Secy. Tracey Noel 2412 Marshall St. 72206 375-2032 Treasurer Sandra Johnson 2317 Schiller St. 72206 374-0966 IMPORTANT DATES School Registration August 13-14 Parent Night September 8 Open House September 22 American Education Week November 16-20 P.T.A. Meeting November 17 Holiday Program December 18 Holiday Parties December 22 Valentine Parties February 12 P.T.A. Meeting February 23 P.T.A. Meeting May 18LITTLE ROCK PUBLIC SCHOOLS MITCHELL ELEMENTARY SCHOOL 1992-93 SCHOOL CALENDAR August August August 13-14 24 31 September 7 September 8 September 22 September 28 October October October November November November November November November December December December January January January January January February February February February March March March April April April April April April May May May May June June 12-16 19 24-November 1 3 4 4-5 16-20 17 26-27 18 22 23-January 3 4 18 27 28 29 1-5 9 12 23 1 2 8-19 1 2 5-9 12-23 14 21 4 7 13 31 9 10-11 Registration Teachers Report First Day for Students Labor Day Parent Night Open House Extended Day Begins National School Lunch Week Parent Conference Day Red Ribbon Week End of First Nine Weeks Teachers' Work Day AEA Teachers' Meeting American Education Week P.T.A. Meeting Thanksgiving Holiday Holiday Program Holiday Parties Holiday Break School Resumes Martin Luther King Holiday Nurse Appreciation Day End of Second Nine Weeks Teachers' Work Day National School Counselor's Week P.T.A. Founders Day Valentine Parties P.T.A. Meeting Parent Conference Day Teacher Appreciation Day AMPT Testing End of Third Nine Weeks Teachers' Work Day Spring Break Standford Test Custodians Appreciation Day Bus Drivers Appreciation Day National Teachers Apprec. Day National School Volunteer Day Food Service Appreciation Day Memorial Day Last Day for Students Teacher Work DayMITCHELL ELEMENTARY SCHOOL DAILY SCHEDULE 1992-93 7:30 7:45 Breakfast 7:45 Teacher Arrival 9:00 10:00 7:50 8:00 9:30 10:15 First Bell Tardy Bell (Lunch count, Attendance, etc.) 4 year old recess Grades 1, 2, and 3 recess 10:30 11:30 Lunch for 4 year olds and Kindergarten 11:00 11:45* Lunch for 1 and 2 11:30 12:15* Lunch for 3 and 4 12:0 5 1:05 Lunch for 5 and 6 2:10 2:25 Sustained Silent Reading 2:35* Dismissal 2:35 3:05 Teacher Planning and Conference *DENOTES RINGING OF BELLPHILOSOPHY OF THE LITTLE ROCK_SCHOOL DISTRICT A sound and comprehensive philosophy, based on the personal and educational needs of students, is essential to a viable and The Little Rock School District effective public school program. statement of philosophy is hereby presented to promote a better understanding of and appreciation for the principles on which the present and future programs of the district are being developed. The school district instructional and supportive programs should. 1. i: !  li !  t *1 i ! 2. Be designed, organized, and implemented to provide all students with success-oriented, comprehensive, and sequential educational opportunities. Emphasize and continually reinforce the values of our democratic society, worthy citizenship and ethical behavior. I I ! 1 1 i J I 1 t i i' ! J 1\n3. 4. 5. 6. * J I I i ft Provide each student with the opportunity for maximum intellectual and inter-personal development. Reinforce positive goal-oriented learning by systematically recognizing and rewarding student success at all levels of achievement. Place emphasis on an intra-competitive system of education wherein each student competes'with his'  own potential to enhance internal motivation and positive self-image. Fxcodt a diversified curriculum, under the', board career education concept, to provide students with Present a a maximum range of options in choosing careers.  IPHILOSOPHY OF MITCHELL ELEMENTARY SCHOOL We, at each student. Mitchell Elementary School, recognize the uniqueness of We believe we must enable all students to develop all that makes them unique to the maximum of their abilities. We believe that Mitchell Elementary School should create an environment which encourages our children to develop as thinking. caring individuals. We provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths in speaking, writing, and listening. We believe a positive self-concept is of great importance in the development of each student\ntherefore, we encourage each student to have worthwliile goals, self-discipline, concern a dedication to our democratic way of life. for his fellowman and Although we realize that our goals and objectives must be flexi ble so that our students will be prepared for a constantly changing society, we also realize that making our philosophy compatible with that of the Little Rock School District is essential in order to assure continuity between Mitchell and other schools in the District expecially when our students leave our school and transfer to other elementary schools in the District or go onward toward the secondary level of learning ex^ieriences. -It is our intention to do all in our power to assist our students in learning how to best serve themselves as well as their conmunity.MITCHELL ELEMENTARY SCHOOL OBJECTIVES The objectives of Mitchell Elementary have been formulated to give each child the opportunity to learn, grow, and function in his present and future environments. 1. 2. Develop Develop positive self-concepts. the student's capacity to discipline 3. himself Develop to work. study, and play constructively. the social skills necessary for adjusting and adapting to our ever changing world. 4. Encourage mutual respect and concern for others. 5. Provide situations in which problem solving skills are encouraged. 6. Increase efficiency in all areas of instruction. 7. Enhance an appreciation for the multf-cultural heritage in our world. 8. Provide opportunities for creative expression in speaking, writing, and listening. 9. Encourage bill ties each child to recognize his responsi- as a citizen of the community and country. 10. Provide opportunities for exposure to enriching experiences in and around the community.PARENT CONTRACT An important part of the philosophy of Mitchell Elementary School is that the education of a child is the responsibility of both the school and the parents. Every parent is required to sign a contract at the beginning of each school year. A sample contract is included here. My child (Complete Name) is presently enrolled in the grade at Mitchell Incentive School. As a parent I agree to support the provisions of my child's educational philosophy, program, and goals of Incentive School. I will: *attend regularly-scheduled and specially-called teacher/parent conferences\n*cooperate with the school when disciplinary actions are necessary\n.*support school rules and policies\n*ensure the student's compliance with the dress code policy\n*provide a proper study environment and require completion of homework as assigned\n*ensure prompt and regular school attendance\nand *be an active member of the parent/teacher organization and attend all meetings and other school function. I agree with the fundamental principles as stated above and will assist the staff with my support. I am aware that my child's success Mitchell____ Incentive School is contingent upon my honoring this contract. Date Parent/Guardian's Name Parent/Guardian's Signature Address (Home) Telephone // (Work)GENERAL INFORMATION School Hours Students should not plan The instructional day begins at 8:00 a.m. to arrive at school before 7:30 a.m. Students are not to be in the Students go directly to the cafeteria building before 7:45 a.m. until dismissed to classrooms. Breakfast Program Breakfast will be served from 7:20 a.m. until 7:40 a.m. is .50 cents and .30 cents for reduced. The cost Lunch Program All students may participate in the hot lunch program, prepared in the school kitchen. Meals are Application for free or reduced lunch must be made through the Eligibility will be deteirmined according to federal school office, guidelines. Students who wish to pay for their lunches may purchase them daily Weekly lunch tickets may be purchased on Monday. or weekly. Daily rates: Milk .25. Full price lunch $1.00. Reduced price lunch .40. PLEASE NOTE: Candy, gum, etc., may not be brought to school to exchange or to sell to other students. Lost and Found Please be sure your child's belongings are clearly identified with Proper identification can assure the return items should be taken to the cafeteria first and last names. of lost items. II Found *1 where II lost II and II periodically turned claimed. found over It is maintained. Lost items to charitable organizations if are notSchool Visitation The staff of Mitchell Elementary welcomes and appreciates VISITORS MUST CHECK INTO THE OFFICE BEFORE GOING INTO visitors. CLASSROOMS. At tendance When your child is absent or tardy, he/she misses an important part of instruction. Students are expected to be in school except in cases of emergency or for reasons as explained below: 1. Personal Illness - The school may require a doctor's statement or other supportive data verifying the reason for the absence to be presented to the attendance office on the day the student returns to school. 2. 3. 4. Illness in the family - All school work should be kept current. Quarantine in the home - The absence arising from this condition is limited to the length of quarantine as fixed by the proper health official. Death of a relative - The absence arising from this condition IS limited to three days, unless reasonable cause may be shown 5. 6. by parent on a longer absence. Observance of a religious holiday - Any student of any religion shall be excused if his absence was for the purpose of observing a religious holiday consistent with his creed or belief. ANY OTHER REASON MUST BE EXCUSED BY THE SCHOOL PRIOR TO THE ABSENCE. Absences A written excuse is required for each absence and should be presented to the child's homeroom teacher. the responsibility of the school to make a reasonable such as calling by telephone, to notify the parent when the student is absent from school if the parent has not contacted HOWEVER, WE ASK THAT YOU CALL THE OFFICE WHEN YOUR It is effort, the school. CHILD IS ABSENT. PLEASE NOTE THE TWO LETTERS ON ATTENDANCE THAT FOLLOW!I little rock school district ELEMENTARY SCHOOL---------------------------------- ---------------------DATE To the Parent of Dear Parent: Grade ID# (16) years, (5) and sixteen th (17th) birthday is Students between the ages of five both inclusive .x.lud.a reached), who have be in attendance at school daily. Little school, must that absences from Rock School District Policy maintains only when the student is ill, unusual cause acceptable to the building P school are acceptable vzhen a family emergency exists, school sponsored or cipal and/or by the principal. In accordance with Little Regulations, the following . Parents or guardians acceptable - school related events approved Rock School District Attendance information is provided: of students for whom three(3) unexcused civil semester may be subject to a The school recorded in a axcy ..V. - exceed $500 plus costs of court. triCt shall notify the city attorney whenever number of unexcused absences. absences are penalty not to dis a exceeds the allowable shall take whatever action is attorney penalty. necessary to student The city collect the absent four (4) times during a  shall notify the student s parents, or guardians (or persons in loco parentis) of the number of _ and will request a l the student's attendance problems. . When a student has been quarter, the school office (or persons absences address parent/administrator conference to of the first and second unexcused  shall advise the . Upon the establishment semester, the school office absence during a students parents, guardians (or Persons in the third, unexcused absence, the parents loco parentis) that upon -- be referred to the city attorney. guardians will This letter is ha * been absent^____ school year and a written notice that your child ----- , ---- times during the ____ quarter of the conference must be held to address the student's attendance problems. has unexcuse semester. Upon be made. the \"third unexcused absence d absence(s) during this a court referral will Please contact me if you have questions concerning this notice. Yours truly, PrincipalLittle Rock School District PARB'TT NOTICE OF COURT REFERRAL (COMPULSORY SCHOOL-AGE STUDENTS) SCHOOL DATE To the Parent of Grade ID// Dear Parent: Students between the ages of five (5) and sixteen (16) years, both inclusive (until the seventeenth (17th) birthday is reached), who have not been officially excluded from school, must be in attendance at .school daily. Little Rock School District Policy maintains that absences from school are acceptable only when the student is ill, when a family emergency exists, unusual cause acceptable to the building principal and/or school sponsored or school related events approved by the principal. In accordance with Little Rock School District Attendance Regulations, the prin cipal is required to send written notice to the parents advising them that referral is being made when the student's absences are deemed excessive. a court This letter is your written notice that you and yovu: child are being referred to court as of date for violation of the School Attendance Laws of the State of Arkansas. Yours truly, Principal 010 West Mnrkhnin Street Little Kock, Arkaiir-.TS 72201 (501)574 33G1 k r Conferences We encourage regular parent/teacher conferences because we feel it If you should desire a is important and necessary to COMMUNICATE, conference with your child's teacher to discuss his/her progress. please contact the teacher. specially called teacher/parent conferences. Conferences may be scheduled and Parent-teacher conferences will focus on the skills being taught throughout the curriculum and the individual student's progress. arent/teacher conferences dates are October 19 1993. Special 1992 and March Parent Volunteers Mitchell Elementary considers its parent volunteers as a very special resource. Parents are encouraged to help in all classrooms, programs, and extracurricular activities. Please call the office if you have time or skills you can share to make our school a better place for students to learn and grow. Reporting Guidelines and Interim Reports Report cards are issued every nine weeks. The main purpose for report cards is to indicate to the parent(s) the child's achievement. report card. Letter grades are assigned for every subject on the GRADING SCALE 93-100 percent 83- 92 percent 70- 82 percent 60- 69 percent 0- 59 percent and below A B C D F Interim reports are sent home during the fifth week of each NINE weeks for children working below their capacity and/or any other time a student's average drops below 72%. A parent conference is required after every unfavorable interim report and when a It tl or It is recorded on the report card. D F PLEASE NOTE THE COPIES OF THE REPORT CARD AND INTERIM REPORT ON THE TWO PAGES THAT FOLLOW!LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS ELEMENTARY TEACHERS INTERIM REPORT TO PARENTS Dale Pupils Name Teacher School Grade_ A check mark below indicates a need for improvement in that area. I I Stays on task................................ Follows directions......................... Completes work on time............. Works independently................... Has necessary materials............... Completes and returns homework Has self control........................... Control.s talking..................... Shows respect for adults....... Show.', respect for students .. Follows .school rules............... F0II0W.S classroom rules ........ Is on lime to school and class Attends school regularly........  Teachers Comments: I I I Conference Requested: Teacher requests a conference at the earliest possible time. I Teacher s signature Principal s Signature ELEMENTARY TEACHERS INTERIM REPORT TO PARENTS To the Parent: I Please sign and return this report. Write any comments that would be helpful to the teacher on the back of this repot I ' suggest a time when you could come for a conference. must r this report to the teacher as soon as pos.sible. I\nI 11 t ii Date Parent's signature I ! I i i  EZI Parent requests a conference at the earliest possible time. Copy to: Parent, Childs Teacher, Principal 27. FOR?STUDENT NAME PRESENT GRADE_ SCHOOL YEAR__ SCHOOL PRINCIPAL TEACHER NAME READING BOOK LEVELS FOR EACH SCHOOL YEAR: 1 S T GRADE K 1 READING BOOK Ready steps GETTING READY TO READ BELLS DRUMS TRUMPETS PARADES CAROUSELS LEVEL R R GRADE 2 \u0026lt; iGrade Level 1-6 READING PPI PP2 PP3 P I 3 4 5 6 Nine Weeks 1 \u0026lt; READING BOOK ADVENTURES DISCOVERIES CARAVANS JOURNEYS FLIGHTS EXPLORATIONS CELEBRATIONS LEVEL 2' 2 3' 3 4 5 6 Teacttcr Signature 9 W E E K S '2 N D 9 Teacher Requests Conference  2 3 4 Teacher Signature Book Level. Achievement Grade: Little Rock School District 1-6 ENGLISH ____________ 2 6 SPELLING 1-6 MATHEMATICS 1-6 SCIENCE  1-6 SOCIAL STUDIES * 1-6 MUSIC ______________ 1-6 HANDWRITING  4-6 ART__________________ 4-6 PHYSICAL EDUCATION PROGRESS REPORT Dr. Ruth S. Steele Superintendent of Schools Achievement Grading System  First grade students will not receive a grade for the first nine weeks. A B C D F 94-100% Excellent 85-93% 72-84% 63-71% 0-62% Good Average Below Average Failing WORK HABITS ANO CITIZENSHIP S = Satisfactory N = Needs Improvement U = Unsatisfactory Nine weeks 1 2 3 4 S - Satisfactory N  Needs Improvement U - Unsatisfactory NOTE: A grade of D. F. or U requires a parent conference. An asterisk (*) after a grade indicates that the child is working below grade level in that subject. REPORTING PERIOD 1 2 3 4 W E E K S 3 R D 9 W E E K S4 T H 9 W E E K S Teacher Requests Conference  Teacher Signature Teacher Requests Conference  Teacher Signature Teacher Requests Conference L STUDENT'S PLACEMENT FOR NEXT YEAR: GRADE READING MATH Listening Skills_________ ___________ Slays on Task____________ ________ Follows Directions_____________ Completes Work on Time Works Independently______________ Completes and Returns Home Work Has Self-Control_______________ Controls Talking___________________ Shows Respect for Adults__________ Shows Respect for Students_______ Follows School Rules _______ Follows Classroom Rules DAYS PRESENT DAYS ABSENT TIMES TARDY Conference Requested (Student promotion in danger because of attendance laws). PARENT COPY - This Report is Your Copy to Keep at Home. DETACH AND RETURN THIS SIGNATURE/COMMENT SLIP I Student's Name____________ Parent / Guardian Comments: Parent Requests Conference  I have reviewed this progress report. PARENT I guardian signature 5 5 I c. LITTLE ROCK SCHOOL DISTRICT EPS CODE: lABC Adopted: 8/22/91 J STUDENT LEARNING OUTCOMES  The Board believes that students should leave school i possessing the skills and knowledge they need to have successful experiences in higher education and in the workplace. These exit outcomes should be reflected in the goals and objectives established for each curriculur program, level/course, unit, and lesson. The District has the following outcomes for all students by the time they graduate from the 12th grade. Students will: 1. 2. 3. 4 . 5. 6. 7. s I* Adequately master reading, writing, speaking. listening creative thinking. (communication), critical sufficient functioning. and mathematical and skills for effective. efficient 9  I Locate and use needed information from printed materials and/or other resources. Identify problems and needs, apply problem solving strategies, and analyze information for meaning and/or action. Use tools of technology at an effective. efficient, flexible, and adaptable level. Have geographic, knowledge of basic political, literary. historical, and scientific information, and use such knowledge in day-to-day decisions. Appreciate' and understand cultural differences, the arts and humanities, current happenings, and ways to predict or influence future events. Establish and maintain effective and supportive intrapersonal, interpersonal, and cooperative relationships, social responsibility. and civic and 'S SI i 41 I 'i j r I I EPS CODE: Paqe 2 I ABC 8. Demonstrate self-direction as an active lifelong learner and demonstrate self-respect, self-esteem, self-understanding, and a physically and mentally balanced healthy life. II 1 little rock school district i EPS CODE: PROMOTION AND RETENTION OF STUDENTS IKE me Liuic S^H^ul District Board of Directors requires standard levels of achievement for students at each grade level as a prerequisite for The Board advocates minimal use of The Little Rock School promotion to the next grade level, social promotion of students. Exceptions Students will normally progress annually from grade to S^ade. peDtions may be made when, in the judgment of the professional staff, such exceptions are in the best educational interest of the student involved. Exceptions Exceptions are in the best eoucationai inieresi, me aeuucnv will be made after prior notification and explanation to each student parents. Exceptions to the established criteria for Promotion are defined ir, ..oniiiafinnc\" hnwpvpr. the final decision is with the Little Rock bcnoo in regulations\nhowever, the final decision is District. Adopted: January 26, 1939I Kev. 4-b-y I LITTLE ROCK SCHOOL DISTRICT REGULATION EPS CODE: IKE-R STUDENT PROMOTION I. PURPOSE The purpose of the following regulations is to provide guidelines for teachers and administrators to use in promoting a student from one instructional level or grade to the next. II. REGULATIONS A. Promotion in Elementary School 1. Students being promoted from one elementary grade to the next should have completed the adopted reading curriculum materials for current grade placement, demonstrating at least 80 percent skills mastery. 2. If a student has not achieved 80 percent skills mastery of current grade-placement materials, he/she may be promoted based on an evaluation (by the teacher and principal) of the following: a. b. c. d. e. f. g. Criterion referenced tests Placement inventories Standardized tests Teacher, principal anecdotal information Student characteristics (physical, emotional, and social) Scheduled parent consultation Attendance record 3. Accelerated Promotion The decision to promote a child to the fourth grade in fewer than three years, or to junior high school in fewer than six years, will be made in consultation with the parents(s), teacher, principal(s), elementary supervisor, and the Associate Superintendent for Curriculum and Special Programs. The Associate Superintendent, Division of Schools, and the appropriate Assistant Superintendent will be advised.J 1 li _(_F\u0026lt;egtJkit i iHi'^ 1 I r I.ITTLE ROC I' SCHOOL DISTRICT EPS CODE: IKB R 1 I . II. HI. HOMEWORK RECOMMENDATIONS 1 .s Purpose To set forth the piocedures governing homework in the Little Rock School District. Included in the recommendations will be procedures for teachers to follov/ in assigning homework to students. Procedures (General) (1) (3) (4) (5) (6) Each teacher giving an assignment from the text in a class where only classroom sets of books are available will make provisions for books to be taken home. Teachers will present mimeographed materials that can be seen clearly and have instructions to be used in completing them. Homework assignments will emphasize the application of concepts and skills previously introduced. Homework will be considered in the grading of students. Homework should provide immediate feedback to the teacher on areas of weakness in the students' understanding of concepts and/or acquisition of skills. The type of homework assignments should be varied. Procedures ( Specific) (1) The following guidelines should be followed in giving homework assignments at the Primary Level : Kindergarten - Generally, students are not given home- Primary I - Primary II - work assignments at the kindergarten level. Students may be assigned homework for 15 to 20 minutes a night. Students may be assigned homework for 20 to 30 minutes a night. Primary HI - Students may be assigned homework for 30 to 40 minutes a night. {3'1 Homework assignments for Intermediate Level students should not be ny longer than one hour. Homework assignments for the Secondary Level should be given with an average of no more than thirty (30) minutes required for each of the subject areas. Secondary principals shall work with building committees to help coordinate long-term assignments or projects which might conflict. 1 I I i  jl ij s ' I I P J 5 * g J E ii I \u0026gt;.   I J-SMX. .Homework assignments of Intermediate Level students should not be any longer than one hour. The purpose of homework is to reinforce and extend what your child has learned in class and to develop a sense of self discipline. personal responsibility, and independent thinking, material is not assigned for homework. As a rule new We hope the following information and suggestions will be helpful to you. In order to give pupils an opportunity to develop various kinds of skills, teachers will give many types of homework assignments, some of which may not be written assignments. may be to read, to cut out, to collect. research. to interview. to listen to a particular radio or TV program. to do They I The school's policy is, generally, not to give homework on weekends. The reason for this is to give pupils a reward for a week's work well done and to allow them time to take part in family experiences such as trips, visits, outings, etc. You can help your child develop some routines that will be of assistance in successfully completing homework assignments, following suggestions are offered for this purpose. The 1. Ask your child if he or she has homework that day.______ that homework is generally assigned every day except Friday or the day before a holiday. Be aware By asking your child about homework, you are helping him or her to remember that there is an assignment to be completed. 2. Become interested in your child's homework. Ask him or her to show the homework to you and to explain what the work completed was about. Sharing your child's work with him or her reinforces the importance of homework and helps the child to understand that you are interested in his or her progress, looking at your child's homework also keeps you informed about the progress of the child and the way in which your child is able to complete the work assigned. I I JF 3. Remember that homework is your child's work not yours. You should not do the work for the child\nrather, you should be concerned with whether or not your child did the work. If your child has trouble with a homework assignment and cannot complete it, write a note telling the teacher about the problem. It is the teacher's responsibility to make the homework assignment clearly understood by each student. 4. Help your child set a regular homework time each day and remain with that commitment, responsiblities at that time. Free your child of other 5. Provide your child with a quiet place to work and study where he or she is not disturbed by younger children or pets. Homework will help your youngster grow and develop. Please feel free to consult the school whenever there is a question about homework, which, after all is intended to be a help, not a burden. Study Skills Specific skills and techniques can make learning easier and more enjoyable. good study habits. The following are student guidelines for achieving 1) Come to class prepared with pencil, paper, and other necessary materials. 2) Be an active participant in class, in class. Listen well and take part 3) Ask questions to clarify problems. 4) Plan your day and schedule time for homework. 5) Use what is learned and apply it to new situations. 6) Strive to do the very best work possible, is not a worthwhile goal. Just \"getting by\"* Textbooks All basic textbooks are loaned to students for their use during the school year. Workbooks are provided for students. Other    Textbooks are to supplies are paid for by the student or parent. be kept clean and handled carefully. t\nname, grade, and school are written in the book in case the book Students will be required to pay for lost or Please be sure the student's is misplaced, damaged books. Buses Please refer to the bus schedule to note pick-up points and the time schedule. NOTE: Please have your child at the bus stop a little earlier than the designated time in the event the bus should arrive early. Should your child miss the bus, please try to get him/her to school. It is very important that your child attend school every day. Proper behavior is expected at all times for safety reasons. Discuss the bus rules with your child. Bus Conduct The following rules have been established in order to insure the safety of all students who ride busses. 1. 2. 3. Use only the bus and bus stop assigned. Orderly behavior is required at the bus stop. Remain seated, facing front, when the bus is in motion. 4. 5. Talk quietly and make no unnecessary noise. Do not talk to the driver unless it is necessary. 6. Keep head and arms inside the bus. 7. Do not litter the inside of the bus or throw anything out the 8. window. Be quiet when the bus is crossing railroad tracks. Infractions s of the above rules will be brought to the attention of Continual abuse of the bus privileges will result in the parents. denial of transportation. bSCHOOL BUS INCIDENT REPORT LITTLE ROCK PUBLIC SCHOOLS Sus No. School Name Date ^11 DEAR PARENTS: ... ^11 students in our School System who ride a bus to school are subject to regulations until they get off at their school or the bus stop near their home. Any misbehavior which distracts the driver is a very serious hazard to the safe operation of the vehicle, and as such, jeopar- iizes the safety of all passengers. We are asking that you take the necessary action to insure that future misconduct of this nature does not reoccur. Thank you for your cooperation. has been cited for an infraction of the rules :hecked below: ' ) 1. Disobedient\nrefusal to cooperate with dri ver [ ) 2. Moving around in bus\nrefusal to stay seated\n) 3. Extending arm/head out window I ) 4. Excessive talking, uncessary loud noise ( ) 5. Tampering with bus or equipment or di struct!on of any part of bus ( ) 6. Smoking or lighting matches ( ) 7. Scuffling or fighting 8. Using obscene language\nsigns or gestures ( ) 9. Throwing items inside bus or out wi ndows ( ) 10. Littering the bus/eating on bus ( ) 11. Misconduct on bus stop ( ) 12. Deliberate delay in loading or unloading ( ) 13. Other For the first infraction of any one or any combination of the rules, a conference If the student persists PENALTIES: shall be held with parents, maybe by telephone, and with the students. in infractions, the following minimum schedule should be adhered to: Infraction 2: 3-5 days 5us suspension\nInfraction 3: 2 weeks bus suspension\nInfraction 4: 9 weeks bus suspension\ninfraction 5: 18 weeks bus suspension\nInfraction 6: indefinite suspension of bus privileges. driver's statement of incidents: date of this offense_______ PRINCIPAL'S ACTION: ( ) Conference with student ( ) Conference with parent ( ) Phone call to parent ( ) Other__________________ First offense ( ) Second offense ( ) Third offense ( ) Other( ( ) Bus suspension for ___ ( ) Sent Home Notice ( ) Suspension from school days, beginning Si gnatures: Route No. Student Principal Parent WHITE COPY to parent. YELLOW COPY to transportation after action is taken. PINK COPY retained for school record. GOLD COPY to driver. Ftoute No. Date, Driver School Name Student This portion of WHITE COPY rptiirned Io transportation bv driver # 510V Bus Route and Operating Policies Bus routes and stops are planned and established by the administration's transportation department. Safety, economy. efficiency, and allocation of resources are some of the considerations which must be evaluated in determining bus operation policies. Parents who wish to make requests for changes in routes or stops should contact the school principal. Students and parents are encouraged to notify the school immediately of any safety hazards which they have observed during bus operations. School Guidance Counselor Many parents have asked me for an explanation of the duties performed by our school guidance counselor, elementary guidance counselor does include: Some things an 1. Help students understand their abilities and limitations, adjust to a new school, find answers to their concerns, learn to make decisions, develop skills in getting along with others, talk with students who have experienced a death, injury, or serious illness ofpet, friend, or relative, and help students cope with parents separating or divorce. 2. Talk with you about your child's progress in school, abilities and limitations, growth and development. 3. Help teachers understand and meet individual student needs, provide classroom guidance in such areas as self-understanding, decision making, and values, find special help for students when needed, and plan units on guidance-related topics. 4. Consult with parents and teachers in private conferences about their children. 5. Coordinate referrals to school and community agencies when school personnel and parents agree this is needed. 6. Talking with children individually or in small groups. The child may request the counseling or may be referred by parents or teachers. Counseling is a voluntary service\nno child is required to talk with the counselor. Should you have any further questions, you may call the guidance office at 324-2415 and request to speak with Ms. Mary Smith.F BUILDING RULES 1. Be respectful to all adults and classmates. 2. Show pride in Mitchell School. 3. Settle conflicts without fighting. 4. Display proper behavior at all times. Students' Rights and Responsibility Handbooks will be distributed early in the school year and discussed throughly with all students.CAFETERIA RULES 1. Follow directions of all lunchroom adults. 2. Speak using your inside voices. be used. At any point quiet-time will Quiet-time is the last 5 minutes of the lunch period to assist in an orderly dismissal. 3. Children will stay in assigned seats until dismissed by lunchroom aides. 4. Lunchroom aides will be in charge of dismissing children: a. b. c. One table at a time\nbeginning with most quiet table\nthen, second most quiet and so on. 5. Children are responsible for removing all trays and trash. a. b. when table is dismissed, children will clear all trays and trash. walk quietly out to play area. PLAYGROUND RULES 1. Play in assigned areas only. 2. Follow directions of supervisors. 3. Come in when the bell rings. 4. Be silent on the cement areas between the building. 5. No fighting of any kind. 6. Throw nothing on playground except authorized playground equipment designed to be thrown. CAFETERIA AND PLAYGROUND CONSEQUENCES Warning Name on Aides notepad. Name with 1 check Time out for 10 minutes. Name with 2 checks Time out for remainder of recess. Behavior Document sent home by Instructional Assistant and returned signed by parent. Continued Misbehavior Lunch De tention/Office ReferralREWARDS 1. Student of the Week. 2. 3. Outstanding Student of the Day (periodically). Special recognition for doing something good/change in behavior (periodically). 4. Monthly recognition of students identified as II Good Citizens\". 5. Monthly recognition of students who have behaved according to expectations. 6. Movies 7. Popcorn/Coke Parties 8. Special Field Trips 9. Caught Being Good - A spontaneous and positive recognition of students. 10. Positive Phone Calls to parents. DETACH THIS PORTION AND RETURN PARENT SIGNATURE STUDENT SIGNATURE dateMITCHELL ELEMENTARY SUPPLY LIST SOLD EACH DAY 7:45 7:55 A.M. Pencils it2............................... Primary Pencil........................... Red Lead Pencil.......................... B Tablet.................................. J Tablet.................................. J Sprial Tablet.......................... C Tablet.................................. C Practice Writing Paper (in plastic). D Practice Writing Paper (in plastic). D Spiral Tablet.......................... Notebook Filler Paper (40 count)...... Subject Notebook Spiral (50 count).... Folders with pockets.................... Rulers (wood)............................ Scissors (sharp point)................. Scissors (blunt point)................. Elmers Glue 1^ oz....................... Crayons (16 count)...................... Crayons (Jumbo, 8 count, Kindergarten) Poster Board....... ...................... Erasers 15c or 2 for .25C .15 .20 1.00 1.00 1.00 1.00 1.00 1.00 1.00 . 50 .75 .30 .25 .50 . 50 .50 .75 .75 .50 .05 ************************************************* PARENTS CAN MAKE A DIFFERENCE PARENTS CAN MAKE A DIFFERENCE PARENTS CAN MAKE A DIFFERENCE PARENTS CAN MAKE A DIFFERENCE PARENTS CAN' MAKE A DIFFERENCE15 WAYS TO HELP CHILDREN LIKE THEMSELVES ^1/ 1. Reward children. Give praise, recognition, privilege for a job well done. Emphasize good, not the bad. A 2. 3. 4. Take their ideas, emotions, and feelings seriously. Define limits and rules clearly, and enforce them, allow leeway for your children within these limits. Be a good role model. Show that you feel good about Do 5. yourself. Teach that everyone can learn from mistakes. Teach your children how to deal with time and money. Help them spend time wisely and budget money carefully. 6. Have reasonable expectations for your children. Help e 1. them to set goals for themselves that they can attain. Help to develop tolerance toward others with different values, backgrounds, and norms. Point out strengths. I 8. ) 9. 10. 11. 12. 13. 14. 15. Give your children responsibility. Be reasonable. They will feel valued. Give support .when children need it. Show them that what they do is important to you. their activities, do things together. Express your values. Attend Tell of experiences, decisions. reasons for your values, beliefs and feelings. Spend time together. Share favorite activities. Discuss problems without placing blame, attacking character. Use phrases that build self-esteem. Avoid phrases that hurt self-esteem. Show how much you care about them. Hug them, they are terrific and that you love them. REMEMBER THE POWER OF PRAISE ! fl Tell them 4K A T Say love you^^ in many ways  Spend time with your child doing what he or she wants to do.  Give honest praise in the presence of others.  Say Tm sorry when you are.  Forgive when he or she hurts or disappoints you.  Take time to LISTEN.  Respect your childs opinions.  Show physical affection ^did you hug your child today?  Let gifts be symbols, not proofs of love. L ENCOURAGE YOUR CHILD You can help your child succeed in school by building his or her self-confidence at home. Use these guidelines: Respect your child by treating him or her with the dignity you would a friend. Have faith in your child. Don't be afraid to give your child increasing responsibility and independence. Concentrate on the positive\navoid using discouraging words or actions. Recognize your child's efforts, not just his or her accomplishments. Build self-esteem and feelings of adequacy by using positive phrases as: \"I can tell you worked very hard on that.\" \"You're getting much better at that.\" \"I appreciate what you did. II \"You really handled that situation well.\" Discourage competition (in all forms) between brothers and sisters. REMEMBER: Don't feel guilty if you \"blow it\", but use your energy to try again more effectively. Discipline Home = Behavior in School I i I Never punish in anger and remeniber that punishment does not mean abuse, rather restriction of activities or reduction of privileges. How parents handle discipline at home translates into a childs behavior in school. Suggestions for parents to follow in order to provide better discipline practices include\n Use a positive approach. Say do this more than dont do that.  Say what you mean...and mean what you say. And dont fool yourself, a child knows the difference. I I  Be dear- A child should never be confused about the rules. Rules should be simple and explained carefully. Be reasonable and understanding. When possible, explain why things have to be the way they are. And try to understand your childs feelings about how things are.  Remind yourself that children are different What works with one child may not  Be work with another. II I ii  Set an example for your children. Your own behavior is the base for establishing your expectations of them.  Set limits on your childrens behavior. Agree with your children on the tats and make it clear what the consequences are for breaking the rules. Enforce the conse-quences when necessary.  Be certain that you punish when you say you will. I . Planish as soon as the misdeed is done...dont put the punishment off for a later time or to another person. I bi IC wx VM lAXAW ---------- ri . Stick to your decision Never let a child talk you out of a punishment you feel is nec-essary.\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_513","title":"Incentive Schools: ''Summer School: Franklin Incentive School''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Franklin Elementary School (Little Rock, Ark.)","Summer schools","Parents","Students","School improvement programs"],"dcterms_title":["Incentive Schools: ''Summer School: Franklin Incentive School''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/513"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"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.^SUMMER SCHOOL FRANKLIN INCENTIVE SCHOOL Berthena Nunn, Principal' 06/18/93 16:41 501 324 2032 L R School Dlst ODM  002/002 NEWS RELEASE WHAT: SUMMER ACADEMIC AND CULTURAL ENRICHMENT PROGRAM WHERE: ROCKEFELLER INCENTIVE SCHOOL, 700 EAST 17TH STREET TIME: 8:30-11:30 a.m. Monday-Thursday June 23'August 4 Course Offerings: Band, Dance, Aerobics, Gymnastics, Art Drama, Arts \u0026amp; Crafts, Hands-on-Science, Math Can be Fun, Computer Logo Writing, Choral Music, Special Projects \u0026amp; Spanish AFTERNOON ENRICHMENT PROGRAM WHERE: FRANKLIN INCENTIVE SCHOOL, 1701 SOUTH HARRISON STREET Time: 1:00-2:30 p.m. Monday-Thursday Course Offerings: Band, Art, Dance Biographies of Famous Americans, Computer Logo Writing, Arts \u0026amp; Crafts, Choral Music, and Special Projects. Tuition is ftee to all Incentive School students. Students will be assigned to classes based on needs and interests. I Transportation will be provided for all Incentive School students only. Bus routes can be picked up at Rockefeller or Franklin Schools between the hours of 8:30 a.m.-3\n30 p.m. Students who are currently enrolled in Area and Magnet Schools can attend the morning or afternoon session. The cost is $72 for the morning session and $36 for the afternoon session. I Schedules can be picked up on June 23 when students report for classes. For more information, please call Mrs. Lillie Carter, Principal - 324-2385 or Mrs. Arma Hart, Desegregation Facilitator - 324-2110 Registration for Area \u0026amp; Magnet School students will be held Wednesday June 23 from 5:30-6:30 p.m. at Rockefeller. Class space is limited. Plan to enroll NOW!WELCOME TO FRANKLIN INCENTIVE SUMMER SCHOOL 1992 Ue hope that your six weeks with us will be educationally profitable for you. 1TABLE OF CONTENTS What Parents Can Do at Home A Message from the Principal..................................1 Handbook Position and Mission Statements...................2 Philosophy and Objectives...................................3-5 Pursuit of Academic Excellence...............................6 Course Offerings, Grades, and Grading Procedures...........7 Homework Policy.................................................8 Study Skills\nHome..................9 June and July Calendar........................................10 Bell Schedule..................................................11 Important Services and Procedures (Hall Passes, Absentee Admits, etc.).................................................12 Attendance......................................................12 Excused and Unexcused Absences..............................12 Make-up Work...................................................13 Student Textbooks.............................................13 School Bookstore/Library Use................................13 Lunch/Illness or Injury at School...........................13 Fire Regulations...............................................14 Tornado Regulations.......................................14-15 Student Conduct............................................16-17 Important Board Policies (in Summary Foirm)..............18-19 Transportation Regulations...............................20-21 Citizenship.................................................22-24TO: The Parents and Students of Summer School FROM: Berthena Nunn, Summer School Principal WELCOME TO SUMMER SCHOOL!! We are looking forward to working with you and your children to make this a very rewarding summer school program. OUR MAIN CONCERN IS QUALITY INSTRUCTION. We have high expectations for every student. * A quality, dedicated staff is in place with instructional leadership. A Student progress will be monitored at all times. We look forward to working with you. Your ideas, suggestions. and cooperation are welcomed and needed. Parents, we are asking you to work with us to help provide your child with the best possible education this summer. Please feel free to call me at 671-6380. Let's work together!!! 1HANDBOOK POSITION STATEMENT \"Communication is what holds a school together. It is through communication that people in the school receive information and exchange ideas. It is also the way beliefs, values, and expectations are transmitted and value given to others.\" This handbook is one of many means of communication used by Franklin Incentive Summer School to inform parents and students of the available educational program parents and students may become more familiar with the mission of the summer school program, its objectives, and procedures by studying the handbook's contents. In doing so, hopefully a clear understanding of the education at Franklin Incentive School will develop. MISSION STATEMENT The mission of Franklin Incentive Summer School is for the faculty, staff, students, and community to create an environment that promotes self-realization, social interaction, and academic excellence. 2PHILOSOPHY We believe that the purpose of-Franklin Incentive Summer School is for the faculty and staff to establish an atmosphere that maximizes the teaching and learning process in order to assist each student in realizing his/her fullest potential. We believe that staff utilization of classroom management procedures, administrator's feedback on instruction, effective use of educationally sound teaching strategies, continuous professional development, and parent promotion of attendance should enhance each student's opportunity to learn. We also believe that all students should be expected to learn and master the basic literacy skills, and that all adults involved with their learning should stress academic achievement. 3Little Rock School District ELEMENTARY SUMMER SCHOOL HANDBOOK Philosophy The Little Rock School District supports the tenet that additional resources should be made available to students with needs that are not met in the regular school year. To this end, programs for remediation and enrichment will be differed during a six (6) week summer session which is designed to assist students in developing their potential so that they may reach their educational goals and become productive and worthy citizens. Objectives A. Administration The administration will foster and nurture the qualities required for becoming a responsible and productive citizen by providing: 1. 3. 4. a safe environment that is conducive to learning\n2. a well-qualified staff committed to excellence in delivery of educational services\na well-defined educational learning experience which will aid students in furthering their educational preparation for entering the job market\nand an atmosphere which will promote responsible behavior, good citizenship, and better human relations among students. B. Teachers 1. Teachers will work with the administration in assuring that an atmosphere of mutual respect and trust prevails in all areas of interpersonal relations. 2. Teachers will challenge students to think, to evaluate, and to communicate by providing well- organized, structured, and meaningful presentations. 3. Teachers will uphold and maintain traditional standards of excellence and support all school policies and practices. 4C. Students 1. 2. 3. 4. Students will obey all rules regarding classroom procedures and fair play and will show respect for all staff members. Students will strive for continuous progress in each learning area. Students will obey all rules and regulations regarding the care and maintenance of the school building and grounds. Students will obey all styles and regulations regarding attendance. 5PURSUIT OF ACADEMIC EXCELLENCE \"The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor.\" - Vincent T. Lombardi All students at Franklin Incentive Summer School have worth and Franklin Incentive Summer School the ability to succeed. encourages and rewards students through tangible incentives to apply themselves academically and become superior students, t: academic incentive program is administered through the The cooperative effort of the staff. Student incentives for academic excellence are given weekly: Principal's Award (highest math and reading) Math Award (highest average) Reading Award (highest average) Citizenship Award (behavior) Student of the Week (behavior and academic) 6COURSE OFFERINGS Math Reading Enrichment Courses: WORD (Writing, Oral Language, and Reading Development) GRADES AND GRADING PROCEDURES The faculty uses a standard grading system that is designed to encourage good learning habits and to insure proper assessment of student work. Grades are based on percentages. Teachers keep their records in percentage form or in a form that is easily converted to percentages. Grading Scale The following grading scale will be used for the summer school: A B C D F 93 83 70 60 100 92 82 69 59 and below 7HOMEWORK POLICY The Little Rock School District maintains that homework can be an important activity to help students -learn. Homework should be included as an integral part of the instructional program and a means by which students are provided extended time to master learning concepts and objectives. I Homework should be a positive experience and provide students the opportunity to: (1) reinforce skill development\n(2) manage learning time away from the school setting\n(3) communicate to parents learning activities provided during the school day\nand (4) involve other adults in helping them to learn. In the Little Rock School District, all homework assignments will be: a. b. c. d. directly related to the curriculum and the current learning objectives\nexplained thoroughly in terms of content, process, and expectations\nreasonable and will not preclude pupils from assuming other homework and community responsibilities\nand designed to encourage and support efforts to develop the skills to learn independently. 8STUDY SKILLS\nWHAT PARENTS CAN DO AT HOME Parent involvement in a child's education-can-mean the difference between success and failure. his/her study skills can make a difference. Helping your child with The following are suggestions that you, the parent, can use to help your child study at home: 1. Help your child realize that studying is a \"do-it- yourself\" project. However, show willingness to assist your child when the need arises. 2. Help your child to consider and decide what time of day is most effective for study and to plan accordingly. 3. Help your child plan time for fun activities and tele- vision so that these can have their place. A child's attention span can be short, so vary activities. 4. Help your child by creating an environment in the home conducive to study. a. Let your child choose a place to study, preferably furnished with a desk or table. b. Provide a good light and a straight-back chair. Study time is not a time to relax or daydream. c. Have available all of the materials and reference books that may be needed, such as paper, pencils, encyclopedia, dictionary, etc. d. Insist that the T.V., record/tape player, or radio be turned off during study time. e. Explain to other members of the family the importance of being quiet during study time. These tips will assist your child in completing a successful school assignment. Work with your child. Developing good study habits can pay big dividends for your child in school. 9SUMMER SCHOOL CALENDAR JUNE - JULY, 1992 June 18, 1992 First day of Summer School June 23, 1992 Open House (6.30 p.m.) July 3, 1992 Holiday - NO SCHOOL! July 6, 1992 Classes resume July 13, 1992 Interim reports will be sent home July 13-17, 1992 Parent conferences (all parents must schedule a conference) July 30, 1992 Last day of Summer School - Report cards will be sent home 10BELL SCHEDULE 7:30-7:55 a.m. Make-up Tardies 8:00 a.m. First Bell 8:05 a.m. Tardy Bell 10:00-10:15 a.m. Recess Grades 1-3 10:20-10:35 a.m. Recess Grades 4-6 12:15 p.m. Dismissal 11IMPORTANT SERVICES AND PROCEDURES Hall Passes No student shall be in the hall during regular class time without a hall pass issued by the teacher in charge of the student during that time. This will include trips to the restroom, library, and/or office, as well as to any place other than the room to which the student has been assigned. Passage shall be by the shortest and quickest route practical without stop-overs at other points and without bothering other classes in session. Hall passes shall be issued only as needed and must be turned in at the point of destination or returned to the teacher who originated the pass. Absentee Admits Students MUST obtain admission slips in the office between 7:30- 8:00 a.m. in the morning. The absence must be explained by a written note and/or telephone call from a parent. The office number is 671-6380. Any student who is late to class while getting an absent excuse will receive a tardy unless detained by the office. Attendance All elementary students are required to attend a full six-week session. Excused Absences When a pupil is absent from class because of personal illness or extreme family emergency, an excused absence will be given, but time missed must be made up to the satisfaction of the teacher concerned. Students who fail to make up time missed during an excused absence will not be given credit for summer school. Unexcused Absences When a pupil is absent from school for any reason other than personal illness or extreme family emergency, the absence will be unexcused. Unexcused absences include the following: truancy, skipping classes, dental appointments, running errands, and any other absence for reasons other than personal illness or extreme family emergency. Students whose absences are unexcused will be automatically dropped from our rolls without refund of tuition. 12Make-up Work If a student is absent, he/she must make up the work between 7:30-8:00 a.m. Student Textbooks Textbooks are furnished at no expense to students. Students are These textbooks will show encouraged to use their textbooks. Students will be assessed an appropriate wear due to normal use. fee for books damaged through misuse. Each book should be evaluated for previous damage. identified on the textbook evaluation card. Previous damage should be School Bookstore The bookstore will be closed during summer school. Please purchase school supplies before summer school begins (pen, pencils, paper). Library Use Closed during summer program. Lunch Lunch will not be served, child to eat during recess. You may wish to send a snack with your Illness or Injury at School If a student is injured or becomes ill at school, he/she is to report to his/her teacher and ask for a pass to come to the If necessary, the principal will try to contact health room. his/her parents. All students who are injured and become ill must check out through the office before leaving school. Students needing medication while at school must have a statement A prescription or permission signed by the parent/guardian. bottle with the student's name and dosage is required and should be left in the school health room. Remember, it is necessary that we know where to reach you at all times at home and at work. 13Fire Drill Students are informed and instructed by each teacher for the correct route and procedure to follow during a fire drill or actual evacuation, below. The correct evacuation procedure is listed 1. A bell with a continuing series of short intermittent rings signals a fire drill. 2. The teacher should be the last to leave the room after he/she closes windows and door. 3. Lines to and from the safety area are to be single file. 4. Drills are to be orderly in leaving and returning to the building. 5. Rolls should be checked by each teacher or through a buddy system as soon as the safety area is reached. 6. All lines are to stay clear of traffic areas of fire trucks and other vehicles. 7. One long ring indicates students are to return to class. Tornado Drill The intercom system will be used when there seems to be a need for safety measures to be undertaken. drill or alert, please observe the following: When you hear a tornado 1. Move in an orderly manner away from glass areas such as windows, doors, etc., to a distance of 10 feet or more. Students in portable buildings are to come indoors to a designated area. 2. Keep face turned away from glass area. 3. Move to an inner wall of the classroom. 4. Crouch low or sit next to inner walls. 5. If nothing better, keep below school desk top as these will protect some. 6. Do not run outside seeking another building or person. 7. Buses should stop in open areas and if time, seek protection in ditches or low areas. 148. stay clear of power lines and electrical wiring. 9. 10. 11. Teachers, always know how many students you have in your area or on your bus. . . -  - Open a classroom door to remove a possible vacuum buildup. You should remain in the safety situation until an all-clear is given by someone in some way. 12. Keep calm, guiet, and listen so you can detect falling     *   , Do not strike debris and hear instructions being given. matches or use lighter if dark. Gas could be leaking. 15STUDENT CONDUCT The following section reflect the expectations of the Little Rock Community and the statues of-Arkansas-for student-discipline. These expectations include respect for public property and property of other students, an interpretation-free environment where students can learn, and an environment which is healthy and safe. expectations. of fairness. The written rules are an effort to specify these The disciplinary rules are written with the intent Students who fail to comply with these disciplinary guidelines will be processed in a consistent manner as outlined in this section. Incentives for Good Student Behavior It is important to recognize the correct behavior exhibited by a large number of students. Throughout the summer school session, good behavior and good scholastic achievement will result in special rewards or privileges. Students may make reward suggestions to the principal for consideration. Expected Student Behavior The following are points in the District's overall behavioral guideline: 1. Students will be inside their classroom when the tardy bell rings. 2. Students will bring adequate school-related study materials each day and participate cooperatively and fully in the activities planned by the teacher. 3. Students will not deface any school property. 4. Students will comply immediately and courteously with any reasonable request of any school official. Such a request may, at the teacher's discretion, include requiring students to raise their hand to secure permission before talking or moving about the room. be made at the teacher's discretion. Additional reasonable requests may 5. Students will behave in a cooperative and non-disruptive manner at all times. 16Telephone Use of the telephone by students is limited to emergency calls and school business calls only. - Calls-for-permission-to bring homework, ride buses with friends, etc. will not be permitted. These matters should be taken care of at home. A note from the student's teacher is required during the school day before the telephone may be used. 17 iIMPORTANT BOARD POLICIES (in Summary Form) Truancy is defined as being absent from any class or designated area without prior permission from parents, guardians, and/or school. Students will check in and out through the principal's office, or as otherwise advised by the principal, when arriving late or leaving early during the school day. Dress Code Dress and appearance must not present health and safety hazards or cause disruptions of the educational process. Clothing which promotes student use of drugs, alcohol, and immoral behavior or which is demeaning to other students is considered inappropriate for school wear. The following guidelines will be used by all students and parents in determining appropriate dress and grooming in the school environment: 1. Dress and grooming should be in keeping with health and sanitary practices. 2. Students may not wear clothing or hair styles that can be disruptive to or hazardous in educational activities such as shop classes, lab classes, physical education, art, or in some type of job training program. 3. Clothing, buttons, patches, jewelry, or any other items with words, phrases, symbols, pictures, or signs which are indecent, profane, or use suggestive or inflammatory words are not to be worn. 4. Dress and grooming should not substantially disrupt the educational process. [NO] * * tank tops or underwear may be worn as outer clothing\nspandex shorts may be worn in any secondary school\n* shorts, including bike shorts, may be worn if they are more than three (3) inches above the knee\nand 18* clothing with negative racial or gender overtones that appear to be derogatory or discriminatory may be worn. 5. Shoes are worn as required by law. Thongs, beach footwear, slippers, or other footwear inappropriate for school are not to be worn. 6. Caps, coats, hats, or sunglasses are not to be worn in the building. Coats may be worn in breezeways or open areas of buildings during inclement weather. 7. Students shall not wear suggestive or revealing clothing that diverts attention from the learning process or which may lead to a student being insulted, assaulted, or approached disrespectfully. [NO] * shirts and blouses tied at the midriff, clothing with bare midriff, or clothing not properly fastened are to be worn. Final decision of any wearing apparel will be at the discretion of the principal. 19TRANSPORTATION REGULATIONS The purpose of the Transportation Department of the Little Rock School District is to provide the-safest,- most, efficient transportation possible for those students who are to be transported between their home and school. This process is the responsibility of the entire community and requires the cooperation of all students, parents, school personnel, and citizens who drive on the streets in the presence of the school buses. Students and parents are expected to read these regulations carefully. They must be followed if we are to provide safe, efficient transportation for the students of this district. The Little Rock School District encourages any person who observes an incident jeopardizing the safety of the students on a bus to report the incident to the Transportation Department. It is helpful when a person can identify the bus by its number when making such reports. Any recommendations that will assist the department in its operation are also encouraged. The telephone number of the Transportation Department of the Little Rock School District is 570-4000. Incentive School is Mr. Floyd Cooper. The supervisor assigned to Franklin Suspension, loss of bus riding privileges, or other disciplinary sanctions may be imposed when students violate the regulations outlined. Waiting for the Bus 1. 2. 3. 4. 5. Be at the bus stop ten (10) minutes before the bus is scheduled to arrive. Stand on the proper side of the street. Wait until the bus stops before crossing the street to board the bus. Ride only the bus assigned by the school principal. Respect the property rights of others. a. b. c. 6. Do not litter. Do not make unnecessary noise. Do not gather or stand on private property without permission. Make plans with your parent/guardian in case you miss the bus. a. b. c. Do not hitchhike. Do not try to walk to school. Do not ride another school bus. 20The drivers have the same authority on the buses that the teachers have on the school campus. Students are under the supervision of the bus drivers and are responsible to the driver for their conduct. Bus drivers are to report student disrespect or misbehavior to principals. Students thus reported by the bus driver will be subject to disciplinary action. 21NOTE: CITIZENSHIP These rules are included in the Students Rights and Responsibilities Handbook. They are not additional rules. Building Rules: Students will: 1. Respect the rights and property of adults and students. A. Language - No cursing, teasing, arguing, namecalling, or threateningeither spoken or written. B. Keep hands and feet to yourself. C. Use your own materials. D. Do not deface or destroy school property, the property of others, or your own. E. No fighting. 2. Walk and talk guietly at all times. 3. Leave food, gum, and toys AT HOME. 4. Complete all assigned work. 5. Follow any additional classroom rules. Playground Rules Students will: 1. Play in assigned areas only. 2. Come in when bell rings. 3. Follow directions given by Campus Security Supervisor. If a student chooses to break a rule: 1st Offense: Conference/Warning by Staff Member 222nd Offense: Student/Teacher Conference 3rd Offense: Recess/Detention 4th Offense: 5th Offense: Parent/Teacher Conference Sent to Principal's Office The following behaviors are forbidden - engaging in them usually results in a short-term suspension: 1. Fighting 2. Using Profanity 3. Throwing Rocks 4. Disrespect to Adults 231 OFFENSE 1st Offense SANCTIONS 2nd Offense 3rd Offense Fighting Verbal assault on staff Physical assaxilt on staff Verbal assault on fellow student Possession, use, or sale of a dnig or controlled substance Insubordination-failure to follow a specific instruction given by staff Expulsion Expulsion Expulsion Warning Expulsion Suspension Suspension Expulsion Expulsion Possession of a firearm/weapon Expulsion Leaving campus un-authorized Warning \u0026amp; Make up time loss Drop for non- attendance Truancy/class cuts Flagrant obscenities/profanity Public intoxication Disorderly conduct-loud, disruptive behavior Malicious mischief-playful behavior or action that inflicts injury to self, others, and/or the learning atmosphere Gambling Theft Arson Sleeping in class It It II It It Warning Expulsion Warning Warning Suspension Expulsion Expulsion Warning Suspension Suspension Suspension Expulsion Suspension Expulsion Expulsion Expulsion Expulsion Destruction of school property Expulsion When a stxadent is expelled, no credit or refund is given. The entire staff is charged with monitoring student behavior in assuring that a wholesome, productive, and business-like atmosphere prevails at all times during school hours. 24\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_782","title":"Report: ''Little Rock School District First Educational Equity Monitoring 1990-91 Semi-Annual Summary Report,'' Planning, Research, and Evaluation Department","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-02"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School discipline","School management and organization","Parents"],"dcterms_title":["Report: ''Little Rock School District First Educational Equity Monitoring 1990-91 Semi-Annual Summary Report,'' Planning, Research, and Evaluation Department"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/782"],"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\nLITTLE ROCK SCHOOL DISTRICT FIRST EDUCATIONAL EQUITY MONITORING REPORT 1990-91 SEMI-ANNUAL SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas February 1991 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 TABLE OF CONTENTS received MW 1  OHice of Desegregation Separation of Races in School Programs Curriculum School/District Initiated Awards/Honors Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management APPENDICES Monitoring PAGE 2 8 17 23 25 27 30 39 46 51 56 65 Attachment A: Area Schools - Elementary A-1 Attachment B: Area Schools - Junior High B-60 Attachment C: Area Schools - Senior High C-82 Attachment D: Incentive Schools D-86 Attachment E: Magnet Schools - Elementary E-95 Attachment F: Magnet Schools - Junior High F-102 Attachment G: Magnet Schools - Senior High G-115FIRST EDUCATIONAL EQUITY MONITORING REPORT 1990-91 SEMI-ANNUAL SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by the Planning, Research, and Evaluation staff with assistance from local school biracial committees consisting of parents and teachers. Each committee conducts one school visit each semester using a monitoring instrument developed by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visit with instructions for these instruments to be shared with their school staffs. the date. January 10, 1991. The visits are scheduled and principals are notified of Visits were conducted between November 27, 1990 and The committees report semi-annually to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Awards/Honors Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviewsFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 3 TABLE 1 Area Elementary Schools Which Were Not Within The 5, Acceptable Range for Teaching Staff (25 50% Black.) SCHOOL CERTIFIED NON-CERTIFIED Brady 6/22% 21/78 'O 27 15/79 O, 'O 4/21% 19 Chicot 8/20 32/80% 40 12/52% 11/48% 23 Pulaski Hts. El. 6 23 10/91 1/9% 11 Terry 6/19 25/81% 31 Q, *0 17 Watson 7/23 23/77% 30 6/46 7/54% 13 B W T B W T o 5. 5, 9, 5, The acceptable range for elementary school enrollment is 51 to 76.5 percent black. All area elementary schools visited were within the range except Franklin, Bale, Fair Park, and Romine Schools. Some one-race classes were observed in eight of the area elementary schools. These eight schools were Franklin, Geyer Springs, McDermott, Meadowcliff, Otter Creek, Romine, Wakefield, and Wilson. All but nine of the area elementary schools had participation in the extended educational programs which generally reflected the racial/ethnic composition of the school. The school teams did not identify programs at Bale, Brady, Chicot, Geyer Springs, Mabelvale, Otter Creek, Wakefield, Western Hills, or Woodruff. Responses from Principal(s): The Cloverdale Elementary principal reported that ten students from Cloverdale would attend an after-school enrichment program at Washington Magnet beginning December 12, 1990. The participants were selected by teachers, and they were balanced by race/gender. The Franklin principal stated that the reason for all five white students being assigned to one teacher in second First Educational Eguity Monitoring Report 1990-91 Semi-Annual Summary Report Page 4 grade was that only two white second graders reported at the beginning of the school year. Each of the other three white students entered later, and could not be assigned to a one- race class without being racially isolated. The Geyer Springs principal responded that the student assignment officers were aware of the all black class which occurred when some white students did not return or report to Geyer Springs as assigned. Area Schools/Junior High All area junior high schools were within the acceptable staffing range except Pulaski Heights Junior High School, which had a 21 percent black teaching staff. Student enrollment at all of the area junior high schools was within the acceptable range. The compliance range for junior high schools was 52.50 to 78.75 percent black. At Cloverdale, Southwest, and Mabelvale Junior High Schools most class/course enrollments generally reflected the racial/ethnic composition of the schools. The Pulaski Heights Junior High School team identified four all black classes (one pre-algebra, two English and one computer literacy). There were several other classes that either had all white or one black student. In addition, the G/T classes observed were not reflective of the school enrollment. At Mabelvale Junior High School the team observed two reading classes of all black students. Restructured junior high schools divide student enrollment into instructional teams. Two of the teams from Forest Heights Junior High School were identified as not reflecting the school population. At Henderson the team observed three one-race reading classes. Cloverdale, Henderson, Mabelvale, and Pulaski Heights Junior High School students participated in extended educational programs which generally reflected the racial/ethnic composition of the school. The teams did not provide evidence regarding extended educational programs at Forest Heights and Southwest Junior High Schools. Responses from Principal(s): The Forest Heights Junior High principal said that the racial balance of teams had never before been an issue, said that to reflect the racial and ethnic composition of the school each team must have the same course offerings. He For example, one team should not have an Algebra I class andFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 5 the other team Pre-algebra. To have racial balance on the teams, each team would need to have Algebra I, II, and Prealgebra . The LRSD professional negotiations (PN) agreement prohibits teachers from having three preparation periods unless students cannot be scheduled. Area Schools/Senior High All of the area senior high schools were within the acceptable range for staffing and student enrollment. One- race classes were observed at all four area high schools monitored. Fair and Hall High Schools had class/course enrollments and student participation in extended educational programs which generally reflected the racial composition of the school . At McClellan, the team identified one-race classes in Special Education American Government and reading. Responses from Principal(s): The Fair High School principal said that at one time all the classes were balanced. caused by schedule changes, and 19 two-section classes. Any present imbalance was Fair had 33 one-section classes problems. This created many scheduling He said that the Fair School staff does what it can to avoid classes which do not reflect the racial/ethnic composition of the school. Regarding one-race classes, the Fair principal said that beginning band and journalism II were both electives. He said that active recruiting was taking place to have black students enroll in journalism I, a prerequisite for journalism II. some had never had band before. Beginning band was for those students who interested in band took it in junior high. Most white students who were The Fair staff was trying to improve its entire band program and recruit students of both races. The McClellan High School principal said that students' needs were being met through instructional programs. He also said that all alternative methods to provide for those students and eliminate the all black classes were investigated and there was nothing else to do. Incentive Schools All of the incentive schools were within the acceptable staffing range. Due to the enrollment, many of the incentive school classes will be populated by black students only. Rockefeller is the only incentive school within theFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 6 acceptable range for student enrollment. However, some progress has been made in recruiting white students to incentive schools (See Table 2). some TABLE 2 Incentive School Student Enrollment by Race SCHOOL 0 Garland 211/88 18/ 7% 11/5% 240 Ish 142/97% 4/ 3 0/0 146 Mitchell 183/88% 24/12% 0/0% 207 Rightsell 191/98 6 1/ 1% 1/1% 193 Rockefeller 195/72% 71/26 5/2% 271 Stephens 190/94 o, o y.2/ 0/0% 212 B # / % o, o w # / % b *6 o # / T Responses from Principal(s): None. Magnet Schools/Elementarv All elementary magnet schools were within the LRSD goal of from 25 to 50 percent black teaching staff except Carver where the teaching staff was 23 percent black. All elementary magnet schools visited were within the acceptable range for student enrollment and had class/course enrollments that generally reflected the racial/ethnic composition of the school. Booker, Gibbs, and Williams did not have extended educational programs. The Carver staff mentioned Summer Science Institute and Math Olympiad, and these were balanced. No one-race classes were found at the elementary magnet schools.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 7 Responses from Principal(s)\nThe Washington principal informed the monitors that an after school local writing program for beginning computer programming had been implemented. On Tuesday, December 11, 1990, an after school science program was to begin. ' program was to be sponsored by AP\u0026amp;L and would include This students from Washington, as well as students from other attendance zones. Magnet Schools/Junior High Both of the junior high magnet schools were within the acceptable range for teaching staff and student enrollment. These schools also had classes/courses that were generally balanced by race. The team found one extended educational program (Odyssey of the Mind) at Dunbar. The team found that the participation in extended educational opportunities at Mann generally reflected the racial/ethnic composition of the school. One-race classes were observed at both Dunbar and Mann Magnet Schools. A reading computer class was observed with all black students at Dunbar, and a German II class had all black students at Mann. Strategies were evident at Mann to prevent or eliminate one-race classes, but they were not evident at Dunbar. Responses from Principal(s)\nNone. Magnet Schools/Senior High Parkview was within the acceptable range for teaching staff and student enrollment. Class/course enrollments generally reflected the racial/ethnic composition of the school. Participation in extended educational programs generally reflected the school population, one-race classes observed at Parkview. There were no Responses from Principal(s): None.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 8 2.0 CURRICULUM At each school the monitors expected to see: A culturally diverse curriculum that mirrors the student population A scoped, sequenced, multicultural, interdisciplinary and bias-free curriculum An adequacy of materials and equipment to support the curriculum Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress Teachers demonstrating an understanding of a multiculturally infused curriculum Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population Findings: Area Schools/Elementarv Most of the school reports indicated that visited teachers had adequate materials and equipment to deliver the curriculum. However, all but eight of the school reports contained statements of additional needs. The most common needs were materials for hands-on science activities, Arkansas history, maps, multicultural supplements, primary level social studies, art, higher/lower levels of difficulty and audio-visual equipment. The Franklin team noted that some consumable items were purchased by teachers or donated by parents. Several teachers at Meadowcliff reported that they spent their money for supplies. materials were on order. At Wakefield, teachers mentioned that Three of the area schools were reported as not having adequate materials and equipment to deliver the curriculum. The Bale report noted that several teachers indicated that materials and equipment were not adequate and listed needs such as audio-visual equipment, record players, overhead projectors, tape recorders, and textbooks. At Fair Park, all the teachers visited reported that basic textbooks * * * * * *First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 9 (health, social studies and English) and multicultural social studies materials were needed. The McDermott team quoted visited teachers as saying that the multicultural curriculum guides were useful but more supplementary materials were needed. This report also contained the following additional needs: a VCR, movie projector, overhead projector, more paper, sufficient number of textbooks on hand for new students, better bookstore hours and items required by teachers stocked in the school bookstore. In a majority of the schools (18) most of the student records in the classrooms visited were found to be current and complete for monitoring student progress. However, over half of these school reports contained comments indicating some inadequacy in the record keeping process. Those with inadequacies were Brady, Baseline, Fulbright, Geyer Springs, Mabelvale, Romine, Terry, Wakefield, Wilson, and Woodruff. The monitoring teams from Cloverdale, Chicot, Dodd, Fair Park, Meadowcliff, Pulaski Heights, and Western Hills reported that in a majority of the classrooms visited at these schools, student records were not considered current and complete. In many schools, although reading and mathematics records were current and complete. Academic Skills Development Plans (ASDPs) were either not available in the appropriate classroom, were difficult to locate, or were found to have no documentation of remediation of skill deficits. An ASDP is required for each student (third and sixth grade) who failed any subject area of the Arkansas Minimum Performance Test (MPT). Schools identified as having incomplete ASDP's were Baseline, Brady, Chicot, Cloverdale, Dodd, Fair Park, Franklin, Geyer Springs, McDermott, Wakefield, Western Hills and Woodruff. In all school reports, the monitoring teams indicated that in the classrooms visited, the students were actively involved in instruction. Some examples of activities in which students were engaged were: cooperative learning. individual projects, small group, whole group and individualized instruction, discussion and responding to questions, working on computers, and hands-on activities, watching films, and food tasting. Classroom seating patterns in almost all classrooms visited were found to promote interaction among students of varying racial/ethnic backgrounds in all of the area elementary schools.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 10 A wide variety of student work was observed on display in halls, media centers, and classrooms monitored in all schools. These displays, bulletin boards, publications and productions reflected an awareness of the racial/ethnic differences and the utilization of various teaching strategies. All school reports indicated that a majority of the teachers visited had and used the multicultural curriculum guides. The reports included a variety of comments. Some teachers were following scope and sequence, course content guides, and objectives from the multicultural curriculum guides. Some teachers color coded the use of these guides in lesson plan books. Responses from Principal(s)\nThe principal at Romine reported that textbooks had been ordered. The Meadowcliff principal indicated that good teachers were willing to spend their own money for the students' benefit. He stated that it was not necessary to have a social studies textbook for every child because we have multicultural curriculum guides. He further stated that if teachers needed materials, it was basically because they had not requested them. The principal at Western Hills said that the ASDP not found in the appropriate classroom, was completed last fall and had been used in a staff meeting discussion. She said the record would be located and returned to its proper place. Area Schools/Junior High Teachers reported having adequate materials and equipment at Cloverdale, Henderson, Mabelvale, and Pulaski Heights Junior High Schools for curricula delivery. The monitoring team at Forest Heights reported that half of the teachers visited needed additional materials like maps, microscopes, slant trays, beakers, classroom sets of encyclopedias, and special education materials. Some teachers visited at Southwest expressed a need for a larger classroom, more computers and television sets for classrooms. At Henderson, some teachers expressed a need for more updated materials. The Mabelvale report cited a general need for computers, science laboratory equipment and the replacement or upgrading of other laboratory equipment.i\nFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 11 Each school report indicated that student records, in the classrooms visited, were current and complete except that ASDP's were not available in the applicable classrooms monitored at Henderson. An ASDP is required for each seventh grade student who failed any subject area of the sixth grade MPT and for each eighth grade student who failed the eighth grade MPT. In all schools, the monitors observed students actively involved in classroom instruction. Some examples were peer tutoring, team sports, group discussions, individual and group projects, working with computers, viewing films, taking notes, responding to questions and taking tests. All schools were reported to have classroom seating patterns that generally fostered interaction among students of varying racial/ethnic backgrounds. Exceptions would be at the schools where one-race or nearly one-race classes have been previously noted in this report. All teams reported that bulletin boards, publications, and productions throughout the schools reflected racial/ethnic and gender differences of the student body, with one exception. ............ * - - . - evidence of this. The Mabelvale team found little Other teams noted examples in media centers, cafeterias, gyms, counselors' offices, lounges, hallways, school newspapers, and yearbooks. Four of the teams found that the bulletin boards, publications and productions in the classrooms reflected racial/ethnic and gender differences of the student body. These teams visited Cloverdale, Forest Heights, Henderson and Mabelvale. The Pulaski Heights report noted that with a few notable exceptions, little awareness of racial/ethnic or gender differences of the student body were apparent in the classroom bulletin boards, publications and displays. At Southwest, the monitors visited several classrooms that did not meet this goal. All school teams found evidence of student achievement which indicated that various teaching strategies had been used. Some examples were displays of computer work, student writing, various posters, science time lines, journals, maps and notebooks. Sone individual classrooms visited did not have evidence of student achievement displayed. Monitoring teams reported that multicultural curriculum guides were in use (in the subject areas where available) in most of the classrooms visited at Cloverdale, Forest Heights, Henderson, Mabelvale, Pulaski Heights and Southwest.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 12 Responses from Principal(s): The principal at Forest Heights said that requests for additional materials noted in the team's report had not been made this year because most materials requested had been ordered. He said that additional maps were to have been provided by the district social studies supervisor, but social studies materials never came to the school. The principal at Mabelvale indicated that the need for science equipment and computers should be addressed at the district level. He further reported that on the day of the monitoring visit (11-29-90), the school would receive ten microscopes\nhowever, more microscopes and other equipment were still needed. Area Schools/Senior High The Central, Fair, and McClellan reports indicated that visited teachers had adequate materials and equipment for curricula delivery. The Fair and McClellan reports noted that several teachers expressed a need for more materials, i.e. dictionaries at Fair, and maps, computers and hands-on materials at McClellan. The team that visited Hall reported that nine of the twenty-three teachers visited expressed the following needs: water in science rooms, novels, chalk boards, a tennis court rather than a planned parking lot, electrical and automotive equipment, more computers and printers, and hands-on materials in geography classes for students with low reading ability. Student records in classrooms visited were current and complete, according to all four school reports. All teams reported that classroom seating arrangements observed, generally promoted interaction among students of varying racial/ethnic backgrounds and that students were actively involved in classroom instruction. All teams found that bulletin boards, publications, and productions throughout each school reflected the racial/ethnic and gender differences of that school's student body. Monitors observed in classrooms visited evidence of student achievements which reflected a variety of teaching strategies. At Fair, Hall, and McClellan, teachers were using the multicultural curriculum guides in those areas where they were available. The Central report stated thatFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 13 t most teachers visited did not have multicultural curriculum guides, and many said they were not available in their subject area, e.g., social studies, business, physical education, and speech. Responses from Principal(s): I The principal at Fair reported that no department had requested the purchase of dictionaries. He said that money was available in the textbook fund for the purchase of dictionaries. Magnet Schools/Elementary All teachers visited reported having adequate materials and equipment to deliver the curriculum. However, the Booker report noted that two visited teachers could use more \"hands-on\" materials and the Washington report contained a statement that some teachers needed supplementary mathematics materials, paper, and workbooks for advanced kindergarten students. Student records in classrooms visited were found to be current. However, some ASDP's, required for students who had failed any subject area of the MPT, bore no evidence of mastery dates at Booker, Carver, Gibbs and Williams. All reports indicated that in a majority of the classrooms visited, most students were observed actively involved in a variety of learning activities. All teams indicated that in the classrooms visited, the student seating patterns were found to encourage interaction among students of varying racial/ethnic backgrounds. In all five magnet elementary schools, the monitoring teams reported that the bulletin boards, publications and productions throughout the school reflected the racial/ethnic and gender differences of the student body. Booker, Carver, and Washington reports indicated that the monitoring teams observed bulletin boards, publications and productions in the classrooms reflective of the racial/ethnic and gender differences of the student body. However, in several classrooms at Williams, visual aids displayed did not show racial and gender differences. Gibbs team reported good displays of student work and The motivational strategies, but the main emphasis was on the international theme and some did not address race or gender of the student population.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 14 All monitoring teams reported that displays of student work indicated teachers were using various teaching strategies in the classrooms visited at each school. In all magnet schools, the visited teachers had and were using the multicultural curriculum guides. At Booker and Gibbs, teachers were documenting in their plan books activities that were taken from these guides. Teachers at Gibbs were incorporating activities from these guides into the international studies curriculum. Teachers at Washington were using the multicultural guides to plan and meet the varying student needs. Responses from Principal(s): The principal at Washington stated that advanced kindergarten students were going to first grade classrooms for instruction in reading. they are placed on the appropriate level. As teachers refer students. Regarding materials, all teachers were given a carton of paper at the beginning of the year. is issued on an individual basis. When teachers run out of paper, more Supplementary materials to enhance mathematics and science instruction were stored in the laboratories. Also, the computer specialist had games and software available for teacher use. Magnet Schools/Junior High In most of the classrooms visited at Mann, the teachers had adequate materials and equipment for curricula delivery. Over half of the teachers visited at Dunbar expressed needs for additional materials and equipment. Maps needed to be hung, and paper, textbooks, and lower level materials were needed to fulfill requirements of Individual Educational Plans (lEPs) of special education students who are mainstreamed into regular classes. Both teams reported that teachers visited had current and complete student records except for ASDP's at Dunbar. The ASDP's checked by the monitors did not indicate activity for this school year. Most students in classrooms visited were actively involved in classroom instruction. The Mann team reported that in most of the classrooms visited, the student seating pattern promoted interaction among students of varying racial/ethnic backgrounds\nthe Dunbar team observed that in almost half of the classrooms visited there were problems with the seating patterns due to the racial imbalance of the class.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 15 I Both monitoring teams observed bulletin boards, publications and productions displayed throughout the buildings that reflected the racial/ethnic and gender differences of the school's student body. The Mann report indicated that bulletin boards, publications, and productions displayed in the classrooms visited reflected the racial/ethnic and gender differences of the student body. However, the Dunbar team reported that in many of the classrooms visited the displays did not reflect these differences. The teams found that in one-half of the total classrooms visited at the two schools, there were no displays of student achievement that reflected use of various teaching strategies. The Dunbar team found this to be true in approximately one-third of the visited classrooms, while the Mann team observed the absence of such displays in more than one-half of the classrooms visited. However, the Mann team noted that the monitoring visit was conducted on the first school day after the Christmas holidays. Therefore, many teachers had removed displays prior to the holidays. Most teachers visited at both schools had and used the multicultural curriculum guides. However, several teachers at Mann did not have these guides and some teachers at Dunbar could not find their copy of the guide for the monitors. Responses from Principal(s): The Dunbar principal stated that a work order to hang the maps had been submitted, but they were lacking the necessary hardware. Magnet Schools/Senior High The majority of teachers visited at Parkview reported that they had adequate materials and equipment. However, some teachers expressed the need for textbooks, paper, and hands-on materials. Monitors found that student records were in good order in the classrooms visited. Also, students were actively involved in various types of classroom instruction such as films, lectures, tests, question/answer performance, individual work, discussion, and lecture/demonstration. Group seating and traditional seating patterns provided opportunities for interaction among students of varying racial/ethnic backgrounds.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 16 The team reported that the bulletin boards, publications and productions throughout the school and in classrooms visited did not reflect the racial/ethnic and gender differences of the student body. II ...very little evidence seen. It is not anti- The report stated, multicultural\nthere is just very little to observe. II The team cited trophies, posters, student projects, and achievements listed in the newspaper as evidence that varying teaching strategies had been used. The monitored teachers were using multicultural curriculum guides, where available. Responses from principal(s)\nNone. Incentive Schools\nIn a majority of the classrooms visited, teachers had adequate materials and equipment to deliver the curriculum. The reports listed the following needs: at Garland, some teachers needed additional materials for social studies\nat Mitchell, additional science materials\nand at Rightsell, health textbooks. Monitoring teams at Garland, Ish, Mitchell and Rightsell found current and complete student records in all visited classrooms. The Rockefeller and Stephens reports noted that a majority of the teachers visited maintained current and complete student records. However, the Stephens report indicated that some ASDP's were not available for students who failed subject area(s) of the MPT. Students were actively involved in classroom instruction in all visited classrooms at Mitchell, Rightsell and Rockefeller, according to those reports. However, the Garland, Ish and Stephens reports indicated that students were actively involved in classroom instructio-n in a majority of the classrooms visited. Classroom seating patterns provided an opportunity for interaction among students of varying racial and ethnic backgrounds, at all schools where the school enrollment permitted. Since there were few white students at these schools, the monitoring teams also assessed the degree to which the seating patterns provided for interaction between boys and girls. Five of the school teams reported that the bulletin boards and publications throughout the school. in theFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 17 cafeteria and hallways reflected racial/ethnic and gender differences of the student body. The Garland team found that while some bulletin boards and pictures reflected the school population, many bulletin boards had seasonal decorations. The visits to the six incentive schools were conducted on December 4-13, 1990. In all classrooms visited at Garland, Ish, Rightsell and Rockefeller, the monitoring teams found the bulletin boards, publications and productions were representative of the racial/ethnic and gender differences of the student body. The Mitchell team found this to be true in a majority of the classrooms. The Stephens report stated that, \"although seasonal bulletin boards were evident in classrooms, many of the visited classrooms did not have student work or publications reflecting the racial/ethnic and gender differences of the student body. II All six school reports contained evidence of student achievement, which indicated that a variety of teaching strategies had been used. However, the Stephens report contained a qualifier by stating this was evident in \"some\" classrooms visited. The Ish report stated that II some classes didn't have evidence of student achievement displayed.\" Monitoring reports for all six schools indicated that in the classrooms visited the teachers had and used multicultural curriculum guides. Responses from Principal(s): None. 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to see: * A variety of awards and honors * Written procedures and requirements governing honors and awards * Methods for communicating requirements to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 18 * Visible evidence that non-athletic awards and honors are valued as much as athletic awards and honors (secondary schools) Findings: Area Schools/Elementary All area schools reported a variety of awards and honors were provided: Principal's Honor Roll (A and A, B), citizenship, school service, choir, music, attendance, clubs and organizations, student of the week and individual teacher awards. It was reported at Otter Creek that although most awards were reflective of the school population, the majority of awards for the honor roll and good behavior went to white students - 75% and 64% respectively. Reports revealed that students were informed of various opportunities to participate in educational programs and of requirements governing honors and awards. The majority (18) of schools reported that all information received regarding programs such as Arkansas Arts Center classes, summer programs at UALR, Philander Smith College and the It y II were made available to all students. Cloverdale Elementary reported an after school tutoring program. Students who attended were selected by faculty members who understood the procedures for involvement in this activity. The majority of schools reported that a committee evaluated the honors and awards frequently for equity and determined if new awards were necessary, updated lists of all honors and awards. Teachers kept and The majority of schools reported that focus was placed on academics rather than athletics. However, Bale and Wakefield reported that awards and ribbons would be given to all students during field day activities. Dodd and Pulaski Heights reported that each had a sixth grade basketball team and that students were required to maintain average grades or show academic improvement to participate. Games were held after school hours. It was reported that at Western Hills an extracurricular sports team existed, but awards had not been given, were well balanced. The awards given at Meadowcliff Student handbooks were issued at the beginning of the school year, counselor and teacher reinforcement, andFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 19 various announcements were used to inform students of honors and awards. Responses from Principal(s)\nNone. Area Schools/Junior High All six junior high schools offered a wide variety of honors and awards in areas such as academics, music, perfect attendance, citizenship, art, various clubs, and department awards. Henderson reported that honor roll bumper stickers were given to parents and Mabelvale provided students instant awards through a token system which rewarded good conduct and achievement. Each student who raised grades in a nine week period was recognized. Mabelvale and Southwest reported that an awards assembly was held at the end of the school year. Mabelvale, Cloverdale, Henderson and Pulaski Heights reported that procedures were evident to assure that students were apprised of the requirements governing honors and awards through announcements, posters, bulletins, individual contact, teacher reinforcement,, grade level assemblies and school newspapers. Information regarding various opportunities in educational programs was evident at four of the six junior high schoolsCloverdale, Henderson, Mabelvale and Pulaski Heights. Forest Heights team reported that the Duke test for participation in the math summer program was offered to II select\" students. The majority of schools reported that offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs. The responses of these schools noted that honors and awards not generated at the district level were regularly evaluated by the principals, counselors, department representatives, and team representatives. Henderson faculty members were invited to submit questions and suggestions regarding such equity. Five schools (Cloverdale, Henderson, Mabelvale and Pulaski Heights) gave a positive response to the attention, visibility, and publicity given athletic and non-athletic honors awards. All reported that this area was comparablei First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 20 iil because the same modes and frequency were used. Mixed hl responses from teachers at Forest Heights were reported. Area Schools/Senior High All four area senior high schools reported that awards were given in the areas of academic achievement. well as citizenship. Also, it was reported that all as four high schools provided awards through the various departments represented in the schools such as athletic letters, band, choral and instrumental music, attendance certificates and various clubs. Fair High school reported that Auto-Zone presented book bags, savings bonds, and other awards to vocational education students. At Hall High school the following awards were available: Ray Kroc, Hallmark award. Southwestern Bell, Spirit award and the Most Improved Student award. Fair and McClellan reported that procedures were evident to ensure that students were apprised of requirements governing honors and awards. Bulletin boards in the guidance wing and applicable department wings, as well as bulletins and daily announcements were observed. Teachers at McClellan also reinforced these procedures and individual notices were sent to all eligible students. Each of the five high schools reported that bulletins and daily announcements were provided to assure that students were apprised of information regarding various opportunities in educational programs. Fair High reported that applications were available to all students, whereas McClellan High provided individual notices to those students who were eligible, of teacher reinforcements. There also was continued use Some students at Central High school stated that not enough information was given regarding programs. They felt it was very selective with only high level students receiving awards. f All four area senior high schools informed monitors that the offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs. McClellan High reported that counselors and department staffs constantly evaluated and attempted to make sure that new awards were added as necessary. Fair High reported that procedures were updated yearly and that each organization was responsible for giving awards. Evaluation took placeFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 21 periodically and all criteria were given at the beginning of the year. Three of four high schools. Fair, Hall, and McClellan indicated that the attention, visibility and publicity given athletic and non-athletic honors and awards was comparable. Central High's report revealed that athletic awards were more visible and that focus was placed on pep assemblies for athletics rather than academics. Responses from Principal(s): None. Magnet Schools/Elementary It was reported that all schools provided a variety of awards and honors, such as academic honor roll and citizenship. The report indicated that the \"A\" Honor Roll at Booker had an over-representation of white students. At Booker, individual teachers presented awards for over-all improvement (best effort award). Gibbs reported that photographs were made and displayed beside the classroom doors for students who had good citizenship. Students at Carver received the bronze \"Exploring Medal/Planet Earth\" award. At all schools, reports indicated that procedures were evident to assure that students were apprised of requirements governing honors, awards, and various opportunities in educational programs\nsuch as teacher explanations, special assemblies, classroom instruction, and posters displayed throughout the school. The majority of schools revealed that the offerings and procedures regarding honors and awards were evaluated regularly for equity during faculty and grade level meetings. Washington Magnet reported that if inequities should arise, the school biracial committee would address the issue. There was no evidence to support the evaluation of awards at Booker. Magnet Schools/Junior High Dunbar and Mann provided a variety of awards and honors in academics, citizenship, attendance, sports, clubs, music and department awards, points and pencils. Dunbar also awarded students witht I First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 22 i' II, It was reported that students at both schools knew the requirements governing honors and awards and information regarding various opportunities in educational programs through bulletin board announcements, student handbooks and other published announcements concerning academics and honor roll requirements. It was reported that this information was given to students at the beginning of the school year. All visited teachers at each school gave positive responses to the offerings and procedures regarding honors l\u0026lt; and awards being evaluated regularly for equity, were added according to needs. New awards Mann Magnet reported that attention, visibility, and publicity given athletic and non-athletic honors and awards were comparable, more visible. Athletics at Dunbar were reported to be Magnet Schools/Senior High To ensure that no student at Parkview was denied access to being selected for honors and awards, there were a variety of awards and honors provided in academics, sports clubs, music (band, instrumental, choral), citizenship and other departments represented in the school. Students were apprised of the requirements governing honors and awards by a monthly \"Scoop Sheet\" for each grade level. Announcements, bulletins, and posters were displayed on bulletin boards in the guidance office. Counselors visited applicable English classes and made announcements and explanations of various opportunities in educational programs. Information was published in the school newspaper and bulletins. According to the report, honors and awards were not evaluated regularly for equity to determine if new awards were necessary to meet students needs. It was reported that all awards were ones generated either by a local business or at the district level. It was revealed that winners from the speech tournaments, music and drama competitions, business department, etc. received equal attention, visibility and publicity in comparison to athletics and non-athletics.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 23 Incentive Schools All schools provided a variety of honors and awards such as honor roll, citizenship, choir-music, clubs, attendance and student of the week/month. Ish, Rightsell, Mitchell, and Rockefeller reported that students were aware of requirements governing honors and awards through classroom discussions, letters to parents. announcements on the intercom, and assemblies. There was no evidence that students at Garland and Stephens were apprised of requirements governing honors and awards. The majority of students were apprised of information relative to various opportunities in educational programs. In addition, pamphlets and brochures regarding various programs were sent to parents. Information relative to the Extended Day and Saturday Enrichment Program was provided to students. All monitored teachers reported that offerings and procedures regarding honors and awards were evaluated regularly by teachers, principals and special committees. Garland teachers rotated honors for student of the month to ensure equity. Responses from Principal(s): The principal at Garland commented that teachers were to notify students of the requirements governing honors and awards. 4.0 COMMITTEES At each school the monitors expected to see: * Racial/gender composition of committees generally reflects the school community Findings: Area Schools/Elementary Most of the monitoring teams for area elementary schools reported that appointments to committees resulted in committees balanced by race and gender except the teams at Forest Park, Jefferson, Mabelvale, Fulbright, and Watson. The Forest Park team reported that appointments to all school based committees were not in place. It was reported that the PTA Board at Jefferson had all white First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 24 members. The monitoring team for Mabelvale reported an under-representation of black parents on existing committees. At Fulbright the monitors reported that the PTA Board was not balanced by gender\nthe officers were six white females. school profile was incomplete. The Watson team reported that data in the The four committees listed for Watson had a total of nine parents and teachers involved. Responses from Principal(s): It was reported by the principal at Fulbright that the staff committees were representative of the staff population. Area Schools/Junior High For area junior high schools, the monitoring teams reported that school based committees generally reflect the school community, except at Southwest. Area Schools/Senior High All monitoring teams for area high schools reported balanced school based committees. Incentive Schools In all of the incentive schools, except Stephens, monitors reported that all school based committees generally reflected a varied student population including the Biracial Committee, School Improvement Committee, the PTA Board, and the Discipline Management Committee. The Stephens team reported that information on school based committees was not available in the school profile. Magnet Schools/Elementary The monitoring teams for all elementary magnet schools reported that school based committees generally reflect the school community. The Carver PTA Board had two male officers. The PTA Board at Williams did not generally reflect the school population, consisting of two white males, twenty-three white females, and one black female. Magnet Schools/Junior High Both the Dunbar and Mann monitoring teams reported that all school based committees reflected the school community.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 25 Magnet Schools/Senior High It was reported by the Parkview team that they were unable to document if appointments to all school based committees reflected the school community. 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to see: * Extracurricular activities generally balanced by race and gender * Leadership positions generally balanced by race and gender when appropriate * Recruitment practices to promote participation of all races in extracurricular activities Findings: Area Schools/Elementarv The majority of area schools reported that participation in extracurricular activities such as clubs, library monitors, fire marshals, choir, peer tutors and student council representatives generally reflected the school population. However, the student council at Chicot had a higher percentage of white students represented. Cloverdale's student council reported all black officers and sponsors\nclassroom representatives had not been elected. Pulaski Heights reported that the majority of extracurricular activities were sponsored by white staff members. Responses from Principal(s): The principal at Cloverdale reported that Student Council officers were elected. Area Schools/Junior High Four schools (Cloverdale, Mabelvale, Forest Heights and Henderson) reported that participation in extracurricular activities generally reflected the school population. However, Henderson, Pulaski Heights, and Southwest reports reflected a greater representation of blacks in athletics and whites in academic related activities. The sponsor at Mabelvale was actively recruiting students to balance the First Educational Eguity Monitoring Report 1990-91 Semi-Annual Summary Report Page 26 ! I two exceptions at that school. The Future Business Leaders of America and Career Orientation. 4 Responses from Principal(s): An assistant principal at Southwest stated that the black/white ratios of the girls' basketball and volleyball teams were better than the boys' teams. Area Schools/Senior High Participation in extracurricular activities at Central did not generally reflect the school population. Participants in academic extracurricular activities were mainly white and in athletic activities, mainly black. Fair and McClellan reported that overall participation in extracurricular activities generally reflected the school population. However, some extracurricular activities reflected predominance of one race/gender. Football, basketball, and boys and girls track participants were mostly black\nthe baseball team. National Honor Society and cheerleaders were mostly white. Academic extracurricular activities at Hall had mostly white students and athletics had mostly black students participating. It was also reported that the school profile did not indicate the number of students who participated in extracurricular activities. High fees and lack of transportation kept many students from participating, according to most of the visited teachers. Responses from Principal(s)\nThe principal at McClellan reported that strategies were being developed which would hopefully recruit students into areas of extracurricular activity where there was participation disparity in order to reflect the school's actual population. I An assistant principal at Hall stated that the staff was given an opportunity to change the club meetings to the regular school day and that meetings were now held before school. Many students could not participate due to transportation problems. A decision to make a change for the better would probably occur soon, according to this administrator.First Educational Eguity Monitoring Report 1990-91 Semi-Annual Summary Report Page 27 Magnet Schools/Elementary According to the report of all schools, participation in extracurricular activities generally reflected the school population. Magnet Schools/Junior High Dunbar and Mann Magnet reported that participation in extracurricular activities generally reflected the school population. Magnet Schools/Senior High Parkview reported that the overall school population was reflected in the participation in most extracurricular activities. However, participants in academic extracurricular activities were mostly white and athletic activities were mostly black. Incentive Schools In most school reports, participation in extracurricular activities generally reflected the school population in clubs such as \"Just Say No, II Art, Science, Cooking, Sewing, Young Musicians and Student Council. Extracurricular activities participation was not evidenced at Mitchell through the school report. 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to see: * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement. * Strategies to close the disparity in test scores among identifiable groups Findings: Area Schools/Elementary The monitoring teams for nearly half of the schools reported that no comparison could be made until the 1991 spring test results were made available. All elementaryFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 28 teams reported that goals and strategies were developed and being implemented to decrease achievement differences, was reported by most of the teams that differences in It retention rates were evident between identifiable groups of students. Most of the monitoring teams reported that retention rates were racially disproportionate for elementary schools. Area Schools/Junior High Most of the monitoring teams for junior high schools reported that the comparison of student achievement could not be made until the 1991 spring test results were available. The Forest Heights team reported that with the exception of reading and mathematics, black females improved from 1989 to 1990 on the MPT, and in general, the scores of black males were lower. It was reported by the Southwest monitoring team that Sth grade MPT reading results declined from 1989 to 1990. Monitoring teams reported that goals and strategies were developed and implemented to decrease achievement differences at Cloverdale, Henderson, Mabelvale, and Pulaski Heights. Henderson, Mabelvale, and Pulaski Heights had a disproportionate number of black students retained, compared to the school enrollment. Area Schools/Senior High Monitoring teams for Fair and McClellan reported that no comparison of student achievement could be made until the 1991 spring test results were available. The monitoring team for Central reported that there was a 42 percentile variance between black and white student scores for the 10th grade and a 43 percentile variance for the 11th grade on the Complete Battery of Metropolitan Achievement Test, Sixth Edition (MAT-6). test scores reflected improvement. According to the team at Hall, current All monitoring teams reported that goals and strategies were developed and implemented to decrease the achievement differences. The teams monitoring Fair, Hall, and McClellan reported that retention rates reflected the school population. The Central team reported that a disproportionate number of black students were retained compared to the school enrollment. Incentive Schools According to most of the monitoring teams for the incentive schools, achievement on standardized tests improved overall with the exception of Garland and Stephens. The Garland team reported that black student achievement decreased on the 3rd grade MPT, and the majority ofFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 29 students scored below the 50th percentile on the MAT-6 for all grade levels. The monitoring team at Stephens stated that black student achievement decreased overall on the MPT. All monitoring teams reported that goals and strategies were developed and implemented to decrease achievement disparity. In all of the incentive schools, except Rockefeller and Stephens, monitors reported that retention rates were low and they generally reflected the school population. At Stephens, 14 students were retained13 black males and one black female. There were 18 students retained at Rockefeller, including three white males, one white female, six black males, and eight black females. Responses from Principal(s): According to the principal at Garland, the student population contained a very small number of non-black students\ntherefore, a statistical comparison would not be valid. Magnet Schools/Elementarv All monitoring teams for elementary magnet schools reported that a comparison of student achievement could not be made until the 1991 spring test results were available. All schools had developed goals and strategies, which were being implemented to decrease achievement disparity. according to the monitoring teams. The monitors reported that retention rates reflected the student enrollment for all magnet schools except Gibbs, Washington, and Williams. The Gibbs team reported that retention rates by race were unequal based on the school enrollment. The monitoring team for Washington stated that although a large number of students were retained, the statistics available did not give an adequate representation for identifiable groups of students for the 1989-90 school year. A majority of the retainees at Washington had been retained in their tridistrict area schools prior to enrolling at Washington. At Williams, the monitoring team reported that differences were evident in the number of black and white students retained compared to the school enrollment. Magnet Schools/Junior High The Dunbar team reported that according to available MPT reading and mathematics scores, the achievement of all The monitoring students declined over a three-year period. team for Mann reported improved student achievement on the MPT with the exception of black females, whose failure rate increased by two percentage points. Goals and strategies were developed and implemented to decrease achievementFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 30 I i I I disparity at Mann, according to the monitors. Both monitoring teams reported that differences were evident in the groups of black and white students retained, compared to their school enrollments. All students retained at Dunbar, and 72 percent of the students retained at Mann, were black. Responses from Principal(s)\nIt was reported by the principal at Dunbar that there was a significantly different student body this year compared with the last school year. In addressing differences in the past year's test scores, the principal responded. \"We are not accurately evaluating programs\nthis can be more accurate if we use test data from spring 1991. It Magnet Schools/Senior High 7.0 The Parkview monitoring team reported that a comparison of student achievement could not be made until the 1991 spring test results were available. Goals and strategies were developed and implemented to decrease achievement differences, according to the Parkview team. The monitors reported that there were no differences evident between identifiable groups of retained students. SPECIAL EDUCATION I.  At each school the monitors expected to see: * Clear, well-defined referral, assessment and placement procedures * Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences * Strategies to decrease any overrepresentation of minorities Findings: Area Schools/Elementary In over half (14) of the area elementary schools, monitoring teams found in place strategies to eliminate disproportionate student assignment to special education. Eight of the schools that were reported as not havingif J ir ' First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 31 I- J I. I' !1 strategies to eliminate disproportionate student assignment to special education did not have a disproportionality in the current student assignment. These schools were Chicot, Cloverdale, Franklin, Fulbright, Geyer Springs, Pulaski Heights, Terry and Woodruff. The teams that visited Fair Park, Otter Creek, and Wakefield indicated that these strategies were not evident at the time of the monitoring visits. '1 I A majority of the special education classrooms visited  in most (17) of the area schools had adequate materials and equipment to deliver the curriculum. Some special education teachers needed equipment and materials to meet the special needs of the students who were being served. These classrooms were at Bale, Franklin, Geyer Springs, Mabelvale, Meadowcliff, Wakefield, and Watson. I Most monitoring reports asserted that special education facilities were comparable to those of the campus in general. However, the teams that visited Cloverdale, Geyer Springs, Meadowcliff, McDermott, and Western Hills reported that the special education facilities were not comparable to other classrooms of the campus. The Cloverdale team noted that the special education facilitie^'s were small,  ' . \"  . At Geyer Springs, one specialist had dark, and inadequate. limited space in a portion of a portable building, while the other specialist had adequate space. Three special education teachers were housed in one room at Meadowcliff. The McDermott team noted inadequate space for two special education teachers who share a room. A similar situation was reported at Western Hills where the special education classroom was housed in a portion of a portable building. This portable was shared with the speech therapist and the i\ncounselor. The Geyer Springs report noted that the special I, I education facilities were located in a portable building, but so were several other regular classrooms and the gifted and talented (GT) classroom. 1 I i In a majority of the area elementary schools, monitoring teams obseirved, and teachers interviewed, indicated that the special education facilities were designed to meet the needs of the students served. ' The special education facilities at nine schools needed some modifications in order to meet the special needs of the I students to be served. These schools were Bale, Brady, Chicot, Cloverdale, Jefferson, Meadowcliff, McDermott, Terry, and Western Hills. The Bale report stated that entrance and exit ramps were needed and that cafeteria tables did not accommodate the physically handicapped student. A kitchen, bathroom andFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 32 area for changing students clothing were needs listed in the Brady report. The Chicot team found that modifications to the facilities necessary to meet the special needs of the students were sometimes not provided or were slow to arrive. The Cloverdale report stated that the facilities at that school were not specifically designed for special education. There was no bathroom or shower available for personal hygiene in the special education classroom at Jefferson\nalso, no provision for wheelchairs. The Meadowcliff report stated that the facilities were too small. facilities at McDermott. Space was also a major need for adequate That committee's report noted that two full time teachers were needed, instead of the one and one-half time teachers, with appropriate space and materials to meet the needs of all the students at McDermott that had already been identified for special education services. At Terry, the facility was originally a bookroom and few adjustments had been made to accommodate the needs of special education students. a name plate designating the room as The special education room had II Resource. II The Western Hills' report noted that even though a small number of students were served in the special education facilities, the location and size inhibited a positive learning environment. Responses from Principal(s): According to the principal at Chicot, II numerous requests to the Special Education Department for handrails for the bathroom had been made. Once these arrived at the school, they were promptly installed. It The principal at Geyer Springs said that the special education teacher that had limited materials was scheduled to two schools and shared materials. These materials are not normally included in the regular school budget. The principal at Meadowcliff acknowledged that the percentage of black students enrolled in special education was a little high, but he felt it was the best program for meeting these students' needs. He further stated that the special education teacher who needed some equipment should let him know, and he would try to get it.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 33 The Romine principal reminded the monitoring team that the resource class and speech classrooms were housed in portable buildings. At Terry, the principal reported that the room served as a storage room and a special education classroom, and that construction of additional classrooms had been requested. She agreed with the committee that the sign outside the door labeling the room as \"Resource\" should be removed, and stated that it would be taken down the next day. The principal of Watson declared that a large number of students came to them assigned to resource, classes, indirect services were being provided. In some The Western Hills principal indicated that the portable buildings would be eliminated next year with the addition of ten new classrooms and a media center, scheduled to begin in January 1991. This construction is Area Schools/Junior High None of the area junior high schools had strategies to eliminate disproportionate student assignment to special education except Pulaski Heights. However, there was an over-representation of black students in special education at that school. The Pulaski Heights team noted that students were selected and placed in special education according to the guidelines of the district. At Cloverdale, Henderson, and Mabelvale strategies were not needed because there was no disproportionality among students assigned to special education. The special education classrooms visited at Henderson, Forest Heights, Mabelvale, and Pulaski Heights had adequate materials and equipment to deliver the curriculum. However, the Pulaski Heights team reported that the computers in the special education laboratory did not work. The Mabelvale report expressed a need for some learning centers, more books, and up-to-date materials. The Southwest and Cloverdale reports indicated that materials and equipment were not adequate. At Southwest there was a need for more computers and proper wiring in the building. A need for more audio-visual equipment and materials, modified textbooks, hands-on materials, computer software and tape recorders was cited in the Cloverdale report.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 34 All schools had special education facilities that were comparable to those of the campus in general. The Southwest team noted that one special education room was too small. I The teams reported that special education classrooms were integrated into the total school environment. At I Cloverdale and Mabelvale one special education classroom was located in a portable, but so were other classes. All of the teams found the special education facilities were designed to meet the needs of the students served except for Cloverdale where more space was needed. Responses from Principal(s)\nThe principal at Cloverdale stated that she had spoken with a teacher who wanted a tape recorder for the use of a special education student and had already requested assistance from the Special Education Department through I their department chairperson. No other request for materials and equipment had been made. According to this principal, space problems will be taken care of during renovation. The Forest Heights principal commented that principals did not have control over the district selection process for special education students. He further stated that they had two full-time special education teachers on staff and two part-time special education teachers who come from other schools. A formula, based on the number of students to be served, is used to determine allocation of special education teachers. The principal said that one more full time special education teacher was needed at Forest Heights. According to an administrator at Pulaski Heights, most of their special education students had access to computers through classes in which they are mainstreamed. A Southwest assistant principal said that some two million dollars in improvements are expected during the summer of 1991. 1 11 ' -'cFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 35 Area Schools/Senior High I SPECIAL EDUCATION ENROLLMENT I I Schools Black N Q, White N Other N *6 Total N Central Fair Hall McClellan 115 90% 13 10% 128 12 46 52 60% 66% 70% 24 22 40% 34% 30% 20 70 74 Numbers in the above chart were taken from each school report. As may be noted, Central was the only school that had a disproportionate number of students from one race assigned to special education. The McClellan report indicated that very few students were identified and placed in the special education program at the secondary level. Students who were in the program were referred and placed at the junior high level or earlier, for the most part. All assignments to special education follow district/state/federal guidelines, with approval of the district's Division of Exceptional Children. The monitoring teams found that Central, Fair, and Hall had strategies in place to help prevent an imbalance in student assignment to special education classes. Since there was no disproportionality in student assignment to special education at McClellan, strategies were not considered necessary. At Fair, the team noted that the learning strategies program had enabled some students to exit special education or be mainstreamed. Teachers visited at Central, Hall, and McClellan asserted that they had adequate materials and equipment for curricula delivery, according to those team reports. Fair report noted that materials and equipment were The inadequate in the special education classrooms visited and indicated a need for hands-on-material. All school reports affirmed that the special education facilities were comparable to those of the campuses in 8 5, 0 0 0 0 0 0 0 0First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 36 I I I The Hall team declared the special education general. facilities to be \"better quality\" than others. At each of the area high schools the special education classrooms were integrated into the total school environment. None were isolated, but were interspersed with other classrooms. I All teams found that the facilities for special education in the area high schools were designed to meet the needs of the students being served. I I Responses from Principal(s)\nThe principal at Fair reported that all materials requested had been ordered and that the Special Education Department budget had not been fully spent in two years. Magnet Schools/Elementary Each school had strategies to eliminate disproportionate student assignment to special education, according I I to the school reports. Pupil services teams were used in all of the schools to ensure that proper procedures for student placement were followed. All reports, except Gibbs, indicated that visited special education teachers had adequate materials and equipment to deliver the curriculum. The Gibbs team reported that the resource room lacked textbooks, and that students brought books with them. A computer was available but had not been installed, although a work order had been forwarded to appropriate personnel, observed in the classroom. No other equipment was The special education facilities were reported to be comparable to the other classrooms at Booker, Carver, Washington and Williams. However, the Gibbs team deemed that the one-half of a portable building which was used for resource room and speech was not comparable to other classrooms on that campus. It was reported that the other half of this portable was used for GT classes. Special education classrooms were integrated into the total school environment and were designed to meet the needs of the students served at all magnet schools except Gibbs. The Gibbs team reported that there were no hands-on materials observed, no bulletin boards available, and boxes of out-dated materials were stacked in the room. The portable building which housed this classroom was some distance from the main building, with no covered walkway. First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 37 I 1 Team reports indicated the special education facilities at most schools met the needs of the students' being served. I Responses from Principal(s): None. Magnet Schools/Junior High Strategies to eliminate disproportionate student assignment to special education were evident to the Mann team. However, student assignment to special education at Mann was not disproportionate. The Dunbar team reported no strategies regarding disproportionality. The special education teacher visited at Mann had adequate materials and equipment for curricula delivery. However, the teachers visited at Dunbar said that materials and equipment were not adequate and that some textbooks and hands-on materials were needed. The special education facilities at Mann were reported to be comparable to those of the campus in general, while this was not so at Dunbar. One special education classroom located near the bandroom at Dunbar was deemed too small and A special education teacher at Dunbar had to too noisy. travel from room to room, conducting class in four different I I locations. Both teams indicated that the special education facilities at these schools were integrated into the total school environment and were designed to meet the special needs of the students assigned to these classrooms. Responses from Principal(s): The Dunbar principal stated that the special education teacher would move to a different room the next week. She explained, \"the school is over student capacity because the classrooms are smaller than the average size. The district administration figured capacity at thirty students per classroom, even though the square footage of the classrooms is too small to accommodate that many students. II Magnet Schools/Senior High The Parkview team reported no evidence of strategies to eliminate disproportionate student assignment to special education. However, a small percentage of students were enrolled in special education and no significant disproportionality existed.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 38 I i In the special education classroom observed, the teacher had adequate materials available to deliver the curriculum. The special education classroom, located in part of the main building, was found to be comparable to other classrooms in the school. However, the team reported that the classroom was not conducive to the special learning needs of the students in the three classes. Since the room was used by other groups of students, no special modifications had been made. Responses from Principal(s): The principal reported that he did not have enough space to designate one room solely to special education\nthere were only three special education classes and the teacher was only there one-half day. Incentive Schools The monitoring reports indicated that there were no strategies to eliminate disproportionate student assignment to the special education programs at any of the six incentive schools. I ' I According to the Garland report, the special education teacher was absent on the day of the monitoring visit and no I one visited that classroom. Therefore, no responses were recorded for the remainder of this area for Garland. The reports for the other incentive schools indicated that in the special education classrooms visited. the teachers had adequate materials for the delivery of the curriculum. The Rightsell report included the statement \"the computer in that classroom was connected to the school computer laboratory\ntherefore, providing individual that. The Rockefeller report programs for the students. indicated a need for more manipulatives in the special II education classroom. The special education facilities at Ish, Mitchell, Rightsell, Rockefeller, and Stephens were deemed comparable to those of the campuses in general by the monitoring teams. An additional comment on the Mitchell report described the room as II environment.\" large, spacious and conducive to the learning According to five of the monitoring reports. the special education classrooms were integrated into the total school environment.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 39 I i Facilities for special education met the needs of the students served according to the Ish, Mitchell, Rightsell, Rockefeller and Stephens reports. Responses from Principal(s): At all incentive schools special education students, except self-contained, received indirect inservices in the regular classrooms. 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs I * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class I * Gifted and talented (GT) facilities that are comparable to other educational programs on the campus and integrated into the total school environment I I Findings: Area Schools/Elementary Most teams reported that strategies that would eliminate disproportionality of assignments were evident. except at Geyer Springs and Meadowcliff. In most of the classrooms teachers, had adequate materials and equipment to deliver the curriculum. Monitors indicated that teachers did not have adequate materials and/or equipment in the following cases and cited such inadequacies as: Brady, consumable items\nCloverdale, equipment, e.g., a television, VCR, computers, and a chalkboard. The team at Woodruff did not respond to this item on the monitoring instrument because the GT teacher was out of the building on the day of the monitoring visit. GT facilities were reported as comparable to those of the campus in general at all area elementary schools except Brady, Cloverdale, McDermott, Meadowcliff, Terry, and Wilson. In these schools, the following inadequacies were First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 40 I i i noted: At Brady the tables and chairs were not comparable. There was no covered walkway or awning over the doorway to the portable building which houses the GT facility. Cloverdale had no facility dedicated solely for use of GT classes. There was no sink or carpet for the GT classes at McDermott, as was available in other classrooms, but a new room for GT was under construction. At Meadowcliff a room was shared with the mathematics laboratory. The GT classroom at Terry was smaller than regular classrooms and shared by two teachers. The GT program at Wilson was housed in a renovated restroom/bookstore, and was not comparable in size to the regular classrooms. GT facilities were housed in portable buildings at Badgett, Bale, Brady, Chicot, Geyer Springs, Watson, and Western Hills. Classrooms for GT students at most area elementary schools were integrated into the total school environment, as indicated by the Biracial Teams. However, at Cloverdale there was no specific room assigned for GT classes\ntherefore, the teacher held classes in various areas of the building. The monitoring team from Cloverdale reported that because of the superb cooperation of the rest of the faculty, the GT teacher was able to have an effective program. 1 Responses from Principal(s): I The principal at Bale reported that she had consulted with the GT specialist to determine what process could be taken to increase the enrollment of students in the GT program. At Brady, in reference to the comment concerning inadequate materials, the principal stated that all available materials were at the disposal of the students. The principal at Franklin indicated that student placement in the GT program was ultimately determined at the district level, not by the school staff. At Geyer Springs, the principal informed the monitors that although the GT classroom was located in a portable building, the GT teacher interacted with the staff and students on the days she was assigned to the school. In referring to strategies to eliminate disproportionate student assignment to GT, the principal at Meadowcliff said that there was an identification procedure established by the District which must be followed. Concerning the inadequacy of materials and equipment for the IFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 41 I i GT program, the principal reported that recently the central office released budgeted funds to the GT teacher. Area Schools/Junior High The teams at Henderson, Mabelvale, Pulaski Heights, and Cloverdale reported that strategies that would eliminate any disproportionality of assignments were evident, and cited the following examples: active recruiting by teachers, counselors, and administrators\nasking teachers for recommendations, and following the LRSD nomination I guidelines for identifying GT students. Nominations for GT placement may be made by teachers, counselors, administrators, the student himself/herself, parents, peers, or patrons. The team at Forest Heights indicated that strategies to eliminate disproportionate student assignment to GT classes were not in evidence. At Southwest and Cloverdale, student assignments to the GT program were not disproportionate\ntherefore, no strategies were required. In all of the area junior high school GT classrooms observed, except at Forest Heights and Mabelvale, teachers had adequate materials and equipment to deliver the curriculum, according to the team reports. Monitors from Mabelvale reported that much of the material was outdated and not appropriate for students' needs. They also noted a shortage of adequate science materials, including laboratory equipment, and cited the need for additional computers in all GT classrooms. The Forest Heights team indicated the need for maps and microscopes in the social studies and science classes respectively. I I The Biracial Teams at all area junior high schools indicated that facilities for GT students were both comparable to those of the campus in general and integrated into the total school environment. Facilities for GT classes were reported as designed to meet the needs of the students served at Forest Heights, Pulaski Heights, Cloverdale, Southwest, and Henderson, team at Mabelvale reported no separate facilities for GT The classes, that the same classrooms are used for both regular and GT classes, and that no special facilities were needed. At Mabelvale Junior High School, the monitors noted that sometimes the area of a student's giftedness was not academic\ntherefore, he/she was not placed in a GT academic class. The school attempted to provide for these students through placement in the area of giftedness, i.e., music.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 42 I I art, or vocational education. The student was scheduled into a class which would accommodate his giftedness, and the teacher and counselors worked together to provide for the student's needs. Responses from Principal(s): I The principal at Mabelvale Jr. High expressed the opinion that equipment for the GT program should be provided by the District, including some provision by the GT Department. At Forest Heights, the principal explained that there was not a GT mathematics teacher on one of the 9th grade teams\nhowever, 9th grade students designated for GT mathematics were assigned to the team which does include instruction in an Algebra II GT class. He said that all GT students on the 9th grade level were receiving GT services. Area Schools/Senior High Biracial Teams at all area high schools, except Central, reported no disproportionality of assignment by race or gender to GT classes. I 11 The Biracial Teams at all four area high schools indicated that facilities for GT students were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served. I In the GT classrooms observed at Central, Hall, and McClellan, teachers had adequate materials and equipment to deliver the curriculum, according to the team reports. Although the monitors at Fair indicated that additional funds were needed to secure adequate materials for GT classes, no specific items were noted. Responses from Principal(s): The principal at Central reported that he checked grades, called homes, and visited parents in an effort to increase minority student enrollment in upper level courses, including GT classes. The principal at Fair stated that tt If a student is in an AP class, district policy allows students to withdraw from class during any time period. Some students. therefore, tend to transfer from an AP class to a regular class the first time they experience much difficulty.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 43 I i Teachers would like for them to stay in the class so that they could work with the student and let the student find out that he/she can do the work.\" In response to the reported need for additional funds in order to provide adequate materials for GT classes at Fair, the principal stated that he had received no requests from GT teachers for such funds. Magnet Schools/Elementary All elementary magnet schools had evident strategies to eliminate disproportionate student assignment to GT classes, according to reports submitted by their respective monitoring teams. Monitors reported that in all GT classrooms observed at the elementary magnet schools, teachers had adequate materials and equipment to deliver the curriculum. The Biracial Teams at Carver and Washington indicated that GT facilities were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served. At Gibbs, Booker, and Williams, the reports stated that GT facilities were not comparable to those of the campus in I general, nor were students served. I they designed to meet the needs of the The team at Booker noted that the GT classroom was located near the gymnasium, had concrete floors, and a strong odor from old cork walls which had deteriorated. At Williams, the two classrooms for GT students were housed in a portable building with a partition between the two classrooms that did not go all the way to At Gibbs, the GT classroom was located in a the ceiling. , portable building that was away from the main building, with no covered walkway. The Gibbs' report included the additional information that space was limited and too small for some groups. Monitors at Gibbs further reported that the Arkansas Department of Education (ADE) had waived the requirement which stipulated that a maximum of 75 students can be assigned to a GT teacher. This same waiver also applies to Booker and Carver and is based on the following provision of the LRSD Gifted Program which was approved by the ADE: \"Because the existing regular curriculum offers enrichment to all students, the gifted specialist will work with identified gifted students in the regular classrooms with only 30 minute pull-out per week. The pull-out time will be designed to meet the social and emotional needs of the First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 44 gifted students. This waiver enables the GT teacher to serve more students. At Gibbs, the time scheduled for GT is 30 minutes per week for Grades K-4 and one hour a week for the 5th and 6th grades. Monitors reported that as a result of the short periods scheduled for GT, the teacher offered mini-courses during the lunch period. H The GT classroom was integrated into the total school environment at Booker, but not at Gibbs or Williams, according to the reports submitted by the respective teams of those three schools. Responses from Principal(s): The principal at Booker said that he considered the condition of the GT classroom deplorable. Magnet Schools/Junior High Assignment to GT was not disproportionate at Mann\ntherefore, no strategies were necessary. However at Dunbar, where a disproportionality does exist, no strategies were evident, according to the monitoring report. Monitors indicated that at both magnet junior high schools, the GT classrooms were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served. I\nI I i In GT classrooms observed at Mann and Dunbar, monitors reported that teachers had adequate materials and equipment to deliver the curriculum. However at Dunbar, a comment noted that one GT teacher purchased his/her own materials and equipment and that microscopes were needed. Magnet Schools/Senior High Monitors at Parkview reported that strategies to eliminate disproportionate student assignment to GT classes were evident. The building GT coordinator was assessing the assignments to the GT program to determine what strategies could be implemented. However, the current GT assignments did not reflect any disproportionality. The report indicated that in the GT classrooms observed, the teachers had adequate materials and equipment to deliver the curriculum, that GT facilities were comparable to those of the campus in general, and that the GT classrooms were integrated into the total school environment. Comments noted in the report indicated that GTFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 45 ! i classrooms were used for both GT classes and regular classes. Incentive Schools Each of the Biracial Teams at the six incentive schools reported that there was no evidence of strategies that would eliminate any disproportionality of assignments by race or gender to GT classes. Monitors at Stephens and Rockefeller indicated that assignments were not disproportionate\ntherefore, no such strategies were necessary. However, disproportionate assignments did exist at the other incentive schools according to the team reports. At the incentive schools, review of gender placement reveals some disproportionality. The teams from Garland and Mitchell did not respond to the remainder of the items about GT Education on the monitoring instrument\ntherefore, no further comments will be made relative to the GT program at these schools. Rightsell was the only incentive school which did not Teams. have adequate materials and equipment to deliver the curriculum, according to reports submitted by the Biracial Monitors at Rightsell reported that they did not i observe adequate visuals for the GT program. I I GT classrooms were integrated into the total school environment and were designed to meet the needs of the students served, according to the teams at all of the reporting incentive schools. The monitors at Rockefeller and Rightsell indicated that GT facilities were comparable to those of the campus The team at Stephens reported that some of the in general. furniture in the GT classroom was not safe for students. The GT classroom at Ish was shared with the music teacher, according to the team report. Responses from Principal(s): The principal at Ish stated that the classroom was shared by GT, music, and physical education. adequate because the GT teacher went to the regular The space was classrooms for indirect teaching during the day, focusing on higher order thinking skills. during the regular day for GT. There were no pull-outs Pull-outs occurred only during the extended day program, when the GT teacher had the classroom to himself for direct instruction of the GT students.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 46 9.0 STAFF DEVELOPMENT I I I At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times I * Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan * Documentation of staff development participation Findings\nArea Schools/Elementary The staff development plans for most of the area elementary schools had provided for inservice related to educational equity, and the majority of the staff members at those schools had received the training. Teachers were inserviced Principals of Effective Teaching (PET), Teacher Expectations of Student Achievement (TESA), cooperative I I learning, learning styles, behavior management, stereoTraining was I typing, and cross cultural communication. offered to staff members during desegregation days, pre- school workshops, and at faculty meetings. This training was available to certified and noncertified staff members. The team report from Brady and Watson revealed that the data was incomplete. Staff development related to equitable staffing practices had been provided in sixteen of the area schools. Chicot, Franklin, Fulbright, McDermott, Mabelvale, Meadowcliff, Terry, Wakefield and Watson had not made this training accessible to their staff members. Training in teaching strategies for multicultural curriculum delivery was provided in all the area schools except Chicot. However, all area schools used the curriculum guides to plan lessons, units of study, bulletin Some of the teachers boards, and special activities. monitored expressed that the social studies guides were inadequate and were concerned about the format and quality. It was also expressed that the availability of materials needed for the activities often posed a problem. At Watson, kindergarten teachers were of the opinion that some of the activities in the guide were too difficult for theFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 47 I developmental stage of the students, and some Jefferson teachers felt somewhat restricted by the curriculum guides. Documentation in the area school profiles indicated that all schools except Chicot had provided staff development activities related to effective strategies to increase the achievement of a diverse student population. Staff development evidenced in the various school profiles were PET, TESA, GT, cooperative learning, reading, whole language, high scope, learning styles, teacher parent conferences, discipline management, cross cultural communication, Base 10, and math manipulatives. Several teachers had completed more than one cycle of PET. Some staff members at Fair Park felt that more inservice training was needed in strategies to increase the achievement of a diverse student population, as stated in the team report. Responses from Principal(s): The principal of Chicot said that at the first inservice, multi-cultural guides were discussed and the staff was instructed how to use and apply the strategies. This had also been done at grade level meetings. I I I I Several inservices were provided by the district and he felt that it was the teachers' responsibility to attend the I meetings. The principal of Badgett shared that more staff development activities would be forthcoming with the approval of the school's Academic Grant. The principal of Fair Park stated that during the 1989-90 school year, staff development related to educational equity was provided and was an ongoing program She also stated that the district had this school year. provided inservice related to equitable staffing practices for principals. Area Schools/Junior High All monitored junior high school staff members agreed that the staff development plan had provided activities related to educational equity. At Pulaski Heights, Cloverdale, Henderson, and Mabelvale Junior High, all staff members had participated in training at the district level or school site. The team report from Southwest and Forest Heights indicated that this inservice had been made available, but did not give specific numbers regarding how many teachers had been inserviced. The data from the Forest Heights team report suggested that staff development related First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 48 1 I to equity was directed toward the core curriculum, not athletics and related arts. Staff members at all the area junior high schools had been prepared to appropriately apply teaching strategies related to multicultural curriculum delivery through staff development, as stated in the team reports. Most of the junior high school staff had received training related to effective strategies to reduce the achievement disparity of a diverse student population. Many of the staff had participated in several cycles of PET, assertive discipline, classroom management, TESA, cooperative learning and cross cultural communication. The staff development activities had been provided by the counselors, during monthly faculty meetings, and by the district. Responses from Principal{s): An assistant principal at Pulaski Heights stated that the administrators had participated in staff development related to staffing equity. The principal of Henderson reported that in January a two-day workshop on classroom management would be held at Henderson for all staff members. Area Schools/Senior High The monitoring team report from Fair and McClellan indicated that the staff had participated in a number of inservices that afforded educational equity training. The report indicated that various kinds of staff development had been offered during the pre-school desegregation days and monthly faculty meetings. The report from Central revealed that the district had provided inservice to the Central staff, but this training had not been offered at the building level. Staff development related to equitable staffing practices had not been provided at McClellan, Hall, or Central. At Fair, the report disclosed that this inservice had been made available and was offered at alternating school sites. Strategies for multicultural curriculum delivery were being applied at all senior high schools. The reports from Fair and McClellan indicated that multicultural strategies and their use were discussed during departmental meetings, pre-school inservice, faculty meetings, and through the atlas Program information. The composite report from Hall disclosed that in the departments where curriculum guides ( I I IFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 49 I I I ! were available, staff development had been provided. According to the Central report, most visited teachers did not have multicultural curriculum guides. Staff development related to effective strategies to enhance the achievement of a diverse student population was strongly encouraged by the principal at Fair. The team reports also indicated that all teachers at McClellan and most teachers at Hall had received this inservice. The Central report indicated that teachers interviewed reported that the staff had not received recent staff development in this area. Responses from Principal(s): The principal of Central stated that educational equity training had been provided at the site. All teachers were given communication regarding dates and times. He further stated that he had suggested to several teachers that TESA, PET, and classroom management be a part of their individual improvement plan. Magnet Schools/Elementary Team reports from Carver, Gibbs, Booker, Washington and Williams showed that a majority of the staff had received educational equity training that included cooperative learning, classroom management, PET, and TESA. The reports from Booker and Gibbs reflected that there was no documentation indicating that staff development activity related to equitable staffing practices had been provided I for those staff members. I The responses of teachers interviewed were mixed at Williams regarding participation in equitable staffing practices training, and teachers at Washington had received this training but indicated more was needed. All reports revealed that a significant number of staff members had participated in staff development that would enhance multicultural curriculum delivery. ' According to the team reports, a majority of the certified staff at the inagnet schools had been given training related to effective strategies to increase the achievement of a diverse student population. This training included effective teaching, GT, reading, whole language, math, assertive discipline, TESA, and computer use. Several teachers at Washington shared that the inservice related to classroom management and high expectations were extremely helpful.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 50 I i I I Magnet Schools/Junior High There was evidence at Dunbar and Mann that inservice related to educational equity had been provided during the LRSD desegregation inservice days. The composite reports indicated that staff development regarding equitable staffing practices had not been made available to the staff. Both team reports recounted that training had been provided to aid in the delivery of the multicultural curriculum and strategies to enhance the achievement of a diverse student population. Magnet Schools/Senior High Staff development relative to educational equity had been made available to the staff during the desegregation inservice days provided by the district. In addition, all teachers assigned to this school were required to take TESA and PET. The Magnet Review Committee provided staff development related to equitable staffing practices for the principal and he, in turn, informed the faculty. I The team report indicated that there had been no inservice activities in teaching strategies for multicultural curriculum delivery, but staff development related to effective strategies to heighten achievement of the student population was provided. I I I Incentive Schools Educational equity staff development at the incentive schools had been provided through faculty meetings, preschool inservice and the district's desegregation inservice days. Inservice included PET, TESA, cooperative learning groups, student learning styles, higher order thinking skills, whole group, and prejudice reduction training. Inservice related to equitable staffing practices had been afforded the staffs at the incentive schools. District personnel and resource persons from outside the district provided this training. Training in multicultural curriculum delivery was given to all incentive school certified personnel at the school site and by the district. Inservice was held during the summer, at regularly scheduled faculty meetings and at Hall High School. Areas addressed through staff development included building an effective multicultural climate, using multicultural literature in the classroom.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 51 I I I and strategies and activities in the multicultural curriculum guides. Effective strategies to heighten the achievement of a diverse student body included inservice for TESA, the whole language approach, at-risk students, role-modeling, stereotyping, and cross cultural communication. Responses from Principal(s) : None. 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population * The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups I I * Opportunities to develop leadership skills among all parent groups * Transportation provided for parents who need the service when financially possible * Documented evidence showing how all identifiable groups of parents have been actively solicited * School functions scheduled in community facilities near identifiable groups of parents Findings: Area Schools/Elementary The majority of the area school team reports disclosed that equitable opportunities for active parental involvement was available for all identifiable groups. The Mabelvale report indicated that parents were very responsive in attending PTA meetings and parent conferences when transportation was provided. However, parent involvement on a daily basis was representative of a select group of non-black parents with an under-representation of blackFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 52 I 1 1 I I parents. The reports from Terry and Fulbright revealed that participation from more black males was needed. To encourage parental involvement in school and home supported educational activities, a variety of methods was utilized by all the area schools. At many of the schools copies of letters to and from parents were on file. Other methods used were phone calls, principal memos, newspapers, primary level parent meetings, occasional home visits, available transportation, parent handbooks, parenting classes, and PTA programs. The Jefferson report indicated that parental involvement was encouraged in most classrooms visited, but some teachers emphasized there was a need for improvement. The area school reports recounted that contact was made regularly with the home to communicate positive as well as negative information related to student behavior and achievement. Numerous methods were used to articulate information to parents including conferences, phone calls, home visits, interim reports, daily progress reports, happy grams, homework folders, weekly assessments and parent up-date forms. In school desegregation matters, most of the team reports stated that parents were given the opportunity to I assist with the formulation of the school plans. The I reports indicated that parental input and participation was actively solicited and encouraged. Team reports from four of the area schools, Mabelvale, Chicot, Western Hills and Wakefield revealed that parents were not afforded the opportunity to actively participate in writing the school plans. As reported by the teams, school improvement plans for those schools were written by the staff and building administrators respectively. Responses from Principal(s) The principal of Fair Park said that parent groups worked together exceptionally well for the benefit of the school. Regularly planned parent meetings were held on a continuing basis, and there were numerous activities going on all the time. The principal of Meadowcliff stated that only a few parents were actively involved. Those were mostly non-black parents from the neighborhood school community. Fulbright's principal said that he would like to see more black males involved.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 53 The principal of Wilson shared that conference sheets were used to inform parents. The principal of Chicot said that parents did assist with the development of the school plan. The principal of Western Hills stated that parents were scheduled to be involved in writing the school plan but for various legitimate reasons could not participate. Wakefield's principal said that the Incentive Grant and the School Improvement Plan were meshed together. He said that parents were involved in developing the Incentive Grant plan. He further stated that most Wakefield parents work and can't be pulled from the job for more involvement without the threat of jeopardizing their employment. Area Schools/Junior High Team reports from Southwest and Pulaski Heights reported inconsistent parental involvement and stated that more participation was needed from all parent groups. The team reports from Cloverdale, Mabelvale, Forest Heights and Henderson stated that all identifiable groups were given the opportunity to participate and in most instances, representation could be observed from all parent groups. I I I The data from all team reports revealed that each school utilized a variety of methods to encourage parental support, e.g., team meetings involving parents and teachers, phone calls, PTA newsletters, school newspapers, bulletins, happy grams and home visits by the school nurses. counselors, and special education teachers. Contact with the home was made frequently to share positive as well as negative information related to behavior and achievement at all schools. Interim reports and parent letters were sent on a regular basis, and at some of the schools, seventh and eighth grade students were required to maintain an assignment plan book. communicated through this process. Teachers, students, and parents the exception All team reports, with of Southwest, indicated that school patrons/parents were given the opportunity to assist with the development of the school improvement plan. Area Schools/Senior High Team reports from McClellan and Fair indicated that all groups of parents participated in school functions including PTSA membership, booster clubs, VIPS, and attendance at athletic events, and dramatic and music presentations.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 54 I i ! I Many methods were used at Fair and McClellan to communicate information related to behavior and achievement. Congratulatory notes, phone calls, and interim reports were used regularly. At Fair, there was a procedure in place for teachers to give positive as well as negative comments, according to the team report. The reports from Fair and McClellan also stated that parents/patrons were involved in matters of school desegregation by actively participating in the development of the local school plans. The Central report stated that the principal wrote the improvement plan, and at Hall, information was not available. Responses from Principal(s): The principal of McClellan stated that attempts were being made to initiate a more complete system to communicate with parents, both positively and negatively, regarding student behavior and achievement. Magnet Schools/Elementary All identifiable groups of parents from Carver, Washington, Booker, and Williams were involved in school functions through PTA, VIPS, as homeroom sponsors, tutors, room parents, and fund raisers. The team report from Gibbs suggested that all groups were involved in school functions, but there were slightly fewer blacks than non-blacks. The reports indicated that all of the elementary magnet schools utilized various methods to encourage parental involvement in school and home supported educational activities, including weekly progress reports, phone calls, conferences, newsletters, newspapers, letters, memos. and bulletins. Frequent contact was made with the home to disclose positive as well as negative information related to student behavior and/or achievement. At Washington, it was standard procedure for every parent to be contacted during the first nine weeks of school. The team reports showed that parents were contacted through good news notes, interim reports, phone calls, conferences and quarterly progress reports. Four of the reports (Carver, Washington, Booker and Gibbs) revealed that in matters of school desegregation, the school profiles showed a listing of parents that partici- pated in the development of the school plan. The school profile at Williams did not indicate parents were involved in writing the school plan. However, staff members on the biracial monitoring team shared that parents were involved. 1 i I i I IFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 55 1 I I I During the exit conference, the principal agreed with the teacher's statements. Magnet Schools/Junior High The magnet junior high reports showed that all identifiable groups of parents were not actively involved in school functions. The team report from Mann stated that black parent involvement was minimal and the Dunbar team report reflected that the majority of the visited staff expressed that many parents were not involved. Interviewed staff members at Mann and Dunbar agreed that a variety of methods were used to encourage parental involvement. Documentation was observed by team members. Most of the visited teachers at both schools stated that contact was made with the home on a regular basis to communicate positive as well as negative behavior and progress or lack of progress in achievement, through happy grams and quarterly reports. This was done Several visited classroom teachers at Dunbar said that no contact was made with the home to convey information to parents regarding student achievement. At Mann, documentation was observed that indicated that the PTA council participated in the development of the school plan, while the report from Dunbar provided no such evidence of this. I I I Responses from Principal(s) The principal of Dunbar shared that the PTA board was balanced by race. Magnet Schools/Senior High The Parkview report indicated that all groups of parents were actively involved in school functions, and the school used a variety of methods to encourage parents in home and school related educational activities. The report revealed that the staff communicated frequently with the parents to share positive and negative information regarding student behavior and achievement. Monitored teachers stated that calls were made, letters were sent, and all teachers made at least one contact with the home each year. The report also disclosed that the School Improvement Committee assisted with the formulation of the School Improvement Plan, and the PTSA was involved in the school action plan.First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 56 I i i I Incentive Schools The team report from Ish disclosed that all parent groups were not actively involved in school functions, and at Stephens this information was not available, other incentive schools,(Rightsell, Rockefeller, The Garland, and Mitchell) documented in their school profiles that parents were involved in different school functions including PTA, biracial teams, VIPS, guidance committees. School Improvement Teams, PAC, Junior League, and discipline management teams. All of the incentive schools utilized numerous methods to encourage parental involvement and articulate positive as well as negative information regarding behavior and achievement. Frequent contact was made through home visits, telephone calls, behavior documents, letters, newspapers, conferences, interim reports, assignment notebooks, and quarterly progress reports. The team reports from all the incentive schools stated that parents/patrons actively participated in matters of desegregation by involving themselves in the development of the annual School Improvement Plans, participation on the biracial teams. School Improvement Teams, Parent Advisory Committees, the Parent Recruitment Committees, and at Rockefeller, in the development of Student Education Plans (SEPs). I I Responses from Principal(s) The principal of Rockefeller said that behavior charts were sent home weekly. communication with parents. 11.0 STUDENT DISCIPLINE This procedure enhanced At each school the monitors expected to see: * No disproportionality among identifiable groups of students when discipline sanctions are analyzed * Teachers receiving staff development and training to become more effective in discipline management and classroom management * The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender IFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 57 I I Findings: Area Schools/Elementary According to monitoring reports, all area elementary schools distributed handbooks to parents and students regarding student disciplinary policies and procedures. It was further indicated that the information in the handbook was taught to all students. Other examples related to imparting such knowledge were cited by the committees as follows: posting of classroom rules, filing signature forms denoting receipt of handbooks, and sending bulletins to parents. Additionally, Biracial Teams indicated that classroom instruction proceeded in an orderly manner in most classrooms visited at area elementary schools. Students were reported as being orderly, attentive, and on task. Monitoring committees at all area elementary schools except Dodd, Mabelvale, McDermott, Watson, and Wilson indicated that either no suspensions or expulsions had occurred thus far this year or that such sanctions were minimal, resulting in suspension and expulsion rates that were generally representative of the student population. At Dodd, McDermott, Watson, and Wilson, an overrepresentation of black students, particularly males, received suspensions. I i I I Strategies to eliminate disproportionate discipline sanctions among identifiable groups were evident at all area elementary schools except Pulaski Heights and Forest Park, according to reports submitted by the monitoring teams. I However, no strategies were necessary at either of these schools because neither displayed disproportionate discipline sanctions among identifiable student groups, according to monitoring reports. Schools reported a variety of strategies including: parent conferences, peer counseling, positive role models talking to classes, counselors working with students, individual classroom management plans, police support groups, and incentive and award programs. Biracial Teams indicated that principals were very active and visible in directing and controlling students in all area elementary schools with the exception of Badgett, Bale, Forest Park, Pulaski Heights, and Romine\nwhere they were reported as being somewhat active and visible in this endeavor. According to reports submitted, teachers were very active and visible in directing/controlling students in all area elementary schools except Chicot and Fair Park, where reports indicated they were somewhat active and visible in this regard. Teams noted that teachers andFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 58 principals were observed maintaining a disciplined atmosphere in the hallways, cafeterias, and on the ramps. The monitors at Wilson commented that custodial and other staff members were also visible in this regard. Responses from Principal(s): The principal at Pulaski Heights informed the committee that four students (two black females, one black male, and one white male) are attending Camp Pfeifer for behavior modification. Their behavior was interfering with their successfully accomplishing their school work. Area Schools/Junior High 1 According to monitoring reports, the six area junior high schools distributed handbooks regarding student disciplinary policies and procedures to all students and parents. It was further indicated that the information in the handbook was taught to all students. The teams at Pulaski Heights, Mabelvale, Henderson, and Cloverdale also reported that signed documentation denoting receipt of the handbooks by parents and students was on file. These same four schools cited other means of imparting disciplinary policies and procedures, i.e., posting classroom rules, grade level assemblies, and bulletins to parents. Additionally, Henderson and Cloverdale each distributed a school handbook. I I I I The committees at Henderson, Cloverdale, Southwest, Forest Heights, and Cloverdale verified that suspension and expulsion rates were generally representative of the student population with regard to race. However, monitors indicated that this was not the case at Pulaski Heights and Mabelvale. Classroom instruction proceeded in an orderly manner in most classrooms visited at each area junior high school, according to the reports submitted by the committees. Comments included information that the students were on task and attentive in most monitored classes. The Biracial Teams at all area junior high schools reported that strategies to eliminate disproportionate disciplinary sanctions among identifiable student groups were evident. Monitors cited various examples which included the following: At Mabelvale, phone calls were made to parents of students who had repetitive discipline problems, there were in-school suspensions, and personal meetings between theFirst Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 59 I students and assistant principals were held in order to prevent problems before they occurred. The Violence Prevention Program had been implemented, and teacher workshops were held on biracial equity, classroom management, and crisis intervention. At Pulaski Heights, implementation of the Teacher Advisor Program (TAP), New Futures After School Program, peer tutoring, and the teaming concept were examples given. Parent/student/teacher conferences were held. Cloverdale had implemented an in-school suspension program, as well as the Gentlemen's Club, and the teaming concept. Incentives were provided to encourage proper behavior, and staff members worked individually with students. Henderson reported having class work equal the ability of the students, counseling individually with students, increasing campus security, and posting and teaching classroom rules as means of decreasing discipline problems. Southwest had implemented the Assertive Discipline Program and at Forest Heights and in-school suspension program was operative. I Reports from all area junior high schools indicated that the principals were very active and visible in I directing/controlling students. The team from Pulaski Heights noted that the principal was ill on the day of the monitoring visit and was only at school part of the day. and one of assistant principals was attending an inservice. They further reported that the assistant principal and acting assistant principal on duty were very active and visible in maintaining a disciplined atmosphere at the school. The teams from Cloverdale, Henderson, and Mabelvale cited various examples which supported the visibility of principals in directing/controlling students, i.e., good control of ramps, cafeteria, and bus areas at Mabelvale, and notations that the principals at Henderson and Cloverdale were very active. The monitors at all area junior high schools, except Henderson, indicated that teachers were very active and visible in directing/controlling students. At Henderson, the teachers were reported as being somewhat active and visible, with the comment that teachers were observed standing at their classroom doors during class changes. First Educational Equity Monitoring Report 1990-91 Semi-Annual Summary Report Page 60 I I 1 Responses from Principal(s): The assistant principal at Pulaski Heights, with whom the exit conference was held, stated that because Pulaski Heights was a restructured school, new rules, roles, and relationships had been formed to assist in maintaining good discipline, and that strategies had been developed to eliminate disproportionate discipline sanctions. J I Area Schools/Senior High According to monitoring reports. Central, Hall, McClellan, and Fair distributed information in the form of handbooks regarding student disciplinary policies and procedures to all students and parents. It was further indicated that the information in the handbook was taught to the students. The teams at Fair and McClellan also reported that signed documentation denoting receipt of the handbooks by parents and students was on file, and that classroom rules were posted in each room. The committees at Hall and Fair verified that suspension and expulsion rates were generally representative i of the student population with regard to race. However, monitors indicated that this was not the case at McClellan. The Central High School Biracial Committee reported that information regarding suspensions and expulsions was not available at the time of the monitoring visit. I I Classroom instruction proceeded in an orderly manner in all classrooms visited at each area high school, according to the reports submitted. Comments included information that the students were on task and attentive in monitored classes. Monitors at all area high schools, except Central, reported that strategies to eliminate disproportionate disciplinary sanctions among identifiable student groups were evident. The team at Central indicated that evidence regarding such strategies was not available. Examples cited by the team at McClellan included peer counseling, counselors and teachers working with students, and teaching the violence prevention curriculum to each student. The Biracial Committee at Fair reported that the counseling department had initiated a program to have mentors come to school each week to talk\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_897","title":"Elementary School, Parent-Student Handbook","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["North Little Rock School District"],"dc_date":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School discipline","Student activities","Students","Parents"],"dcterms_title":["Elementary School, Parent-Student Handbook"],"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/897"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1991--1992 ELEMENTARY SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS NORTH LITTLE ROCK SCHOOL DISTRICT Parent-Student Statement of Responsibility Student Name Date The statement below must be signed and returned to the homeroom teacher within one (1) week after the student receives the handbook. We have read the North Little Rock Parent-Student Handbook. We understand the District's discipline policies and realize that the student must adhere to these and to the other policies, rules and procedures contained in the Handbook. In the event that we are not entirely certain of some aspect of school policy, we will contact the principal for clarification. Student Signature Parent/Guardian Signature Date State law (80-1629.6-80-1629.8) requires documentation of student and parent receipt of student discipline policies. This document will become part of the student's file. (over) Emergency Procedure Information Date ____ Student's Name _______________ _ Dale of Birth _________________ .,___ ___ _ Address ______________ Horne Phone ____ _ In case of emergency, illness or accident to the student named above, the school is authorized to proceed as indicated. Number below in order of desired action. __ Contact parent at number listed above. __ Contact father at Business Name Phone __ Contact mother at ___________________ _ Business Name Phone Contact other ____________________ _ Name Phone Physician's Name _____________ Phone ____ _ Hospital Preference ____________________ _ Signature of Parents or Guardians: Mother's Signature Father's Signature Student's Signature It is very important that this be returned to the school office as soon ti pos.gble. ELEMENTARY PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1991, 1992 if'lliII! ~@IK\u0026lt;irllil 11,,lTiiif'ImL@.I~! IK\\ IP'@lm!L.~I~l~lli l@@ll,,~ ADMINISTRATIVEO FFICES 2700 POPLARS TREET August 1991 Dear Students and Parents, The North Little Rock School District is recognized as a quality educational institution. Sound academic programs, great variety of offerings, special programs to meet student needs, and strong school spirit have led to educational excellence in our schools. Excellence has been maintained through the outstanding support and cooperation of the students and patrons of our school district. I thank you for that support and cooperation and look forward to a continued good working relationship. This handbook has been provided so that you will better understand the purposes, policies, and regulations of the North Little Rock School District. It is important that you familiarize yourself with the total contents and that the handbook be retained for reference from time to time. If you have questions regarding information included in the handbook or any other matter, please contact the principal's office. We welcome suggestions that will help make the North Little Rock Schools even better. I hope that this school year is a happy and productive one for you. 'i\n\"U James Smith Superintendent of Schools P.O. BOX 687, NORTH ume ROCK, AR 72115/0687 501/758-1760 ASSURANCE OF COMPLIANCE WITH CIVIL RIGHTS RESPONSIBILITIES The undersigned superintendent for the North Little Rock School District in Pulaski County, assures the Director, General Division, Arkansas Department of Education, that all Schools within the District are in compliance with the following Civil Rights Regulations as stated: ******** Title VI, Section 601, of the Civil Rights Act of 1964 the grounds of excluded for of, or be or activity No person in the United States shall, on race, color, or national origin, be participation in, be denied the benefits subjected to discrimination under any program receiving Federal financial assistance. Title IX, Section 901, of the Education Amendment of 1972 No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or 'be subjected to discrimination under any education program or activity receiving Federal financial assistance. Section 504 of the Rehabilitation Act of 1973 No otherwise qualified handicapped individual in the United States ... shall, solely by reason of handicap, be excluded from the participation in, be denied the benefit of, or be subject to discrimination under any program or activity receiving Federal financial assistance. This is to certify that the District's Civil Rights Coordinator is: Name: Mable Bynum Telephone:_7_7_1_-_8_0_0___0_ __ _ Address: 2700 Poplar Street (P.O. Box 687) North Little Rock, AR 72115 July, 1991 Date COMPLAINTS AND PROBLEM SOLVING A good communication link between the school and the home is necessary if students are to receive the maximum benefits from the educational opportunities available to them in the schools of North Llttle Rock. Good communication results from open, frequent and objective dialogue among students, teachers, parents and school administrators. Most school problems are the result of poor communication among the parties involved. Proper communication, therefore, usually solves most, if not all, problems that are related to the school. In order to ensure that problems are discussed and solved as quickly and fairly as possible, the following procedure is to be employed in the North Llttle Rock School District. If a parent becomes concerned about a problem at the classroom level, the parent should make an appointment with the teacher and thoroughly discuss the matter. Most problems are solved at this level. Should the problem not be solved through discussions with the teacher, or if the problem is not related to classroom activities, the parent should contact the principal for further attempts to find a workable solution. If the parent- is not satisfied with solutions offered at the building level, the matter may be appealed to the appropriate educational director or assistant superintendent at the District Administrative Office. The phone number is 771-8000. After other appeals have been exhausted, the parent may appeal to the Superintendent of Schools. The Superintendent may uphold, overturn or modify decisions made by other District administrators. An appeal of a decision by the Superintendent may be heard only by the School Board while an official meeting of the Board is being held. ,. I I S M T w T F s North Lmle Rock s M T w T F s Aug. 18 SD \"'-I .... 1 ~ SC2 4 SchooDl istrict Jan. H H H 4 25 1262 7 28 29 30 31 1991-9C2a lendar 5 6 7 8 9 10 11 Sept. Aug2. 6,f irsts chool 12 13 14 15 16 1 H 3 4 5 6 7 day lo! students 17 18 8 9 10 11 12 13 14 Sept2. . LaborD ay, 19 H 21 22 2] w 25 nosdlool 15 16 17 18 19 20 21 Nov. 1 . taachel 26 g1 28 29 30 31 wori\u0026lt;dany,o school 22 23 24 25 26 27 28 Nov. 7-8, AEA meetingsn. os dlool Feb. 1 29 30 Nov. 11-15, 2 3 4 5 6 7 8 parenct onferences, Oct. 1 2 3 4 5 schoool ut 1 houre arly 9 10 11 12 13 14 15 6 7 8 9 Nov.2 8-29, 16 17 18 19 20 21 22 10 11 12 Thanksgivinhgo idays, no sdlool 13 14 15 16 17 18 19 Dec 23-Jan. 3, 23 SD 25 26 27 28 29 20 21 22 23 24 25 winterh olidaysn, o school 26 Mar. 1 2 3 4 5 6 7 Jan. 20, Dr. Krig Day, 27 28 29 30 31] nosdlool 8 9 10 11 12 13 14 ', Jan. 24, 1NCher Nov. w 2 wori\u0026lt;dany.o school 15 16 17 18 19 20 21 3 ~ 5 $0 Feb. 24, Slaff dewlopment 22 23 24 25 26 w 28 6 H 9 day,1 '10s chool 10 pc !I(\npc I''- ..,. . March2 7,t eacher 29 SB SB 11 12 13 14 15 16 wori\u0026lt;dany,o school 17 18 19 20 21 22 23 March 30 -April 3 Afx. se SB SE spring bfeak, 4 24 25 26 27 H H 30 no sdlool [~ r I''- ~c pc Ap,i 6-10, 5 8 10 11 Dec. 1 2 3 4 5 6 7 parenct onfllllOIIS, 12 13 14 15 16 H 18 I schoool ut 1 houre arly 8 9 10 11 12 13 14 Ap,i 17, holiday, 19 20 21 22 23 24 25 nosdlool 15 16 17 18 _19 20 21 May 25, Memorial 26 27 28 29 30 Day, no school 22 H H H H H 28 June 3, last May 1 2 29 H H schoodl ay 3 4 5 6 7 8 9 ID 176s choodl ays 10 11 12 13 14 15 16 1,1 187t each8d1a ys 17 18 19 20 21 22 23 W TeacheWr orkdaSy,t udenHt oliday SD StaffD evelopmeDnat yS, tudenHt oliday ~ H 26 27 28 29 30 includerse quiredde segregationnse rvice H Holidafyo rS tudentasn dS taff [ BeginN ineW eeksP eriod June 1 2 !] w 5 6 ] EndN ineW eeksP eriod SBS ponBg reak 7 8 9 10 11 12 13 Table of Contents Absences And Excuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Academic Skills Development Plan Conferences . . . . . . . . . . . . . . . . . . . . . . . 1 Arrival/Departure Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Arkansas School Law Governing School Attendance . . . . . . . . . . . . . . . . . . . 2 Arkansas School Law Governing Compulsory Attendance Age . . . . . . . . . . . . 3 Behavior At School Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Breakfast Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Bus Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Care Of School Property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Change Of Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Communicable Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Conduct To And From School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Contact With Students While At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Corporal Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Demonstrations And Disorderly Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Detention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Discipline For Handicapped Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Disruption Of School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Distribution Of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Drugs And Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Electronic Communication Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Emergency Phone Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Entrance Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Expulsion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Field Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Gifted/f alented Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Guidance Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Handguns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Health Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Homebound Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Homework/Independent Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Honor Roll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Injuries/Illnesses At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Leaving School During School Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lost And Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lunch Program .............................................. 12 Magnet Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 How To Apply For Magnet School Enrollment . . . . . . . . . . . . . . . . . . . . . . . 13 M-to-M Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 How To Apply For M-to-M Transfer ............................... 14 Make-up Work ............................................... 14 Medication .................................................. 14 Notes From Parents Regarding Absences ............................ 14 Parent-Teacher Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Promotion/Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Public Display Of Affection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Religion In Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Reporting Student Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Safety Regulations Bicycles/Motorcycles/Other Vehicles ................. 16 Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 School Closing In Inclement Weather .............................. 16 Search, Seizure And Interrogation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Seasonal Parties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Student Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Student Behavior - Prohibited Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Dress And Grooming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Student Insurance ............................................. 19 Student Records .............................................. 19 Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Suspension From School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Tardies ..................................................... 21 Telephones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Testing Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Tobacco And Tobacco Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Visitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Weapons And Dangerous Instruments .............................. 22 Yearbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 ABSENCES AND EXCUSES The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instance parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students having unexcused tardies or absences shall be disciplined accordingly. No make-up work shall be allowed if the absence is unexcused. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused, and no make-up work shall be allowed. An elementary student is not permitted more than twenty-four (24) absences during the school year including excused and unexcused absences. Exceptions will be granted only by the principal after consultation with teacher, guidance consultant and others who have knowledge of the circumstances. If a student exceeds twenty-four (24) absences during a school year, and no exception is granted, then the student may be retained in that grade for the next school year. Excessive absences or patterns of absences may result in court action being taken against the parent. ACADEMIC SKILLS DEVELOPMENT PLAN CONFERENCES Act 474 of the Arkansas General Assembly requires conferences to be organized and held by the public schools with the parents, guardians or persons in loco parentis of students in grades three, six and eight who failed to master the state's minimum performance test. The school district shall evaluate students and develop academic skills development plans to assist students in achieving mastery of the basic skills in subject areas where performance is below mastery. ARRIVAUDEPARTURET IME Ideally, students should not arrive at school more than 10 minutes before school opens ( or before bus departure time) except to participate in scheduled activities. The District recognizes that this ideal cannot always be realized because of family schedules\nhowever, because children must have the security of supervision, absolute limits must exist as to when the school will assume responsibility. The North Little Rock School District assumes this responsibility up to 30 minutes before school hours for students who do not ride a bus to another school and up to 15 minutes for those who do. Students should vacate the school grounds immediately after school. Bus 1 students should vacate the grounds immediately upon arrival at the home base school. Parents must make other arrangements outside these limitations. ARKANSAS SCHOOL LAW GOVERNING SCHOOL ATTENDANCE Arkansas school law pertaining to school attendance is as follows: Section 1. Arkansas Code 6-18-222 is hereby amended to read as follows: (a)(l)(A) The board of directors of each school district in this state shall adopt a student attendance policy as provided for in 6-18-209 which shall include a certain number of excessive absences which may be used as a basis for denial of course credit, promotion, or graduation. However, excessive absences shall not be a basis for expulsion or dismissal of a student. (B) The legislative intent is that a student having excessive absences because of illness, accident, or other unavoidable reasons should be given assistance in obtaining credit for the courses. (2) A copy of the school district's student attendance policy shall be provided to the student's parents, guardians, or persons in loco parentis at the beginning of the school year or upon enrollment. whichever event first occurs. (3) The student's parents, guardians, or persons in loco parentis shall be notified when the student has accumulated excessive absences equal to one-half (1/2) the total number of absences permitted under the school district's student attendance policy per semester. Notice shall be by telephonic contact with the student's parents, guardians, or persons in loco parentis by the end of the school day in which such absence occurred or by regular mail with a return address on the envelope sent no later than the following school day. ( 4) Whenever a student exceeds the number of excessive absences provided for in the district's student attendance policy, the school district shall notify the prosecuting authority, and the student's parents, guardians, or persons in loco parentis shall be subject to a civil penalty in such an amount as a court of competent jurisdiction presiding in the presence of a representative of the school district may prescribe, but not to exceed five hundred dollars ($500) plus costs of court and any reasonable fees assessed by the court. The penalty shall be forwarded by the court to the school attended by the student. (5) Upon notification by the school district to the prosecuting authority, the prosecuting authority shall file an action in the appropriate court to impose the civil penalty set forth in subdivision (a)(4) of this section and shall take whatever action is necessary to collect the penalty provided for therein. The failure of the prosecuting authority to timely file an action or pursue collection on a case once notified shall be considered neglect of duty, subjecting the prosecuting attorney to the provisions of 16-21-116. (6) The penalty set forth in this section is to impress upon the parents, guardians, or persons in loco parentis the importance of school attendance and is not to be used 2 as a primary source of revenue. When assessing penalties, the court shall be aware of any available programs designed to improve the parent-child relationship or parenting skills. When practicable and appropriate, the court may utilize mandatory attendance to such programs as well as community service requirements in lieu of monetary penalties. (7) In cases where the court determines the student's unexcused absences cannot be attributed to the parents, guardians, or persons in loco parentis, the action may be suspended or dismissed conditioned on a petition being filed in juvenile court to seek services on behalf of the student. (8) As used in this section, 'prosecuting authority' means the elected district prosecuting attorney or his appointed deputy for schools located in unincorporated areas of the county or within cities not having a police or municipal court and means the prosecuting attorney of the city for schools located within the city limits of cities having either a police court or a municipal court in which a city prosecutor represents the city for violations of city ordinances or traffic violations. (9) In any instance where it is found that the school district or prosecuting authority is not complying with the provisions of this section, the State Board of Education may petition the circuit court to issue a writ of mandamus. Act 876 of 1989 authorizes school districts to enter into cooperative agreements with law enforcement agencies to detain suspected truants during school hours. The North Little Rock Police Department will detain and question school-age children who are not in school on those days and hours that the North Little Rock schools are in session. Students who are off school grounds without permission from the school will be transported to the Alternative School from where parents will be contacted for further action on the truancy. ARKANSAS SCHOOL LAW GOVERNING COMPULSORYA TTENDANCEA GE Arkansas School Law pertaining to compulsory attendance age is as follows: Section 1. Arkansas Code 6-18-201(a) is hereby amended to read as follows: \"(a) Every parent, guardian, or other person residing within the State of Arkansas having custody or charge of any child or children age five (5) through seventeen (17) years on October 1 of that year, both inclusive, shall enroll and send the child or children to a public, private, or parochial school or provide a home school for the child or children as described in 6-15-601 et seq. under such penalty for noncompliance as shall be set by law with the follow exceptions: (1) Any child who has received a high school diploma, or its equivalent as determined by the State Board of Education, is not subject to attendance requirement. (2) Any parent, guardian, or other person residing within the state and having custody or charge of any child or children may elect for the child or children not to attend kindergarten if the child or children will not be age six (6) on October 1 of that particular school year. If such an election is made, the parent, guardian, or other 3 person having custody or charge of the child must file a signed kindergarten waiver form with the local district administrative office. Such form shall be prescribed by regulation of the State Department of Education. On filing the kindergarten waiver form, the child or children shall not be required to attend kindergarten in that school year. (3) Any child enrolled in a postsecondary vocational/technical institution, a community college or a two-year or four-year institution of higher education, is not subject to this attendance requirement. (4) The local school district may grant a waiver of this requirement with notice to the State Board of Education.\" BEHAVIOR AT SCHOOL ACTMTIES Students attending school sponsored activities, on-campus or off-campus, shall be governed by school district rules and regulations and will be subject to the authority of school district personnel. Failure to obey rules and regulations and/or failure to obey reasonable instructions of school personnel may result in loss of eligibility to attend school sponsored events. Failure to comply with District rules and regulations may also result in disciplinary action applicable under the regular school program. BREAKFAST PROGRAM Breakfast will be served in all elementary schools. In the case of late school openings because of inclement weather, breakfast will not be served. Students may pay on a daily basis in the breakfast line. The first school day of each week, reduced price and paying students may go to the cafeteria before school and pay for any number of meals over one. BUS CONDUCT Since the school bus is an extension of the classroom, students shall be required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior. When a student does not conduct himself/herself properly on a bus, such instances shall be brought to the attention of the building principal by the bus driver. The building principal shall inform the parents immediately of the misconduct and seek their cooperation in controlling the student's behavior. The principal shall discipline guilty students as deemed appropriate. A student who becomes a serious disciplinary problem on the school bus may have transportation privileges suspended or terminated. In such cases, the parents of the students involved shall become responsible for seeing that their children get to and from school. 4 CARE OF SCHOOL PROPERTY Deliberate destruction or damage to school property will result in payment for loss, as well as other disciplinary action which may include police involvement. Careless destruction or damage may result in a requirement to pay damages. CHANGE OF ADDRESS It is the parent's responsibility to keep addresses current in the school office. COMMUNICABLE DISEASE The Board of Directors hereby authorizes the Superintendent to make determinations on the exclusion of a student/individual suffering from a reportable disease, as defined by the Arkansas Department of Health, on a temporary basis not to exceed ten (10) school days. An exclusion longer than ten (10) days shall be brought before the Board of Directors immediately for a determination on the individual's status. Before any official action is taken by the Board for an exclusion longer then ten (10) days, the individual shall be provided an opportunity for a hearing before the Board of Directors upon appropriate notice. Students/individuals excluded for reason of infectious/communicable disease shall be readmitted by one or more of the following methods as determined by the State Department of Health: 1. By permit for readmission issued by the State Department of Health. 2. After a period of time corresponding to the duration of the communicability of the disease as established by the State Department of Health. 3. By application to the School Health Advisory Committee and upon the recommendation of the School Health Advisory Committee. CONDUCT TO AND FROM SCHOOL School officials may take disciplinary action against any student who does not exhibit proper personal conduct while traveling to and from school. Walkers must cross street only at crosswalks and must obey the crossing guard. Students should walk facing oncoming traffic. CONTACT WITH STUDENTS WHILE AT SCHOOL In case of question about the legal custody of a student, the principal shall require the necessary documentation in order to make a valid determination of who has custody and what, if any, limitations are imposed. In cases of estrangement where legal custody has been afforded a parent, or where other legal restrictions have been decided, it shall be the responsibility of the custodial parent to make such information known to the principal. Estranged parents may visit with students during school hours with consent of the parent holding legal custody. Without such consent, visits shall be in the presence of the principal. If the police, SCAN, or family se1vice agencies wish to contact students for 5 the purpose of obtaining information, the principal shall cooperate. If removal from school is requested, the principal shall inform the parent or legal guardian prior to any release of custody of the student. If the principal is presented a subpoena by a police officer or if an agent of the social services presents a court order signed by a judge, he must release the student with or without communication with the parent or legal guardian. CORPORAL PUNISHMENT Corporal punishment in any form will not be used as a disciplinary measure in the North Little Rock Public Schools by any teacher, administrator, or other school personnel. DEMONSTRATIONS AND DISORDERLY ACTMTIES Demonstrations and disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such demonstration activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Demonstration and disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. DETENTION Elementary and secondary school principals may establish student detention (D Halls) as a means of discipline to preserve an effective learning environment. Detention may be used before and/or after regular school hours. Parents shall be notified in advance that early/late detention has been assigned and shall assume responsibility for student transportation. DISCIPLINE FOR HANDICAPPED STUDENTS Handicapped students who engage in misbehavior are subject to normal school disciplinary mJes and procedures so long as treatment does not abridge the right to a free, appropriate public education. DISRUPTION OF SCHOOL No student shall by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct intentionally cause the substantial and material disruption of obstruction of any lawful mission, process or function of the school. Neither shall a student engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if such a dismption or obstruction is reasonably certain to result. Neither shall a student urge other students to engage in such conduct for the purpose of causing the substantial and mate1ial disruption or obstruction of any lawful mission, process, or function of the school if the disruption or obstruction is 6 reasonably certain to result from his/her urging. Any student who threatens a teacher or a teacher's family shall be disciplined by the building administration. The student will not return to class until the building administration has taken appropriate action concerning the incident. A conference with the custodial parent or guardian, an administrator and the teacher will be scheduled by a building administrator as soon as possible following the incident. DISTRIBUTION OF LITERATURE All publications edited, printed or distributed in the name of, or within the schools of the North Little Rock School District, shall be under the direction and control of the school administration and Board. In allowing the distribution of student literature, the principal shall set firm and fair regulations for students to follow. DRUGS AND ALCOHOL The North Little Rock School District recognizes that student alcohol and other drug use is illegal and harmful and can seriously impair capacity to learn and to function effectively in our schools. Therefore, the North Little Rock School District prohibits the possession, use, distribution or sale of such substances as outlined in Student Policy FBO. Further, the North Little Rock School District supports a comprehensive program approach which includes prevention, early identification/referral, intervention, and support/after-care to prevent or disrupt the use of alcohol and other drugs. Policy FBO applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus), or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To possess, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibiteu by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. 7 (1) First violation: The student shall be suspended off-campus for a mmimum of ten school days. The police may be called. Proof of professional help is required when the student returns to school, and a parental conference is required prior to readmission. (2) Second violation: The student shall be expelled for the remainder of the school year. B. Selling any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/drug counseling may be grounds for expulsion. ELECTRONIC COMMUNICATION DEVICES The North Little Rock School District will enforce Act 146 of 1989, which prohibits elementary and secondary students from possessing paging devices or electronic communication devices on school campuses. EMERGENCY PHONE NUMBERS Emergency phone numbers where parents can be contacted are to be provided for each student enrolled in the school. It is the parent's responsibility to keep these numbers current and up-to-date. ENTRANCE REQUIREMENTS In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than sixty days, who will become five during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October 1 of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than sixty (60) days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. Uthe evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the 8 District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher, and the child's parent/s. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in a first grade of an Arkansas School District or a private school but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. Act 838 of 1991, mandates that no child shall be admitted to any public school without an official copy of that child's birth certificate and that child's social security number. School authorities may temporarily admit a child who has not been provided an official birth certificate or social security number if: 1. other proof of the child's date of birth is submitted along with a completed, postage-paid application and money order so that an official birth certificate can be secured\nor 2. a completed and postage-paid application for a social security number is provided so that a social security number can be obtained. Act 838 also states that if there is an objection to using the social security number on school records, parents can waive the requirement by signing a notarized statement regarding their objections. With that waiver, an individualized number similar to a social security number will be assigned to the student. When a student moves into the District from attendance in an accredited school, he/she shall be placed in the same grade that would have been assigned in the fonner school. Students who have attended an unaccredited school shall be evaluated by the District and proper grade placement determined. Arkansas law requires that all students be immunized against poliomyelitis, diphtheria, tetanus, pertussis (whopping cough) and red (Rubeola) measles. Students who do not comply with this requirement shall be excluded from school enrollment. A student entering a school in the District for the first time shall submit a copy of his/her immunization record. EXPULSION The Board of Education is authorized to expel a student for the remainder of the school term: 1) for conduct that is deemed to be of such gravity as to make a relatively short temporaiy suspension inappropriate, 2) when the Board finds that the student's continued attendance at school would be unacceptably disruptive to the educational program, or 3) when continued attendance would present unreasonable danger to other students and faculty members. Arkansas Statute 80-1516 provides that directors of a school district may exclude students for immorality, refractory conduct, insubordination, infectious disease, habitual uncleanliness or other conduct that would tend to impair the discipline of the school or harm the other students. FIELD TRIPS A field trip is defined as any organized educational experience outside the classroom involving travel. Written parental consent must be obtained for each field trip. Only local field trips may be sponsored for elementary students. 9 GIFTED/TALENTEDE DUCATION A program of gifted/talented education is provided for those students who require differentiated activities and services beyond those normally provided in the regular school program. Students who are above average in ability, task commitment and creativity may be considered for the program. Students must exemplify an interaction of these three traits. Referral for consideration to receive se1vices through the gifted/talented program may be made to the principal by school personnel, parents, peers or the student. The decision for placement is made after all available data are reviewed by a referral/placement committee. GUIDANCE SERVICES The North Little Rock School District maintains a guidance program in its elementary and secondary schools consistent with state and North Central Association regulations. The program provides counseling for students, parents and school personnel relative to students' academic progress, behavior and personal matters. Parents and students are encouraged to seek guidance services at any time. HANDGUNS The North Little Rock School District will enforce Act 649 of 1989, which prohibits minors from possessing or carrying handguns. In Section I, a handgun is defined as, \"a firearm capable of firing rimfire ammunition or centerfire ammunition, which is designed or constructed to be fired with one hand.\" HEALTH SERVICES Health services by the school nurse are primarily inspectional rather than diagnostic in nature. Screening for vision and hearing is conducted for new students and is available for others at teacher and/or parent request. Students receiving special education services may be screened more often depending upon the date of their last comprehensive evaluation. HOMEBOUND SERVICES Students with medical conditions certified by a medical doctor which will require them to be absent from school for four or more consecutive weeks are eligible for homebound services. Application forms need to be completed as far in advance as possible and are available from Special Services (771-8033). HOMEWORK/INDEPENDENTS TUDY SKILLS Recognizing that homework is a flexible and individual instructional responsibility, teachers in the N01th Little Rock Schools shall consider the following in making this type of assignment: 10 That parent-student understanding of the necessity for homework is desirable. That homework shall be within the limits of individual student ability. That, within the limits of good judgement, homework should vary gradually from fairly light (no more than 15-30 minutes per day) in $rades 1-3 to fairly heavy ( no more than 60-120 minutes per day) in grades 10-12. That teachers, particularly at the seconda1y level, shall, at all times, be aware of the student's problem of multiple assignments. That homework, to be purposeful and worthwhile, should, in all probability, vary from day to day depending upon the needs of the students. That the availability of study materials such as reference books at home be considered in assigning homework. The following guidelines for homework and the development of students' independent study skills will be observed in making homework assignments: Assignments will be considered as an extension of the classroom instruction for the purpose of either independent skill practice for mastery or for review of previously mastered skills/concepts. Assignments will not involve skills/concepts which have not been previously taught. Assignments to achieve mastery of new skills/concepts will follow guided practice to ensure that the learner can successfully practice the skills/concepts accurately. Maximum use of classroom time for input and supervised study should be planned for each lesson. Some homework assignments can best be accomplished du1ing supervised study conducted as part of the allotted instructional period. Assignments will be designed to provide short, frequent practice sessions focused on small segments of learning while maintaining maximum meaning for the learner. Assignments will be made which address common needs of groups of learners and specific needs of individuals rather than automatically assigning common homework to all learners without regard to the individual learner's need. Immediate feedback should be given to the learner whenever possible. 11 HONOR ROLL Honor Roll selection will be made each nine weeks and will be based on the current nine week reporting period. The following subjects will be used to determine honor roll status: reading, English, spelling, mathematics, science/health, and social studies. If a student receives all A's, all B's or a combination of A's and B's, he/she will be placed on the honor roll provided no N's appear on the card. A student will not be placed on the honor roll if he/she has an N on the report card in any area. This includes behavior, handwriting, and music, art, and physical education participation. INJURIES/ILLNESSES AT SCHOOL When a student is injured in the school building or on the school grounds, the parent will be called immediately. The student may be taken to the family doctor if parents have made emergency numbers and the name of the family doctor available. When a student becomes ill at school, the parent is called immediately. The student will remain in the health room until the parent can check the student out of school. If contact with the parent cannot be made, the principal and teacher will do what is expedient and safe for the injured and/or seriously ill student, which may include taking/sending the student to the emergency room of a hospital. The school assumes no responsibility for treatment. LEAVING SCHOOL DURING SCHOOL DAY If at any time during the school day it becomes necessary for a student to leave school, the student must report to the office to obtain permission from both a parent or guardian and a school official. The check-out sheet must be signed by the parent/guardian/parent designee or a school official. Parent designee must be documented by a written statement from parent/guardian. Any student arriving at school after the tardy bell or returning after an absence during a part of the school day must report to the office to get permission to return to class. Only those students who live within walking distance (five blocks) and have written parental consent may be granted permission to go home for lunch. LOST AND FOUND Students are encouraged to label all belongings. Lost and found items will be kept in a designated area. Unclaimed items will be discarded periodically. LUNCH PROGRAM Hot lunches are provided in the school cafeteria. Students are encouraged to participate in this nutritionally balanced program\nhowever, students may choose to bring a lunch from home. Students who have doctor verified milk allergies may have fruit juice with their lunch in lieu of milk. The medical doctor must specify the alternate beverage. 12 Each student who lives within five blocks of the school will be allowed to walk home during the lunch pe1iod provided that a note is brought from the parents stating a desire for a lunch permit to be granted. Students will not be excused to eat lunch anywhere else except at home, and only those students having a permit will be allowed to leave the school campus during the lunch period. The North Little Rock School District operates a lunch assistance program which complies with federal guidelines. Students may pay on a daily basis in the lunch line. The first school day of each week, reduced price and paying students may go to the cafeteria before school and pay for any number of meals over one. MAGNET SCHOOLS Ten magnet schools located in Little Rock are available for North Little Rock students. Each offers one or two areas of specialization for students of all ability levels. Magnet schools offer highly-trained staff members and enriched learning activities. Optional enrollment is open to all students, kindergarten through grade twelve. Registration is on a .first-come/.first-seivedb asis. Once enrolled, a student has priority to continue attending the magnet school, until he or she chooses to transfer to another magnet school or back to the assigned school in North Little Rock. Transportation will be provided for students involved in Magnet Schools. HOW TO APPLY FOR MAGNET SCHOOL ENROLLMENT Fill out one application for each child. Place in a stamped envelope and mail to: Student Affairs Department, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 771-8010. Applications are accepted on a first-come/first-seived basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. M-TO-M TRANSFERS The plan approved by the U.S. District Court allows for majority-to-minority (M-to-M) transfers among the three Pulaski County districts (North Little Rock, Little Rock and Pulaski County School Districts.) A student who is enrolled in a district in which his or her race is predominant may enroll in any district and school in the county in which his or her race is in the minority, provided that school offers appropriate programs for the student's needs at his or her grade level. Therefore, any white student in the North Little Rock School District (which is predominantly white) may elect to attend any school in the Little Rock School District (which is predominantly black.) Transportation will be provided for students involved in M-to-M transfers. 13 HOW TO APPLY FOR M-TO-M TRANSFER Fill out one application for each child. Place in a stamped envelope and mail to: Student Affairs Department, No1th Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 771-8010. Applications are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. MAKE-UP WORK A student who misses school due to an excused absence shall be afforded the opportunity to submit make-up work. Following the absence, the teacher and student shall make arrangements for completion of the assignments. In order to receive credit, all work must be complete within the prescribed time. A student who misses school due to an unexcused absence shall not be afforded the opportunity to submit make-up work for credit. MEDICATION Written parent consent is required for the school to administer any medication. A medication consent form should be completed, even for medication given on a temporary basis. Prescription and non-prescription drugs must be brought to the school office in the original container stating the dosage and method of administration. Reasons for the medication must be clearly stated. All medication, including non-prescription drugs, will be kept in the principal's office and will be administered by designated school personnel. Students are encouraged not to possess any non-prescription drugs. (Possession of illegal drugs is addressed in the School Board Policy on Drugs and Alcohol FBO.) NOTES FROM PARENTS REGARDING ABSENCES To be readmitted to school, a student shall bring a note from a parent or legal guardian stating the reason for the absence and the dates of the absence. Notes will be presented to the approp1iate staff member. If a note is not received on the day of the return, the student will be readmitted to class with an unexcused absence. PARENT-TEACHERA SSOCIATION Parents are encouraged to join and participate in Parent-Teacher Association activities. Elementary Parent-Teacher Association meetings are usually held on the second Thursday of each month. 14 PHYSICAL EDUCATION Each elementary student shall be required to participate in physical education activities unless a doctor's statement is on file in the principal's office recommending that the student be excused from this activity. Any student who has religious objections to certain activities in the physical education program will be allowed to substitute other activities. Religious objections must have supportive documentation. Upon written request from the parents, a student may be excused from physical education activities on a temporary basis due to illness or injury. PROMOTION/RETENTION Generally, students will progress according to their chronological ages. Retention must be substantiated by a student's records. The principal and teachers will confer with the parents regarding student retention. Decisions to promote or retain students will be made before the end of the school year. PUBLIC DISPLAY OF AFFECTION Public display of affection is considered inappropriate behavior. Failure to abide by this rule may result in disciplinary action. RELIGION IN SCHOOLS The Board respects the sincere religious beliefs of all students and staff members. The Board believes that teaching about religion, as it relates to a study of the historical development of civilization is appropriate. Moreover, it is proper for teachers to enumerate and emphasize the generally accepted moral and ethical principles of the different religions. Teachers shall not, however, evaluate, advocate or place values upon any particular religion or religious belief. No student shall be required to participate in programs or activities which are contrary to the tenets of his/her religion. Speakers who are affiliated with religious organizations shall be allowed to speak in schools only upon the approval of the Superintendent of Schools. The Superintendent's decision should be guided by the following considerations: The presentation is designed for all students who might attend the assembly or meeting. The presentation does not advocate the beliefs of any denomination, religious group or faith. The presentation does not encourage students to attend worship services or activities associated with specific denominations or beliefs. REPORTING STUDENT PROGRESS Report cards are issued to students at the end of each nine week grading period. In grades one through six, written interim reports will also be sent home to parents if a student's performance is below the grade of \"C.\" A grade is the summary of a student's performance during the entire 15 grading period. It is based on many things including class participation, completion of assignments, quality of work, test scores and using skills and concepts in new situations. The following grading scale will be used in grades one through six for academic subjects: A = 93%-100 %\nB = 83%-92%\nC = 70%-82%\nD = 60%-69%\nF =59% and below. Participation grades are given for art, music and physical education. Students are also graded on work habits and behavior. Kindergarten children receive a report card designed specifically for the kindergarten curriculum. Formal parent-teacher conferences are held after the first and third nine week grading periods. Parents receive the report cards at the conferences. If a parent does not attend a conference, the report card will be sent home with the student. Report cards for the second and fourth grading periods will be sent home after the grading periods end. Parents are encouraged to confer with teachers and administrators throughout the year concerning the progress of students. Appointments should be made through the school office. SAFE1Y REGULATIONS BICYCLES/MOTORCYCLES/OTHEVRE HICLES Students may ride bicycles to school. Motor vehicles are not allowed. Bicycle riders must: 1. Walk bicycles while on the school ground to minimize the possibility of accidents. 2. Observe the same traffic regulations required of automobile drivers. 3. Ride single on the bicycle. 4. Park in designated places and leave the area immediately. Bicycles may not be ridden during the day. 5. Skate boards and scooters should not be ridden on the school grounds. The school cannot be responsible for stolen bicycles\ntherefore, students are encouraged to use locks. SCHEDULES Assignments to classes are based on available data and are generally expected to be permanent. If errors or changes in student enrollment should occur, the school staff will approve appropriate changes. SCHOOL CLOSING IN INCLEMENT WEATHER Weather conditions sometimes force the cancellation or alternate scheduling of school. It is not always possible to provide in advance alternative plans and procedures for students to follow because of the varied circumstances of times and conditions that might arise. Therefore, the District administration is charged with the responsibility of making alternate plans, procedures and schedules as the weather conditions warrant and notifying students and parents through the means of broadcast and print media. The guiding principle will be the safety and welfare of the students. 16 SEARCH, SEIZURE AND INTERROGATION The District respects the rights of students' privacy and security against arbitrary invasion of their person or property. School officials do have the right, however, to search students and their property in the interest of the overall welfare of other students or when necessary to preserve order and discipline in the school. School authorities may conduct searches of student lockers, desks and automobiles when a reasonable cause exists to believe that stolen items or items prohibited by law or policy are contained in the area to be searched. School officials may seize illegal contraband, weapons or stolen property found in a search. The search of a student's person shall be conducted by a school official of the same sex and with an adult witness of the same sex present. Interrogations by law enforcement authorities shall be conducted in private with the school principal or designee present. Efforts shall be made to have a parent or guardian present. In the event a parent or guardian cannot be present within a reasonable length of time, law enforcement officials shall be permitted to proceed with questioning. SEASONAL PARTIES Seasonal parties are limited to two per year in the elementary schools. These are at Christmas and Valentine's Day. The Christmas party will be planned by the teachers and principal. The p1incipal and teachers may work with parents in planning the Valentine's Day party. Other parties are at the discretion of the principal. Food served to students must be prepared in a facility inspected by the State Health Department. SPECIAL EDUCATION A special education program is provided for handicapped students whose handicapping conditions result in educational deficits. Special education services are available for: l. Speech/Language handicapped 2. Learning disabled 3. Mentally retarded 4. Orthopedically handicapped 5. Emotionally disturbed 6. Severely/profoundly handicapped 7. Hearing or visually impaired 8. Other health impaired Referral for consideration to receive special education services may be made to the principal by teachers, administrators, parents, counselors and students. The decision for appropriate placement is made after all available data are reviewed by an evaluation/programming committee and appropriate school personnel. STUDENT ASSIGNMENTS School attendance zones for elementary, middle school and high school students shall be established in accordance with the Federal Court ordered desegregation plan. Students shall attend the schools as assigned by the District. 17 If a family moves from one attendance zone to another during the final nine weeks of school, the students may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Students who establish residence in another school district may, at the option of the parents, continue enrollment in a North Little Rock school if the change in residence occurs within the final nine weeks of school. STUDENT BEHAVIOR - PROHIBITED CONDUCT Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation and various other influences that result from student misbehavior. Certain students' actions are beyond the definition of acceptable student behavior and are, therefore, prohibited in school and while traveling to and from school. Prohibited conduct may include, but is not limited to the following: 1. Disregard of directions or commands of teachers, administrators, bus drivers or other authorized school personnel. 2. Disruption and/or interference with the normal and orderly conduct of school and school-sponsored activities. 3. Behavior that involves indecent and/or immoral acts. 4. Wagering or any form of gambling. 5. Physical abuse or assault to a school employee, other student or any other individual. 6. Possession of a knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun or any other object that can be considered a weapon or dangerous instrument. 7. Using, offering for sale, or selling alcoholic beverages, any narcotic drug as defined by Arkansas law, or what the student represents or believes to be any substance prohibited by the district policy on drugs and alcohol. 8. Destruction of or the attempt to destroy school property. 9. Stealing or the attempt to steal school property or the property belong-ing to another individual. 10. Cheating or copying the work of another student. 11. Failure to abide by attendance rules. 12. Use of profanity, vulgar language or obscene language. 13. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 14. Engaging in verbal abuse such as name-calling, ethnic or racial slurs or using derogatory statements to other students, school personnel or other individuals. 15. Hazing. Hazing includes any willful act done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, intimidation, physical abuse or threats of abuse, social or other ostracism, shame or disgrace. 16. Students shall not belong to or participate in secret societies of any kind. Gangs or similar groups, whether organized in the community or in other settings are prohibited on school grounds or at any school sponsored activity. Clothing, outer wear, pins, symbols or insignia of such organizations shall not be worn to school or at any school-related activity. The School District reserves the right to establish rules in addition to those 18 appearing in this policy and to punish those who are guilty of their violation. Punishment may include detention study hall, suspension and expulsion. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. The student shall be informed of the offense and shall be afforded an opportunity to explain the actions before disciplinary action is taken. STUDENT DRESS AND GROOMING The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all times. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed: 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No hats or sunglasses will be allowed to be worn in the building. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If, in the judgement of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. STUDENT INSURANCE An accident insurance policy is offered to all students at the beginning of the school year on a voluntary basis. Parents may choose school day coverage or twenty-four (24) hour coverage. Expenses above and beyond either policy covered by the student accident insurance will be assumed by the parents. STUDENT RECORDS Authorized school personnel shall have access to students' records. The parent or legal guardian shall have access to his child's records upon written request to the principal. If a student is 18 years old or older, he/she has the right to determine who, outside of the school system, may have access to his/her records. 19 A student's records may be released to other school systems upon the written request of the parent or guardian, or student if he/she is 18 years old or older. A student's records may also be released to other school systems upon their request, provided that notification is given to the parent or legal guardian, or student if he/she is 18 years old or older. Parents have the right to request that the school withdraw material from a student's record. Refusal by the school entitles the parent to a hearing to determine if material is accurate and appropriate. If at the hearing, material is ruled to be accurate, material remains in the file, but parents may prepare a statement to be placed with the material stating their objection. The statement is to be made available with objectional material whenever access is permitted. Directory information may be made available for noncommercial uses by the school principal without the prior consent of the parent. However, at the beginning of each school year, the parent may request that all or part of such information not be made available. Directory information shall be defined as:  Student's name  Activity participation  Address  Height and weight, if member of  Phone number athletic team  Parent's name  Dates of attendance  Grade level  Honors and awards received  School(s) attended SUPPLIES Parents are responsible for furnishing school supplies. Basic supplies are available for purchase at the school. SUSPENSION FROM SCHOOL The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. The school principal is authorized to suspend a student from class attendance for disciplinary reasons for a period of time not to exceed ten school days, including the day upon which the suspension is imposed. The suspension may be off-campus or may be to the on-campus student assignment class. A student may be suspended if he/she: 1. Violates school policies, rules or regulations. 2. Is guilty of conduct which substantially interferes with the maintenance of essential school discipline. 3. Is guilty of conduct which, in the judgement of school administrators, warrants the reasonable belief that substantial disruption of school operations wilJ likely result. 4. If guilty of incorrigible conduct, including insubordination, disorderliness, and defiant and hostile acts\ntruancy or cutting class\nfighting or other hostile behavior\ndestruction of school property\nact involving moral turpitude\nor violation of parking regulations. School officials shall determine whether the alleged misconduct, if proven, would warrant a suspension from classes, and then shall proceed as follows: 20 1. The student shall be advised of the exact charges against him/her. 2. If the charges are denied, the evidence shall be explained and the student given the opportunity to present his/her facts or opinions. 3. If the school official finds the student guilty of the misconduct, a suspension may be imposed. 4. If possible, prior to the suspension, the custodial parent or guardian will be notified of the reason for the suspension, its duration, and the manner in which the student may be readmitted to class. If the suspension results from an incident with a teacher and if the teacher requests a conference, the student will not be readmitted to classes until a conference with the custodial parent or guardian has been scheduled by a building administrator. Every effort will be made to schedule the conference when the teacher is available. Availability would be defined,\"before/after school and during the teacher's preparation period.\" 5. On the day the suspension is imposed, a written notice of suspension will be mailed to the parent or guardian at the address shown on the school records of the student. Absence from school due to off-campus suspension shall be treated as an unexcused absence. TARDIES Promptness to class is necessary in order to maximize learning opportunities for all students. Students are, therefore, expected to be in class and ready for instruction at the appropriate time. Principals shall implement suitable discipline procedures to encourage promptness in class attendance. TELEPHONES School telephones are for school business only. Students will be called to the phone only in case of emergencies. Important messages will be delivered by office personnel. Parents desiring to talk with teachers should call the office and leave a phone number. The calls will be returned at a convenient time. When pay phones are available, use will be regulated by building rules. TESTING PROGRAM Standardized tests are administered in grades one through six. In accordance with state regulations, minimum performance tests are administered to students in grades three and six . TEXTBOOKS The North Little Rock School District furnishes textbooks to all students and provides access to library books and other media materials. Loss or destruction of books or other media materials will result in payment to the school district. 21 TOBACCO AND TOBACCO PRODUCTS Students shall not be permitted to have tobacco products (including matches and lighters) in their possession. This restriction applies to students at school, on school grounds, at bus stops, on school buses, and/or any school-sponsored event during or after regular school hours. TRANSFERS The students of the North Little Rock School District will attend school according to assigned residence zones or as assigned under the Federal Court-ordered desegregation plan. If a family moves from one attendance zone to another during the final nine weeks of school, the student may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. VISITORS All visitors are required to register with office personnel. Classroom visitations should be arranged in advance through the principal's office. Student visitors in the classroom are strongly discouraged and should be permitted only after careful consideration by the building principal. WEAPONS AND DANGEROUS INSTRUMENTS No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: l. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop or at any school activity, function, or event. A weapon is defined as a firearm, knife, explosive device, or any other instrument or device capable of causing bodily harm. Expulsion from school may result and/or criminal charges may be filed against any student who has possession of a weapon as described herein. YEARBOOK No commercially prepared yearbook shall be produced at the elementary school level. 22\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_936","title":"Middle School, Parent-Student Handbook","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["North Little Rock School District"],"dc_date":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School discipline","Student activities","Students","Parents"],"dcterms_title":["Middle School, Parent-Student Handbook"],"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/936"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1991--1992 MIDDLE SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITILE ROCK, ARKANSAS NORTH LITTLE ROCK SCHOOL DISTRICT Parent-Student Statement of Responsibility Student Name Date The statement below must be signed and returned to the homeroom teacher within one (1) week after the student receives the handbook. We have read the North Little Rock Parent-Student Handbook. We understand the District's discipline policies and realize that the student must adhere to these and to the other policies, rules and procedures contained in the Handbook. In the event that we are not entirely certain of some aspect of school policy, we will contact the principal for clarification. Student Signature Parent/Guardian Signature Date State law (~1629.6-~1629.8) requires documentation of student and parent receipt of student discipline policies. This document will become part of the student's file. (over) Emergency Procedure Information Date ____ Student's Name _______________ _ Date of Birth ______________________ _ Address ______________ Home Phone ____ _ In case of emergency, illness or accident to the student named above, the school is authorized to proceed as indicated. Number below in order of desired action. __ Contact parent at number listed above. __ Contact father at Business Name Phone __ Contact mother at ___________________ _ Business Name Phone __ Contact other ____________________ _ Name Phone Physician's Name ______________ Phone ____ _ Hospital Preference ____________________ _ Signature of Parents or Guardians: Mother's Signature Father's Signature Student's Signature It is very important that this be returned to the school office as soon as possible. MIDDLE SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1991,1992 ADMINISTRATIVEO FFICES 2700 POPLARS TREET August 1991 Dear Students and Parents, The North Little Rock School District is recognized as a quality educational institution. Sound academic programs, great variety of offerings, special programs to meet student needs, and strong school spirit have led to educational excellence in our schools. Excellence has been maintained through the outstanding support and cooperation of the students and patrons of our school district. I thank you for that support and cooperation and look forward to a continued good working relationship. This handbook has been provided so that you will better understand the purposes, policies, and regulations of the North Little Rock School District. It is important that you familiarize yourself with the total contents and that the handbook be retained for reference from time to time. If you have questions regarding information included in the handbook or any other matter, please contact the principal's office. We welcome suggestions that will help make the North Little Rock Schools even better. I hope that this school year is a happy and productive one for you. ~u James Smith Superintendent of Schools P.O. BOX 687, NORTH ume ROCK. AR 72115/0687 5011758-1760 ASSURANCE OF COMPLIANCE WITH CIVIL RIGHTS RESPONSIBILITIES The undersigned superintendent for the North Little Rock School District in Pulaski County, assures the Director, General Division, Arkansas Department of Education, that all Schools within the District are in compliance with the following Civil Rights Regulations as stated: ******** Title VI, Section 601, of the Civil Rights Act of 1964 No person in the United States shall, on the grounds of race, color, or national origin, be excluded for participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Title IX, Section 901, of the Education Amendment of 1972 No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or 'be subjected to discrimination under any education program or activity receiving Federal financial assistance. Section 504 of the Rehabilitation Act of 1973 No otherwise qualified handicapped individual in the United States ... shall, solely by reason of handicap, be excluded from the participation in, be denied the benefit of, or be subject to discrimination under any program or activity receiving Federal financial assistance. This is to certify that the District's Civil Rights Coordinator is: Name: Mable Bynum Telephone:_7_7_1_-_B_0_0___0_ __ _ Address: 2700 Poplar Street (P.O. Box 687) North Little Rock, AR 72115 July, 1991 Date COMPLAINTS AND PROBLEM SOLVING A good communication link between the school and the home is necessary if students are to receive the maximum benefits from the educational opportunities available to them in the schools of North Little Rock. Good communication results from open, frequent and objective dialogue among students, teachers, parents and school administrators. Most school problems are the result of poor communication among the parties involved. Proper communication, therefore, usually solves most, if not all, problems that are related to the school. In order to ensure that problems are discussed and solved as quickly and fairly as possible, the following procedure is to be employed in the North Little Rock School District. If a parent becomes concerned about a problem at the classroom level, the parent should make an appointment with the teacher and thoroughly discuss the matter. Most problems are solved at this level. Should the problem not be solved through discussions with the teacher, or if the problem is not related to classroom activities, the parent should contact the principal for further attempts to find a workable solution. If the parent is not satisfied with solutions offered at the building level, the matter may be appealed to the appropriate educational director or assistant superintendent at the District Administrative Office. The phone number is 771-8000. After other appeals have been exhausted, the parent may appeal to the Superintendent of Schools. The Superintendent may uphold, overturn or modify decisions made by other District administrators. An appeal of a decision by the Superintendent may be heard only by the School Board while an official meeting of the Board is being held. S M T w T F s North Ltttle Rock s M T w T F s Aug. 18 so -- -- SC - ._ SD2 4 SchooDl istrict Jan. H H H 4 25 f262 7 28 29 30 31 1991-9c2a lendar 5 6 7 8 9 10 11 1: 11 Sept. Aug. 26, first school 12 13 14 15 16 1 H 3 4 5 6 7 day tor students 17 18 8 9 10 11 12 13 14 Sept2 , LaboDr ay, 19 H 21 22 2] w 25 noschool 15 16 17 18 19 20 21 Nov. 1, teacti.r 26 g1 28 29 30 31 wor1\u0026lt;danyo, s chool 22 23 24 25 26 27 28 Nov. 7-8, AEA Feb. meetingsn,o s chool 1 29 30 Nov 11-15, 2 3 4 5 6 7 8 parenct onferences, Oct. 1 2 3 4 5 schoool ut 1 houre arly 9 10 11 12 13 14 15 6 7 8 9 Nov.2 8-29, 16 17 18 19 20 21 22 10 11 12 Thanksgivinhgo idays, no school 23 SD 13 14 15 16 17 18 19 Dec 23  Jan. 3, 25 26 27 28 29 20 21 22 23 24 25 winterh olidaysn, os c:hoot 26 Mar. 1 2 3 4 5 6 7 Jan. 20, Dr. Kng Day, 27 28 29 30 3l] no school 8 9 10 11 12 13 14 Jan. 24, 1eacher Nov. w 2 wor1\u0026lt;danyo. s chool 15 16 17 18 19 20 21 3 ~ 5 SD Feb.2 4,s taffd evelopment 22 23 24 25 26lw ~8 6 H 9 day, no school 10 1~c I\"- pc I\"- pc March2 7,t eacher 29 SB SB 12 13 14 15 16 worlt.danyo, school 17 18 19 20 21 22 23 lM!)rainrcghb3 r0e -aAkp, il3 Afx. ISSS B SE 4 24 25 26 27 H H 30 no school [6\" pc ~c gL pc 5 7 10 11 Aj)fl 6-10, Dec. 1 2 3 4 5 6 7 parenct onferences, 12 13 14 15 16 H 18 schoool ut1 houre arly 8 9 10 11 12 13 14 Aprl 17, holiday, 19 20 21 22 23 24 25 no school 15 16 17 18 19 20 21 May 25, Memonal 26 27 28 29 30 Day, no school 22 H H H H H 28 June 3, lasl May 1 2 29 H H schoodl ay 3 4 5 6 7 8 9 ID 176s choodl ays 10 11 12 13 14 15 16 187t eachedr ays W TeacheWr orkdaSy,t udenHt oliday 17 18 19 20 21 22 123 SD ~taffD evelopmeDnat yS, tudenHt oliday ~ H 26 27 28 29 30 incl~s requiredde segregatiionns ervice H Holidafyo rS tudenatsn dS taff [ BeginN ineW eeksP eriod June 1 2 ~ w 5 6 ) ErKN! ineW eeksP eriod SBS pringB reak 7 8 9 10 11 12 13 Table of Contents Absences And Excuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Academic Skills Development Plan Conferences . . . . . . . . . . . . . . . . . . . . . . . 1 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Arrival Time At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Arkansas School Law Governing School Attendance . . . . . . . . . . . . . . . . . . . 2 Arkansas School Law Governing Compulsory Attendance Age . . . . . . . . . . . . 3 Behavior At School Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Bus Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Care Of School Property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Change Of Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Communicable Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Conduct To And From School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Contact With Students While At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Corporal Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Demonstrations And Disorderly Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Detention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Discipline For Handicapped Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Disruption Of School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Distribution Of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Drugs And Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Electronic Communication Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Emergency Phone Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Entrance Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Expulsion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Field Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Food Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Gifted / Talented Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Guidance Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Handguns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Health Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Homebound Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Homework / Independent Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Honors Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 HonorGradu\"es ............................................ 11 Honor Roll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Injuries / Illnesses At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Leaving School During School Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lockers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Lost And Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Magnet Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 How To Apply For Magnet School Enrollment . . . . . . . . . . . . . . . . . . . . . . 13 M-To-M Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 How To Apply For M-To-M Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Make Up Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Medication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Notes From Parents Regarding Absences . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Parent - Teacher Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Promotions I Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Public Display Of Affection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Religion In Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Reporting Student Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Safety Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Bicycles/ Motorcycles/ Other Vehicles . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Schedules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 School Closing In Inclement Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Search, Seizure And Interrogation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Smoking/ Use Of Tobacco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Student Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Behavior - Prohibited Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Dress And Grooming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Student Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Student Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Summer School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Suspension From School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Tardies.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Telephones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Testing Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Visitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Weapons And Dangerous Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Yearbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 ABSENCES AND EXCUSES The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, providea that in such instance parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of family emergency or other family situations which have received prior approval by the principal 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students having unexcused tardies or absences shall be disciplined accordingly. No make-up work shall be allowed if the absence is unexcused. A student who accrues 12 excused and unexcused absences in a course during a semester shall not receive credit for that course. Exceptions may be granted by the principal after consultation with teachers, counselors and others who have knowledge of the circumstances. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused, and no make-up work shall be allowed. Because a student is required to be m attendance, days of suspension to the Student Assignment Class are not counted as days of absence. A student who is exempted from compulsory school attendance will not be permitted to enroll after the 12tb day of the first semester or after the 12th day of the second semester unless the principal determines that extenuating circumstances exist. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. ACADEMIC SKILLS DEVELOPMENT PLAN CONFERENCES Act 474 of the Arkansas General Assembly requires conferences to be organized and held by the public schools with the parents, guardians or persons in loco parentis of students in grades three, six and eight who failed to master the state's minimum performance test. The school district shall evaluate students and develop academic skills development plans to assist students in achieving mastery of the basic skills in subject areas where performance is below mastery. ACTIVITIES Eligibility to participate in athletic activities is governed by the Arkansas Activities Association (AAA), including the requirement that a student passes four academic subjects from the preceding semester. Three of the four subjects must be core courses (English, mathematics, science, and social studies). A 1.6 grade point average is required from the preceding semester. Any competitive interscholastic activity under the jurisdiction of AAA must meet these scholastic requirements. Additional information regarding activities may be obtained from the school office. Eligibility to be a cheerleader or a drill team member is determined by the same standards as athletic participation. Clubs and organizations related to special interests or subject areas do not have minimum grade requirements except tliose clubs and organizations that are governed by charters from parent organizations. 1 All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership to student organizations and clubs shall not be restricted on the basis of race, sex, national origin or other arbitrary criteria. Entry shall not be by decision of the current membership of the organization. ARRIVAL TIME AT SCHOOL Ideally, students should not arrive at school more than 10 minutes before school opens ( or before bus departure time) except to participate in scheduled activities. The District recognizes that this ideal cannot always be realized because of family schedules\nhowever, because children must have the security of supervision, absolute limits must exist as to when the school will assume responsibility. The North Little Rock School District assumes this responsibility up to 30 minutes before school hours for students who do not ride a bus to another scliool and up to 15 minutes for those who do. Parents must make other arrangements outside these limitations. ARKANSAS SCHOOL LAW GOVERNING SCHOOL ATTENDANCE Arkansas school law pertaining to school attendance is as follows: SECTION 1. Arkansas Code 6-18-222 is hereby amended to read as follows: (a)(l)(A) The board of directors of each school district in this state shall adopt a student attendance policy as provided for in 6-18-209 which shall include a certain number of excessive absences which may be used as a basis for denial of course credit, promotion, or graduation. However, excessive absences shall not be a basis for e~ulsion or dismissal of a student. (B) The legislative intent is that a student having excessive absences because of illness, accident, or other unavoidable reason should be given assistance in obtaining credit for the course. (2) A copy of the school district's student attendance policy shall be provided to the student's parents, guardians, or persons in loco parentis at the beginning of the school year or upon enrollment, whichever event first occurs. (3) The student's parents, guardians, or persons in loco parentis shall be notified when the student has accumulated excessive absences e9ual to one-half (1/2) the total number of absences permitted under the school districts student attendance policy per semester. Notice shall be by telephonic contact with the student's parents, guardians, or persons in loco parenhs by the end of the school day in which such absence occurred or by regular mail with a return address on the envelope sent no later than the following school day. (4) Whenever a student exceeds the number of excessive absences provided for in the district's student attendance policy, the school district shall notify the prosecuting authority, and the student's parents, guardians, or persons in loco parentis shall be subJect to a civil penalty in such an amount as a court of competent Jurisdiction presiding in the presence of a representative of the school district may prescribe, but not to exceed five hundred dollars ($500) plus costs of court and any reasonable fees assessed by the court. The penalty shall be forwarded by the court to the school attended by the student. (5) Upon notification by the school district to the prosecuting authority, the prosecuting authority shall file an action in the appropriate court to impose the civil penalty set forth in subdivision (a)(4) of the section and shall take whatever action 1s necessary to collect the penalty provided for therein. The failure of the prosecuting authority to timely file an action or pursue collection on a case once notified shall be considered neglect of duty, subjecting the prosecuting attorney to the provisions of 16-21-116. (6) The penalty set forth in this section is to impress upon the parents, guardians, or persons in loco parentis the importance of school attendance and is not 2 to be used as a primary source of revenue. When assessing penalties, the court shall be aware of any available programs designed to improve the parent-child relationship or parenting skills. When practicable and appropriate, the court may utilize mandatory attendance to sucli programs as well as community service requirements in lieu of monetary penalties. (7) In cases where the court determines the student's unexcused absences cannot be attributed to the parents, guardians, or persons in loco parentis, the action may be suspended or dismissed conditioned on a petition being filed in juvenile court to seek services on behalf of the student. (8) As used in this section, 'prosecuting authority' means the elected district prosecuting attorney or his apJ)?inted deputy for schools located in unincorporated areas of the county or within cities not having a police or municipal court and means the prosecuting attorney of the city for schools located within the city limits of cities having either a police court or a municipal court in which a city prosecutor represents the city for violations of city ordinances or traffic violations. (9) In any instance where it IS found that the school district or prosecuting authority is not complying with the provisions of this section, the State Board of Education may petition the circuit court to issue a writ of mandamus. (b )(1) Each public, private, or parochial school shall notify the Department of Finance and Admmistrahon whenever a student fourteen (14) years of age or older is no longer in school. (2)(AJ Upon receipt of such notification, the Department of Finance and Administration shall notify the licensee by certified mail, return receipt requested, that his motor vehicle operator's license will be suspended unless a hearing is requested in writing within thirty (30) days from the date of notice. (B) The licensee shall be entitled to retain or regain his license by providing the Department of Finance and Administration with adeq_uate evidence that: (i) The licensee is eighteen (18) years of age\n(ii) The licensee IS attending school\nor (iii) The licensee has obtained a high school diploma or its equivalent. (C)(i) In cases where demonstrable financial hardship would result from the suspension of the learner's permit or driver's license, the Department of Finance and Administration may grant exceptions only to the extent necessary to ameliorate the hardship. (ii) If it can be demonstrated that the conditions for granting a hardship were fraudufent, the parent, guardian, or person in loco parentis shall 6e subject to all applicable perjury statutes. (D) The Department of Finance and Administration shall have the power to promulgate rules and regulations to carry out the intent of this section and shall distribute to each public, private, and parochial school a copy of all rules and regulations adopted under this section.\" Act 876 of 1989 authorizes school districts to enter into cooperative agreements with law enforcement agencies to detain suspected truants during school hours. The North Little Rock Police Department will detain and question school-age children who are not in school on those days and hours that the North Little Rock schools are in session. Students who are off school grounds without permission from the school will be transported to the Alternative School from where parents will be contacted for further action on the truancy. ARKANSAS SCHOOL LAW GOVERNING COMPULSORYA TTENDANCEA GE Arkansas school law pertaining to compulsory attendance/age is as follows: SECTION 1. Arkansas Code 6-18-20l(a) is hereby amended to read as follows: \"(a) Every parent, guardian, or other person residing within the State of Arkansas having custody or charge of any child or children age five (5) through seventeen (17) years on October 1 of that year, both inclusive, shall enroll and send the child or children to a public, private, or parochial school or provide a home school for the child or children as described in 6-15-601 et seq. under such penalty for noncompliance as shall be set by law with the following exceptions: 3 (1) Any child who has received a high school diploma, or its equivalent as determined by the State Board of Education, is not subject to attendance requirement. (2) Any parent, guardian, or other person residing within the state and having custody or charge of any child or children may elect for the child or children not to attend kindergarten if the child or children wiII not be age six (6) on October 1 of that particular school year. If such an election is made, the parent, guardian, or other ~rson having custody or charge of the child must file a signed kindergarten waiver form with the local district administrative office. Such form shall be prescribed by regulation of the State Department of Education. On filing the kindergarten waiver form, the child or children shall not be required to attend kmdergarten m that school year. (3) Any child enrolled in a postsecondary vocation/technical institution, a community college or a two-year or four-year institution of higher education, is not subject to this attendance requirement. (4) The local school district may grant a waiver of this requirement with notice to the State Board of Education.\" BEHAVIOR AT SCHOOL ACTMTIES Students attending school sponsored activities, on-campus or off-campus, shall be governed by school district rules and regulations and wiII be subject to the authority of school district personnel. Failure to obey rules and regulations and/or failure to obey reasonable instructions of school personnel may result in loss of eligibility to attend school sponsored events. Failure to comply and District rules and regulations may also result m disciplinary action applicable under the regular school program. BUS CONDUCT Since the school bus is an extension of the classroom, students shall be required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior. When a student does not conduct himself/herself properly on a bus, such instances shall be brought to the attention of the building principal by the bus driver. The building principal shall inform the parents immediately of the misconduct and seek their cooperation in controlling the student's behavior. The principal shall discipline guilty students as deemed appropriate. A student who becomes a serious disciplinary problem on the school bus may have transportation privileges suspended or terrmnated. In such cases, the parents of the students involved shall become responsible for seeing that their children get to and from school. CARE OF SCHOOL PROPER1Y Deliberate destruction or damage to school property will result in payment for loss, as well as other disciplinary action which may mclude police involvement. Careless destruction or damage may result in a requirement to pay damages. CHANGE OF ADDRESS office. It is the parent's responsibility to keep addresses current in the school COMMUNICABLE DISEASE The Board of Directors hereby authorizes the Superintendent to make determinations on the exclusion of a student/individual suffering from a reportable disease, as defined by the Arkansas Department of Health, on a temporary basis not 4 to exceed ten (10) school days. An exclusion longer than ten (10) days shall be brougl_lt before the Board of Directors immediately for a determination on the indiVJdual's status. Before any official action is taken by the Board for an exclusion longer then ten (10) days, the individual shall be provided an opportunity for a hearing before the Board of Directors upon appropnate notice. Student/individuals excluded for reason of infectious/communicable disease shall be readmitted by one or more of the following methods as determined by the State Department of Health: 1. By permit for readmission issued by the State Department of Health. 2. After a period of time corresponding to the duration of the communicability of the disease as established by the State Department of Health. 3. By application to the School Health Advisory Committee and upon the recommendation of the School Health AdVJsory Committee. CONDUCT TO AND FROM SCHOOL School officials may take disciP.linary action against any student who does not exhibit proper personal conduct while traveling to and from school. CONTACT WITH STUDENTS WHILE AT SCHOOL In case of question about the legal custody of a student, the principal shall require the necessary documentation in order to make a valid determination of who has custody and what, if any, limitations are imposed. In cases of estrangement where legal custody has been afforded a parent, or where other legal restrictions have been decided, it shall be the responsibility of the custodial parent to make such information known to the principal. Estranged parents may visit with students during school hours with consent of the parent holding legal custody. Without such consent, visits shall be in the presence of the principal. If the police, SCAN, or family service agencies wish to contact students for the pl?J)Ose of obtaining information, the principal shall cooperate. If removal from school 1s requested, the principal shall inform the parent or legal guardian prior to any release of the student. If the principal is presented a subpoena by a police officer or if an agent of the social services presents a court order signed by a judge, he must release the student with or without communication with the parent or legal guardian. CORPORAL PUNISHMENT Corporal punishment in any form will not be used as a disciplinary measure in the North Little Rock Public Schools by any teacher, administrator, or other school personnel. DEMONSTRATIONS AND DISORDERLY ACTMTIES Demonstrations and disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such demonstration activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Demonstration and disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. DETENTION Elementary and secondary school principals may establish student detention (D Halls) as a means of discipline to preserve an effective learning environment. Detention may be used before and/or after regular school hours. Parents shall be 5 notified in advance and earlynate detention has been assigned and shall assume responsibility for student transportation. The North Little Rock School District will operate a Saturday Detention School between the hours of 8:00 a.m. and 12:00 p.m. Secondary students assigned Saturday detention will be expected to work on school assignments during the four hour program. Transportation to and from Saturday Detention School will be the responsibility of the student and his/her family. DISCIPLINE FOR HANDICAPPED STUDENTS Handicapped students who engage in misbehavior are subject to normal school disciplinary rules and procedures so long as treatment does not abridge the right to a free, appropriate public education. DISRUPTION OF SCHOOL No student shall by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct intentionally cause the substantial and material disruption or obstruction of any lawful mission, process or function of the school. Neither shall a student engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if such a disruption or obstruction is reasonably certain to result. Neither shall a student urge other students to engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if the aisruption or obstruction 1s reasonably certain to result from his/her urging. Any student who threatens a teacber or a teacher's family shall be disciplined by the building administration. The student will not return to class until the building administration has taken appropriate action concerning the incident. A conference with the custodial parent or guardian, an administrator and the teacher, will be scheduled by a buildmg admimstrator as soon as possible following the incident. DISTRIBUTION OF LITERATURE All publications edited, printed or distributed in the name of, or within the schools of the North Little Rock School District, shall be under the direction and control of the school administration and Board. In allowing the distribution of student literature, the principal shall set firm and fair regulations for students to follow. DRUGS AND ALCOHOL The North Little Rock School District recognizes that student alcohol and other drug use is illegal and harmful and can seriously impair capacity to learn and to function effectively in our schools. Therefore, the North Little Rock School District prohibits the possession, use, distribution or sale of such substances as outlined in Student Policy FBO. Further, the North Little Rock School District supports a comprehensive program approach which includes prevention, early identification/ referral, intervention, and support/after-care to prevent or disrupt the use of alcohol and other drugs. Policy FBO applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus), or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 6 1. To sell, supply or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To possess, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal mtoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listea in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, t6ink, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance protiioited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) First violation: The student shall be suspended off-campus for a minimum of ten school days. The pohce may be called. Proof of professional help is required when the student returns to school, and a parental conference is required prior to readmission. (2) Second violation: The student shaJl be expelled for the remainder of the school year. B. Selling any substance prohibited by this policy or what the student refresents or believes to be any substance prohibited by this policy. ( ) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shaJl be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/drug counseling may be grounds for expulsion. ELECTRONIC COMMUNICATION DEVICES The North Little Rock School District will enforce Act 146 of 1989, which prohibits elementary and secondary students from possessing paging devices or electronic communication devices on school campuses. EMERGENCY PHONE NUMBERS Emergency phone numbers where parents can be contacted are to be provided for each student enrolled in the school. It is the parent's responsibility to keep these numbers current and up-to-date. ENTRANCE REQUIREMENTS In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of imtial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than sixty days, who will become five auring the school 7 year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district m the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October 1 of the year of m1tial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluatecf by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher, and the child's parents. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in a first grade of an Arkansas School District or a private school but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. Act 838 of 1991 mandates that no child shall be admitted to any public school without an official copy of that child's birth certificate and that child's social security number. School authorities may temporarily admit a child who has not been provided an official birth certificate or social secunty number if: 1. other proof of the child's date of birth is submitted along with a comp1eted, postage paid application and money order so that an official birth certificate can be secured\nor 2. a completed and postage paid application for a social security number is provided so that a social security number can be obtained. Act 838 also states that if there is an objection to using the social security number on school records, parents can waive the requirement by signing a notarized statement regarding their objections. With that waiver, an individualized number similar to a social security number will be assigned to the student. When a student moves into the District from attendance in an accredited school, he/she shall be placed in the same grade that would have been assigned in the former school. Students who have attended .an unaccredited school shall be evaluated by the District and proper grade placement determined. Arkansas law reqwres that all students be immunized against poliomyelitis, diphtheria, tetanus, pertussis (whopping cough) and red (Rubeola) measles. Students who do not comply with this reqwrement shall be excluded from school enrollment. A student ente1ing a school in the District for the first time shall submit a copy of his/her immunization record. EXPULSION The Board of Education is authorized to expel a student for the remainder of the school term: 1) for conduct that is deemed to be of such gravity as to make a relatively short temporary suspension inappropriate, 2) when the Board finds that the student's continued attendance at school would be unacceptably disruptive to the educational program, or 3) when continued attendance would present unreasonable danger to other students and faculty members. Arkansas Statute 80-1516 provides that directors of a school district may exclude students for immorality, refracto1y conduct, insubordination, infectious disease, habitual uncleanliness or other conduct that would tend to impair the discipline of the school or harm the other students. 8 FIELD TRIPS A field trip is defined as any organized educational experience outside the classroom involving travel. Written parental consent must be obtained for each field trip. FOOD SERVICES Breakfast and hot lunches are provided in the school cafeteria. Students are encouraged to participate in these nutritionally balanced programs\nhowever, students may choose to bring a lunch from home. Breakfast will be served in all middle schools. In the case of late school openings because of inclement weather, breakfast will not be served. Each student who lives within five blocks of the school will be allowed to walk home during the lunch period provided that a note is brought from the parents stating a desire for a lunch permit to be granted. Students will not be excused to eat lunch anywhere else except at home, and only those students having a permit will be allowed to leave the campus during the lunch period. The North Little Rock School District operates a meal assistance program which complies with federal guidelines. Meal assistance in the form of free or reduced pnce meals is available with both the breakfast and lunch programs. Students must not sell, give away or exchange lunch tokens. Unused tokens must be returned to the school office. GIFTED/f ALENTED EDUCATION A program of gifted/talented education is provided for those students who require differentiated activities and services beyond those normally provided in the regular school program. Students who are above average in ability, task commitment and creativity may be considered for the program. Students must exemplify an interaction of these three traits. Referral for consideration to receive services through the gifted/talented program may be made to the principal by school personnel, parents, peers or the student. The decision for placement 1s made after all available data are reviewed by a referral/placement committee. English Mathematics Social Studies Practical Arts Physical Education Health Education Fine Arts Communications Electives TOTAL GRADUATION REQUIREMENTS 4 Units 5 Units 3 Units 1 Unit 1/2 Unit 1/2 Unit 1/2 Unit 1/2 Unit 8 Units 23 Units (No substitutions allowed) (2 units of mathematics and 3 units of science or 2 units of science and 3 units mathematics) (Must include 1 unit of life science and 1 unit of physical science) (1 unit must be American History and at least i/2 unit must be civics or American Government) (There shall be no activity or assignment substituted for this requirement) (Three non-academic units may be counted) In counting credits for graduation, courses taken in grades nine through twelve shall be considered. 9 No more than three units may be earned in any other way than through regular attendance in a recognized high school. This exception will be made only m cases of extreme emergency and with the principal's permission. A student must be enrolled in six subjects each year. A District progress form shall be a part of the student's record to ensure that the courses taken by the student meet State Standards and District requirements. Any student lacking no more than one credit to meet graduation requirements shall be allowed to participate in the graduation ceremonies, provided the student has paid summer school tuition. A student's diploma shall be retained by the principal's office until any deficiency has been removed. Any deviation from these requirements shall be at the discretion of the principal and his staff. GUIDANCE SERVICES The North Little Rock School District maintains a guidance program in its elementary and secondary schools consistent with state and North Central Association regulations. The program provides counseling for students, parents and school personnel relative to students academic progress, behavior and personal matters. Parents and students are encouraged to seek guidance services at any time. HANDGUNS The North Little Rock School Disttict will enforce Act 649 of 1989, which prohibits minors from possessing or carrying handguns. In Section I, a handgun is defined as, \"a firearm capable of firing rimfire ammunition or centerfire ammunition, which is designed or constructed to be fired with one hand.\" HEALTH SERVICES Health services by the school nurse are primarily inspectional rather than diagnostic in nature. Students are routinely screened for hypertension in the 10th grade. Screening for vision and hearing is conducted for new students and is available for others at teacher and/or parent request. Students receiving special education services may be screened more often depending upon the date of their last comprehensive evaluation. Secondary students participating in interschool competitive athletics, including Special Olympics, are requ1red to pass a physical exammation each year BEFORE being allowed to take part in such sports. Free physical examinations are provided at the beginning of the season for all students participating in such sports. Examinations conducted by family medical doctors at parents' expense will also be accepted. HOMEBOUND SERVICES Students with medical conditions certified by a medical doctor which will require them to be absent from school for four or more consecutive weeks are eligible for homebound services. Application forms need to be completed as far in advance as possible and are availabfe from Special Services (771-8033). HOMEWORK/INDEPENDENTS TUDY SKILLS Recognizing that homework is a .flexible and individual instructional responsibility, teachers in the North Little Rock Schools shall consider the following in making tnis type of assignment: That parent-student understanding of the necessity for homework is desirable. 10 That homework shall be within the limits of individual student ability. That, within the limits of good judgement, homework should vary gradually from fairly light (no more than 15-30 mmutes per day) in grades 1-3 to fairly heavy (no more than 60-120 minutes per day) in grades 10-12. That teachers, particularly at the secondary level, shall, at all times, be aware of the student's problem of multiple assignments. That homework, to be purposeful and worthwhile, should, in all probability, vary from day to day depending upon the needs of the students. That the availability of study materials such as reference books at home be considered in assigning homework. The following guidelines for homework and the development of students' independent study skills will be observed in making homework assignments: Assignments will be considered as an extension of the classroom instruction for the purpose of either independent skill practice for mastery or for review of previously mastered skills/concepts. Assignments will not involve skills/concepts which have not been previously taught. Assignments to achieve mastery of new skills/concepts will follow guided practice to ensw-e that the learner can successfully practice the skills/concepts accurately. Maximum use of classroom time for input and supervised study should be planned for each lesson. Some homework assignments can best be accomplished during supervised study conducted as part of the allotted instructional period. Assignments will be designed to provide short, frequent practice sessions focused on small segments of learning while maintaining maximum meaning for the learner. Assignments will be made which address common needs of groups of learners and specific needs of individuals rather than automatically assigning common homework to all learners without regard to the individual learner's need. Immediate feedback should be given to the learner whenever possible. HONORS CLASSES Placement in an honors class is based on a student's grades, teacher recommendation and standardized test scores. After all data are studied, the school may issue a written invitation to the student and parent. If this invitation is accepted, then the student is placed in the honors program. Student progress is monitored continuously to determine if the correct placement has been made. Generally, if a nine-week grade falls below a \"C\", then the student is reassigned to a more appropriate placement. Grades earned in honors courses will be weighted only in those courses designated as exit level Advanced Placement (AP) courses, e.g., AP Biology, AP Calculus, and AP English, and AP Physics. HONOR GRADUATES For students who will graduate in 1992 or 1993, the criterion for being named an honor graduate is a cumulative grade point average of 3.5 in grades ten, eleven, and twelve. Act 980 of 1991 establishes qualifications for valedictorians, honor graduates, and membership in the National Honor Society. Beginning with the 1993-94 school year, students who have successfully completed a minimum core of high school courses recommended for preparation for post secondary education or a more rigorous program of vocational study shall be eligible for the honor of serving as a valedictorian or honor graduate. Honor graduates must earn a minimum cumulative grade point average of 3.5 in grades nine through twelve in addition to completing the core curriculum. The core curriculum recommended by the State Board of Higher Education and the State Board of Education is an follows. English - 4 units (not to include oral communications courses) 11 Natural Science - 2 units, with laboratory components, chosen from two of the following: biology, chemistry, or physics Mathematics - 3 units, including algebra I \u0026amp; II and geometry Social Studies - 3 units, including one of American history, one of world history, and at least one-half unit of civics or American government Foreign Language - 2 units in one foreign language Candidates for valedictorians or honor graduates who are enrolled in technical preparation courses are required to complete the following coursework in addition to or in lieu of the minimum core outlined above. 1. Students will complete three credits each in mathematics and science with at least two credits in each area from courses with content comparable to that in the college preparatory curriculum. The two higher level math and science courses may be courses designed to teach essential content from the college preparatory curriculum through an applied instructional process. 2. Students will complete at least four credits in a vocational major and two related vocational credits. Beginning with the 1991-92 school year, only those students enrolled in a course of study containing the minimum core of high school courses recommended for preparation for post secondary education shall be eligible for membershif in the National Honor Society. Students who are current members of the Nationa Honor Society are exempt from the provisions for membership outlined in Act 980. HONOR ROLL Each nine weeks, all secondary schools will prepare honor rolls of students making 4.0 averages and 3.0 averages. To be eligible, a student must be a full-time student, have no failing grades, no incomplete grades and no unsatisfactory citizenship grades. Honor roll eligibility will be based on all subjects taken and on the grade pomt average (GPA) listed on the report card. INJURIES/ILLNESSES AT SCHOOL When a student is injured in the school building or on the school grounds, the parent will be called immediately. The student may be taken to the family doctor if parents have made emergency numbers and the name of the family doctor available. When a student becomes ill at school, the parent is called immediately. The student will remain in the health room until the parent can check the student out of school. If contact with the parent cannot be made, the principal and teacher will do what is expedient and safe for the injured and/or seriously ill student, which may include taking/sending the student to the emergency room of a hospital. The school assumes no responsibility for treatment. LEAVING SCHOOL DURING SCHOOL DAY All schools in North Little Rock operate as closed campuses. Students must stay on the school grounds from arrival time until the completion of the scheduled day. If at any time during the school day it becomes necessary for a student to leave school, the student must report to the office to obtain permission from both a parent or guardian and a school official and sign the check-out sheet. Any student arriving at school after the tardy bell or returning after an absence during a part of the school day must report to the office to get permission to return to class. Only those students who live within walking distance (five blocks) and have written consent may be granted permission to walk home for lunch. 12 LOCKERS Locker space is provided for the storage of a student's school supplies and personal items. In grades seven and eight, locks are provided. Students are responsible for the care of their lockers. Lockers are school property, and therefore, are subject to search by school officials when reasonable cause exists. LOST AND FOUND Students are encouraged to label all belongings. Lost and found items will be kept in a designated area. Unclaimed items will be discarded periodically. MAGNET SCHOOLS Ten magnet schools located in Little Rock are available for North Little Rock students. Each offers one or two areas of specialization for students of all ability levels. Magnet schools offer highly-trained staff members and enriched leammg activities. Optional enrollment is open to all students, kindergarten through grade twelve. Registration is on a first-come/first-served basis. Once enrolled, a student has rriority to continue attending the magnet school, until he or she chooses to transfer to another magnet school or back to the assigned school in North Little Rock. Transportation will be provided for students involved in magnet schools. HOW TO APPLY FOR MAGNET SCHOOL ENROLLMENT Fill out one application for each child. Place in a stamped envelope and mail to: Student Affairs Department, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 771-8010. Applications are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. High school students wishing to attend Metropolitan should see a school counselor for enrollment information. M-TO-M TRANSFERS The plan approved by the U.S. District Court allows for majority-to-minority (M-to-M) transfers among the three Pulaski County districts (North Little Rock, Little Rock and Pulaski County School Districts.) A student who is enrolled in a district in which his or her race is predominant may enroll in any district and school in the county in which his or her race is in the minority, provided that school offers appropriate programs for the student's needs at his or her grade level. Therefore, any white student in the North Little Rock School District (which is predominantly white) may elect to attend any school in the Little Rock School District (which 1s predominantly black.) Transportation will be provided for students involvecl in M-to-M transfers. HOW TO APPLY FOR M-TO-M TRANSFER Fill out one application for each child. Place in a stamped envelope and mail to: , Student Affairs Department, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 771-8010. Applications are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, 13 students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. MAKEUP WORK A student who misses school due to an excused absence shall be afforded the opportunity to submit make up work. Following the absence, the teacher and student shall make arrangements for completion of the assignments. In order to receive credit, aJI work must be completed withm the prescribed time. A student who misses school due to an unexcused absence shall not be afforded the opportunity to submit make up work for credit. MEDICATION Written parent consent is required for the school to administer any medication. A medication consent form should be completed, even for medication given on a temporary basis. Prescription and non-prescription drugs must be brought to the school office in the original container stating the dosage and method of administration. Reasons for the medication must be clearly stated. All medication, including non-prescription drugs, will be kept in the principal's office and will be admirnstered by designated school personnel. Students are encouraged not to possess any non-prescription drugs. (Possession of illegal drugs is addressed in the School Board Policy on Drugs and Alcohol FBO.) NOTES FROM PARENTS REGARDING ABSENCES To be readmitted to school, a student shall bring a note from a parent or legal guardian stating the reason for the absence and the cfates of the absence. Notes wm be presented to the appropriate staff member. If a note is not received on the day of the return, the student will be readmitted to class with an unexcused absence. PARENT-TEACHERA SSOCIATION Parents are encouraged to join and participate in Parent-Teacher Association activities. Middle school Parent-Teacher Association meetings are usually held on the second Tuesday of each month. PHYSICAL EDUCATION Each seconda1y student shall be re~uired to take physical education unless a doctor's statement is on file in the principals office recommending that the student be excused from this activity. Any student who has religious objections to certain activities in the physical education program will be allowed to substitute other activities. Religious objections must have supportive documentation. Upon written request from the parents, a student may be excused from physical education activities on a temporary basis due to illness or injury. PROMOTIONS/RETENTION Students in grades from 9-12 are not classified by grade level except for homeroom and reportmg procedures. For such purposes, five units are required for sophomore standing, nine units for junior standmg and 15 units for senior standing. It is recommended that individually failed subjects be made up in summer school. 14 Required subjects failed, which are not made up in summer school, must be successfuIIy completed before the student can advance to the next course offering in that sequence. Students in grades 7-8 are on a pass or fail policy. All students in the eighth grade shall be tested in reading, mathematics, language arts, social studies and science on a competency test developed by the State Department of Education. Any student who does not achieve a passing score, as determined by the State Department of Education, shall not be promoted to the ninth grade. The level of competence required will be derived by the State Department of Education from an analysis of tfie Minimum Performance Test, standardized examinations and any other examination that may assist in determining the level of achievement that is expected in the United States at large. In any examination area where Arkansas students are significantly below the national average, the State Department of Education will devise a plan to move student achievement toward the national average. Retesting shall be permitted for students who score below the level required to progress to the ninth grade. The test shall be administered two (2) additional times 6efore the beginning of the next school year on dates selected by the State Department of Education. Each local school district shall provide opportunities for additional study for all students who request it in order to prepare those students to retake the test. Any student who is retained at the eighth grade shall be evaluated by the student's school principal, teachers and counselors who shall jointly prepare an academic skills development plan to assist the student to attain mastery of the area(s) in which the student 1s deficient. Any student failing to achieve mastery at the end of the second year shall be evaluated to determine the education programming that offers additional education opportunities. A conference shall be held with each student's parent(s) or guardian(s) to review and discuss the student's retention and plan. Special Education students shall be required to accomplish the goals and objectives stated in their individual education plans for the current year before progressing to ninth grade. PUBLIC DISPLAY OF AFFECTION Public display of affection is considered inappropriate behavior. Failure to abide by this rule may result in disciplinary action. RELIGION IN SCHOOLS The Board respects the sincere religious beliefs of all students and staff members. The Board befieves that teaching about religion, as it relates to a study of the historical development of civilization 1s appropriate. Moreover, it is proper for teachers to enumerate and emphasize the generally accepted moral and ethical principles of the different religions. Teachers shall not, however, evaluate, advocate or place values upon any particular religion or religious belief. No student shall be required to participate in programs or activities which are contrary to the tenets of his/her religion. Speakers who are affiliated with religious organizations shall be allowed to speak in schools only upon the approval of the Superintendent of Schools. The Superintendent's decision should be guided by the following considerations:  The presentation is designed for all students who might attend the assembly or meeting.  The presentation does not advocate the beliefs of any denomination, religious grout' or faith.  The presentation does not encourage students to attend worship services or activities associated with specific denominations or beliefs. 15 REPORTING STUDENT PROGRESS Report cards are issued to students after each of the first three nine week grading periods. The final report card may be mailed at the parent's expense or picked up in the school office. Written interim reports will be mailed home to parents if a student's performance is unsatisfactory. Grades shalf be determined and reported in accordance with procedures established by the Superintendent and Board of Education and will be in compliance with state laws and regulations approved by State Board of Education. Letter grades will be reported in grades one through twelve. Act 1070 of 1991 establishes a statewide uniform grading scale. 93 - 100 A 83 - 92 B 70 - 82 C 60 - 69 D Below 60 F Students in grades K-12 will be graded each nine-weeks. Students in grades 7-8 will receive four nme-week grades and two semester averages. Students in grades 9-12 will receive four nine-week grades, semester exam grades, and semester averages in each course taken. In grades 9-12, the two nine-week grades shall equal 80% of the semester average, and the semester test shall equal 20% of the semester average. Semester tests must be taken before credit in a course is awarded. Group exceptions to the semester test requirement must be approved by the Director of Secondary Education and the Assistant Superintendent-Instruction. Grade point average is computed for each student at the secondary level based on all letter grades the student has received in academic subjects. Grade point averages will be calculated using the following four point gradmg scale: A=4.0\nB=3.0\nC=2.0\nD=l.0\nand F=O. Letter grades earned in Advanced Placement courses at the exit level will receive one additional point\ne.g., A=5.00\nB=4.0\netc. Cumulative grade point averages will begin with grades earned in the ninth grade commencing with tbe 1990-91 school year. Cumulative grade point averages will be updated at the end of each semester when credit is earned. SAFETY REGULATIONS BICYCLES/MOTORCYCLES/OTHEVRE HICLES Students in grades seven and eight are permitted to ride motorcycles to school but are not allowed to drive automobiles. In order to have the privilege of riding a motorcycle, the student must complete a registration form provided by the principal. Bicycle and motor vehicle riders must obey the following rules: 1. Observe the same traffic regulations required of automobile drivers. 2. Ride single on the bicycle. 3. Park in designated places and leave the area immediately. Bicycles and motor vehicles may not be ridden during the day. The school cannot be responsible for stolen or damaged bicycles or motorcycles\ntherefore, students are encouraged to use locks. SCHEDULES Assignments to classes are based on available data and are generally expected to be permanent. If errors or changes in student enrollment should occur, the school staff will approve appropriate changes. 16 SCHOOL CLOSING IN INCLEMENT WEATHER Weather conditions sometimes force the cancellation or alternate scheduling of school. It is not always possible to provide in advance alternative plans and procedures for students to follow because of the varied circumstances of times and conditions that might arise. Therefore, the District administration is charged with the responsibility of making alternate plans, procedures and schedules as the weather conditions warrant and notifying students and parents through the means of broadcast and print media. The guiding p1inc1ple will be the safety and welfare of the students. SEARCH, SEIZURE AND INTERROGATION The District respects the rights of students' privacy and security against arbitrary invasion of their person or property. School officials do have the right, however, to search students and their property in the interest of the overall welfare of other students or when necessary to preserve order and discipline in the school. School authorities may conduct searches of student lockers, desks and automobiles when a reasonable cause exists to believe that stolen items or items prohibited by law or policy are contained in the area to be searched. School officials may seize illegal contraband, weapons or stolen property found in a search. The search of a student's person shall be conducted by school official of the same sex and with an adult witness of the same sex present. Interrogations by law enforcement authorities shall be conducted in private with the school principal or designee present. Efforts shall be made to have a parent or guardian present. In the event a parent or guardian cannot be present wtthin a reasonable length of time, law enforcement officials shall be permitted to proceed with questioning. SMOKING/USE OF TOBACCO Students shall not be permitted to smoke or use tobacco in any form on the school grounds, or in school buildings during the school day, or when tiding school buses to and from school or on a school sponsored trip. Parental permission to smoke or otherwise use tobacco does not exempt a student from the policy. Professional school personnel shall organize and maintain intensive programs of education designed to make pupils fully aware of the hazards of smoking and use of tobacco. Students caught using tobacco in any form on the school grounds are subject to suspension or other appropriate disciplinary action. SPECIAL EDUCATION A special education program is provided for handicapped students whose handicapping conditions result in educational deficits. Special education services are available for: l. Speech/Language handicapped 2. Learning disabfed 3. Mentally retarded 4. Orthopedically handicapped 5. Emotionally disturbed 6. Severely/profoundly handicapped 7. Hearing or visually impaired 8. Other health impaired Referral for consideration to receive special education services may be made to the principal by teachers, administrators, J\u0026gt;arents, counselors and students. The decision for appropriate placement is made after all available data are reviewed by an evaluation/programming committee and appropriate school personnel. 17 STUDENT ASSIGNMENTS School attendance zones for elementary, middle school and high school students shall be established in accordance with the Federal Court ordered desegregation plan. Students shall attend the schools as assigned by the District. If a family moves from one attendance zone to anotfier during the final nine weeks of school, the students may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Students who establish residence in another school district may, at the option of the parents, continue enrollment in a North Little Rock school if the change in residence occurs within the final nine weeks of school. STUDENT BEHAVIOR - PROHIBITED CONDUCT Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation and various other influences that result from student misbehavior. Certain students' actions are beyond the definition of acceptable student behavior and are, therefore, prohibited in school and while traveling to and from school. Prohibited conduct may include, but is not limited to the following: 1. Disregara of directions or commands of teachers, administrators, bus drivers or other authorized school personnel. 2. Disruption and/or interference with the normal and orderly conduct of school and school-sponsored activities. 3. Behavior that involves indecent and/or immoral acts. 4. Wagering or any form of gambling. 5. Physical abuse or assault to a school employee, other student or any other individual. 6. Possession of a knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun or any other object that can be considered a weapon or dangerous instrument. 7. Using, offering for sale, or selling alcoholic beverages, any narcotic drug as defined by Arkansas law, or what the student represents or believes to be any substance prohibited by the district policy on Drugs and Alcohol. 8. Destruction of or the attempt to destroy school property. 9. Stealing or the attempt to steal school property or the property belon-ging to another individual. 10. Cheating or copying the work of another student. 11. Failure to abide by attendance rules. 12. Use of profanity, vulgar language or obscene language. 13. Committing extortion, coercion, blackmail or forcmg another person to act through the use of force or threat of force. 14. Engaging in verbal abuse such as namecalling, ethnic or racial slurs or using derogatory statements to other students, school personnel or other individuals. 15. Hazing. Hazing includes any willful act done by a student, either individually or with others, to another student for the purp?se of subjecting the other student to indignity, humiliation, intimidation, physical abuse or threats of abuse, social or other ostracism, shame or disgrace. 16. Students shall not belong to or participate in secret societies of any kind. Gangs or similar groups, whether organized in the community or in other settings are prohibited on school grounds or at any school sponsored activity. Clothing, outer wear, pins, symbols or insignia of such organizations shall not be worn to school or at any schoolrelated activity. The School District reserves the right to establish rules in addition to those appearing in this policy and to punish those who are guilty of their violation. 18 Punishment may include detention study hall, suspension and expulsion. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. The student shall be informed of the offense and shall be afforded an opportunity to explain the actions before disciplinary action is taken. STUDENT DRESS AND GROOMING The general climate of any school is reflected by the dress, grooming and manners of tJie students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all time. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed. 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No hats or sunglasses will be allowed to be worn in the building. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcohofic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If in the judgement of the administration, a student's atLire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. STUDENT INSURANCE An accident insurance policy is offered to all students at the beginning of the school year on a voluntary basis. Parents may choose school day coverage or 24 hour coverage. Expenses above and beyond either policy covered by the student accident insurance will be assumed by the parents. STUDENT RECORDS Authorized school personnel shall have access to students' records. The parent or legal guardian shalf have access to his child's records upon written request to the principal. If a student is 18 years old or older, he/she has the right to determine who, outside of the school system, may have access to his/her records. A student's records may be released to other school systems upon the written request of the parent or guardian, or student if he/she is 18 years old or older. A student's records may also be released to other school systems upon their request, provided that notification is given to the parent or legal guardian, or student if lie/she is 18 years old or older. Parents have the right to request that the school withdraw material from a student's record. Refusal by the school entitles the parent to a hearing to determine if material is accurate and appropriate. U at the hearing, material 1s ruled to be accurate, material remains in the file, but parents may prepare a statement to be 19 placed with the materials stating their objection. The statement is to be made available with objectional material whenever access is permitted. Directory information may be made available for noncommercial uses by the school principal without the prior consent of the parent. However, at the beginning of each school year, the parent may request that all or part of such information not be made available. Directo1y information shall be defined as: * Student's name * Address * Phone number * Parent's name * Grade level * School(s) attended * Activity participation * Height and weight, if member of athletic team * Dates of attendance * Honors and awards received SUMMER SCHOOL A summer school program on a tuition basis is offered to students in grades 9 through 12 for credit courses. Students needing this service either for credit toward graduation or for enrichment may participate\nhowever, approval of the principal must be received before credit can be granted. SUPPLIES Parents are responsible for furnishing school supplies. Basic supplies are available for purchase at the school. SUSPENSION FROM SCHOOL The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Boarcf views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. The school principal is authorized to suspend a student from class attendance for disciplina1y reasons for a period of time not to exceed ten school days, including the day upon which the suspension is imposed. The suspension may be off-campus or may be to the on-campus student assignment class. A student may be suspended if he/she: l. Violates school policies, rules, or regulations. 2. Is guilty of conduct which substantially interferes with the maintenance of essential school discipline. 3. Is guilty of conduct which, in the judgement of school administrators, warrants the reasonable belief that substantial disruption of school operations will likely result. 4. If guilty of incorrigible conduct, including insubordination, disorderliness, and defiant and hostile acts\ntruancy or cutting class\nfighting or other hostile behavior\ndestruction of school property\nact mvolving moral turpitude\nor violation of parking regulations. School officials shall determine whether the alleged misconduct, if proven, would warrant a suspension from classes, and then shall proceed as follows: l. The student shaJI be advised of the exact charges against him/her. 2. If the charges are denied, the evidence shall be explained and the student given the o1portunity to present his/her facts or opinions. 3. If the school officia finds the student guilty of the misconduct, a suspension may be imposed. 20 4. If possible, prior to the suspension, the custodial parent or guardian will be notified of the reason for the suspension, its duration, and the manner in which the student may be readmitted to class. If the suspension results from an incident with a teacher and if the teacher requests a conference, the student will not be readmitted to classes until a conference with the custodial parent or guardian has been scheduled by a building administrator. Every effort will be made to schedule the conference when the teacher is available. Availability would be defined as, \"before/after school and during the teacher's preparation period.\" 5. On the day the suspension is imposed, a written notice of suspension will be mailed to the parent or guardian at the address shown on the school records of the student. Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. If a student is assigned to SAC three times in a given school year, any subsequent serious misbehavior will result in that student's being suspended off-campus (Boys' Club, Alternative School or home) for a maximum of ten days. Chronic severe discipline problems may be grounds for recommending expulsion for the remainder of the school year. An alternative school for secondary students shall-be established for suspension of students who are identified as having severe discipline problems. While under suspension, students shall not be eligible to participate in, practice for, or attend any student activity whether during or after the school day. These activities include both Vespers and graduation. Absence from school due to home suspension shall be treated as an unexcused absence. TARDIES Promptness to class is necessaiy in order to maximize learning opportunities for all students. Students are, therefore, expected to be in class and ready for instruction at the appointed time. Principals shall implement suitable discipline procedures to encourage promptness in class attendance. TELEPHONES School telephones are for school business only. Students will be called to the phone only in case of emergencies. Important messages will be delivered by office personnel. Parents desiring to talk with teachers should call the office and leave a phone number. The calls will be returned at a convenient time. When pay phones are available, use will be regulated by building rules. TESTING PROGRAM Standardized tests are administered in grades seven and eight. In accordance with state regulations, minimum performance test are administered to students in grade eight. TEXTBOOKS The North Little Rock School District furnishes textbooks to all students and provides access to library books and other media materials. Loss or destruction of books or other media materials will result in payment to the school distiict. TRANSFERS The students of the North Little Rock School District will attend school according to assigned residence zones or as assigned under the Federal 21 Court-ordered desegregation plan. The only exceptions are for medical or programming reasons. If a family moves from one attendance zone to another during the final nine weeks of school, the student may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. VISITORS All visitors are required to register with office personnel. Classroom visitations should be arranged in advance through the principal's office. Student visitors in the classroom are strongly discouraged and should be permitted only after careful consideration by the buifdmg principal. WEAPONS AND DANGEROUS INSTRUMENTS No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a firearm, knife, explosive device, or any other instrument or device capable of causing bodily harm. Expulsion from school may result and/or criminal charges may be filed against any student who has possession of a weapon as described fierein. YEARBOOK level. No commercially prepared yearbook shall be produced at the middle school 22\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_749","title":"Volunteers","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Parents","Volunteer workers in public schools"],"dcterms_title":["Volunteers"],"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/749"],"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\nIncludes scattered issues of ''Volunteer News,'' Volunteers in Public Schools, Little Rock, Arkansas\nand news clippings.\nIt. Little Rock School District April 19, 1991 1 i ' hw '\u0026gt; ' ...er, OUice To: Ms. Ann Brown, Desegregation Monitor From: ''^^ngela M. Sewall, Assistant Superintendent \\ Through: stelle Matthis, Associate Superintendent - Educational Programs and Staff Development Subject: A+ Arkansas and ACTION Proposal Attached you will find a copy of the Parent Involvement Project which three of our schools are undertaking in partnership with the Chamber of Commerce, A+ Arkansas and ACTION. These are for your information. 810 West Markham Street Little RocK, Arkansas 72201  (501)374-3361OMB Approval No. 3001-0098 Expire! 07/31793 The average burden per response is eslimaled at 9 hours. Please direct any comments concerning the accuracy of this estimate or any suggestions for reducing it to (1) ACTION Clearance Officer, 1100 Vermont Ave., NW, Washington, DC 20525, and (2) Paperwork Reduction Project, OMB, New ExccutivcOfficeBldg., Washington, DC 20503. VOLUNTEERS IN SERVICE TO AMERICA (VISTA) Project Application The VISTA Project Application is to be filled in by all applicants requesting VISTA Volunteers. All pages are identified as \"Instructions for Page II or Page When assembling the final document, it is not necessary to reproduce or return any \"instructions\" pages. Submit one original, signed application and two copies of your submission to the ACTION State Office unless otherwise instructed. Completion of this VISTA Project Application does not guarantee that ACTION will assign VISTA Volunteers to your organization. Note requirements for signatures on pages 1, 10,11, and 12 (optional). ACTION Form A-1421 (10/90)CRITERIA FOR SELECTING VISTA SPONSORS The following criteria will be employed by ACTION staff in the selection of VISTA sponsors and in the approval of new and renewal VISTA projects. Your proposal must include all of the elements listed below. The project must\n1. 2. 3. 4. Be sponsored by a public or private nonprofit organization. Be poverty-related in scope and otherwise comply with the provisions of the Domestic Volunteer Serv- iceAct of 1973, as amended (42 U.S.C. 4951 eiseq.'), published regulations, guidelines, and ACTION policies which are applicable to VISTA. Comply with applicable financial and fiscal requirements established by ACTION or other elements of the Federal Government. Show that the goals, objectives, and volunteer tasks are attainable within the time frame during which the volunteers will be working on the project and will produce a measurable, verifiable result. 5. 6. 7. 8. 9. Provide for reasonable effons to recruit and invoh e low-income community residents in the planning, development, and implementation of the VISTA project. Offer evidence of local public and private sector support. Be designed to generate private sector resources and encourage local, part-time volunteer service. Provide for frequent and effective supervision of the volunteers. Identify resources needed and make them available for volunteers to perform their tasks. 10. Have the management and technical capability to implement the project successfully. Section 110 of theDomestic Volunteer Service Act, entitled Applications for Assistance by Previous Recipients, requires that the following language be included verbatim in each application for VISTA assistance: (a) DURATION.The Director shall not deny assistance under this part to any project or program, or any public or private nonprofit organization, solely on the basis of the duration of the assistance such project, program, or organization has previously received under this part. (b) CONSIDERATION OF APPLICATION.The Director shall consider each application for the renewal of assistance under this part to any project or program on an individualized, case-by-case basis, taking into account (1) the extent to which the sponsoring organization has made good faith efforts to achieve the goals agreed on in die application of such project or program\nand (2) any extenuating circumstance beyond the control of the sponsoring organization that may have prevented, delayed, or otherwise impaired the achievement of such goals, (c) NEW PROJECT OR PROGRAM.The Director shall consider each application for assistance under this pan for a new project or program, that is submitted by a public or private nonprofit organization that has previously received such assistance (so long as such new project or program is clearly distinct from activities for which the organization has previously received such assistance), on an equal basis with all other applications for such assistance and without regard for the fact that the organizauon has previously received such assistance. (d) RENEWAL OF ASSISTANCE.With respect to any consideration that relates to the duration of assistance under this pan and that is applied by the Director in the case of a request for a renewal of assistance under this part, the Director may not apply any such considcrauon against any entity that is: (1) functioning as an intermediary between the Director and organizations requesung such renewal and ultimately receiving such assistance\nand (2) utilized by such organizations (A) to prepare and submit applications for such assistance to the Director\nand (B) to perform other administrative functions and service associated with applying for and receiving such assistance. (c) ELIGIBILITY.All eligible public and private nonprofit organizations shall be able to apply for assistance under this part. I I 1 1 CriteriaO.MB ApprovaJ No. 3001-0098 ______ E\\rlrt?: 07.ri 1/93 For ACTION use only: VISTA PROJECT APPLICATION DATE RECEIVED:____________ PROJECT NO________________ PROGRAM EMPHASIS AREA(S) 1. APPLICANT ORGANIZATION 5. Congressional District Number(s): Name Greater Little Rock Chamber of Commerce Address 1 Spring Street a. b. c. of Sponsor_________ of VISTA Project Sites Name each county in which Volunteers will City Little Rock State AR Zip Code 77201 serve: Pulaski County Area CodeZTelephone No. 501 374-4871 AGENCY DIRECTOR NAME Title 6. Was your organization previously a VISTA Sponsor? 2. PROJECT DIRECTOR Name Tine _____Marvin Schwartz Director - A+ Arkansas Yes Q No D No. of volunteers: Year(s): If yes, specify: PO Box 2060 Address (If different from above) City Little Rock State AR Zip Code 72203 Area Code/Telephone No. 1-800-535-4414 7. Was your organization previously assigned VISTA Volunteer(s)? Yes D No O No. of volunteers: Year(s): If yes, specify: 2 2 3. TYPE OF APPLICANT A. State B. Interstate C. Substale District D. County E. City F. School District G. Special Purpose District H. Community Action Agency 1. Higher Educational Institution J. Indian Tribe K. Other (Specify) Enter appropriate letter In box 8. Is application subject to review by State Executive Order 12372 process? I I Yes, this application was made available to the Slate Executive Order 12372 Process for review on:_____________________ State Application Identifier No. (assigned by State): _____________________________ n No, Program is not covered by E.O. 12372, or I I No, Program has not been selected by Slate tor review. 9. Is the applicant delinquent on any Federal debt? 4. Total number of VISTA Volunteers requested: 3 Yes   No If 'yes,' attach an explanation. Certification: The undersigned certify (1) that the filing of this application has been duly authorized by the governing body of the applicant organization\n(2) that if approved as a VISTA Sponsor, the organization agrees to assume responsibility in the community(ies)servedforfh6 development, implementation, and management of the VISTA Volunteer activities and the projects at which they serve\nand (3) that the organization accepts the obligation to comply with the statutes and regulations, policies, and the terms and conditions pertinent to this program. Note that falsification or concealment of a material fact, or submission of false, fictitious or fraudulent statements or representations to any department or agency of the United Slates Government may result in a fine of not more than $10,000 or imprisonment for not more than five (5) years, or both. (18 U. S. Code section 1001.) SIGNATURE OF ORGANIZATION/AGENCY DIRECTOR SIGNATURES: (Original sionatures in blue ink required) SIGNATURE OF GOVERNING BODY CHAIRPERSON (if applicable) DATE DATE AL 1 lUN Form A-i42i (10/90) Page 1SECTION 1. BACKGROUND INFORMATION (Answer all questions only in the space provided.) 1. Briefly describe the sponsoring organization's purpose and major program accomplishments\nexperience with the problems to be addressed by the VISTA Volunteers\nand experience in the use of local volunteers. In the past two years, the Education Committee of the Greater Little Rock Chamber of Commerce has recruited new business partners for schools, created media public service announcements, awarred teacher/student achievements, and supported district millage campaigns. Several members of the Education Committee are also members of the ADAD Task force, a coalition of central Arkansas organizations focusing on reducing youth-related problems of alcohol and drug abuse and school dropout by increasing parent involvement in schools. The ADAD Task Force has been meeting with the Little Rock School District, with local and national education experts, and with low-income community leaders to develop a comprehensive plan for improving parent involvement. The three public schools selected for the project have had extensive experience in use of local volunteers .parents) to support school activities. 2. Total Financial Resources of Sponsoring Organization CURRENT FUNDING L-EVEL SOURCE OF FUNDS: Federal Stale Local Government Other {Specify} Total Total Dollar Amount Amount Allocated to VISTA Project 2a. Are any of your resources presently provided by ACTION? If so, please specify name of program and funding level. 2b. Will there be a major change in your funding level over the next 12 months? If so, please explain. 3. Required sponsor documentation to be attached to Project Application. REQUIRED 3a. New Applications Copy of Articles of Incorporation Tax exempt status: either IRS determination or copy of application to IRS for exemption Organizational chart showing relationship of the VISTA project in the organization Specific Letters of Support lor the VISTA project List of current Board of Directors, showing their names, addresses, and organizational or community affiliations, indicating how many members represent the low-income population Nonprofit YES Public Agencies NO (If less than 51% of the Board of Directors represents the lov\n-income community, me sponsor must form a separate VISTA Advisory Council with at least 51% of the membership representing the low-income community.) Hesume oi the Director oi tne sponsoring agency or the polenliai project supervisor il nominated and jnh riescrintinn_____________________________________________________ 3b. Renewal Applications__________________________________________________ Resubmit any documents in item 3a if there is a change, including Articles of Incorporation____________________________________________________________ Updated letters of support (include letter from Board of Directors or VISTA Advisory Council on commitment ol future resources to VISTA project to aid in achieving self-sufficiency) Page 2 YES YES YES NO yes' yeIT YES YES YES YES YES NO YES yES, YES YESSECTION II. PROBLEM IDENTIFICATION AND ANALYSIS Problem No._____ (Answer all questions only in the space provided.) INSTRUCTIONS A problem is an unsatisfactor}'situation thatyour organizationplans tochange. For example: Sixtv- fivepercent of employable low-income youth ages 16-21 in Michael County have difficultyfinding jobs. For each problem you identify, complete a separate Problem Identification and Analysis (Section R), Project W'ork Plan (Section III), and VISTA Volunteer Assignment Description (Section IV). Make as many copies of these sections as you need. 1. Provide sn overview of the purpose of the VISTA project which includes\nOverall population statistics of the service area\npercentage of low-income people\nwhat VISTA Volunteers are requested to do\nhow the low-income community will benefit from the VISTA project. Volunteers will work with at-risk students and parents from Cloverdale Elementary, Henderson Junior High, and Fair High School, where at-risk students comprise between 33\nand 70, of total enrollment, (See ATTACHMENT A for'schocl cemocraphicsj. Volunteers will help parents take a more active role in their child's education at school and home. They will help parents understand how to better work with a school for their child's benefit. An increased personal motivation and community involvement will result. Low-income students who succeed academically offer positive role models. 2. State in quantifiable and measurable terms the specific problem the VISTA project will address, includino the number of low-income people directly affected by the problem. The project will address home-based problems such as lack of understanding of school procedures, parent apathy or . . . -- ----------KO cot OyCVIljT UI negative impressions of education, limited parenting skills, and poor relations between teachers and parents Schoolbased problems TO be addressed include time and resource limitations, teacher awareness of home issues and communication I skills in parent conferences. Virtually all of the at-risk students at the three schools are from low-income households. 3. If VISTA Volunteers will be assigned to organizations other than yours, list those organizations, and provide a letter of support from the Board of Directors of each organization. The Volunteers will be assigned to the three Little Rock public schools identified above. A letter of project support from the Little Rock School District is included in ATTACHMENT 8. 4. If other organizations are addressing the problem described in item 2, indicate any plans to coordinate the VISTA project with these organizations. The Little Rock School District and each school's Parent Teacher Organization are also addressing the problems stated in Item 2. Each school has developed a School improvement Plan with parent involvement strategies. The Volunteers will work with school principals, PTO officers, and community organizations, particularly ADAD Task Force members, to expand the resources and services for the project. (See ATTACHMENT C for list of ADAD members.) Page 3SECTION in. VISTA PROJECT WORK PLAN In this Section you arc asked to write a project work plan for VISTA Volunteers. The project work plan will cover a period of 12 months and should clearly state: (1) what is to be accomplished, (2) when it is to be accomplished, and (3) how it is to be accomplished. The work plan must be stated in guamifiable, measurable terms using a goals and objectives formal. INSTRUCTIONS Using the VISTA Project Work Plan format on page 4, submit a complete project work plan for each problem identified in Section II. Ps.eproduce as many copies of page 4 as necersary and identify them as pages 4b, 4c, etc. 1. In column A, list the proposed project goals and objectives which you expect the VISTA Volunteers to achieve in relation to the problem(s) identified in Section II. The last goal of the work plan(s) must demonstrate how you will actively elicit the support and/or participation of local public and private sector resources in order to enhance the chances of the projects success and continuance after the VISTA Volunteers leave. The goals and objectives should relate directly and only to the proposed project and work of the VISTA Volunteers within the context of your organizations total effort. GOALS are ends toward which VISTA resources are directed. They are broad in scope, up to 12 months in duration, and identify changes which will occur in the problem(s) identified in Section H. OBJECTn^ES are definite results (outcomes) leading to achievement of the related goals, and are stated in quantifiable, measurable terms. They are narrower in scope or short-term in duration. 2. In column B, indicate the quaner(s) during which the Volunteers will w'ork on, and achieve, the stated goals. 3. Complete column C when you submit the VIS i. A .Project Progress P\u0026lt;cport. SAMPLE ! SECTION III. VISTA PROJECT WORK PLAN ProbJem No. Column A For Period: FROM: MM DO YY TO: MM DO YY Column B Column C VISTA PROJECT GOALS ANO OBJECTIVES Planned Penod o1 Work and AccofTplishmenl ACTUAL VISTA PROJECT ACCOMPUSHMENTS (Complete this column subminir\u0026gt;j VISTA Pfojecl PtOQfess Ropon) Goal I: tc develop a job-readiness co' and raining program designed 0 assis iseli ng t 10 youth per month with placement in private sector jobs. Objective I: VIST.A Volunteers will i ar.G coordinate task force of 10-12 organize IsL Qtr. individuals from the sectors to design and public will use human and he overall program which financial resot ces from the community at large. Objective II: VISTA Volunteers will 20 local volunteers public awa reaciness pr nity centers eness i oaram cam\nc\narcs aces of areas where ticipate about th c school w o r s .h i recruit in a job- . commu- iG ether 2nd Otr. youth congregate. e Goal II: . Inst ructions for Page 4SECTION III. VISTA PROJECT WORK PLAN Pl ublem No. J- Column A Project period: October 1991 - September 1992 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 n 3. Apr.-June 1992 4. July-Sept 1992 Column C Column B VISTA PROJECT GOALS AND OBJECTIVES Planned Period ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VLSTAProicxl Progress Report)________ goal L Create better parent understanding of school procedures. OBJECTIVE I. Conduct home visits for family counseling on chronic absenteeism, suspension, and discipline problems. Follow up contact will be made after positive change. I - 4 XJ Co oProject period: October 1991 - September 1992 1 i I SECTION 111. VISTA PROJECT WORK PLAN Problem No. Column A Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 Column B 3. Apr.-June 1992 4. July-Sept 1992 Column C VISTA PROJECT GOALS AND OBJECTIVES Planned ' riod ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VISTA PfQjeci PiQflifiss BemL-------------- GOAL 1. Overcome parent apathy to educational issues and negative impressions of school. OBJECTIVE 1. (Cloverdale only) Survey parents to help design Parent Center. 1 OBJECTIVE 2. Order materials S maintain Parent Center. 2 - 4 to crs OBJECTIVE 3. Make phone calls and conduct home visits to increase attendance at school open house. 4 OBJECTIVE 4. [Cloverdale only) Assist with Ist-day registration of new students. 4 GOAL 2. Increase parenting skills. OBJECTIVE 1. Provide family counseling on home study skills and learning environment. 1 OBJECTIVE 2. Assist parents in helping students prepare for MPT and HATE exams. 2 OBJECTIVE 3. Counsel parents on high school graduation requirements. 2 OBJECTIVE 4. Counsel parents in preparation for summer school. 3 OBJECTIVE 5. Counsel parents for entry of 6th graders to junior high and 9th graders to senior high. 4SECTION 111. VISTA PROJECT WORK PLAN Problem No. 3 Column A Project period: October 1991 - September 1992  ( 1 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 3. Apr.-June 1992 4. July-Sept 1992 Column C I Column B VISTA PROJECT GOALS AND OBJECTIVES Planned Period ol Work and Accomplishment ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting yiSIAJroiscL Progress BeporU_ COAL L improve relations among parents. OBJECTIVE 1. Assist PTO projects S membership drives. 1 - 3 OBJECTIVE 2. Develop a parent peer network for counseling and support. 1 - 3 Ci) era fV Or SECTION III. VISTA PROJECT WORK PLAN Problem No. 4- Column A Project period\nOctober 1991 - September 1992 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 I  i 3. Apr.-June 1992 4. July-Sept 1992 Column C Column B VISTA PROJECT GOALS AMD OBJECTIVES Planned Period ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting --------------VISIA-Eroiect Progress Report)________ GOAL L Increase school outreach efforts. OBJECTIVE I. Compile list of identified at-risk families and build relations through home contact. I OBJECTIVE 2. (Fair only) Verify student address. 1 OBJECTIVE 3. XJ cm re O OBJECTIVE 4. OBJECTIVE 5. (Cloverdale only) Contribute to school newsletter. Survey parents for workshop topics. Establish student mentor and tutor programs. I - 3 2 2 - 3Project period\nOctober 1991 - September 1992 I SECTION 111. VISTA PROJECT WORK PLAN Problem No. i Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 3. Apr.-June 1992 4. July-Sept 1992 4 i Column A Column B Column C VISTA PROJECT GOALS AND OBJECTIVES Planned Period ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VISTA Project Progress Reportl________ GOAL L Improve teacher understanding of home issues. OBJECTIVE I. Meet with teachers to gain recognition and support for liaison role. 1 GOAL 1. Improve teacher communication/relations with parents *0 era ft\u0026gt; rn OBJECTIVE I. Hotivate parents to volunteer at school through established VIPS (Volunteers in Public Schools) programs. 1 - 4 OBJECTIVE 2. (Cloverdale only) Assist with programs for parent socialization. 1 - 4 OBJECTIVE 3. Assist with parent teacher conferences. I - 2SECTION III. VISTA PROJECT WORK PLAN Problem No. (o Column A VISTA PROJECT GOALS AND OBJECTIVES GOAL i. Increase community support/interest in schools. OBJECTIVE 1. Locate student incentives and donations, resources for parent workshops. OBJECTIVE 2. Coordinate youth service with other agencies. Project period: October 1991 - September 1992 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 Column 3 Planned Period of Work and Accomplishment 3 - A 3 - A to crq Q T1 3. Apr.-June 1992 4. July-Sept 1992 Column C ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VISTA Project Progress Report)________SECTION IV. VISTA VOLUNTEER ASSIGNMENT VISTA Volunteer assignments require a full-time, full-year commitment. VISTA Volunteers arc prohibited by law from engaging in any employment while in service. During the recruitment process, the sponsoring organization must discuss the sponsors responsibilities with the Volunteer as well as the terms and conditions of VISTA service. The VISTA Volunteer Assignment Description is used to recruit and inform potential volunteers about specific assignments to be performed in the VISTA project. Volunteers assigned to the project will use the Assignment Description as a major guide to follow in achieving the goals and objectives of the project. INSTRUCTIONS These instructions will help you to develop Volunteer Assignment Descriptions. Please note that you must complete a separate Assignment Description for each different Volunteer assignment (whether performed by one volunteer or a group of volunteers). Reproduce additional copies of the form on pages 5-6 as needed, identifying them as pages 5b- 6b\n5c-6c, etc. Each VISTA Volunteer Assignment Description must specifically relate to the Project Work Plan (Goals and Objectives). (1) (3) (4) (5) (6) (7) (8) (9) and (2) Self-explanator\u0026gt;'. Indicate the geographic area(s) this assignment will serve (e.g., Washington and Waldo Couniies, southern Maine). Self-explanaiorj'. Describe ihc sponsoring organization, its purpose and programs, people serxcd, and ihc VISTA project. Briefly describe the problem to which this volunteer assignment relates. List the responsibilities (tasks and activiues) of the Volunteer(s) working under this assignment in achieving the objectives of the VISTA Project Work Plan. Describe the kinds of skills and qualifications needed by a potential Volunteer to accomplish the tasks/acii vities included in (hie Work Plari. If a Volunteer must have specific skills or credentials, list them\ne.g., must speak fiuent Spanish. Federal law requires that VISTA sponsors make reasonable accommodations to the needs of qualified disabled persons wishing to serve as VISTA Volunteers. Indicate any factors ACTION should be aware of when assigning disabled Volunteers to this project, such as availability of transportation and housing, accessibility of facilities, etc. NOTE: You must complete a separate assignment description for each different type of Volunteer assignment. When ACTION selects a VISTA Volunteer for this assignment, you must give the Volunteer a copy of this form for use at the ACTION pre-service orientation. SAMPLE SECTION IV. VISTA VOLUNTEER ASSIGNMENT ProbJfrm No._____ (Answer *11 questions only in the spsce provided) 7. Liat responsibilities (tsaka and activities) of the VISTA Volunteerfa) working urxier thia Aaaignrrwnt Description which relate to the objectives of the VISTA Project Work Plan The Volunteer tasks and activities i . to bring together individuals prograjt\nwill be: lore the private and public sectors fcr a one-day nesting on developing a jeb-readiness 8. 2 3 to carry out the reconnendations of the task force which should result in an ongoing program.* and to recruit and train convaunity volunteers to Iraplereent a public awareness campaign about the program, where youth congregate. Volunteers will plan and conduct croup cofwuunity meetlncs as necessary to carry out these duties. tJrqetinq areas These activities Involve buildinc and maintaininc relationships with youth scrvinc orcanizations, local businesses, and concerned residents. Liat eaaential VISTA Volunteer akille ar\u0026gt;d quatidcatioru. The preferred volunteer skills and gusllflcatlons are: 1. interest in working on the problem of employment fcr lew Income youth. 2 3 of the orcanixation: knowledge of and prior experience with individuals in the private and public seedtora.- and ability to coRvnunicate well verbally and in writing, and speak before small groups. well as convcitment to the overall coals An educator, counselor, would also be welcome. or individual who has wcrKlnc with youth prociaas is desirable. A retired business professional 9. Indicate any factors ACTION should be aware ol when assigning disabled Volunteers to this projecL ^ch as availability of truisportstion ar\u0026gt;d housing, \u0026gt;. accessibility of Iscitities, etc. Indicate whether services to be provided sre accessible to the dissbted members ol the community. I Instructions for Pages 5-61. SECTION IV. VISTA VOLUNTEER ASSIGNMENT Problem No. (Answer all questions only in the space provided.) Sponsor's Name Greater Little Rock Chamber of Commerce bor AC 1 ION Use Only Proj. No._____________________ Training Class No._____________ Training Start Date ____________ No. ACTION-Referred Vols. Skill Code 3. Geographic Area(s) of Volunteer assignment Little Rock, Arkansas 2. Location (City, Stale) Little Rock, Arkansas 4. Number of Volunteers required lor this assignment. 3 5. Briefly describe sponsoring organization and VISTA Project. Project sponsor will be the Greater Little Rock Chamber of Commerce, toecific management and supervisory roles will be provided by members of the Chamber Education Committee. The Committee has engaged in various campaigns to support public schools. Recent educational support provided by the Committee includes\n' ' I. Ifillage campaigns: phone banks and community-wide promotion to gain voter support for school district millage increases. 2. Business partners: linkage of schools with new business partners to provide requested services and counseling. 3. Public service ads: television public service ads were created and broadcast to promote community support of schools. Print materials were distributed to all Chamber members to be included in their advertising and public contact. . - A. Teacher recognition: An annual Teachers Rally highlights community appreciation of teachers. The VISTA project uses parent liaisons to help at-risk youth achieve academic success. The Volunteers will help the school and parents create a unified effort to assist the students. Volunteers wilT-help parents increase their awareness and skills in dealing with their child's school affairs. Volunteers will help schools by arranging for professional and logistical support to increase school efficiency in serving child and family needs. 6. Identify the problem(s) described in SECTION II to which assignment relates. The VISTA project relates to problems in three broad categories. I. Home-based problems common to low income families often negatively influence academic performance. The parents' lox educational attainment frequently leads to misunderstanding, apathy, or negative impressions of school and school- related involvements. As a result, children are deprived of the valuable home environment that supports their personal advancement in education. 2. School-based problems result from staff unfamiliar with the distinct communication and personal relations required for low income families, as well as limited school resources for improving these conditions. At-risk families generally do not initiate school involvement, so school staff have limited awareness of home issues. They also have little time to address that condition. As a result, parents are denied valuable input from dedicated teachers for their childrens' education. 3, Community-based problems result from lack of public awareness of home and school limitations, as well as low awareness of opportunities for directly applying community resources. Disenchanted by reports of school problems, potential community donors do not see a viable use of their input. As a result, available community resources are not being tapped. Page 5SECTION IV. VISTA VOLUNTEER ASSIGNMENT (Continued) Problem No. 7. List responsibilities (tasks and activities) of the VISTA Volunteer(s) working under this Assignment Description which relate to the objectives of the VISTA Project Work Plan in Section III. I The Volunteer tasks and activities will be to: 1. Identify and maintain contact with parents of at-risk students for counseling, training, motivating involvement, and gaining input for improved school services. 2. Establish programs to provide needed services to at-risK youth and families. 3. Coordinate community input for student and parent programs. 4. Create a school council of parents and staff. 5. fleet with teachers to communicate parent views. 8. List essential VISTA Volunteer skills and qualifications. Essential skills and qualifications of the Volunteer: I. Ability to relate to concerns for children and life style of low income parents. 2. Knowledge of school procedures, schedules, and program opportunities. 3. Ability to communicate well with people from all levels of society. 4. Ability to relate to the personal and professional aspects of teaching. 5. Enthusiasm for children and conviction that all children can learn and succeed in school. 6. Ability to find common ground in seemingly unrelated positions, to discover common channels by which untapped resources can be utilized. The ideal Volunteer would be a parent with public school experience, perhaps a former teacher. A Black, female Volunteer would have an advantage in gaining acceptance in low income single-parent households. 9. indicate any factors ACTION should be aware of when assigning disabled Volunteers to this project, such as availability of transportation and housing, accessibility of facilities, etc. Indicate whether services to be provided are accessible to the disabled members of the community. Disabled Volunteers with sight, hearing or speech impediments , . sight, hearing or speech impediments would add an unnecessary burden to the communication facet 0 e project. A wheelchair disability would find access unavailable in many homes. Other than these, no disabilities i would seem to interfere with a Volunteer's abilities. I have read the assignment description, and if selected, I agree to fulfill the duties and activities described above. SIGNATURE OF APPLICANTA'OLUNTEER Page 6 DATESECTION V. COMMUNITY INVOLVEMENT IN PROJECT (Answer all questions only in the space provided) INSTRUCTIONS ACTION legislauon requires that the low-income community to be served by VISTA Volunteers participate in planning, developing, and implementing the VISTA project. Your response to questions below must demonstrate how you plan to meet these requirements. ACTION legislation also requires the VISTA project to generate the commitment of private sector resources and volunteer service at the local level to carry out the purpose of the project. The sponsoring organization must plan for the eventual phase-out of VISTA Volunteers and for the performance of the Volunteers functions by local citizens. 1. Describe in specific terms how the low-income people the project proposes to serve are being included in the planning devel- opmeni, and implementation of the project In meetings conducted over the past year, input fro.m various organizations serving low-income people has been coordinated into the overall plan for parent involvement. Members of the ADAD Task Force have had provided the primary focus, helping to define overall project terms and scope. Specific project direction was provided by a core group of parents and staff from each of the three schools. Additional input for the project design was obtained from the following groups and individuals: - Black Ministerial Alliance - Annie Abrams, Parent Advisory Council, Little Rock School District - Delores Eggeston, state PTA Council - New Futures for Little Rock Youth - Principals from four restructured junior high schools - Superintendents and school board members from Little Rock, North Little Rock, and Pulaski County Districts - Dr. Beverly White, Superintendent, Lee County Schools, and a group of Lee County educators and parents participating in a similar parent involvement project. For implementation of the project. Volunteers will meet regularly with the core group of parents and staff from the three schools, as well as families of the at-risk students identified at the schools. 2. What specific steps will the sponsor take to generate (a) the commitment of private sector resources and (b) the recruitment of volunteers from the community to help carry out the VISTA projects activities? (Attach letters of support from the public and/ proSV^' organizations that will be involved in supporting the VISTA projects efforts, indicating specific support to be (SeTAHACHiFjTTE pledged the resource support of their members'.' (see Al (ach.ilM B for letters of support). quarterly The AOAD Task Force has contributed significant assistance and having hosted meetings, provided meals. resources since the initial phase of the project, pre....,,., and cl,rl,.l ..ppi,\n\"*\"\" ' year. The District has further indicated it Page 7 fSECTION VI. VISTA PROJECT MANAGEMENT AND SUPPORT (Answer all questions only in the space provided) 1 i INSTRUCTIONS AND REQUIREMENTS This section is designed to assess your organization's ability tc manage and support the proposed VISTA project (1) Your organization is required to provide VISTA Volunteers with work facilities, supplies, materials, etc., for the operation of this project (2) Approximately 30 days prior to the start of the ACTION pre-service orientation, your organiz.ition will be required to submit a detailed on-the-job training plan to the ACTION State Office for approval. (3) You are also required to submit to the ACTION State Office individual career development plans for locally recruited low- income volunteers after they have been assigned. 1. Describe in specific terms how your organization will recruit qualified VISTA Volunteers to serve on the project. If you need ACTION recruitment assistance, please indicate what type. I Recruitment of Volunteers will initiate at the three schools. Principals, staff, and parents will be informed of the opportunity for Volunteers and will seek individuals to serve in that capacity. At the same time, the Little Rock School District will place public advertisements announcing the recruitment process. Initial screening of the applicants will be performed by each school's core group of parents, staff, and ADAD Steering Committee members. Secondary review of the applicants will be provided by the Little Rock School District. ACTION recruitment assistance is not anticipated. 2. Describe plans for the daily supervision of VISTA Volunteers. Specify whether supervision will be full-time, part- time, or delegated to other organizations where Volunteers will be assigned. Attach job descriplion(s) and' resume(s) of the person(s) who will have major responsibility for supervising the VISTA Volunteers assianed to this project. Supervision of Volunteers will be the responsibility of the three school principals and Karvin Schwartz, chairman of the ADAD Steering Committee. Because the Volunteers will be working out of the schools, principals will have daily contact and will arrange for logistical support (desk, phone, supplies) at the schools. On occasions when the school buildings are closed, the Volunteers will be provided work space by members of the sponsoring organizations (Chamber of Commerce, School District, ADAD organizations). As Project Supervisor, Karvin Schwartz will conduct regular review meetings with the Volunteers and school staffparent groups to assess project accomplishments and individual impressions. Supervisory meetings for the three Volunteers to come together and share project impress! will be scheduled on a weekly or bi-weekly basis. The meetings will be held at the schools or at a locetior provided oy the sponsoring organizations. Activities at each school will be communicated to all project members by the Project Supervisor who will serve as a coordinator and clearing house of information and resources. Resumes of the school principals and project supervisor are included in ATTACHMENT E. Page 83. SECTION Vi. VISTA PROJECT MANAGEMENT AND SUPPORT (Continued) Describe the on-the-job transportation needs ol the Volunteers and your plans for meeting those needs a. b. Geographic area in which Volunteers will have to travel: Estimated cost: (1) Private Vehicle: Estimated no. of miles per year square miles. X cents per mile = $ c. (2) Public Transportation: No. of Vols. X est. no. of trips Indicate how costs of on-the-job transportation will be covered. per trip = $ ^''*\"'\"'^'^'^l\u0026gt;'^^5ement will be provided by the schools through Academic Progress Incentive grants available through the Little Rock School district. 4. Describe your plans to recognize and publicize the project's accomplishments, includng-the work of the ViSTA Volunteers and support provided by community volunteers and the private sector. The individual publish regular newslett schools, the School District, the Cha.nber of Cominerce, and several members of the ADAO Task force ion is agreed on by all parties. assistance to the VISTA Volunteers as needed to carry out their assignments. On-the-job training for the Volunteers rnmmiffoH tn h . cu . . *'\" arranged prinari Iy by the ADAD Task force. Resources have been committed to host workshops and seminars in specific areas of at-risk ......ano semnars in specific areas of at-risk services and hone visits. National consultants in Srhnnrnt contacted for their availability. Similar projects in Arkansas, particularly in Lee and Perry County *' training models, and site visits or presentations will be arranged. futur!. Volunteers may be provided by having them audit training programs established for New managers. Less formal but highly valuable training will also be gained at the schools through contact with 1 teachers and parents. s through contact with with y of the ADAD Task Force, ti?.Jlw? n  supporting role. Cooperative assistance in this area is expected from the Little Rock School District. Page 9Note: 0MB Approval No. 03-4S-00-10 ASSURANCESNO.N-CO.NSTRUCTION PROGRA.MS Certain of these assurances may not be applicable to your project or program. If you have Questions, please contact the awarding agenew rurUier, certain Federal awarding agenciesmay reouircapplicants tocenify to addttior.cl assura.nccs. If such is lhcca.se,you will benoiified. As the duly authorized representative of the applicant, I certify that the applicant: 1. Has ihc legal auihorily lo apply for Federal assisiancc, and Oic insiiiuiional, managerial and financial capability (including funds sufficieni lo pay ihe non-FcderaJ share of project costs) to ensure proper planning, ntanagcmenl and 7324-7328) which limit ehc political aciiviiics of employees whose and compleiion of ihe project described in this application. 2. Will give the awarding agency, the Comptroller General of the United States. principal employment activities arc funded in whole or tn part with Federal funds. 9. Will comply, as applicable, with the provisions of the Davis-Bacon .Act (40 3. 4. 5. 6. and if appropriate, the Stale, through any authorized rcprcseniaiive, access 10 and ihe right lo examine all records, books, papers, or documents related to the award\nand will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives. Will csublish safeguards loprohibit employees from using their positions for a purpose ihat consiiiuics orprcscnisihc appearance of personal ororganiza- lional conflict of inicrcsl, or personal gain. Will initiate and complete the work within ihe applicable time frame after receipt of approval of ihe awarding agency. Will comply with the Intcrgovcmmcnul Personnel Act of 1970 (42 U.S.C.  472S-4763) relating lo prescribed standards for merit systems for programs fended ur:der one of the ninciecn suiees or regulations spirified tn Appendix A of OPMs Standards for a Merit System of Personnel Admini- siraiion (5 C.F.R. 900, Subpan F). Will comply with all Federal statutes relating to nondiscrimination. These in elude but arc not limited to: (a) Tide VI of the Civil Rights Act of 1964 (P.L. S8-352) which prohibits discrimination on the basis of race, color or national origin\n(b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C.  1681-1683, and 1685-1686), which prohibits discrimination on thebasis of sex\n(c) Section 504 of liicRchabiljtation Act of 1973. as amended U.S.C 276aand276a-7),i)icCopeland Aci(40U.S.C. 275cand lEL'.S C.  874). and the Coniracl Work Hours and Safety Sund.'irds Aa (40 U.S.C. 327-333), regarding labor standards for federally assisted construction sub- agreements. 10. 11. 8. (29 U.S.C.  794), which prohibits discrimi,nation on Ihc basis of handicaps\n(d) the Age Discri.minaiion Act of 1975, as amended (42 U.S.C.  6101- 6107), which prohibits discrimination on the basis of age\n(e) the Dnig Abuse Office and Treatment Act of 1972 (P,L.. 92-255), as amended, relating to nondiscrimination on the basis of drug abuse\n(f) the Comp.rehensivc Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616). as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism\n(g)  523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. 290dd-3 and 290ee-3}, as amended, relating to confidentiality of alcohol and drug abuse patient records\n(h) Title VIII of the Civil Righis Act of 1968 (42 U.S.C.  3601 ct scq.), as amended, relating to nondiscrimination in the sale, rental or financing of housing\n(i) any oher nondiscrimination provisions in the specific siaiute(s) under which application for Federal assistance is being made\nand (j) the requirements of any other nondiscrimination siaiuie(s) which may apply lo ihe application. ill comply, or has already complied, with ihc requirements of Titles II and in of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (Pi. 91-646) which provide for fair and equitable ireaimcni of persons displaced or whose property is acquired as a result of Federal or federally assisted programs. These requirements apply to all interests in real property acquired for project purposes regardless of Federal participation in purchases. Will comply with the provisions of the Hatch Act (5 U.S.C. 150M508 12. 13. 14. 15. 16. 17. 18. SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL APPLICANT ORGANIZATION Vi ill comply, if applicabl',\n, with flood insurance purchase reQuirc.menis cf Section 102(a) of the Flood Disaster Protection Aa of 1973 (P.L. 93- which requires recipients in a special flood hazard area to participi program and to purchase flood insurance if the total cost ol insurable consiruc- lion and acquisiuon is 510,000 or more. in the ill comply with environmental standards which may be prescribed pursuant to die following\n(a) insiiiuiion of environmenul quality control measures under the National Environmenul Policy Act of 1969 (P.L. 91-190) and Execudve Order (EO) 11514\nfo' r.odficaiior. of violating facilities pu:sua.nt lo EO 1 1738\n(c) proicciion of wetlands pursuant lo EO 11990\n(d) evaluation of flood hazards in floodplains in accordance with EO 11988\n(e) assurance of projea consistency with the approved Slate managemenl program developed under Ihc Coastal Zone Management Aa of 1972(16U.S.C  1451 el seq.)\n(f) conformity of Federal actions to Sute (Cli , lean Air) Impltmcnuiion Plans under Section 176(c) of the Clean Air Act of 1955. as amended (42 U.S.C.  7*O1 el seq.)\n(g) prbicction of underground sources of drinking water under Ihe Safe Drinking Water Act of 1974, as amended (P.L. 93-523)\nand thi protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93-205). Will comply wiih the Wild and Scenic Rivers Aa of 1968 (16 U.S.C. 1271 el scq.) related lo proicciing components or poienda! componcnis of the national wild and scenic rivers system. V\u0026gt; ill assist the a warding agency in assuring compliance with Scciio.n 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. 470), EO 11593 (identification and protection of historic propenies), and the .Archaeological and Historic Preservation Act of 1974 (16 U.S.C. 469a-l el see.). Will comply with P.L. 93-348 regarding the p.'-oleciion of human subjects involved in research, development, E.nd related activities supported bv this award of assistance. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 9-5a,. as amended, 7 U.S.C. 2131 ct scq.) pertaining to the care, handling, and irc-imcnl of warm blooded animals held for research, teaching, or cihe,' activities supported by this award of assistance. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C.  4801 cl scq.) which prohibits the use of lead-based paint in construction or rehabilitation of residential siruciures. Will cause to be performed the required financial and compliance audits it. accordance with the Single Audit Act of 1984. \\\\ ill comply with all applicable requirements of all ouher Federal laws, executive orders, regulations and policies governing this program. TITLE DATE SUBMITTED Page 10 Authorized for Local Reproduction Standard Form 424B (4-88) Prescribed by 0MB Circular A-102@501_324 2023 I.RSD COMMVNICATI ODM i_n.ov o I uotn i HbbibhM S' PAGi 002/003 02 04/26/98 i 18:12 Volunteers in Public ^hools NEWS RELEASE 11 i VOLLNIEJ^S IN PUBLIC SCHOOLS ANNOLINCES VOLUNTEER WARDS WINNERS April 25, 1996 J i I I ^Rfotmation, Debbie Milam at 324-229? fn) 663-7336 (h) contact I I Little Rock Volunteers in Public schools (VIPs) fourteenth annual district-wide volunteer hosted its \" An Evening for the recognition reception, Stars,\" Tuesday, April 23, four hundred people attended 1996. More than I Top awards for the event held at Ricks Armory. outstandirg school volunteer presented to .McClellan programs were Gibbs Magnet Elementary School. High School, Man.n Magnet unior High and moat improved volunteer The award for rhe school with the hours went to Romine Elementary School, that compiled ten A \"10 plus\" award or more Western I Hills, McDermott, Fulbright, otter Creek, A special founder, Interdistrict Was presented to nine schools volunteer hours per student: King, Cloverdale Elementary, Rightsell, Baselir.t\nand Carver Magnet. award established by viPS in honor of the Jane Mendel program's f was pre:sented volunteer in to the District eiilie Rutherford, a for thirteen nerved on four PTAs, the years Rutherford has committees. in addition VXFS board of Directors and other District to leading fundraising drives and bute Rnck Schoo\nDistrict  501 Sherman Street  Little Rock, AR 72202 (501) 324^2290 I i 04/26/96 18:13 501 324 2023 LRSD COmiUMCATI \u0026gt; ' \u0026gt; ODM JI Ji 1 I Hoo i f-'AtS 003/003 03 I recruiting parents for Littl I e Rock public schools. j Sixcellence in School/Business Partnerships Ttiompeon Books and awards went to Ei:eiBentary School and Downtown wi^ Hall High School, Supply for their partnership with Jefferson Rotary #99 for their part.nership Other award winners were John Sykes, Henry Riinbert, Kedia Award\nChaplain Clergy Volunteer Award\nsupport Volunteer Award\nFran Holmes, Leadership Men of Dunbar, Otis Preslar, Principal Award\nMentor Volunteer Award\nCoJ Resource Volunteer Janet Lofton of Coca Cola Bottling Award\nNorma and William Perry, Volunteer Award\nSchool Cynthia fast, School Volunteer Award\nLucy secrexiaty Volunteer Award and Beth Seller, school staff Volunteer Award. I ! Ehcertaxnnent was provided hv rbci \u0026gt; v , piovioea Dy the Bone Age band and the Gibes I Folk Dance Club. Those attending bid a 8ii4nt auction held to on ever 80 items offered in raise funds to support VIPS,\nVIPS was founded in 1972 to assist teachers and other members of the Little staff voluntieerism. i Rock School D VIPS serves as trict by promoting school a link between the District aijd the community While providing patron,, and oitirene an. opportunity tc ba Significantly involved in the education of children. 7/92,3 people documented last year, volunteer the Little Rock School District. service valued at $2,088,sis to 3 0VIPS Volunteer Training Schedule for 1991-92 OCT 2 8 1591 August 8 13 14 20 20 20 20 27 Franklin faculty and other new relations Shepherd Center Office of Desegregafion Monitoring incentive teachers on parent Teresa Willem re: organizing a tutoring program at Pulaski Elem. Shepherd Center Recipes for Home Learning, tutoring workshop - McClellan Susan Mauney re: volunteers for special education students Wakefield volunteers re: beginning a tutoring program Shepherd Center September 5 6 9 10 12 12 16 16 17 20 24 25 26 27 VIPS Chairperson orientation Orientation for new VIPS board members Teresa Willem re: tutoring program at Pulaski El Shepherd Center em. Pleasant Hills Retirement Center Wakefield faculty on involving volunteers Shepherd Center Wakefield faculty on involving volunteers - part two VIPS Chairperson orientation Individual training for Meadowci iff's VIPS chairperson Recipes for Home Learning, tutoring workshop, McClellan Recipes for Home Learning, McDermott volunteers Individual training for Mabelvale Jr. High's VIPS chairperson Tn di strict training for business partners October 1 1 7 8 8 9 9 10 11 11 15 15 18 19 22 28 29 Shepherd Center Wonders of Work orientation at Baseline Western Hills faculty on involving volunteers through Partners in Education Shepherd Center Wonders of Work orientation at Bale Wonders of Work orientation at Wakefield Mabelvale Elementary - Julie Davenport, principal, and Susan Myers VIPS chair  Wonders of Work orientation at Woodruff VIPS morning at Watson **staff training on involving volunteers Tridistrict training for business partners Shepherd Center Early childhood parent workshop at Rockefeller Mabelvale Elem. faculty on involving volunteers Volunteer training for Mt. Pleasant Church members Shepherd Center Incentive school parent workshop on \"Building Your Parenting Skills\" at Franklin School Shepherd Center November 5 9 Shepherd Center volunteers Incentive school parent conference ITEL: Nov 27,91 15:43 No.001 P.Ol MMiaWDW To: From: Connie Hickman, Office of Desegregation and Monitoring Valerie Hudson, VIPS Incentive School Coordinator Date: November 27, 1991 Subject: Nuirber of Incentive School Volunteers and Hours of Service From August 1991, Through October, 1991. School / Volunteers / Hours 50 97.50 v/darland 41 210.30 i/ish 60 436.50 ^/iiitchell v/Rightsell 52 65 228.30 239.95 \\/Ttockefeller V'^Stephens 103 64 348.71 200.68 Total= 435 1,761.94 oc: Debbie Milam, Coordinator, Volunteers in Public Schools, Partners in Education. James Jennings, Associate Superintendent for Desegregation, Monitoring and Community Services.Little Rock School District Volunteers in Public Schools 810 W. Markham Little Rock, AR 72201 Nonprofit Organization U. S. POSTAGE PAID Little Rock. AR Permit No. 2608 Office/Desegregation Monitoring Ann Brown 201 E. Markham, Suite 510 Little Rock, AR 72201 Annual Report 1991-92 RECEIVE?? Volunteers in Public Schools OCT 2 1 1952 and Office of Desegregation Monitoring Partners in Education Little Rock School DistrictIntroduction Volunteers in Public Schools (VIPS) and Partners in Education (PIE) are community involvement programs of the Little Rock School District, providing volunteer services to the District's 50 schools, serving more than 1,800 staff members and more than 26,6(X) students. Volunteers in Public Schools, founded in 1972, is a general citizen involvement program. The program's mission is to provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all District schools. VIPS's motto is \"Helping Teachers Help Kids.\" Partners in Education facilitates the development of mutually beneficial voluntary relationships between schools and conamunity groups, organizations or businesses. Partnerships supjxirt and enhance the educational programs of the District and strengthen the relationship between the District and the community. Both programs are managed by a staff which includes a program coordinator, two school volunteer coordinators, a resource coordinator. Partners in Education manager, office manager and resource secretary. Volunteers in Public Schools As a joint project of the Little Rock School District and the community, VIPS is governed by a Board of Directors which includes representatives from the following groups: American Association of University Women, Board of Realtors, Delta Sigma Theta Sorority, Greater Little Rock Chamber of Commerce, Greater Little Rock Optimist Club, Leadership Roundtable, League of Women Voters, Little Rock Classroom Teachers Association, Little Rock Junior Chamber of Commerce, Little Rock PTA Council, Little Rock School Board of Directors, Junior League of Little Rock, National Association for the Advancement of Colored People (NAACP), Operation PUSH-Excel, Principals' Roundtable, Pulaski County Medical Society Auxiliary, Retired Senior Volunteer Program of Central Arkansas (RSVP), Sigma Gamma Rho Sorority, University of Arkansas at Little Rock, and Urban League of Arkansas. Twelve members-at-large also serve on the Board. VIPS provides guidance and assistance with volunteer and staff training, activity and career days, shadowing programs, mentoring, cross- and peer-age tutoring programs, enrichment programs, English as a second language, international visitors, scheduling field trips and writing grants for innovative programs. Partners in Education Activities provided by businesses involved as Partners in Education include incentive programs to reward improvement in grades and/or attendance, school grounds beautification projects, career awareness programs, job shadowing, homework centers and self-esteem training classes. Schools return the generosity of their partners through a variety of activities which include holiday musical presentations, art displays, pen pal programs, appreciation events and sharing school facilities. Affiliations VIPS and Partners in Education are active in a number of organizations and through them work to improve school volunteerism. Professional affiliations include the National Association of Partners in Education, International Association for Volunteer Administration, Arkansas Volunteer Coordinators Association, Arkansas Division of Volunteerism, United Way/Youth Connection, Greater LittleRock Chamber of Commerce, Future Little Rock Educational Task Force, New Futures for Little Rock Youth, Cornerstone Project, Little Rock PTA Council, and the Certified Volunteer Management program of the Arkansas Public Administration Consortium. The information gained through organizational networking refines our services so that VIPS and PIE remain on the cutting edge of school volunteerism. Recognition Volunteers are recognized through the VIPS Chairperson Luncheon, individual school appreciation functions and the annual Evening For the Stars Reception, a districtwide volunteer recognition event. The Jane Mendel Award for Outstanding Volunteer Service was presented to Diane Vibhakar, 1991, and Debbie Glasgow, 1992. Financial VIPS is funded by contributions from individuals, businesses, civic and social organizations and the Little Rock School District. Historically the District has provided staff salaries and office space and the VIPS Board of Directors raised the operating funds from the community. The District began contributing funds to the operating budget during the 1991-92 school year. VIPS Operating Budget 1990-91 1991-92 School District Funds Community Contributions -NA- $11,160 $16,898 $ 5,323 Partners in Education is funded by the Little Rock School District witha 1990-91 operating budget of $3,659 and 1991-92 operating budget of $4,602. Highlights Wonders of Work (WOW) VIPS and Junior League of Little Rock combined efforts during the 1991-92 school year to implement WOW, a career awareness program for sixth-grade students. WOW matches 27 students a semester with professionals in the community for four visits, which include job shadowing and a class presentation. Mentoring VIPS implemented a mentoring program in the seven incentive schools during the 1991-92 school year. Sixty mentors were matched with students for weekly school visits where mentors and mentees talked and shared with one another. The year concluded with a districtwide picnic for those involved in the program. Senior Volunteers from retirement centers in the Little Rock metropolitan area are contributing hundreds of volunteer service hours by making learning activities, tutoring and assisting with bulk mailings. Reading is FUNdamental (RIF) Reading is FUNdamental to Arkansas' Future (RIF) encourages reading and reading comprehension by letting children choose three books to take home and keep at no cost to the students or their families. The program is administered by VIPS through a Student Loan Marketing Association challenge grant with financial and volunteer time contributions from Friends of Central Arkansas Library System (FOCAL), Pulaski Heights Kiwanis, Central Little Rock Kiwanis and West Little Rock Kiwanis clubs. During the 1991-92 school year, 5,826 books were distributed among 1,942 fourth-grade students in all Little Rock School District elementary schools. Value of Volunteer Services Program volunteers serve at a school or other educational site on a regular, repeating basis, providing direct assistance to students and teachers on a wide variety of general support services. Resource volunteers visit classes on an occasional basis to make presentations about their jobs, hobbies, skills, travels, special interests or experiences. Partners in Education volunteers serve as either program or resource volunteers, providing diverse services to schools through their commitment to partnership or special projects. 1990-91 1991-92 Hours served by program volunteers Hours served by resource volunteers Hours served by partner volunteers Resource volunteers on file Registered field trip sites Individual teacher requests filled Resource volunteer/student contacts (some instances, the same students having contact with more than one resource volunteer during the school year) Number of Partnerships 82,350 972 4,694 989 no 570 29,037 93,610 1,018 11,830 1,002 no 619 28,189 97 102 Total number of volunteers Total hours of volunteer service Cost benefit of volunteer service (at $10.70 per hour, an average nationwide figure in educational fields as suggested by the National Association of Partners in Education, the Arkansas Division of Volunteerism and ACTION, the national volunteer agency) 5,440 88,016 $941,761 5,869 106,458 $1,139,101 Looking Ahead September 1992 Volunteer Month in Arkansas April 18-24,1993 National Volunteer Week April 20,1993 An Evening for the Stars May 7,1993 National School Volunteer Day i/OLJUHieERS IN PUBLIC SCHOOLS 1992-93 MOrJlHLY VOLUNTEER HOURS BY SCHOOLS SCHOCH. Cen sal J.A. Fair Hal McClellan Parkview Meropolitan Clovefdate Dunfeaf Fcxesi Heights Henderson MabeMale Mann Puiaiski Heights Southwest Badgett Bale Baseline Boelter Brady Carver Chi sol Clouerdate Dodd Fair Pauk Forest Park FranMin Fu'ori^rt Garland Geyer Springs GIUw Ish Jefetson MabehraJe McOermott Meadcwdifl Mtstiell OttBT Creek Ptilasld Heights Rifhtsel Rockereller Romine Stephens Terry Wakefield Washington Watson Western Hits Wiliams Wison Warxirull totAl APR: 150.751 416.25' 46.00 454.00 179.50 41.00 46.75 1013.00 112.75 41.00 37.25 1S.00 71.50 647.50 76.50 591.25 265 00 208.25 76.50 232.50 372.50 262.75, 71.50 2256.00 164.00 21Z0O 147 00 154.75 251.75 99.00 54 00 226 75 207.00 559.75 118.00 94.75 377.50 \u0026amp;00 M^Y! ,'UN! 0 00 359.50 50.00 688 75 433.50 511.50 20 00 80.00 81.50 117.50 20.00 7650 9.25 677.50 330.25 293.00' 412.00 45.75 432.50 1021.50 375.00 82.25 156.00 337.50 22.00 168 25 539.50 85.25 0.00 0.00 11.00 700 0.00 58-50 0.00 4.50 7.75 12.75 806.75 74.25 0.00 1500 216.50 0.00 29.00 32.00 0.00 86.25 51Z75 358.00 19.00 JUL 0 00, 27.00 292.00! 23 00- 167.50 0.00 0.00 2.00 000 48 25 0.00 21.00 0.00 0.00 337.50 0.00 i AUG 186.50. 128 50 I39.O0I 14 25 311^ 10i25 0.00 63.50 0.00 45 00 168.00 23.25 0.00 000 44.75 70 00 298.25 130.25 39.25 4.75 140.00 49.00 0.00 26.50 50.00 000 14350 0.00 6.75 127.50 671.00 114 50 45.50 4.50 50 00 73 00 490 75 55.75 000 70.75 52.00 32.75 SEP 81.50 OCT 90.25 352.00. 227 251 1143.00! 21.00 21.00: 47900 0.00 0.00 186.00 182.00 4.00 14.00 0.00 80.00 426.75 656.25 411.25 169.75 214.50 33.75 326.50 14.25 951.50 46.00 40.75 1146.75 113.00 149.75 600.00 304 00 23.00 108.25 270.00 928.75 129.50 92.50 231 00 33 00 467.25. 1003 50 no 00 346.00 438.00 2900 188.501 ! 37.001 149 50 533.00 347.75 178.50 26.25 0.00 138.50 85.75 5.25 12325 36.25 82.50 592.00 1008.50 61900 418.75 126.00 17.00 583.50 61.75 720.75 26.00 8.50 363.25 158.00 264 00 412.75 529 75, 43.50 136.25 575.75 501.00 17950 198.50 190.25 123.00 452 50 141 25 1656.75 326.75 576.75 139.25 59.00 94.75 NOVi 723.00, 162.001 279.50- 50.50 444.00 102.75 351.251 0.00 10450 93.00 14.00 70.001 12.50 12.50' 395.251 838.50 203.50 22925 102.25 970.00 230.00 8\u0026amp;25 301 25 7.00 571.25 21850 431.00 240.75 238.75 109.75 369.25 633.50' 254,50 88 solos .50 66.75 222.75 567.00 377.00 84.75 104.50^ DEC\n14S.C0| 54.C0 12I7.C0 412.00 69.25 254.25 35.50 128. 185.30 33.-\u0026gt;5 44. \u0026gt;0 103.X\u0026gt; 34.30 33525 504J5 22825 98 JOO 76J5O 119 25 135 75 142 75 35 00 6000 146-25 270O. 186:00 152:00 14S50 1325 21025 347.25 66K25 14C.5O 8S.50 10E00 382.50 43S.S0 3S25 18^.75 53.00 5S0 JAN. 94 00' 321.50' 277.00 208.00 436.25 124.00 333.25 3a50 92.25 521.00 60.75 8.00 65.75 10.25 106.50 399.00 111.25 195.00 68.00 69.00 260.25 49.25 260.25 9.50 40.50 109.00 233.00 169.00 135.75 144.90 89.50 55.25 324.50 199.00 9300 67.00 57.50 31125 305.75 69.00 90.50' 55.00 7.50 93.00 FEB I 312.00' 509.501 204.501 982 00' 150.75 1.25 106.00 632.50 7.00 116.00 134.50 116.25 1084.50 62.00 25.00 310.50 423.75 268.75 8250 97.00 473.25 675 472 50 23.50 11.50 220.50 121.50 174.75 117.75 299.00 0.00 296.50 413.25 489.75 63.00 68.25 100.25 467.25 431.50 163.25' 143 25 94.751 4800 19.001 MAR 106.00 2191.75 516.50 326.00 120550 140.00 1311.25 171.00 20.50 722.00 134.00 109.25 2X50 91.25 8.50 568.50 816.00 197.00 86.00 49.25 286.50 632.90 37.00 191.00 131.00 232 00 188.25 37-00 127.50 404.00 962.00 63.50 30.50 140.75 99.25 493.50 405.75 79.00 134.00 186.00 47.00 TOTAL HOURS 1893.00 4170.00 3364.50 3479.50 5690.75 22.25 STUDENT 1924.00 861.00 990.00 93200 847.00 573.25 4453.75 410.50 318/ 2152.75 1679.25 909.25 1327.25 565.25 56.50 380.25 4144.50 78 50 6723.50 2210.50 2327 00 795.00 1497.25 3343 25 218.25 4875.50 495.75 232.75 274X00 3940.50 1656.50 2011.25 2736.25 211.25 1365.50 2986.25 5993.00 101850 785 25 753.SO 1029.75 3616.50 141.25 6030.75 1473.75 2305.00 1446.00 333.50 587 00 101562.00 87.00 HRS.' STUDENTI 0.98 4.84 340 3.73 6.72 TZ7J0O 764.00 850 00 653.00 648.00 771.00 710.00 201.00 311.00 341.00 594.00 402.00 592.00 532.00 361.00 312.00 252.00 435.00 409.00 542.00 243.00 292.00 336.00 173.00 491 00 503.00 522.00 454 00 266.00 351.00 389.00 247.00 377.00 360.00 192.00 530.00 515.00 802.00 470.00 348.00 491 00 356.00 232.00 26S2O.0O 0.08 0.75 6.44 0-54 037 3.30 1J96 1.18 1.37 2.81 0.18 1 12 6.96 0.20 11.36 4.16 6.45 2.55 5.94 7.69 0.53 9.00 204 080 8.18 22.78 3.37 4.00 524 0.47 5.13 8.51 1541 4.12 208 209 536 6.82 027 752 3.14 6-62 2.95 094 2j53 3.830TEL: Nov 12,93 12:51 No .013 P.02 f (\\(^ I -/^a^cks/ /X) ^*4, # 'jL I^Cei c\u0026gt;^  d'] 3^-y-S^ (3to yy^dL 7id^\u0026gt;^ 2^30FAX TRANSMITTAL MBl Volunteers m Public Schools 501 Sherman, Little Rock, AR 72202 Phone 324-2290 Date: Number of pages: \u0026lt;3 To: AlC- Company Department Fax# dTk 01 From: nA. Phone#Annual Report 1992-93 Volunteers in Public Schools and Partners in Education CiUbrating 20 years of tie tying teacfiers hetp l^ids!' Little Rock School District Volunteers in Public Schools 81OW. Markham Little Rock, AR 72201 Nonprofit Organization U. S. POSTAGE PAID Little Rock, AR Permit No. 2608Introduction Volunteers in Public Schools Partners in Education Affiliations Volunteers in Public Schools (VIPS) and Partners in Education (PIE) are communi ty involvement programs of the Little Rock School District, providing volunteer services to the District's 51 schools, serving more than 1,800 staff members and more than 26,600 students. Volunteers in Public Schools, founded in 1972, is a general citizen involvement program. The program's mission is to provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all District schools. VIPS's motto is \"Helping Teachers Help Kids.\" Partners in Education facilitates the development of mutually beneficial voluntary relationships between schools and community groups, organizations or businesses. Partnerships support and enhance the educational programs of the District and strengthen the relationship between the District and the community. Both programs are managed by a staff which includes a program coordinator, two school volunteer coordinators, a resource coordinator. Partners in Education manager, office manager and resource secretary. As a joint project of the Little Rock School District and the community, VIPS is governed by a Board of Directors which includes representatives from the following groups: American Association of University Women, Board of Realtors, Delta Sigma Theta Sorority, Greater Little Rock Chamber of Commerce, Greater Little Rock Optimist Club, Leadership Round table. League of Women Voters, Little Rock Classroom Teachers Association, Little Rock Junior Chamber of Commerce, Little Rock PTA Council, Little Rock School Board of Directors, Junior League of Little Rock, National Association for the Advancement of Colored People (NAACP), Operation PUSH-Excel, Principals' Roundtable, Retired Senior Volunteer Program of Central Arkansas (RSVP), Sigma Gamma Rho Sorority, University of Arkansas at Little Rock, and Urban League of Arkansas. Twelve members-at-large also serve on the Board. VIPS provides guidance and assistance with volunteer and staff training, activity and career days, shadowing programs, mentoring, cross- and peer-age tutoring programs, enrichment programs, English as a second language, international visitors, scheduling field trips and writing grants for innovative programs. Activities provided by businesses involved as Partners in Education include incentive programs to reward improvement in grades and/or attendance, school grounds beautification projects, career awareness programs, job shadowing, homework centers and self-esteem training classes. Schools return the generosity of their partners through a variety of activities which include holiday musical presentations, art displays, pen pal programs, appreciation events and sharing school facilities. VIPS and Partners in Education are active in a number of organizations and through them work to improve school volunteerism. Professional affiliations include the National Association of Partners in Education, International Association for Volunteer Administration, Arkansas Volunteer Coordinators Association, Arkansas Division of Volunteerism, Greater Little Rock Chamber of Commerce,Future Little Rock Educational Task Force, New Futures for Little Rock Youth, Cornerstone Project, Little Rock PTA Council, and the Certified Volunteer Management program of the Arkansas Public Administration Consortium. The information gained through organizational networking refines our services so that VIPS and PIE remain on the cutting edge of school volunteerism. Recognition Financial Volunteers are recognized through the VIPS Chairperson Luncheon, individual school appreciation functions and the annual Evening For the Stars reception, a districtwide volunteer recognition event. VIPS is funded by contributions from individuals, businesses, civic and social organizations and the Little Rock School District. VIPS Operating Budget 1992-93 School District Funds Community Contributions $14,971.60 $ 6,401.50 Partners in Education is funded by the Little Rock School District with a 1992- 93 operating budget of $3,728.40. Highlights Wonders of Work (WOW) VIPS and Junior League of Little Rock combined efforts during the 1992-93 school year to continue WOW, a career awareness program for sixth-grade students, for a second year. WOW matched 27 students a semester with professionals in the community for four visits, which included job shadowing and a class presentation. Mentoring VIPS implemented a mentoring program in the seven incentive schools during the 1991-92 school year. Sixty mentors volunteered the first year\n105 were matched during the 1992-93 school year with students for weekly school visits where mentors and mentees talked and shared with one another. The year concluded with a districtwide picnic for those involved in the program. Senior Volunteers from retirement centers in the Little Rock metropolitan area are contributing hundreds of volunteer service hours by making learning activities, tutoring students and assisting with bulk mailings. Reading is FUNdamental (RIF) Reading is FUNdamental to Arkansas' Future (RIF) encourages reading and reading comprehension by letting children choose three books to take home and keep at no cost to the students or their families. The program was administered by VIPS through a Student Loan Marketing Association challenge grant with financial and volunteer time contributions from Friends of Central Arkansas Library System (FOCAL), Pulaski Heights Kiwanis, Central Little Rock Kiwanis and Wtst Little Rock Kiwanisclubs. During the 1992-93 school year, 7,564 books were distributed among 1,891 fourth-grade students in all Little Rock School District elementary schools.Awards The Arkansas Department of Human Services (DHS) was the Education Winner of the 1993 Golden Rule Award, sponsored by United Way of Pulaski County and J. C. Penney. VIPS nominated DHS for the award in honor of the partnership DHS has with Bale Elementary School. Their partnership activities include the \"Buddy Club,\" a mentoring program\nclassroom presentations\na book drive that resulted in 100 books being donated to the school library\nand job shadowing. Al Porter, longtime VIPS board member, was selectd as United Way of Pulaski County's Volunteer of the Week for the week of May 10-15, 1993. Discount Trophies donated a plaque for Porter, which was presented to him at the May 10 VIPS Board of Directors Executive Committee. Awards for volunteer service to the Little Rock School District were presented during the annual VIPS Evening for the Stars reception. The Jane Mendel Award for Outstanding Volunteer Service was presented to Betty Ruth Davis. Parkview Arts and Science Magnet, Dunbar International Studies/Gifted and Talented Magnet and Ish Incentive School received awards for most volunteer hours per students during the 1992-93 school year. Pulaski Heights Elementary, runner-up for most volunteer hours per student, and Carver Basic Skills-Math/Science Magnet, having the most overall volunteer hours districtwide, were also recognized. Excellence in School/Business Partnerships awards were presented to Twin City Bank - Heights Branch for their partnership with Forest Park Elementary, Unitarian Universalist Church for their partnership with Garland Incentive School and Storer Cable for their partnership with Western Hills Elementary School. Value of Volunteer Services Program volunteers serve at a school or other educational site on a regular, repeating basis, providing direct assistance to students and teachers on a wide variety of general support services. Resource volunteers visit classes on an occasional basis to make presentations about their jobs, hobbies, skills, travels, special interests or expieriences. Partners in Education volunteers serve as either program or resource volunteers, providing diverse services to schools through their commitment to partnership or special projects. Hours served by program volunteers Hours served by resource volunteers Hours served by partner volunteers Resource volunteers on file Registered field trip sites Individual teacher requests filled Resource volunteer/student contacts (This figure includes, in some instances, the same students having contact with more than one resource volunteer during the school year) Number of Partnerships Total number of volunteers Total hours of volunteer service Cost benefit of volunteer service (at $11.58 per hour, an average nationwide figure in educational fields as suggested by the National Association of Partners in Education, the Arkansas Division of Volunteerism and ACTION, the national volunteer agency) 116,256.50 1,010.00 14,034.00 883 no 759 23,496 Ill 7^41 131300.50 $1320,459.79II    ' u'.. w . I. 11. III. / WHAT VIPS IS DOING WHAT VIPS IS ASKING APPENDICES A. 1980 Evaluation Results B. C. D. [ Responsibilities of Coordinator and Assistant Coordinator Responsibilities of Resource Clerk Responsibilities of Secretary I  5 y J l] Md n II 1 WHAT VIPS IS DOING \"VIPS helps teachers help kids. l\u0026gt; VIPS operates in all 39 district schools. Resource volunteers are scheduled by our resource clerk to go out to schools and speak on travel\u0026gt; hobbies, careers, etc. Regular volunteers are assigned for tutoring math, English, reading, or running enrichment programs, as well as working in libraries school offices, and filling in where needed. health rooms, One month might produce 5,500 volunteer hours served, people working full timet This equals BS Romine Primary School reports 30 of their staff helped by regular vol- unteers. Fifteen of Washington's teachers have used resource volunteers thi year with 30 at Hal 1. resource volunteers. All of the teachers at Forest Heights report using Bale reports 10 teachers using reading tutors. Three teachers at Forest Park have lost aides who have been partially replfiKod by volunteers. Five teachers at Jefferson have math tutors. Twenty-five our volunteers. workshops have been scheduled this year to train and enrich To quote our evaluations of a February lb reading workshop: \"It's heartening and encouraging to see kittle Rock Public Schools providing this kind of training. . . .to volunteers, and the recognition and outreach to children with learning difficulties. II \"I v/as surprised at the organization It takes to enable volunteers to get so much done.\" \"I got a sense of the importance of what VIPS do.\"I t*? *' X jlii I ! vjhat vjps is asking p I s vital i\no VIPS is asking to be recognized by the Board of Directors a helping teachers help kids. I A paid staff is essential for maintaining our already well-established 'J program. Our goals for expansion concentrate on recruitment, of more volun- teers, with our greatest hope in the liirie-Belease program. Operational funds for this and all of our functions come from the community, VIPS has not been able to recruit full time volunteers to work in the Fl office. A well-organized, effective program requires full-time leadership with the time and talent to devote to the project. The volunteer market has become very competitive due to the large majority of parents working. We must work hard to meet the competition. VIPS v/ould ask the Board of Directors to talk to children, talk to volun- teers, talk to teachers. (Our evaluation from last year is enclosed.) We see repeatedly how people who volunteer come around to being 100% public school supporters. Repeatedly, white-return-flights have been due to favorable reports from volunteers in our schools. We feel we help all of us. UtWa-lUW-IW LUM U-IIJW 1.JI-U-III. 1 I I I I I I a 1 5 I !TEL : Nov 05,92 14:52 Nc .C02 P.Ol Pre-professional students from UAl.R and Philander Smith college were assigned to teachers, providing 3,744 hours of classroom assistance in t: fall Of 1980. They are also placed this spring. Activity Days and Career Days consultation is provided by the VIPS office. Prior to a reduction in staff, VIPS handled this big job for the schools. Now we work closely with volunteers or staff from the schools who come to use our resource file and direction. Our Board of Directors is very interested in helping fill any gaps in VIPS services. We have had difficulty placing a VIPS Chairman at Mann. Two of our Board members, Charles Stewart and David Walters, graduates of Mann, are \"Board Buddies\" to Mann and served as VIPS Chairmen through the accomplishment of their Career Days this year. Board Buddies are Board members who have selected a school in which to support and work closely with the VIPS Chairman. Field Trips are scheduled and confirmed by the VIPS re ource clerk. This job along with scheduling resource speakers saves the teachers an enormous amount of time otherwise spent at the telephone. English as a Second Language - sec attached summary Work Release Time - see attached summarySi' I I Pre\u0026gt;profess1ona\\ students from UALR and Philander Smith college were assigned to teachers providing 3,744 hours of classroom assistance s I in th fall of 1980. They are also placed this spring. Career Pays consultation is provided by the VIPS office. Prior to a reduction in staff, VIPS handled this big job for the schools. Now we work closely with volunteers or staff from the schools who come to use our resource file and direction. Our LJoard of Directors is very interested in helping fill any gaps in V1P$ services. We have had difficulty placing a VIPS Chairman at Mann. Two of our Board members. Charles Stewart and David Walters, graduates of Mann, are \"Board Buddies\" to Mann and served as VIPS Chairmen through the accomplishment of their Career Days this year. Board Buddies are Board members who have selected a school in which to support and work closely with the VIPS Chairman. Field Trips are scheduled and confirmed by the VIPS resource clerk. This job along with scheduling resource speakers aves the teachers' an enormous amount of time otherwise spent at the telephone. English as a Second Language - see attached summary attach nri r 11 nun 3 v* I z ttlAv'l/ DaIimta T i inAKVOLUNTEER NeWS Volunteers in Public Schools, Little Rock, Arkansas Fall 1992 Harrison Elected VIPS Board President Discover your school- Dr. Gayle Harrison ha.s been elected president of the VIPS Board of Directors for the 1992-93 school year. Harrison is a native of Massachusetts and earned a doctorate in de-velopmental/ educational psychology from Boston College. She is in private practice with Arkansas Psychological Services. Harrison has served on the board of the Arkansas Psychological Association, Arkansans for Drug Free Youth and Committee on Women  s Concerns. Y Volunteer!^, She has been an active member of the VIPS Board for five years. Other elected officers for the 1992-93 school year include: Virgil Miller, First Vice President Debbie Glasgow, Second Vice President Phil Burch, Treasurer Martha Rimmer, Recording Secretary Delores Egeston, Corresponding Secretary. The 1992-93 VIPS Board is composed of representatives from 30 sponsoring organizations and 12 members-at-large. Board members are actively involved on committees including Public Relations/Commu-nity Involvement, Volunteer Recognition, Volunteer Program Development, Reading is FUNdamental (RIF), CTA, Personnel, Nominating, Bylaws and Silent Auction. The VIPS Board of Directors meets at 12:00 noon on the second Monday of each month in the LRSD board room. Meetings are open to the public. * * * * Ways Working People Can Help At School Saturday work parties: beautifying the school yard, building playground structures, planting shrubs or trees and painting murals. Resource volunteers: talking with classes about your work, travels or hobbies. * School newsletters: gathering news, editing, typing or pasting up. Mentoring a student: spending one lunch hour per week visiting with a student to encourage and support good behavior. Field trips: having students visit your workplace for hands on experience. * PTA: attending meetings and serving on a committee. * Typing: PTA newsletters, general school notes, proposals and reports. * Asking friends, relatives or total strangers to volunteers: all of us can be recruiters of volunteers. * Making attendance calls: phoning the parents of students who miss school to make sure they are aware of the childs absence. 2 Volunteer News. Volunteers In Public Schools, Little Rock, Arkansas Fall 1992 20 Years Old and Worth A Million! VIPS was founded 20 years ago by a group of concerned citizens led by Jane Mendel. The program was designed as a partnershio between the community and the Little Rock School District, a relationship that has endured the years. After all, how could a school district have an active volunteer program without strong support from the community? Each of you is a member of a vital group of people interested in enhancing the education of children in the Little Rock School District. Last year, 5,869 volunteers worked 106,458 hours providing services worth $ 1,139,101 to the District. Yes, thats right, over one million dollars! Volunteerism in the LRSD is big business and crucial to the Districts long term success. Well be celebrating our twentieth anniversary through June. Help us make this year the best one yet. Were focusing a lot of energy on recruiting mentors and tutors to provide direct one-to-one services to students. Hundreds of volunteers are needed to spend one hour per week working with youngsters. Please consider renewing your commitment to VIPS by volunteering and/or recruiting volunteers, and join us for a fun-fdled year of rewarding work with children. You see, we really are 20 years old and worth a million! You hold a key to ensuring the future success of a child... Unlock the potential through mentoring! KEYS TO A SUCCESSFUL SCHOOL/BUSINESS PARTNERSHIP WITHIN THE SCHOOL * Gain support and participation of the administrative staff. * Encourage a school climate that reinforces staff for community involvement.  Designate a committed coordinator. * Get to know your business partner. * Accept the differences between education and business. * Identify business needs...give something in return for business resources. * Consider the individual business volun- Quotations from our Mentors Mentoring is: being a role model. giving students hope for the future. pouring a little of my life into a childs life.\" a positive plus for young people.\" a truly progressive move in the right direction.\" a chance to be of great help to a child who is in a period of transition. For more information on VIPS Incentive School Mentoring Program, call Valerie Hudson, VIPS Incentive School Coordinator, 324-2292. t*eer-they have needs too. Inventory school resources and determine how the school can best meet partner needs. * * * Focus on establishing relationships. Maintain a WIN/WIN attitude. Remember you are involved with the partner to enhance the education of youth. * Enjoy what you dohave fun with the partnership. VOLUNTEERS IN PUBLIC SCHOOLS LITTLE RCX\nK SCHOOL DISTRICT 501 SHERMAN, LITTLE ROCK, AR 72202 324-2290 Purpose: To provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all district schools. VIPS motto is \"Helping Teachers Help Kids.\" Dr. Gayle Harrison, VIPS Board President VIPS Staff Debbie Milam, VIPSiPartners in Education Coordinator Millicant Hearne, Partners in Education Manager Leia Hodges, Resource Secretary Valerie Hudson, Incentive Schools Coordinator Lee Ann Matson, Resource Coordinator Gayle Wilson, School Coordinator Anna Zawislak, Office Manager Anna Zawislak, Editor Did you know.. on October 31, 1945, Booker T. Washington was admitted to the Hall of Fame for Great Americans? Who Am I? 1 I. I am interested in quality education lor all children. 2. 1 work closely with my school PTA. 3. I like working with people and enjoy matching them with volunteer job.s that meet their needs. 4. I help teachers in my school decide how they can use volunteers and then 1 recruit volunteers for those tasks. 5. I value the roles parents and community play in educating children. Vnsci amhte for the answer: SPIV .MISKEPKIAHC (Answer on page 3} Fall 1992 Volunteer News, Volunteers In Public Schools, Little Rock, Arkansas 3 Tips For Teachers: Delegating Jobs To Volunteers 1. In two minutes make a written list of all things you do during the typical school day. 2. Now take two minutes to make a written list of all the things you would do in your classroom if you had more time. VO A 3. Take one minute to review both lists, putting a check by those tasks, activities or jobs you could delegate if you could find the right person. 4. Pick one checked item from either list, fill out a volunteer request form and turn it in to your schools VIPS chairperson. 5. Save the lists. When you have successfully delegated one job to a volunteer, you can ask the VIPS chairperson to help find someone for another checked item. In the meantime, remember: *Space is limited at many field trip sites. Call to make appointments now  even for the spring! *Watch the local media for coming events  imagine how a visit could enrich your curriculum. Call VIPS resource area (324-2291) for advice or help with arrangements. Great Books Program Training Opportunity The Great Books Foundation would like to hold a two-day training workshop for discussion leaders in Little Rock in October or November, If you are interested in being trained to lead a discussion group of students, please call Debbie Milam at 324- 2297 for information about program costs. The Foundation offers Great Books programs for all thirteen years of schooling\nthe new Junior Great Books Read-Aloud program for children in kindergarten and first grade. Junior Great Books for students in grades two through nine, and Introduction to Great Books for high school students. The program helps students learn to think independently about literature, to articulate ideas about its meaning and to enrich these ideas by considering opinions other than their own. VOLUNTEER COUPON I NO EXPIRATION DATE YES! I CAN VOLUNTEER GOOD FOR ONE (1) HOUR VOLUNTEER SERVICE TO A LITTLE ROCK SCHOOL DISTRICT SCHOOL Redeemable for a child's smile, a teacher's gratitude, a principal's relief and your community's thanks! Clip this coupon Hand-deiiver to your nearest LRSD school Redeem as volunteer service: J Who Am I? (answer) a tutoring  clerical help a nurse's aide  mentoring a speaUr oil pmfuiitiuns unravels  other . atBaMBBi -.........t................-----------. : : %wrjiW^-T., ' --------- 1 P) - Copies of this coupon will be honored No limit per household Volunteers in Public Schools, Little Rock School District 501 Sherman, Little Rock, Arkansas 72202, Phone 324-2290 I Youre right! I am your VIPS Chair- I person, the one who puts it all together. 1 I would like to help you find that volunteer ! position thats just right for you. Call your J school for more information. 4 Volunteer News, Volunteers In Public Schools, Little Rock, Arkansas Spring 1992 FIGHT BACK! INSURE THE CHILDREN Volunteer Opportunities *Mentor an elementary age student through a one-hour visit once per week at the school. * Mentor a pregnant teenager through New Futures for Little Rock Youths TEENS project, Teens Empowered with Effective Nurturing Skills. Little Rock Against Alcohol and Other Drug Abuse. * Assisi nurses with health screenings or by working in a health room or clinic. Eight Back! Insure The Children is a unique program which provides insurance coverage for every child in the Little Rock School District for treatment of problems arising from substance abuse. This program is the only one of its kind in the nation. This program is being offered at the cost of $12 per child for 100% coverage for four levels of substance abuse treatment. The cost of intensive private care for substance abuse treatment can range from $6,000 to $40,000 per child. Of those who have insurance, only 50% of Ihe cost is covered. The Insure the Children program guarantees 100% coverage for every child in the Little Rock School District. Students can be referred to the Little Rock School Districts assessment office by parents, teachers, counselors, other students, themselves or other concerned residents. Of the students referred for assessment during 1991-1992\n* 76 were in senior high school * 116 were in junior high school * 72 were in elementary school. Please send contributions to\nCity of Little Rock Fighting Back, City Hall, 500 West Markham, 120W, Little Rock, AR 72201 *Tutor students in reading, math or learning English as a second language. *lmprove students reading abilities and awareness of literature by leading a Junior Great Books discussion group. *Telt stories to students about what life was like when you were growing up. *Speak to classes about areas of interest to you\njobs, hobbies, travels, etc. For more information, call the VIPS office at 324-2292 or 324-2293. Looking October 19,1992 April 18-24,1993 Parent Conference Day National Volunteer Week Ahead... April 20,1993 An Evening for the Stars May 7,1993 National School Volunteer Day Little Rock School District Volunteers in Public Schools 810 West Markham Little Rock, Arkansas 72201 BULK RATE U.S. Postage PAID Little Rock, AR Permit No.2608 o F Office/Deseg Monitoring Ann Brown 201 E. Markham, #510 Little Rock, AR 72201 oct 2 2 Office of Desegresaiioh VlPS-\"Helping Teachers Help Kids\" VOLUNTEER NEWS is printed on recycled paper. Please recycle...share this with a friend.TEL: Nov 05,92 14:49 No.001 P.Ol JL til pages Post-lt\"' brand fax transmittal memo 7671 p Co OepI z72\u0026gt;X Go Phone F9X# ______ REPORT TO LITTLE ROCK SCHOOL DISTRICT BOARD OP DIRECIORS Robert-L. Henry, III. President C. 0. Mtigee, Jr., Vice President Dr. Arthur W. Gillam. Secretary Mrs. Betty Herron T, E. Patterson Herbert C. Rule, Ill Dr. Peter T. Sherrill Submitted by the Staff of Little Rock Volunteers in Public Schools Tebruary 27, 1981TEL : Nov 05,92 L , 14:52 No .002 P.02 ] WWEBSflliEIN o o a o DG3 EDUCATION May 15, Mr, Herbert C, Rule, III President, Little Rock School Board c/o Rose, Nash, Law Associates MAY 21 19S1 720 W. Third trect SUPT. OFFICE Littlis Rock, Arkansas 72201 Dear Kr. RJle: Ab Exacutive Director of the National School Volunteer program, I am oft.nn called upon to speak in behalf of local school lunteer programs threatened ,,v budMvl As an ex-teacher in the Little Rock .Schools, 1 have good brLy sbound gteot bceu tsth.ankful for the dedicated support of certain community membara in 1965. Many of those VO same caring and responsible people are probably school volunteers today, letter. So I bring a special concern and urgency to tliis The Little Rock School Volunteer Program is recognwea, it has won prestigious national awards for its business/cducation partnerships But all of that pales in signa-prestigiovis national awards for its nationally recognized. and its community involvement componentG. ficance when one considers its contributions to the Little Rock communjty. Fiscal stress is confronting school districts from Washington, D.C, to Most of those that have school volunteer programs see that the Tacoma. is of additional time, expertise and services, for rate of return, in term\nthe minimal budget outlay is too enormous to forego. For those districts. especially in urban areas, that need the more intangxblc benefits of commu .. ___ j_ J_ _ ___________ 4-l-so 4 n sr'l'inol  nity involvement to maintain a balanced atmosphere in the public schools. the decision should be equally clear: essential, the school volunteer program is The ini- The times demand local community support for public school endeavors, Reagan administration is asking uc to renew our faith in local private tiatives rather than dependence upon big government. The National .-.chool Volunteer Program is prepared to help public education meet the challenges implicit in the President',s policies, wWee hhaavvee ssuuppppoorrtt ffrroomm ccoorrppoorraattiioonn.s. and foundations to promote' parent and volunteer involvement in the public schools, and to assist desegregation efforts. school districts with the problems emanating from National School Voluntaar Program, Inc., 300 N. Waanington Street Alexandria, Virginia 22314 (703) 836-4880 4 TEL: Nov 05,92 14:55 No .002 P.03 Mr. Herbert Rule, HI May 15, 1981 Page Two School Volunteer Program . r.nntitw^ encouraging and Little Rock, and we The Little Rock intcnfl to continue efforts to can do it without help public education a (iamonstrution I will continue to convey to Association, and Paul Strators, the value of The is doing the same things for supporting their iirvive these hard times. None of us within the public schools. ...1 of support from National School Boards Thomas Shannon, of the ialmon of the American Association school volunteerism. Little Rock School VolunteerL Program is too v cially nowl STG/rvm CC I Paul Masem Anne Brown of School Admini-alunble to forego, cspe- Sincerely, Sandra T. Gray Executive Director UlRS VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT NEWS RELEASE VIPS Needs Mentors For Students February 3, 1993 For more information, contact Debbie Milam at 324-2290 or 663-7336 Want to make the difference in the future of a Little Rock child? You can help a child succeed if you have Just one free hour a week by participating in the Little Rock Volunteers in Public Schools Mentoring Program, Approximately one hundred mentors are working with elementary-age students through the VIPS program. Mentors stop by the schools once per week to visit with their students. VIPS is currently trying to recruit and place 100 more mentors to work with children on a waiting list. Community organizations are urged to consider adopting the mentoring program as a community service project, Interested volunteers can receive more information at an orientation session at 6-00 p.m. on Tuesday, February 9 in the Little Rock School District board room, 810 West Markham Street. The mentoring program is designed to increase students' interest in school and self-esteem by using an adult role model matched to each participating student. By acting as a special friend or advisor, the mentors encourage students to be enthusiastic about learning and staying in school. - MORE - 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-229002'03 93 17:18 0301 324 2032 L R School Dlst ODM @004/004 Little Rock School District NEWS REUEASE Parent Workshop Set on Motivation February 4, 1993 For more information, contact Valerie Hudson at 324-2292 Volunteers in Pubhc Schools (VEPS) and the Little Rock School District are hosting a parent program. Motivating Your ChUd To Succeed, on Sunday, February 7, 1993 from 2:30 - 3:30 p.m. at St. John Baptist Church, feUowship room, 109 W. Roosevelt Road, Little Rock. The guest speaker. Dr. Emma Kelly Rhodes, was a dropout at 15 and the widowed moer of seven at age 29 who went on to receive her doctorate. Dr. Rhodes will share her personal expenences with parents to help them inspire their own children and encourage them to become more involved in their childrens education. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providin\npatrons an opportunity to be significantly involved in the education of our children. Last year. 5,869 volunteers contributed 106,458 hours valued at $1,139,101 to the Little Rock School District. All parents of the Little Rock School District are invited to attend. For further information about the program or to make reservations, contact Valerie Hudson at 324-2292 or Catherine GUI at 324-2272. # # #02'03.-93 17:18 0301 324 2032 L R School Dlst  003 - 004 -- 0D)I VIPS Mentoring Program, page 2 Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 5,869 volunteers contributed 106,458 hours valued at $1,139,101 to the Little Rock School District. For further information about the program or to reserve a place at the orientation, contact Valerie Hudson or Debbie Milam at the District VIPS office at 324-2292. # # #04/18/93 15:20 301 324 2032 L R School Dlst ODM 12001/002 iiiRs VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT NEWS RET.EASF VOLUNTEERS IN PUBLIC SCHOOLS TO CELEBRATE 2()Tll ANNIVERSARY April 16, 1993 For more information, contact Debbie Milam at 324-2297 (o), 663-7336 (h) Little Rock Volunteers in Public Schools (VIPS) will host its eleventh annual district-wide volunteer recognition reception, an \"Evening for the Stars\", on Tuesday, April 20, 1993 at 6:30 p.m. The event will be held at Dunbar Community Center at 16th and Chester Streets. This year's reception will celebrate VIPS' twentieth anniversary and recognize members of the community who helped found the program in 1972. Awards will be presented to recognize school with outstanding performance in volunteer involvement and school/business partnerships. A special award established by VIPS in honor of the program's founder, Jane Mendel, will be presented to a volunteer who has achieved an exceptional level of service. Entertainment will be provided by the J.A. Fair High School Wind Ensemble. A silent auction will also be held to raise funds for VIPS' program budget. The event is free and open to the public. Call 324-2290 to make reservations. -more- 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 C304/16/93 13:21 501 324 2032 L R School Dlst ODM @002'002 page two-VIPS VZPS was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community while providing patrons and citizens an opportunity to be significantly involved in the education of children. Last school year, 5,869 people documented 106,458 hours of volunteer service valued at $1,139,101 to the Little Rock School District. 30 -06'03.93 12:24 SSai 324 2032 L R School Dlst ODM @002/003 June 3, 1993 VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT NEWS RELEASE VIPS Hosts a Mentor Appreciation Picnic For more information, contact: Debbie Milam at 324-2297 On Friday, June 4, 1993, Volunteers in Public Schools (VIPS) will host a year-end celebration picnic for participants in the VIPS Mentoring Program. The picnic will be held at McArthur Park in the gazebo area from 5:00 until 8:00 p.m. ( II i I I The picnic is held to show appreciation to the mentors who spend one hour a week with students helping improve attitudes toward school and learning, as well as working to increase students self-esteem. The students families are invited to attend to encourage parents to get involved in their childs education. Approximately 150 people are expected to attend, among those will be a group of law students who tutor/mentor children at Rockefeller I ' i Elementary School. Most of the students participating in the mentoring program attend t I downtown incentive elementary schools (Franktu (jarland, Ish, Mitchell, Rightsell, RockefeUer and Stephens). Food for the picnic has been donated by T. C. Bar-B-Que and Hamburgers, Lindseys i Hospitality House, McDonalds of Broadway and Wonder Hostess Thrift Shop. Music will be provided by a volunteer, Michael Sinclair, and stories wUl be told by Curtis Tate, a weU-known local storyteller. - MORE - 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 UAHUBI BBSS 06.03 93 12:24 301 324 2032 L R School Dlst ODM @003.003 I VIPS was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. i For more information about the picnic, contact Valerie Hudson or Debbie Milam 'of the I Districts Volunteers in Public Schools office at 324-2292. I I09/17-93 IS: 23 501 324 2032 L R School Dlst ODM @001/003 I LITTLE ROCK SCHOO 810 West MarkI Little Rock, AR L DISTRICT ham 72201 FAX (501) 324-2032 DATE:  n, m3 TO: FROM: SENDER'S PHONE#: JO SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed Dial Fax Phone Number 09/17/93 18:24 501 324 2032 L R School Dlst 0D5I @002'003 Little Rock School District NEWS RELEASE Students in LRSD Need Mentors September 17, 1993 For more information, contact Debbie Milam at 324-2290 Students in the Uttle Ruch School District incentive schools ate appenling to pntons to serve as mentors to help them succeed in school. By giving up one of your lunch hours a week and acting as a special friend or advisor you can help encourage a child to stay in school and become more enthusiastic about learning Approxiinately seventy mentors ate woriring with elementaty-age students through the VIPS program. Mentors stop by the schools once per week to visit with their students. Due to the increased demand for more mentors, VIPS is currently trying to recruit and place mentors with those children in need. Community organizations mentoring program as a community service project. are urged to consider adopting the Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday. September 28. in the Little Rock School District board room. 810 West Markham Street. The mentoring program is designed to increase students interest in school and self- esteem by using an adult role model matched to each participating student. -MORE -09/17/93 18:25 0501 324 2032 L R School Dlst ODM 003/003 VIPS Mentoring Program page 2 volunteers in PubUc Schools (VIPS) was founded in  pvide asdoan.. to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79 to the Little Rock School District. For further information about the program or to reserve a place at the orientation, contact Valerie Hudson or Debbie Milam at the District VIPS office at 324-2292. ###00 A7 '98'* 18:24 501 324 2032 L R School Dlst ODM @002/003 Little Rock School District NEWS RELEASE Students in LRSD Need Mentors September 17, 1993 For more information, contact Debbie Milam at 324-2290 Students in the Lirte Rock School Distdet incentive schools are appealing b patona  serve as nenwrs to help them snored in school. By giving up one of yoor lunch houB a week and actino as a special friend or advisor you can help encourage a child to stay in school and become more enthusiastic about learning. Appravmateiy seventy mentors are working with elementary-age students through the VIPS program. Mentors stop by the schools once per week to visit with their students. Due to the increased demand for more mentors, VIPS is currently trying to recruit and place mentors with those children in need. Community organi2ations are urged to consider adopting the mentoring program as a community service project. Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, Septetnbet 28, in the Little Rock School District hoard room, 810 West Markham Street. ine mentoring program is designed to increase students interest in school and self- esteem by using an adult role model matched to each participating student. - MORE- West Markham and Izard Streets  Little Rock, Arkansas 72201  (501)374-336109 *17 '93* 18:25 501 324 2032 L R School Dlst ODM @003/003 VIPS Mentoring Program page 2 * Volm in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 7,541 volunteers contributed 131,300.50 hours of service valued Rock School District. at $1,520,459.79 to the Little For further information about the program or to reserve a place at the orientation, contact Valerie Hudson or Debbie Milam at the District VIPS office at 324-2292.WWW Volunteers m Public Schools NEWS RELEASE LRSD Recruiting Mentors January 7, 1994 For more information, contact Debbie Milam at 324-2297 or 663-7336 or Jeanette Wagoner at 324-2020 The Little Rock School District Volunteers in Public Schools proPTam is appRaiing to the community to serve as mentors to children. By giving up one lunch hour a week to be a special friend or advisor volunteers can encourage children to stay in school and become more enthusiastic about learning. Due to an increased demand for mentors, VEPS is currently recruiting mentors to match with other children in need. Community organiTatinn'\nare urged to consider adopting the mentoring program as a community service project. Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, January 11, in the Little Rock School District board room, 810 West Markham Street. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79. To reserve a place at the orientation or for further information about the program, contact Debbie Milam at 324-2297. ### Little Rock School District  501 Sherman Street  Little Rock, AR 72202  (501) 524-22901 09:17 0501 324 2032 L R School Dlst la 002/002 --- ODM uttle Rock School District NEWS RELEASE LRSD Students in Need of Role Models/Mentors\nFebruary 8, 1994 For more information, contact Debbie MUam at 324-2297 or 663-7336 or Jeanette Wagner at 324-2020 Students from the Little Rock School District, along with Volunteers in Public Schools, ! are appealing to the community to serve as role models/mentors to help children succeed in school. Volunteers can encourage children to stay in school and become more enthnsiastic about learning by giving up one lunch hour a week to be special friends and advisors. Community organizations are urged to consider adopting the mentoring program as a community service  project. Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, February 15, in e Little Rock School District board room, 810 West Markham Street. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing  patrons an opportunity to be significantly involved in the education of our children. Last year,  7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79. To reserve a place at the orientation or for further information about the program, ! contact Valerie Hudson at 324-2292. Jr jr 7?1 ^^794 13:38 301 324 2032 L R School Dlst ODM 0 002/002 Volunteers in Public Schools NEWS RELEASE LITTLE ROCK SCHOOL DISTRICT LUNCHEON TO RECOGNIZE VIPS VOLUNTEERS February 11,1994 For more information, contact Debbie Milam at 324-2297 or 663-7336 or Jeanette Wagner at 324-2020 Little Rock Volunteers in Public Schools (VIPS) will host its annual recognition luncheon for school-based volunteer coordinators on Tuesday, February 15, 1994 from 11:30 a.m. - 1:00 p.m. The event will be held at the University Adult Activity Center at 6401 West 12th Street. Arkansas First Lady Betty Tucker will be the luncheon's keynote speaker. VIPS was founded in 1972 to provide assistance to teachers in the Little Rock School District by promoting school volunteerism. Last school year, 7,541 volunteers documented 131,301 hours of volunteer service valued at $1,520,459.79 Little Rock School District. to the -30- Little Rock School District  501 Sherm:an Sireer  T irrle Rnrlr ar  z'sntly'O9 94 14:30 301 324 2032 L R School Dlst ODM @002/002 Little Rock School District NEWS RELEASE LRSD Students in Need of Role Models/Mentors March 9, 1994 For more information, contact Debbie Milam at 324-2297 Jeanette Wagner at 324-2020 Students from the Little Rock School District, along with Volunteers in Public Schools, are appealing to the community to serve as role models/mentors to help children succeed in school. Volunteers can encourage children to stay in school and become more enthusiastic about learning by giving up one lunch hour a week to be special friends and advisors. Community organizations are urged to consider adopting the mentoring program as a community service project Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, March 15, in the Little Rock School District board room, 810 West Markham Street. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing s patrons an opportunity to be significantly involved in the education of our children. Iyear, 7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79. To reserve a place at the orientation or for further information about the program, contact Valerie Hudson at 324-2292. ###Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (SOI) 376-6200 Fax (501) 371-0100 April 7. 1994 Ms. Debbie Milam Volunteers in Public Schools 810 West Markham Street Little Rock, AR 72201 Dear Debbie and Wonderful VIPS Colleagues: Thank you so much for the snazzy and eye-catching invitation to An Evening For The Stars, which came in todays mail. Sounds like you are gearing up for a terrific event where a great time will be had by all. 1 wish 1 could be there to enjoy the show, but 111 be in California on April 26, visiting my folks. Ill be thinking of you on that Tuesday though, and have my family save newspaper accounts of the evening so 1 can read all about it when 1 return. Best wishes for a star-studded good time! Love to all, Ann BrownAn Evening \\ For The Stars V- \u0026lt; A APR 71994 ot DesagrcWion Monilofin^ t- 4 loin us for a special evening to honor and say \"thank you\" to Little Rock School District Volunteers Partners in Education and those who work with volunteers Tuesday. April 26, 1994 6:30 - 8:30 p.m. The Children's Museum of Arkansas 1400 W. Markham at the Train Station Please RSVP to 324-2290 (Because of limited space, we regret that we cannot include children.) Entertainment  Awards Ceremony  Reception  Silent Auction Sponsored by Volunteers in Public Schools VOLUNTEER NeWS Volunteers in Public Schools, Little Rock, Arkansas Little Rock School District Midyear 1993-94 Mentors Can Make a Difference Everyone is talking about mentoring these days, but many times we are all talking about different things when we use the term. Most of the time, we mean a one-to-one relationship between an adult and a student designed to provide the student with a positive relationship with a caring adult. There are many benefits of mentoring. Students' feelings about themselves improve as they spend time with their adult friends who come to visit them. These visits expose students to different lifestyles, new careers and positive attention from caring adults. Students' attendance, grades and attitudes often show improvement. We can only address the problems facing our youth when thousands of private citizens become involvednot fust interested, or aware of the problems or concerned about the failings of our studentsbut involved. A mentor usually visits a student once per week during the school day to talk and work quietly on different types of projects. Many mentors visit on their lunch hours and spend the first 15-20 minutes of their visits eating lunch with the students. Most then spend the remainder of their time in the media center visiting with each other, reading, studying. playing games and engaging in many other age-appropriate activities. VIPS recommends screening all volunteers who will work with children as mentors due to the intimate nature of mentoring friendships. Screening helps us get to know more about our volunteers and their likes/dislikes, and helps ensure that those entering a mentoring program are appropriate for such volunteer assignments. The VIPS office has applications available for completing the screening process. Mentors need orientation as to what is expected of them. VIPS has designed a mentor handbook that can be used as a base for orientation, and the staff offers monthly ninety minute orientation sessions as well as train-the-trainer sessions for schools that want to handle their own training. We can only address the problems facing our youth when thousands of private citizens become involvednot just interested, or aware of the problems, or concerned abou t the failings of our studentsbut in vol ved. Many people have already volunteered to become mentors, but many more children are still waiting to be matched with adults. Schools are encouraged to add mentoring to their lists of volunteer opportunities. The VIPS staff can assist schools in setting up new programs, help with screening and training existing mentors who need it, and recruit new volunteers from the community to join mentoring programs. Contact Valerie Hudson or Debbie Milam at 324-2290 for more information. Did you know... One Person Can Impact Youth Violence Mentor a student who needs a friend. Visit a school whenever you can to eat lunch and talk to students. Speak to a class on your favorite subject. Chaperone a field trip. Involve your business or employer in a school/ business partnership. I\nProvide incentives (certificates, ribbons, pencils, T-shirts, pizzas, sandwiches, videos, books, NJ money, etc.) for children who achieve school goals. Tutor a student who doesn't read well. Provide internships at your business for students, Provide part-time and summer jobs for students. *AlIow students to job shadow at your place of employment. *Help students prepare for college or job hunting. Sponsor a school club, such as gymnastics, dance, drama, art, music, drug abuse prevention, photography, etc. Join a school PTA. Get involved. Call 324-2290. 2 Volunteer News, Volunteers in Public Schools, Little Rock, Arkansas Midyear 1993-94 Investing In Youth The 1994 Arkansas Volunteer Directions Conference will be held at the Holiday Inn Airport on Friday, April 29,1994. The conference theme is \"Investing in Youth.\" Workshop topics include youth intervention programs, youth volunteerism and grant writing, as well as other topics associated with volunteer programs. Registration for the one-day conference is $45. Contact Debbie Milam, conference chairperson, at 324-2297 for information. Mentor!  s I -I i A F bWId j V - VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN, LITTLE ROCK, AR 72202 324-2290 Purpose: To provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all district schools. VIPS motto is \"Helping Teachers Help Kids.\" Virgil Miller, Jr., VJPS Board President VIPS Staff Debbie Milam. VfPS/Partners in Education Coordinator, Leia Hodges, Re-source Secretary\nValerie Hudson, Incentive School Coordinator\nLee Ann Matson. Resource Coordinator Gayle Wilson, School Coordinator Anna Zawislak, Office Manager Anna Zawislak. Editor Ten years and counting...Fatiinah Akbar and Barbara Moore received Superintendent Citations at the February 24th school board meeting for their ten years of volunteer service as VIPS chairpersons. Fatimah served at Ish and Forest Park and is presently VIPS chairperson at Stephens Incentive School. Barbara has managed the volunteer program at Western Hills for ten consecutive years. Fatimah and Barbara are examples of longterm commitment to the children of the Little Rock School District. They will be the first to tell you that it isa worthwhile investment. Thanks, Barbara and Fatimah, for making VIPS one of your lives' priorities! NAPE Announces Awards Entries must be postmarked by June 30 in two major awards programs being conducted by the National Association of Partners in Education this year. The McKee Foods Corporation Award will be given to six individuals who have contributed significantly to the development and extension of the Partners in Education movement at local, state, and/or national levels. The United Technologies Exemplary Award for School Volunteer and Partnership Programs will recognize three school volunteer programs and three business/agency/education partnerships that have been in operation for at least two years and have achieved substantive effects for their schools. Each of the six winning programs will receive a cash award of $1,000. Nomination forms are available from VIPS. Retired Teacher Volunteers Honored The Pulaski Heights Lions club recently presented their \"Hall of Fame\" awards to the following retired teachers who volunteer in the District: Dr. Rose Berry, Bernice Hayman, La vada P. Mason and Delois Sykes. Thanks, retired teachers, for continuing to share your experience with students! Midyear 1993-94 Volunteer News. Volunteers in Public Schools, Little Rock, Arkansas Luncheon Honors 3 The VIPS Board of Directors showed its heartfelt appreciation of the hard work and dedication of our school volunteer chairpersons by providing a gala luncheon in their honor February 15, at the Adult Activity Center. Arkansas' First Lady, Betty Tucker, led the school district administration, principals and VIPS Board members in praise of the importance of the chairperson's role in supporting their schools and teachers to benefit the children. Enjoying the moment (above, from left to right), Martha Rimmer, VIPS recording secretary\nMrs. Tucker\nand Doris Williams, first vice president and co-chairperson of the event. (Right) Sadie Mitchell, principal of King and Vips board member\nSusan Myers, VIPS chairperson at Mabelvale Elementary\nChristy Rowe, chairperson at Cloverdale Elementary and her appreciative principal, Fredrick Fields. Chairpersons For Service to Schools 4 Volunteer News, Volunteers in Public Schools, Little Rock, Arkansas Midyear 1993-94 Little Rock School District Partners in Education March 1,1994 Alpha Kappa Alpha Sorority Alpha Phi Alpha Fraternity, Inc. Arkansas Blue Cross Blue Shield Arkansas Cattlemen's Association Arkansas Children's Hospital Arkansas Democrat Gazette Arkansas Department of Health Arkansas Department of Human Services Arkansas Educational Television Network Arkansas Electric Cooperative Corporation Arkansas Human Resources Association Arkansas Louisiana Gas Company Arkansas Power \u0026amp; Light Company Arkansas Sports Medicine Arkansas Telephone \u0026amp; Telegraph (AT\u0026amp;T) Associated Milk Producers AutoZone Babcock \u0026amp; Wilcox - ST Company Backyard Burgers Bimam Wood Nurseries, Ltd. Central Arkansas Rehabilitation Hospital Central Records Services, Inc. Courtyard by Marriott Delta Sigma Theta Sorority, Inc. Educational Benefits, Inc. Electronic Data Systems (EDS) Equal Employment Opportunity Commission The Family Clinic, Ltd. First Commercial Bank Ghana Association of Arkansas Greater Little Rock Chamber of Commerce Harrison Trane Air Conditioning Harvest Foods Harvest Foods Extra - Geyer Springs #4426 Holiday Inn West Janet Jones Realty Junior Deputy Sheriffs of Pulaski County KATV-TV Channel 7 Kenny Rogers Roasters Kids Spot Pediatric Physical Therapy Services Kroger #550 Kroger #582 - Colony West Kroger #604 Kroger #615 Kroger #632 - Asher Avenue KTHV-TV Channel 11 Little Rock Black Police Association Little Rock District Corps of Engineers Little Rock Municipal Water Works Little Rock Wastewater Utility Little Rock Zoo McDonald's - Markham Parkway McDonald's - Rodney Parham McDonald's - Roosevelt Meadowbrook Community Club Metropolitan Junior Chamber of Commerce Metropolitan National Bank Metropolitan Vo-Tech Education Center Mexico Chiquito Mitchell, Williams, Selig, Gates \u0026amp; Woodyard Modem Woodmen of America - Mallett District Neuro-Psychiatric Diagnostic Center Old Mill Bread \u0026amp; Flour Co. The Olive Garden Optimist Club of West Little Rock Outback Restaurant Phi Beta Sigma Fraternity, Inc. Pilot Club of Little Rock Pizza Inn Presbyterian Village Professor Bowl Rebsamen Insurance Rotary Club #99 - Downtown RSVP Catering Ruby Tuesday Sam's Club Sidney Moncrief Pontiac Buick GMC Truck Shorter College Smoky Hollow Foods Social Security Administration Southwest Hospital Southwestern Ml - Engineering Department Storer Cable Subway Systematics Information Services, Inc. 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