{"response":{"docs":[{"id":"bcas_bcmss0837_1299","title":"Parent Committee: Questionnaire, ''will serve on another''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990-09-07"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Educational planning","Parents"],"dcterms_title":["'Focus' newsletters, Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/450"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["newsletters"],"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\nPage 5 Page 6 Superintendent Dr. Ruth Steele sees bright future for LRSD Dear Parents, MARCH 1990 APRIL 1990 \"nilsspeciallssucorFOCUS gives I Dr. RulhSttck | that you detailed Information about the desegregation plan that we expect to implement next school year. I encourage you to read it, makeanote of any questions come to mind, and call our information line at 370-1604 to get answers to your questions. I hope you will keep this Issue of FOCUS for future reference. Ills important for you Io know about the various opportunities that arc available to your child. Once again m have an opportu- nity-perbaps our last-(o Imptemenl a student assignment plan and a program of studies that meet Constitutional requirements. I believe the Federal Court will embrace (bls plan-your plan-and (hat the community will unite to make it work. We still have many challenges, but ending the litigation is an important first step to solving the problems our District has faced for more (han three and a half decades. What we accomplish as a community within (be next few months will determine whether we enter the 21st cen- tury with excellent schools for all children or whether we are forced to retreat, perhaps permanently, into the backwaters of educational mediocrity. I am proud of what we have accomplished so far and confident that together we will do wfaat Is right for our children. We can dolt ifw commit ourselves to the task and support each other In our efforts to attain once and for all the goal of quality, desegr^led education In our public schools. !\" r 1 1 1 Jlittis School ^titiict Special Edition: Student Assignments Volume 11, No. 1 March, 1990 Highlights * Attendance zones for area schools Promises stability and quality desegregated education Tri-District Desegregation Plan MAY 1990 Other Dates to Remember * Feeder System * Incentive Schools Desegregation transfers provide added options Desegregation transfers for secondary students will be granted during a limited period once each year. The desegregation transfer period will be from May 7-May 18,1990. Students may transfer to another school as long as the reassignment allows bolhlhesending and the receiving schools to comply with desegregation requirements and as long as a scat is available. Students may take two desegregation transfers at each organizational level (elementary, junior, senior high school). The purpose of (he second desegregation transfer is to allow students to return to their previous school assignment. Qcmentary students may transfer to an incentive school only if su^ a transfer enhances dese^egation both at the sending and the receiving schools. Desegregation transfers will also apply to Bale, Franklin, Wilson and Woodruff. The Little Rock School District will provide transportation for desegregation transfer students where it is cost-effective to do so. In the interest of reducing transportation costs, the District cannot commit to providing transportation (o isolated areas or io cases that would cause buses to be under capacity. Early Childhood Educatioo/^our-Year Old Programs Early childhood education pro^ams are an important part of successful desegregation. Beginning the education of children in their early years can help prevent or ^eatly minimize achievement disparities between races. Programs designed to meet the needs of young children will be available in selected schools in the LRSD. School-based, tuition-free 4-year-oldprogramswilibe offered at Franklin, Washington, Isb, Rockefeller, Stephens and Garland. Applications for students who will be four-years-old, on or before Ota. 1,1990, wilt be accepted in the Student Assignment Office from May 1-May 18. Selection will be by lottery whenever the number of applicants exceeds the seals available, with preference to students who live within each school's attendance zones. These classes will reflect a SO/SO racial balance. Students selected will be notified by lune 1. Other early childhood educational opportunities that arc available include HIPPY (Home Instructional Program for lYeschool Youngsters) which recognizes the importance of working with parent and child and the Rockefeller Cooperative Early Childhood Education Ma^et School. (See Magnet Schools, Page 4) Majority-to-Minority Transfers (M-to-M) In Pulaski County, students whose race is in the majority in their home districts may transfer toadisirict where their race is in theminority. Currently, black students can transfer to the North Little Rock or Pulaski County Special School Districts from LRSD and white students may transfer into Uttle Rock schools, Parents interested in an M-to-M Transfer should contact the Student Assignment Office and complete an application. The ACT 609 transfer program also allows certain students who live outside Pulaski County to transfer to LRSD. Appeals to be heard by Committee BeginDing io 1990-91, a Student Assignment Appeals Committee will meet once a month to consider any appeals based on one of the following reasons: geographic isolation, racial isolation, m^ietd hardships or extenuating circumstances (as de^ed by the parent). June 1-Mail notiTication letters to 4-year-olds June 1-August 1-Summer Registration in Student Assignment Office August 27-First Day of Classes All new and returning students will register in August for the 1990-91 school year. Watch for notification of the dates. Maps for attendance zones for area schools available at all LRSD schools. For further information call 370*1604. Little Rock School District Slow. Markham Little Rock, AR 72201 Non profit Organization U. S. POSTAGE PAID Permit No. 2608 Little Rock, Arkansas * Washington Basic Skills/Math Science Magnet * Dunbar International Studies/Gifted \u0026amp; Talented Magnet * Central High International Studies Program * Rockefeller Cooperative Early Childhooci Education Demonstration Magnet * New magnets during the next nve years * Additional early child hood programs during the next five years * Desegregation Transfers * Majority-to-Minority Transfers * Sibling preference transfer to attendance zone school * Aerospace specialty program at Badgeft Elementary School Tbe Little Rock Sdiool CXsiria moves into the 1990s with an approved long-term desegregation plan designed to stabilize schools, strengthen educational programs, desegregate all Pulaski County schools and region broad-based parental and community support for public education. The District completed its revised desegregation plan on December 1,1989. After consultation whh parent advisory committees, Metropolitan Supervisor Eugene Reville presented the final plans for court approval January 2,1990. Students will be required to remain where they are now enrolled until (bey graduate from their present level. New students will be assigned to area schools based on attendance zones. The plan relics on voluntary transfers of students to achieve the desired desegregation of the Little Rock School District and provides a variety of options including Incentive Schools, Inter-districl Magnet Schools and Majority-to-Minority transfers. Little Rock School Board President James L. Skip Rutherford says The plan offers stability and predictability, two important concerns of parents in our community. Incoming 1990-91 kindergartners and students new to tbe LRSD will be assigned to an area school based on their home addresses. All students will have an oppor- (unity to complete an Optional Enrollment Request Form indicating their desires for assignment other than to the area school. Other hi^iligbts of ihcTri-District Desegregation Plan include a feeder pattern which mil tdlow parents to know in advance which schools their children will be attending and a return to a two-run bus system which will eliminate the late opening hours for junior highschools. New magnets opening in the fall of 1990 include Washington Basic Stalls/ Math and Science Magnet, Dunbar International Studies/ Gifted and Talented Magnet, Rockefeller Cooperative Early Childhood Education Demonstration Ma^et and Central High International Studies Magnet. Several other new magnet programs are proposed over the next five years, including a University Lab magnet at Bale Elementary and Southwest Junior High, an enrironmental sciencc/zoo magnet, an aerospace/technology junior high, a busincss/communications high school, a Montessori program at Garland and an aerospace specialty pro^am at Badgett Elementary. All school assignments arc subject (0 capacity and desegregation guidcUnes. In elementary schools the acceptaUe range is 50-75% black, in junior hi^ the range is 49.5-74% black and senior hi^ 42-, 63% black.Page 2 LRSD sets out registration guidelines, options for students attendance Pages Incentive schools provide unique opportunities for educational excellence Magnet Schools provide for special interests, choice of educational programs Page 4 AU students new to the Little Rock guidelines permit) and wiU be notified by School District for the 1990-91 school May 1. year should complete the pre-rcgist ration Ail new. rising and grandfathered process, March 5 (trough March 30, in students may request a school other than order to receive May t confirmations on the assigned school by completing the their school assignments. Optional EnroUment Request Form Children who will be S years old by (OERF) at the school or io the Student Oct. 1, 1990, and students (ransferring Assignment Office. Options available are\ninto (he Di :thePupil Incentive Schools, Interdistrict Magnets, Information Form (PIF) which may be High School Kindergartens and Major-obtained from the students' area school. ity-to-Minority Transfers (M to M). students for the 1990-91 school year between March 30 and June 1. Patents of new students will be required to provide immunization records at the students assigned school during the August registration period. Parents may prc-iegisteT children for the 4-ycar-old program from May 1- 18 in the Student Assignment Office. Parc Student selection for the options pared to show proof of students age and programs will be a lottery/raodom pro-verification of the home address. A ccr- cess. Students who fiU out the OERF by lifted birth certificate or visa/passport March30willbcnotiftedbyAprill6. Any may be used to verify age. To verify applicant who is noi chosen for immedi-address, parents should bring a current ate placement in an options program will utility stalcment, a salcs/purchase con- be placed on a waiting list for that protract, a lease agreement or a personal gram, property tax bill. Summer prc-r^stratioiwOl be held All newstudenlspre-regisieringby from June 1 to August 1 in the Student March 30 will be assigned to their area Assignment Office, 810 W. Markham, schools (as capacity and desegregation There will be no pre-regjstratioo for K-12 For more informa-tion about area school zones^ see maps located in all LRSD schools or call 370-1638 or 375-7828. Program Features Directory of Area Schools * Foreign Language Instruction An incentive school is an elementary school which offers enriched programs as well as its standard academic curriculum in order to ensure academic excellence in schools that have been difficult to desegregate. The incentive schools will offer rigorous, demanding, and challenging educational opportunities for all students. In order to provide such opportunities, the Incentive Schools will focus on the followinggoals: The mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas\nEncouraging learning, personal growth, positive self-esteem, and concern for other people and property, Helping students establish personal goals for achievement and success\nEnabling the schools to become learning and community centers for parenls and community organizations. Although the Incentive School Program will be based on the K-6 core curriculum currently in use in the Little Rock School District, the program will Sai2RHlS]i5Hfi!L5 CtninI 1500 Park. 02 3764751 J. A Fair 5201 David O. Dodd, 10 224-6609 Hall 6700 \"H\". 05 661-6900 McCkllan 9417 Geyer Springs, 09 565X1314 JUNIOR HIGH SCHOOLS Clonrdak 6300 Hinkson Rd,, 09 5654426 Forest Heights 5901 Evergreen, 05 663-3391 Henderson 401 Barraw Rd,. 05 225-3358 Mblk 10611 MstkMIe W Mabelvik. 72(03 455-2413 PulssM Helghls 401 N. Pine, 05 664-7073 Soulhmsl 3301 Btyanl,04 5654416 ELEMENTARV SCHOOLS BsdgMt 6900 Puan Road, 06 490-1582 Bak 650]W,32fld.04 565-6621 Basallne 3623 BaMline Rd,, 09 565-5589 Brady 7915 Markham, 225-1815 CkIcM IIKUChkni Road Mabelvak 72103 SS$-2SS4 Clonrdak Hinkson Rd,,i 565X1986 Dodd 6423 Sugecoaeh Rd..O4 45S-3110 Fair Parti 616 N. Hanison.OS 6660359 Fonsr Parii 16(N.Tyier,06 666-5415 Franklin 1701S. Harrison, 04 6660348 Fulbri^ 3( Pleasani Valley, 12 224-2350 Geyer Springs 5240 Mabelvile Pike, 09 5650184 jelferson 2600 N, McKinley, 07 663-9472 Mabkvak 9401 Mabehale Cut-off Mabelvak, 72103 455-2227 McDermoR 1200 Reseivoir Rd,. 07 225-6568 Mcadowelitr 25 Sheralon Dr., 09 5650324 Oller Creek 16000 Oller Creek Pkwy,, 09 455-3320 Pulaski Hetghls 319 N, Pine, 05 663-9469 RornJiw 3400 Romine Rd,, 04 225-8833 Terry 10800 Mera Lynn Dr, 11 225-1215 W*ke(kM 75 WenmiBtier, 09 568-3874 VValson 7000 Valley Dr., 09 565-1577 Weslcm HUU 4901 Western HilU, 04 565-2247 Wilson 4015 Sunn us Rd., 04 565-0924 Woodruff 3010 W. Tib, OS 663-4149 . use a modified instruclional approach. Aller school learning opportu- TheProgramwiilemphasizcmoreactive nities and homework centers studeniinvotvementbyusinginstniaiona] staffed by teachers * Computer literacy and computer programming instruction stratc^es such as student team learning, whole group instruction, activities to promote higher order thinking skills, and student education plans for all students. * Low pupil/teacher ratios * A permanent substitute teacher assigned to each school For more information about Incentive Schools, you may call a parent recruiter at 375- 7828 COMPUTER LITERACY AND PROGRAMMING INSTRUCTION The incentive schools will continue to use the computer laboratories within their present design and scope, but they will also offer computer-based instruction in elementary school reading, mathe-matics, social studies, science, and art. Beginning in the fourth grade, the incentive program will offer a nine-week session during the first grading period for students (o learn standard keyboarding practices, Basic programming instruction will be offered during the remainder of the school year. Studentswhodemon- Strate they have mastered basic programming will be eligible for advanced programming instruction. Magnet schools present new possibilities to students who wish to pursue specific interests. StudeiUs in the Lillie Rock, North Lillie Rock and Pulaski County Special School Districts may apply for admission to one of the 10 inlerdislrict magnet schools which are tuition-free. Transportmion will be provided for students who live more than two miles from the magnet schools they choose to attend. There is no specific tryout or pre-tequisite course required for entrance\nhowever, the student should demonstrate a genuine interest in the program selected. Booker Arts Magnet School (K-6) 2016 Barber, 06,376-3319 For students al Booker Arts Magnet School, the arts complement the regularacademic program. Performances and workshops relate art to lessons in reading, wrhing, grammar, spcDiog math, social studies and science. Carver Basic Skllls/Math-Science Magnet School (K-6) 2100 East Sixth, 02,374-3783 Carver featuresa program which encourages the development of higher order thinking skills. Specialized programs in math and science, as well as computer laboratory and Young Astro- Gariand 3615 W. 25th, 04 666-9436 Mitchell 2410 Battery, 06 375-6931 Rockefeller 700 E. 17th, 06 374-1226 offer creative activities on a weekly basis for each student. Gibbs Foreign Language/Intematlonal Studies Magnet School (K-6) 1115 W. 16lh, 02.372-0251 Git^s teaches students to function ina multicultural world. Traditional reading, writing, math, science and social studies lessons are enhanced by exposure to cultures of Europe, Asia, Australia, Af-rica, Sou(bAmericaandothers. Foreign language studies are incorporated into the students basic core curriculum. Ish 3001 Pulaski, 06 376-3629 Rightsell 911W. 19th, 06 374-7448 Stephens 3700 W. 18th, 04 663-8374 Rockefeller Cooperative Early Childhood Education Demonstration Magnet 700 E. 17th, 06,374-1226 The pre-school program al Rockefeller continues to be the only early childhood education program in the Coun^ providing continuity of education and childcare from early infancy through Graded. Washington Basic Skills/Matb and Science Magnet School (Pre-K-6) 115 W. 27th, 06,372-5474 Central High International Studies Magnet (10-12) 1500 Park, 02,376-4751 Central High will offer a limited magnet program by opening approxi-malely 175 seals for students interested in international studies. The program will Washington offers a highly siruc- be developed around a theme of interna-tured setting for students vtdio are moti- tional studies, capitalizing on the schools vated by competition which is fostered io academic, physical and social behavior and who are interested in math and science. Special features will include the Young Astronaut Program as well as labs in math, science and computers. Williams Basic Skills Magnet School (K-6) 7301 Evergreen, 07, 666-0346 Williams emphasizes structure, or-ganizaiion and discipline in teaching, extensive foreign language program. Parkview Arts/Science Magnet School (10-12) 2501 Barrow Road. 04.225-6440 Parkview provides expanded and specialized studies in the arts and sciences, in addition to the standard academic curriculum, The arts component is for students with interests and/or abilities io visual arts, (bcatre, dance and must A science magnet component was learning and behavior. Williams goal is addedfortenihgradestudcntsiolW.By to develop the hipest possible compe- 1991-92,300 of Parkviews 991 seats will tence io basic academic skills and con- be reserved for science magnet students cepCs through nurtunng of (he students who will pursue a curriculum which in-mental processes, fostering self-discipline dudes microbiology, Russian, Human and devcl^ing task commitment and self- Anatomy and more io Grades 10-12. motivation. Dunbar International Studies/ Gifted \u0026amp; Talented Magnet (7-9) 1100 Wright Ave., 06,375-5574 How to Apply Students may apply by completing an application form in their resident district. See page 2 for registration guide- Al Dunbar, intemalional studies will lines in LRSD, For further information be incorporated into everyday classes wih call 370-1604 or 375-7828. the inclusion of a seven-period day to allow the students the full benefit of the many new courses provided. Six foreign languages, Internationa] Studies, World Issues, the United Nations and Introduction to Cultures, and a soccer program will include the students in the world community, Gifted/Talented students need only to have been identified and recommended for placement in order toqualify. Mann Arts and Matb/Science Magnet School (7-9) 1000 E. Roosevelt, 06,372-3123 The Mann Magnet actually offers two magnet programs, an arts magnet and a math/sdence magnet, for students in Grades 7-9. Curriculum requirements are combined with extended opportunities in art, music, drama, dance, math and science. CARE provides before and after school care The CARE program is a nonprofit program of child care provided for elementary age students in the LRSD, The program operates before and after school days and all day on most school holidays, CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment, The program operates from 7 am, until school opens and from the close of school until 5:30 pjn. (6 pm. at Incentive Schools) and is located in elementary schools where there are a mininum of 15 participants, Pages Page 6 Superintendent Dr. Ruth Steele sees bright future for LRSD Dear Parents, ThlsspeclallssueofFOCUS gives opportunities that are available to your tui7 with excellent schools for all chll- t you detailed in- child, formationabout \u0026lt; dren or whether we arc forced to retreat, Once again we have an opportu- perhaps permanently, into the backwa- the desegrega- nity-perhaps our last~lo Implemeiit a ters of educational mediocrity. (Ion plan that we student assignment plan and a program I am proud of what we have accom* expect to Imple- of studies that meet Constitutional re- pUshed so far and conndeot that to- mentnextscbool quirements. year, i encour- 1 believe the Federal Court will em* getber we will do what Is right for our children. We can doit If we commit our- age you to read bract this plan-yourplan-and that the selves to the task and support each other It, make a note of community will unite to make It work. In our efforts to attain once and for all any questions We still: MARCH 1990 APRIL 1990 I _ J _ , ---------- ---------------many challenges, but end- the goal of quality, desegregated educa- I Dr. RMfc siwh I that come to Ing the litigation Is au important first mind, and call steptosolviogtheproblemsourDistricI our Information line at 370-1604 to get has faced for more than three and a half tlon in our public schools. L I answers to your questions. I hope you will keep this Issue of decades. What we accomplish as a commu- FOCUS for future reference. Klslmpor- nity within the next few months will de- lant for you to know about the various tennine vriiether we enter the 21st ceu- r I I Jlittle School ^littici Edition: Student Assignments Volume 11, No. 1 Highlights * Attendance zones for area schools March, 1990 MAY 1990 Other Dates to Remember * Feeder System * Incentive Schools Desegregation transfers provide added options Desegregation transfers for secondary students will be granted during a limited period once each year. The desegregation transfer period will be from May 7-May 18,1990. Students may transfer to another school as long as the reassignment allows botbibesendingaodtfacreceivingschools to comply with desegregation requirements and as long as a scat is available. Students may take two desegregation transfers at each organizational level (elementary, junior, senior high school). The purpose of the second desegregation transfer is to allow students to return to their previous school assignment. Elementary students may transfer to an incentive school only if su^ a transfer enhances desegregation both at the sending and the receiving schools. Desegregation transfers will also apply to Bale, Franklin, Wilson and Woo^ufi. The Little Rock School District will provide transportation for desegregation transfer students where it is cost-effeezive Early Childhood Educatiori/^our-Year Old Programs Early childhood education programs are an important part of successful desegregation. Beginning the education of children io their early years can help prevent or greatly minimize achievement disparities between races. Programs designed to meet the needs of young children will be available in selected spools io the LRSD. School-based, tuition-free 4-year-oldprograras5rill be ofiered at Franklin, Washington, Ish, Rockefeller, Stephens and Garland. Applications for students who will be four-years-old, on or before Oct. 1,1990, will be accepted in the Student Assignment Office from May 1-May 18. Selection mil be by lottery whenever (he number of applicants exceeds the seats available, with preference to students who live within each schools attendance zones. These classes will reflect a SO/SO racial balance. Students selcded will be notified by June I. Other early childhood educational opportunities that are available include HIPPY (Home Instructional Program for Preschool Youngsters) which recognizes the importance of working with parent and child and the Rockefeller Cooperative Early Childhood Education Magnet School. (See Magnei .Srhiytk, Page 4) Majority-to^inority Transfers (M-to-M) In Pulaski County, students whose race is in the majority in their home districts may transfer to a district where their race is in the minority. Currently, black students can transfer to the North Little Rock or Pulaski County Special School Districts from LRSD and wlute students may transfer into Little Rock schools. Parents interested io an M-to-M Transfer should contact the Student Assignment Office and complete an application. The ACT 609 transfer program also allows certmn students who live outside Pulaski County to transfer to LRSD. todoso.inthe interest of reducing trans- Appedls to be heard by Committee portation costs, the District cannot com- mil to providing transportation to isolated areas or in cases that would cause buses to be under capacity. Bc^nning in 1990-91, a Student Assignment Appeals Committee will meet once a month to consider any appeals based on one of (he following reasons: geographic isolation, racial isolation, medical hardships or extenuating circumstances (as defined by the parent). June 1-Mail notification letters to 4*year-old$ June l*August l-Summer Registration in Student Assignment Office August 27\u0026gt;First Day of Classes All new and returning students will register in August for the 1990*91 school year. Watch for notification of the dates. Maps for attendance zones for area schools available at all LRSD schools. For further information call 370-1604. Uttle Rock School District SIOW. Markham Uttle Rock. AR 72201 Non profit Organization U. S. POSTAGE PAID Permit No. 2608 Little Rock, Arkansas * Washington Basic Skills/Math Science Magnet * Dunbar International Studies/Gifted \u0026amp; Talented Magnet * Central High International Studies Program * Rockefeller Cooperative Early Childhood Education Demonstration Magnet * New ma^ets during the next nve years * Additional early child hood programs during the next five years * Desegregation Transfers * M^ority-to-Minority Transfers * Sibling preference transfer to attendance zone school * Aerospace specialty oadgett Elementary School program at Promises st3b\u0026lt;(ilvanrfqua/v desegnaqatetJ education Tri-District Desegregation Plan The Little Rock School Kstrkt moves tunity to complete an Optional Enroll- in(o the 199O's with an approved long-term men! Request Form indicating their de- desegregation plan designed to stabilize sires for assi^unent other than to (he schools, $(rengthen educadonal programs, area school. desegregate all Pulaski County schoolsand Other hi^ilights of thoTri-District regain broad-based parental and conunu- Desegregation Plan include a feeder pai- nity support for public education. tern which mil allow parents to know in The District completed its revised advance which schools their children will desegregation plan on December 1.1989. beattendingandareiurntoatwo-runbus Aller consultaticn vdth parent adrisexy com- system which will eliminate (he late open- miuees, Metropolitan Supervisor Eugene ing hours for junior high schools. Rerille presented the final plans for court approval January 2,1990. New magnets opening in the fall of 1990 include Washington Basic Skills/ Students will be required to remain Math and Science Magnet, Dunbar In- wherc they are now enrolled until they lernationalStudies/CiftedandTalentcd graduate from (heir present level. New Magnet, Rockefeller Cooperative Early students will be assigned to area schools Childhood Education Demonsiraiion based on attendance zones. The plan relies on voluntary trans- Studies Ma^et. fers of students to achieve (he desired de- Magnet and Central High International Sevcral other new magnet pro- segregation of the Little Rock School Dis- grams are proposed over (he next five trict and provides a variety of options io- years, including a University Lab magnet eluding Incentive Schools, Inter-district aiBaleElementaryandSouthwc^Junior Magnet Schools and Majority-to-Minority High, transfers. environmental sdcncc/zoo magnet, an aerospacc/tccbnolo^ junior Little Rock School Board President high, a business/communications high James L. Skip Rutherford says \"The school, a Montessori program at Gar- plan offers stability and predictability, two land and an aerospace specially program important concerns of parents m our com- al Badgelt Elementary. munity. All school assignments are subject Incoming 1990-91 kindergartners and to capacity and desegregation guidelines, students new to the LRSD will be assigned In elementary sebods the acceptable range to an area school based on their home is 50-75% black, in junior high the range addresses. AUstudenlswillhaveanoppor- is 49.5-74% black and senior high, 42- 63% black.Page 2 LRSD sets out registration guidelines, options for students attendance Page 3 Page 4 All ^udenls new to the Uttle Rock guidelines permit) and will be notified School District for the 1990-91 school May I. year should complete the pie-regLStration All new, rising and grandfathered process, March 5 throng March 30, in students may request a school (Hher than order to receive May 1 confirmations on the assigned school by completing the their school assignments. Optional Enrollment Request Form Children who will be 5ycars old by (OERF) at the school or in the Student Oct. 1, 1990, and students transferring Assignment Office. Options available are: into the District should complete the Pupil Incentive Schcxils, Interdistrict Magnets, Information Form (PIF) which may be High School Kindergartens and Major-obtained from the students' area school. ity-lo-Minority Transfers (M to M). students for the 1990-91 school year between March 30 and June 1. Parents of new students will be required to provide immunization records at the students asrigned school during the Au^I rcgislration period. Parents may pre-regjster children for the 4-year-oId program from May 1- 18 in the Student Assignment Office. Parents/Guardians must be pre- Student selection for the options pared to show proof of students age and programs will be a loitery/random pro-verification of the home address. A cer- ccss. Students who fill out the OERF by tified birth certificate or visa/passport March30wil]benolifiedbyAprill6. Any may be used to verify age. To verify applicant who is not chosen for immedi-address, parents should bring a current ate placement in an options pro^am will utility statement, a sates/purchase con- be placed on a waiting list for that protract, a lease agreement or a personal gram. property tax bill. Summcrpre-re^ratioowillbchcld All new students pre-re^cringby from June 1 to August 1 in the Student March 30 will be assigned to their area Assignment Office, 810 W. Markham, schools (as capacity and desegregation TheiewiUbenopre-rcgistrationforK-12 For more information about area school zones, see maps located in all LRSD schools or call 370-1638 or 375-7828. Directory of Area Schools Incentive schools provide unique opportunities for educational excellence An incentive school is an elementary school which offers enridied pro-pams as weU as its standard academic curriculum in order to ensure academic excellence in schools that have been difficult to desegregate. The incentive schools will offer rigorous, demanding, and challenging educational opportunities forall students. In order to provide such opportunities, the Incentive Schools will focus on the fol- Program Features lowing goals: The mastery of a core curriculum of and sound ideas\nEncoura^g learning, personal growth, positive self-esteem, and ccmcein for other people and property\nHelping students e^lish personal goals for achievement and success\nEnabling the schools to become learning and community centers for parents and community organizations. Although the Incentive School Program will be based on the K-6 core Magnet Schools provide for special interests, choice of educational programs SENIOR HIGH SCHOOLS CcniTU] 1500 Puik, 02 376-1751 J. A. Fair 5201 Davis O. Dodd, 10 224-6609 Hall 6700 \"H\", 05 661-6900 McCkliBB 9417 Geyer Spring 09 565-0314 jmQBHISHSCHQOlS Cloverdale 6300 Hinkson Rd.. 09 565-8426 Fores! Helghls 5901 BveigrEen,Q5 663-3391 Hendersou 401 Barrow Rd., 05 225-3358 Msbelvnle lOSlt Msbelvale W., Mabetvsk, 72103 455-2413 Pubski Heights 401N. Pine. 05 664-7073 Soulhwesr 3301 BiynRl.a4 565-4416 ELEMENTARY SCHOOI,S Badgett 6900 Pecan Road. 06 490-1582 Bak 6501 W. 32nd. 04 565-6621 Baseline 3623 Baseline Rd..09 565-5589 Brady 7915 Markham. 05 225-1815 ChicM lllOOdikol Rod MabeMle 72103 568-2554 Clovef4ak 6500 Hinkson R\u0026lt;).,09 565-0986 Dodd 6423 Siageconch Rd.,04 455-3110 Fair Park 616 N. Hanison, 05 666-0359 ForosI Park 1600 N. lyter, 06 666-5415 Franklin 1701S. Harrison, 04 666-0348 Fulbright 300 Peasant Valley. 12 224-2350 Geyer Springs 5240 Mebelvale Pike, 09 S65-01M 2500 N. McKinley. 07 463-9472 Mablevale 9401 Mabehnie Cui-\u0026lt;Xr Mebelvale. 72103 455-2227 McDcnMin 1200 Reservoir Rd., 07 225-6566 Meadowelltr 25 Sheralon Dr., 09 565-0324 Oder Creek 16000 Oder Creek Pkwy., 09 455-3320 Pulaski Helghls 319 N. Pine, 05 663-9469 Remine 3400 Romuie Rd., W 225-8833 Terry 10800 Man Lynn Dr., II 225-1215 Wakelleld 75 Wcalminster, 09 568-3874 Watson 7000 Valky Dr., 09 565-1577 Western HUts 4901 Western Hills, 04 565-2247 Wltson 4015 Sunnus Rd., 04 565-0924 Woodruff 30I0W. 7lh, 05 663-4149  Foreign Language Instmctlon  He UMe Rock School District, the pro^am will use a modified instructional approach.  After school learning opportu- The Program will emphasize more active nities and homework centers student involvement using insiruaional staffed by teachers * Computer literacy and computer programming instruction strategies such as student team learning, whole group instruction, activities to promote higher order thinking skills, and student education plans for all students. * Low pupil/teacher ratios * Apennanent substitute teacher assigned to each school For more information about Incentive Schools, you may call a parent recruiter at 37^ 7828 COMPUTER LITERACY AND PROGRAMMING INSTRUCTION The incentive schools will continue to use the computer laboratories within their present design and scope, but they vrill also offer computer-based instruction in element ary sdioolreading, mathematics, soda] studies, sdcnce, and art. Beginning in the fourth grade, the incentive program will offer a nine-week session during the first grading period for students to learn standard keyboarding practices. Basic programming iostnic-lion will bcoffcred during the remainder of the school year. Students who demon- ^ate they have mastered basic programming mil be eligible for advanced programming instruction. Garland 3615 W. 25th, 04 666-9436 Mitchell 2410 Battery, 06 375-6931 Rockefeller 700 E. 17th, 06 374-1226 Magnet schools present new posri-bilities to students who vrish Io pursue specific interests. Students in the Little Rock, North Uttle Rock and Pulaski County Special School Districts may apply for admission to one of the 10 interdistrict magnet schools which are tuition-free. Transportation will be provided for students who live more than two miles from the magnet schools they choose to attend. There is no specific tryout or pre-requirite course required for entrance\nhowever, the student should demonstrate a genuine interest in the program selected. Booker Arts Magnet School (K-6) 2016 Barber, 06,376-3319 For students at Booker Arts Magnet School, the arts complement the regu-br academic program. Performances and workshops rebte art to lessons in reading, writing grammar, spelling math, social studies and science. Carver Basic Skllls/Math-Science Magnet School (K-6) 2100 East Sixth, 02,374-3783 Carverfeaturesa program which encourages the development of higher order thinking skills. Specialized programs in math and sdence, as well as computer laboratory and Young Astronaut classes,reinforcc academicskillsand offer creative activities on a weekly basis for each student. Gibbs Foreign Language/lnlemational Studies Magnet Schoo) (K^) 1115 W. 16th, 02,372-0251 Gibbs teaches students to function inamuhiculturalworld.Traditional reading, writing, math, sdence and socialslud-ies lessons are enhanced by exposure to cultures of Europe. Asia, Australia, Africa, South America and others. Foreign language studies are incorporated into the students basic core curriculum. Rockefeller continues tobe the only early diildhood education pro^am in the CounQ providing contiiuji^ of education and childcare from early infancy through Grade 6. Washington Basic Skllls/Math Central High International Studies Magnet (10-12) 15(X) Park, 02,376-4751 CcnDal Hi^ will offer a limited magnet program by opening approxi-and Science Magnet School (Pre*K4) mately 175 seats for students interestedin 115 W. 27th, 06,372-5474 inlemational studies. The program mil Washington offers a highly slruc- be developed around a theme of interna-tured setting for students who are moti- tional studies, capitalizing on the schools vated by competition which is fostered io extensive foreign language program. academic, physical and social behavior and who are interested in math and sci-ence. Special features will include the Young Astronaut Program as well as labs in math, science and computers. Williams Basic Skills Magnet School (K4) 7301 Evergreen, 07, 666-0346 Williams emphasizes structure, organization and discipline in teaching. Parkview Ai^/Sclence Magnet School (10-12) 2501 Barrow Road. 04.225-6440 Parkview provides expanded and specialized studies in the arts and sa-eoces, in addition to the standard academic curriculum. The arts component is for students with interests and/or abili- 6es io visual arts, theatre, dance and music A sdence magnet component was learning and behavior. Williams goal is addedfortentbgradestudentsiol989.By to develop the highest possible compe- 1991-92,300 of Parkviews 991 seats will tence in basic academic skills and con- be reserved for science magnet students cepts through nurturing of the students who will pursue a curriculum which in-mental processes, fostering self-discipline eludes microbiology, Russian, Human and developii^ task conunilment and self- Anatomy and more in Grades. 10-12. motivation. Dunbar Inleraational Studies/ Gifted \u0026amp; Talented Magnet (7-9) 1100 Wright Ave., 06,375-5574 How to Apply Students may apply completing an application form in their resident district. See page 2 for re^lration guide- At Dunbar, international studies will Unes in LRSD. For further information be incorporated into everyday classes whh call 370-1604 or 375-7828. the inclusion of a seven-period day to allow the students the full benefit of the many new courses provided. Six foreign languages, World Ish 3001 Pulaski, 06 376-3629 Rightsell 911W. 19th, 06 374-7448 Stephens 3700 W. 18th, 04 663-8374 Rockefeller Cooperative Early Childhood Education Demonstration Magnet 700 E. 17th, 06,374-1226 The pre-school program at Issues, the United Nations and Introduction to Cultures, and a soccer program will include the students in the world community. Gifted/Talented students need only to have been identified and recommended for placement in order to qualify. Mann Arts and Malfa/Sclence Magnet School (7-9) 1000 E. Roosevelt, 06,372-3123 The Mann Magnet actually offers two magnet programs, an arts magnet and a math/sdence magnet, for students in Grades 7-9. Curriculum requirements are combined with extended opportunities in art, music, drama,dance, math and CARE provides before and after school care The CARE program is a nonprofit program of child care provided for elementary age students io the LRSD, The program operates before and after school days and all day on most school holidays. CARE provides a structured program of creative actirilies and recreation in a nurturing and familiar environment. The pro^am op-ertdes from 7 am. until sdiool opens and from the close of school until 53) pm. (6 pm. at Incentive Sdiools) and is located io elementary schools where there are a mininum of 15 participants. Page S Page 6 Superintendent Dr. Ruth Steele sees bright future for LRSD Dear Parents, MARCH 1990 APRIL 1990 TbisspcclallssueoTPOCUS gives you detailed Information about the desegregation plan thatwe expect to Implement next school year. I encour* opportunities that are available to your child. Once again we have an opportu- nlty-pcrhaps our last-to Implement a student assignment plan and a program of studies that meet Constitutional requirements. I believe the Federal Court will em- age you to read brace this plan-your plan-and that the it, make a note of community will unite to make it work. I Dr. Ruth Siwte I any questions that come to mind, and call We still ' many challenges, but end* our Information line at 370-1604 to get answers to your questions. 1 hope you will keep this Issue of FOCUSforfuture reference. It Is Important for you to know about the various ing the litigation Is an Important first step to solving the problems our District has faced for more than three and a half decades. What we accomplish as a community within tbe next few months will determine whether we enter the 21st cen- tuiy with excellent schools for all children or whether we are forced to retreat, perhaps permanently. Into the backwa- lam proud of what we have accomplished so far and confident that together we will do what Is right for our children. We can do It if we commit ourselves to the task and support each other in our efforts to attain once and tor all tbe goal of quality, desegregated education in our public schools. I i I 1 t MAY 1990 Other Dates to Remember Jlittbi fiock Sckool Special Edition: Student Assignments Volume 11, No. 1 Highlights * Attendance zones for area schools * Feeder System * Incentive Schools March, 1990 Promises stability and quality desegregated education Tri-District Desegregation Plan Desegregation transfers provide added options Desegregation transfers for secondary students will be granted during a limited period once each year, The desegregation transfer period will be from May 7.May 18,1990. Students may transfer to another school as long as the reassignment allows both the sending and the receiving schools to comply with desegregation requirements and as long as a seal is available. Students may take Iwo desegregation transfers at each organizational level (elementary, junior, senior high school). The purpose of the second desey egation transfer is to allow students to return to their previous school assignment, Elementary students may transfer to an incentive school only if such a transfer enhances desegregation both al the sending and tbe receiving schools. Desegregation transfers will also apply Io Bale, Franklin, Wilson and Woodruff. The Little Rock School District will provide Iransportalion for desegregation transfer students where it is cost-effective to do so. In the interest of reducing transportation costs, the District cannot commit to providing transportation to isolated areas or io cases that would cause buses to be under capacity. Early Childhood Education/Pour-Year Old Programs Early childhood education programs are an important part of successful desegregation. Beginning the education of children in their early years can help prevent or greatly minimize achievement disparities between races. Programs designed Io meet the needs of young children will be available io selected schools in the LRSD. School-based, tuition-free 4-year-old programs will be offered at Franklin, Washington, Ish, Rockefeller, Stephens and Garland. Applications for students who will be four-years-old, on or before Oct. 1,1990, will be accepted in ibeStudent Assignment Office from May 1-May 18. Selection will be by lottery whenever the number of applicants exceeds the seats available, with preference to students who live within each schools attendance zones. These classes will reflect a 50/50 racial balance. Students selected will be notified by June 1. Other early childhood educational opportunities that are available include HIPPY (Home Instructional Program for Preschool Youngsters) which recognizes the importance of working with parent and child and the Rockefeller Cooperative June l*Mail notification letters to 4-year-olds June 1-August 1-Summer Registration in Student Assignment Office August 27-First Day of Classes * Washington Basic Skills/Math Science Magnet u. All new and returning students will register in August for the 1990*91 school year. Watch for notification of the dates. * Dunbar International Studies/Gifted \u0026amp; Talented Magnet * Central High International Studies Program * Rockefeller Cooperative Early Childhood Education Demonstration Magnet Early Ch School. (See Magnet Schools, Page 4) Majority-to-Minority Transfers (M-to-M) In Pulaski County, students whose race is in the majority in their home districts may transfer to a district where their race is io the minority. Currently, black students can transfer to the North Uttle Rock or Pulaski County Special School Districts from LRSD and white siudents may transfer into Little Rock schools. Parents interested in an M-to-M Transfer should contact the Student Assignment Office and complete an application. The ACT 609 transfer program also allows certain students who live outside Pulaski County to transfer to LRSD. Appeals to be heard by Committee Beginning in 1990-91, a Student Assignment Appeals Committee will meet once a month Io consider any appeals based on one of the following reasons: geographic isolation, racial isolation, medical hardships or extenuating drcumstances (as de fined by the parent). Maps for attendance zones for area schools available at all LRSD schools. For further information call 370-1604. * New magnets during the next five years Uttle Rock School District Slow. Markham Uttle Rock, AR 72201 Non profit Organization U.S. POSTAGE PAID Permit No. 2608 Uttle Rock, Arkansas * Additional early child hood f----------1_. ____programs during the next nve years * Desegregation Transfers * Mgjority-to-Minority Transfers * Sibiiim preference transfer to attendance zone school * Aerospace specialty program at Badgett Elementary School Ihe Little Rock School Kstria moves into the 1990s with an approved long-term desegregation plan designed to stabilize schools, strengthen educational programs, desegregate all Pulaski County schools and regain broad-based parental and community support for public education. The District completed its revised desegregation plan on December 1,1989. After consultatkn with parent advisory committees, Metropolitan Supervisor Eugene Reville presented the final plans for court approval January 2,1990. Students will be required to remain where they are now enrolled until they graduate from their present level. New students will be assigned to area schools based on attendance zones. The plan relies on voluntary transfers of Students to achieve the desired desegregation of the Little Rock School District and provides a variety of options including Incentive Schools, Inter-district Maguet Schools and Majority-to-Minority transfers. Uttle Rock School Board President James L. \"Skip Rutherford says The plan offers stability and predictability, two important concerns of parents in our community. Incoming 1990-91 kindergartners and siudents new to the LRSD will be assigned to an area school based on their home addresses. All students wiU have an oppor- tiinity to complete an Optional Enrollment Request Form indicating their desires for assignment other than to the area school. Other highlights of theTri-Di^ct Desegregation Plan include a feeder pattern which will allow parents to know in advance vriiich schools their children will be at tending and a return to a two-run bus system which will eliminate tbe late opening hours for junior high schools. New magnets opening in tbe fall of 1990 include Washington Basic Skills/ Math and Science Magnet, Dunbar International Studies/ Gifted and Talented Magnet, Rockefeller Cooperative Early Childhood Education Demonstration Magnet and Central High Inlcmational Studies Magnet. Several other new magnet programs are proposed over the next five years, including a University Lab magnet at Bale Elementary and Southwest Junior High, an environmental sciencc/zoo magnet, anaerospace/technologyjunior hi^ a imunicalioDS high school, a Montessori program at Garland and an aerospace specialty program at Badgett Elementary. All school assignments are subject to capacity and desegregation guidelines. In elemonsary schools the acceptable range is S0-7S% black, in Junior high the range is 49.5-74% black and senior high, 42- 63% black.Page 2 LRSD sets out registration guidelines, options for students attendance All students new to the Little Rock School District for the 1990-91 school year should complete the pre-registration process, March 5 through March 30, in order to receive May 1 confirmations on their school assignments. Children who will be 5 years old by Oct. 1, 1990, and students transferring inlo the District should complete the Pupil Information Form (PIF) which may be detained from the students' area school, Parents/Guardians must be prepared to show proof of students age and verification of the home address. A certified birth certificate or visa/passport may be used to verily age. To verify address, parents should bring a current utility statement, a sales/purchase contract, a lease agreement or a personal property tax bill All new students pre-re^stering by March 30 will be assigned to their area schools (as capacity and desegregation SENIOR HIGH SCHOOLS Ccnlrul 1500 Park, 02 376-4751 J. A. Fair 520! David O. Dodd. 10 224-6609 Hall 6700 \"H-. 05 661-6900 McClellan 9417 Geyer Springs. 09 56547314 JUNIOR HIGH SCHOOLS Cloverdale 6300 Hinkson Rd.. 09 565-8426 Foresi Helghls 5901 Evergreen, 05 663-3391 Henderson 40IBamnvRd-a5 225-3358 Mabetvale 10811 Mabetvale W., Mabetvale, 72103 455-2413 Pulaski Heights SOIN. Pine, 05 664-7073 Sdulhwesl 3301 Bryant. 04 565-4416 El JtMENTARY .SCHOOLS Badgett 6900 Pecan Road, 06 490-1582 Bale 6501 W. 32nd. 04 565-6621 Baseline 3623 Baseline Rd.. 09 565-5589 Brady 7915 Markham, 05 225-1815 guidelines permit) and will be notified by All new, rising and grandfathered students may request a school other than the assigned school by completing the Optional Enrollment Request Form (OERF) at the school or in the Student Assignment Office. Options availaUe are: Incentive Schools, Interdistrict Magnets, High School Kindergartens and Majority- to-Minority Transfers (M to M). Student selection for the options programs will be a lottery/random process. Students who fill out the OERF by March 30 will be notified by April 16. Any applicant who is not chosen for immediate placement in an options program will be placed on a waiting list for that program. Summer pre-regislration will be held from June 1 to August 1 in the Student Assignment Office, 810 W. Markham. There will be no pre-rc^stration for K-12 Directory of Area Schools ChkM moo Chicot Road Mabetvale 72103 568-2554 Chive rdalc 6500 Hinkson Rd.,09 56541986 Dodd 6423 Stagecoach Rd.04 455-3110 Fair Park 616 N. Harrison, 05 6660359 Forest Park 1600 N.iytef,06 666-5415 Franklin 1701S. Harrison, 04 666-0348 Futb right 300 Pleasant Valley, 12 224-2350 Geyer Springs 5240 Mabetvale Pike, 09 565-0184 2600 N. McKinley. 07 663-9472 MablevaU 9401 Mabetvale Cut-off Mabetvale, 72103 455-2227 MeDemott 1200 Reseivcic Rd.,07 225-6568 Mcndotvellff 25 Sberatofi Dr., 09 565-0324 Otter Creek 16000 Oller Creek Pkwy.. 09 455-3320 Pulaski HeigUs 319 N. Pine, 05 663-9469 students for the 1990-91 school year between March 30 and June 1. Parents of new students will be required to provide immunization records at the students' assigned school during the August registration period. Parents may pre-re^tcr children for the 4-year-old program from May 1- 18 in the Student Assignment Office. For more information about area school zones, see maps located in all LRSD schools or call 370-1638 or 375-7828. Romine 3400 Romine Rd., 04 225-8833 Teny 10800 Man Lynn Dr., Il 225-1215 Wake ne Id 75 Westminster, 09 568-3874 Walson 7000 Valley Dr., 09 565-1577 Western Hills 4901 Westen Hills, 04 565-2247 WUaoB 4015 Slannus Rd., 04 565-0924 Woodruff 3010 W. 71k, 05 663-4149 Page 3 Incentive schools provide unique opportunities for educational excellence Magnet Schools provide for special interests, choice of educational programs Program Features * Foreign Language Instruction * After school learning opportunities and homework centers staffed by teachers * Computer literacy and computer programming instruction * Low pupil/teacher ratios * A permanent substitute teacher assigned to each school Garland 3615 W. 25th, 04 666-9436 Ish 3001 Pulaski, 06 376-3629 An incentive school is an elementary school which offers enriched programs as well as its standard academic curriculum in order to ensure academic excellence in schools that have been difli-cull to desegregate. The incentive schools will offer rigorous, demanding, and challcngicg educational opportunities for all students. In order to provide such opportunities, the Incentive Schools will focus on the fol-lovriog goals: 'The mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas\nEncouraging learning, personal growth, positive self-esteem, and tonccra for othtf people and property\nHelping students establish personal goals for achievement and success\nEnabling the schools to become learning and community centers for parents and community organizations. Although the Incentive School Program mil be based on the K-6 core curriculum currently in use in the Little Rock School District, the program will use a modified instructional approach. The Program will emphasize more active student invofvement by using instruaional strategies such as student team learning, whole group instruction, activities to promote higher order thinking skills, and student education plans for all students. For more information about Incentive Schools, you may call a parent recruiter at 375- 7828 Mitchell 2410 Battery, 06 375-6931 Rightsell 911 W. 19th, 06 374-7448 COMPUTER LITERACY AND PROGRAMMING INSTRUCTION The incentive schools will coctinue Io use the computer laboratories within their present design and scope, but they will also offer computer-based instruction in elcmeniaiy school reading, mathematics, social studies, science, and art. Beginning in the fourth grade, the incentive program will offer a nine-week session during the first grading period for students to learn standard keyboarding practices. Basic programming instruction will be offered during the remainder oftheschoolyear. Students who demonstrate they have mastered basic programming will be cli^blc for advanced programming instruction. Rockefeller 700 E. 17th, 06 374-1226 Stephens 3700 W. 18th, 04 663-8374 Magnet schools present new possi-biliiies to students who wish to pursue specific interests. Students in the Little Rock, North Little Rock and Pulaski County Special School Districts may apply for admission to one of the 10 interdistrict magnet schools which are tuition-free. Transportation will be provided for students who live more than two miles from the magnet schools they choose to attend. There is no specific tryout or prerequisite course required for entrance\nhowever, the student should demonstrate a genuine interest in the program selected. Booker Arts Magnet School (K-6) 2016 Barber. 06,376-3319 For students at Booker Arts Magnet School, the arts complement the regular academic program. Performances and workshops relate art to lessons in reading, svriting grammar, spelling math, soda! studies and science, Carver Basic Skllls/Malb-Sclence Magnet School (K-6) 2100 East Sixth, 02,374-3783 Carver featuresa program which encourages the development of higher order thinking skills. Specialized programs in math and science, as well as computer laboratory and Young Astronaut classes, reinforce academicskillsand offer creative activities on a weekly basis for each student. Gibbs Foreign Language/Intematlonal Studies Magnet School (K-6) 1115 W. 16th, 02,372-0251 Gibbs teaches students to function in a multicultural world, Traditional reading writing math, science and social studies lessons are enhanced by exposure to cultures of Europe, Asia, Australia, Africa, South America and others. Foreign language studies are incorporated into the students basic core curriculum. Rockefeller Cooperative Early Childhood Education Demonstration Magnet 700 E. 17th, 06,374-1226 The pre-school program at Rockefeller continues to be the only early diildhood education program in the County providing continuity of education and childcare from early infancy through Grade 6. Washington Basic Skitls/Math and Science Magnet School (Pre-R-6) 115 W. 27th, 06,372-5474 Washington offers a highly structured setting for students who are motivated by competition which is fostered io academic, physical and social behavior and who are interested in math and science. Special features will include the Young Astronaut Program as well as labs io math, science and computers. Williams Basic Skills Magnet School (K-6) 7301 Evergreen, 07, 666-0346 Williams emphasizes structure, organization and discipline io teaching learning and behavior. Williams goal is to develop the highest possible competence in baric academic skills and concepts through nurturing of the student's mental processes, fostering self-discipline and developing cask commitment and self-motivation. Dunbar International Studies/ Gifted Sc Talented Magnet (7-9) 1100 Wright Ave., 06,375-5574 At Dunbar, international studies will be incorporated inlo everyday classes with the inclusion of a seven-period day to allow the students the full benefit of the many new courses provided. Six foreign languages. International Studies, World Issues, the United Nations and Introduction to Cultures, and a soccer program will include the students in the world community, Gifted/Talcnled students need only to have been identified and recommended for placement in order loqualify. Mann Arts and Matb/Science Magnet School (7-9) 1000 E. Roosevelt, 06,372-3123 The Mann Magnet actually offers two magnet programs, an arts magnet anda math/scicnce magnet, for students in Grades 7-9. Curriculum requirements are combined with extended opportunities in art, music, dram a, dance, math and science. Page 4 Central High International Studies Magnet (10-12) 1500 Park, 02,376-4751 Central High will offer a limited magnet program by opening approximately 175 seats for students interested in international studies. The program will be developed around a theme of international studies, capitalizing on (he school's eflenrive foreign language program. Parkview Arts/Science Magnet School (10-12) 2501 Barrow Road, 04,225-6440 Parkview provides cj^anded and specialized studies in the arts and sciences, in addition to the standard academic curriculum. The arts component is for students with interests and/or abilities in visual arts, tbcaffe, dance and muac A science magnet component was added for tenth grade students in 1989. By 1991-92,300 of Parkviews 991 seats will be reserved for science magnet students who will pursue a curriculum which includes microbiology, Rusrian, Human Anatomy and more in Grades 10-12. How to Apply Students may apply by completing an application form in their resident district. See page 2 for registration guidelines in LRSD. For further information caU 370-1604 or 375-7828. CARE provides before and afterschool care The CARE program is a nonprofit program of child care provided for elementary age students in the LRSD. The program operates before and after school days and all day on most school holidays. CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment, The program operates ftcan 7 ajn. until school t^ns and from the dose of school until 5 JO pjD. (6 pm. at Incentive Schods) and is located in elementary schools where there are a mininum of 15 participants. Page 5 Page 6 Superintendent Dr. Ruth Steele sees bright future for LRSD Dear Parents, TfalsspKlallssueofFOCUS gives opporiuoitles that are available to your tury with excellent schools for all chU- MARCH 1990 APRIL 1990 you detailed io- child, formation about ( dren or wbetber we are forced to retreat. Once again we have an opportu- perhaps permanently. Into tbe backwa- the desegrega* nity-perfaaps our last-to Implement a ters of educational mediocrity. tiOD plan that m student assignment plan and a program I am proud ofwfaat we have accom- expect to imple* ot studies t^t meet Constitutional re- pllsbed so far and cooHdent that to- ^!tlie f?oek School ^istvet Special Edition: Student Assignments mentnextscbool quirements. year. I encour- getber we will do what Is right for our 1 believe the Federal Court will em- children. We can do it if we commit our- age you to read brace this plan-yourplan-and that the selvestotbetaskandsupporteacbolher it.makeanoteof community will unite to make it work. in our efforts to attain once and for all Volume 11, No. 1 March, 1990 any questions We still have many challenges, but end- tbe goal of quall^, desegr^ted educa- I Dr. Raia Swte | that come to Ing the litigation is an important first tlon in our public schools. mind, and call steptosolvingtheproblems ourDistrict our information line at 370-1604 to get has faced for more than three and a half answers to your questions. I hope you will keep this Issue of decades. What we accomplish as a commn- FOCUSforfuturereference. Itlsimpor- nlty within the next few months will de- tant for you to know about the various termine whether we enter tbe 21st cen- MAY 1990 Other Dates to Remember Highlfghts * Attendance zones for area schools * Feeder System * Incentive Schools Desegregation transfers provide added options Desegregation transfers for secondary students will be granted during a limited period once each year. The desegregation transfer period will be from May 7-May 18,1990. Students may transfer to another school as long as the reassignment allows both thesending and ihereceiving schools to comply with desegregation requirements and as long as a seal is avail^le. Students may take two desegregation transfers at each organizational level (elementary, junior, senior high school). Tbe purpose of the second desegregation transfer is to allow students to return to Elementary students may transfer to an incentive school only if such a transfer enhances desegregation both al the sending and the receiving schools. Desegregation transfers will also apply Io Bale, Franklin, Wilson and Woodruff. The Little Rock School District will proride transportation for dese^'egaiion transfer students where it is cost-effective Early Childhood Education/^our-Year Old Programs Early childhood education pro^ams are an important part of successful desegregation. Beginning the education of children in their early years can help prevent or neatly minimize achievement disparities between races. Programs designed to meet the needs of young children will be available in selected schools io the LRSD. Scboot-based,luition-frcc4-year-old programs vdllbe offered at Franklin, Washington, Ish, Rockefeller, Stephens and Garland. Applications for students who will be four-ycars-old, on or before Oct. 1,1990, will be accepted in the Student Assignment Office from May 1-May 18. Selection will be by lottery whenever tbe number of applicants exceeds the setds available, with preference to students who live within eadi schools attendance zones. These classes will reflect a SO/SO racial balance. Students selected mil be notified by June 1. Other early childhood educational opportunities that are available include HIPPY (Home Instructional Program for Preschool Youngsters) which recognizes the importance of working with parent and child and the Rockefeller Cooperative Early Childhood Education Magnet School. (See Magnet Schools, Page 4) Majority-to^inority Transfers (M-to-M) In Pulaski County, students whose race is in the majority in their home districts may transfer to a district where their race is io the minority. Currently, black students can transfer to the North Little Rock or Pulaski County Special School Districts from LRSD and white sludentsmay transfer into Little Rock schools. Parents interested in an M-to-M Transfer should contact the Student Assignment Office and complete an application. The ACT 609 transfer program also allows certain students who live outside Pulaski County to transfer to LRSD. todow. In the interest of reducing trans- Appeals to be heard by Committee portatiOQ costs, the District cannot com- mil to providing transportation Io isolated areas or io cases that would cause buses to be under capacity. Beginning in 1990-91, a Student Assignment Appeals Committee will meet once a month to consider any appeals based on one of the following reasons: geographic isolation, radal isolation, medical hardships or extenuating circumstances (as dcfuied by tbe parent). June 1-Mail notmcatlon letters to 4-year-olds June 1-August 1-Summer Registration in Student Assignment Office August 27-First Day of Classes All new and returning students will register in August for the 1990-91 school year. Watch for notirication of the dates. Maps for attendance zones for area schools available at all LRSD schools. For further information call 370-1604. Uttle Rock School District SIOW. Markham Uttle Rock, AR 72201 Non profit Organization U.S. POSTAGE PAID Permit No. 2608 Little Rock, Arkansas * Washington Basic Skills/Math Science Magnet * Dunbar International Studies/Gifted \u0026amp; Talented Magnet * Central High International Studies Program * Rockefeller Cooperative Early Childhood Education Demonstration Magnet * New magnets during the next five years * Additional early child hood f----------* ____programs during the next nve years * Desegregation Transfers * Majority-to-Minority Transfers * Siblii^ preference transfer to attendance zone school * Aerospace sp^ecialty program at Badgett Elementary School Promises stability and quality desegregated education Tri-District Desegregation Plan The Little Rock School Distria moves lunity to complete an Optional Enroll-, into tbe 199Os with an approved long-term ment Request Form indicating their de- desegrcgalion plan designed to stabilize sires for assignment other than to the schools, strengthen educational programs, area school. desegregateall Pulaski County schools and Other highlights of iheTri-Oisirict regain broad-based parental and commu- Desegregation Plan include a feeder pat- nity support for public education. tern which will allow parents to know in The District completed its revised advance which schools their children will desegregation plan on December 1,19S9. beattendingandarcturntoa two-run bus After consullaikm with parent advisory com- system which will eliminate the late open- millees. Metropolitan Supervisor Eugene iog hours for junior high schools. Rcrille presented the fmal plans for court approval January 2,1990. New magnets opening in the fall of 1990 include Washington Basic Skills/ Studenls will be required Io remain Math and Science Magnet, Dunbar In- where they are now enrolled until they ternational Studies/Gifted and Talented graduate from their present level. New Magnet, Rockefeller Cooperative Early students will be assi^d co area schools Childhood Education Demonstration based on attendance zones. The plan relies on voluntary trans- Studies Magnet. fers of students to achieve the desired deMagnet and Central Hi^ International Several other new magnet pro- segregMion of the Little Rock School Dis- grams are proposed over the next five trict and provides a variety of options in- years, including a Univerrity Lab magnet eluding Incentive Schools, Inter-district atBaleElemeniaryandSouthwcstJuoior Magnet Schools and MaJority-to-Minority High, an environmental sdeoce/zoo transfers. magnet, an aerospace/technology junior Uttle Rock School Board President high, a buslncss/communications high James L. Skip Rutherford says The school, a Montessori program at Gar- plan offers stability and predictability, two land and an aerospace specialty program important concerns of parents in our com- at Badgett Elementary. munity. AU school assignments arc sutjcci Incoming 1990-91 kindergartners and to capacity and desegregation guidelines, students new to tbe LRSD will be assigned In elementary schools (be acceptable range to an area school based on their home is S0-7S% black, in junior high the range addresses. All students will have an oppor- is 49.5-74% black and senior high, 42- 63% black.Pagel LRSD sets out registration guidelines, options for students attendance All students new to the Little Rock School District for the 1990-91 school year should complete the pre-regjstration process, March 5 throu^ March 30, in order to receive May I confirmations on their school assignments. Children who will be 5 years old by Oct. 1, 1990, and students transferring into the District should oonplcte the Pupil Information Form (PIF) which may be obtained from the students area school. Parents/Guardians must be prepared to show proof of students age and verification of the home address. A certified birth certificate or visa/passport may be used to verify age. To verify address, parents should bring a current utility statement, a sales/purchase contract, a lease agreement or a personal property tax bill. All newstudentspre-re^teringby March 30 will be assigned to their area schools (as caparily and desegregation SENIOR HICH SCHOOLS Cantnl 1500 Park, 02 376-47$ I J. A. Fair $201 David O. Dodd, 10 224-6609 Hall 6700 \"H\", 0$ 661-6900 McCkllan 9117 Gayar Springs, 09 $65-0314 JUNIOR HIGH SCHOOLS CkvMdak 6300 Hinkson Rd., 09 $6$-8426 Farasl Helals $901 Eveigncfl, 0$ 663-3391 Henderson 401 Banow Rd., 0$ 225-3358 MatMl.aJc lOetlMabcMIeW., MabeMle, 72103 455-2413 PubsU Heights 401N. Pine. OS 664-7073 Southweit 330IBiyani.M S6S-4416 6900 Peein Road, 06 490-l$82 Bak 6501W. 32iid. 04 $65-6621 Baseline 3623 Baseline Rd., 09 $65-5589 Brady 7915 Markham, 0$ 225-1815 ELEMEOTAKY SCHOOLS FiirPaA guidelines permit) and will be notified by May 1. All new, rising and grandfathered students may request a school other than (he asrigned school by completing the Optional Enrollment Request Form (OERF) at the school or in the Student Assignment Office. Options available are: Incentive Schools, Interdiscrict Magnets, High School Kindergartens and Major-ity- to-Minority Transfers (M to M). Student selection for the options programs will be a lottery/random process. Students who fill out the OERF by March30willbe notified by April 16. Any applicant who is not chosen for immediate placement in an options pro^am will be placed on a waiting list for that program. Summer pre-registration will be held from June 1 to August 1 in the Student Assignment Office, 810 W. Markham, There wit] be no pre-registraiion for K-12 Directory of Area Schools Chkot ItlOO Chicot Road Mabelvile 721(0 568-2554 Cloverdale 6500 Hinkson Rd..O9 $65-0986 Dodd 6423 Stagecoach Rd.,M 455-3110 616 N. Harrison, OS 6660359 Forest Park 1600 N. Tyler, 06 666-5415 FnnMin 1701 $. Harrison, 04 66643348 Fuibrighi 300 Pleasant Valley. 12 224-2350 Geyr Springs 5240 Mibelvale Pike, 09 $65-0184 2600 N. McKinley, 07 663-9472 Mibievik 9401 Mabelvile Cul-oft Mabelvile, 72103 455-2227 McDerewIt 1200 Reservwr Rd., 07 22$-6S6S Meadeweliir 2$ Sheiiion Dr., 09 $65-0324 Otter Creak 16000 Oller Creek Mwy., 09 435-3320 PttlasU Heights 319 N. Pine, OS 663-9469 students for the 1990-91 school year between March 30 and June 1. Parents of new students will be reejuired to provide immunization records al the students assigjied school during the August registration period. Parents may pre-register children for the 4-year-oId program from May 1- 18 in the Student Assignment Office. For more information about area school zones, see maps located in all LRSD schools or call 370-1638 or 375-7828. Remine 3400 Romioe Rd., 04 225.8833 Teny 10800 Man Lynn Dr., 11 225-121$ WakefkM 7$ Westfflinsler. 09 $68-3874 Watson 7000 Valley Dr., 09 $6$-l$7? Western Hills 4901 Weaiem Hills, 04 $6$-2247 Wilson 401$ Siannua Rd., 04 S6$-0924 Woodruff 3OIOW.7ih,OS 6634149 Pages Incentive schools provide unique opportunities for educational excellence Magnet Schools provide for special interests, choice of educational programs Program Features * Foreign Language Instruction * After school learning opportunities and homework centers staffed by teachers * Computer literacy and computer programming instruction * Low pupil/teacher ratios * A permanent substitute teacher assigned to each school Garlatid 3615 W. 25th, 04 666-9436 Ish 3001 Pulaski, 06 376-3629 An incentive school is an elementary school which offers enriched programs as well as its standard academic curriculum in order to ensure academic excellence in schools that have been difficult to desegregate. The incentive schools will offer rigorous. demanding, and challenging educational opportunities for all students. In order to provide such opportunities, the Incentive Schools will focus on the followinggoals: The mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas\nEncouraging learning, personal growth, positive self-esteem, and concern for other people and property. for achievement and success\n'Enabling the schools to become learning and community centers for parents and community organizations. Although the Incentive School Program will be based on the K-6 core curriculum currently in use in the Uttic Rock School District, the program will use a modified instructional approach. The Program will emphasize more active student involvement touring instructional strate^es such as student team learning, ubole group instruction, activities to promote higher order thinking skills, and student education plans for all students. For more information about Incentive Schools, you may call a parent recruiter at 37S- 7828 Mitchell 2410 Battery, 06 375-6931 Rightsell 911W. 19th, 06 374-7448 COMPUTER LITERACY AND PROGRAMMING INSTRUCTION The incentive schools will continue to use the computer laboratories within their present design and scope, but they will also offer computer-based instruction in elementary school reading, mathematics, social studies, science, and art. Be^nning in the fourth grade, the incentive program will offer a nine-week session during the first grading period for students to learn standard keyboarding practices. Basic programming instruction will be offered during the remainder ofthe school year. Studentswhodemon-strate they have mastered basic program, ming will be eligible for advanced programming inyruction. Rockefeller 700 E. 17th, 06 374-1226 Stephens 3700 W. 18th, 04 663-8374 Magnet schools present new possibilities to students who wish to pursue specific interests. Students in the Uttle Rock, North Little Rock and Pulaski County Spedal School Districts may apply for admission to one of the 10 inier^lrict magnet schools which arc tuition-free. Transportation will be prorided for students who live more than two miles from the magnet schools they choose to attend. There is no spedfic tryout or prerequisite course required for entrance\nhowever, the student should demonstrate a genuine interest in the program selected. Booker Arts Magnet School (K-6) 2016 Barber, 06,376-3319 For students Booker Arts Magnet School, the arts complement the regular academic program. Performances and workshops relate art to lessons in reading, writing, grammar, spelling math, social studies and science. Carver Basic Skllls/Math-Science Magnet School (K4) 2100 East Sixth, 02,374-3783 Carver featuresa program which encourages the development of higher order thinking skills. Specialized programs in math and science, as well as computer laboratory and Young Astronaut classes,reinforce academicskills and offer creative activities on a weekly baris for each student. Gibbs Foreign Language/lntemational Studies Magnet School (K-6) 1115 W. 16th, 02,372-0251 Gibbs teaches students to function in a multicultural world. Traditional read-ing, writing, math, science andsocial studies lessons are enhanced by exposure to cultures of Europe, Aria, Australia, Africa, South America and others. Foreign language studies are incorporated into the students basic core curriculum. Rockefeller Cooperative Early Childhood Education Demonstration Magnet 700 E. 17th, 06,374-1226 The pre-school program at Rockefeller continues to be the only early childhood education program in (he County providing continuity of education and childcare from early infancy through Grade 6. Washington Basic Skllls/Matb and Science Magnet School (Pre-K^ 115 W. 27th, 06.372-5474 Washington offers a highly structured setting for students who are motivated by competition which is fostered in academic, physical and social behavior and who are interested in math and science. Special features will include the Young Astronaut Program as well as labs in math, science and computers. Williams Basic Skills Ma^et School (K^ 7301 Evergreen, 07, 666-0346 Williams emphasizes structure, organization and discipline in teaching, learning and behavior. Williams goal is to develop the highest possible competence in baric academic skills and concepts through nurturing of the students mental processes, fostering self-discipline and developing (ask commiUnent and self-mo( iva(ion. Dunbar International Studies/ Gifted \u0026amp; Talented Magnet (7-9) 1100 Wright Ave., 06,375-5574 Al Dunbar, international studies will be incorporated into evmyday classes wkh the inclusion of a seven-period day to allow the students the full benefit of the many new courses provided. Six foreign languages, International Studies, World Issues, (he United Nations and Introduction to Cultures, and a soccer program will include the students in the world community. Gifled/Talcnled studetUs need only to have been identified and recommended for placement in order to qualify. Mann Arts and Math/Sclence Magnet School (7-9) 1000 E. Roosevelt, 06,372-3123 The Mano Magnet actually offers two magnet programs, an arts magnet anda math/sdence magnet, for students in Grades 7-9. Curriculum requirements are combined mih extended opportunities in art, music, drama, dance, math and science. Page 4 Central High Intemalional Studies Magnet (10-12) 1500 Park, 02,376-4751 Central High will offer a limited magnet program by opening approximately 175 seats for students interested in international studies. The program will be developed around a theme of iolema-tional studies, capitalizing on the schools extensive foreign language program. Parkview Arts/Science Magnet School (10*12) 2501 Banow Road, 04,225-6440 Parkview provides expanded and specialized studies in the arts and sd-ences, in addition to the standard academic curriculum. The arts component is for students with interests and/or abilities in visual arts, theatre, dance aixl muac. A science magnet compooeot was added for tenthgradesiudcntsio 1989. By 1991-92,300 of Parkviews 991 seats will be reserved for sdeoce magnet students who will pursue a cuniculum which indudes microbiology, Russian, Human Anatomy and more io Grades 10-12. Howto Apply Studeots may apply by completing ao application form in their resident district. See page 2 for re^tration guidelines in LRSD. For further information call 370-1604 or 375-7828. CARE provides before and after school care The CARE program is a nonprofit program of child care pro-ihded for elementary age students in the LRSD. The program operates before and after school days and all day on most school holidays. CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. The program operates from 7 am. until school Chiens and from the close of school until 5:30 pan. (6 pm. at Incentive Schools) and is locacedin elementary schools where there are a mininum of 15 parlicipants, Volume 12, No. 1 Higfiligfits Area Schools____ 2 Directory of Area Schools_____3 Tell Us What You Need 3 LITTLE ROCK SCHOOL DISTRICT FOCUS R New Student Registration _ 4 Interdistrict Transfers^- 4 Incentive Schools__5 Directory of Incentive Schools_ 5 Childcare 5 Magnet Schools__ 6 Desegregation Transfers_ 6 Directory of Maynet Schools__ 7 Superintendent's Note_________ 7 Early Childhood Education 7 Calendar February 1991 Match Interests With Options In Little Rock School District when you prepare to make important decisions about your child's educational future, look here in the Little Rock School District. There is a world rich in diversity and options to satisfy every individual and educational need. You won't find cookie cutter, \"one size fits all programs in this district. Instead, there is a full menu of program options waiting to be matched with the dreams of every student and parent who enter our doors. 8 1 agj And new opporunities for more options are on the way. We want to help you make good consumer decisions about our schools. Don't let the diverse mix of options overwhelm or confuse you. Sift through the materials presented here. Then just remember, we're waiting for your call to offer individual service. In the LRSD, it's a partnership from the beginning. As a first step in your selection process, why not ask yourself these questions or consider these suggestions:  Does my child have any special interests? Is there a school available to match my child's learning style?  Ask questions about the programs behind the labels, wade through the education jargon until you're satisfied that what your child needs is what that program covers.  Attend the open houses planned in the next couple of weeks at the schools.  Look at all the programs before you make a decision.  Try to get in a visit at the school during class hours so you can see kids in their classrooms. Pay attention to what kind of work the teacher has You won't find I cookie cutter, \"one size fits all programs in w/ tfiis district. them doing. Do you see evi- [ dence of children learning how to learn as well as what to learn? (Note: give the principal's office k a call in advance. That way, ' you can match schedules and get the most out of the time you spend there.)  Consider any special talents your child has developed. What stimulates his or her interests. Is a quiet atmosphere or group setting preferred?  Talk to other parents. Learn what ISee Match, page 2) Diverse Choices Put You In Command Your key to success in the Little Rock School District is options. Here is a summary of the options awaiting you in the Little Rock School District. Look them over in detail elsewhere in this newsletter and then follow the step-by-step registration guide on page 4. If you have any questions along the way, contact the Student Assignment Office, 324-2272.  Area schools: This is square one for you in the options offered your child in our District. Each student in the LRSD is assigned to an area school based on his or her address. The elementary school zones are paired through a \"feeder\" pattern so you will know where your child will attend school at the upper organizational levels- junior high school and senior high school.  Incentive schools: Beginning this fall, there will be seven incentive schools in the LRSD. They offer enriched programs geared to boost educational achievement and receive double funding compared to other elementary schools. There are attendance zones for incentive schools which will tell you which one you are eligible to attend. Voluntary transfers are available for students who wish to attend an incentive school. These transfers are subject to capacity. (See Diverse Choices, page 4) 3Mi Area Schools Offer Strong Curriculum J The area school option represents the number one choice for most parents in the Little Rock School District. Eighty percent of the Districts 25,600 students attend an area school. The core of the area school program is a comprehensive course of study which provides all students with the fundamental skills necessary to function as productive members of society. For elementary students, this means a strong classroom- based program in basic skills, as well as essential skill development necessary for problem solving and critical thinking. The elementary program focuses on instruction in reading, language arts, mathematics, social studies and science. SZSI HHKIIll HHflI Ml M ! JWI Mil 71 r f HI H  * I II , 1 ' ti . JI T/ie core of the area school program is a comprehensive course of study which provides all students with the fundamental shills necessary to function as productive members of society. Additional enrichment opportunities available at every area elementary school include:  A 28-station computer lab which each student visits at least twice a week.  Music instruction conducted by a certified music teacher once a week.  Physical education program with activities for appropriate development at each age.  Gifted and talented education program for identified students in grades 3-6.  A certified counselor whose program focuses on life skills such as decision making, conflict resolution and positive self-esteem.  Program for Accelerated Learning (PAL) labs staffed by certified reading and math specialists which provide one-on-one and small group instruction to students with remedial needs. In the junior high schools, the focus on basic skills and decision making is expanded within a broader range of subjects. These include art, band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, reading, science, social studies and vocal music. Extra-curricular athletic opportunities include basketball, football, golf, tennis, track, volleyball and, in some schools, baseball and soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges, emphasizing critical thinking, teamwork, leadership and high expectations for personal achievement. The schools provide a significant array of academic programs, from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. Match (Continued from page 1) they have to say about their children's experiences. Remember, however, that each child has different needs.  Among the issues that are important to ask everyone about are homework, teacher style, competition, expectations for achievement and program extras (music, art, computers, extended- day activities, field trips).  For older students, ask about elective courses, extracurricular activities and sports.  Find out about disciplinary expectations. How is behavior managed? Are rules consistent and clear? You should now have your own idea about what makes a good school. Compare your findings with any information or brochures offered by the schools. After youve gone through this inventory and any other concerns you may have raised, make a comparison between the schools and your child and decide which makes the best match. We're excited about our opportunity to touch the future. Getting a chance to work with your child is our privilege. 0^2 FOCUS/February 1991 AREA SCHOOLS DIRECTORY Senior High Schools Central 1500 Park st., 72202 324-2300 I J.A. Fair 5201 David O. Dodd Rd., 72210 228-3100 Hall 6700 H St.. 72205 671-6200 McClellan 9417 Geyer Springs Rd., 72209 570-4100 lunior High Schools Cloverdale 6300 Hinkson Rd.. 72209 570-4085 Forest Heights 5901 Evergreen Rd., 72205 671-6390 Henderson 401 Barrow Rd., 72205 228-3050 School hours: Senior and junior high - 8:50 am to 3:30 pm Elementary - Sam to 2:35 pm Mabelvale 10811 Mabelvale West Rd. Mabelvale 72103 455-7400 Pulaski Heights 401 N. Pine St., 72205 671-6250 Southwest 3301 Bryant St., 72204 570-4070 Elementary Schools Badgett 6900 Pecan Rd.. 72206 324-2475 Bale 6501 W. 32nd St., 72204 570-4050 Baseline 3623 Baseline Rd., 72209 570-4150 Brady 7915 Markham St., 72205 228-3065 Chicot 11100 Chicot Rd . Mabelvale 72103 570-4062 Cloverdale 6500 Hinkson Rd., 72209 570-4055 Dodd 6423 Stagecoach Rd.. 72204 455-7430 Fair Park 616 N. Harrison St.. 72205 671-6260 Forest Park 1600 N. Tyler St, 72206 671-6267 Fulbright 300 Pleasant Valley Dr.. 72212 228-3080 Geyer Springs 5240 Mabelvale Pike, 72209 570-4160 lefferson 2600 N. McKinley St.. 72207 671-6281 Mabelvale 9401 Mabelvale Cut-off Mabelvale 72103 455-7420 McDermott 1200 Reservoir Rd.. 72207 228-3072 Meadowcliff 25 Sheraton Dr,. 72209 570-4165 Otter Creek 16000 Otter Creek Rd.. 72209 455-7440 Pulaski Heights 319 N. Pine St. 72205 671-6290 Terry 10800 Mara Lynn Dr.. 72211 228-3093 Wakefield 75 Westminster. 72209 570-4190 Watson 7000 Valley Dr.. 72209 570-4195 Western Hills 4901 Western Hills, 72204 570-4175 Wilson 4015 Stannus Rd., 72204 570-4180 Woodruff 30low. 7th St., 72205 671-6270 Tell Us What You Need Your opinions and ideas on how we can improve service to students and parents in our District are very important to us. Please take a moment and fill in the information below and drop it in the mail to us care of Communications Department, LRSD, 810 W. Markham, Little Rock 72201. We want to make sure the information you need is the information you get. Thank you. 1 found information in this newsletter helpful and wish to receive future updates on the Little Rock School District. ____Yes No There is other information I need at this time to assist me with my decisions about public education in the Little Rock School District. ____Yes ____ No (If \"yes\", please list topics here):__________________________________________________________________________ Currently, I receive most of the information about the Little Rock School District from (please list in the order in which you receive information, beginning with 1)\n__ My child __ My family __ My neighbors __ Co-workers, business associates __ Newspapers __ Television __ Radio __ Public meetings __ School district newsletters __ My child's school __ Teacher __ Principal __ PTA __ Other parents __ Other (please specify) I would PREFER to receive information about the Little Rock School District from (please list in the order in which you would prefer to receive information, beginning with I)\n__ My child __ My family __ My neighbors __ Co-workers, business associates __ Newspapers __ Television __ Radio __ Public meetings __ School district newsletters __ My childs school __ Teacher __ Principal __ PTA __ Other parents __ Other (please specify) I would gladly volunteer to be a spokesperson on behalf of the District among my neighbors or business associates. ___ Yes ____No. I would like additional copies of information about the District to distribute to my friends, neighbors or at my business location. __ Yes ___ No. Additional Comments:. Name:. Address:. Telephone: FOCUS/February 1991 3 New Students And Kindergarteners should PRE-Register February 26 - March 8 A11 students new to the Little Rock School District for the 1991-92 School Choices include area schools, incentive schools, magnet schools, and interdistrict schools. If you have any questions, call the Student Assignment Office at 324-2272 T/ic next preregistration opportunity will be April 9 - |Me 1. school year or children who will be five years old by October 1, 1991, should complete the pre-registration process February 26 to March 8 to receive a confirmed assignment by April 8. Here's what you must do: I. Obtain a Pupil Information Form from your area school. If you arent sure which area zone you live in, come by the Student Assignment Office at 501 Sherman Street to look at maps of the District or call 324- 2272 and tell them your address. The office is open from 8:30 a m. to 5 p.m. Monday through Friday. 2. Parents or guardians must bring proof of the student's age AND verification of home address. A certified birth certificate, visa or passport will work. Also, to verify your address, bring a current utility statement, a sales/purchase contract, lease agreement or personal property tax bill, it is very important that we have the correct home address for your child. Throughout the school year, we will use your home address to mail important information to you. If you move during the school year, notify your assigned school immediately. 3. A new student, a student rising from the sixth or ninth grades and grandfathered students may request another school. Options are incentive schools, high school kindergartens, interdistrict magnets and majority-to-minority transfers (they'll probably say \"M-to-M\".) To do this. fill out a form called the Optional Enrollment Request Form at the school. Any applicant not chosen for immediate placement will be placed on a waiting list. 4. Sibling preference will be granted for students to their attendance zone school in order to attend school with a sibling who is enrolled in that school. Sibling preference does not apply to Magnet Schools. During the 1991-92 school year, a student will be allowed to make a sibling preference transfer to a non-attendance zone school if the student has a sibling who is enrolled at that school. Sibling preference transfers are subject to desegregation requirements and capacity. Children in the four-year-old programs may remain at that school for kindergarten. Parents who applied fora four-year-old seat but were denied admission should go to their attendance zone school to pre-register for kindergarten or an optional enrollment. The next pre-registration opportunity will be April 9 to lune 7. J. Act 609 Interdistrict Transfers Act 609 provides the option for a student to attend school in a district other than that in which he or she lives, subject to certain restrictions. Because the Little Rock, North Little Rock and Pulaski County school districts operate under court-ordered desegregation plans, black students have the opportunity to transfer to a district outside Pulaski County, while white students from outside Pulaski County may transfer to the Little Rock School District as long as seats are available. Forms are available in the LRSD Student Assignment Office, 501 Sherman Street. The host district may transport from its boundary line to the assigned school. For further information, contact a LRSD parent recruiter at 324-2272. Diverse Choices (Continued from page I)  Magnet schools: At these schools, there is a thematic curriculum on which all courses focus. Enrollment is open countywide. There are 10 interdistrict magnets.  Interdistrict schools: For 1991-92, Romine Elementary will be an interdistrict school operated by the LRSD as a means of achieving voluntary integration. It will have a thematic focus which parents will determine this spring. It is open to students in the three districts. In addition, there are options for early childhood programs, desegregation transfers, majority to minority transfers and Act 609 transfers for students who live outside Pulaski County. f V 1 I 4 FOCUS / February 1991 I Incentive Schools Emphasize Science, Language, And Individualized Learning Our seven incentive schools for 1991-92 offer bright beeginnings for bright beginners with these ffeeaattuurrees which distinguish them from area schools:  Computer literacy and computer programming instruction is an opportunity to use the tools shaping the future. Children learn computer-based instruction in reading, mathematics, social studies, science and art. Beginning in the fourth grade, this includes a nine-week session on standard keyboarding practices. Students who achieve basic programming requirements are eligible for advanced instruction.  Extended day, week and year learning opportunities enhance the traditional school environment through free after-school and Saturday experiences.  Foreign language instruction prepares children with skills suited for a global perspective.  A permanent substitute teacher is assigned as a part of the learning team, offering stability and uniformity for instruction.  Additional instructional aides help as needed in the classroom.  Priority is given to learning skills with which to make decisions, solve problems and think creatively.  A tailor-made learning plan is developed to match each student's learning style, interests and needs.  Four-year-old programs offer an early start to help children learn to learn. The incentive school program is based on the K-6 core curriculum but uses a modified instructional approach that emphasizes more activity and involvement by the student. This includes team learning and whole group instruction. The goal for incentive schools is to promote and ensure academic excellence in schools that have been difficult to desegregate. Incentives schools receive double financial resources toward this end. Before And After School Child Care The CARE program is a non-profit program of child care offered to elementary age students in the LRSD. The program operates before and after school and all day on most school holidays. CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. The program operates from 7 a.m. until school opens and from the close of school until 5:30 p.m. (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants. INCENTIVE SCHOOL DIRECTORY Franklin 1701 S. Harrison St.. 72204 671-6380 Garland 3615 W. 25th St.. 72204 671-6275 Ish 3001 Pulaski St.. 72206 324-2410 Mitchell 2410 Battery St.. 72206 324-2415 To apply, complete an optional enrollment reguesi form at your attendance zone school. i. Rightsell 911 W. 19th St.. 72206 324-2430 Rockefeller 700 E. 17th St.. 72206 324-2385 Stephens 3700 W. 18th St., 72204 671-6350 tSJUchflvoUoll fhlUouUrlsJ., 8 aUmfrl ltUo 2:35 fp/mifl Vx i. M-to-M Transfers Another Option To apply, complete an M-M transfer application al the LRSD Student Assignment Office, 501 Sherman St. Another option has been dubbed the majority to minority transfer. In Pulaski County, students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Currently, black students can transfer to the North Little Rock or Pulaski County districts from LRSD and white students can transfer into Little Rock schools. Schools in the Pulaski County School District offer special programs such as the extended day program at Baker Elementary, building trades at Sylvan Hills High School, Air Force ROTC at lacksonville High School and a health program at Oak Grove junior and senior high schools. Transportation is provided by the sending school district. For details, contact the Student Assignment Office, 324-2272. FOCUS / February 1991 5 Magnet Schools Draw Students Who Have Specific Interests Magnet schools present exciting possibilities for students who wish to pursue specific interests. Students in the Little Rock, Pulaski County or North Little Rock school districts may apply for admission to one of the 10 interdistrict magnet schools. All are tuition-free. Transportation will be provided for students who live more than two miles from the magnet school they attend. There is no tryout or pre-requisite course required for entrance\nhowever, a student should demonstrate a genuine interest in the program elected. The magnet schools and their programs are: Booker Arts (K-6)- Arts complement regular academic program\nperformances and workshops relate art to lessons in reading, writing, grammar, spelling, math, social studies and science. Carver Basic Skills/Matb-Science (K-6)- Program encourages development of higher order thinking skills with specialized programs in math and science, as well as computer laboratory and Young Astronaut classes to reinforce academic skills and creative activities. abbs Foreign Language/lntemational (K-6)- Foreign language studies incorporated into basic curriculum, plus exposure to cultures of other continents. Rockefeller Cooperative Early Cbildbood Education Demonstration Magnet (six weeks-age 3)- Only pre-school program in the county providing continuity of education and child care from early infancy through grade 6. Washington Basic Skilb/Matk and Science (Pre-K through 6)- Highly structured program to motivate through competition fostered in academic, physical and social behavior. Features Young Astronaut program, plus labs in math, science and computers. Williams Basic Skills (K-6)- Emphasizes structure, organization and discipline in teaching, learning and behavior. Goal is highest possible competence in basic academic skills and concepts through nurturing student's mental processes, fostering self-discipline and developing task commitment and self-motivation. Dunbar International Studies/Gifted \u0026amp; Talented (7-9)- International studies incorporated into daily classes with a seven-period day\nsix foreign languages, international 6 FOCUS/February 1991 studies, world issues and soccer program included. Dunbar students who wish to participate in the G/T program must be identified and recommended for placement. Mann Arts and Matb/Science (7-9)- Two magnet programs, arts program and a math/science program. Curriculum requirements are combined with extended opportunities in art, music, drama, dance, math and science. Central High International Studies (10-12)- Limited magnet program of 175 seats developed around international theme\ncapitalizes on school's extensive foreign language program. Parkview Arts/Science (10-12)- Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum. Arts component includes visual arts, theatre, dance and music\nscience component includes microbiology, Russian, human anatomy. To apply, complete an optional enrollment request form at your attendance zone school (LRSD) or a magnet application from your home district (NLRSD or PCSSD). Apply For Desegregation Tranfers April 8-19 Desegregation application forms will be available in tbe Student Assignment Office, 501 Sberman, during this period. Students will be informed by letter of tbe results of tbeir reguests. Desegregation transfers for secondary students will be granted during a limited period once each year. This year that time frame is April 8- April 19. Students may transfer to another area school as long as the reassignment allows the sending and the receiving school to comply with desegregation requirements and as long as a seat is available. Students may take two desegregation transfers at each organizational level (elementary, junior and senior high school). The purpose of the second desegregation transfer is to allow students to return to their previous school assignment. The District will provide transportation for desegregation transfer students where it is cost effective to do so. In the interest of reducing transportation costs, the District cannot commit to providing transportation to isolated areas or in cases that would cause buses to be under capacity. Desegregation transfers also will be granted to elementary schools that are difficult to desegregate. Desegregation transfers cannot be made to magnet schools. III1 MAGNET SCHOOL DIRECTORY Booker Arts Magnet 2016 Barber St., 72206 324-2482 Carver Basic Skills/ Math-Science Magnet 2100 East Sixth St., 72202 324-2460 Gibbs Foreign Language/ International Studies Magnet I 115 West 16th St., 72202 324-2490 Rockefeller Early Childhood Magnet 700 E. 17th St., 72206 324-2385 Washington Basic Skills/ Math \u0026amp; Science Magnet 115W. 27th St., 72206 324-2470 Williams Basic Skills Magnet 7301 Evergreen St., 72207 671-6363 Dunbar International Studies/ Gifted \u0026amp; Talented Magnet I 100 Wright Ave., 72206 324-2440 Mann Arts and Math/ Science Magnet 1000 E. Roosevelt Rd., 72206 324-2450 Central High International Studies 1500 Park St., 72202 324-2300 Parkview Arts/Science Magnet 2501 Barrow Rd.. 72204 228-3000 School hours: 8 am to 2:35 pm. except Dunbar and Mann which are 8:50 am to 3:40 pm. and Parkview which are 8:45 am (0 3:40 pm. A note from the Superintendent-. I hope you find the information presented here useful to you as you decide which school in the Little Rock School District will best meet your child's educational needs next year and in the years ahead. In my opinion, we now offer your child the best package of educational opportunities ever presented in the Little Rock School District. And I'm happy to tell you that that they continue to improve daily. A long-running court case dealing with various aspects of the District has recently been settled\npatrons agreed to a millage increase last spring that will solidify our financial base\nand a recent review of our District, in the form of a curriculum audit, has given us the necessary objective view of how we can best proceed to set our goals toward truly world class educational challenges for our students. I look forward to having you join us in this exciting opportunity to touch the future. Ruth S. Steele Superintendent Early Childhood Education Opportunities The early years of life are critical to help children realize full developmental potential. Providing experiences compatible with learning needs and helping them experience the joy of learning is a task for the home, school and community working together. Our early childhood programs do that, featuring a curriculum and daily activities based on young children's interests and styles of learning. Programs available in selected LRSD schools are: Four-year-old Program- Tuition-free programs for children who will be four years old on or before October 1, 1991, will be offered at Badgett, Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens, Washington and Woodruff. Applications will be accepted at these schools from April 29- May 10. Selections will be by lottery whenever the number of applicants exceeds the seats available, with preference to children who live within the school's attendance zone and/or have siblings enrolled at the requested school. Classes will reflect a 60/40 black/white racial balance. Students selected will be notified by May 23. Students not selected will be placed on a waiting list. HIPPY (Home Instructional Program for Pre-scfiool YoungstersI- This program recognizes that the parent is the child's first teacher and reinforces this idea through a home-based instructional program for four- and five-year-olds to increase educational achievement for all students with specific emphasis on closing disparities in achievement. Call 324-2266 for more information. Rockefeller Cooperative Early Cfiild-kood Education Magnet School- A preschool program providing educational experiences and child care for children from six weeks through three years of age. Classes will reflect a 60/40 black/ white racial balance. A fee for this program may be applicable, based on family income. FOCUS/February 1991 7 CALENDAR February 26-March 8 Pre-registration for new students, kindergarten and options (incentive and magnet schools). February 26 Elementary area and incentive schools open house.* February 27 Elementary magnet schools open house * March 4 lunior high magnet schools open house * March 5 lunior high area schools open house. March 6 * Senior high magnet schools open house.* March 7 Senior high area schools open house.* April 8 Notification of confirmed assignment for 1991-92 mailed by the Student Assignment Office for kindergarten, new and options. April 8-19 Desegregation transfer requests accepted. April 29-May 10 Enrollment period for four-year-old programs. April 30 w Mail notification letters for desegregation transfer students. May 21 Mail notification four-year-old assignments. lune 10 to July 19 Summer pre-registration at Student Assignment Office. k July 22-26 i % No K-12 pre-registration accepted. July 29-August 2 School Registration All Open Houses begin at 6:30 pm LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 LRSD Is Committed Little Rock School District is committed to: 1/ The belief that all children can learn\n The elimination of achievement disparity between black and white students on standardized, criterion- referenced and minimum performance tests\nImproving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as incentive schools\n Improving race relations among students and staff\n Ensuring that equity occurs in all phases of school activities and operation\n Promoting positive public reaction to desegregation\n The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation\n The development and infusion of multiethnic education in all content areas\nand  Ongoing staff development activities to equip teachers, administrators and other staff with skills needed to achieve quality desegregated education. Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, ARVolume 12. No. 1 Higfiligfits Area Schools____ 2 Directory of Area Schools____ 3 Tell Us What you Need 3 LITTLE ROCK SCHOOL DISTRICT FOCUS WWW k* Av February 1991 Match Interests With Options in Little Rock School District when you prepare to make important decisions about your child's educational future, look New Student Registration _ 4 Interdistrict Transfers  4 Incentive Schools__5 Directory of Incentive Schools_ 5 Childcare Mfl0nel Schools__ 6 Desegregation Transfers_ 6 Directory of Magnet Schools__ 1 Suf/erintendent's Note_________ 1 Early Childhood Education 1 Calendar 8 here in the Little Rock School District. There is a world rich in diversity and options to satisfy every individual and educational need. You won't find cookie cutter, \"one size fits all\" programs in this district. Instead, there a is a full menu of program W options waiting to be matched with the dreams of every student and parent who enter our doors. i And new opporunities for more options are on the way. We want to help you make good consumer decisions about our schools. Don't let the diverse mix of options overwhelm or confuse you. Sift through the materials presented here. Then just remember, we're waiting for your call to offer individual service. In the LRSD, it's a partnership from the beginning. As a first step in your selection process, why not ask yourself these questions or consider these suggestions:  Does my child have any special interests? Is there a school available to match my child's learning style?  Ask questions about the programs behind the labels, wade through the education jargon until you're satisfied that what your child needs is what that program covers.  Attend the open houses planned in the next couple of weeks at the schools.  Look at all the programs before you make a decision.  Try to get in a visit at the school during class hours so you can see kids in their classrooms. Pay attention to what kind of work the teacher has Ogg You wont find I cookie cutter, \"one size fits all\" programs in this district. them doing. Do you see evi-j dence of children learning how to learn as well as what to learn? (Note: give the principal's office k a call in advance. That way, ' you can match schedules and get the most out of the time you spend there.)  Consider any special talents your child has developed. What stimulates his or her interests. Is a quiet atmosphere or group setting preferred?  Talk to other parents. Learn what (See Match, page 2) Diverse Choices Put You In Command Your key to success in the Little Rock School District is options. Here is a summary of the options awaiting you in the Little Rock School District. Look them over in detail elsewhere in this newsletter and then follow the step-by-step registration guide on page 4. If you have any questions along the way, contact the Student Assignment Office, 324-2272.  Area schools: This is square one for you in the options offered your child in our District. Each student in the LRSD is assigned to an area school based on his or her address. The elementary school zones are paired through a \"feeder\" pattern so you will know where your child will attend school at the upper organizational levels- junior high school and senior high school.  Incentive schools: Beginning this fall, there will be seven incentive schools in the LRSD. They offer enriched programs geared to boost educational achievement and receive double funding compared to other elementary schools. There are attendance zones for incentive schools which will tell you which one you are eligible to attend. Voluntary transfers are available for students who wish to attend an incentive school. These transfers are subject to capacity. (See Diverse Choices, page 4) Area Schools Offer Strong Curriculum J The area school option represents the number one choice for most parents in the Little Rock School District. Eighty percent of the Districts 25,600 students attend an area school. The core of the area school program is a comprehensive course of study which provides all students with the fundamental skills necessary to function as productive members of society. For elementary students, this means a strong classroom- based program in basic skills, as well as essential skill development necessary for problem solving and critical thinking. The elementary program focuses on instruction in reading, language arts, mathematics, social studies and science. Tfie core of tfie area scfiool program is a comprehensive course of study which provides all students with the fundamental shills necessary to function as productive members of society. Additional enrichment opportunities available at every area elementary school include\n A 28-station computer lab which each student visits at least twice a week.  Music instruction conducted by a certified music teacher once a week.  Physical education program with activities for appropriate development at each age.  Gifted and talented education program for identified students in grades 3-6.  A certified counselor whose program focuses on life skills such as decision making, conflict resolution and positive self-esteem. S2SS wiiT mnS m IM fl V I f  I  ' t a 2S  Program for Accelerated Learning (PAL) labs staffed by certified reading and math specialists which provide one-on-one and small group instruction to students with remedial needs. In the junior high schools, the focus on basic skills and decision making is expanded within a broader range of subjects. These include art, band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, reading, science, social studies and vocal music. Extra-curricular athletic opportunities include basketball, football, golf, tennis, track, volleyball and, in some schools, baseball and soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges, emphasizing critical thinking, teamwork, leadership and high expectations for personal achievement. The schools provide a significant array of academic programs, from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. Match (Continued from page I) they have to say about their children's experiences. Remember, however, that each child has different needs.  Among the issues that are important to ask everyone about are homework, teacher style, competition, expectations for achievement and program extras (music, art, computers, extended- day activities, field trips).  For older students, ask about elective courses, extracurricular activities and sports.  Find out about disciplinary expectations. How is behavior managed? Are rules consistent and clear? You should now have your own idea about what makes a good school. Compare your findings with any information or brochures offered by the schools. After youve gone through this inventory and any other concerns you may have raised, make a comparison between the schools and your child and decide which makes the best match. We re excited about our opportunity to touch the future. Getting a chance to work with your child is our privilege. 2 FOCUS/February 1991 AREA SCHOOLS DIRECTORY Senior High Schools Central 1500 Park St., 72202 324-2300 J.A. Fair 5201 David O. Dodd Rd., 72210 228-3100 Hall 6700 H St, 72205 671-6200 McClellan 9417 Geyer Springs Rd., 72209 570-4100 lunior High Schools Cloverdale 6300 Hinkson Rd., 72209 570-4085 Forest Heights 5901 Evergreen Rd., 72205 671-6390 Henderson 401 Barrow Rd., 72205 228-3050 School hours-. Senior and junior high - 8:50 am to 3 30 pm Elementary - Sam to 2:35 pm Mabelvale 10811 Mabelvale West Rd. Mabelvale 72103 455-7400 Pulaski Heights 401 N. Pine St.. 72205 671-6250 Southwest 3301 Bryant St., 72204 570-4070 Elementary Schools Badgett 6900 Pecan Rd., 72206 324-2475 Bale 6501 W. 32nd St., 72204 570-4050 Baseline 3623 Baseline Rd., 72209 570-4150 Brady 7915 Markham St., 72205 228-3065 Chicot 11100 Chicot Rd., Mabelvale 72103 570-4062 Cloverdale 6500 Hinkson Rd , 72209 570-4055 Dodd 6423 Stagecoach Rd., 72204 455-7430 Fair Park 616 N. Harrison St , 72205 671-6260 Forest Park 1600 N, Tyler St., 72206 671-6267 Fulbright 300 Pleasant Valley Dr., 72212 228-3080 Geyer Springs 5240 Mabelvale Pike, 72209 570-4160 Jefferson 2600 N. McKinley st., 72207 671-6281 Mabelvale 9401 Mabelvale Cut-off Mabelvale 72103 455-7420 McDermott 1200 Reservoir Rd., 72207 228-3072 Meadowcliff 25 Sheraton Dr, 72209 570-4165 Otter Creek. 16000 Otter Creek Rd.. 72209 455-7440 Pulaski Heights 319 N. Pine St., 72205 671-6290 Terry 10800 Mara Lynn Dr., 72211 228-3093 Wakefield 75 Westminster, 72209 570-4190 Watson 7000 Valley Dr., 72209 570-4195 Western Hills 4901 Western Hills, 72204 570-4175 Wilson 4015 Stannus Rd., 72204 570-4180 Woodruff 3010 W. 7th St., 72205 671-6270 fo Tell Us What You Need Your opinions and ideas on how we can improve service to students and parents in our District are very important to us. Please take a moment and fill in the information below and drop it in the mail to us care of Communications Department. LRSD, 810 W. Markham, Little Rock 72201. We want to make sure the information you need is the information you get. Thank you. I found information in this newsletter helpful and wish to receive future updates on the Little Rock School District. ____Yes ____ No There is other information I need at this time to assist me with my decisions about public education in the Little Rock School District. ____Yes ____ No (If \"yes, please list topics here):__________________________________________________________________________ Currently. I receive most of the information about the Little Rock School District from (please list in the order in which you receive information, beginning with I): __ My child __ My family __ My neighbors __ Co-workers, business associates __ Newspapers __ Television __ Radio __ Public meetings __ School district newsletters __ My child's school __ Teacher __ Principal __ PTA __ Other parents __ Other (please specify) I would PREFER to receive information about the Little Rock School District from (please list in the order in which you would prefer to receive information, beginning with I): __ My child __ My family __ My neighbors __ Co-workers, business associates __ Newspapers __ Television __ Radio __ Public meetings __ School district newsletters __ My child's school __ Teacher __ Principal __ PTA __ Other parents __ Other (please specify) I would gladly volunteer to be a spokesperson on behalf of the District among my neighbors or business associates. ___ Yes ____No. I would like additional copies of information about the District to distribute to my friends, neighbors or at my business location. __ Yes ___No. Additional Comments: Name: Address: Telephone: FOCUS/February 1991 3 New Students And Kindergarteners should PRE-Register February 26 - March 8 AII students new to the Little Rock School District for the 1991-92 School Choices include area schools, incentive schools, magnet schools, and in terdistrict schools. If you have any questions, call the Student Assignment Office at 324-2272 Tfte next pre-registration opportunity will be A.pril 9 - |Me 1. school year or children who will be five years old by October 1, 1991, should complete the pre-registration process February 26 to March 8 to receive a confirmed assignment by April 8. Here's what you must do: 1. Obtain a Pupil Information Form from your area school. If you arent sure which area zone you live in, come by the Student Assignment Office at 501 Sherman Street to look at maps of the District or call 324- 2272 and tell them your address. The office is open from 8:30 a m. to 5 p.m. Monday through Friday. 2. Parents or guardians must bring proof of the student's age AND verification of home address. A certified birth certificate, visa or passport will work. Also, to verify your address, bring a current utility statement, a sales/purchase contract, lease agreement or personal property tax bill. It is very important that we have the correct home address for your child. Throughout the school year, we will use your home address to mail important information to you. If you move during the school year, notify your assigned school immediately. 3. A new student, a student rising from the sixth or ninth grades and grandfathered students may request another school. Options are incentive schools, high school kindergartens, interdistrict magnets and majority-to-minority transfers (they'll probably say \"M-to-M\".) To do this. fill out a form called the Optional Enrollment Request Form at the school. Any applicant not chosen for immediate placement will be placed on a waiting list. 4. Sibling preference will be granted for students to their attendance zone school in order to attend school with a sibling who is enrolled in that school. Sibling preference does not apply to Magnet Schools. During the 1991-92 school year, a student will be allowed to make a sibling preference transfer to a non-attendance zone school if the student has a sibling who is enrolled at that school. Sibling preference transfers are subject to desegregation requirements and capacity. Children in the four-year-old programs may remain at that school for kindergarten. Parents who applied for a four-year-old seat but were denied admission should go to their attendance zone school to pre-register for kindergarten or an optional enrollment. The next pre-registration opportunity will be April 9 to lune 7. f 4 FOCUS/February 1991 Act 609 Interdistrict Transfers Act 609 provides the option fora student to attend school in a district other than that in which he or she lives, subject to certain restrictions. Because the Little Rock, North Little Rock and Pulaski County school districts operate under court-ordered desegregation plans, black students have the opportunity to transfer to a district outside Pulaski County, while white students from outside Pulaski County ma\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\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_549","title":"Parent and community involvement","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Parents","Educational planning"],"dcterms_title":["Parent and community involvement"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/549"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":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\nCONNIE HICKMAN 0 D Mhow well they do, and there is generally no 'right answer. The teacher evaluates -tudents' thinking skills to sec where they are at a given time, and to see where they may need extra work. Students thinking skills might be  Use entertainmenta TV program or a movieas the basis of family discussions.  Use daily activities as occasions for  valuated orally or with a papet-and-pencil tcsi For example, a teacher might be interested in evaluating students skills in analysisa breaking-down process to find nut how parts fit together to make a whole. Students might be asked to list the steps in\\olved in solving a particular problem, or in break down a task (such as making a into its component parts. How Can Parents Help Their Children Think More Actively? As a parent you can  Encourage your children to ask questions about the world around them.  When reading to or with young children, ask them to imagine what will happen next in the story.  Actively listen to your childrens conversation, responding seriously and nonjudgmentally to the questions they raise.  When your children express feelings, ask why they feel that way.  Suggest that your children find facts to support their opinions, and then encourage them to locate information relevant to their opinions. learning. For example, instead of sending a child to the store with a simple list of items to purchase, talk with the child first about how much each item might iost, how much all the items might add up to, and estimate how much change s/he should receive.  Reward your children for inquisitive and/or creative activity that is productive.  Ask your children what questions their teachers ate raising in class. For example, a history class might be asking how American westward expansion began. Remember, if your children arc active participants in a home where there is talk about the why and the how of things, they are more likely to be active thinkers both in and out of school. iiearagfOaiBiOTy Stock No. 0210-5 5 6 Thinking Skills: How Parents Can Help by Marcia Heiman and Joshua Slomianko H M National Education Association Washington, D.C. 20036-3290 *What L Meant by The Process of Thinking? Thinking and being aware of out own thoughts arc skills that make us human. Thinking is an active process. It encompasses events that range from daydreaming to problem solving. It is a kind of ongoing, internal dialogue that accompanies actions like performing a task, observing a scene, or expressing an opinion. What Arc Some Examples of Thinking Skills Instruction? Thinking skills instruction can be applied to all areas of the curriculum. Here arc some examples of teaching these skills in the classroom: What Does Teaching Thinking in School Mean? The teaching thinking movement goes beyond the learning of facts. It encourages students to ask questions of the information and ideas presented in class. It helps students learn how to identify unstated assumptions, to form and defend opinions. to sec ideas. relationships between events and There arc many approaches to teaching thinking. Some educators teach students to use a set of identifiable skillssuch as discriminating between relevant and irrelevant points in a particular argument, or generating questions from written material. Others try to involve students in classroom experiences that will help them think more activelysuch as a classroom debate or a mock court case. Copyright 1987 National Education Association of the United Slates  In an American history class, students might use a simulation exercise to understand the points of view of the colonists and the British at the time of the Revolution. That is, after studying background information, students would play roles of persons on both sides of the conflict, debating the issues as they reflect their imagined families, work, and community.  In a mathematics class, students might work together in pairs. While one student acts as problem solver, talking aloud his/her thinking on how to solve a problem, the other student is an active listener, asking questions and helping the problem solver think through the process. Later, these students would exchange roles.  In a first grade classroom, the teacher might engage students in a discussion of the reliability of evidence after reading them the story of Chicken Little. The teacher might lead this discussion by asking students whether the other anipals should have trusted Chicken Little, and how they could have determined the truth or falsity of het story.  After viewing a film on the Lewis and Clark expedition, a fifth grade teacher might ask students to work in pairs, listing the steps involved in planning and carrying out the expedition.  Children of all ages can do team research. For example, elementary school children might investigate the effects of the gold rush on westward expansion, while secondary students might study the traffic flow in a major intersection of their community. Thinking skills can even be taught in performance courses, such as band or woodworking. In band, students might be asked to think about how a piece would sound if the tempo or volume were changed. They might mark their scores with different tempos and volumes, then play the re-marked scores to hear the resulting differences in the music. Woodworking can be seen as a series of problems requiring solution. For example, instead of constructing a table by following a preset model, students might be encouraged to draw several ways of making a table (such as differing arrangements of legs or other supports, various tabletop shapes), and experiment with each design on small models, determining which are the most stable, pleasing to the student, and so on. How Can Students Thinking Skills Be Evaluated? First, its important to say that evaluating thinking skills is not the same as evaluating the number of words students spell correctlystudents arc not graded on 4 3 2 I I IINCENTIVE SCHOOL - PARENI INVOLVEMENI INCENIIVE SCHOOL- PARENI INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing \"home group\" for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals 8 and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 s National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraptofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Good Elementary Schools 1 Provide opportunities for the child to learn to read well, to communicate effec- tively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express het/himself in the fine arts and physical activity. 4 a staff of enthusiastic, alert teachersall of whom meet state cenification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 3 Relate learning to the real world of the child. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Ate responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 10 responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural understanding. Instmctional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I I IINCENTIVE SCHOOL  PARENT INVOLVEMENT HOME AND SCHOOL WORKING TOGETHER DEAR PARENT: Welcome to THE IjEARNING LETTER, our new school newsletter and a major step, we hope, toward making w L the partnership between home and IS school stronger and more d3mamic than ever before. Our students  your children  need the help and support of both of us If they are to have a chance to reach their full learning potential. This is a fact that we know to be true from experience, and 46 We want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. 3 that research has proved over and over. Every one of the recent research studies  and there has been a parade of them in the last few years  points to the unquestionable Influence parents have over the Intellectual growth and learning achievement of their children. At school we have dedicated ourselves to delivering the best possible education program for your child. But we want to do more\nwe want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. Thats why were extremely excited about our plan to send home THE LEARNING LETTER on a regular basis. The newsletter will include the best advice and suggestions from the leading educators and parenting counselors In the country. There will be a mix of short, interesting articles and practical, fun-to-do activities. Topics such as: helping with homework, moUvai and develc^izighome studly skills wilfbe covered  as well as more curriculum related subjects: visiting the library, discovering backyard science, exploring the real world of math and encouraging the reluctant writer. There will be book recconmendations, games to play and projects for the whole family to enjoy. A Garden of Ideas For Your Choosing We hope youll read each issue because you find it interesting and Informative. But we certainly do not expect you to act on every suggestion\nyour day, undoubtedly, la busy enough as It is. The ideas are presented for your consideration only. Read them, then pick and choose the ones that look particularly useful and interesting. And dont underestimate the interest factor\nthe leammg experiences you share with your child should be enjoyable and relaxing for both of you. Remember, a parents attitude is contagious  if you can erOPy show a respect for learning, the chances are your child will catch the idea. For sure, there Is no better teacher than experience\nand no better experience for a child than one shared with a caring parent. It Is to the dedication of that idea that we send home THE LEARNING LETTER and Invite you to become an active partner in the education of your child. To Porenh Helping Their Children LearnINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL - PARENT INVOLVEMENT without help. And the help of the teacher must be supported outside the classroom. Parents need to know the objectives of various types of instruction so that they can explain those goals to their children. If the teacher sends explanatory material home, read it carefully, so that you can answer your own questions, as well as those of your children. You can also help other persons in the community toward a better understanding of the schools. Talk with your friends about the schools programs. Even if they are not parents, they are interested in education. Tell them why it is important to vote for local bond issues designed to support education. Encourage them to inform themselves about local and national political candidates who are favorable toward public education, and to work to put such candidates in office. Urge senior citizens to join volunteer programs in the schools. Young people need a sense of community with other persons of all ages. Both the young people and the adults will be richer for the interchange of ideas and experiences. The community includes many people who may be able to bring expertise to the solution of school problems. Business people, artists, travelers, public officialsall should be invited to bring their knowledge and experience to education. Although it is true that all learning does not and cannot take place in the classroom, it is also true that the best classroom learning takes place when the ratio of pupils to teacher is small. When it is possible for a teacher to show interest in each student in a classroom, it is easier for all students to use their energies constructively. They ate motivated toward learning, rather than against it. It is important, therefore, that parents and other members of the community work together to make sure that the pupil-teacher ratio is kept as low as possible. A community divided on the issue of equal educational opportunity especially needs your help to keep the public schools safe from movements that would fragment them and make them incapable of providing a good education for all young people. When you find that private schools are being set up to exclude minority students, you can work with community leaders to find ways to circumvent such divisive activity. Let the press know about your convictions and your efforts to keep the schools functioning, because publicity will encourage others to join their efforts to yours. There are countless other ways in which all members of the community can help take care of the schools. Many will suggest themselves as you talk with teachers and look at your school in its relation to the community. Ask how you can help. Even if your time is limited, you may be able to make a valuable contribution in the very few minutes you can give. The important thing is that the schools belong to all of usthe whole people, as John Adams said. Copyright  1987 National Education Association of the United States Stock No. 5169-6 The Schools Are Yours. Help Take Care of Them. National Education Association Washington, D.C. 20036-3290 5 6 I Two centuries ago, John Adams wrote, The whole people must take upon themselves the education of the whole people, and must be willing to bear the expense of it. The words are direct and uncomplicated. Indeed, it is inviting to think that education in that time was much simpler than it is now, and that the expense, therefore, was much less. The educational task that we face now seems to be a much more complex one, so complex in fact that John Adamss wisdom seems scarcely to apply. But we delude ourselves if we think that those words have no relevance today. When our country was founded, education was one of the few safeguards against the unknown future. As a group of isolated colonies with dependent economies and leaders inexperienced in national government, our early communities had no certainty that they could survive as a country. Now that we are a vast, strong, and rich world power, it seems more than ever necessary to heed John Adamss words. The shadows of future global problems demand the knowledge and foresight that can only come from the education of the whole people. And for that we must turn to a comprehensive and flexible system of education. The schools, which belong to all of us, as John Adams hoped they would, are our best guide into the unknown. The expense we must bear for them is not simply one of dollars. It is, in addition, an expense of concern, and time, and active care. Our schools need our care, and taking care of a school is more than removing trash and repairing broken equipment and replacing damaged instructional materials. It involves a maintenance of spirit among students and teachers and other school personnel. That spirit, which we often call morale, in turn flows back to us and to all the other members of our community. At a time when the public educational system is threatened by those forces that would establish private schools to exclude minority students from an equal education, it is imperative that we maintain that spirit. The divisive action of a few strikes at the heart of the premises of equality and equal opportunity on which our democracy is based, and if we permit it to erode out public school system, we indeed jeopardize the education of the whole people. Caring about our schools is not necessarily constructive unless we can turn the care into positive action. We are all familiar with the kind of care that takes the form of complaining and hand-wringing about what has gone wrong with education. Complaints are verbalized in conversation as well as in the newspapers and other media. Suddenly we are awash in an issue called violence-in-the- schools, and we hear some people saying that such violence is a result of the breakdown of school discipline. This is an extreme example, of course, but the issue is one of increasing currency. And in order to be corrected, the situation requires a constructive care on the part of the entire communitynot just teachers and parents, but students as well. Without concerted action, this type of issue will threaten the entire fabric of public education, because our schools will be turned into centers of discipline rather than instruction. Suppose your community is facing such a you as a parent and/or problem. What can concerned citizen do about it? There are many things you can do. One of the most important is to encourage young people toward a sense that the schools belong to them as well as to adults. What steps do you take to help students to this realization? You can find out as much as possible about the problems facing the school and students in the school, as well as what the school is presently doing to solve those problems. If you believe that other approaches are necessary, you can meet with teachers and school officials to discuss the possibility of experimenting with other techniques for managing the situation. Remember that it is important to include students in planning meetings, because they are among the most vitally affected persons when a school has problems. You can help your children to involve themselves as completely as possible in their learning by showing them that intellectual curiosity is natural and valuable. If they have questions, help them learn how to find answers by looking up information in books and encyclopedias at home or by doing research at the public library. Encourage them to view the programs on television that focus on current events, or American history, or the various peoples, animals, plants, customs of other parts of the world. In spite of the brightness of todays young people, learning does not proceed 4 3 2INCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT  It is good to add Do this instead when you must tell your child no. Substituting a permissible activity takes the childs mind off the thing forbidden, and promotes a positive view.  When answering your childs questions or reviewing spelling words, suggest that he or she look up the answer in a reference source. Help your child find the answer, but dont be too quick to give it.  Speak proudly and frequently about your childs strengths.  Help your child find time each day that is his or hers alone. Children need time to think, dream, plan, make decisions, and free their minds from problems.  Allow your child, when possible, to experience the consequences of actions. A lost toy, for example, might not be replaced.  Proudly display your childs accomplishments at home. This includes everything from a five-year-olds artwork to a teenagers merit badge. I A Success Guide for Parents of Grade School Students Copyright  1987 National Education Association of the United States Stock No. 5179-3 National Education Association Washington, D.C. 20036-3290 5 6 I I I I I I Student, Parent, Teacher Were All in This Together How can you, the parent, have a positive effect on your childs schoolwork? Here ate some suggestions to consider:  Come to school and meet your childs teacher. You ate welcome. Parents support and frequent communication help children learn.  Ask your child what happened in school each day. If your child says nothing, dont give up. Ask questions about specific activities.  Become familiar with school regulations and school practices so that you will know whats expected of your child. If you have questions or concerns, discuss them with the principal.  Help your child see that school attendance is important and desirable.  Make TV watching a constructive force in your household. You might give your child an allowance of'TV time and promote high-quality programs. Watch television with your child and discuss what youve just watched.  If your child announces that he or she hates a certain subject, find out why. Then enlist the teachers help in changing the negative feelings. How You Can Help Your Child with Homework How can you help your child with homework? Here ate a few suggestions that can make homework a valuable link between the school and your home:  Make sure that your child has a good place in which to study. It should offer plenty of room to spread out materials, the right kind of lighting, and a comfortable chair.  When your child is doing homework, make sure the entire family gives that activity as much respect as possible, so the student is not disturbed unnecessarily.  Set aside the same time each day for homework. This helps develop the discipline most children need.  Establish rules for using the telephone. and TV during homework stereo, time. This will mean better concentra- ation.  Review spelling words with your child, perhaps once before going to bed and again in the morning. The same goes for other types of memory work such as multiplication tables, arithmetic drills, state capitals, and so on.  When your child is writing a school report, show that using information from several sources is better than just relying on one book. Help your child get acquainted with the wide range of available sources.  Go over your childs homework, expressing both your expectations and support. Make suggestions about spelling, grammar, punctuation, or the accuracy of solutions, but dont do the homework for the child. Parent-Teacher Conferences These are questions you may wish to ask your childs teacher at conference time:  What are the children studying this year?  What are they doing in specific subject areas? What do you include in social studies? What kind of arithmetic will they learn? How do you teach reading or spelling?  I see equipment with which I am unfamiliar (computers, overhead projectors, etc.). What is it used for?  How is the class organized? When are children taught in groups rather than as a class? What do you do for the child who learns faster or slower than the others?  How do you evaluate the childs progress? What tests are used? What do your grades mean?  What policies apply to this grade? What are the school rules? How much homework do you give? What kind of discipline is used? Self-Reliance, Self-Esteem, and Self-Discipline How can you help your child develop these important attributes? Here are a few suggestions:  Let your child know how interested you are in what he or she has to say. Show how carefully you are considering his or her opinions. 3 2 4 I I I I I Attend parent-teacher conferences when they are called.  Discuss with your childs teacher what his or her objectives are and find out how you can help meet those objectives.  If you dont understand some aspects of the school program, ask about them.  When the young people in your family watch TV, talk with them about what they watch. Remember that as watchers they tend to remain passive, so their verbal skills may need special practice.  Share your expertise with the school. If you have a special area of interest and knowledge, volunteer to talk with students about that area. They may be ea-together that we can assure all young persons indeed all persons of any agethe education to which they are entitled. Each of us, in turn, will be secure in the knowledge that we are helping to maintain the equal opportunity that is the birthright of every citizen of our country. Incentive School - Parent Involvement Working Together for Education ger to have a career or hobby like yours.  Help elect local, state, and national leaders who have demonstrated a true concern for education. Examine political platforms carefully and find out which candidates can do the most for your schools, on the basis of both their expressed intentions and their records. Above all, parents, teachers and other faculty members, students, and other persons from the total community must come together to establish mutually acceptable goals for the schools. That means a commitment of time, energy, and good will on the part of every one of us. It is only by working Copyright  1987 National Education Association of the United States Slock No. 5168-8 5 6 National Education Association Washington, D.C. 20036-3290 I I I I I I We have entered an age in which education is not just a luxury permitting some . . an advantage over others. It has become a necessity without which a person is defenseless in this complex, industrialized society. Lyndon B. Johnson said that in a commencement speech at Tufts University in 1963. And he went on to say that to deny any persons access to this education to which they were entitled was to deny them access to their rightful place in our economy, and to deny the rest of us their productive skills. Every young person in our country is entitled to public education. Indeed it is only through public education for all that equal opportunity is available to all. Education is much more than a joint occupation of teacher and student. It should be the lifelong concern of every citizen of the United States. It need not and should not be confined to the school building, even though its scope and direction are set in the classroom. Indeed, in order to understand the purpose and content of the educational process, each person in the community must know how and why the school functions as it does. This means that the education of the young people in out country must be the result of a cooperative effort among all of us. We cannot ask students and teachers to do it all alone. We have all heard complaints about low test scores and the neglect of basic education. But how many of us have heard the complainers question the tests, or define basic education in an objective way? Many times they do not know the facts but are, rather, responding to emotional rhetoric about returning to some golden age of education that in fact never existed. help the schools by Parents especially can finding out how they work and why certain data such as test scores may be interpreted in negative as well as positive ways. Armed with the facts, parents can be among the most persuasive supporters of education. That is the kind of public trust that we can carry constantly with the awareness that we make a solid contribution to the maintenance of our national values. In other ways, too, parents can be responsible partners in the cooperative venture. They surely are in the best position to help the school in its constant efforts to overcome the problems of increasing class size, disruptive student behavior, reduction of staff, and the numerous other threats to education that result from our changing times. By finding out how school budgets can be utilized to preserve the professional stable faculty, parents can integrity of a guard against the debilitating effects of increased class size. . Parents can also support the school in its efforts to maintain discipline by matching their own attitudes toward their childrens behavior to that of the school. By taking part in fiscal and political decision making at the local level, they can direct government toward legislative and fiscal decisions that result in conditions in which education prospers. If parents work and vote for political candidates whose platforms include strong support for the schools, then they are helping to turn the tide toward a unified educational effort. In a democracy in which the national law states that no segregation by race, creed, color, or sex shall be permitted in the schools, it is the duty of every citizen to help the community uphold that law in every way possible. Here, too, parents are in an ideal position to defend the process of justice for everyone. Parents should not be strangers to the classrooms in which their children spend so much time, not to the teachers who share with them the training and motivating of those children. They need to know what the school does. Above all, we must see that other parents and all other community members are aware of the responsibility they have in maintaining and supporting public education. Every one of us can do something, even if it is only one of the few things in the list that follows. Each of us can think of many mote things that would be particularly helpful in the schools of our own communities.  Make use of every opportunity to visit your childs school. 4 3 2 I I I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 Employ flexible grouping and scheduling methods. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have com-pleted high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I 1 A Checklist for Appraising All Schools A good school has One professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and Good Elementary Schools 1 preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the sch\u0026lt;x)l program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Provide opportunities for the child to learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements ate prepared, and interested in and prepared for the assigned to positions for which they , . _ age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar requirements. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the real world of the child. 6 A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. Pl Provisions encouraging racial balance of pupils and staff and fostering intercultural J. U understanding. Instructional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT You can also contribute your ideas about the parent involvement program or the educational system in general. Being a patent, you have a different viewpoint that is valuable to the teacher. What Ate the Qualifications for a Parent Volunteer? The basic requirements are simple. You should  Enjoy working with children.  Have an interest in education and the community.  Feel a commitment to the goals of the parent involvement program.  Want to help.  Be dependable and in good health. As you can see, it is very easy to qualify and the rewards are great. How Much Time Do I Have to Spend at School? Its strictly up to you! You can work out a schedule convenient to you and the teacher from several days a week to an hour a month. If you dont have transportation or if you have preschool children, you can set up carpools or share babysitting services with other volunteers. If you work during the day, you can still contribute by making things at home or helping with weekend activities. Both fathers and mothers should remember that it is important for children to have contact with parents in the classroom whether you come to school to tell them about your job or make recordings of instructional drills for them to listen to. Whatever time you can give will be appreciated it means more learning opportunities for each child. To Whom Will I Be Responsible? You will determine your schedule and activities with the teacher you are assisting, who will be your primary contact at the school. He or she will be there at all times to guide you and offer suggestions. The program is based on a cooperative partnership. The teacher plans and initiates learning activities, and you reinforce these efforts by motivating students, stimulating their interest in learning, and building their selfconfidence. When Can I Start? Right nowby volunteering your services and by offering any suggestions you have to help teachers plan a more effective program. You can also contact your friends and encourage them to participate. The success of your schools parent involvement program will be determined by your enthusiasm and interestso get involved! The result will be a more meaningful education for your child. Copyright  1987 National Education Association of the United States Stock No. 5158-0 Get Involved in Your Childs School National Education Association Washington, D.C. 20036-3290 5 6 I I I I I What Is a Parent Involvement Program?  An exciting concept designed to create a partnership between parents and teachers by bringing you into the classroom to participate in your childs day-to-day education. You and the teacher share a deep concern for your childs welfare, and there is no better way to encourage your childs growth and development than by working together to meet her or his educational needs. How Does This Program Benefit My Child? The primary focus of the parent involvement program is on the child. It aims to meet childrens needs more fully by making your schools educational program more flexible, and thus more child-oriented, through increased personal attention and assistance. As a parent, you are already aware of childhood curiosity. Your child wants to learnbut a lack of learning opportunities can stifle natural desire to find out about the many things that make up the world. By helping your childs teacher, you both can offer new and varied experiencessuited to his or her interests and capabilities. What Will I Gain from Participating in the Program? Your school system needs your support to carry out its programs. By working in your schools, you will become more familiar with these programs, and you will see why they are vital to your child. With this new understanding of educational needs and goals, you can give the schools the backing they need and encourage others to do the same. You will learn more about everyday happenings in the classroom from the increased communication and interaction between you and the teacher. You will have the satisfaction of helping children during a very important stage in their development. You will be able to provide the teacher with valuable information about your child and your communitycreating a link between school and community so vital in our multiethnic society. You will learn new skills in working with children. To sum it up, participation in the parent involvement program will give you a chance to make a significant contribution to your child, your schools, and your community. Why Do Teachers Need My Help? Today, there is an increasing emphasis on individualized instructionfitting the curriculum to the child. But time and money often work against a teacher who wants to employ new methods and materials, who wants to give each child personal guidance. When you assist teachers with growing paperwork, make instructional materials, or conduct a science experiment, you give them more time for planning activities, for trying new teaching strategies, and for working directly with children. As a parent volunteer, you allow them to be more effective teachersand the school obtains your skills and services that might be unavailable elsewhere due to financial limitations. Do Teachers Really Want Me in the Classroom? Teachers, like anyone else, want to be as effective in their work as they can, and your help will enable them to devote more time to professional activities. Remember the parent involvement program is voluntary for them, too. If they did not feel you would be a valuable asset to the instructional program, they would not ask for your help. How Can I Help in the Classroom? There are so many activities parents can participate inall of which mean an enriched learning experience for childrenit would be impossible to list them all here. For example, there are clerical jobs such as completing attendance forms or filing in- stmctional materials. Or you can work directly with children as you read them stories or help them play educational games. If you have an unusual hobby, you can be a guest speaker and show the class some of your work. The activities you participate in will be decided by you and the teacher you work with. In this way, the teacher can plan lessons with a knowledge of your skills and interests, and provide you with a variety of interesting tasks. 4 2 3  I  I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supponive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. Good Elementary Schools 1 Provide opportunities for the child to A broad curriculum to develop intellectual, emotional, scMzial, physical, and vocational 3 emotional, social, puysicai, anu niuuvuu competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nunure many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural Iv understanding. Instructional materials portraying minority groups and women realistically. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the teal world of the child. 4 Provide learning experiences beyond the classroom and the school building. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 } 2 I I I I I ILITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 March 23, 1993 Attorney Connie Hickman-Tanner ODM Dear Mrs. Tanner: I am sending your way sample copies of leaflets that I give to parents at Parent Meetings, distribute to Parent Council, Presidents and Parent Centers. PTA You are welcome to attend the PTA Presidents Breakfast at McDonalds on 701 Broadway, Saturday, March 27, 1993 from 7:45 a.m. to 8:45 a.m. Sincerely, Catherine J. Gill Ron Brandt On Parents and Schools: A Conversation with Joyce Epstein Joyce Epstein has been conducting research on teachers practices of parent involvement and the effects of family-school connections on students, parents, and teachers for over a decadeincluding her current work at the Johns Hopkins educational research centers (CREMS and the Center for Research on Effective Schooling for Disadvantaged Students [CDS)). Here she discusses five types of parent involvement and affirms that parents want to be more involved in their childrens learning, especially at home, and that they need clear direction from the schools. W hat do educators need to know about parent involvement? W'e're much clearer about that now than just six years ago. In our work with administrators, teachers, policy leaders, and other researchers, we've identified five major rypes of parent involvement. These five types occur in different places, require different materials and processes, and lead to different outcomes. [See \"Five Major Types of Parent Involvement, p. 25. | The point is that any one practice parent-teacher conferences or PTA activities or public relations efforts f.tnt cover the full range of ways parents and teachers need to work together for their children's education. Hundreds of piactices can be selected or designed to promote each of the five types. (See \"Examples\" chart, p. 26.) And research is beginning to produce information on the likely results of different practices. For example, several studies show that when parent.s help their child at home in a particular subject, its likely to increase the student .s achievement in that subject. By contrast, involving a hv Ja\\ Van fivn^laer \u0026gt; few parents in decision making on school committees probably won't increase student achievement, at least in the shon term. Parent volunteers at school can help teachers think positively about parents, and increase teachers' willingness to involve parents in other ways, but a few volunteers at school won't help other parents know how to help their children at home. Educators choices will be easier if they know these thingsand if they know their goals for parent involvement. What goals might they typically have? Tve compiled some examples of outcomes for parents, for students, and for teachers related to each of the five types of involvement. [See Examples\" chart, p. 26-1 What else have you learned about the effectiveness of the various practices? For one thing, commonly acceptexi practices aren't necessarily the best way to achieve the outcomes they're supposed to produce. For example, we've learnetl that to promote Type 1 involvementhelping parent.s fulfill their basic obligation.s a.s parents most schools conduct workshops for the parents. But parent.s cant come to workshop.s if theyre scheduled when the parent.s work or have other responsibilities. We want to change the focus of Type 1 activities from the numlK-r of parents who come IO .schixil at a given time to the numIxT of parents who get the information at times more convenient to them. Ail- ininisirators anti teachers can get the 2) 1:1)1 ( ATH INAI 1.1AI\u0026gt;1:KSHII'I i I I I i I f Five Major Type* of Parent Involvement Type t. The basic obligations of parents refers to the responsibilities of families to ensure children s health and safety\nto the parenting and child-rearing skills needed to prepare children for school\nto the continual need to supervise, discipline, and guide children at each age level\nand to the need to build positive home conditions that support school learning and behavior appropriate for each grade level. Type 2. The basic obligations of schools refers to the communications from school to home about school programs and children's progress. Schools vary the form and frequency of communications such as memos, notices, report cards, and conferences, and greatly affect whether the information about school programs and children's progress can be understood by all parents. Types. Parent involvemertt at school refers to parent volunteers who assist teachers, administrators, and children in classrooms or in other areas of the school. It also refers to parents who come to school to support student performances, sports, or other events, or to attend workshops or other programs for their own education or training. Type 4. Earenf inyoivement in teaming activities at home refers to parent-initiated activities or child-initiated requests for help, and ideas or instructions from teachers for parents to monitor or assist their own children at home on learning activities that are coordinated with the children's classwork. Type 5. Parent invoivement in governance and advocacy refers to parents' taking deci- sion-making roles in the PTAATO, advisory councils, or other committees or groups at the school, district, or state level. Il also refers to parent and community activists in independent advocacy groups that monitor the schools and work for school improvement. information from workshops to the parent.s who couldn't attend by using, for example, audio recordings, videotapes, summaries or newsletters, computerized phone messages, and cable TV shows. In too many cases, schools blame parent,s for not coming to the school building. The parents feel guilty for not coming, and their children feel bad because their parents didn't panicipate. To reduce the guilt and distress, we need new methods of sharing information. But maybe parents ought to feel guilty if they wont exert the effort to participate. Not necessarily. Expecting people to come to schtxil once in a whilefor an open house, a student performance, a parent-teacher conference, a report card pick-up, and one or two other important occasionsmay be reasonable, but expecting many parents to come often i.s not reasonable. In fact, it.s almost discriminators' against working parent.s, parents who live far from the schtx)!, and single parents with other family obligations. Id like to see more attention to the type of involvement parent.s want mosi: how to work with their own child at home in way.s that help the student succeetl anti that keep the parents a.s panners in their children'.s education across the grades. OCTOtll-K 19Hy Why do you emphasize across the grades\"? Typical efforts to involve parents Stan to drop dramatically as early a.s grades 2 or 3. The parents at ail grade levels want to stay informed and involved. When teachers and administrators develop parent involvement pro- grams in the upper grades, the parent.s respond. Lets go on to talk about Type 2 involvement: communication from school to home. We've learned that a real problem in this area is making sure that memo.s and notices are written so that all parents can read them. Communica- tion.s from school to home need to be sent in simple, readable, jargon-free English or in the language spoken by the family. They may be in print form, but they can also be sent by computerized phone messages, kcal cable TV, radio, or in other ways. Schools need to design and test more effective The five types of involvement occur in different places, require different materials and processes, and lead to different outcomes. Yes. and they usually involve relatively few people. Schools need to review the procedure.s they use to recruit volunteers so that all who want to panicipate at the school building can do so. This can be tioiie with a simple form at the beginning of the school year or twice a year to capture the interest of familie.s who arrive after school starts. The skills, talents, and available time of volunteers need to be matched to the needs of teachers\nthis takes coordination. which can be provided by a parent-teacher team. And schools need to pnwide some training to help parent.s be effective volunteers. But schools should also find ways for parents to vtilunteer other than during the sch\u0026lt;x)l day so that those who work can offer assistance to the school, tcK). Some volunteer work can be done after schtx)!, in the evening, on weekends, on busines.s holidays that differ from schtx)! holidays, or during vacations. We'd like to see the ways to provide information. We need definition of volunteer change to into know not only whether message.s dude all parents (and others in the are going home but who understantls communitv) who give time anwhere them and who doe.s not, who we are to reaching and who we are not reach- , learning. This wi suppon sch(X)l goals and .student mine. This would greatly increase ing, anti why. J i V\u0026lt;ll I I  * j the number of parent.s nized a.s volunteers a who are recog- and relieve the Type 3 activities are those related guilt of parents to parents serving as voilunteers at school? cutne to who aren t available to the sch\u0026lt;K)l day. the schtxil building during 25Example* of Practice* to Prontote, and Outcome* from, the Five Type* of Parent Involvement Typet Parenting Type 2 Communicating Type 3 Volunteering Type 4 Learning at Home Types Representing Other Parent* Help All Familic* Estabinh Home Environment* to Support Learning Design Atore Effective Form* of Communication to Reach Parent* Recruit and Organize Parent Help and Support Provide liilca* to Parenti on How (o Help Child at Home Recruit and Train Parent leaden A few Example* of Practice* of Each Type School provides suggestions for home conditions that support learning al each grade level. Workshops, videotapes, computerized phone messages on parenting anri child-rearing issues at etch grade level. Teachers conduct conferences with every parent at least once a year, with follow-up as needed. Translators for languageminority families. Weekly or monthly folders of student work are sent home and reviewed and comments returned. School volunteer program or class parent and committee of volunteers for each room. Parent Room or Parent Club for volunteers and resources for parents. Annual postcard survey to identify all available talents, times, and locations of volunteers. Information to parents on skills in each subject at each grade. Regular homework schedule (once a week or twice a month) that requires students to discuss schoolwork al home. Calendars with daily topics for discussion by parents and students. Participation and leadership in PTA/PTO or other parent organizations, including advisory councils or committees such as curriculum, safely, and personnel. Independent advocacy groups. A Few Example* of Outcome* Linked to Each Type Parent Outcome* Self-confidence in parenting. Knowledge of child development. Understanding of home as environment for student learning. Understanding school programs. Interaction with teachers. Monitoring child's progress. Understanding teacher's job and school programs. Familiarity with teachers. Comfort in interactions at school. Interaction with child as student at home. Support and encouragement of schoolwork. Participation in child's education. Input Io policies that affect child's education. Feeling control of environment. I Sr^curity. Respect for parent, linpioved attendance. Awareness of importance of school. Student participation in parent-teacher conferences, or in preparation for conferences. Better decisions about courses, programs. Student Outcomes Increased learning skills receiving individual attention. Ease of communication with adults. Homework completion. Self-concept of ability as learner. Achievement in skills practiced. Rights protected. Specific benefits linked to specific policies. Understanding of family cultures, goals, talents, needs. Knowledge that family has common base of information for discussion of student problems, progress. Use of parent network for communications. Teacher Outcomes Awareness of parent interest, in school and children, and willingness to help. Readiness to try programs that involve parents in many ways. Respect and appreciation of parents' time, ability Io follow through and reinforce learning. Better designs of homework assignments. Equal status interaction with parents to improve school programs. Awareness of parent perspectives for policy development. I. L. Epstein, (forthcoming). \"Five Types of Parent Involvement\nUniting Practices and Outcomes.' In School and family Connections: Preparing educators ro involve families, L-------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 26 liDICAI IONM. l.l-Al\u0026gt;l-:K.SIIIi\u0026gt;I I You said earlier that Type 4parent participation in learning activ- ities at homi is the type of in- volvement that most parents want more help with. Yes, we've learned that we can greatly increase thi.s type of involvement when teachers design homework to include parent.s on purpose. Of course, some homework should be designed, as it presently is, for children to do on their own, but some homeworkonce a week in some subjects or twice a month in other subjectsshould be designed to require students to talk with someone at home about an interesting, imponant, exciting part of schtxilwork. Let's turn to Type 5 activities, involvement of parents in leadership roles, school governance, and so on. These activitie.s are important too, but they typically involve very few parent.s directly\nevery parent can join the PTA, pro, or other organization, but few panicipate in leadership roles. And those who do rarely communicate with the parents they supposedly represent to solicit their ideas or to repon committee or group plans or actions. We know that, to improve Type 5 activities, schools need to consider new forms of recruitment and training of parent leaders. children at each grade level. Our data suggest that schools will be surpriseil by how much help parents can be if the parent.s are given useful, clear information about what they can do. es(x.cially at home. We're seeing the same results How can busy teachers be encouraged to design homework of that sort? Our research reveals a few key com- poneni.s that should help. For example, we found subject-specific connection!* fx-tween teachers' practices of parent involvement in reading and gains in students reading achievement. Now we re working with teachers on a process to increase parent involvement in mathematics and science, subjects that are more difficult to organize for parent involvement at home. We call our process TIPS, meaning \"Teachers Involve Parents in Schoolwork.\" We've also learned that homework that involves parents can be scheduled on weekends, when parents say they have more time to help and to discuss idea  with their children. Schools often issign homework for Monday to 'lliursday only, a,s if it were a reward to have no homework over the weekend. We think it's better to give weekend assignment but make them differentenjoyable, interactive homework or long-term a.ssignments that require some discussion or exchange. How might a school faculty go about trying to improve their parent involvement program? One way to stan is by a.ssessing present practices. This can be done with questionnaires, telephone interviews, or meetings and discussions. 'Ihe important thing is to get the perspective!* of teachers and parents, then develop shon-range and long-range plans to strengthen practices in all five types of parent involvement over a three- to five- year period. This kind of planning, with activities and responsibilities clearly outlined, is very important if .sch(X)Ls are to progre.s.s from where they are to where they'd like to be. We've learned, by the way, that the strongest programs are usually developed in schools where there'.s a part- time coordinator to work with teach- ers and develop materials. The position of coordinator or lead teacher for school and family connections is just as necessary as a guidance counselor, an assistant principal, a school psychologist, worker. or stK-ial What about parents who do their children's homework for them? 1 think that (x.curs mainly because parents and children dont have a gixxl understanding of what the teacher expects. When parents are oriented to the teacher!* policies and patterns of hoinework assignments, grading, and so on, they know how to help anil how not to help. Can schools expect to get supportive parent involvement in all types of communities? Some edu^ cators feel that poor families just don't have the same goals as middle class schools. Data from parents in the most economically depressed communitic.s simply don't suppon that assumption. Parents say they want their children to succeetl\nthey want to helji them\nanil they need the schixd'.s and teacher.s help to know what to do with their emerge from many studie.s by different researchers using different methixLs of data collection and analysis. If schtx)ls don't work to involve parents, then parent education and family social clas.s are very important for deciding who becomes involved. But if schools take parent involvement seriously and work to involve all parents, then social clas.s and parents' level of education decrease or disappear as important factors. But isn't it true that some children come from homes in \"which they're mistreated or badly neglected? And don't teachers and administrators have reason to feel concerned about that? Yes, a small number of children and families need special attention from health and social service professionals. But in some schools educators have used these few as excuse.s for not developing pannership.s with ail parents. From research on parent involvement in urban, rural, and suburban schools, we believe that aixiut 2 to 5 percent of parent.s may have severe problems that interfere, at least for a time, with developing pannerships. and we know, tixi, that about 20 percent of all parents are already succe.ss- fully involved. But the other 75 percent would like to become more effective partners with their children'.s schools. The percentages vary somewhat from schtxil to school, but the pattern i.s the same, with most parents at all grade levels wanting and needing information and guidance from their children'.s sch\u0026lt;x\u0026gt;ls and teachers. All schix)ls have the opportunity to build strong pannerships with parents.n Joyce L. Epstein i.s Principal Research Scientist and Director, liffective Middle Grades Program, (xnter for Research on Elementary and Midille Schix*ls. Ilie Johns Hopkins l.'niversity. .15(16 N. Charles St.. Baltimore. MD 2121H Ron Brandt is A.SCD'.s Executive Editor. u OeroitKM 19H9 1Parent InvolvementZCommunily Linkages Tri-District Collaboration Plan Interdistrict Plan, pp. 56-58 Goal: Achieve a cooperative working relationship between and among the districts. Objectives: 1. strengthen existing community involvement organizations and programs\n2. develop additional programs designed to facilitate substantive involvement and cooperation of parents and citizens in the districts\nProcess: A. Develop parent involvement and support activities which facilitate the teaching-learning process. B. Use parents in marketing educational programs and benefits that will result from desegregation. o' c. Encourage community-wide multi-ethnic committees for input into planning and decisionmaking. D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities. Issues\na. Some activities have been implemented, some have been partially implemented, some not at all. b. These aspects of the plan are unevenly articulated and promoted throughout the LRSD. c. District management and support of the activities is segmented and intermittent\nno unified system for management, support, and measurement appears to exist. d. Is there a comprehensive plan and schedule for implementation of this section on a cyclical basis school by school and department by department? Who is responsible? e. Implementation of parent recruitment is not adequate. f. Successful school programs and approaches need to be promoted throughout the district. g. Parent commitment to schools needs to be fostered in each building. h. Accountability for implementation and outcomes needs to be improved.Summary: Tlie desegregation plan provisions regarding parent involvement and community linkages are reasonable and workable. However, implementation, coordination. management, measurement, and accountability for the provisions identified in the desegregation plan appear to be inadequate. Rec\n1. Implement the desegregation plan elements evenly across the district. 2. Develop a districtwide coordinated and integrated support system for parent involvement, community linkages, and tri-district collaboration for such involvement. 3. Identify \"promising practices\" and \"what works\" ideas and models, promote them as success prototypes, and devise a system to disseminate them throughout the district. 4. Equip parent recruiters to be successful, promoting their teammanship, developing comprehensive job descriptions, targeting their marketing, more closely to the schools. and connecting them 5. Identify the factors that foster parent commitment to individual schools (such as stability in the position of building principal) and commit to promoting preserving those factors. and 6. Devise and implement comprehensive staff development to train all staff in methods to support parent involvement. 7. Promote widespread awareness of school events (such as open houses) throughout the school district and community. 8. Tie the desegregation plan provisions, implementation, and results to employee performance evaluations, especially principals and other leaders.PARENTAL INVOLVEMENT LRSD SETTLEMENT PLAN HIPPY PLAN \"During the fall of 1986 the LRSD implemented HIPPY to serve educationally-disadvantaged children in the community where high risk children were designed curriculum of the identified.... The specifically home-based program trains aides (mothers) of four and five year old children in teaching their children at home. It (Volume I - Page 9) PERFORMANCE INDICATORS Parent Recruitment - recruitment plan - materials (flyers, PSA's...) - enrollment lists of participants Referral \u0026amp; Placement Training (orientation and ongoing) - training agenda, topics, speakers, locations, times.. - training materials Supervision/District Support - number \u0026amp; type of contacts - mechanism for mothers to receive assistance Evaluation - forms and results - Early Prevention of School Failure Test for participants entering and exiting kindergarten NOTE: Why not have test for participants pre and post HIPPY??? CITY WIDE EARLY EDUCATION PLAN II The plan proposed by LRSD for city-wide education will have a three-fold purpose: 1) Parenting education for both mothers and fathers, family health care, and nutritional guidance\n(Volume I -Page 21) II* PERFORMANCE INDICATORS Parenting Education Parent Recruitment Workshops - agenda, topics, speakers, locations, times... - training materials used \u0026amp; resources provided to parents - evaluation forms and results Family Health Care \u0026amp; Nutritional Guidance Information Dissemination - mechanism in which services/information is disseminated (flyers, workshops...) - type of information/services provided PLAN \"Parent involvement conferences, family services in parent advisory boards, parent-teacher volunteers and employees and the inclusion of parents IS effective early childhood program. an important component of II as an PERFORMANCE INDICATORS Parent Advisory Boards - board mission, goals, objectives, job descriptions, timelines... - recruitment - referral \u0026amp; placement - training - meeting agenda and minutes - district support - recognition - evaluation forms and results Parent-Teacher Conferences - list number of, time and location of parent/teacher conferences Family Services - identification of services - mechanism for delivering services - recruitment of parents to receive services - district support - evaluation Volunteers \u0026amp; Employees - recruitment - referral \u0026amp; placement - training - supervision/district support - recognition - evaluationPARENT INVOLVEMENT/COMMUNITY LINKAGES PLAN \"Broad-based citizens committees will be formed to increase community acceptance of the desegregation plan and to reduce white flight . community These committees will work to establish a broad-base of support of the Pulaski desegregation plan. fl (Volume I - Page 177) County School Districts' PERFORMANCE INDICATORS - committee recruitment efforts - committee composition (broad-based representation) - training provided - district support - goals and objectives - meeting agendas and minutes - evaluation PLAN It VIPS utilizes volunteers and community resource services to enhance parental involvement and support for all students of the district. The current list of volunteers .... will serve as a catalyst to explore ways to expand and improve community awareness about opportunities for involvement in support of the LRSD's long- range desegregation plan. tl (Volume I - Page 177) utilize parents in marketing educational programs and benefits that will result from desegregation. (Volume I - Page 179 \u0026amp; 184) ACTIVITIES PERFORMANCE INDICATORS Develop a resource list of parents who are willing to talk with potential patrons Responsible: VIPS Coordinator and PTA Councils Job Descriptions - Parent recruitment - Parent resource lists - Training for parents - District Support - Recognition - Evaluation Establish parent recruitment teams in each school to encourage families to enroll in public schools Responsible: VIPS Coordinator and PTA Coordinators - Job descriptions - Team recruitment - Team enrollment list - Training for teams - District support - Recognition - EvaluationACTIVITIES Seek positive media coverage featuring parents for all ethnic backgrounds Responsible: Communications Coordinator and Special Assistant Superintendent PERFORMANCE INDICATORS - Job descriptions - Parent recruitment - Media Plan - Media contacts - Parent participation - Training for parents - District support - Number \u0026amp; type of coverage - Recognition - Evaluation Work through local parent/ teacher organizations to encourage positive media coverage Responsible: Local PTA's all of the above Designate a contact person at each local school to report to an established information center Responsible: Principals and Local PTA Board List of school contacts Produce video presentations for area schools for use by real estate offices, day care centers, local businesses, economic development agencies and other community groups Responsible: VIPS Coordinator and Communications \" - Video presentations - Examples of letters sent to offices, groups... informing them of video and requesting an opportunity to make a presentation - Train presenters - List of Presentations - Evaluation \"VIPS will correlate efforts to equitably involve all segments of the community in the LRSD. The result will be maximum resource utilization and effective service desegregation of the District. If delivery in (Volume I - Page 178) support of fl LRSD's goal is to strengthen existing community involvement organizations and programs, and to develop new programs designed to involve parents and citizens in the three county districts in planning and implementation of the desegregation plan.\" - Page 178) (Volume I\"Develop parent involvement/support activities\" 178 \u0026amp; 182) (Volume I - Pages ACTIVITIES PERFORMANCE INDICATORS Establish a Parents in Learning Program Responsible: VIPS, PAC PI?, M? \u0026amp; Staff Dev. Coord, New Futures Dir \u0026amp; Drop-Out Prevention - Parent recruitment - Parent participation lists in learning programs (HIPPY, APPLE, Just Say No) - Orientation/training - District Support - Evaluation Provide parent workshops Responsible: Same as above - Parent recruitment - Workshops: agenda, topics locations, times, materials sign-in sheets - Evaluation Parents and staff will work cooperatively to to develop \u0026amp; encourage positive home learning Responsible: School VIPS Chair, PTA Board, Principal and Staff - Parent recruitment - Process for developing \u0026amp; encouraging home learning - Materials/Resources for parents(home study guides) - Training for parents - District support - Evaluation Each school will establish a multi-ethnic teacher/ parent committee to design \u0026amp; implement school based activities Responsible: School VIPS Chair, PTA Board, Principal and Staff - Job Descriptions - Parent recruitment - Committee membership list - Committee goals \u0026amp; objectives - Committee agenda \u0026amp; minutes - List of school activities - District Support - Recognition - Evaluation Encourage all parents to become active members of a parent involvement program Responsible: ? - Identified programs - Identified areas for parents to become involved - Parent recruitment - Program/Parent lists - Program goals \u0026amp; objectives - District support - Recognition - EvaluationINCENTIVE SCHOOLS \u0026amp; PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students identified five main types of parental involvement. have The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being. A second type of parental involvement common to all schools is communication from school to the home. A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with Parent Volunteer Assistance, Parent Audiences, and Parent Attendance at Workshops. A fourth type of parent involvement is assistance with learning activities at home. A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups. We expect the process of developing parental involvement activities to be ongoing. (Volume II - Pages 103-116) Some suggested activities are listed below:\" ACTIVITIES PERFORMANCE INDICATORS Offer opportunities for adult community education - Needs assessment - Parent Recruitment - Workshops, agenda, materials. times, sheets locations, sign-in Evaluation Establish an Incentive-Wide Parent Internship Program with the purpose of employing parents as teacher aides and other positions for which they are qualified - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - List of parent interns - Training - District Support - List of parent interns who become district employees - Recognition - Evaluation Recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified - Job Descriptions - Parent Recruitment - List of parent employees - Training - District support - EvaluationACTIVITIES PERFORMANCE INDICATORS Establish mentorships between teachers and parents in the incentive schools - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - Referral \u0026amp; Placement - List of Mentorships (teachers/parents) - Orientation/training - District Support - Recognition - Evaluation Establish a Parent Center in each school \u0026lt; Provide resources \u0026amp; staff to house/operate center which loan materials to parents - Operation of Parent Center with staff, hours, materials, - Staffed with community people - Inventory of materials and resources available to parents - Parent Recruitment - Sign in sheet of parents using center - Sign in sheet of materials and resources on loan to parents \u0026gt; Train \u0026amp; employ a parent in the community to operate the center - List of employees operating centers from each school and their background  Formulate a committee of parents and school personnel to make recommendations on materials - Job descriptions - Committee goals, objectives and timelines - Training - Committee Meetings and agenda List of committee reommen- dations(implemented and nonimplemented) - Recognition - Evaluation  Assume responsibilities - Communications packet for development and distribution - Mailing and drop off list of a monthly distribution packet of packet distributionACTIVITIES PARENT INVOLVEMENT Offer mini-workshops to parents on such as: study skills discipline, time management, pre-reading skills, financial management, developmental learning skills - List of workshops, agenda materials, locations, times, - Parent sign-in sheets - Evaluation Request that parents come to the school at least twice a year to pick up report cards - Invitation for parents to the school - Method in which parents are invited to the school - Parent sign-in sheets Provide and require opportunities for counselors to have direct with parents through scheduled meetings and home visits (require at least 2 home visits) - List of contacts with parents corresponding to students in the district (home or school) Use parent recognition as a tool for community and parent involvement - Recognition of parents at PTA meetings: agenda - Display parent community awards on bulletin board in entrance hall - Special awards meeting or banquet: list of awards - Provide school lunch vouchers for parents: list of vouchers given to parents - Involve students in awards selection process: list of students on selection committee Establish a systematic approach to effective communication between home and school o Identify at least 3 key communicators as a vital source for all to rely upon - List communicators at each each school o Teach parents system for advancing support and concern for the school - Design of system - Method system is taught or disseminated to parentsACTIVITIES PERFORMANCE INDICATORS o Establish a community resource list of role models and mentors - Job descriptions for role models \u0026amp; mentors(RMM) - Recruitment of RMM - Training of RMM - Recruitment of parents and students - Referral \u0026amp; placement - List of placements - District support - Recognition - Evaluation o Invite community patrons of pre-school youngsters to attend PTA meetings and other parental involvement activities - Invitation to parents - Method invitation is disseminated - Parent sign-in sheets Require contractual commitments from parents prior to enrollment - Signed Contracts o parent attendance at PTA and other school related activities o Prepare and distribute Parent Handbooks and monthly calendar events - Parent sign-in sheets - Mechanism for contacting absent parents - Parent Handbook - Monthly calendar events - Mechanism handbook and calendar are disseminated o Parents to sign homework assignments, projects, etc. - Signed projects \u0026amp; assignments o Parents call school to report absences and that the school call the home and document the reasons for absences - List of parent calls corresponding with child's absence - List of school calls listing reason for absences o Require at least 2 home visits - List number and time of home visits by school staffACTIVITIES PARENT INVOLVEMENT Formulate a governing body of administrators, parents and teachers to establish school policies and procedures Parent recruitment Committee agenda and minutes List of parent suggestions incorporated in the school's policies and procedures - District Support - Recognition - Evaluationi. { TEL: Nov 20.91 12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRiv 810 WE SI MARKHAM LITTLE ROCK, ARKANSAS 72201 PLLiASE i February 2, 1990 The Little Rock School District is now accepting applications for the following position the 1989-90 school year: POSITION: Parent Recruiter . QUALIFICATIONS: 1. 2. High school diploma. Knowledge of the district's desegregation plan. 3. 4. 5. 6. Some experience with community and civic groups. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. 8. NOTE: Must have computer experience. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THU INITIA SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: Tv nrw stiidonts to thc District and assist parents in the process of select- appropriate schools within the constraints imposed by the desegregation plan. c\nTo recruit new To the District in cictiieviny un dcueptnbl e racial balance at each school. BASIC PERFORMANCE RESPONSIBILITIES\n1. Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. 3. Facilitates parents visits to all schools. Provides information to parents concerning school options. 4. 5. Provides assistance in marketing schools. Assumes the responsibility for establishing support sysfem\u0026lt;, among parent, comniuf and civic groups.'.v-' ftiS TEL: Nov 20,91 12:28 No .004 P.02 - iS.' n 1 T r ^Olecrulter PERFORMANCE RESPONSIBILITIES: (Continued) ^^'*''\"1 District and various con,muni  orgsnizax-lOns. Provides as.si.stance in processing and riiaintaining waiting lists. 'W I*? 8. other duties as assigned. y^^'SALARY AND TERMS: BenLms'packlgo  *\"  P'us DgA^NE FOR RECEIPT OF APPLICATIONS\nFebruary 13, 1990 SEND WRITTEN LETTERS OF INQUIRY TO\nLynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST (------------- ' SELECTION PROCESS. COMPLETE A VERY RIGOROUS NO . JOB CODE: 071015 - PARENT RECRUITER addressed to the^Associate^SuoeHnto^i^^y^r Employer. Equity concerns may I\nment. ' Pf^rinterident for Desegregation, Monitoring and Program Devc5, school. Again, we emphasize that we do not mean to imply that these changes are not peirmissible. Rather, changes of this kind I may be approved if the District Court finds they are justified. One other kind of change proposed by the parties deserves our attention: deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their \"Stipulation Regarding Little Rock School District and 1 I i i 1 Interdistrict Plan Modifications,\" filed with the District Court on July 25, 1991, the parties stated that they deleted the I requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: \"Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan.\" Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. hire and Until that time, however, the district's obligation to maintain, the rprrnitprs should remain in the plan' The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-TEL: Nov 20,91  12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRi. ' 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE February 2, 1390 The Little Rock School District is now accepting applications for the following position  the 1989-90 school year\nPOSITION: Parent Recruiter I I 1 QUALIFICATIONS: I ! 1. High school diploma. 2. Knowledge of the district's desegregation plan. 3. Seme experience with community and civic groups. 4. 5. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 6. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. . 8. Must have computer experience. NOTE: APPLICANTS MUST BE PREPARED TO SHOU EVIDENCE OF THESE QUALIFICATIONS IN THE INIT SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: To recruit new students to the District and assist parents in the process of appropriate schools within the constraints imposed by the desegregation plan, the District in cichievinu un ucuepLable racial balance at each school. sei c\nTo SASIC PERFORMANCE RESPONSIBILITIES: 1, Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. Facilitates parents visits to all schools. 3. Provides infonnation to parents concerning school options. 4. Provides assistance in marketing schools. 5. Assumes the responsibility for establishing support system-? among parent, comr:\n. and civic groups.i3FfK'5\\- n 1 i\n.'S' TEL\nNov 20.91 12:28 No,004 P.02 J2) ^crufter Performance responsibilities: (continued) ^Serves as a liaison between thc Little Rock School District and organizations. Various coniniuiii Provides assistance in processing and tiiaintaining waiting lists. Other duties as assigned. L^eSALARY AND TERMS: $18,216 - $23,359 - AN Salary Schedule 15-, Qenerits Package deadline FOR RECEIPT OF APPLICATIONS: ' February 13, 1990 SE^WRITTEN LETTERS OF INQUIRY TO: Lynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 Range 6, A Twelve Month Position plus NOTE: SELECTION PROCESS. INTERESTED IN THE ABOVE POSITION I------ ' MUST COMPLETE A VERY RIGOROUS NO 7 8 . JOB CODE: 071015 - PARENT RECRUITER The Little Rock School District is addressed to the Assoctatr^slSri'LL\"^'^''!'!- employer. Equity toncerns may 1\nment.  P^^^^Teriderit for Desegregation, Monitoring and Program Devc. I5 J I school. Again, we emphasize that we do not mean to imply that these changes are not permissible. Rather, changes of this kind may be approved if the District Court finds they are justified. attention: One other kind of change proposed by the parties deserves our deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their I I I I \"Stipulation Regarding Little Rock School District and Interdistrict Plan Modifications,\" filed with the District Court on July 25, 1991, the parties stated that they deleted the requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: \"Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan.\" Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. Until that time, however. hire and maintai the district's obligation to hp. recruiters should remain in the plan. The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-Ki h i LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 September 26, 1991 K' I, TO: Board of Directors ( FROM: MrTony Wood, Deputy Superintendent THROUGH: Dr. Ruth Steele, Superintendent^)^ it. SUBJECT: Levi Strauss Grant I i I recommend the acceptance of the $7,000 grant from Levi Strauss which will help fund the parent support and involvement group for students at the Alternative Learning Center. Some of the money is also designated for field trips for students and for a self-help program for Alternative Learning Center students. I 1 i I I7 -' -/L -) '/7 From: 4 Date: /] /\u0026lt;79/ ' 7ki /- I t, - -^p 7 i. 77, \u0026gt;'Li 'J \u0026gt; , ! /^ 'C-cT^l -:\u0026gt;\n\u0026gt;7 - 77 74 47^22 ~ 7^ 74^c,^ '^'~7 7^'X.'9-')^.'-7t\u0026lt;l\u0026gt;' '' I ' 1 ' 7' /L /i _ 3 7-7. - \u0026lt;7 ^7 / C/L^L^ccjtyc.'  7'i\u0026gt;b '/ 7,^.oe^,r/ _ 2\u0026gt;3c/ 7i,c,l2l,^7C- 3\u0026gt;^r- 77^07,^ /5',2C \\/7. 71^-7 2\u0026gt;'77\u0026gt;-8^'^^ 477^- 3-77^ -^'5^ ~ :5S-(7/ 7 37s-'^/^\u0026amp;1. 2. 3. 4. 5. 6. 'XXs'Wss. J CVs'* LITTLE ROCK SCHOOL DISTRICT Rightsell Elementary School 911 West 19 Street Mr. Durtney L. Bishop 1208 Glenda Drive Little Rock, Arkansas 225-2282 - H 372-8560 - W Mr. Robert Cook 917 West 22nd Street Little Rock, Arkansas 374-0861 - H Phone 324-2430 Little Rock, Arkansas 72206 September 27, 1991 10 BLACK ROLE MODELS 72205 72206 Mr. Tommy L. Dodson 2615 South Gaines Street Little Rock, Arkansas 375-4559 - H 324-2350 - W 122Q(i Rev. Homer Leon Fairchild 9516 Cerelle Drive Little Rock, Arkansas 224-2450 - H 72205 Mr. Aswad K. Fudail 2219 South Izard Street Little Rock, Arkansas 374-8363 - H 72206 Mr. Michael Landers, Manager Union National Building Southeast Office 801 East Roosevelt Little Rock, Arkansas 72206 376-7177 - W 7. 8. g. 10. 11. 12. Mr. Terrell M. Rose 3201 Roosevelt Little Rock, Arkansas 72206 660-6610 - W Mr. Amos Rochelle 6713 Village Drive #21 North Little Rock, Arkansas 945-9158 - H 324-2430 - W Mr. Roderick Carter 2017 Schiller Street Little Rock, Arkansas 375-2935 - H 324-2430 Mr. Lloyd Williams 9608 Cerelle Little Rock, Arkansas 224-1820 - H 324-2430 - W 122Q2 72205 Mr. John Mickles 5311 Stoneedge North Little Rock, Arkansas 945-3085 - H 324-2430 - W Mr. Chris Tarver 1616 North Bryant Little Rock, Arkansas 371-4527 - W 72117 MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS TO: December 19, 1991 Board of Directors JAN 6 1'392 Office of Desegregation Monixoring FROM\nRuth S. Steele, Superintendent of School THROUGH: ^Tony Wood, Deputy Superintendent Ivey, Manager of Support Services SUBJECT: NEW . PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state. and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives.Memorandum TO: FROM: DATE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Catherine Jewell-Gill, Incentive School Services Coordinator Connie Hickman, Associate Federal Monitor January 9, 1992 RE: Parent/Community Involvement I look forward to meeting with you on Monday, January 13, 1991 at 1:30 p.m. to discuss the district's progress towards implementing the Settlement Plan provisions regarding parent / community involvement in the incentive schools. Enclosed you will find a copy on the Incentive School Monitoring Guide. I have clipped the section on parent/community involvement for your review. If you have any questions and/or if I can be of assistance to you, please do not hesitate to call on me at 376-6200.\u0026gt; \"THROUGH A CHILD'S EYES\" INCENTIVE SCHOOLS ART CELEBRATION SUNDAY, MAY 16,1993 3:00 P.M. - 5:00 P.M. FIRST COMMERCIAL BANK BROADWAY \u0026amp; CAPITOL BANK LOBBY Presented by Little Rock School District Office of Organizational and Learning Equity Marie Parker, Associate Superintendent Catherine Gill, Incentive School Parent Coordinator Dr. C. M. Mac Bernd, Superintendent Little Rock School District Incentive Schools Background/Origin The Little Rock School District Board of Directors is committed to having quality desegregated education in all schools. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. Purpose The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. Special Features Student Education Plan Computer-Assisted Instruction Extended Day Student Homework Hotline Four-Year-Old Program Theme Focused Special Skills Program Parent Council Parent Center Excellent Pupil/Staff Ratio Incentive Schools Franklin Incentive School Franklin Davis, Principal 117 S. Harrison Garland Incentive School Robert Brown, Principal 3615 W. 25th Ish Incentive School Stan Strauss, Principal 3001 S. Pulaski Mitchell Incentive School Donita Hudspeth, Principal 2410 Battery Rightsell Incentive School Sharon Davis, Principal 911 W. 19th Rockefeller Incentive School Ann Mangan, Principal 700 E. 17th Stephens Incentive School Lonnie Sue Dean, Principal 3700 W. 18thi Program Master of Ceremonies Curtis Tate Invocation Elder Homer L. Fairchild Greater New Freedom Baptist Church Ashley Bolan, Rightsell Greetings Marie Parker, LRSD Chris Pearce, Mitchell Opening Remarks John Moore, LRSD Board Constance Baker, Rightsell Entertainment Remarks Charles Stewart, First Commercial Bank Apura Dave, Franklin Entertainment Remarks Ann Brown, ODM Ahmad Waheed, Rightsell Entertainment Recognition of Judges Marie Parker, LRSD Prince Kelley, Mitchell Awards/Proclamation Roy Albert, Parent Council President Ryan Gibson, Rockefeller Jacqueline Davidson, Parent Council Office of the Governor Closing Remarks Catherine Gill Incentive School Parent Coordinator Authur Kelly, Rightsell Judges Frank White, First Commercial Bank Garbo Hearns, Pyramid Gallery Eleanor Coleman, CTA Rochelle Davis, KTHV-TV, Channel 11I Acknowledgment s Planning Committee Catherine Gill, Chair Roy Albert Janice Brown Rebecca Evans Eva Fairchild Delaney Fleming Steve Meeker Carolyn Montgomery Ken Milton Shirley Thomas Juanita Washington Marjorie Williams Ruthie Gentry Shawn Ricks Marva Pearson Jayme Huff Carla Bobo Carletta Burchett Rosalyn Zeigler Incentive School Art Teachers Ken Milton, Mitchell Jayme Huff, Ish Carolyn Montgomery, Franklin Anita Stansbury, Garland Jim Baston, Stephens Marjorie Moore, Rightsell Rebecca Evans, Rockefeller Sponsors First Commercial Bank Southwestern Bell McDonalds/B roadway Arkla Gas Company Special Thanks Mann Magnet Dance, C. Michael Tidwell Parkview Magnet Dance Troupe, Marty Justice Mitchell Incentive School, Clarence Miller and Jimmy Calhoun Rightsell Incentive School, Ladonna Falls Garland Incentive School, Ricky Banks Ish Incentive School, Cleveland Ellis Media Coverage Arkansas Democrat-Gazette Kool 95 KARK-TV, Channel 4 KTHV-TV, Channel 11 Southern Monitor JournalTO: FROM: THROUGH: SUBJECT: /' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 22, 1993 Board of Directors Stennis Glasgow, Acting Associate Superintendent for/ Curriculum and Learning Improvement istelle Matthis, Superintendent Parent Home Study Guides The Little Rock School District committed to develop parent home study guides, grades 1-6, for parents and their children to use at home as part of the incentive school academic program. (Refer to page 153, item 15, Desegregation Plan. Little Rock School District, April 29, 1992.) area for each grade (1-6). The plan calls for guides in each core subject A committee of teachers and curriculum supervisors worked in May and June to develop the first draft of the parent home study guides. The draft copies were edited and illustrated by the Division of Curriculum and Learning Improvement. was reviewed by a representative group of parents. The second draft Input by the parents and the Board of Directors will be used to finalize the guides. The initial plan for parent home study guides has been expanded in two ways: kindergarten was added to grades 1-6\nthe guides will be used by parents/guardians and their children throughout the District, not just in the Incentive Schools. The main objectives in preparing the parent home study guides were: Activities will be short and interesting\nActivities will include integrated subject matter from language arts, mathematics, science and social studies. Gifted strategies will be incorporated into the activities\nMaterials and supplies needed for the activities will be readily available in the vast majority of homes\nActivities will be challenging but suitable for all parents/ guardians representing a wide range of education levels\nr c I( r ) t c c \u0026gt; o w 2 \u0026gt;D Activities will support the \"learning outcomes\" and curriculum of the Little Rock School District for grades K-6\nApproximately 10 minutes per weeknight or 30 minutes on a weekend will be the suggested time for parents and children to work together at home\nGuides will include important information for parents about self-esteem, drug education and study skills. Studies show that a child does better in school when a family The member takes an active interest in the child's schooling. grade. Parent Home Study Guide for each grade, K-6, will provide parents/guardians an avenue to communicate with their children about educational matters and to help them at home with activities K C O ?c h- cc that support the work being done at school. The Parent Home Study Guide will be shared with principals during a minisession at the Principals' Institute. Ideas for facilitating the use of the guides will be discussed with principals. The parent review committee has already provided some good ideas that the schools can use to increase the positive impact that the guide can have on parents and children in the District. A list of the committee members and parent reviewers is included for your information. r c r c \u0026gt; o K z D \u0026gt;t Parent Home Study Guides Committee Members Grades K-1 Ettatricia Clark - Kindergarten Linda Ford - Kindergarten Jo Ann Hestir - Science Frances Dugan - Language Arts Gwen Glasco - Kindergarten Dorothy Howard - Kindergarten Grades 2-3 Barbara Fincher - Language Arts Anne Holmes - Mathematics Opal Rice - Social Studies Felicia Hobbs - Counselor Beverly Kinneman - Science Joyce Willingham - G/T Grades 4-6 Linda Ammel - Counselor Barbara Hodges - G/T Theresa Peterson - Social Studies Grades 7-8 Jeff Carr - Language Arts Ida Pettus - Science Meredith Spann - G/T Jean Beavers - Counselor Julie Collins  Mathematics John Gross - Science Betsy Henderson - Social Studies Judy Warren - Social Studies Curriculum support Team Dennis Glasgow  Science Marie McNeal - Social Studies Alice Stovall - Language Arts Jo Evelyn Elston - Counseling Kris Huffman - Illustrator Patsy Campbell - Counselor Sammy Grandy - Mathematics Stella Hayes - Language Arts Sherrye Keaton - G/T Diane Rynders - G/T Mable Donaldson - G/T Gene Parker - Language Arts Pat Price - Kindergarten Technical Team Muriel Moore - Paste Up - Touch Up r ( r r c Sharon Kiilsgaard - Word Processing - Paste Up Lisa Joyce - Paste Up - Touch Up c 2 Parent Review Committee Fatima Akbar - Ish Roy Albert - Rockefeller Ewonda Baker - Stephens Helen Graham - Forest Park Jan Jones Carver Glenda Tarpley - Terry Catherine Gill Incentive Schools Parent Coordinator \u0026gt; Q W AP\u0026amp;L IQCj'! SEP 2 9 1993 Arkansas Power \u0026amp; Light Company Date\nSeptember 22, 1993 cf DesegrcgaiieH 'jcnriCfingr An r-ntc-rqy Compai. For release at l\n30 p.m., September 22 Contact\nJerd Garrison, 377-3545 News Entergy, AP\u0026amp;L Award Stay-in-School Challenge Grants Release Arkansas Power \u0026amp; Light Company and its parent, Entergy Corporation, today announced eight Stay-in-School challenge grants totaling $6,650 to Little Rock schools and community groups for projects designed to encourage students to stay in school until they graduate. The grants are among 38 being awarded this year by AP\u0026amp;L and Entergy to promote innovative solutions to drc^ut problems. The Stay-in-School challenge grant program will provide $32,000 this year to schools and non-profit agencies in Arkansas. Each recipient will match the grant. AP\u0026amp;L President Drake Keith said young people need to stay in school if they expect to develop their full potential and that Arkansas needs a well-educated work force to attract industry and grow economically. He presented checks to the following organizations at a ceremony at his office in the TCBY Tower Building\n* G_i^s _ E^mentary International_Studies Magnet School, \"Growing\nReal-Life Experience With Plants, Animals and Self-Esteem.\" Students will grow plants specific to different countries, such as a rice paddy as part of a study of China. Students will work in the garden and raise plants in the classroom to be transferred to a greenhouse and later to the garden. Students also will raise rabbits, chickens and ducks in hutches and use them to dear and fertilize the garden plots in the same manner as in third-world A countries. Judy Bryant, counselor at Gibbs, is in charge of the preset. which is designed to help at-risk students have positive learning experiences. The $1,000 grant will be matched by $500 contributions from the Arkansas Community Foundation and the Arkansas Democrat-Gazette.^_J. A. Fair High School^ \"Stay in School to Excel and Realize Success (SISTERS). A support group for at-risk girls will be formed to increase self-esteem and reduce the number of pregnancies. Field trips win be used to broaden the students' expectations for the future. The $150 grant wfll be matched by the School. Ruthie Hiett, teacher, and Kay Moseley, the school nurse, developed the project. * Pulaski Heights Junior High School, \"School Based Peer Mediation Program.\" About 40 students will be trained to mediate conflicts between students. The project is designed to provide an effective way for students to deal with conflicts and to reduce suspensions resulting from unresolved conflicts. Carol Kaffka and Laura Cummings, eighth grade teachers, developed the project. The $1,000 grant will be matched by New Futures for Little Rock Youth. Tittle Rock Incentive Schools, \"Building Parenting Skills.\" This project is designed to increase parent involvement in the seven Little Rock incentive schoolsIsh, Mitchell, Franklin, Carland, Rightsell, RnckefAller and Stephens. Parents will be invited bo a series of six meetings designed to help them understand the needs of their children in school and how the parents can help by monitoring their progress and providing encouragement. AAA dubs will be established at each school to encourage achievement. attendance and attitude. A parent-student breakfast also win be part of the program, which was develx^jed by Catherine GUI, parent coordinator. The $500 grant win be matched by State Senator Jerry JeweU. NAACP Fair Share Office, n Youth Development/Enrichment Program.\" This $1,000 grant wfll help the NAACP place disadvantaged minority high school students with minority businesses to learn firsthand what is involved in owning and operating a business. The use of businessmen as role models winhelp in^ire students to stay in school, according to Loretta Lever, project ooordinator. The NAACP also will host an award ceremony and reception honoring junior and senior high school students for improvement and achievement in academics, community involvement, leadership skills and attendance. Matching funds win be provided by New Futures for Little Rock Youth and the Black Corporate Executive Award Program. . * Fuller Junior High School, \"Mentor Program.\" This program is designed to provide support for students who are at-risk of dropping out of schod. Volunteer teachers win be trained to work with the students individually and in monthly meetings to help them build self-esteem. The students wffl. be rewarded for maintaining their grades and win learn ccping skills to help them deal with family, school and peer problems. Some students win be selected for training in conflict resolution so they can help their peers. Debra Pruss, an English teacher, and Mary Ann Halsey, who teaches home economics, planned the program. The $1,000 grant win be matched by the Pulaski County School District Foundation. *. Centers for Youth and Families, \"Literacy Project.\" The $1,000 grant and matching funds win finance instruction in reading, writing and spelling for 10 children enrolled in the Elizabeth Mitchell Day Treatment Program and the Cornerstone Project, Most of the children have learning disabnities and need intensive, remedial instruction, according to Stacey Mahurin, program director of the Centers' Dyslexia Training Center. The grant will be matched by $500 contributions from the Centers and the Cornerstone project. Hall High School, \"Keep Kids in Schod.\" This program will address three of the problems most responsible for causing high risk students to leave schod without graduatingrepeat suspensions and expulsions. / pregnancy and drug and alcohd abuse. Strategies include conferences to setgoals and address concerns, mentoring, support groups, positive reinforcement in the form of incentives, and educational field trips. The pregnancy prevention curriculum will emphasize the benefits of abstinence based on the Education Now and Babies Later (ENABLE) model. Students will be taught to value themselves as individuals capable of making wise derisions- Linda Jones, student assistance coordinator, is in charge of the program. The $1,000 grant will be matched by HaH High School. This is the fourth year of the Stay-in-School challenge grant program. Entergy and its operatijig companies in Arkansas, Mississippi and Louisiana award more than 90 matching grants annually of up to $1,000 each to promote innovative solutions to dropout problems. The program will continue next year. For information, schools and non-profit organizations should contact Alma Williams, manager of community relations for AP\u0026amp;L, at 377-3555. #* *LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY MARKING INSTRUCTIONS  USE A NO. 2 PENCIL ONLY  DARKEN THE CIRCLE COMPLETELY  ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE  DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY GRADE OF STUDENT Kindergarten  1st Grade  2nd Grade  3rd Grade  4th Grade  Sth Grade  Sth Grade  7th Grade Q Sth Grade  9th Grade  10th Grade  11th Grade  12th Grade Q SCHOOL CODE NO.            PARENTS HIGHEST GRADE COMPLETED MOTHER O O o o Less than High School High School Some College College Graduate ___________SEX Q Female O Male FATHER I o o o o ETHNIC ORIGIN O American Indian  Alaskan Native  Asian QPacific Islander Filipino Hispanic QBIack (not Hispanic) QWhite (not Hispanic) 0 SCHOOL NAME DIRECTIONS\nTHeuifi^bbsV^of'^his questionnaire is to survey your perceptions based on your experiences in this school. There are no right or wrong answers. Statements have been designed to identify how often these school situatfons occur. EXAMPLE A L W A y s u s u A L L y S o M E T I M E S R A R E L y N E V E R 1. I like school. o o o o Your answer tells how often the statement (condition) exists. A L VJ A y s U s u A L L y S O M E T I M E S R A R E L Y N E V E R 1. People feel safe at this school. o o o o o 2. Teachers treat students fairly and consistently. o o o o o 3. Teachers and students have a sense of pride and work together in this school. o o o o o 4. Extra learning time is provided for students who need or want it. o o o o o 5. Students have opportunities to develop leadership skills. o o o o oA L W A Y S U s u A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Slow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles. o o o o o 18. Students in this school receive equal treatment regardless of race. o o o o o 19. Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. o o o o o 20. Teachers in this school receive equal treatment. o o o o o 21. Custodians in this school receive treatment equal to other staff members. o o o o o 22. Librarians in this school receive treatment equal to other staff members. o o o o o 23. Secretaries in this school receive treatment equal to other staff members. o o o o o 24. Teachers of all races in this school receive equal treatment. o o o o o 25. I am clear about my rights and responsibilities in this school. o o o o o I I 26. If a student has a problem, there are people in this school who will help. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 27. The principal and the assistant principal(s) of this school act on and are responsive to students' needs. o o o o o 28. Punishment for breaking school rules is handled fairly in this school. o o o o o 29. Teachers identify discipline problems early and respond quickly and firmly. o o o o o 30. Attending a school which has a student body and staff that are racially mixed will be beneficial to my child's learning experience. o o o o o 31. In this school problems are recognized and corrected. o o o o o 32. Teachers know and treat students as individuals. o o o o o 33. If a decision made at your school seems unfair, you have the right to take it to a higher authority. o o o o o 34. Learning expectations are communicated to all students. o o o o o 35. Parents understand the school's discipline policies and procedures. o o o o o 36. There are open lines of communication among students, teachers, and the principal's office. o o o o o 37. Information on career opportunities is available to my child in this school. o o o o o 38. All students participate in college entry or college level courses in this school. (Grade 7-12) o o o o o 39. Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. o o o o o 40. All students are provided with opportunities for success and recognition. o o o o o 41. Students treat teachers with respect. o o o o o 42. Teachers treat students with respect. o o o o o 43. Students treat other students with respect. o o o o o 44. Teachers treat other teachers with respect. o o o o o 45. Students are satisfied with their progress in school. o o o o o 46. I enjoy coming to this school. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 47. Parents are welcome in this school. o o o o o 48. Teachers provide parents with information and techniques for helping students learn. o o o o o 49. Student progress is reported to parents at conferences. o o o o o 50. Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. o o o o o 51. Parents voluntarily visit the school. o o o o o 52. Parents understand the school's instructional program. o o o o o 53. Teachers treat parents with respect. o o o o o 54. Parents treat teachers with respect. o o o o o 55. Parents and community members are involved in school decisions through advisory committees. o o o o o 56. Parents support the school's instructional program. o o o o o 57. Parents promote the school's instructional program. o o o o o 58. Principals treat parents with respect. o o o o o 59. Parents treat principals with respect. o o o o o 60. Principals treat students with respect. o o o o o 61. Students treat principals with respect. o o o o o 62. Parents are encouraged by the school staff to volunteer at the school. o o o o o 63. Parents use the Parent Home Study Guide to help their children study at home. (Grades 4-6) o o o o o PLEASE DO NOT MARK IN THIS SHADED AREA Printed in U.S.A. Trans-Optic by NCS MP99162:321 A1406LITTLE ROCK SCHOOL DISTRICT STUDENT SURVEY MARKING INSTRUCTIONS  USE A NO. 2 PENCIL ONLY  DARKEN THE CIRCLE COMPLETELY  ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE  DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY ??r MM 1 s'bM DIRECTIONS: The of thi^ or wrong a There-' are' situations occur. A. EXAMPLE 1. I like school. GRADE Kindergarten  1st Grade  2nd Grade  3rd Grade  4th Grade  Sth Grade  Sth Grade  7th Grade  Sth Grade  Sth Grade  10th Grade  11th Grade  12th Grade  SCHOOL NAME SCHOOL CODE NO. o                SEX O Female o Male ETHNIC ORIGIN  American Indian  Alaskan Native  Asian  Pacific Islander  Filipino O Hispanic 0 Black (not Hispanic)  White (not Hispanic) ipit)i4ci8il?o\"survey your perceptions based on your experiences in this school. answers. Statements have been designed to identify how often these school A L W A Y S o Your answer tells how often the statement (condition) exists. A L W A y s 1. People feel safe at this school. o 2. Teachers treat students fairly and consistently. o 3. Teachers and students have a sense of pride and work together in this school. o 4. Extra learning time is provided for students who need or want it. o 5. Students have opportunities to develop leadership skills. o U S U A L L Y U S U A L L Y o o o o o S 0 M E T I M E S o S 0 M E T I M E S o o o o o R A R E L Y o R A. R E L Y o o o o o N E V E R o N E V E R o o o o oI I I A L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Stow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1235","title":"Parent Committee: Desegregation planning committee volunteer forms, unable to work on committees","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Educational law and legislation","Parents"],"dcterms_title":["Parent Committee: Desegregation planning committee volunteer forms, unable to work on committees"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1235"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nPARENT DESEGREGATION PLANNING COt+tITTEE VOLUNTEER FORM ~~~~~.-c-+-~~~~~~tbt/ Phone vening .- Yes, I want to work on a -- planning corrmittee I'm not able to work \u0026lt;''1 a col!'fl\"ittee If you checked yes, please indicate your preference a requestea be ow: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c00111ittee preferences by placing a 1  by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment _Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this form in the enclosed envelope by Friday, October 20. Thank you! ASAI' . .. ' PARENT DESEGREGATION PLANNING C\"\"1ITTEE VOLUNTEER FORM Yes, I want to work on a planning co11111ittee __ No, I'm not able to work on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: $_Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools Special Education ~ d and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: r r e ( -------------- Please mail this fonn in the enclosed envelope by tt iday, Octeber 20.... Thank you! A~AP v PARENT DESEGREGATION PLANNING C\u0026lt;M4ITTEE VOLUNTEER FORM Name__,i4}---L/ -',-~c e=---~'---C--\u0026lt;--.L....\u0026gt;-..1..:'--'-h-\"\"-e=...r:.-----1'----_______ Address 7 / 18 f3e +ft-e / {\nu -f {) f-./ -:S0-tt Phone (day) C/J f--:),739 (evening) Vves, I want to work on a -- planning colTITiittee No, I'm not able to work -- on a co111Tiittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: ~ laski County Little Rock North Little Rock Indicate your c0111Dittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Q rdistrict Schools ~ Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, October 20. Thank you! ~A/? Phone (day) e2\nl3-~l~d (evening) c2:2-/-\u0026lt;/9 41\n., I want to work on a -- planning corrmittee \\./ No, I'm not able to work ~ on a co111ni ttee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County L--lf'(tle Rock North Little Rock Indicate your c0111nittee preferences by placing a 1  by your first choice, a 2 by your second choice and a 3M by your third choice _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment ~tracurricular Activities Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this form in the enclosed envelope by f=1 iday, Ocuiber 20.. Thanlc you! A..:sAP PARENT DESEGREGATIOU PL.ANNING COfflITTEE VOLUNTEER FORM Name /lf  r v 1 /1 I] C) / fD Address ,Jcro\nJ /l.J O /\nt/-'2- ZIP 7cl 116 Phone (day) ------- (evening) ------- Yes, I want to work on a -- planning colll!littee L_No, I'm not able to work on a comnittee If you checked yes. please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice. a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools _Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement _Public Relations _Inservice Training _Disparity Issues _Student Assignment _Extracurricular Activities _Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Frida,, October 20. Thank you! ASAP  MAR VIN D. OTTO, PASTOR PARENT DESEGREGATION PLANNING COltitlTT[E VOLUNTEER FORM ZIP / cJ_ /(} J Yes, I want to work on a -- planning colllTiittee Ji_No, I'm not able to work on a conmittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your C011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Convnunity Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, Ocwber 20. Thank you! A\"SAf' PARENT DESEGREGATION PLANNING C01+1ITTEE VOLUNTEER FORM Name /~a rs/, Vt'e,seif: Address SC,Of e_ onfed,:,r:qh? 11/vi-L/llle, to,K lltl~ tJf()_f I ZIP /'J2. 2/J' Phone ( day) '-fd/0-/qt,s (evening) '-f (/I}-/ 9/,6: Yes, I want to work on a -- planning conmittee _.JL._No, I'm not able to work on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your coomittee preferences by placing a 1  by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Convnunity Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by ~O. Thank you! ASAI' PARENT DESEGREGATION PLANNING C\u0026lt;M4ITTEE VOLUNTEER FORM Yes, I want to work on a -- planning cornnittee  No, I'm not able to work ~ on a cornnittee If you checked yes. please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a  3M by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, October 20. Thank you! ~AP PARENT DESEGREGATION PLANNING Cor+IITTEE VOLUNTEER FORM Name Ga le l-7 g, (d_J e M ?t e y J Address I\u0026amp;\u0026gt;' HAvf/e (d j) l, l, )?, r I ZIP 7 l Z, I) 7 Phone (day) 6 $ 6 - go I( o (evening) 2 L 7 - _t\n\"\"] g I Yes, I want to work on a -- planning convnittee Y.. No, I'm not able to work -- on a committee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c0111nittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education ti~ /1/~ ~} /4/-~ ~!-~/\u0026lt;_~~ ~ 7 _~-~~jJ ~ d Gifted and Talented Education r,vr tvib ~ ~ ~ _h- _Early Childhood Education c/.,e_,,,~ k ~ ~ _Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by..fr\nday, October 20. Thank you! l(SA.P PARENT DESEGREGATIOH PLANNING Cor,t,timE VOLUNTEER FORM Name!\n~ .JJJ/~ Jjd\n/ Address -::\nzr:Jf7 ~~ 8~ ZIP /\n}.\nLtJ \u0026amp; Phone (day) j J!/-6-L/\ni_c!) (evening) ------- Yes, I want to work on a -- planning conrnittee / No, I 1m not able to work -- on a conrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Reck North Little Rock Indicate your coomittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _L_Transportation l_Magnet Schools Lincentive Schools \\.3._Interdistrict Schools j_Special Education _LGifted and Talented Education _/_Early Childhood Education j_Parent and Community Involvement $_Public Relations _l_Inservice Training -3 Disparity Issues d_student Assignment _/_Extracurricular Activities J._ Multicultural Infusion LFinancial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by ~rida\ny October 20. Thank you! AsAP PARENT DESEGREGATION PLANNING COtl4ITTEE VOLUNTEER FORM Naae Address ------------------------------ ZIP Phone (day) ------- (evening) ------- Yes, I want to work on a planning colTlllittee l_No, I'm not able to work on a committee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COMMITTEE VOLUNTEER FORM :-:-ress~.1\n%~d \u0026amp;wv ZIP ~{)fu Phone (day) cft24-4~~\n2 (evening) j?j)f#ilJi\ni Yes, I want to work on a planning colllllittee ~ o, I'm not able to work -- on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: Pulaski County Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Educat ion _Early Childhood Education Parent and Corrnnunity Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this for11 in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING C\"'1ITTEE VOLUNTEER FORM Name sJk/4\nad\"u!g) Address {Q ftwc ff:/~ )JU ZIP 1\n} --::i.,, () \u0026lt;j__ Phone (day) 4::,3--.. 4 )-~ 0 (evening) ______ __ Yes, I want to work on a /No, I'm not able to work planning committee -- on a committee ~ ~ OJ If you checked \"yes\", please indicate your preferences~s~: -~, School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your cmmnittee preferences by placing a 1\" by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING C0\"4ITTEE VOLUNTEER FORM ZIP 7\nZ\nl{) f Phone (day) ,'\n)0 ,.\n2-ct ~ 8'1 (evening) ~~ Yes, I want to work on a -- planning corrmittee V No, I'm not able to work fr on a corrmittee If you checked yes. please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your ca.nittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COfililITTEE VOLUNTEER FORM Name Cejpsf-e t!en n e~s~V Address Jo t/10 c(J Y/ uJ a_ y Hwy J I) X ~) ClJL , 'l\nJ.. II f ZIP 7M 9 Phone ( day i ga- \u0026amp;-\n\u0026lt;zr~ (evening)_____ _ Yes, I want to work on a 4No, I'm not able to work~~ planning conmittee on a conmittee If you checked \"yes\", please indicate your preferences as requested below: ~ School district I'd like to work with: (Mf __ Pulaski County Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1  by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools lnterdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations lnservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources _..., Other suggestions for committee topics: -------------- Please mail this fon1 in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COftitlTTEE VOLUNTEER FORM I\" Name /jpt-1- I ( (1 I Ker I\u0026lt;:'\\ Address \u0026lt; {tf'. f t )\u0026lt;! (/, (' /) l JJ, L./2J. ZIP / ////l Phone (day) ------- (evening) ------- __ Yes, I want to work on a planning corrmittee JL_NO, I'm not able to work on a corrmittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your ca.nittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multi cultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fon1 in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COtl4ITTEE VOLUNTEER FORM ZIP ]cl Yes, I want to work on a planning conmittee ~/ No, I'm not able to work ~ on a conmittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your coanittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this forw in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING CO...ITTEE VOLUNTEER FORM Name Paim f\nrJ ~ Address \\ \\ Ga.Kf\ne\\J Lane_., ZIP ]c?.~/2--, Phone (day) ~~~-(fj(pg' (evening) __-S_ C{_W[_e,, _ Yes, I want to work on a planning coITTTiittee VNo, I'm not able to work /+ on a coITTTiittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County X-Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1  by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multi cultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING C\"'1IffiE VOLUNTEER FORM Name ( -\u0026lt;L) \u0026lt;C L I. c., S Jv / ,\nffuwavd Address / \"J-oq (win LB K e s j) r , v e_ ZIP Phone (day) -- -1\"- -9~-:i .-5 - (evening) ------- - Yes, I want to work on a -- planning committee ,//No, I 'm not ab 1 e to work -- on a committee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a  3N by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this foni in the enclosed envelope by Friday, OG:teber 20. Thank you! A $ AP PARENT DESEGREGATION PLANNING Cor+tiffiE VOLUNTEER FORM :\u0026amp;h lJ ~I ,1L( Name r6 S::i: e r Address 954:,114 ZIP 7 2- 2-- tJ t( Phone (day) o\u0026amp;::q ~4{ (evening) L--- Yes, I want to work on a -- planning corrrnittee ,.?'.Jlo, I'm not able to work -- on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County ?--tittle Rock North Little Rock Indicate your coomittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, Octoher-20. Thank you! 1AP\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1236","title":"Parent Committee: Incentive school committee","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Educational planning","School improvement programs","Parents"],"dcterms_title":["Parent Committee: Incentive school committee"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1236"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nApril 10, 1990 OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 PHONE: 501/376-6200 To: Parent Incentive School Committee Members From: Associate Metropolitan Supervisors Subject: Meeting to Review LRSD Incentive School Plan Revisions The Little Rock School District has submitted to us their revised desegregation plans for the Incentive Schools, as required by the March 5, 1990 order of the Court. Enclosed are copies of their submission. We are very interested in your reaction to these revised plans and any suggestions you may have for changes or additions. We will meet at 7:00 p.m. next Tuesday, April 17, 1990 in the conference room of our offices on the fifth floor of 201 E. Markham to discuss the revised Incentive Schools plans. Please let us know that we can expect you at the meeting by calling Polly at 376- 6200. Thank you so much for your continued interest and support. MA~- 8-90 TUE 10:~5 U.A.P.B.-FISCAL A FAIRS P.01 Facsimile ~ransmiss:cn Comments: Number of Pages, lnc:ud~ng cover sheet /Q Phone: 'S::) 54:-6523 F x: (501) 534-202:. MA\"t'- S-\"a10 TUE 10: - U. A. f-. B. -F l i..\nAL AFFAIRS P.02 INCENTIVE SCHOOLS COMMITI'EE Dr. Dorri Robinson-Gardner, Ch irperson Mrs. Ann West, Co-Chairperson William Finn, nn West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, D velopment and Compensation nd Extended Day Programs Chairp rson of th Subcommitte on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentiv Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Member Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MA'-.-- G 90 TllE 10 :54 U. A. P. B. -FISCAL AFFAIRS P.03 lN'l'RODU\u0026lt;.'TION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting b nefits of ttending Inc ntive or Magnet Schools as other childr n. If a particular school does not addr th ir educational need, then, they should be permitted to tr nsfer from their current school to on that will address their needs when spac is availabl and if th chool remains within the guidelin s set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCNTIVE SCHOOL PARENT COMMITTEE Th tncentiv School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committe me tings were h ld April 17, 23, ~Sand My 3. The subcommittee me tings were held April 18, 19, 20, 2, and 26. 1 MAY- 8-90 TUE 10:54 U.A.P.B.-FI AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan a submitt d A ril 2, 1990 with the following recommendations: RECOMMEND TIONS - OBJECTIVES AND GO S Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive achool , In order to P. t.~hliRh r.l~rity, incentiv school hould be called \"Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, ho~ever, upplementing the core with speci lty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive chools should b periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for complianc with approved recommendation . The IRC will assess the performance of the principals, particularly, the outcomes of stud nts on the Minimum Performance Test, MAT6, and other academic variables. 2 MAY- 8-90 TUE 10:5~ U.A.P.B. -FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSO, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waiv rs should be availabl. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers hav a commitment to providing the best pos ible education during th regul r chool day, but hav no desire to work in the extended programs (day, week, year). Thi reluctanc should not be viewed as a failur to be fully committed but a a result of having to prioritize family respon ibilities, commun ty involv ment and dditional ducational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B. - FISCAL AFFAIRS P.06 Because kindergarten teachers will not h ve base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as n cessary. RECOMMENDATIONS - STAFFING Once again, select administr tors making peraonn 1 decisions have demon tr ted that thy are not riou in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents ppear to be the number one choice. The Oistrict should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description inst ad of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- r -90 TUE 10:56 U-A-P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservic developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation ot deficits. Ev ry staff member should be required to participate in staff development activities. Staff development activities should b conducted within the two weeks preceding the beginning of the regular school year and hould focus on activities and trategi s which the entir staff will be working on during that school year. A progre meeting should be held twice in a nine w ek period to ensure th t the program imple entation is orking. 5 MA~- B-90 TUE 10:57 U.A.P.B.-FISCHL AFFAIRS P.08 RECOMMF.ND TlONS - STAFF COMPENSATION Since the interview process i well underway and court ordered deadlines ar quickly approaching, the r commendations set forth by this committee should be r viewed and implement d as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applic nts. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefit {district-paid or optional staff-paid} and examples of extra pay on the final monthly t ke home pay. The salary of the incentive school principal should be commensurate with the responsibility of th job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25,00 per hour\nthe same hourly rate should apply for Saturday work. 6 MAV- 8-90 TUE\" 10:57 U.A.P.B. -FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hour per day for four days per week. Th ame hourly rate will apply for Saturday work. we are recommending that consideration be given to placing all incentive chool teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee r commends that th scholarship program be funded with the lump-sum approach. The funds should be invested immediately. Th committee recornm nd that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommend that an xternal gent b contr ct d to AP.rv. A invP.stmPnt m~n~9er. The gent hould be ~elected from the lit submitt d to th LRSD 4/2/90. ddition 1 recommendation are listed in th subcommittee r port on pp. 2-7. The Committee strongly endo~s s the of member of the ISCP for the Scholarship Trustee Committ e. 7 t'1AY 90 TIJ['\" 10:58 U.A.P.B.-FISCAL A AIRS P. l 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in C ntral Little Rock. They should have the option of attending chools in their n ighborhoods, However, if lsh School is closed for the 1990-91 school year whil a replacement school is being built in the general proximity, w strongly recommend that the district provide transportation to student reassign d to ightsell. e support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year nd build a new school at the old King site. recommend that the District provid the Garland and Stephens students. Howev r, we strongly transportation to reas ign Once these buildings re vacated, we strongly recommend that the District find suitabl alternative educational/service uses immediately. The Black community should not b graced with another \"eyesore\" like Westside. 8 r-.02 INCENTIVE SCHOOLS COMMITI'EE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MAY- 8-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.03 INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, speciali%ing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, ~Sand May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 MAX- 8-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive GChoola, In order to P.Rt.~hliAh r.1~r1ty, incentive schools should be called ''Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 MAY- B-90 TUE 10:55 U.A.P.B.-FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STA.FF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.06 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coo~dinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 TriDistrict plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities, staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 MAY- B-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.08 RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate should apply for Saturday work. 6 MAY- B-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. we are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to AP.rVP. ~R invP.~tmPnt m~n~~er. The ag~nt should be salacted from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP for the Scholarship Trustee Committee. 7 MA\"-,-\" 8 \"5'U TUE 10:58 U.A.P.B.-FISCAL AFFAIRS P. 1 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another ''eyesore\" like Westside. 8 OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 May 16, 1990 TO: Jfcentive School Committee Members FROM: ~~ma Hart, Associate Metropolitan Supervisor RE: Incentive School Committee Recommendations Through conversation with several committee members, we have discovered that committee members have not received a copy of the committee's final recommendations made to this office. Enclosed you will find a copy of those recommendations submitted to our office on May 8, 1990. enc. 1 l . . , ..  I I -I I I I II I II II I I I REPORT OF THE INCENTIVE SCHOOLS COMMITTEE INCENTIVE SCHOOLS COMMITTEE Dr, Dorris Robinson-Gardner, Chairperson Mrs. Ann West, co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund, Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MAY- B-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.03 IN'I'RODU\u0026lt;.\"'TION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, speciali%ing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 MAY- B-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools, In oraer to P.Rt.~hliRh r.l~r1ty, incentive schools should be called ''Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 .M.A.  ~- . 8-90 TUE 10:55 U.A.P.B.-FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.06 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- S-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 ~ ~u TUE 10:~, u.A.P.B. FISCAL AFFAIRS P.08 RECOMMl-:NDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional etaff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate should apply for Saturday work. 6 M8~- -8-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to AP.rVP. ~A invP.~tmPnt m~n~aer. The aoent should be 5alacted from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP for the Scholarship Trustee Committee. 7 , , \"  t1 f.l,. \", -  8 - 9 0 TUE 1 0 : 5 E: LI - A  F'. E:  - F I SC AL AF FA I Rs P. 1 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the 9eneral proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 REPORT OF THE INCENTIVE SCHOOLS COMMITTEE INCENTIVE SCHOOLS COMMI\"rl'EE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver I I I I 1, INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the district can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendation~. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents will have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the coordinator of the Incentive Schools and the Principal assignment of the Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. 4 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinators including the Incentive School coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate wit.h the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 6 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to serve as investment manager. The agent should be selected from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP,\n:b~ :!~ ,t~~OOtV~l, 7 I RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should to have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens Schools at the end of the 1990-91 school year and build a new .school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors ' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with~ representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school year. (This year.) The only students during the 1989-90 school to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end 1998 as the Little Rock district suggests. Under the Little Rock proposal in January, in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a \"4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. . .. .. . . Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue -credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on lhe report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with one representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal~ No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years: After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for . .. .. . -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a 4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator, but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the , . -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. ..... INCENTIVE SCHOOLS COMMITTEE Dr. Doris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Chairperson of the subcommittee on Staff concerns, Development and Compensation and Extended Day Programs Ann West, Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Ruth Ragsdale (CPA) and Kenyon Lowe, Sr., Co-Chairs of Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver Recommendations from the Incentive School Committee The Incentive School Committee held three full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, and 25. The subcommittee meetings were held April 18, 19, 20, 24, and 26. The Incentive School Committee submits the following general specific recommendations: OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the appropriate name. BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is strongly encouraged. EXTENDED DAY/EXTENDED WEEK PROGRAMS Recommendations are listed in the subcommittee report. (Appendix~) BUILDING PLAN All Incentive Schools should remain open. Closing any of the Incentive Schools, especially Ish and Stephens, would place an even greater burden on the Black children in central Little Rock. If it becomes necessary to close one of the Incentive Schools, then, match that closing with a school west of University avenue such as Jefferson or Fulbright Elementary. Additional recommendations are listed in the subcommittee report (Appendix~) SCHOLARSHIPS An agent to serve as investment manager should be selected by a joint decision involving the Parent Finance Committee, Parent Incentive School Committee and Joshua and Knight Intervenors. STAFFING Recommendations are listed in the subcommittee report (Appendix f) Once again, select administrators making personnel decisions, have demonstrated that they are not serious in selecting principals and coordinators who are sensitive to the needs of black children in incentive schools. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The Coordinator of Incentive Schools could have the responsibility for coordinating field trips added to her job description. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placing all teachers in a pool is not encouraged. The Associate Superintendent for Desegregation and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial and Trust Fund Committees to ensure compliance with recommendations 1,3, 4, and 5 of the Tri-District plan. Additional recommendations are listed in the subcommittee report (Appendix~) CONCLUSIONS The Parent Committee on Incentive Schools and parents of black children are still frustrated by the continued iniquity and the subtle racism that exist in the decision making process by LRSD administrators. SUB-COMMITTEE REPORT ON STAFF COMPENSATION STAFF DEVELOPMENT EXTENDED DAY STAFF CONCERNS FOR INCENTIVE SCHOOLS April 23, 1990 APF\" ...tL STAFF CONCERNS 1. All extended programs will rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 2. Because Kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations will be adjusted or modified as necessary. STAFF DEVELOPMENT This committee recommends that after school staffs have been identified, a needs assessment be conducted to identify the focus of individual and group staff development, by June 15, 1990. The principal and a committee of teachers will develop individual staff development plans for each staff member. This plan will be a deficiency removal plan with identified resources for the alleviations of these deficits. The same committee will make a recommendation to the entire staff for total staff development activities. Every staff member will be required to participate in total staff development activities. The time line for the total staff development activities will be the two weeks preceding the beginning of the regular school year and will focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting will be held twice in a nine week period to ensure that program implementation is working. STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. This information should be given to all applicants prior to the final selection process. 1. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. 2. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits [district-paid or optional staff-paid] and examples of extra pay on the final monthly take home pay. 3. While principals have willingly accepted, as part of their administrative duties, the final responsibility for all programming at their respective schools, the salary of the incentive school principal should be commensurate with the responsibility of the job. 4. Each incentive school principal will select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 5. Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. 6. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract. .. '' EXTENDED DAY 1. The committee recommends that the extended day begin at 2:30 and end at 5:30, Monday through Thursday. 2. The committee accepts the timeline of the extended year program of 1 months. The extended year program should begin two weeks after the end of the regular school year. In view of the fact that the student education plan dictates the need for the extended year program, parents will have the final responsibility for ensuring their child's participation. Some educational plans may indicate the need for social skills training, interpersonal skills training and behavior modification. A program will be provided to address these areas. 3. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract. FINDINGS: INCENTIVE SCHOOLS BUILDING PLANS SUBCOMMITTEE SUMMARY OF FINDINGS AND RECOMMENDATIONS Proposed plan will not decrease burden of busing on central Little Rock children. The elementary student assignment plan encourages segregation and penalizes the incentive schools. The proposed building plan is geared to placating the court rather than meeting the needs of the children. Closing three of the schools would put an even greater burden on these children. RECOMMENDATIONS: Keep all incentive schools open. Improve the buildings, parking areas, and expand if necessary. Equalize the elementary student assignment plan. Assign enough children from segregated \"white\" areas to the incentive schools to racially balance them. Build a new Martin Luther King, Jr. school on its current site with a capacity of no more than 450. Consult with staff, parents, and neighborhood groups while developing building plans (and other plans that affect the school). LRSD Board and Administration must commit to seek and serve the best interests of the central Little Rock children, rather than shuffling them around to try and placate the Court. A multi-purpose gym/auditorium serving the smaller central Little Rock schools should be constructed at Stephens. The Board and Administration must communicate openly and honestly with staff, parents and the community. They should not consult with persons who have vested business interests. ,, INCENTIVE SCHOOLS BUILDING PLANS SUBCOMMITTEE REPORT APRIL 21, 1990 Committee Members: Kenyon Lowe and Ruth Ragsdale GENERAL FINDINGS: We find that the proposed LRSD plan will not decrease the burden of busing on central Little Rock children\nit will simply add 280 (\"white\") slots which are necessary to barely desegregate the schools without displacing current students. If the incentive schools are enlarged/closed as proposed, it will actually increase the burden on central Little Rock children. Most of the affected children will be required to walk longer distances to school. It is our opinion that the elementary student assignment plan devised by the LRSD encourages re-segregation and relieves west Little Rock of their responsibility to help desegregate the Little Rock School system. This burden is unfairly passed to central Little Rock, North Little Rock, and Pulaski County students. Because of these deficiencies, it will be extremely difficult to desegregate the incentive schools. We do not think it is fair to close three neighborhood schools that are \"hard to desegregate\" when the District is making them hard to desegregate by not assigning the appropriate ratios of Little Rock students to them. The LRSD has treated these schools as if they are embarrassments to them\nthey impulsively change plans and renege on promises to improve and/or rebuild them. It is our opinion that the LRSD Building Plan proposal is more oriented toward placating the Court than in meeting the needs of the children in central Little Rock. RECOMMENDATIONS REGARDING BUILDING PLAN: First, the student assignment plan must be equalized. The proposed building plan is based more on desegregation requirements than on the needs of the children. Equalizing the student assignment plan would help to desegregate these schools without compromising the needs of the children. The current student assignment plan gives children in west Little Rock the option of attending their neighborhood school or voluntarily transferring to another\ncentral Little Rock children are either mandatorily assigned to an incentive school or mandatorily bused to desegregate west Little Rock schools. The plan can be equalized by either giving central Little Rock children the same options as west Little Rock children, or by mandatorily assigning west Little Rock children in the same manner as central Little Rock children. The LRSD must make a commitment to the incentive schools to fulfill the needs of the children (spirit of the law) instead of doing things designed to comply with the letter of the law. In this spirit, we believe it is in the best interest of these children to maintain and improve existing schools so as to minimize walking distance and maximize individual attention. This is better served by small-to-medium sized schools scattered throughout the neighborhoods. It is also in their best interest to integrate these schools with children of different socio-economic backgrounds. Any expansion should be done slowly. The school staff, parents, students, and nearby residents should be involved in planning for expansion, and the plans must be approved by these groups. A new Martin Luther King, Jr. school should be built on its current site. The capacity should be no more than 450. The capacity of the Pre-K program should be increased to the point that ALL central Little Rock children whose parents wish to enroll them will receive a slot. A well-equipped gym/auditorium with a stage should be constructed on the grounds of Stephens School. (Stephens is centrally located and has plenty of space.) This could be used by any of the incentive schools for activities such as PTA meetings, assemblies, plays, competitions, joint projects, etc. It could also be used by community groups who agree to be responsible and comply with any requirements set forth. There is also room on the Ish grounds for expansion, if necessary. Mr. Lowe has visited Garland and is of the opinion that it also has room for expansion. The LRSD should actively support efforts to revitalize the central part of Little Rock. It should initiate efforts to make the areas surrounding these schools more attractive by providing off-street parking for staff and asking for the removal of businesses/activities deemed harmful to the children. (How about getting the liquor store at Pine and 18th shut down? ~very day the children see adult males drinking and hanging around there: this is not exactly a positive role model for the boys to see!) ' . COMMITTEE COMMENTS: DISINFORMATION MUST STOP. Whenever a staff member or parent calls the LRSD for information, they should receive a factual, honest answer. No administrator should withhold information, even if instructed to do so by superiors (unless, of course, it is of a personal matter). The principal selection process is an example: people who wanted information about these proceedings were not given the information they requested nor allowed any input. Administrators avoided questions and/or kept referring to others. No one seemed to know anything. We object to the use of \"Real tors\" to help develop building plans. No one with special interests should be consulted by the LRSD or allowed to have influence in their decision-making. We request that the District get facts straight from objective sources and continually give all information to the school staff and interested parents. Communications must be opened in order to stop the confusion, and decision-making should always involve people who are associated with the school. We object to secret proceedings, meetings, and development of proposals or reports without notifying the community and giving them an opportunity to participate. The incentive schools should be allowed to keep their current identities and emphases. The staff, parents and students should be the decision-makers concerning the program, and no major changes should be implemented at any incentive school without a community hearing and a democratic vote. This would include attendance zone changes, change of principal, and major program changes. Any incentive school could change its current emphasis if a majority of those present at a community meeting agreed. If the student assignment plan is not equalized, all students in the satellite zones who have no options within Little Rock must have scholarship funds appropriated to them. They should also have transportation to their local incentive school for extended day and Saturday programs if they so desire. Special incentive programs, if implemented, should continue for at least five (5) years after a school becomes racially non-identifiable. The LRSD \"Parent Recruiters\" should be terminated and no one else re-hired. They are hindering rather than furthering the incentive school program (and their pay is money down the drain). Ineffective principals in the incentive schools should be transferred. Effective ones, such as Kay Loss, should be retained. ... t Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with~ representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a \"4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. REPORT OF THE INCENTIVE SCHOOLS COMMITTEE I I I II II II II II    II INCENTIVE SCHOOLS COMMITTEE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the district can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 II II The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents will have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the coordinator of the Incentive Schools and the Principal assignment of the Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. 4 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinators including the Incentive School coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5  RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 6 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to serve as investment manager. The agent should be selected from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP\n:/:ot::h-,, :J~ j'~~l,I 7 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should to have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens Schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 I I I I I 'I \nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1283","title":"Parent Committee: North Little Rock School District, early childhood education","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, North Little Rock, 34.76954, -92.26709"],"dcterms_creator":null,"dc_date":["1990/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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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/989"],"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.\n1989-1990 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 _______________ _ 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 iather 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 ~ possible. ELEMENTARY PARENT-STUDENT HANDBOOK NORTH LITILE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1989-1990 ADMINISTRATIVE OFFICES 2700 POPLAR STREET 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. Sincerely, ~~~ James Smith Superintendent of Schools bja P.O. BOX 687, NORTH LITTLE 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, Arkdnsas Department of Education, that all Schools within the District are in complidnce 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 from 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 Stdtes 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 handicdpped 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: Bobby Acklin Telephone: Address: 2700 Poplar Street (P. 0. Box 687) North Little Rock, AR 72115 758-1760 ~,l) Sj,gnature r{ kkd of Superintendent Date 1 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 758-1700. 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. North Little Rock School District 1989-90 Calendar s M I w I E s s M I w I E s August January 1 2 3 4 5 H 2 3 4, 5 6 6 7 8 9 10 11 12 Au1, 18, 22, 23, 2 7 8 9 10 11.121 13 13 14 15 16 17 SD 19 staff development 14 W (16 17 18 19 20 20 W SD SO SD W 26 Au. 21, 25, teacher work day 21 22 23 24 25 26 27 27 (28 29 30 31 Au, 28, first school day 28 29 30 31 September Sept. , Labor Day February 1 2 1 2 3 3 H 5 6 7 8 9 Oct. 12-13, IIEA Met tings 4 5 6 7 8 9 10 10 11 12 13 14 15 16 11 12 13 14 15 16 17 17 18 19 20 21 22 23 Nov. 6-10, dismiss early for parent conferences 18 so 20 21 22 23 24 24 25 26 27 28 29 30 Nov. 23, Thank.s1ivin1 Day 25 26 27 28 October Dec. 21-Jan l March 1 2 3 4 5 6 7 Winter Holidays 1 2 3 8 9 10 11 H H 14 Jan. l, New Year's Day 4 5 6 7 8 9 10 15 16 17 18 19 20 21 11 12 13 14 15 16) 17 22 23 24 25 26 27] 28 Jan. 15, teacher work day 18 [19 20 21 22 23 24 29 [30 31 Feb. 19, staff development 25 28 27 28 29 30 31 (no school) November March 26-30, dismiss early April 1 2 3 4 for parent conferences 1 SBSB SB SB SB 7 5 e 7 8 9 10 11 8 9 10 11 12 13 14 12 13 14 15 16 17 18 April 2-6, Spring Break 15 16 17 18 19 20 21 19 20 21 22 H H 25 April 15, Easter 22 23 24 25 26 27 28 26 27 28 29 30 May 28, Memorial Day 29 30 December June 1, Teacher work day May 1 2 1 2 3 4 5 3 4 5 6 7 8 9 6 7 8 9 10 11 12 10 11 12 13 14 15 16 13 14 15 16 17 18 19 17 18 19 20 H H 23 20 21 22 23 24 25 26 24 H H H H H 30 27 H 29 30 31] 31 June KEY w 2 w Teacher Workday, Student Holiday 3 4* s s r a 9 SD Staff Development Day, Student Holiday 10 11 12 13 14 15 16 H Holiday for Students and Staff 17, 18 19 20 21 22 23 [ Begin Nine Weeks Period 24 25 26 27 28 29 30 ] End Nine Weeks Period SB Spring Break *Days to be used as make-up days in case of inclement weather Table of Contents Absences and Excuses ............. . Academic Skills Development Plan Conferences Arrival/Departure Time ............ . Arkansas School Laws Governing School Attendance .    North Little Rock School Board Policy Pertaining to School Attendance Behavior at School Activities Bus Conduct . , ..... . Care of School Property .. Change of Address ..... Communicable Disease Conduct To and From School . . .. Contact With Students While at School Corporal Punishment ......... . Demonstrations and Disorderly Activities Detention ............ . Discipline for Handicapped Students Drugs and Alcohol ....... . Electronic Communication Devices Emergency Phone Numbers Entrance Requirements .. Expulsion ....... . Field Trips ...... . Gifted/Talented Education Guidance Services. Handguns ....... , Health Services .... . Homebound Services   Homework/Independent Study Skills Injuries/Illnesses at School Leaving School During School Day Lost and Found ... Magnet Schools ....... How to Apply for Magnet School Enrollment M - to - M Transfers  . . . .    How to Apply for M - to - M Transfer Make Up Work .... , .. , . ,  Medication ....... Notes from Parents Regarding Absences Parent-Teacher Association Physical Education Promotion/Retention .. Public Display of Affection Religion in Schools .. Reporting Student Progress  Safety Regulations--Bicycles/Motorcycles/Other Vehicles Schedules ....... School Breakfast .. School Closing In Inclement Weather School Lunch .... School Supplies ..... Search, Seizure and Interrogation Seasonal Parties .... Special Education .... Student Assignments . . .     Student Behavior--Prohibited Conduct Student Dress and Grooming Student Insurance. Student Records  Student Suspension Tardies Telephones Testing Program . Textbooks . Tobacco and Tobacco Products Transfers . Visitors Weapons and Dangerous Instruments Yearbook 1 1 1 2 3 3 3 3 4 4 4 4 5 5 5 5 5 6 6 6 7 7 8 8 8 8 8 8 9 9 10 10 10 10 11 11 11 11 11 12 12 12 12 12 13 13 13 13 13 14 14 14 14 15 15 16 16 16 17 18 18 18 18 18 18 18 19 19 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 elementarys tudenti s not permittedm ore than twenty-four( 24) absencesd uring the school year including excused and unexcused absences. Exceptions will be granted only by the principala fter consultationw ith teacher,g uidancec onsultanta nd othersw ho have knowledgeo f the circumstancesI.f a studente xceedst wenty-four( 24) absencesd uring 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. The conferences will be held by the end of October each school year to review the academic skills development plans. Arrival/Departure Time 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 oo--,auseo f 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 students should vacate the grounds immediately upon arrival at the home base school. Parents must make other arrangements outside these limitations. Arkansas School Laws Governing School Attendance Arkansas school laws pertaining to school attendance are found in the following acts: (Act 60-1983 and Act 1069-1985) SECTION 1. The public schools of any school district in this State shall be open and free through completion of the secondary program to all persons between the ages of five (5) and twenty-one (21) years whose parents or legal guardians are domiciled in the district and to all persons between those ages who have been legally transferred to the district for education purposes. Any person eighteen (18) years of age or older may establish a domicile separate and apart from his or her parents or guardians for school. attendance purposes. SECTION 2. The minimum age for enrollment in public school kindergarten shall be age five (5) on or before October l of the year of initial enrollment. Provided, any student who has been enrolled in a kindergarten program in another state for a period of not less than sixty (60) days, who will become five (5) 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 the written request of the student's parent or guardian. SECTION 3. (a) Every parent, guardian or other person residing within the State of Arkansas having custody or charge of any child or children of age seven (7) through sixteen (16), both inclusive, shall send such child or children to a public, private or parochial school under such penalty for noncompliance as shall be set by law. Provided, however, this Section shall not be applicable to any child who has received a high school diploma or its equivalent as determined by the State Board of Education. (b) The State Board of Education shall adopt rules and regulations for the implementation of this Act, which shall provide that any parent or guardian of a child aged five (5) on or before October l of any school year shall have the option not to enroll such child in kindergarten in that year. Any six year old child who has not completed a kindergarten program prior to initial enrollment in a public school district shall be evaluated by the district and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the district's kindergarten program. (Act 60-1983) SECTION 4. The Board of Directors of each school district in the State shall adopt student attendance policies. Each school district shall, as a part of its six-year educational plan, develop strategies for promoting maximum student attendance, including, but not limited to, the use of alternative classrooms and in-school suspensions in lieu of suspension from school. A student attendance policy may include excessive unexcused absences as a mandatory basis for denial of promotion or graduation. (Act 1069-1985) 2 North Little Rock School Board Policy Pertaining to School Attendance Every child who resides within the North Little Rock School District who is at least seven (7) years of age and not more than seventeen (17) years of age, and who is not legally exempt from this requirement, shall attend public school in the District or in some other public school district to which the student may legally be transferred. The following are exempt from the compulsory attendance law: 1. One who attends a_ recognized private, parochial or home school, 2. One who, because of a physical or mental handicapping condition, attends a special school, 3. One who has been suspended or expelled in accordance with the requirements of law, and 4. One who has graduated from high school. Truancy is the unlawful absence from school. Arkansas law holds parents or guardians legally responsible for insuring that children who are subject to the compulsory attendance law do attend school on a regular basis. The Board expects school administrators to seek strict enforcement of laws relating to school attendance. Principals shall see that charges are filed against parents or guardians when attendance laws are broken. Prior to the filing of charges, parents shall be warned in writing that such charges will be filed if their child's attendance does not comport with the law. Behavior at School Activities 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. 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. 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. 3 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. ,!'\\n 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 princi-pal. 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 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, he/she must release the student with or without communication with the parent or legal guardian. 4 Corporal Punishment Reasonable corporal punishment may be used as a means of preserving an effective learning environment. When used, corporal punishment shall be moderate and shall be used solely for the purpose of changing student behavior. Corporal punishment shall be administered in the District in accordance with the following guidelines: l. Students shall not be paddled in the presence of other students. 2. Paddling may be done by a building administrator. At least one other certified staff member must be present when corporal punishment is administered. All paddling must be administered in the administrative offices. 3. The student shall be informed of the offense and be afforded an opportunity to explain his/her actions before corporal punishment is administered. 4. The District shall respect the wishes of parents who formally notify the school that they do not want their child disciplined by paddling. Other discipline measures, including suspension, may be employed if parents do not want corporal punishment used. 5. If used, paddling will be administered to the buttocks only. 6. A written record of the date, nature and reasons for the corporal punishment shall be made and retained by the principal. Demonstrations and Disorderly Activities 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 rules and procedures so long as treatment does not abridge the right to a free, appropriate public education. Drugs and Alcohol This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus), or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. 5 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 prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) First violation: The student shall be suspended off-campus for ten school days\npolice may be called\nproof of professional help is required\nand 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 (i() days, who will become five during the school year in which he is enrolled 6 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 publi~ school in the state shall be age six on or before October l of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher and the child's 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 l of that year. A student entering a school in the District for the first time shall submit a copy of his/her birth certificate. Official enrollment shall not be completed until this requirement is met. 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 requires that all students be immunized against poliomyelitis, diphtheria, tetanus, pertussis (whooping 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 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 aistrict 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. 7 Gifted/Talented 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 is made after all available data are reviewed by a referral/ph1r.ement 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. 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 required to pass a physical examination 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 bf' completed as far in advance as possible and are available from Special Services. (771-6123) Homework/Independent Study Skills Recognizing that homework is a flexible and individual instructional responsibility, teachers in the North Little Rock Schools shall consider the following in making this type of assignment: 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 judgment, homework should vary gradually from fairly light (no more than 15-30 minutes per day) in grades 1-3 to fairly heavy (no more than 60-120 minutes per day) in grades 10-12. 8 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' in - dependent 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 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. 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 rr.~de 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 Jive within walking distance (five blocks) and have written parental consent may be granted permission to go home for lunch. 9 Lost and Found Students are encou_raged to label all belongings. Lost and found items will be kept in a designated area. Unclaimed items will be discarded periodically. Magnet Schools Six 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-served basis. 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. The Arkansas Department of Education provides transportation to and from school for students who attend magnet schools. Pick-up points will be announced at a later date. How to Apply for Magnet School Enrollment Fill out one application for each child. Place in a stamped envelope and mail to: Magnet School Office, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 758-1760. 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. Interested students and parents must return a completed application form to the North Little Rock School District by May 1. M-to-M Transfers The plan approved by the U.S. District Court allows for majority-to-minority (Mto- 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.) The Arkansas Department of Education will provide transportation from predetermined pickup points for students who participate in the Mto- M transfer plan. 10 How to Apply for M-to-M Transfer Fill out one application for each child. Place in a stamped envelope and mail to: M-to-M Tran~fer Office, North Little Rock School District, P.O. Box 687, North Little Rock. AR 72115. Applications may be obtained by calling 758-1760. Appncations 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. Interested students and parents must return a completed application form to the North Little Rock School District by May 1. 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 completed within the prescribed time. A student who misses school due to an \"unexcused absence\" shall not be afforded an 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 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-Teacher Association 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. 11 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. 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 shouid 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. Written interim reports will be sent home to parents if a student's performance is unsatisfactory. Grades issued in subject areas are O-Outstanding (95-100% ), M-Mastery (85-94%), S-Satisfactory (80-840Jo) and U-Unsatisfactory (below 80%). Grades shall be based on many factors such as: tests, class assignments, class participation and special projects and contributions. Students are also graded on behavior, work habits and social growth. 12 Formal parent-teacher conferences are held after the first and third nine weeks' 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. Safety Regulations - Bicycles/Motorcycles/ Other Vehicles Students may ride bicycles to school. Motor vehicles are not allowed. Bicycle riders must: 1. 2. 3. 4. Walk bicycles while on the schoolground to minimize the possibility of accidents. Observe the same traffic regulations required of automobile drivers. Ride single on the bicycle. 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 Breakfast 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 cafeteria before school and pay for any number of meals desired but not less than one week. 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. School Lunch 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. Each student who lives within five blocks of the school will be allowed to go home during the lunch period provided that a note is brought from the parents stating a desire 13 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 cafeteria before school and pay for any number of meals desired but not less than one week. School Supplies Parents are responsible for furnishing school supplies. Basic supplies are available for purchase at the school. 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 Jaw 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 principal and teachers may work with parents in planning the Valentine's Day party. Other parties are at the discretion of the principal. Special Education A special education program is provided for handicapped students whose handicap-ping 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. 14 Student Assignments School attendance zones for elementary, junior high 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 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 belonging to an-other 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 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 purpose of subjecting the other student to indignity, humiliation, intimidation, physical abuse or tt.reats of abuse, social or other ostracism, shame or disgrace. 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. Punishment may include corporal punishment, detention study hall, suspension and expulsion. Any of these disciplinary actions may occur on the first offense or any sub~ 15 quent 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 judgment 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 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. 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 16 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. 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 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 Student Suspension 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. Within the scope of this policy, the school principal may suspend students for a peri-od of time not to exceed 10 days for any one action. The following guidelines are to be followed in imposing student suspensions: I. Suspensions are to be imposed only by the principal. 2. The principal shall advise a student who is to be suspended of the exact nature of the misconduct and shall give the student the opportunity to express his/her perception of the facts of the matter. 3. Suspended elementary students must be released only to the parent or guardian. 4. The parent or legal guardian and the Superintendent of Schools shall be given written notice of each suspension. The notice shall include the specific reason(s) for the suspension, its duration, the manner in which the student is to be readmitted to school and (if appropriate) the method through which the suspension may be reviewed or appealed. The notice shall be mailed to the parent or legal guardians at the address reflected on the student's records on the day the suspension is imposed. If a suspension exceeds four school days in addition to the day the suspension is imposed, the parent shall be notified of the right to have the decision to suspend reviewed by the Assistant Superintendent for Student Affairs. At the review, the student and the student's parent or legal guardian may make statements and present evidence. The Assistant Superintendent may sustain, revoke, terminate or otherwise modify the suspension. The student, parent of record, the principal and the Superintendent of Schools shall be notified of the Assistant Superintendent's decision on the day the review is completed. Students may be suspended for the violation of rules established by the school and within the scope of policies adopted by the Board. 17 Suspension imposed for periods of time in excess of 10 days shall be treated procedurally as an expulsion. All students returning to school at the expiration of a suspension must be accompanied by a parent or legal guardian. 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 appointed time. Excessive tardies will necessitate disciplinary action. 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 two 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. 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 at 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. The only exceptions are for medical or programming reasons. If a f arnily 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. 18 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 herein. Yearbook No commerciallyp reparedy earbooks hall be produceda t the elementarys chool level. 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\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_890","title":"Junior High 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":["1989/1990"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School discipline","Student activities","Students","Parents"],"dcterms_title":["Junior High 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/890"],"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.\n1989-1990 JUNIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LI'rl'LE 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 (80-1629.6-~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 ____ _ Ho pital Preference ____________________ _ Signature of Parents or Guardians: Mother's Signature Father's ignature tudent' Signature It  \"'ry important that this be returned to the school office as soon as po ible. JUNIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1989-1990 ifllil~ ~@I\u0026amp;ifllil !Lilifif!L~ I\u0026amp;@~([ ~@IID!Lil~ ~~llil@@!L~ ADMINISTRATIVEO FFICES 2700 POPLARS TREET 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 infonnation 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. Sincerely, '\u0026amp;~~ James Smith Superintendent of Schools bja PO BOX 687, NORTH LITTLE 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, Arkdnsas Department of Education, that all Schools within the District are in compliance with the following Civil Rights Reguldtions 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 from participation in, be denied the benefits of, or be subjected to discrimination under dDY 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 handicdpped individual in the United States ... shall, solely by redson 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: Bobby Acklin Telephone: Address: 270Q Poplar Street (P. O. Box 687) North Little Rock, AR 72115 758-1760 Date 1 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 758-l 7flJ. 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. North Little Rock School District 1989-90 Calendar s M I w I E s s M I w I E s August January 1 2 3 4 5 H 2 3 4 5 6 6 7 8 9 10 11 12 Aua. 18, 22, 23, 2~ 7 8 9 10 11.121 13 13 14 15 16 17 SD 19 staff development 14 W [16 17 18 19 20 20 W SD SD SD W 26 Aua. 21, 25, teacher vorlt day 21 22 23 24 25 26 27 27 [28 29 30 31 Au1. 28, first school day 28 29 30 31 September Sept. ~, Labor Day February 1 2 1 2 3 3 H 5 6 7 8 9 Oct. 12-13, AEA Metting 4 5 6 7 8 9 10 10 11 12 13 14 15 16 11 12 13 14 15 16 17 17 18 19 20 21 22 23 Nov. 6-10, dismiss early for parent conferences 18 SD 20 21 22 23 24 24 25 26 27 28 29 30 Nov. 23, Thanltsaiving Day 25 26 27 28 October Dec. 21-Jan 1 March 1 2 3 4 5 6 7 Winter Holidays 1 2 3 8 9 10 11 H H 14 Jan. 1, Nev Year's Day 4 5 6 7 8 9 10 15 16 17 18 19 20 21 Jan. 15, teacher work day 11 12 13 14 15 16) 17 22 23 24 25 26 27] 28 18 [19 20 21 22 23 24 29 [30 31 Feb. 19, staff development 25 28 'Zl 28 29 30 31 (no school) November March 26-30, dismiss early April 1 2 3 4 for parent conferences 1 SBSB SB SB SB 7 5 e 7 8 9 10 11 8 9 10 11 12 13 14 12 13 14 15 16 17 18 April 2-6, Spring Break 15 16 17 18 19 20 21 19 20 21 22 H H 25 April 15, Easter 22 23 24 25 26 27 28 26 27 28 29 30 May 28, Memorial Day 29 30 December June l, Teacher vork day May 1 2 1 2 3 4 5 3 4 5 6 7 8 9 6 7 8 9 10 11 12 10 11 12 13 14 15 16 13 14 15 16 17 18 19 17 18 19 20 H H 23 20 21 22 23 24 25 26 24 H H H H H 30 27 H 29 30 31] 31 June KEY w 2 w TeacherWori\u0026lt;day, Student Holiday 3 4 5 6* r a 9 SD Staff Development Day, Student Ho\u0026amp;day 10 11 12 13 14 15 16 H Ho0day for Students and Staff 17 18 19 20 21 22 23 [ Begin Nine Weeks Period 24 25 26 27 28 29 30 ] End Nine Weeks Period SB Spring Break *Days to be used as make-up days in case of inclement weather Table of Contents Absences and EKcuses ........ . Academic Skills Development Plan Conferences Activities ............ . Arrival Time at School .... . Arkansas School Laws Governing School Attendance North Little Rock School Board Policy Pertaining to School Attendance Behavior at School Activities Bus Conduct ..... . Care of School Property .. Change of Address ..... Communicable Disease Conduct To and From School ..... Contact With Students While at School Corporal Punishment ........ . Demonstrations and Disorderly Activities De tent ion . . . . . . . . . . . . . Discipline for Handicapped Students Distribution of Literature Drugs and Alcohol ....... . Electronic Communication Devices Emergency Phone Numbers. Entrance Requirements .. Expulsion ....... . Field Trips ...... . Gifted/Talented Education Graduation Requirements Guidance Services . Handguns ...... . Health Services ... . Homebound Services Homework/Independent Study Skills Honors Classes ..... . Honor Roll .......... . Injuries/Illnesses at School Leaving School During School Day Lockers . . . . . . . . . . . . Lost and Found . . . . . Magnet Schools ..... How to Apply for Magnet School Enrollment M - to - M Transfers . . . . . .. How to Apply for M - to - M Transfer Make Up Work .......... . Medication ........... . Notes from Parents Regarding Absences Parent-Teacher Association Physical Education Promotion/Retention .... Public Display of Affection Religion in Schools .... Reporting Student Progress Safety Regulations--Bicycles/Motorcycles/Other Vehicles Schedules ........ . School Closing In Inclement Weather School Lunch ...... . School Supplies ........ Search, Seizure and Interrogation. Special Education ........ . Student Assignments ....... . Student Behavior--Prohibited Conduct Student Dress and Grooming Student Insurance . Student Records .. Student Suspension Summer School . Tardies .... Telephones Testing Program Textbooks . Tobacco and Tobacco Products Transfers . Visitors Weapons and Dangerous Instruments Yearbook 1 1 l 2 2 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 7 7 B B 8 8 9 9 9 10 10 11 11 11 11 11 12 12 12 12 12 13 13 13 13 13 14 14 14 15 15 15 16 16 16 16 16 17 17 18 18 19 19 20 20 20 21 21 21 21 21 21 21 I I 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. 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 in 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 12th 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. The conferences will be held by the end of October each school year to review the academic skills development plans. Activities Eligibility to participate in athletic activities is governed by the Arkansas Activities Association, including the requirement that a student passes four academic subjects from the preceding semester. Additional information regarding athletics 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 min- imum grade requirements except those clubs and organizations that are governed by charters from parent organizations. 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 school and up to 15 minutes for those who do. Parents must make other arrangements outside these limitations. Arkansas School Laws Governing School Attendance Arkansas school laws pertaining to school attendance are found in the following acts: (Act 60-1983, Act 1069-1985 and Act 466 of 1987): SECTION 1. The public schools of any school district in this State shall be open and free through completion of the secondary program to all persons between the ages of five (5) and twenty-one (21) years whose parents or legal guardians are domiciled in the district and to all persons between those ages who have been legally transferred to the district for education purposes. Any person eighteen (18) years of age or older may establish a domicile separate and apart from his or her parents or guardians for school attendance purposes. In order for a person under the age of eighteen (18) years to establish a residence for the purpose of attending District schools separate and apart from his parents, guardians or other person(s) having lawful control of him under an order of a court, he or she must actually reside in the District for a primary purpose other than that of school attendance. SECTION 2. The minimum age for enrollment in public school kindergarten shall be age five (5) on or before October 1 of the year of initial enrollment. Provided, any student who has been enrolled in a kindergarten program in another state for a period of not less than sixty (60) days, who will become five (5) 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 the written request of the student's parent or guardian. SECTION 3. (a) Every parent, guardian or other person residing within the State of Arkansas having custody or charge of any child or children of age seven (7) through sixteen (16), both inclusive, shall send such child or children to a public, private or parochial school under such penalty for noncompliance as shall be set by law. Provided, however, this Section shall not be applicable to any child who has received a high school diploma or its equivalent as determined by the State Board of Education. (b) The State Board of Education shall adopt rules and regulations for the imple- 2 mentation of this Act, which shall provide that any parent or guardian of a child aged five (5) on or before October 1 of any school year shall have the option not to enroll such child in kindergarten in that year. Any six year old child who has not completed a kindergarten program prior to initial enrollment in a public school district shall be evaluated by the district and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the district's kindergarten program. (Act 60-1983) SECTION 4. The Board of Directors of each school district in the State shall adopt student attendance policies. Each school district shall, as a part of its six-year educational plan, develop strategies for promoting maximum student attendance, including, but not limited to, the use of alternative classrooms and in-school suspensions in lieu of suspension from school. A student attendance policy may include excessive unexcused absences as a mandatory basis for denial of promotion or graduation. (Act 1069-1985) North Little Rock School Board Policy Pertaining to School Attendance Every child who resides within the North Little Rock School District who is at least seven (7) years of age and not more than seventeen (17) years of age, and who is not legally exempt from this requirement, shall attend public school in the District or in some other public school district to which the student may legally be transferred. The following are exempt from the compulsory attendance law: l. One who attends a recognized private, parochial or home school, 2. One who, because of a physical or mental handicapping condition, attends a special school, 3. One who has been suspended or expelled in accordance with the requirements of law, and 4. One who has graduated from high school. Truancy is the unlawful absence from school. Arkansas law holds parents or guardians legally responsible for insuring that children who are subject to the compulsory attendance law do attend school on a regular basis. The Board expects school administrators to seek strict enforcement of laws relating to school attendance. Principals shall see that charges are filed against parents or guardians when attendance laws are broken. Prior to the filing of charges, parents shall be warned in writing that such charges will be filed if their child's attendance does not comport with the Jaw. Behavior at School Activities Students attending chool 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 per onnel. Failure to obey rule 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 chool program. Bus Conduct Since the school bus is an extension of the classroom, tudents shall be required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior. 3 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. 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 (I 0) 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: I. 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 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 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 4  .. custody of the student. If the principal is presented a subpoena by a police officer, he/she must release the student with or without communication with the parent or legal guardian. Corporal Punishment Reasonable corporal punishment may be used as a means of preserving an effective learning environment. When used, corporal punishment shall be moderate and shall be used solely for the purpose of changing student behavior. Corporal punishment shall be administered in the District in accordance with the following guidelines: l. Students shall not be paddled in the presence of other students. 2. Paddling may be done by a building administrator. At least one other certified staff member must be present when corporal punishment is administered. All paddling must be administered in the administrative offices. 3. The student shall be informed of the offense and be afforded an opportunity to explain his/her actions before corporal punishment is administered. 4. The District shall respect the wishes of parents who formally notify the school that they do not want their child disciplined by paddling. Other discipline measures, including suspension, may be employed if parents do not want corporal punishment usect. 5. If used, paddling will be administered to the buttocks only. 6. A written record of the date, nature and reasons for the corporal punishment shall be made and retained by the principal. Demonstrations and Disorderly Activities 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 rules and procedures so long as treatment does not abridge the right to a free, appropriate public education. 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. 5 Drugs and Alcohol This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus), or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply, or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To 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 prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) First violation: The student shall b~ suspended off-campus for ten school days\npolice may be called\nproof of professional help is required\nand 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. 6 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 I 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 60 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 I of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher and the child's 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. A student entering a school in the District for the first time shall submit a copy of his/her birth certificate. Official enrollment shall not be completed until this requirement is met. 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 sh.JI be evaluated by the District and proper grade placement determined. Arkansas law requires that all student be immunized against poliomyelitis, diphtheria, tetanus, pertussis (whooping 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. 7 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 stu-dents 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. Gifted/Talented 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 rnay 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. Enghsh Mathematics Science Social Studies Practical Arts Physical Education Health Education Fine Arts Communications Electives TOTAL Graduation Requirements 4 Units 5 Units 3 Units 1 Unit  Unit 1/2 Unit  Unit  Unit 8 Units 2J Units (No substitutions allowed) (2 units of mathematics and 3 units of science or 2 units of science and 3 units of mathematics) (Must include 1 unit of life science and 1 unit of physical science) (1 unit must be American History and at least  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) 8 In counting credits for graduation, courses taken in grades nine through 12 shall be considered. 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 in 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 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 service by the school nurse are primarily inspectional rather than diagnostic in nature. Students are routinely creened for hypertension in the 10th grade. Screening for vision and hearing is conducted for new student and i available for others at teacher and/or parent reque t. Students receiving pecial education services may be screened more often depending uoon the date of their la t comprehensive evaluation. 9 Secondary students participating in interschool competitive athletics, including Special Olympics, are required to pass a physical examination 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 available from Special Services. (771-6123) Homework/Independent Study Skills Recognizing that homework is a flexible and individual instructional responsibility, teachers in the North Little Rock Schools shall consider the following in making this type of assignment: 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 judgment, homework should vary gradually from fairly light (no more than 15-30 minutes 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 purpo eful and worthwhile, should, in all probability, vary from day to day depending upon the needs of the tudents. 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 tudy 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 v.ill not involve skills/concepts which have not been previously taught. Assignments to achie\\,e mastery of new skills/concepts will follov. 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 a .. ignments can best be accomplished during supervised study conducted as part of the allotted instructional period. Assignments will be designed 10 provide short, frequent practice sessions focu ed on small segments of learning while maintaining maximum meaning for the learner. Assignment~ v.ill 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. 10 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 regular class. The grade in the honors class is weighted one point higher than other classes: A = 5 points B = 4 points C = 3 points D = 2 points F = 0 points 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 point 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. Lockers Locker space is provided for the storage of a student's school supplies and personal items. In grades seven through nine, locks are provided. Students are responsible for the care of their lockers. 11 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 Six 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-served basis. 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. The Arkansas Department of Education provides transportation to and from school for students who attend magnet schools. Pick-up points will be announced at a later date. How to Apply for Magnet School Enrollment Fill out one application for each child. Place in a stamped envelope and mail to: Magnet School Office, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 758-1760. 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. Interested students and parents must return a completed application form to the North Little Rock School District by May 1. M-to-M Transfers The plan approved by the U.S. District Court allows for majority-to-minority (Mto- 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.) The Arkansas Department of Education will provide transportation from predetermined pickup points for students who participate in the Mto- M transfer plan. How to Apply for M-to-M Transfer Fill out one application for each child. Place in a stamped envelope and mail to: M-to-M Transfer Office, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 758-1760. 12 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. Interested students and parents must return a completed application form to the North Little Rock School District by May I . 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 completed within the prescribed time. A student who misses school due to an \"unexcused absence\" shall not be afforded an 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 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-Teacher Association Parents are encouraged to join and participate in Parent-Teacher Association activities. Junior high school Parent-Teacher As ociation meetings are usually held on the econd Tuesday of each month. Physical Education Each secondary student shall be required to take physical education unless a doctor's statement is on tile 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. 13 Promotions/Retention Students from 9-12 are not classified by grade level except for homeroom and reporting procedures. For such purposes, five units are required for sophomore standing, ten units for junior standing and 15 units for senior standing. It is recommended that individually failed subjects be made up in summer school. Required subjects failed, which are not made up in summer school, must be successfully 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 the 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 before 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 is deficient. Any student failing to achieve mastery at the end of the second year shall be evaluated to determine the educational programming that offers additional educational 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 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. 14 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 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 sent home to parents if a student's performance is unsatisfactory. Letter grades (A-F) are used at the secondary level to report progress in academic areas. The following four-point grading scale is used: A= 4.0\nB = 3.0\nC = 2.0\nD = 1.0\nF = 0. Grades shall be based on many factors such as tests, class assignments, class participation, research and special projects and contributions. Students also receive conduct grades. A grade point average (GPA) is computed based on all letter grades a student has received. The letter grades are converted into a numerical value. Grade point averages shall be based on the following scale: 4.0-3.8 = A\n3.79-2.8 = B\n2.79-1.8 = C\n1.79-1.0 = D\nbelow I.0=F. 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. Safety Regulations - Bicycles/ Motorcycles/ Other Vehicles Central Junior High students may ride bicycles to school. Motor vehicles are not allowed. Students in grades eight and nine 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: I. 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 vehicle 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. 15 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 admini!tration 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. School Lunch 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. 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 each 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 must not sell, give away or exchange lunch tokens. Unused tokens must be returned to the school office. School Supplies Parents are responsible for furnishing school supplies. Basic supplies are available for purchase at the school. 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 ame 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. Special Education A special education program is provided for handicapped students whose handicapping conditions result in educational deficits. Special education services are available for: I . Speech/ Language handicapped 2. Learning disabled 16 I' I, 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, junior high 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 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: I. 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 narcotil: drug as defined by Arkansas law, or what the student represents or believes 10 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 belonging to an-other individual. 10. Cheating or copying the work of another student. 11. Failure to abide by a11endance rule . 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 abu e such as namecalling, ethnic or racial slurs or using derogatory statements to other students, school personnel or other individuals. 17 I I I I I I I 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. 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. Punishment may include corporal punishment, 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: I. 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 judgment 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 24 hour coverage. Expenses above and beyond either policy covered by the student accident insurance will be assumed by the parents. 18 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. 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. 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 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 Student Suspension 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. Within the scope of this policy, the school principal may suspend students for a period of time not to exceed 10 days for any one action. Students may be suspended off-campus or in the case of secondary students, to the on-campus ,.udent Assignment Class. The following guidelines are to be followed in imposing student suspensions: 1. Suspensions are to be imposed only by the principal. 2. The principal shall advise a student who is to be suspended of the exact nature of the misconduct and shall give the student the opportunity to express his/her perception of the facts of the matter. 3. In the case of secondary students, genuine efforts shall be made to contact the parent prior to imposing a student suspension. 19 ' ' I I i I I 4. The parent or legal guardian and the Superintendent of Schools shall be given written notice of each suspension. The notice shall include the specific reason(s) for the suspension, its duration, the manner in which the student is to be readmitted to school and (if appropriate) the method through which the suspension may be reviewed or appealed. The notice shall be mailed to the parent or legal guardians at the address reflected on the student's records on the day the suspension is imposed. If a suspension exceeds four school days in addition to the day the suspension is imposed, the parent shall be notified of the right to have the decision to suspend reviewed by the Assistant Superintendent for Student Affairs. At the review, the student and the student's parent or legal guardian may make statements and present evidence. The Assistant Superintendent may sustain, revoke, terminate or otherwise modify the suspension. The student, parent of record, the principal and the Superintendent of Schools shall be notified of the Assistant Superintendent's decision on the day the review is completed. Students may be suspended for the violation of rules established by the school and within the scope of policies adopted by the Board. Suspension imposed for periods of time in excess of 10 days shall be treated procedurally as an expulsion. Summary suspension from school, without prior notice and hearing, may be imposed when the student's continued presence in school poses a danger to other persons or property or an ongoing threat of disruption of the academic process. Due process shall be afforded as soon after a summary suspension as is practical. Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. An alternative school for secondary students shall be established for suspension of students who are identified as having severe discipline problems. While assigned to SAC or the alternative school students shall not be eligible to participate in, practice for or attend any student activity whether during or after the school day. Absence from school due to off-campus suspension shall be treated as an unexcused absence AND NO MAKE UP WORK SHALL BE ALLOWED. Summer School A summer school program on a tuition basis is offered to students in grades nine 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. 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 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. 20 Testing Program Standardized tests are administered in the 10th grade. Other tests, such as the ACT, are scheduled during the year as a service to the students. 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. 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 at 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. The only exceptions are for medical or programrr~ng 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 building 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 herein. Yearbook No commercially prepared yearbook shall be produced at the junior high level. 21\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 "}],"pages":{"current_page":4,"next_page":5,"prev_page":3,"total_pages":7,"limit_value":12,"offset_value":36,"total_count":78,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":78}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Little Rock School District","hits":13},{"value":"North Little Rock School District","hits":6},{"value":"Arkansas Association of Educational Administrators","hits":4},{"value":"United States. 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