{"response":{"docs":[{"id":"bcas_bcmss0837_1169","title":"Little Rock School District Court Submission","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1993-05-18"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Educational law and legislation","Educational statistics","School improvement programs","School principals"],"dcterms_title":["Little Rock School District Court Submission"],"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/1169"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nTO: LITILE ROCK SCHOOL DISTRICT OFFICE OF THE SUPERINTENDENT May 18, 1994 MA~ 1 8 1994 Oilice ol Desegregation Mon1:c, icg FROM: SUBJECT: Court Submission - May 18, 1994 Provided for your review is a copy of the District's Mai 18, 19941 Court submission. The following revisions have been made to the appropriate revenue and expenditure line items to reflect the strategies under consideration at this time: 4. $3,000,000 included for proposed draw down on settlement loan. $750,000 deducted from salaries and benefits for projected savings on 100 participants in the Early Retirement Incentive Program. $1,622,363 deducted from salaries and benefits for the proposed reduction in the teaching force. $1,316,771 deducted from salaries, benefits, services, supplies and equipment for the proposed temporary relocation of Stephens. $100,000 deducted from services, supplies and equipment for the proposed contnbution to the New Futures Program. J.-.l 6. $400,000 increase to the beginning fund balance due to the initiated spending freeze. ~~ t '/.~J1H ~ ~:: 17.z. HI( Also included are five-year revenue and expenditure projections and business cases addressing specific changes. J ... ~~ ~. 1 . . .., ,/. J _.JS''U/M ~ ~ ,,_ -1/tf/,T As we move tg_ward institutionalizing the Program Planning and Budgeting Process as outlined in the District's management tool, we are continually reminded of our desegregation obligations as well as the comprehensive long-range planning that must be done to fulfill our commitments. I look forward to the results that we can achieve through our continued utilization of this process. 810 West Markham Street  Little Rocle, Arkansas 72201  (501) 8U2000 TABLE OF EXHIBITS Exhibit No. Description Page No. Exhibit 1 Revenue and Expenditure Projections (Draft 2) 1-10 Exhibit 2 Previously Identified Budget-Balancing Measures 11-12 Exhibit 3 Status of Negotiations/Reduction In Force 13 Exhibit 4 Additional Budget-Balancing Measure 14 Exhibit 5 1994-00 Revenue and Expenditure Projection (Draft 1) 15-22 Exhibit 6 Business Cases: Safety and Security Department (Revised 4/29/94) 23-31 Teaching Assistants/Substitutes 32 Exhibit 7 Business Case for Stephens School Relocation 33-48 Exhibit 8 Schools Affected By Changes in Principalships 49 Exhibit 9 Settlement Loan Repayment 50 Exhibit 10 Budgeting Management Timeline 51-56 Exhibit 1\n\\  .. , .. ........... ,,.,: ... :tf?:}\\t: ................ , ... ,.i/: .. ,:: .. :/ :,: ........... :,/. ... ,.. ..  iMi.. ..: : .... .. .... .............. ........ ...  :: ..... .............. : .....: : . \\\n.. ,:,: .......... JJJt '-' .. 1 1... ..... ......., .. !:I\\! ,.. ...... ,.. ::,:..: .. ..  ........ -::r .. :... ...: : ACTUAL ACTUAL ACTUAL PROJECTED PROPOSED CHANGE 1990-91 1991-92 1992-93 1993-94 1994-95 REVENUE-LOCAL SOURCES CURRENT TAXES 31,899,357 38,196,979 39,701,855 39,625,387 38,600,327 (1,025,060) 40% PULLBACK 20,601,593 21,081,833 22,220,949 22,040,190 21,420,949 (619,241) DELINQUENT TAXES 3,214,974 4,250,186 4,293,380 4,897,429 4,802,692 (94,737) EXCESS TREASURERS FEES 118,998 140,858 145,690 146,379 140,000 (6,379) DEPOSITORY INTEREST 317,646 241,476 360,734 303,000 300,000 (3,000) REVENUE IN LIEU OF TAXES 120,412 224,667 245,162 182,353 180,000 (2,353) MISC. AND RENTS 317,978 406,878 574,918 484,050 475,731 (8,319) INTEREST ON INVESTMENTS 141,376 354,446 208,519 319,042 322.232 3,190 ATHLETIC RECEIPTS 91,322 100,857 87,005 87,005 87,005 0 \u0026lt;l:1 ::\n:::. 1 } 1vt. \\: .... :si:~si656: !\n.~~~~~~\\ :\nr:a\na\n,.r ~a:ii~jm: s~fs2aiS$: :m\nREVENUE - COUNTY SOURCES COUNTY GENERAL 73,971 73,419 73,428 73,419 73,419 0 SEVERANCE TAX :\u0026gt; ..... :.. .......... ,:c..:..:f\\ ..... :\u0026gt; ::::......................... .... .............. REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN EARLY CHILDHOOD 22,037,764 10,356,TT8 6,000,000 73,971 1,265,710 602,063 0 27 ,264,460 25,275,221 8,637,482 8,926,606 4,500,000 1,500,000 73,426 72,694 1,513,699 1,261,451 824,870 1,139,235 147,050 234,403 ORPHAN CHILDREN 8,820 3,000 3,540 TRANSPORTATION 2,885,960 2,379,879 3,1 98,252 COMPENSATORY EDUCATION 609,943 858,743 563,602 MTOMTRANSFERS 1,007,481 1,TT0,486 2,127,216 ADULT EDUCATION 624,119 697,589 799,544 REVENUE - OTHER SOURCES 25,569,811 26,778,326 8,094,112 6,042 591 0 [ 3,0,000 0 1,341,887 1,344,499 240,873 3,540 3,536,587 505,260 2,681,262 790,466 0 1,200,000 1,344,499 233,992 3,540 3,700,000 580,435 3,100,000 790,466 PUBLIC LAW 874 28,585 9,385 40,866 40,000 38,000 TRANSFER FROM OTHER FUNDS TRANSFER FROM BOND ACCT 95,588 613,166 129,428 394,675 171,006 1,250,000 0 500,000 600,000 400,000 ..})\\..:..... ... .......... ,. . TOTAL REVENUE OPERATING. ' 103.123:8-07 114,291:121' t1S,243,307\n::,\n,074,55{ 1:14,232,204 1 1,208,515 3 (2,051,521) .. 3,000,000 \u0026amp;.O\"\"' 0 (141 ,887) 0 (6,881) 0 163,413 S 75,175 418,738 C. 0 (2,000) (650,000) 1 (100,000) I (75\n~ REVENUE-FEDERAL GRANTS CHAPTER I CHAPTER II TITLE VI B REVENUE-MAGNET SCHOOLS STATE/LOCAL EXPENSES SALARIES BENEFITS SERVICES.SUPP.EQUIP DEBT SERVICE CONTINGENCY RESERVE FOR ENCUMBR TOTAL OPERATING EXPENSES EXPENSES-FEDERAL GRANTS EXPENSES-MAGNET SCHOOLS INCREASE (DECREASE) IN FUND BALANCE BEGINNING FUND BALANCE FEDERAL OPERATING ENDING FUND BALANCE FEDERAL OPERATING ACTUAL 1990-91 ACTUAL 1991-92 ACTUAL PROJECTED PROPOSED CHANGE 1992-93 1993-94 1994-95 2,886,618 3,275,099 4,288,755 4,311,404 4,406,404 95,000 ? 227,900 224,423 215,020 122,666 122,666 0 468,964 558,810 589,011 624,024 624,024 0 974,090 1,164,511 1,221,200 1,091,051 1,400,000 308,949 , 12,571,785 13,887,841 13,548,434 14,554,670 14,811,482 256,812 10 65,192,947 73,191,213 71,912,128 75,849,121 75,680,852 (1 68,269) ! 8,032,967 8,992,742 9,908,175 9,290,055 10,650,467 1,3 60,412 ! 22,735,854 22,470,043 20,080,366 21,283,431 22,149,419 8 65,988 ! 6,646,769 7,950,100 9,554,535 8,850,123 8,533,631 (3 16,492) 0 0 0 0 1,000,000 1' 000,000 714,896 4,190,920 5,132,152 5,992,216 7,035,052 6,547,138 (487,914) 12,571,785 13,887,841 13,548,434 14,554,670 14,811,482 256,812 881,922 1,m,714 1,394,9TT (2,084,086) (3,TT6,208) (1,692,122) 185,838 552,490 643,181 964,951 79,044 (885,907) 119,574 634,844 2,321,867 4,985,188 3,787,009 (1,198,179) 552,490 643,181 964,951 79,044 / 85,000 5,956 634,844 2,321,867 3,395,074 3,787,009 4,845 (3,782,164) 2 FUNCTION SALARIES 0110 REGULAR CERTIFICATED 0115 CERTIFIED INSTRUCT. ASST. 0117 STIPENDS 0120 REGULAR NON- CERTIFICATED 0121 MAINTENANCE 0124 CLERICAL OVERTIME 0130 SUBSTITUTE TEACHERS- SHORT 0140 SUBST NON-CERTIFIED-SHORT SALARIES TOTAL w BENEFITS 0210 SOCIAL SECURITY TAX 0220 TEACHER RETIREMENT 0230 PUBLIC EMPLOYEES RETIREME 0240 INSURANCE 0250 UNEMPLOYMENT COMPENSATION 0290 OntER EMPLOYEE BENEFITS BENEFITS TOTAL ~ .\n.. PURCHASED SERVICES 0310 PROFESSIONAL \u0026amp; TECHNICAL 0311 INSTRUCTION SERVICES 0312 INSIBUCTIONALPROGIMPROV 0313 PUPIL SERVICES 0314 STAFF SERVICES 0318 BOARD OF ED SERVICES 0319 OntER PROFESSIONAL \u0026amp; TECH LITTl.E ROCK SCHOOL DISTRICT Actual 1992193 $52,899,585.23 $5,386.52 $326,649.66 $15,668,717.99 $1,167,691.67 $69,487.74. $1,363,632.01 $410,9TT.09 $71,912, 127.91 $5,497,924.65 $7,755.35 $166,240.10 $3,985,992.66 $192,426.52 $57,835.84 $9,908,175.12 $295,885.37 $18,610.84 $768,382.37 $279,291.40 $61.60 $595,179.47 $64,266.08 Budget 1993/94 $57,841,367.85 $0.00 $305,885.31 $14,962,781.62 $1,136,945.28 $0.00 $1,226,321.00 $416,844.45 $75,890,145.51 $5,381,489.39 $6,882.48 $147,104.28 $3,467,184.64 $195,000.00 $60,000.00 $9,257,660.78 $626,800.00 $21,015.00 $741,357.00 $53,440.00 $1,000.00 $752,500.00 $75,100.00 Budget 1994/95 $56, 192, 126. 79 $0.00 $291,797.11 $16,247,301.12 $1,089,626.75 $60,000.00 $1,400,000.00 $400,000.00 $75,680,851.77 $5,637,189.03 $0.00 $155,000.00 $3,788,278.00 $200,000.00 $870,000.00 $10,650,467.03 $737,480.00 $11,115.83 $631,371.00 $54,752.00 $0.00 $1,172,000.00 $59,300.00 FTE 1994/95 1542 0 0 1298 50 0 0 1 2891 0 0 0 0 0 0 0 0 0 0 0 0 0 0 +? LITTl.E ROCK SCHOOL DISTRICT Actual FUNCTION 1992/93 0321 UTILITY SERVICES-NATURAL ssa1.209.n 0322 UTILITY SERVICES-ELECTRIC $2,232,084.12 0323 UTILITY SER-WATER/SEWAGE/ $149,273.82 0324 CLEANING SERVICES $207,407.65 0325 REPAIRS-BUILDINGS $259,257.67 0326 REPAIRS-EQUIPMENT $531,707.94 0327 RENTAL OF LAND \u0026amp; BUILDING $135,447.85 0328 RENTAL OF EQUIPMENT \u0026amp; VEH $12,944.93 0329 OTHER PROPERTY SERVICES $18,924.55 0331 PUPIL TRANSPORTATION $645,404.74 0332 TRAVEL-PAYROLL $1,286.44 0333 TRAVEL $112,709.23 0339 OTHER TRANSPORTATION SERV $1,258.82 0341 TELEPHONE $338,295.60 0342 POSTAGE $91,2TT.58 0350 ADVERllSING $21,046.31 0360 PRINTING \u0026amp; BINDING-INTERN $91,146.74 0361 PRINTING AND BINDING-EXTE $116,235.20 0362 FREE PAINTED ITEMS . $404.24 0365 COPIER LEASE 'i-ltd~ $362,507.86 0370 rumoN $1,292,991.82 0380 FOOD SERVICES $144,413.73 0390 OTHER PURCHASED SERVICES $165,837.05 PURCHASED SERVICES TOTAL $9,534,750.79 MATERIALS AND SUPPLIES 0409 SUPPLIES ($64,411.96) 0410 SUPPLIES $1,180,159.22 0411 SUPPLIES - SP TRACKING $870,780.43 Budget 1993/94 $826,700.00 $2,879,165.00 $209,950.00 $400,000.00 $200,300.00 $505,785.09 $135,700.00 $15,050.00 $128,650.00 $628,067.30 $24,160.00 $60,843.63 $0.00 $386,500.00 $104,016.20 $18,006.00 $151,142.39 $153,645.50 $515.00 $503,000.00 $1,195,000.00 $178,062.69 $59,380.00 $11,034,850.80 $0.00 $1,041,625.83 $784,000.00 Budget 1994/95 $725,500.00 $2,824,615.00 $189,200.00 $250,000.46 $330,700.00 $646,911.00 $142,012.00 $21,502.00 $67,000.00 $350,820.00 $0.00 $124,676.18 $0.00 $406,000.00 $88,717.06 $16,300.00 $170,721.02 $126,169.54 $0.00 $530,000.00 $1,440,621.16 $105,027.00 $162,500.00 $11,385,011.25 $0.00 $1,311,499.11 $764,642.13 FTE 1994/95 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 + + Ul LITTl.E ROCK SCHOOL DISTRICT Actual FUNCTION 1992/93 0412 LOCAL SUPPLIES SP TRACKIN $17,966.31 0413 SOFTWARE $31,128.18 0414 SUPPLIES $1,098.52 0415 TEST MATERIALS $39,900.00 0416 SUPPLIES - SUPPLY CENTER $479,578.46 0417 SUPPLIES-SUPPLY CENTER $1,075.62 0418 PRIOR ENCUMBRANCES $0.00 0420 TEXTBOOKS $0.00 0421 TEXTBOOKS-LOCALSOURCES $167,488.65 0430 LIBRARY BOOKS $0.00 0440 PERIODICALS $22,988.87 0450 AUDIOVISUAL MATERIALS $3,898.09 0451 AUDIO-VISUAL MATERIALS $24,869.01 0481 PLUMBING $18.54 0482 CARPENTRY $486.02 0483 ELECTRIC $708.32 0485 AIR COND/HEAT $172.70 0486 BOILERS/SM ENGINES $15,453.14 0488 PAll'mNG $282.25 0489 ROOFING $0.00 0490 OTHER SUPPLIES $17,943.27 0491 UNIFORMS \u0026amp; SUPPLIES $79,376.33 0492 STADIUM OPERATIONS $82,828.00 0494 GAME RELATED EXPENSES $0.00 MATERIALS AND SUPPLIES TOTAL $2,973,787.97 CAPTIAL OUTl.A Y Budget 1993/94 $32,157.04 $33,405.00 $2,000.00 $53,000.00 $466,941.10 $2,044.55 $714,896.22 $862,542.00 $362,420.00 $1,120.80 $26,498.35 $2,150.40 $30,000.00 $0.00 $0.00 $0.00 $0.00 $15,000.00 $0.00 $0.00 $10,300.00 $80,974.40 $71,275.80 $2,224.80 $4,594,576.29 Budget 1994/95 $13,378.00 $100,050.60 $136,660.00 $42,000.00 $455,969.70 $353.00 $0.00 $817,000.00 $407,338.28 $375.00 $23,180.00 $6,515.00 $20,000.00 $500.00 $500.00 $15,500.00 $5,000.00 $10,100.00 $200.00 $500.00 $18,000.00 $85,967.85 $64,540.00 $0.00 $4,299,768.67 FTE 1994/95 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 + + 0540 EQUIPMENT-PERSONAL PROPER $654,966.90 $600,575.24 $671,824.19 0 i- 1------------------------t---------t---------t---------t-----1 0541 EQUIPMENT PER PROP SP TRA $6,461.34 $10,000.00 $10,250.00 0 LITTl.E ROCK SCHOOL DISTTIICT Actual Budget Budget fTE FUNCTION 1992193 1993/94 1994/95 1994/95 0542 EQUIPMENT (NOT INVENTORIE $0.00 $0.00 $200.00 0 0543 EQUIPMENT (REAL PROPERTY) $67,025.70 $60,000.00 $69,106.94 0 0545 EQUIPMENT LEASE PURCHASE $1,546,013.55 $926,742.00 $1,253,100.40 0 + 0548 EQUIPMENT - SUPPLY CENTER $61,031.26 $52,093.00 $21,351 .00 0 0551 VEHICLES LEASE PURCHASE $618,895.35 $0.00 $0.00 0 CAPTIAL OUTI.AY TOTAL $2,954,394.10 $1,649,410.24 $2,025,832.53 0 OTHER OBJECTS 0610 REDEMPTION OF PRINCIPAL $4,951,180.35 $4,074,616.00 $4,063,012.00 0 0620 INTEREST $4,597,390.58 $4,785,507.40 $4,462,619.00 0 0630 DUES\u0026amp;FEES $52,817.64 $58,539.50 $42,806.45 0 0635 DUES \u0026amp; FEES - NCA $15,023.01 $17,000.00 $19,000.00 0 0640 INSURANCE $920,983.15 $400,000.00 $400,000.00 0 0642 LIABILITY INSURANCE $0.00 $0.00 $2,000.00 0 0649 OTHER INSURANCE $52,791.12 $54,ns.oo $54,000.00 0 0660 IMPROVEMENT TAX $14,769.~ $15,000.00 $15,000.00 0 0690 OTHER EXPENSES $3,567,012.06 $5,148,290.00 $4,914,000.00 0 OTHER OBJECTS TOTAL $14,171,967.76 $14,553,727.90 $13,972,437.45 0 - UTTl.E ROCK SCHOOL DISTRICT TOTAL .. .-. $111,SS,203.65  $116,980,371.53 $118,014,368.70 ... ... ... I 2891 Function Description 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN 1120 ELEMENTARY 1124 ELEMENTARY MUSIC 1125 ELEMENTARY MAGNET 1127 SPECIALTY PROGRAMS 1129 SPECIAL TY PROGRAM 1130 MIDDLE\\JUNIOR HIGH SCHOOL 1132 JUNIOR HIGH 1135 JUNIOR HIGH MAGNET 1137 JUNIOR HIGH RESTRUCTURE 1140 HIGH SCHOOL 1145 HIGH SCHOOL MAGNET 1151 BOYS ATI-lLETICS 1152 GIRLS ATI-lLETICS 1154 FOOTBALL/MINOR SPORTS 1155 VOLLEYBALL 1156 BASKETBALL 1157 TRACK.TENNIS.GOLF \u0026amp; SWIMM 1158 BASEBALL 1190 O11-lER REGULAR 1193 TRAVELING TEACHERS 1195 ACADEMIC SUPPORT PROGRAM 1199 SUBSTITIJTES-INSTRUCTION 1210 mNERANT INSTRUCTION 1220 RESOURCE ROOM 1230 SPECIAL CLASS 1240 HOMEBOUND AND HOSPITAL 1290 O11-lER 1292 EXTENDED YEAR HAND. SERVI 1321 MARKETING/DIST ED-COOP 1331 BUSINESS ED COOP LITTl.E ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992/93 1993/94 $1,195,358.65 $1,746,831.33 $3,121,214.45 $3,261,957.67 $19,905,274.36 $20,414,196.37 $0.00 $956,385.00 $146,003.86 $196,675.45 $24,406.82 $0.00 $0.00 $86,475.45 $8,267,275.44 $8,870,100.00 $5,540.42 $26,480.41 $132,143.30 $453,430.57 $535,179.49 $539,265.87 $7,823,764.65 $8,651,142.90 $265,987.68 $104,648.26 $39,661.58 $44,506.65 $25,254.43 $9,798.71 $48,990.82 $49,680.00 $6,393.73 $7,416.00 $42,832.09 $45,880.20 $13,487.01 $11,354.40 $7,440.07 $10,800.00 $20,238.80 $17,936.19 $19,897.81 $15,000.00 $2,121,435.04 $1,300,017.05 $1,438,180.65 $1,434,535.20 $1,004,570.16 $1,123,449.98 $2,088,460.12 $2,229,816.67 $1,321,TT1.13 $1,321,TT0.46 $215,503.17 $319,407.51 $1,308,911.09 $1,246,265.43 $4,123.47 $5,705.28 $228,230.75 $206,250.75 $195,TT8.88 $201,039.34 Budget 1994/95 $2,009,758.23 $3,269,209.33 s20. n2,912.s8 $889,073.86 $212,689.64 $0.00 $0.00 $8,233,002.21 $24,359.35 $106,442.18 $576,992.68 $7,440,185.48 $79,954.07 $39,459.05 $12,580.00 $49,680.00 $5,793.00 $44,545.80 $12,400.00 $9,000.00 $20,790.97 $15,000.00 $1,588,755.78 $1,937,700.00 $1,169,835.49 $2,302,743.57 $1,148,951.07 $583,478.49 $1,192,896.90 $0.00 $209,433.82 $203,839.38 FTE 1994/95 80 93 725 5 4 0 0 210 1 0 19 153 0 0 0 0 0 0 0 0 0 0 74 0 33 62 4 17 5 0 4 4 + +- ... Function Description 1332 BUSINESS ED EXPL 1333 BUSINESS ED-Stoll TR 1341 HEALTli COOP 1351 TRADE \u0026amp; IND-COOP 1352 TRADE \u0026amp; IND-EXPL 1353 TRADE \u0026amp; IND-Stoll TR 1354 YOUTli APPRENTICESHIP 1360 HOME ECONOMICS 1362 CONS/HMKG 1371 CAREER ORIENTATION 1392 COORD CAREER-COOP 1410 ADULT BASIC EDUCATION co 1420 ADULT GENERAL EDUCATION 1430 ADULT VOCATIONAL PROGRAM 1440 SPECIAL PROJECTS 1445 WORKPLACE LITERACY 1490 ornER ADULT EDUCATION 1550 EARLY CHILDHOOD EDUCATION 1560 READING 1570 MATHEMATICS 1580 ACADEMIC PROGRESS GRANTS 1595 COMPENSATORY EDUCATION 1910 GIFTED AND TALENTI:D 2111 SERVICE AREA DIRECTION 2112 ATTENDANCE SERVICE 2113 SOCIAL WORK SERVICES 2114 PUPIL ACCOUNTING SERVICES 2120 GUIDANCE SERVICES 2121 SERVICE AREA DIRECTION 2122 COUNSELING SERVICES 2134 NURSING SERVICES 2142 PSYCHOLOGICAL TESTING SER LITll...E ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992193 1993/94 $567,909.51 $647,155.07 $1,029,262.40 $1,001,393.89 $71,936.86 $30,058.48 $195,305.05 $202,903.96 $582,238.42 $552,265.88 $992,355.65 $919,838.00 $23,257.92 $115,764.01 $3,035.70 $0.00 $614,847.68 $727,503.40 $256,111.14 $247,878.64 $205,769.71 $213,754.13 $437,414.74 $424,133.49 $331,299.86 $326,524.45 $0.00 $1,888.48 $0.00 $953.04 $16,895.83 $0.00 $13,933.79 $0.00 $220,694.23 $241,274.50 $27,887.91 $26,670.67 $8,814.04 $9,807.48 $233,266.90 $352,294.55 $869,433.11 $1,096,530.84 $813,857.18 $1,108,379.67 ($16.00) $4,758.48 $0.00 $0.00 $0.00 $121,287.10 $16,809.66 $119,044.71 $2,542,749.16 $2,798,345.63 $2,684.06 $8,563.51 $66,678.53 $38,551.19 $811,380.61 $765,214.52 $181,256.55 $195,928.86 Budget FTE 1994/95 1994/95 $565,530.39 14 $994,887.88 22 $48,226.13 1 $162,269.05 3 $592,290.09 13 .,. $928,161.33 19 $2,600.00 2 $0.00 0 $722,980.79 18 $251,165.13 6 $216,729.09 4 $438,888.00 13 $359,004.99 11 $0.00 0 $0.00 0 $0.00 0 $0.00 0 $272,927.30 23 $29,135.65 0 $116,508.30 5 .... $320,000.00 0 $914,257.86 13 $1,327,240.17 33 $0.00 0 $25,115.41 1 $23,774.09 2 $103,381.36 4 $3,015,075.14 74 $9,159.78 0 $39,459.11 0 $753,670.05 28 $155,925.07 4 .. Function Description 2211 SERVICE AREA DIRECTION 2212 INSTRUCTION AND CURR DEV 2213 INSTRUCTIONAL STAFF TRAIN 2215 INST STAFF TRAINING - TES 2216 INST STAFF TRAINING - PET 2217 CLASSROOM MANAGEMENT 2219 OIBER IMPROVEMENT OF INST 2222 SCHOOL LIBRARY SERVICES 2223 AUDIOVISUAL SERVICES 2229 OIBER EDUCATIONAL MEDIAS 2310 BOARD OF EDUCATION SERVIC 2314 ELECTION SERVICES 2315 LEGAL SERVICES 2317 AUDIT SERVICES 2319 OIBER BOARD OF EDUCATION 2321 OFFICE OF IBE SUPERINTEND 2326 DESEGREGATION 2410 OFFICE OF Tl-tE PRINCIPAL 2490 OTI-tER SUPPORT SERVICES 2510 DIRECTION OF BUSINESS SUP 2521 SERVICE AREA DIRECTION 2525 FINANCIAL ACCOUNTING SERV 2529 OIBER FISCAL ACCOUNTING S 2539 OIBER FACILmES ACQ \u0026amp; CO 2541 SERVICE AREA DIRECTION 2542 UPKEEP OF BUILDINGS 2543 UPKEEP OF GROUNDS 2544 UPKEEP OF EQUIPMENT 2545 VEHICLE MAINTENANCE 2546 SECURITY SERVICES 2548 ASBESTOS PROGRAM 2551 SERVICE AREA DIRECTION LITnE ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992/93 1993/94 $808,955.03 $830,928.73 $2,579,824.46 $2,044,017.31 $0.1)() $10,713.11 $0.00 $16,070.13 $0.00 $32,139.33 $756.00 $10,713.11 $183,997.25 $117,430.21 $2,615,589.49 $2,348,444.72 $34,043.16 $31,927.05 $76,000.00 $86,000.00 $0.00 $0.00 $38.25 $20,000.00 $467,398.72 $350,000.00 $38,242.50 $35,000.00 $279,740.50 $305,851.08 $232,171.98 $200,221,49 $429,738. 70 $433,102.41 $6,093,823.40 $6,176,083.63 $21,541.79 $9,120.69 $63,697.30 $87,000.00 $0.00 $0.00 $398,488.44 $375,521.82 $3,360.50 $0.00 $208,269.23 $239,986.48 s21s.n6.61 $222,728.53 $8,176,780.17 $9,328,862.83 $11,749.67 $12,831.91 $16,043.09 $17,500.00 $56,031.80 $57,206.94 $2,957.29 $0.00 $79,391.19 $68,903.30 $7,031.70 $19,790.05 Budget FTE 1994/95 1994/95 $510,398.58 10 $2,494,955.38 52 $0.00 0 $0.00 0 $0.00 0 $0.00 0 $162,670.14 7 $2,388,611.23 70 $34,408.42 2 $76,000.00 0 $445,000.00 0 $30,000.00 0 $1,560,000.00 0 $42,000.00 0 $48,000.00 0 $507,292.06 8 $506,601.32 14 $6,261,359.45 176 $9,121.00 0 $32,000.00 0 $68,805.16 1 $352,300.26 11 $0.00 0 $285,928.18 6 $239,969.89 9 $9,109,227.13 246 $14,500.00 0 $14,000.00 0 $80,000.00 0 $0.00 0 $70,335.08 2 $17,600.00 0 ...... 0 Function 2552 2553 2554 2572 2573 2574 2585 2587 2589 2590 2610 2623 2632 2642 2649 2664 3100 3500 3800 3900 3909 3911 4900 5100 6000 Description VEHICLE OPERATION MONITORING VEHICLE SERVICING PURCHASING SERVICES WAREHOUSING \u0026amp; DISIBIBUTIN PRINTING, PUB, \u0026amp; DUPLICAT SAFETY-DRUG TESTING SAFETY \u0026amp; SECURITY RISK MANAGEMENT OTHER SUPPORT SERVICES-BU DIR OF CENTRAL SUPPORT SE EVALUATION SERVICES INTERNAL INFORMATION SERV RECRUITMENT \u0026amp; PLACEMENTS OTHER STAFF SERVICES OPERATIONS DIRECTION OF COMMUNITY SE CUSTODY \u0026amp; CARE OF CHILD INSIBUCTIONAL PROGRAMS OTHER COMMUNITY SERVICES DRUG ABUSE PREVENTION FAMILY LIFE EDUCATION NF OTHER NON-PROGRAMMED CHAR BONDED INDEBTEDNESS PROVISION FOR CONTINGENCI UTT1.E ROCK SCHOOL DISTRICT LITTI..E ROCK SCHOOL DISIBICT FUNCTION SUMMARY Actual Budget 1992/93 1993/94 $3,443,249.84 $3,445,367.55 $327,629.42 $319,159.16 $2,731,640.87 $1,920,281.72 $897,242.75 $1,041,357.74 $47,038.80 $54,936.16 $106,264.92 $125,403.74 $11,897.80 $14,937.36 $804,094.93 $854,143.84 $1,063,284.28 $450,000.00 $89,803.91 $169,500.00 $149,406.41 $174,848.03 $437,888.51 $562,905.71 $154,437.80 $222,767.29 $305,827.59 $418,997.31 $88,999.58 $0.00 $1,359,339.16 $1,687,419,74 $95,000.00 $170,112.24 $0.00 $87,no.oo $229,653.19 $249,440.00 $0.00 $0.00 $100,046.80 $0.00 $0.00 $530,400.00 $3,586,103.53 $3,915,500.00 $9,554,534.76 $8,870,123.40 $0.00 $1,000,000.00 $111,455,203.65 $116,980,371.53 Budget FTE 1994/95 1994/95 $3,804,404.87 335 $318,433.25 11 $1,944,818.80 11 $1,541,798.43 15 $15,750.00 1 $102,000.00 0 $14,937.36 0 $819,658.99 40 $450,000.00 0 $144,338.91 0 $285,295.58 3 $426,918.80 12 $170,286.74 4 $341,547.93 13 $104,148.49 2 $1,600,699.76 14 $170,000.00 0 $0.00 0 $331,178.89 10 $100.00 0 $29,512.50 2 $0.00 0 $3,954,000.00 0 $8,533,631.00 0 $1,000,000.00 0 $118.014,368.70 $2,89f.03 Exhibit 2 PREVIOUSLY IDENTIFIED BUDGET-BALANCING MEASURES 1. Earlv Retirement Incentive Programs 2. 3 .. Previous Court submissions have included potential savings as high as $1,500,000 for this strategy. As of May 17, 1994, seventy-seven (77) teachers have applied for the program. Expectations are still high regarding this strategy. Therefore, $750,000 has been reduced from certified salaries in anticipation of reaching the goal of onehundred (100). A report will be given on May 25, 1994, as to the count and projected savings after the May 20, 1994, application deadline. Negotiations/RIF Several strategies have been identified in this area, and they are discussed in Exlnbit 3. The Draft 2 Budget does reflect a decrease of $1,622,363 for a potential reduction of 62 teaching positions. Outsourcing of TranSJ)ortation The District is continuing its efforts regarding this budget balancing measure. Bid proposals are now due to be opened on May 31, 1994, with a decision to be made in early June. This strategy is hoped to produce a savings of $500,000 but a reduction is not included in Draft 2. 4. Spending Freeze Results of this strategy which was implemented on March 25, 1994, are still expected to yield a savings of $400,000 which has been added to the 1994-95 beginning fund balance in Draft 2. 5. New Futures Program Contnbution 6. This measure has been incorporated into the Draft 2 Budget document in the amount of $100,000. Historical spending patterns for this program indicate that this reduction can be made without adverse effect. School Closings This strategy is more fully descnbed in Exlnbit 7. The Draft 2 Budget has been reduced $1,316,771 in anticipation of the approval of this measure. 11 Previously Identified Budget-Balancing Measures Page 2 7. Millaee Election 8. The Board of Directors will continue to explore this issue and determine the level of support that the community might provide. Recent discussions concerning a County-wide reappraisal must be monitored to determine the financial impact on this item. Reduction In Materials and Su1mlies (1 %) This continues to be an available option for budget balancing. 12 Exhibit 3 STATUS OF NEGOTIATIONS/REDUCTION IN FORCE NEGOTIATIONS: The negotiations teams for the District and the LRCTA have been meeting twice a week since the first week of April to reach agreement on a successor teacher contract for the 1994-95 school year. The next negotiations session is May 18, 1994 at 4 o'clock which occurs almost simultaneously with this court filing. While the parties have reached tentative agreements on several clean up proposals, no agreements have been reached on any substantive issues. Most of the proposals which remain on the table are economic proposals or are proposals on which the parties are reluctant to move until some decisions can be made on economic issues. REDUCTION IN FORCE (RIF): The District has mailed RIF letters to eighty teachers notifying them that their contracts would not be renewed for next year because of a reduction in the size of the teaching force. Although it may not be possible to reduce by eighty positions, this level of notice should ensure that the District is not over staffed at the beginning of the 1994-95 school year. It is more realistic to think that as many as 60 to 65 teacher positions probably can be reduced at the start of school next year. However, the additional 15 to 20 positions gives the District a more prudent approach if the District's enrollment is smaller than anticipated next fall. Many of the teachers who have received RIF notices will be recalled if the early retirement .incentive produces the number of voluntary separations as is anticipated. Since the RIF notices had to be sent prior to the application deadline for the early retirement incentive, the District could not run the risk of rehiring the RIF'ed teachers while uncertain of the fate of the early retirement incentive. ~:.... tr1/..,\n.,,/ 1\u0026lt;'IP' ~~ r\n::\nt. ~_\n,~'~ ~,,,,b~ ~~ 1uf ~ 13 Exhibit 4 ADDITIONAL BUDGET-BALANCING MEASURE: Workers' Compensation Insurance Program Act 862 of 1993 requires all school districts in the State to provide Workers' Compensation coverage for their employees effective July 1, 1994. An allocation of $860,000 is included in the 1994-95 projected budget to meet this new requirement Language included in the March 1989 Pulaski County School Desegregation Case Settlement Agreement r  s some issues concerning the State's obligation in this matter. A favorable outcome on this issue will result in a reduction of budgeted expenditures for 1994-95 and future years. 14 Exhibit 5 LITTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 1} ,, 05-18-94 NO MILLAGE NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 40,159,780 40,962,976 41,782,235 42,617,880 40% PULLBACK 21,420,949 22,020,949 22,360,949 22,708,949 23,063,949 23,438,949 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176.400 172,872 169,415 166,026 162,706 MISC. AND RENTS 475,731 485,246 494,951 504,850 514,947 525,245 INTEREST ON INVESTMENTS 322,232 328,6TT 335,250 341,955 348,794 355,TTO ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,328,936 67,750,310 68,924,641 70,123,237 71,345,420 72,604,516 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91 ,419 91,419 91,419 91,419 91 ,419 91,419 REVENUE - STATE SOURCES MFPA 26,TT8,326 27,1 84,007 25 ,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 3,000,000 2,000,000 3,000,000 0 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,1 64,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 790,466 798,371 806,354 814,418 822,562 830,788 TOTAL 46,m,849 44,255,798 41,085,153 38,236,332 39,096,446 39,983,563 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 600,000 630,000 661,500 694,575 729,304 765,769 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 1,038,000 965,000 891,500 819,575 849,304 880,769 TOTAL REVENUE OPERATING 114,232,204 113,062.527 110,992,712 109,270,563 111,382,589 113,560,268 15 LITTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE ANO EXPENDmJRE PROJECTION (DRAFT 1) 05-18-94 ,,,. NO MILLAGE NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 REVENUE-MAGNET SCHOOLS STATE/LOCAL 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 TOTAL 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 TOT AL REVENUE 135,596,780 135,046,266 133,545,094 132,406,855 135,118,479 137,910,371 EXPENSES SALARIES 75,680,852 77,799,916 79,978,313 82,217,706 84,519,802 86,886,357 BENEFITS 10,650,467 10,703,719 10,757,238 10,811,024 10,865,079 10,919,405 SERVICES.SUPP ,EQUIP 22,149,419 22,592,407 23,044,256 23,505,141 23,975,243 24,454,748 DEBT SERVICE 8,533,631 8,158,921 7,941,468 7,100,036 7,120,109 6,894,349 CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 118,014,369 120,254,964 122,721,275 124,633,907 127,480,234 130,154,858 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262.727 EXPENSES-MAGNET SCHOOLS 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 TOTAL EXPENSES 139,372,989 142,238,703 145,273,656 147,770,199 151,216,124 154,504,962 INCREASE (DECREASE) IN FUND BALANCE (3,776,209) (7,192,437) (11,728,563) (15,363,344) (16,097,645) (16,594,591) BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,787,009 4,844 (7,187,593) (18,916,155) (34,279,499) (50,377,144) ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 4,844 (7,187,593) (18,916,155) (34,279,499) (50,377,144) (66,971,735) TOTAL 89,844 (7,102,593) (18,831,155) (34,194,499) (50,292,144) (66,886,735) 16 LITTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 1) .. 05-18-94 NO MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 40,159,780 40,962,976 41,782,235 42,617,880 40% PULLBACK 21,420,949 22,020,949 22,360,949 22,708,949 23,063,949 23,438,949 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 475,731 485,246 494,951 504,850 514,947 525,245 INTEREST ON INVESTMENTS 322,232 328,6TT 335,250 341,955 348,794 355,TTO ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,328,936 67,750,310 68,924,641 70,123,237 71,345,420 72,604,516 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STATE SOURCES MFPA 26,778,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 3,000,000 2,000,000 3,000.000 0 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 790,466 798,371 806,354 814,418 822,562 830,788 TOTAL 46,m,849 44,255,798 41,085,153 38,236,332 39,096,446 39,983,563 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 600,000 630,000 661,500 694,575 729,304 765,769 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 1,038,000 965,000 891,500 819,575 849,304 880,769 TOTAL REVENUE OPERATING 114,232,204 113,062,527 110,992,712 109,270,563 111,382,589 113,560,268 17 LITTLE ROCK SCHOOL DISTRICT ..  . 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 1) . 05-18-94 .: NO MILLSWITH CUTS  1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742\n724 6,869,377 6,998,480 7,130,082 7,262,727 REVENUE-MAGNET SCHOOLS STATE/LOCAL 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,3TT TOTAL 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 TOT AL REVENUE 135,596,780  135,046,266 133,545,094 132,406,855 135,118,479 137,910,371 EXPENSES SALARIES 75,680,852 77,799,916 79,978,313 82,217,706 84,519,802 86,886,357 BENEFITS 10,650,467 10,703,719 10,757,238 10,811,024 10,865,079 10,919,405 SERVICES,SUPP,EQUIP 22,149,419 22,592,407 23,044,256 23,505,141 23,975,243 24,454,748 DEBT SERVICE 8,533,631 8,158,921 7,941,468 7,100,036 7,120,109 6,894,349 POSmON/PROGRAM CUTS (7,200,000) (11,800,000) (15,300,000) (16,100,000) (16,600,000) CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000  .,.,.. .. TOTAL OPERATING EXPENSES 118,014,369 113,054,964 110,921,275 109,333,907  111,380,234 113,554,858 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,3TT 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 TOTAL EXPENSES 139,372,989 135,038,703 133,473,656 132,470,199 135,116,124 137,904,962 INCREASE (DECREASE) IN FUND BALANCE (3,776,209) 7,563 71,437 (63,344) 2,355 5,409 BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,787,009 4,844 12,407 83,845 20,501 22,856 ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 4,844 12,407 83,845 20,501 22,856 28,265 TOTAL 89,844 97,407 168,845 105,501 107,856 113,265 18 LITTLE ROCK SCHOOL.DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 1) . 05-18-94  5 MILLS NO CUTS .,, 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 43,769,195 44,644,579 45,537,471 46,448,220 40% PULLBACK 21,420,949 24,820,949 24,945,054 25,069,TT9 25,195,128 25,321,104 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 475,731 485,246 494,951 504,850 514,947 525,245 INTEREST ON INVESTMENTS 322,232 328,STT 335,250 341,955 348,794 355,TT0 ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,328,936 70,550,310 75,118,161 76,165,671 n..231,834 78,317,011 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,419 91,419 91,419 91 ,419 91,419 91,419 REVENUE- STATE SOURCES MFPA 26,TT8,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 3,000,000 2,000,000 3,000,000 0 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193.~33 3,225,872 3,258,131 ADULT EDUCATION 790,466 798,371 806,354 814,418 822,562 830,788 TOTAL 46,773,849 44,255,798 41,085,153 38,236,332 39,096,446 39,983,563 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 600,000 630,000 661,500 694,575 729,304 765,769 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 1,038,000 965,000 891,500 819,575 849,304 880,769 TOTAL REVENUE OPERATING 114,232,204 115,862,527 117,186,232 115,312,996 117,269,003 119,272,762 19 LITTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 1) 05-18-94 '\" 5 MILLS NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 REVENUE-MAGNET SCHOOLS STATE/LOCAL 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 TOTAL 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 TOTAL REVENUE 135,596,780 137,846,266 139,738,613 138,449,288 141,004,894 143,622,866 EXPENSES SALARIES 75,680,852 77,799,916 79,978,313 82,217,706 84,519,802 86,886,357 BENEFITS 10,650,467 10,703,719 10,757,238 10.811,024 10,865,079 10,919,405 SERVICES.SUPP ,EQUIP 22,149.419 22,592,407 23,044,256 23,505,141 23,975,243 24,454,748 DEBT SERVICE 8,533,631 8,158,921 7,941,468 7,100,036 7,120,109 6,894,349 CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 118,014,369 120,254,964 122,721,275 124,633,907 127,480,234 130,154,858 EXPENSES-FEDERAL GRANTS 6,547,138 6.742,724 6,869,377 6,998,480 7,130,082 7,262.727 EXPENSES-MAGNET SCHOOLS 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 TOTAL EXPENSES 139,372,989 142,238,703 145,273,656 147,770,199 151,216,124 154,504,962 INCREASE (DECREASE) IN FUND BALANCE (3,776,209) (4,392,437) (5,535,043) (9,320,911) (10,211,231) (10,882,096) BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,787,009 4,844 (4,387,593) (9,922,635) (19,243,546) (29,454,777) ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 4,844 (4,387,593) (9,922,635) (19,243,546) (29,454,777) (40,336,873) TOTAL 89,844 (4,302,593) (9,837,635) (19,158,546) (29,369,777) (40,251,873) 20 .. UTTlE.ROCKSCHOOL DISTRICT . 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 1)  .. 05-18-94 5 MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 43,769,195 44,644,579 45,537,471 46,448,220 40% PULLBACK 21,420,949 24,820,949 24,945,054 25,069,779 25,195,128 25,321,104 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 475,731 485,246 494,951 504,850 514,947 525,245 INTEREST ON INVESTMENTS 322,232 328,677 335,250 341,955 348,794 355,770 ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,328,936 70,550,310 75,118,161 76,165,671 77,231,834 78,317,011 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STATE SOURCES MFPA 26,778,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 3,000,000 2,000,000 3,000,000 0 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 790,466 798,371 806,354 814,418 822,562 830,788 TOTAL 46,773,849 44,255,798 41,085,153 38,236,332 39,096,446 39,983,563 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 600,000 630,000 661,500 694,575 729,304 765,769 TRANSFER FROM BONO ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 1,038,000 965,000 891,500 819,575 849,304 880,769 TOTAL REVENUE OPERATING 114,232,204 115,862,527 117, 186,232 115,312,996 117,269,003 119,272,762 21 LITTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 1) 05-18-94 -\u0026gt; 5 MILLS WITH CUTS / 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221 ,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,l30,082 7,262,727 REVENUE-MAGNET SCHOOLS STATE/LOCAL 14,811,482 15,241,015 15,683.004 16,137,812 16,605,808 17,087,377 TOTAL 14,811,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 !TOT AL REVENUE 135,596,780 137,846,266 139,738,613 138,449,288 141,004,894 143,622,866 EXPENSES SALARIES 75,680,852 77,799,916 79,978,313 82,217,706 84,519,802 86,886,357 BENEFITS 10,650,467 10,703,719 10,757,238 10,811,024 10,865,079 10,919,405 SERVICES.SUPP.EQUIP 22,149,419 22,592,407 23,044,256 23,505,141 23,975,243 24,454,748 DEBT SERVICE 8,533,631 8,158,921 7,941,468 7,100,036 7,120,109 6,894,349 POSITION/PROGRAM ClJTS (4,400,000) (5,600,000) (9,300,000) (10,200,000) (10,900,000) CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 118,014,369 115,854,964 117, 121,275 115,333,907 117,280,234 119,254,858 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,811 ,482 15,241,015 15,683,004 16,137,812 16,605,808 17,087,377 TOTAL EXPENSES 139,372,989 137,838,703 139,673,656 138,470,199 141,016,124 143,604,962 INCREASE (DECREASE) IN FUND BALANCE (3,776,209) 7,563 64,957 (20,911) (11,231) 17,904 BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,787,009 4,844 12,407 77,365 56,454 45,223 ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 4,844 12,407 77,365 56,454 45,223 63,127 TOTAL 89,844 97,407 162,365 141,454 130,223 148,127 22 II REVISED BUSINESS CASE (4-29-94) SAFE'IY AND SECURITY DEPARTMENT EXECUTIVE SUMMARY Exhibit 6 Based upon feedback from forums, surveys, and statements from various community leaders, safety and security in our schools remains a major concern. The District remains committed to implementing the major recommendations by the former Safety and Security Task Force for building a strong, effective safety and security program. Recommendation No. 18 in the Task Force's report was to establish a District Office of Safety and Security. The District has taken steps toward satisfying that recommendation and now seeks to move even closer to full implementation. A. Background The District currently operates a Safety and Security Department which is comp sed of a Director, two (2) Supervisors, one (1) office staff member, and thirty-six (36) school-based security officers. It was recommended that the District add fourteen (14) School Resource Officers. During the summer of 1994, the District proposed a budget that included funding for these fourteen (14) positions. The budget was later approved by the Board of Directors and the Court. The Little Rock City Board of Directors was unable to provide fourteen (14) officers within the time frame requested by the District. The police department, however, was able to provide five (5) resource officers for the 1993-94 school year. These officers were assigned to the following secondary schools: Central, Hall, McClellan, Southwest, and Cloverdale Junior High. ~1 ~~~  ~ B. Problem Definition The School Resource Officer approach appears to be a successful strategy helping to create a bridge between local law enforcement and LRSD students. Police Resource Officers have been well-accepted in the schools where officers have been assigned. Currently, all LRSD secondary schools do not have a Security Office~~ bJ:f\nEr\n:~~ j,,,,,' p '~23 Revised Business Case Safety and Security Department Page 2 C. Analysis of Alternatives The LRSD prepared and submitted a business case regarding the need for the Resource Officer Program as a part of its 1993-94 budget planning process. The District's alternatives remain the same as indicated in the previous business case. Option C (from that business case) remains the most viable and equitable option for the District. A copy of the previous business case is attached hereto as Attachment 1. D. Recommendation The Little Rock School District recommends that one (1) Police Resource Officer be placed in each of our secondary schools. The Little Rock City Board of Directors supports this recommendation and is preparing to implement this recommendation, pending Court approval of the District's 1994-95 budget  E. Objective . The Objectives and Evaluation Criteria remain unchanged from the previous business case. Information secured from the first year of implementation will be used to improve the delivery of services during the 1994-95 school year. F. Impact Analysis The program has had a positive effect on both the schools and the community. The program has been accepted by the community and LRSD schools. G. Resource Analysis The District budgeted $203,000 for program implementation during the 1993-94 school year. These costs would have been appropriate for the 1993-94 school year, -had the fourteen (14) officers been secured. A 5% cost-of-living-type of increase in overall personnel costs is projected for 1994. Additionally, the second year personnel costs should include an additional $34,079 for approved employee step increases,if any, plus $20,000 to pay for benefit increases such as educational pay and longevity. The proposed cost for placing fourteen (14) Police Resource Officers in all secondary schools during the 1994-95 year is $257,000. These costs are to be shared between the City and the Little Rock School District on a 50/50 basis. 24 Revised Business Case Safety and Security Department Page 3 H. Force Field Analysis 1. Forces For. The primary support of this recommendation will likely be the principals in the affected schools. In addition, parents and teachers in the schools affected will likely form a group that will support this move. 2. Forces Against The only persons to have voiced opposition in the past have expressed the concern that the police officers may use their authority in an abusive manner. The success of the program for one (1) year in five (5) of the District's secondary schools should help to eliminate this concern. I. General Implementation Plan Implementation begins with approval by the governing bodies of both the City of Little Rock and the Little Rock School District Following approval, meetings will be held with Little Rock Police Department officials to determine starting dates for training newly hired officers to supplement the officers that are selected to become School Resource Officers. Additionally, both the LRSD and LRPD will offer training sessions for officers selected to begin the Resource Officer program. The Director of Safety and Security will assume the task of scheduling all events that will ensure a successful program implementation. All status reports for program implementation will be submitted to the Manager of Support Services, Little Rock School District 25 Attachment 1 BUSINESS CASE SAFETY AND SECURITY DEPARTMENT EXECUTIVE SUMMARY In 1989, after the unfortunate shooting of a student at a Little Rock Junior High School, the Board of Directors authorized the Administration to conduct a safety and security study. This study was to address the security issue on campuses, on buses, and in the neighborhoods surrounding the schools. The Board of Directors made the decision to have a committee from each school study the various safety and security issues in the LRSD. A Task Force was formed that 1. Held public hearings 2. Met with Parent-Teacher groups and/or their designated leaders 3. Interviewed city and community leaders 4. Reviewed secondary school safety and security issues in other urban school districts The Task Force enlisted the expertise of the National School Safety Center who sent its Deputy Director to Little Rock for one week and on later follow-up visits. The Task Force report was dealt with by issuing twenty (20) major recommendations to use as an outline to build a strong, effective safety and security program for the Little Rock School District Recommendation No. 18 in this report was to establish a school district office of Safety and Security. A. Background 1. At present, the Safety and Security Department is composed of a Director of Safety and Security, two supervisors, and one person who answers all alarm calls to the various sights, meets the police that have been dispatched, and secures the buildings upon completion of his report There are thirty-six (36) School Based Security Officers assigned to the secondary schools in the LRSD. A recommended addition is the addition of fourteen (14) School Resource Officers. School Resource Officers (SRO) will be assigned to the current secondary schools. A School Resource Officer is a commissioned law enforcement officer that is assigned to the local school district. 26 Safety and Security Page Two 2. School security is a problem that is currently concerning both school district employees and members of the community throughout the nation. The idea of School Resource Officers and security forces is certainly not a new idea. It is, however, fairly new to the State of Arkansas. The problem of dealing effectively with unruly students and community members has been an ongoing problem through the country for many years. Districts across the country are having to develop plans, policies, and strategies for coping with these issues and the resulting increase of fights, assaults, homicides, drive-by shootings, weapons, and general disruption to previously \"quiet\" schools. B. Problem Definition 1. Various approaches to better safety and security in the schools have been attempted. It must be recognized that there is no one single approach that will solve the multitude of problems. The School Resource Officer approach is, however, one that has been successful throughout the country in dealing with the various acting out behaviors and in helping create a bridge between local law enforcement and troubled youth in the community. C. Analvsis of Alternatives 1. Many alternatives have been approached in solving the problems. The LRSD has not discarded any of our approaches only attempted to bring new answers to the problem. The National School Safety Center, an advocate of School Resource Officers, supplied this office with information on these programs throughout the country. Visits were made to programs in California and Florida. Numerous telephone conferences were held with Resource Officers on duty in different schools. The Little Rock School District looked at these different options: a. Do nothing: A number of school districts do not need a formal security program that involves Resource Officers. With the problems facing the City of Little Rock and the schools in the Little Rock District this option was not chosen. b. Contact with a guard service. Two private guard services were contacted. Neither of these services had any experience in providing a security force that had expertise in dealing with the diverse student population in our community. Few training programs were available through these groups. Additionally, these groups seemed to have a lack of commitment to and understanding of our educational philosophy. 27 Safety and Security Page Three D. c. Employ School Resource Officers. Historically, police have played a significant role in public education. They have been involved in handling truancy, juvenile crime, and major collective disturbances. Personnel are trained. The size of the force can be down-sized when needed. A pre-employment background check is always completed and support personnel is available. A formal agreement is prepared that identifies duties and responsibilities of both the police department and the school district Recommendations 1. The Little Rock School District recommends that alternative number 3 be employed. It is our belief that School Resource Officers will help provide a balance between crime prevention, education, enforcement, and informed positive contacts. A School Resource Officer will help develop relationships with students. The School Resource Officer will lay a foundation for student confidence and trust by demonstrating both a knowledge and an interest in matters of child advocacy. E. Objectives 1. Objectives to the recommendation. Program objectives are: a. To prevent students from becoming involved in behaviors that violate state statutes, city codes, and District policy b.  To establish an improved rapport between law enforcement officers and youth c. To assist the building staff and administration in providing security for students d. To act as a resource to staff and students in legal matters and violence prevention intervention e. To help to provide an educational environment that offers prevention programs in determining youth involvement in gang activities, crime, alcohol, and drug abuse f. To assist in the coordination of community resources in promoting interagency approaches to the solution of community youth problems 28 Safety and Security Page Four 2. Good Support. One of the prerequisites for students to have a chance to learn is to have a safe, secure environment in which to learn. District level goals that would increase educational achievement with emphasis on closing disparities certainly fall within this area. A safe, secure environment is also necessary for students and staff if the following goals are to be reached: a. Providing equitable educational opportunities for all students in a desegregated learning environment b. Enabling all students to develop a lifelong capacity and love for learning c. Teaching all students to be productive contnbutors in the school, the community, and the work place d. Providing a disciplined, structured learning environment for all students 3. Evaluation Criteria. Evaluation criteria for the School Resource Officer Program include: a. Written evaluation by principals, including suggested improvements b. Written evaluation by school resource officer, including suggested improvements c. Survey of all staff members of schools d. Survey 10% of students, including high school and junior high school students e. Survey 10% of parents of high school and junior high school students f. Compare pre and post data for suspension, attendance, and dropout incidents involving unauthorized non-students on campus and juveniles processed into the juvenile justice system 29 Safety and Security Page Five F. G. Impact Analysis 1. Program. It is expected that this program will have a positive effect on both the schools and the community. Additional role models, both male and female, will be visible to all children. These officers will be able to provide assistance to students and staff in legal matters. Various crime prevention, drug and alcohol programs will be presented to students. It is expected that the relationship between students and their respect for the law will be a positive move for our community. Some of the built-in mistrust of \"police types\" will be affected. The added protection of a qualified law enforcement officer that is available at all times will also present a positive impact 2. Desegregation Plan. There will be no negative impact upon the Desegregation Plan. All employees are expected to work together to promote adherence to the Plan. 3. Court Orders. No impact is known. 4. Political Factors. No political factors will have impact upon this program. 5. Risks. Any new program bas risks that accompany the program. Schools face the risk of becoming overly dependant on police personnel to solve problems. Police officers generally have not been schooled in educational philosophy. Police lack the flexibility that school administrators have in dealing with student offenders. A special inservice program will be given to all involved before the program will be implemented. After three years of program planning, the administration believes that the community is ready for this program. 6. Timing. The major issues are the extensive training required to replace officers that join this program. The City of Little Rock must take that into account before accepting the program. The Little Rock School District must plan inservice activities before placing the program in action. These programs will be completed prior to program implementation. Resource Analysis 1. Personnel Analysis. Fourteen School Resource Officers will be added to the district staff. One support person, a LRPD supervisor, will perform support duties to the program. Personnel will be recruited from the ranks of the Little Rock Police Department 30 Safety and Security Page Six 2. Financial Analysis. Operating costs have been prepared and submitted by the City of Little Rock. Under the proposed plan, costs will be shared between the city and the Little Rock School District on a 50/50 basis. The Little Rock School District's expense for the first year of operation will be $203,000. This cost will fund fourteen (14) police resource officer positions. These costs are valid for the 1993 school year. A 5% cost of living type of increase in overall personnel costs should be planned for 1994. Additionally, the second year personnel costs should include an additional $34,079 for employee step increases plus $20,000 to pay for benefit increases such as educational pay and longevity. H. Force Field Analysis 1. Forces For. The primary support of this recommendation will likely be the principals in the affected schools. In addition, teachers in the schools affected will likely form a group that will support this move. It is my opinion that all Board members will support this recommendation. Support will come from these groups because each of the groups has studied this option for approximately three years. They have been presented with both pros and cons of the program. Parents will be a support of this recommendation. All calls to my office have been supportive. 2. Forces Against The only persons to have voiced concerns in the past have seemed to have the feeling that the policeman may use his authority in an abusive manner. The success of the program for a one semester trial at McClellan High School was discussed at a recent meeting. Board members who had voted in a negative manner in the past seemed to have changed their minds and talked in a positive manner. I. Implementation begins with approval by the governing bodies of both the City of Little Rock and the Little Rock School District Following approval, meetings will be held with Little Rock Police Department officials to determine starting dates for training newly hired officers to supplement the officers that are selected to become School Resource Officers. Additionally, both the LRSD and LRPD will offer training sessions for officers selected to begin the Resource Officer program. Bill Barnhouse, Director of Safety and Security, will assume the task of scheduling all events that will ensure a successful program implementation. All status reports for program implementation will be submitted to the Manager of Resources and School Support, Little Rock School District 31 ISSUE: SECURING OF QUALIFIED SUBSTITUTES BACKGROUND The Little Rock School District has been experiencing an ongoing high percentage of absenteeism resulting in a few occasions where classes have been covered by employees who are not in the District's regular substitute pool. A certain amount of absenteeism may be expected or necessary due to in-service educational opportunities, seminars, etc.. Compounding the situation are the required number of personal days and sick days as provided for by state law and the P.N. Agreement. Further, employees tend to group their absences contiguous to the weekend, thus making this situation much worse on Fridays and Mondays. Unfortunately, these are the days on which qualified substitutes choose or prefer not to work. PROPOSED PARTIAL RESOLUTION While it is not a panacea for absenteeism, this proposal encourages utilizing teaching assistant/substitutes for teachers who are absent or excused. TNSUBS are assigned \"Home Schools\" and are obligated to attend that school every day unless assigned to another school by the personnel office or retained from a previous assignment Although TNSUBS are kept in their home schools as much as possible, they are not allowed to decline a substitution call from S.O.S. to cover a different school. Salary for a T NSUB is based on a 10-month contract The first year salary is $11,65 . The second year salary is $13,891. Each day that a TNSUB substitutes in a classroom, he/she will receive an additional $22 per day stipend. If a TNSUB is in a classroom for 16 consecutive days, he/she will be considered a long-term substitute and will be paid teacher salary retroactiY to the day he/she began the assignment If a TNSUB is substituting in a classroom for more than 2 hours but less than 3 1/4 hours, it is considered a half-day assignment and he/she will be paid one-half of the $22 stipend. When a TNSUB is not substituting, he/she may be placed in a classroom to observe, cover a room while a teacher is out temporarily (i.e.: Doctor's appointment), or may assist teachers with errands or special projects. PROPOSAL T NSUBS will be assigned to schools on a basis of one per school. 32 II II -II n Exhibit 7 Little Rock School District Stephens School Relocation A Business Case May, 1994 Submitted to U.S. Federal Court Eastern District of Arkansas Judge Susan Webber-Wright May 18, 1994 33 I Executive Summary Little Rock School District Stephens School Relocation Business Case I The condition of the environment in which children learn is an important factor in their success. ,.Stephens has become inefficient as a public school because of an aging facility, declining enrollment, and increasing costs. The problem has occurred because limited funds were available to complete needed repairs and renovations. These needs are confirmed in facility studies completed in 1981 and 1988 by Leggett and Associates. Major repairs and renovations needs still exists. The current estimated costs to bring Stephens School up to today's standards is $1.3 million.1 Over one million dollars will be saved by not using the building as a school next year and each year thereafter. The per pupil cost of delivering the instructional program for 1993-94 was $8,781.19. This was four times the cost per pupil of most schools that year. Since the 1991-92 school year, the number of students attending Stephens School has dropped from 245 to 145 in 1993-94. Declining school-age population within the attendance zone has impacted enrollment at the school and exacerbated the problem of low enrollment. This increases per pupil costs and places undue strain on an already austere budget. The recommended solution is to:  Temporarily relocate students from Stephens immediately to minimize the problem of facility needs. This alternative addresses all areas of the problem. a) A plan to offer students reasonable choices of schools will be devised and used based on available seating by grade and race in other schools.- The new William J. Clinton Interdistrict School will be one of the choices offered to students at Stephens. b) An immediate savings of 1.3 million dollars will be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few\nc) Staff will be relocated according to the provisions of the negotiated contract\nd) The curriculum offered at Stephens will be offered at other school under the theme for that particular school\ne) A plan for use of the facility until construction can begin will be designed based on discussions with officials of the city and community agencies. Consideration will be given to housing support departments of the school district as well as other options\nand, f) Temporarily relocate the Four-Year-Old Program to Franklin Incentive School. To implement this solution, the desegregation plan must be modified to reduce the number of Incentive Schools. Current filings before both the U. S. Federal Court and the Eighth Circuit Court must be considered for consistency with this proposal. The district is aware of the concern that exists in the Stephens community about the closing of schools. A number of school buildings have been abandoned m 1 Doug Eaton, Director of Facilities, Little Rock School District 34 Stephens School Relocation Business Case 2 predominantly black neighborhoods. This and the fear that city services such as police and fire will not be as efficient without a school are of paramount concern to many in the community. Whether or not the Stephens name will be preserved if another school is built is another concern of the community. Some want to know if a plan exists for use of the building when the students are relocated to avoid another vacant building. While these concerns are understandable, the intent of the district is to build a new, enhanced school at the current Stephens site by the same name pending court approval.2 Negatives of this solution 1. Students and staff will experience some disappointment in being separated from their friends\n2. Community reaction will be against the decision as mentioned above\n3. The building may stand vacant for a period of time if not used by other entities\nPositives of this solution 1. Students and parents will have choices equal to the current program\n2. Special activities will be planned and implemented by each newly assigned school to make new students and patrons feel welcomed\n3. New patrons will be included in appropriate school correspondence and activities as are currently enrolled patrons in the newly assigned school\n4. Immediate and year-to-year cost savings will be realized\nand, 5. The Stephens School facility may be available to the community for use pending court approval.  It is critical that the process be completed before the opening of school for 1994- 95. If this solution is to be implemented, patrons will need to know immediately. Awareness must be generated in the community, students must be notified of their choices, and a number of other tasks as noted in the timeline included must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. No additional personnel are necessary to implement this proposal. Instead, positions will be eliminated. No one will lose his or her job, however. A savings of 1.3 million dollars is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the total budgeted cost of Stephens School for 1994-95 is expected to be saved. This savings is a year-to-year savings. 2 Leon Modeste, Special Assistant to the Superintendent, Little Rock School District 35 Stephens School Relocation Business Case 3 The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. Milestone Date Person 1. Business Case presented to the LRSD Board of Directors and approved 5/18/94 Williams 2. File motion with the U. S. Federal Court to relocate students from St,pl~ns Sclrool 5/20/94 Williams 3. File rev1s1ons to current filings relating to Stephens which are before the courts If necessary 5/20/94 Williams 4. Obtamceourt approval\"' ''' c.::,,,,,_,,,,,_..:,}, 5126194. Williams,i-. 5. Contac: the principals of surrounding schools who may be affected by the relocation 5/27/94 Ingram 6. Develoo a list of key people in the community who should be contacted immea1ately 5/27/94 Modeste 7. Notify finance person to include this as a budget reduction strategy 5/27/94 Williams 8. Inventory ou1lding 5/30/94 Neal 9. Conduct 1nformat1onal meeting with the principal, faculty, and staff about the process 6/6/94 Williams 10. Comp1ie list and mailing labels of all students living in the Stq,l~n Sclrool attendance zone and 6/6/94 Mayo those scheduled to attend the school. Sort the lists by: a) those who attend Stephens Sc/tool but live outside of the attendance zone b) those who attend Stepl~ns Sc/tool but live in the attendance zone\nand, c) those who do not attend Stro/~11s Sc/tool but live in the attendance zone. 11 . Plan ano scnedule public meeting with the Stephens community to hear concerns 6/3/94 Mayo 12. Develop notice of relocation and date of community information meeting to send to: 6/3/94 Mayo a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) d) door-to-0oor delivery in the neighborhood 13. Develoo letter to parents and students with announcement and choices asking for a response 6/3/94 Mayo by a deadline. Deadline must be after community meeting. Include invite to community information meeting at St,p/~11s School to answer questions about choices and the relocation. 14. Make contact with key people 1n the community who should be contacted immediately and 6/3/94 Modeste solicit support for getting people to community information meetings. Include PTA president and ministers. 15. Send notice of relocation and date of community information meeting to: 6/3/94 Mayo a) community groups and churches\nb) press release 16. Design follow-up plan for students who do not respond to request for their choice of school 6/3/94 Mayo 17. Mail letter to parents and students with announcement and choices asking for a response by 6115/94 Mayo a deadline. Deadline must be after community meeting. Include invite to community information meeting at St,pl~11s School to answer questions about choices and the relocation. 18. Deliver fliers. door-to-\u0026lt;:!oor. announcing the relocation and date of the information meeting 6120/94 Mayo 19. Im clement follow-up plan for students who do not respond to request for their choice of school 7/6/94 Ingram 20. Send assignment notices 7/29/94 Mayo 21 . Mail letter to parents and students (who have not responded to the first letter) wrth 7/29/94 Mayo announcement and choices asking for a response with a deadline. 22. Remove materials and equipment from school 7/31/94 Eaton 23. Reroute transportation of students 7/31/94 Montgomery 24. Secure building 7/31/94 Eaton 25. Reassign staff 7/31/94 Hurley 26. Send assignment notices 8/1/94 Mayo 3 Remaining hmeline is based on Court approval. 36 Stephens School Relocation Business Case I Background 4 I As early as 1981, suggestions to improve the condition of the building known presently as the Stephens School Incentive School appeared in a study of Little Rock School District facilities. Stanton Leggett and Associates, Educational Consultants, noted the \"gross inadequacy of present cafeteria with stage\". New construction estimated at as much as $210,000 then was suggested.4 Additionally, the report listed a number of repairs and the need for renovation that would bring the building up to standard. The estimated cost was a maximum of $208,500 in 1981 dollars. \"The extent of this work . . . is essentially that require to bring the facility up to reasonable 'as is' standards.\" To keep pace with future needs, an additional $598,000 to $786,406 in upgrades and renovation was needed. This did not include air conditioning.5 Some of these items were completed throughout the mid-eighties. No organized program with the purpose of addressing these repairs and renovations was undertaken. In 1988, Stanton Leggett and Associates again studied the facility needs of the Llttle Rock Schools. In that study, replacement of both Stephens School and Garland Elementary Schools was recommended. \"The cost of remodeling and rehabilitation of the schools did not provide the level of specialized rooms that have been [sic] provided by the school system in its recent construction and that is necessary to house the staff properly that has been assigned to these schools.\"6 Concern about the facility at Stephens School has been documented for over a decade. In recent years, enrollment at Stephens School has declined. This together with the needs of the facility has added to the current concern about the efficiency of maintaining Stephens School as it currently stands. Since 1991-92 school year, the number of students attending Stephens School has dropped from 245 students to 145 for 1993-94. The number is expected to be 130 next year. This enrollment decline is influenced in part by a declining school-age population. Continued decline is expected for Stephens and Garland attendance zones. See Figure 1. Zone Stephens AZ Garland AZ Figure 1 Projected Attendance Zone Numbers from Census Data 1991 1992 1993 1994 225 219 213 207 308 303 298 293 1995 201 288 The social and cultural relevance of Stephens School to alumnae and the community cannot be ignored. The Greater Little Rock Community Development Corporation 4 Study of the School Buildings of Little Rock, Arkansas, Executive Summary, May, 1981, p. 9. 5 Ibid., Vol. 1, pp. 71-74. 6 Long-Range Plan for School Facilities, Little Rock, Arkansas, Section 2 - Report: Meeting the Physical Facilities Needs of Seven Racially Identifiable Schools, September, 1988, p. 10.  37 Stephens School Relocation Business Case 5 noted this in its 1993 study of the Stephens School area. Quoting from a research report on the history of Stephens School completed by Reginald Wright, an African-American student in the Donaghey Project 1993 summer program, the GLRCDC study noted: The original Stephens School was built 80 years ago on the site of the present school. The school first existed as a two story framed building, whereas the current structure is a one story masonry and steel horizontal building occupying two square blocks .... The school has received attention for many reasons. It was the first black school to be built in the Little Rock School District and is one of the oldest schools remaining in operation today. It was the school attended by many successful minorities who grew up in the neighborhood . ... The school got its name from a hard working prestigious woman named Charlotte Andrews Stephens. Born in 1854, she was an educator most of her life until she died on December 17, 1951. She showed her dedication to education and to the community by donating the land that the school presently occupies. Ms. Stephens had many accomplishments throughout her life such as becoming the first African-American teacher and principal in the Little Rock School District, and becoming the first AfricanAmerican woman in Arkansas to attend college? I Problem Definition I Stephens has become inefficient as a public school because of an aging facility, declining enrollment, and increasing costs. Currently, the Stephen's facility has accumulated a host of needed repairs and renovations that make the investment \"cost ineffective\". These needs are documented in two facility studies. One in 1981 and another in 1988. Additionally, the per pupil cost of delivering the instructional program for 1993-94 was $8,781.19. This was four times the cost per pupil at other schools. One intent of desegregation is to bring children of different cultures together for common opportunities. Stephens percentage of black students is 97%. Recruitment of white students to this school has not achieved the desired results. Increasing student enrollment using students living in the attendance zone has not been successful. I Analysis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Facility studies have been reviewed as mentioned above. Upon careful consideration, three aspects had to be considered in resolving the problem. They were aging facility, declining enrollment, and increasing costs. The costs of solution number two below is based on the Leggett Study and 1988 dollars. Cost was reviewed as per pupil costs and as the total cost of keeping the school open for another year. Addressing one or two and not all three aspects seriously compromises an effective solution. 7 Stephens School Neighborhood Plan, Donaghey Project for Urban Studies \u0026amp; Design - University of Arkansas at Little Rock, 1993, p. 3.  38 I Stephens School Relocation Business Case 6 Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers a quality for students and cost efficiency for tax-payers. The alternative solutions considered are listed below: 1. Change nothing. This will not address the problem and will allow costs to grow annually\n2. Undertake a major renovation and repair program for the facility. The cost of a recommended program in 1981 was estimated to be a maximum of $208,500 to bring the facility to standard. To prepare it for future use, it would cost an additional $598,000 to $786,406 in upgrades and renovation. This did not include air conditioning. In 1994 dollars, this now costs $1.3 million. This solution does not address the exorbitant per pupil expenses. The reasonableness of this alternative is questionable. The budget is austere and many facilities have needs. 3. Redraw the attendance zone to increase the number of students attending Stephens School. This reduces the per-pupil costs but does not address the cost of either maintaining the facility or needed repairs and renovation. Further, it would impact in negative ways the enrollment of other schools. 4. Temporarily relocate students from Stephens immediately to minimize the problem of facility needs. This alternative addresses all areas of the problem. a) A plan to offer students reasonable choices of schools will be devised and used based on available seating by grade and race in other schools. b) An immediate savings of 1.3 million dollars will be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few\nc) Staff will be relocated according to the provisions of the negotiated contract\nd) The curriculum offered at Stephens will be offered at other school under the theme for that particular school\ne) A plan for use of the facility until construction can begin will be designed based on discussions with officials of the city and community agencies. Consideration will be given to housing support departments of the school district as well as other options\nand, f) Temporarily relocate the Four-Year-Old Program to Franklin Incentive School. 5. Intensify recruitment efforts. Recruitment has been increased for the all incentive schools since January. The results have not been significant. If the enrollment of Stephens were increased by this effort, the aging facility is still a problem. I Recommendation Alternative 4 is recommended. 4. Temporarily relocate students at Stephens immediately to minimize the problem of facility needs. This alternative addresses all of the problem areas. After consideration of all other alternatives, this one was the only one to address the total problem. 39 I Stephens School Relocation Business Case I Objective 7 By the opening of school for 1994-95, Stephens students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Using this proposal will require a modification in the LRSD Desegregation Plan regarding the number of Incentive Schools and to the Interdistrict Plan as it relates to a third interdistrict school. The current motion before the U. S. Federal Court to make Washington the third interdistrict school under the plan is consistent with this proposal. The appeal before the Eight Circuit Court concerning the site for the new Stephens School may need to be reviewed for consistency with this proposal. This proposal supports the school district goals relating to securing financial resources necessary to fully support schools and the desegregation program. The following is a list of the criteria to be used in determining whether or not the problem is solved when this solution is implemented if: 1. Students and parents choose options other than Stephens School\n2. The community is given the opportunity to be heard on the decision\n3. Transportation is re-routed to accommodate these students\n4. Special activities are planned and implemented by each school to make the new students and patrons feel welcomed\n5. Patrons are included in appropriate school correspondence and activities as are currently enrolled patrons in that school\n6. Key members of the community are made aware of the relocation plan and have the opportunity for input\n7. Immediate cost savings is realized\nand, I 8. The relocation of students and staff at Stephens will be complete before the opening of school for 1994-95. Most of these benefits will occur when the process begins. Desegregation Plan goals will not be altered and parent concerns about the process and their newly assigned school will be minimal. I Impact Analysis The desegregation plan must be modified to accommodate this proposal. Current filings before both the U. S. Federal Court and the Eighth Circuit Court must be considered for consistency with this proposal. The district is aware of the concern that exists in the Stephens community about the closing of schools. A number of school buildings have been abandoned in black neighborhoods. The buildings are vandalized and defaced. This and the fear that city services such as police and fire will not be as efficient without a school are of paramount concern to many in the community. Whether or not the Stephens name will be ~..-Ot .......... t'W41_!o. _ 40 tJ\u0026amp;/1., .. E.,nPH I Stephens School Relocation Business Case 8 preserved if another school is built is another concern of the community. Some believe this is an excuse to close another school. Some want to know if a plan exists for use of the building when the students are relocated to avoid another vacant building. While these concerns are understandable, the intent of the district is to build a new, enhanced school at the current Stephens site by the same name pending court approval.8 Negatives 1. Students and staff will experience some disappointment in being separated from their friends\n2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\n3. The building may stand vacant for a period of time if not used by an agency or the community\nPositives 1. A new school will be built with enhanced educational opportunities for students who choose to enroll\n2. Students and parents will have choices equal to current programs\n3. Special activities will be planned and implemented by each newly assigned school to make new students and patrons feel welcomed\n4. Patrons will be included in appropriate school correspondence and activities as are currently enrolled patrons in that school\n5. Immediate and year-to-year cost savings will be realized\nand,  6. The current Stephens School facility will be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs, increasing complaints by staff about facility needs, and a generally poor image of facilities at this site. The risks of implementation of this solution are criticism for abandoning another school building in the black community, inconveniencing to the students who walk to school, , and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, students must be notified of their choices, and a number of other tasks as noted in the timeline 8 Leon Modeste, Special Assistant to the Superintendent, Little Rock School District 41 Stephens School Relocation Business Case 9 included must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. I Resources Analysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Financial A savings of 1.3 million dollars is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the budgeted cost of Stephens School is expected to be saved. See attachment. This savings is a year-to-year savings. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget. I Force Field Analysis I I Primary supporters of this proposal will be those not directly affected by the solution. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunity and cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. Community groups have consistently gone on record as opposed to the \"closing\" of Stephens School. They argue several points. They argue that too many have been closed, abandoned, and now are eye-sores in communities. That schools which are closed are those located in the black community, and that a school is the life of a wholesome community. Some say that removing a school from a community that is already experiencing economic difficulty removes the last hope for the survival of that community. The Joshua Interveners may oppose the relocation of these students for fear of closing an Incentive School. The position of the City of Little Rock is unclear at this time. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. The strongest statement about relocating students at Stephens School temporarily is just that. We are 42 Stephens School Relocation Business Case 10 relocating the students temporarily. Consideration is being given to building a new school for students in this area. 43 Stephens School Relocation Business Case I General Implementation Plan 11 I The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. Milestone Date Person 1. Business Case presented to the LRSD Board of Directors and approved 5/18/94 Williams 2. File motion with the U. S. Federal Court to relocate students from Step/rerrs Sc/rool 5/20/94 Williams 3. File rev1s1ons to current filings relating to Stephens which are before the courts if necessary 5/20/94 Williams 4-\u0026gt;- Obtain- court app.rovat:t '/ :,:/',?{\\' .,,.,./:,:,,,:,::-:,:, ,:,:,c,,.,c,., ,  --:-:-.-:--\n-.-.:-:.\n.\n:\n::-:-:-.. :-\n::::::::::::::( :::::::::::\n:::::::::\n:::: ::,C:}:5/,26194 .,'):: .\\/William\u0026amp;/ :-: 5. Contact the principals of surrounding schools who may be affected by the relocation 5/27/94 Ingram 6. Develoo a list of key peoole in the community who should be contacted immediately 5/27/94 Modeste 7. Notify finance person to include this as a budget reduc:1on strategy 5/27/94 Williams 8. Inventory building 5/30/94 Neal 9. Conduct informational meeting with the pnncipal. faculty, and staff about the process 6/6/94 Williams 10. Compile list and marling labels of all students living in the Stq,/rerr School attendance zone and 6/6/94 Mayo those scheduled to attend the school. Sort the lists by: a) those who attend Step/rerrs Sc/roo/ but live outside of the attendance zone b) those who attend Step/rerrs Sc/rool but live in the attendance zone: and. C) those who do not attend Step/rerrs Sc/rool but live in the attendance zone. 11 . Plan and schedule public meeting with the Stephens community to hear concerns 6/3/94 Mavo 12. Develop notice of relocauon and date of communrty information meeting to send to: 6/3/94 Mayo a) parents \u0026amp; students: b) community groups and churches: C) media (press release) d) door-to-door delivery in the neighborhood 13. Develop letter to parents and students with announcement and chorces asking for a response 6/3/94 Mayo by a deadline. Deadline must be after community meeting. Include invite to community information meeting at Step/rerrs Sc/rool to answer questions about choices and the relocation. 14. Make contact with key people in the community who should be contacted immediately and 6/3/94 Modeste solicit support for getting people to community information meetings. Include PTA president and mrn1sters. 15. Send notice of relocation and date of community information meeting to: 6/3/94 Mayo a) community groups and churches: b) press release 16. Design follow-up plan for students who do not respond to request for their choice of school 6/3/94 Mayo 17. Mall letter to parents and students with announcement and choices asking for a response by 6/15/94 Mayo a deadline. Deadline must be after community meeting. Include invite to community information meeting at Ster,/rerrs Sc/rool to answer questions about choices and the relocation. 18. Deliver fliers. door-to-door. announcrng the relocation and date of the information meetinQ 6/20/94 Mayo 19. lmolement follow-up olan for students who do not resoond to reciuest for their choice of school 7/6/94 Ingram 20. Send assignment notices 7/29/94 Mayo 21 . Mail letter to parents and students (who have not responded to the first letter) with 7/29/94 Mayo announcement and choices asking for a response with a deadline. 22. Remove matenals and equipment from school 7/31/94 Eaton 23. Reroute transportation of students 7/31/94 Montgomery 24. Secure bu1ldrng 7/31/94 Eaton 25. Reassign staff 7/31/94 Hurley 26. Send assignment notices 8/1/94 Mayo 9 Remaining timeline is based on Court approval. 44 ra, ,~,.. ac ST'PH 11 Stephens School Relocatio~ Business Case 12 Attachment 111 Copy of pages from 1994-95 Tentative Budget relating to the cost of Stephens School 45 1111/1.,..,. IC..sn\"H Dole: 0 11-: 1: lhtle lock ldlool Dhtrlct Depertmnt Dudaet  111111 ,aOG: IU\u0026gt;OOZ fi.nctlon Object Depert-,t Code Deecrlptlon Code Deecrlptlon STEPHENS flfllENTAIJ 0041 1105 f\u0026lt;U TEAi OlD PIOClM 0110 lfWLAI aulflCAJfD 0120 lflllAI IIOll-alllflCAJO ULIU SOCIAL lfDallf JAi( 0240 INUAIICI 0410 llffllH 0540 ICIUINIENJNH0IIAL ,aQNI Inn f\u0026lt;U UAI OLD PIOCIM TOULI 1110 IIIIDflWJH UlHI HIU.AI a.uflCAJfD 0210 IOCIAL lfDallf TAIi 0410 041Z lOCAL -...LIii IP JIIADlll 1110 II IIDflc:AI I H Jot All 1 IZD flfllEIIJAIY Achl 1\"''\" H.too.00 U OU.OJ Iii ,464.DO 11.lllU.U I0.00 I0.00 n, ,., ' '4 1Jl.J6 IJ 114D.H I0.00 Ul,UJ.56 ludget 1\")/94 ao,an.00 U,164.45 ,z ,461.00 11 lll\u0026gt;.Z7 nu.JP I0.00 au ,n,.11 a\u0026gt; '.Ul.00 '4 ,ua,.11 IZ .\u0026gt;N.U IHH.ZZ u,._,z 1.6\u0026amp; .,,,.u Actual D1/J1/94 110,,uo.Z, 11 ,14Z.ZO Nln.86 I0.00 I0.00 116.'49.6' w,,,,..,,.zo 11 ,n1.,o Nln.56 I0.00 I0.00 ludget 1994/95 S50 .5\u0026amp;7.00 aLIJ ,lllD.00 u ,4Z4.n S,,,rou.00 ., , 100.00 aJ,600.00 NII 229.ll II UY.77 IZ.600.00 1252.00 I0.00 ~ .YLU.ff t=======================110111t01 1~=H=l~ll1lJll~ lC~ZHl~1I1I0r1~u~1D::~\n:::::::===============~===.~.~,\n,~,._ . u,.n uui.OOll.00 116',4H.U a,rJ.111U. J9 :1~1IJ~.t 11~:===~ii1:fi1.an .DO In ,MM. 74 1105 I YUJ .00 QUU Hllll.AI -tzHltlUIO an,n .16 \"'\" UJ,61Z.U iU,121.TU 0uu -ITIMI JIACllfHIIIOIY 120 ,OJ.,. I0. 00 I0.00 I0 . 00 0ZI0 IOCIAL 11aan, JAJI 140,tJI.JI 14Z,N6.11 ... ,\u0026gt;H.56 140,:w,.,r uuu PUILIC 1,.lOYIH 111111,_ 11.14 I0.00 I0.00 I0.00 flf 1994/95 Z.oo Z.UII z.uu Z.uu 14.17 1.00 0240 INSlaAIICI lz tza.16 aL\u0026gt; ioo.1Ki-.-+---=Uc:Jn'H.'ii-QJ+---=a.,=a-=r...,\"\n.:-ii-OO+----f D]IJ l'\\.Pll 1nv1a1 IHI ,!IN.JI ,o.oo I0.00  I0.00 l - - - ----------,D....-JIZ6\n-..\nl,\nf\n,.PAe-:l':-l,::'l'=1-=C1U'='l:=NIE:=:l:-J-----------t----ia,z,im-.T1I7 ~---Tin1,nrw-..OOrr-1i-----.llm4'Jr.-wr'JD_ ___ ,lrr.1.oa-.-11J,.OOrr-1i-----1 DJJI l'\\.Pll TIAIISNIIJATIGI 14 ,oe.U l'J .oou.00 II , ... II IID.uuu.00 l - - - --------,omin1i:-.:':\n::\nIA\n-\nVE7.l\n.--------------\n----IZ-tt-,'1Z.OO t----x,i\nso,.....oo,rr-t-----...-rr'Tlroo+----..,so,,...,.00~11-----1 O-\"Z POSTAGII! 1dl:Tr 1n7.5D UO.U SO.DO OJ60 PIIIJIICI I IIIIDIICllllfll 14'1.00 ~, .,o 1160.00 I0.00 0161 HIIJIIII AIII IIIIDIHIXTI 11,4JI.N I0.00 15Z7.'J0 I0.00 OJ80 fOOD IIIVlal 19 ,,n.05 111,000.00 IJ ,)87.IO a1uuu.DD 0410 UPLIU II , 195.111 11 ,IJl  .60 IZ ,4ZZ.U i20. ,n.00 IK16 u,uu  llfflY alJH 14 .\u0026gt;.IJ 11 \u0026amp;aZ .SI 14 .244.'JZ Ml.OD 0411 ,11oa (NQ.NIAIICH I0.00 -~,u.O I0.00 Ml.OU J__ ___________\n,\n054\n.\n-D-\nf.\nOU\nl\n.\n,Plll==,l\n'.:f...:H~\n:,\n1011=Al\n..\nH,\nOP=E=-----------~\"1-.Uffl'.,lli-lf----v'\n'''59T\"\"o~_ _. =,ll\u0026lt;c:,n.....C7.\n,\n,,77~1-----'-'.c.LC''\u0026gt;UU~-\n,\n,oo~---~ 05411 fflJIPIIINT  UPU aNTH an,.14 aol:5o I0.00 I0.00 11zu flfHENTAU JOTAU 1661, 151.ZI MYY,LYD.6l o ,4116.)9 -~.11111.06 22.11 1124 llfllEITAU IIJSIC ------ - - - ----,.o.,11oi--...::'-:f:=lll.:7.\"Al--'=Cfc::c::J:-:-l\n,fl:-\"CA~J:-:=E,:..D_ ________- t-___, aorr,.oo.,,-t---u'-iu\nt'Jl~IZ:.c..oo.\n.....----~'~oo~1----.-..~.\" ',-.' !~!:- .~n------f 0Z10 SOCIAL IEDMIJY JAX I0.00 IZJ14.00 I0.00 .. , .. , Ol40 IIISURAIICI I0.00 11, 111,.00 ao.oo I0.00 1124 flfHEIITAIY IIJSIC TOUll I0.00 114,0)1.00 I0.00 an.-.4D Pou I 1J D1te: OJ/2]/94 Tl: IJ:44 little lock ldtoot Dl1trlct Dep rta.lt ludtet - CIOtl PlOG I ll.0002 hroetlon ObJ.c:t Dq,ert_,t Code DHcrlptlon Codi D11crlptlon SIEPHENS flEMENTA-T 0041 11Y\u0026gt; ACCELERATED LEAANING OllO Hill.AA --aUlflCATID UC 10 IOCIAL l(aJIITY TAX uc,u INUAIICI 11n ACCllllATlD LWNINI JOTALI 1itu ITINEIAIIT 1HllUC110N 0110 lfGULAII CllllflCAJfD UC IU IOCIAL RQJIIJY JAJI uc\n,u 1N-....... J~u llllflAlll IHllOCJION fOTALI IUU Actual 1ffl/9J HO,..,..,, Iii ,\u0026gt;VI .If Ml ,111111.11' ludl,et 1991/94 1u.,11.uo 111., ..... 111 Actual Ot/Jl/94 11.ne.24 111 , 11141. 16 IIJ .,,, .JO 11.uu.ll 14n.n IH.14l.l4 t.J.\u0026gt;11.U'I IH,927.6J \u0026gt;lU.UU llZ, 119.117 UllU HIU.M CHJlflCAlff lll,U'4.UU 11l1111.JII U,r.,a.'6 IH '1J.JII UllU IOCl11l ~WIIJY JAJI nee.JU .,,.,,.11.J Hao.DZ 11,114.11 \"' 1994/95 11.,0 Ol411 IN.....ur ~!!~f utz.,u 1161. l-------11,11u~u'l\"'E'\"ICUl:\n.:Cl~l\nOlll\n-.:..=::===--,,.,,o-','in..,1r------------t--,,muF-tPfp:irtr--1_1!_!rTi.ri,.r,:,,r.nllJ--t---,14:r,111r9t ---,11rrr6R7,.,J1.U\u0026gt;a.nU-.O-.. J1rr1t--r11.-.. ,,x10 '\"O IIIMl\u0026lt;UID AIII IIOSPIJAL 1--------------i,0'1nlr-U-::l'tUUUllll\nijn:~~:~1nl1rr.1' 7.t\nAll~V---------+---'-.:'-jiuLj\"m''\"7'm -'f----'-j\"'j'r'ij,_rn.llOn-f---\"='iif tl69Ur.Il\"llT\"'_ _, ilZ4r,riJUYr.OOW-f----'1..\n...w-j ~ 11~111 IOC_!A~~DJllfY fAll l\\,'49.00 I_! 546.01 nu.Tl ,1 ,aJa.ll 0l40 !Na.Ma 11 ,r,.u ll.1.'61.,Z 14JJ.IJ 11,,uu.OO ll4U IICMIIU.III AND IIIUM\"llM. JOHLi H.l..41t,~ IZ4, .. n.JJ 11u.1111.1.JJ Ml, 161.U 111111 11'1ED ,._ JALUTED l-------------iiUl'jl.,.-U-ilOC\n:.'\n1i.'.Al~lf~CUl'--':.\n.clll'-'-Y_l.c...All--'-----------\n---,i'[T~! uc,u llstMAIICI 11 ,\u0026gt;46.!) 1Y1u Clflfll AIIO tALHllD JOTALI Ul .zu.11 l11J SOCIAL lJIIK IEIVICll au na.91 11 ,lOY.JJ wrw.,Y 11,J60.19 ., ..... uu 11'1',nu.n 1.w 0.60 0.60 UllU IElllA.AII IICll-alllflCAUD IO.UU I0.00 H ,.J\u0026gt;.J.UU 110,!\u0026gt;Y.UIJ U.\u0026gt;~ l------------iuc.,1ii-,u-.:-~:111ir'Li,\nn\n_...,..r-T,1111 1yrrn,1111---------,---10u-.mruu1 ---u111-.M\"\"\"oo--\"\"194lmwlr.IT491--n,11,zl'r11. ..\u0026gt;... r-+1-----t P1gt 114 lll40 INSURAIICI IO.UU ID.DO 11116. 16 90\u0026gt;U.00 l11J SOCIAL lJIIK lflVICH JOTALI IO.UU 111.00 H ,NY.24 111 ,9J7.'1 ZlZO GUIOANCf lllVICES 0110 lElllA.AII aaTIFICATED U(IU SOCIAL lfCUIITY TAIi ucc~II INSURAIICI lllll GUIDANCE lflVICU lOHLI l1\" IIUUING SUVICU UllU lfQJI.AII -CIITlflCATID u\"u SOCIAL lfCUIITY TAIi OZ4U IN\u0026gt;UIUUlut Z1J4 PIING IEIVICfS JOlALI wru ,u.....,a H.J6l~ .cc,,, 11').19 HCC ,,,.,, ,)9 IZ4,Yfl.J1 11,YIU.JZ '1.M.\u0026gt;0 zf.620.JJ .a,,zo.01 tl,fY'l'.U nc1.oo 140,67U.OO 5J, 111.ll .,,,.,.,.w SU.11111.lO -,,cc,.,,-,.uu ll6, 1J4.'6 11.~o 1.00 1.00 1.00 1.w Date: 0J/2J/94 J , ... : 1J:44 FU'lCtlon m\u0026gt;Ject Departaent Code D11crlptlon Code D11crlptlon STEPHENS flfHENTAIY 0041 2 2 SCHOOl LIIIAIY SERVICES IECilJI.U 11011-aRTIFICATED SOCIAL lfMITY TAIi INSUUIICf IUPl'LIH Page 115 little lock lchool Dl1trlct Dpertant ludeet  OOfl Actual '\"ll9J ludget 199J/94 Actual 01/]1/94 ludget 1994/95 PIOG: IIU\u0026gt;OOZ fff 1994/95 Exhibit 8 1994-95 LRSD PRINCIPA.I.SHIP CHANGES May 18, 1994 In accordance with the request in the Court's Order dated May 9, 1994 regarding the schools affected by changes in principalships for the 1994-95 school year, the schools which will have principal changes due to assignments/reassignments (per A.C.A.  6-17-303), early retirements, resignations from the District, etc. are as follows: Bale Elementary Baseline Elementary Carver Magnet Central High School Cloverdale Junior High Fair High School Fair Park Elementary Forest Heights Franklin Elem. Gibbs Magnet Henderson Junior Mabelvale Elem. Mabelvale Junior Mitchell Elem. 49 Rightsell Elem. Romine Interd. Southwest Junior Washington Mag. Williams Mag. Wilson Elem. Exhibit 9 SE'ITLEMENT LOAN REPAYMENT Discussions are currently underway between the District and the Arkansas Department of Education to develop the criteria for measuring student achievement increases as descnbed in the March 1989 Pulaski County School Desegregation Settlement Agreement Strategies are also being developed to address loan repayments that might arise should the student achievement increases fail to meet the agreed-upon criteria. Due to the uncertainty of the measurement criteria, amounts for any potential repayments have not been included in the five-year projections included elsewhere in this submission. It is arguable that the first year to be impacted by a loan repayment would be 1997-98 where a $300,000 payment could be due. All of this is stated with the proviso that the District may have legal and other remedies available to it to address this matter. All such legal and other remedies are hereby reserved and no waiver or concessions are either being made or intended by supplying this information pursuant to the Court's order. 50 u, ...... IU I 2 3 4 s 6 7 8 9 10 II Page 1 of6 1 ask uescnpt1on Prepare initial financial forecasts for coming year. Issue lnslfllclions for budget preparation al all levels. Develop budget preparation training material. Conduct budget preparation training sessions. Budget manager, submit 94-9S budget requests. Begin budget development. Revise financial forecast for coming year Submit proposed budget to Board. Conduct Board work sessions on budget. Revise budgets, as needed. Secure seniority list. DRAFT llttle Rock School District Budgeting Menegement Tlmellne o/e Comp. :start IOOo/ Dec I '93 100% Nov 30 '93 100% Nov 18 '93 100 Dec 6 '93 100% Jan 14 '94 100% Jan 18 '94 100% Marl '94 100% Mar 24 '94 100% Mar28 '94 60% Mar 24 '94 100% Apr I '94 FY 95 ExhlbltlO 1m1sh Resources Feb 11 '94 Milhollen Dec 3 '93 Milhollen Nov 30 '93 Milhollen Dec 17 '93 Milhollen Feb 28 '94 Milhollen Jan 18 '94 Milhollcn Apr IS '94 Milhollen Mar 24 '94 Milhollcn AprlS'94 Milhollen Jul 28 '94 Milhollen Apr 14 '94 Gadberry.Hurley 5/18/94 U1 N little Rock School District Budgeting Management Tlmellne JLJ 1 asK ucscnpt1on Comp. -Start 12 Identify elementary enrollment (tentative) for 1994-95 and determine teachers 100% Apr I '94 needed. 13 Review master schedules. Note possible cuts based on low classes. 100% Apr I '94 14 Make determinallon by subject area (secondary) of possible reductions and 100% Apr I '94 elementary enrollment. IS Verification of need, based on manpower report and by program (program 100% Apr I '94 managers and principals). 16 Check results oflD#'s 12-15 against known retirement, resignations, and 100% Apr 20 '94 intern positions. 17 Identify teachers for Reduction In Force (RIF), if needed. 100% Apr 20 '94 18 Board approval of RJF, if needed. 100% Apr 28 '94 19 Notify certified personnel of possible staff reduction. 100% Apr 29 '94 . 20 Prepare modified tentative budget. 15% Apr 25 '94 21 Board of Directors work session on budget. 100% May 12 '94 22 Board approval of modified tentative budget. 00/4 May 2 '94 Page 2 ol 6 FY95 l-lnish Kesources Apr 19 '94 Gadberry,Hurley Apr 14 '94 Gadberry,llurley Apr 19 '94 Gadberry,llurley Apr 19 '94 Gadberry,llurley Apr 26 '94 Gadberry.Hurley Apr 29 '94 Gadberry.Hurley Apr 28 '94 Gadberry.Hurley Apr 29 '94 Gadberry.Hurley May 18 '94 Milhollen May 12 '94 Milhollen,Board May 26 '94 Milhollen,Board, Williams 5118194 (.1l w Little Rock School District Budgeting Management Tlmeline IU 1 ask Ucscnpllon 'Yo Comp. Start 23 Evaluate early retirement incentive numbers. 0% May 20 '94 24 Recall from RIF, if needed. 0% May 23 '94 25 Review ofOulsourcing 48% Feb 17 '94 26 Notify classified personnel of staff reduction. 0% May 3 '94 27 Account reconciliation and Purchase Order (PO) cleanup. 0% Jun 15'94 28 Receipt of state-generated revenure numbers {payroll liabilities, adjusted 0% Jun IS '94 supplemental payroll, last payroll, Carl Perl\u0026lt;ins, M to M, JTPA, Voe Ed, Sp Ed, Chapters I and 2, Compensatory Education, MFPA, Transportation, ABC). 29 Prepare proposal to temporarily relocate Stephen's students. 100-/4 Mar 29 '94 30 Evaluate final proposal to temporarily relocate Stephen's students. 20'1. Apr29 '94 31 Submit to court (if approved by Board) proposal to temporarily relocate 0% May 6 '94 Stephen's students. 32 Court hearing on modified tentative budget. 0% May 25 '94 33 Prepare proposal for second school closing. 75% Apr2S '94 Page 3 or 6 FY 95 F,nisn Resources May 22 '94 Gadbcrry,llurley Jun I '94 Gadberry,llurley Jun I '94 Williams,Milhollen,Mayo May 31 '94 Gadberry ,Hurley Jul 15'94 Milhollen Jul IS '94 Milhollen Apr 28 '94 Williams,Council May 18 '94 Williams.Board May 20 '94 Williams.Board May 26 '94 Williams Jun I '94 Williams.Council 5/16/94 Little Rock School District Budgeting Management Tlmeline IU 'I ask 1.Jcscnpt1on %Comp. Start Fm1ili Resources 34 Evaluate final proposal for second school closing. 0% Jun 2 '94 Jun 9 '94 Williams.Board 35 Submit 10 court (if approved by Board) proposal for second school closing. 0% Jun 9 '94 Jun 13 '94 Williams.Board 36 Review philosophy and/or objectives for incentive schools' programs. 100% Apr 25 '94 Apr 28 '94 Mallhis,Curriculum Supervisors 37 Schedule and hold meetings for organizing the project. IOOo/. Apr 28 '94 Apr 28 '94 Mallhis,Currlculum Supervisors 38 Establish framework for: instructional day\ncurriculum offerings\nservices and 100 Apr 28 '94 May 17 '94 Mallhis,Curriculum Supervisors support programs\nmaterials/supplies/equipment\nstaffing needs and staff develoment needs. 39 Relate program recommendallons to program offerings In designated area and 40% May 17 '94 May 31 '94 Mallhls,Currlculum Supervisors magnet schools. 40 Develop business case for Incentive schools' program modifications for 40 Apr 28 '94 May 31 '94 Mallhis,Currlculum Supervisors submilling to Superintendent and Council. 41 Review Incentive schools' program modificallons with Council. 0% May 31 '94 Jun I '94 Mallhis,Curriculum Supervisors 42 Submit business case for incentive schools' program modifications to Board of 0% Jun 2 '94 Jun 9 '94 Willian1s,Board Directors. 43 Submit to Court (If approved by Board) Incentive schools' program 0% Jun 9 '94 Jun 13 '94 Williarns,Board modifications. 44 Request for Proposal (RFP) on outsourcing mailed. 100 May 6 '94 May 6 '94 Mayo,Montgomcry Page 4 of 6 FY 95 5/18/94 u, u, IU I ask ucscnpl1on 45 Pre-proposal conference on Outsourcing. 46 Proposals due on Outsourcing. 47 Board of Directors' decision on Outsourcing. 48 Court hearing-status report on 1994-95 modified lenlalivc budget. 49 Close-out of 1993-94 accounts: adjust physical inventory, (fiscal) federal grants, magnets, stale grants, accruals so Compule ending fund balance. 51 Adminstralive review of budget. 52 Submit to Board 1994-94 Budget. 53 Court hearing on 1994-95 proposed budgets of LRSD, NLRSD, PCSSD. S4 Board review and adoption of94-9S Budget. 55 Submil 94-95 Budge! lo Court/Parties. Page 5 of 6 little Rock School District Budgeting Management Tlmeline o/.Comp. Start 100 May 16 '94 O May 30 '94 O Jun 9 '94 Oo/o Jun 28 '94 0% Jul I '94 O Jul 21 '94 O Jul 22 '94 O Jul 25 '94 0% Jul 27 '94 0% Jul 28 '94 O Aug I '94 FY 95 t 1n1sn Kesources May 16 '94 Mayo,Monlgomery May 30 '94 Mayo.Montgomery Jun 9 '94 Williams.Board Jun 29 '94 Williams Jul 20 '94 Milhollen Jul 21 '94 Milhollen Jul 28 '94 Williams.Council Jul 25 '94 Williams Jul 29 '94 Williams Jul 28 '94 Board Aug 22 '94 Williams 5118/94 u, O'I IU Task Uescnpllon 56 Submit 94-95 Budget to State. Page 6 of 6 Little Rock School District Budgeting Management Tlmalina %Comp. Start ~-m,sh Kesources 0% Aug 22 '94 Aug 26 '94 Board,Milhollen FY 95 5/18/94\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\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_1569","title":"Court filings concerning Interdistrict Magnet construction and planning, district planning and finance","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. 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Department of Education","Education--Arkansas","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","School buildings","School buses","School management and organization","School integration","School facilities","School improvement programs","School attendance"],"dcterms_title":["Court filings concerning Interdistrict Magnet construction and planning, district planning and finance"],"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/1569"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["225 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_573","title":"Program identification and coding","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-05/1993-10"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Program identification and coding"],"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/573"],"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\nSTPR0G09 Date: May 14, 1993 To: Janet Bernard Brady Gadberry Sterling Ingram Gary Jones Estelle Matthls Marie Parker Jeanette Wagner Fro: Bill Mooney SubJ: Program Identification As we have discussed in Cabinet meetings, we must identify all of the programs in the district before we can move into comprehensive planning and budgeting. Additionally, those programs must be identified soon enough to change the coding in the accounting system so that we may begin collecting expenditures on July 1 against those programs. Once identified, we will have a list of programs around which we can begin to build a planning structure, and we will begin accumulating program costs which will help us in decision-making and reporting. So that we dont have to start form ground zero, I have prepared an initial program listing for your review and correction. This listing is a composite of an old list prepared some months ago and a more recent list prepared by Sterling Ingram. This listing represents ONLY programs which can be found in the LRSD Desegregation Plan and the Interdistrict Plan. We certainly want to identify those programs, but we also need to identify ALL programs conducted by the District. You will really have to help me out here. We want to come out of this with a listing of ALL programs operated by the District. We will use this listing for the following purposes: a) Starting point for our comprehensive planning, b) The link to evaluation criteria and progress reporting, c) Unit upon which we collect expenditures for FY93-94. For our purposes, a program can be defined as an established plan of operation, composed of a group or series of related strategies which are carried out to serve a specific area of identified need. It is a major undertaking by the district to fulfill statutory, executive, and/or legal requirements. Program's are the district's methods of implementing goals and objectives, and will be the basis for work progress monitoring and fiscal reporting. A word about the listing. The \"source\" column is a code I used to keep myself straight. The first character\nS = from Sterling's list, 0 = from theolder list, B = from both lists, and P = pulled directly from the Plan. The second character\nP = LRSD Desegregation Plan, I = Interdistrict Plan. The numerics are the page numbers of the respective plan. Please mark-up any additions/corrections to any of the information, and return to me by first thing Monday, May 24, 1993. draft. If I can help in any way. Just give me a call. This will give us several days to clean up the 2020. Your help in accurately identifying our programs will be the foundation for a comprehensive planning, budgeting, and reporting process which will help us get ahead. Thank you for your help. Copy to: Mac Bernd Mark MUhoUenSTPROG08 REVISED 13 MAY 93 PROGRAM IDENTIFICATION WORKSHEET SOURCE PROGRAM NAME PRIMARY SECONDARY SPl Commitment to Desegregation Board Bernd SP2 Leadership Board Bernd BP 6 HIPPY Matthis Shead, Price BP 7 4-year old program Matthis Shead, Price PP9 City-wide Early Childhood Education Program Matthis OP12 Rockefeller Early Childhood Magnet Matthis SP20 Special Programs Matthis BP21 Summer Learning Program Bernard Stueart BP24 ASSET Program Bernard Stueart BP28 School Operations Bernard SP Alternative Learning Center Bernard BP28 Testing Assistance - Disadvantaged Parker Ingram OP28 Student Hearing Officer OP28 Office of Desegregation and Student Assignment Parker BP34 In-School Suspension Bernard Stueart BP35 Job Fair Bernard OP39 Extra-Curricular Participation BP44 Teacher Recruiter Bernard Robertson BP46 Staff Development Matthis ZimmermanBP48 Academic Support Program Matthls Adams, Wood Stovall SP58 Gifted Education Matthls Donaldson BP63 Multicultural Programs Matthls Various SP81 Focused Activities Bernard Robertson Stueart Gremillion OP82 Academic Incentive Grants Bernard BP86 Original Magnets Matthls Bernard PP86 Parkview Science Magnet Bernard BP9 3 McClellan Community School Bernard Daggett PP9 5 Recruitment of Private School Students Parker SP96 Federal Programs Matthls Adams SP98 Vocational Education Matthls Dlllahunty BP106 Library Services Matthls Lyons BP114 Special Education Learning Center at Washington Matthls Kohler PP124 Staff Development Matthls BP125 Prejudice Reduction Board Bernd BP129 Security required for safe Schools Jones Barnhouse BP129 Data Processing System for Student Information Jones Klngsella SP129 Facilities Jones Eaton PP130 Employment Practices PP130 Bidding Practices Jones PP131 Parent Involvement/Communlty Linkages Parker BP131 VIPS - Recruiting Parker Milam PP139 Student Assignments ParkerBP143 M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) Parker Pederson W1edower SP145 New Futures Bernard Young PP146 Facilities Jones OP148 King Interdistrlet School OP148 Stephens Intedlstrlct School OP149 IS. Office of Incentive Schools Bernard BP152 IS. Writing To Read Bernard Hart BP153 IS. Science Labs Bernard Hart BP153 IS. Computer Labs Bernard Hart OP153 IS. Foreign Language BP153 IS. Computer Loan Program Bernard Hart OP153 IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory - School Themes - Seml-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterlon-Refer Test - Heterogeneous grouping - Effective Schools - Afrlcan/Amer History BP154 IS. Extended Day Bernard HartPP156 IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program PP157 IS. Special Actlvltes - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs BP158 IS. Field Trips Bernard Hart PP159 IS. Latin Enrichment Program OP171 IS. Homework Centers BP171 IS. Transportation (Add) Bernard Hart OP171 IS. Homework Hotline OP171 IS. Mentors/Tutors BP172 IS. Instructional Aides (add) Bernard Hart PP172 IS. Supervision Aides PP172 IS. Career Skills Development BP172 IS. Extended Year Bernard Hart PP173 IS. Support Services Other - Community Access/Fleld Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - SubJ Related Extracurr PP175 IS. CounselIng/Soclal Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Nelghborhood Meet- Individual and Group Counselling - Wellness Program BP176 IS. Incentive/Recognltion Bernard Hart OP176 IS. Resident Counseling Service Camp Pfeiffer OP176 IS. Monitoring OP178 IS. Permanent Substitute OP178 IS. Additional Compensation PP178 IS. School Policies and Procedures Others OP179 IS. Extended Week OP190 IS. Staffing - Recommended Full-time positions PP190 IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commlt/Effect Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist SP190 IS. Alternative Classroom Bernard Hart BP193 IS. Required Staff Development Bernard Hart BP194 IS. Teacher Stipends for Inservice and Extra 5 days Bernard Hart SP205 IS. Parent Involvement Parker Milam PP215 IS. Parent Recruitment BP224 Monitoring activities (Eval Parker BP227 Dept plus CMIS- ABACUS Ingram Computerized Transportation System Jones Montgomery**************************************************************** SIS student Cholces/Optlons Parker Pederson Wiedower 019 Romine Interdistrict Theme SI13 Summer School Bernard Roberts o n Gremillion Stueart SI21 Staff Development Matthls Zimmerman SI23 School Operations Bernard Robertson Gremillion Stueart SI33 Library Media Matthls Lyons SI35 Special Education Matthls Kohler SI53 Vocational Education Matthls Dlllahunty SI54 Guldance/Counseling Program Matthls Elston BI56 Parent Involvement/Communlty Linkages Parker Milam SI59 Public Relations WagnerSTPROGIO Date: June 21, 1993 To: Janet Bernard Brady Gadberry Sterling Ingram Gary Jones Estelle Matthis Marie Parker Jeanette Wagner From: Bill Mooney Sub j : 2! Program Identification Attached is the final draft of the identified programs. Today, I met with those that responded to the initial listing, and we worked through all the unresolved issued in a very productive meeting. This final draft represents all of the changes to date. Please review this draft, and feel free to mark it up if it is not right. This is the last chance before \"go\" time. If you have any comments, please get them to me prior to 10:00 AM, Wednesday, June 23, 1993. If from you by then, I forward. I don't hear I will go The next step will be to identify those programs for which we need to collect expenditure data during the coming year. Once that is done, I will get with Mark and finalize the coding structure so he can get it done. Better check to see if someone made YOU responsible for something you know nothing about. Copy to: Mac Bernd Mark Milhollen C # N N N 1 N 2 A A 3 A C N N A STPROG08 REVISED 1300 21 JUN 93 SOURCE SPl SP2 BPS BP7 PP9 OP12 SP20 BP21 BP24 BP28 SP N 29 BP28 A 5 OP28 N 6 OP28 N 27 BP34 A 28 BP35 PROGRAM IDENTIFICATION WORKSHEET SECOND REVISED MARK-UP PROGRAM NAME PRIMARY SECONDARY Commitment to Desegregation Leadership HIPPY 4-year old program City-wide Early Childhood Education Program Rockefeller Early Childhood Magnet Special Programs Summer Learning Program JTPA ASSET Program School Operations Alternative Learning Center Testing Assistance - Disadvantaged Student Hearing Officer Office of Desegregation and Student Assignment In-School Suspension Job Fair Board Bernd Board Bernd Matthis Matthis Matthis Matthis Matthis Bernard Bernard Bernard Bernard Parker Bernd Parker Bernard Matthis Shead Price Shead Price Shead Price Shead Price Bernard Glasgow Adams Young Stueart Stueart Stueart Ingram Howard Stueart ElstonN 7 OP39 Extra-Curricular Participation Bernard Stueart Gremillion Robertson C 8 BP44 Teacher Recruiter Gadberry Robinson N 9 BP46 Staff Development Matthls Zimmerman N 10 BP48 Academic Support Program Matthls Adams Woods Stovall N SP58 Gifted Education Matthls Donaldson N 12 BP63 Multicultural Programs Matthls Various N SP81 Focused Activities Bernard Robertson Stueart Gremillion A 13 OP82 Academic Incentive Grants Bernard Robertson Stueart Gremillion N 14 BP86 Original Magnets Matthls Bernard A PP86 Parkview Science Magnet Matthls Bernard N 26 BP93 McClellan Community School Bernard Daggett A PP95 Recruitment of Private School Students Parker Cole Rather N SP96 Federal Programs Matthls Adams A SP98 Vocational Education Matthls N 32 BP106 Library Services Matthls Lyons C 15 BP114 Special Education Matthls Kohler N PP124 Staff Development Matthls Zimmerman N 35 BP125 Prejudice Reduction Board Bernd A 16 BP129 Security required for safe Schools Jones Barnhouse Bernard C 17 BP129 Data Processing System for Student Information (including CIMS and ABACUS) Jones Klngsella N SP129 Facilities Jones EatonA PP130 Employment Practices Gadberry A PP130 Bidding Practices Jones A PP131 Parent Involvement/Community Linkages Parker Gill N 34 BP131 VIPS - Recruiting Parker Milam A PP139 Student Assignments Parker Wiedower N 18 BP143 M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) Parker Pederson Wiedower N SP145 New Futures Bernard Young A PP146 Facilities Jones Bernard Parker A 19 OP148 King Interdistrict School Bernard Parker Matthis A 21 OP14 8 Stephens Intedistrict School Bernard Parker Matthis N 51 OP149 IS. Office of Incentive Schools Bernard A 52 BP152 IS. Writing To Read Bernard Matthis Parker A 53 BP153 IS. Science Labs Bernard Matthis Parker A 54 BP153 IS. Computer Labs Bernard Matthis Parker A 55 OP153 IS. Foreign Language Labs Bernard Matthis Parker A 56 BP153 IS. Computer Loan Program Bernard Matthis Parker A 75 OP153 SD IS. Other Incentive School. Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory Bernard Matthis ParkerSD SD - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools - African/Amer History A 57 BP154 IS. Extended Day Bernard Matthis Parker A PP156 IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal sicills - Rites of Passage - Role Model Program - Mentoring Program Bernard Matthis Parker A PP157 IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs Bernard Matthis Parker A 59 BP158 IS. Field Trips Bernard Matthis Parker A PP159 IS. Latin Enrichment Program Bernard Matthis Parker A 60 OP171 IS. Homework Centers Bernard Matthis Parker A 61 BP171 IS. Transportation (Add) Bernard Matthis Parker A 62 OP171 IS. Homework Hotline Bernard Matthis Parker A 63 OP171 IS. Mentors/Tutors Bernard Matthis Parker A 64 BP172 IS. Instructional Aides (add) Bernard Matthis ParkerA PP172 IS. Supervision Aides Bernard Matthis Parker A PP172 IS. Career Skills Development A 65 BP172 IS. Extended Year Bernard Matthis Parker A PP173 IS. Support Services Other Bernard A PP175 A 66 BP176 A 67 OP176 A 68 OP176 A 69 OP178 A 70 OP178 A PP178 A 71 OP179 A 72 OP190 - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program IS. Incentive/Recognition IS. Resident Counseling Service Camp Pfeiffer IS. IS. IS. IS. Bernard Bernard Bernard Monitoring Ingrain Permanent Substitute Additional Compensation School Policies and Procedures Others IS. Extended Week IS. Staffing - Recommended Full-time positions Bernard Bernard Bernard Bernard Bernard Matthis Parker Matthis Parker Matthis Parker Matthis Parker Bernard Parker Gadberry Gadberry Matthis Parker Matthis Parker Matthis ParkerA PP190 IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effect Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist Bernard Matthis Parker A SP190 IS. Alternative Classroom Bernard Matthis Parker A 73 BP193 IS. Required Staff Development Bernard Matthis Parker A 74 BP194 IS. Teacher Stipends for Inservice and Extra 5 days Bernard Gadberry A SP205 IS. Parent Involvement Bernard Parker A PP215 IS. Parent Recruitment Parker Bernard C 22 BP224 Monitoring Dept) activities (Eval Ingram Parker N 24 BP227 Computerized Transportation System Jones Montgomery N SI8 Student Choices/Optlons Parker Pederson Wiedower A 25 019 Romine Interdistrict Theme Bernard Matthis Parker N SI13 Summer School Bernard Robertson Gremillion Stueart / / N SI21 Staff Development Matthis Zimmerman N SI23 School Operations Bernard Robertson Gremillion Stueart N SI33 Library Media Matthis LyonsN SI35 Special Education Matthis Kohler N SI53 Vocational Education Matthis N SI54 Guidance/Counseling Program Matthis Elston A 33 BI56 Parent Involvement/Communlty Linkages Bernard Parker A SI59 Public Relations Wagner ParkerSTPROG12 Date: July 2, 1993 (SI To: Estelle Matthis Brady Gadberry Sterling Ingram Marie Parker Jeanette Wagner From: Bill Mooney Subj: Program Identification and Coding On June 30, 1993, I reached agreement with Bob Morgan on the expense coding in the attached program listing. Bob believes the current coding structure can provide the program-to-budget link we are looking for, assuming we follow through with program definitions and details. This is a great step forward for us since it means Mark would not have to revise any coding for this year. However, it does place a burden on us to follow through on the program side. I have provided you with the final program listing in the same order we have been using, that is in plan sequence order. For your convenience, I have also provided you the same listing in the current program code sequence. I wanted to give everyone a last shot at reviewing the expense coding for this year. If you believe coding changes are needed, please mark up the listing (either one) and get it back to me not later than 8:00 AM, July 9,1993. Remember, if there is no number in the far left column we will not try to collect program level expenditures for that program during the current fiscal year. If I do not have your mark-up by the noted time, I will assume you concur with the current coding and will proceed with the program listing as it is in the attachments. Time is sliort...lets get those cards and letters flowing. Copy to: Mark MilhollenSTPR0G13 Date: July 19,1993 fS, To: Estelle Matthis Brady Gadberry Sterling Ingram Mark Milhollen Marie Parker Jeanette Wagner From: Bill Mooney Subj : Program Identification and Coding Attached is your copy of the final version of the Program Identification Worksheet. sequence order and in program code sequence. I have provided the listing in plan No further action is required at this time. We will be using these listings to ensure program coverage when we start work on the program budget document. other For your information, am also working on listing of tf programs in desegregation plan. the district not directly related to the This draft listing covers the rest of the services $100,000,000. in the district, approximately 150 These will be addressed later. Iprograms tf for over I a If you have any questions, or if I can help you in any way, just give me a call. STPR0G13 Date: July 19,1993 From: Estelle Matthis Brady Gadberry Sterling Ingram Mark Milhollen Marie Parker Jeanette Wagner Bill Mooney Program Identification and Coding Attached is your copy of the final version of the Program Identification Worksheet. sequence order and in program code sequence. I have provided the listing in plan No further action is required at this time. We will be using these listings to ensure program coverage when we start work on the program budget document. other\" For your information, programs in I am also working on a listing of desegregation plan. services the district not directly related to the This draft listing covers the rest of the $100,000,000. in the district, approximately 150 These will be addressed later. tr programs It for over To: Sub j : If you have any questions, or if I can help you in any way, just give me a call.# 1 2 3 29 5 6 27 28 STPROG08 REVISED 09 JUL 93 SOURCE SPl SP2 BP6 BP7 PP9 OP12 SP20 BP21 BP24 BP28 SP BP28 OP28 OP28 BP34 BP35 PROGRAM IDENTIFICATION WORKSHEET IN PLAN SEQUENCE ORDER FINAL VERSION PROGRAM NAME PRIMARY SECONDARY Commitment to Desegregation Leadership HIPPY 4-year old program City-wide Early Childhood Education Program Rockefeller Early Childhood Magnet Special Programs Summer Learning Program JTPA ASSET Program School Operations Alternative Learning Center Testing Assistance - Disadvantaged Student Hearing Officer Office of Desegregation and Student Assignment In-School Suspension Job Fair Board Board Matthis Matthis Matthis Matthis Matthis Bernard Bernard Bernard Bernard Parker Bernd Parker Bernard Matthis Bernd Bernd Shead Price Shead Price Price Bernard Glasgow Adams Young Stueart Stueart Robertson Stueart Gremillion Stueart Ingram Howard Bernard Matthis Stueart Elston7 OP39 Extra-Curricular Participation Bernard Stueart Gremillion Robertson 8 BP44 Teacher Recruiter Gadberry Robinson 9 BP46 Staff Development Matthis Zimmerman 10 BP4 8 Academic Support Program Matthis Adams Woods Stovall 12 13 14 26 32 15 35 16 17 SP58 BP63 SP81 OP82 BP86 PP86 BP93 PP95 SP96 SP98 BP106 BP114 PP124 BP125 BP129 BP129 SP129 Gifted Education Multicultural Programs Focused Activities- Academic Incentive Grants Original Magnets Parkview Science Magnet McClellan Community School Recruitment of Private School Students Federal Programs Vocational Education Library Services Special Education Staff Development Prejudice Reduction Security required for safe Schools Data Processing System for Student Information (including CIMS and ABACUS) Facilities Matthis Matthis Bernard Bernard Matthis Matthis Bernard Parker Matthis Matthis Matthis Matthis Matthis Board Jones Jones Jones Donaldson Various Robertson Stueart Gremillion Robertson Stueart Gremillion Bernard Bernard Daggett Cole Rather Adams Green Lyons Kohler Zimmerman Bernd Barnhouse Bernard Kingsella Eaton I34 18 19 21 51 52 53 54 55 56 75 PP130 PP130 PP131 BP131 PP139 BP143 SP145 PP146 OP148 OP148 OP149 BP152 BP153 BP153 OP153 BP153 OP153 Employment Practices Bidding Practices Parent Involvement/Communlty Linkages VIPS - Recruiting Student Assignments M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) New Futures Facilities King Interdistrict School Stephens Intedistrict School IS. Office of Incentive Schools IS. Writing To Read IS. Science Labs IS. Computer Labs IS. Foreign Language Labs IS. Computer Loan Program IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory Gadberry Jones Parker Parker Parker Parker Bernard Jones Bernard Bernard Bernard Bernard Bernard Bernard Bernard Bernard Bernard Neal Gill Milam Weidower Young Bernard Parker Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker57 BP154 PP156 PP157 59 BP158 PP159 60 OP171 61 BP171 62 OP171 63 OP171 64 BP172 - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools - African/Amer History IS. Extended Day IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs IS. Field Trips IS. Latin Enrichment Program IS. Homework Centers IS. Transportation (Add) IS. Homework Hotline IS. Mentors/Tutors Bernard Bernard Bernard Bernard Bernard Bernard Bernard Bernard Bernard IS. Instructional Aides (add) Bernard Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis ParkerPP172 IS. Supervision Aides Bernard Matthis Parker PP172 IS. Career Skills Development 65 BP172 IS. Extended Year Bernard Matthis Parker PP173 IS. Support Services Other Bernard 66 67 68 69 70 71 72 PP175 BP176 OP176 OP176 OP178 OP178 PP178 OP179 OP190 - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program IS. Incentive/Recognition IS. Resident Counseling Service Camp Pfeiffer IS. Monitoring IS. Permanent Substitute IS. Additional Compensation IS. School Policies and Procedures Others IS. Extended Week IS. Staffing - Recommended Full-time positions Bernard Bernard Bernard Ingram Bernard Bernard Bernard Bernard Bernard Matthis Parker Matthis Parker Matthis Parker Matthis Parker Bernard Parker Gadberry Gadberry Matthis Parker Matthis Parker Matthis Parker73 74 22 24 25 PP190 SP190 BP193 BP194 SP205 PP215 BP224 BP227 SIS 019 SI13 SI21 SI23 SI33 IS. Staffing - Other  Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effeet Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist IS. Alternative Classroom IS. Required Staff Development IS. Teacher Stipends for Inservice and Extra 5 days IS. Parent Involvement IS. Parent Recruitment Monitoring activities (Eval Dept) Computerized Transportation System Student Choices/Options Romine Interdistrict Theme Summer School Staff Development School Operations Library Media Bernard Bernard Bernard Bernard Bernard Parker Ingram Jones Parker Bernard Bernard Matthis Bernard Matthis Matthis Parker Matthis Parker Matthis Parker Gadberry Parker Bernard Parker Montgomery Pederson Wiedower Matthis Parker Robertson Gremillion Stueart Zimmerman Robertson Gremillion Stueart Lyons33 SI35 SI53 SI54 BI56 SI59 Special Education Vocational Education Guidance/Counseling Program Parent Involvement/Community Linkages Public Relations Matthis Matthis Matthis Bernard Wagner Kohler Green Elston Parker Parker'i * 1 2 3 5 6 7 8 9 10 12 13 14 15 16 17 STPROGll REVISED 09 JUL 93 SOURCE BP6 BP7 OP12 OP28 OP28 OP39 BP44 BP46 BP48 BP63 OP82 BP86 BP114 BP129 BP129 PROGRAM IDENTIFICATION WORKSHEET IN PROGRAM CODE SEQUENCE FINAL VERSION PROGRAM NAME PRIMARY SECONDARY HIPPY Matthis Shead 4-year old program- Rockefeller Early Childhood Magnet Student Hearing Officer Office of Desegregation and Student Assignment Extra-Curricular Participation Teacher Recruiter Staff Development Academic Support Program Multicultural Programs Academic Incentive Grants Original Magnets Special Education Security reguired for safe Schools Data Processing System for Matthis Matthis Bernd Parker Bernard Gadberry Matthis Matthis Matthis Bernard Matthis Matthis Jones Jones Price Price Howard Bernard Matthis Stueart Gremillion Robertson Robinson Zimmerman Adams Woods Stovall Various Robertson Stueart Gremillion Bernard Kohler Barnhouse Bernard KlngsellaStudent Information (including CIMS and ABACUS) 18 BP143 M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) Parker 19 OP148 King Interdistrict School Bernard Parker Matthis 21 OP148 Stephens Intedistrict School Bernard Parker Matthis 22 BP224 Monitoring activities (Eval Dept) Ingram Parker 24 BP227 Computerized Transportation System Jones Montgomery 25 019 Romine Interdistrict Theme Bernard Matthis Parker 26 BP93 McClellan Community School Bernard Daggett 27 BP34 In-School Suspension Bernard Stueart 28 BP35 Job Fair Matthis Elston 29 BP2 8 Testing Assistance - Disadvantaged Parker Ingram 32 BP106 Library Services Matthis Lyons 33 BI56 Parent Involvement/Community Linkages Bernard Parker 34 BP131 VIPS - Recruiting Parker Milam 35 BP125 Prejudice Reduction Board Bernd 51 OP149 IS. Office of Incentive Schools Bernard Parker 52 BP152 IS. Writing To Read Bernard Matthis Parker 53 BP153 IS. Science Labs Bernard Matthis/ Parker 54 BP153 IS. Computer Labs Bernard Matthis Parker 55 OP153 IS. Foreign Language Labs Bernard Matthis Parker 56 BP153 IS. Computer Loan Program Bernard Matthis Parker 57 BP154 IS. Extended Day- Bernard Matthis Parker 59 BP158 IS. Field Trips Bernard Matthis Parker 60 OP171 IS. Homework Centers Bernard Matthis Parker 61 BP171 IS. Transportation (Add) Bernard Matthis Parker 62 OP171 IS. Homework Hotline Bernard Matthis Parker 63 OP171 IS. Mentors/Tutors Bernard Matthis Parker 64 BP172 IS. Instructional Aides (add) Bernard Matthis Parker 65 BP172 IS. Extended Year Bernard Matthis Parker 66 BP176 IS. Incentive/Recognition Bernard Matthis Parker 67 OP176 IS. Resident Counseling Service Camp Pfeiffer Bernard Matthis Parker 68 OP176 IS. Monitoring Ingram Bernard Parker 69 OP178 IS. Permanent Substitute Bernard Gadberry 70 OP178 IS. Additional Compensation Bernard Gadberry 71 OP179 IS. Extended Week Bernard Matthis Parker 72 OP190 IS. Staffing - Recommended Full-time positions Bernard Matthis Parker 73 BP193 IS. Required Staff Development Bernard Matthis Parker 74 BP194 IS. Teacher Stipends for Inservice and Extra 5 days Bernard Gadberry 75 OP153 IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression  across Curriculum - Learning Styles Inventory - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools - African/Amer History Bernard Matthis Parker SPl Commitment to Desegregation Board Bernd SP2 Leadership Board Bernd PP9 City-wide Early Childhood Education Program Matthis Shead Price SP20 Special Programs Matthis Bernard Glasgow Adams Young BP21 Summer Learning Program JTPA Bernard Stueart BP24 ASSET Program Bernard Stuearti BP2 8 School Operations Bernard Robertson Stueart Gremillion SP Alternative Learning Center Bernard Stueart SPSS Gifted Education Matthis Donaldson SP81 Focused Activities Bernard Robertson Stueart Gremillion PP86 Parkview Science Magnet Matthis Bernard PP95 Recruitment of Private School Students Parker Cole Rather SP96 Federal Programs Matthis Adams SP98 Vocational Education Matthis Green PP124 Staff Development Matthis Z immerman SP129 Facilities Jones Eaton PP130 Employment Practices Gadberry PP130 Bidding Practices Jones Neal PP131 Parent Involvement/Communlty Linkages Parker Gill PP139 Student Assignments Parker Weidower SP145 New Futures Bernard Young PP146 Facilities Jones Bernard Parker PP156 IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program Bernard Matthis Parkert PP157 IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs Bernard Matthis Parker PP159 IS. Latin Enrichment Program Bernard Matthis Parker PP172 IS. Supervision Aides Bernard Matthis Parker PP172 IS. Career Skills Development PP173 IS. Support Services Other Bernard PP175 PP178 PP190 - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program IS. School Policies and Procedures Others IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effeet Bernard Bernard Bernard Matthis Parker Matthis Parker Matthis Parker Matthis Parkerr Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist SP190 IS. Alternative Classroom Bernard Matthis Parker SP205 IS. Parent Involvement Bernard Parker PP215 IS. Parent Recruitment Parker Bernard SIS Student Choices/Options Parker Pederson Wiedower SI13 Summer School Bernard Robertson Gremillion Stueart SI21 Staff Development Matthis Zimmerman SI23 School Operations Bernard Robertson Gremillion Stueart SI33 Library Media Matthis Lyons SI35 Special Education Matthis Kohler SI53 Vocational Education Matthis Green SI54 Guidance/Counseling Program Matthis Elston SI59 Public Relations Wagner ParkerC0RR23 Date: August 26, 1993 To: Estelle Matthis Sterling Ingraa Mark MilhoUen Fron: Bill Mooney 2i, J*J '?!. sa . 1- Subj: Identification of Non-desegregatlon Prograas As you know, our Planning and Budget Calendar calls for us to have all non-desegregatlon prograas identified by Noveaber and for those prograas to be included in the Program Budget Docuaent for reporting in January. To that end, I have looked at how we could identify those prograas and link thea to budget expenditures. I started by reaovlng all the desegregation prograas and the related budgets. With what was left, it looked like following the current function code scheae would provide the best option. Using this approach allows us to see everything we do and capture all non-desegregation related dollars. The first attachaent lists these \"possible\" prograas In function code sequence. Looking at the list in this way does not show us auch \"prograa structure\" logic. Attachaent two is one way to arrange the function codes into \"prograa structure\" logic. This approach also follows the state coding guidelines, and would let us account for every dollar spent. (Instruction) would be the prograa. For exaaple, Eleaentary There would have to be at least one prograa goal for Eleaentary. There would have to be at least one objective for each of the four eleaents\nEleaentary, Specialty Prograas, Office of the Principal, and Other Support Services - B. You alght question objectives for the latter two, but before you aake up your aind please let ae talk to you about it. V I have taken the liberty to group these \"possible\" prograas into a recoaaendatlon for you. I suggest we handle this task just like we did the desegregation prograas\nthe Cabinet aarks tbea up and sends thea back, aarks thea up and sends thea back. Once we get the listing correct, then we can look at a strategy for developing the narrative', which will have to be written froa scratch. Hopefully, this will give us a starting point\nsoaething to shoot at. Maybe we can talk about this in Cabinet aeetlng and decide how best to proceed. I will help in any way I can.STPROG14 REVISED 20 JUL 93 PROGRAM IDENTIFICATION WORKSHEET NON-DESEGREGATION RELATED TOSSIBLE\" PROGRAMS NOTE: The following listing identifies \"possible\" programs which might be included in the program planning and budgeting process for the District. These \"possible\" programs were taken from the complete list of function code items for which funds have been budgeted for FY93-94. These \"possible\" programs are not addressed in the desegregation plan and are not coded as expenditures against the desegregation plan. These \"possible\" programs represent over $100 million in budgeted expenditures for this fiscal year. IO FUNC DESCRIPTION PROG PRIMARY SECONDARY 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 1105 1120 1130 1140 1146 1151 1152 1154 1155 1156 1157 1158 1190 1191 1193 1199 REGULAR PROGRAMS Four Year Old Program Elementary Middle/Junior High School High School High School Standards Boys Athletics Girls Athletics Football/ Minor Sports Volleyball Basketball Track, Tennis, Golf, Swim Baseball Other Regular Multi-Ethnic Program Traveling Teachers Substitutes - Instruction 00 00 00 00 00 00 1210 1220 1230 1240 1290 1292 SPECIAL EDUCATION Itinerant Instruction Resource Room Special Class Homebound and Hospital Other Extended Year Hand. Service VOCATIONAL EDUCATION00 00 00 00 00 00 00 00 00 00 00 00 1321 1331 1332 1333 1341 1351 1352 1353 1354 1362 1371 1392 Marketing/ Dist. Ed- Coop Business Ed Coop Business Ed Expl Business Ed - Skill Train Health Coop Trade \u0026amp; Ind - Coop Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Skill Train Youth Apprenticeship Cons/HMKG Career Orientation Coord Career - Coop 00 00 00 00 00 00 1410 1420 1430 1440 1445 1490 ADULT EDUCATION Adult Basic Education Adult General Education Adult Vocational Program Special Projects Workplace Literacy Other Adult Education 00 00 00 1560 1570 1595 COMPENSATORY EDUCATION Reading Mathematics Compensatory Education 00 1910 GIFTED AND TALENTED Gifted and Talented 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 2111 2114 2120 2121 2134 2142 2211 2212 2213 2217 2219 2222 2229 2314 2315 2317 SUPPORT SERVICES Service Area Direction Pupil Accounting Services Guidance Services Service Area Direction Nursing Services Psychological Testing Services Service Area Direction Instruction and Curr Develop Instructional Staff Training Classroom Management Other Improvement of Inst School Library Services Other Education Media Serv Election Services Legal Services Audit Services00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 2319 2321 2490 2510 2521 2525 2529 2539 2541 2542 2543 2544 2545 2546 2548 2549 2551 2552 2553 2554 2572 2573 2574 2587 2589 2590 2610 2623 2632 2642 2649 2664 3800 3900 3909 3911 4900 5100 6000 Other Board of Education Office of the Superintendent Other Support Services Direction of Business Sup Service Area Direction Financial Accounting Services Other Fiscal Accounting Serv Other Facilities Acq \u0026amp; Co Service Area Direction Upkeep of Buildings Upkeep of Grounds Upkeep of Equipment Vehicle Maintenance Security Services Asbestos Program Other Oper \u0026amp; Maintenance Service Area Direction Vehicle Operation Monitoring Vehicle Servicing Purchasing Services Warehousing \u0026amp; Distribution Printing, Pub. \u0026amp; Duplication Safety \u0026amp; Security Risk Management Other Support Services - B Dir of Central Support Serv Evaluation Services Internal Information Services Recruitment \u0026amp; Placement Serv Other Staff Services Operations Instructional Programs Other Community Services Drug Abuse Prevention Family Life Education N F Other Non-Programmed Ch Bonded Indebtedness Provision for Contingencies 03 1550 Early Childhood Education 07 1152 Girls Athletics 20 20 1110 1120 Kindergarten Elementary20 20 20 20 20 20 20 20 20 20 20 20 20 20 1127 1210 1220 1230 1240 1570 1910 2120 2122 2134 2222 2410 2542 2590 Specialty Programs Itinerant Instruction Resource Room Special Class Homebound and Hospital Mathematics Gifted and Talented Guidance Services Counseling Services Nursing Services School Library Services Office of the Principal Upkeep of Buildings Other Support Services - B 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 1130 1132 1137 1151 1210 1220 1230 1240 1332 1333 1352 1353 1360 1362 1371 1595 1910 2120 2134 2222 2410 2542 2590 Middle/Junior High School Junior High Junior High Restructure Boys Athletics Itinerant Instruction Resource Room Special Class Homebound \u0026amp; Hospital Business Ed - Expl Business Ed - Skill Train Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Skill train Home Economics Cons/HMKG Career Orientation Compensatory Education Gifted and Talented Guidance Services Nursing Services School Library Services Office of the Principal Upkeep of Buildings Other Support Services - B 40 40 40 40 40 40 40 1110 1120 1140 1210 1220 1230 1321 Kindergarten Elementary High School Itinerant Instruction Resource Room Special Class Marketing/Dist. Ed - Coop40 40 40 40 40 40 40 40 40 40 40 40 40 40 1331 1333 1351 1352 1362 1392 1595 2120 2134 2222 2223 2410 2542 2590 Business Ed Coop Business Ed - Skill Train Trade \u0026amp; Ind - Coop Trade \u0026amp; Ind - Expl Cons/ HMKG Coord Career - Coop Compensatory Education Guidance Services Nursing Services School Library Services Audiovisual Services Office of the Principal Upkeep of Buildings Other Support Services - B 50 50 50 50 50 50 50 50 50 50 50 50 50 1140 1322 1333 1341 1353 1354 1362 1393 2120 2134 2410 2539 2542 High School Marketing/ Dist Ed - Expl Business Ed - Skill Train Health Coop Trade \u0026amp; Ind - Skill Train Youth Apprenticeship ConsHMKG Coord Career - Expl Guidance Services Nursing Services Office of the Principal Other Facilities Acq \u0026amp; Co Upkeep of BuildingsSTPROG15 REVISED 27 JUL 93 PROGRAM IDENTIFICATION WORKSHEET NON-DESEGREGATION RELATED TOSSIBLE\" PROGRAMS MOONEYS RECOMMENDATIONS NOTE: The following listing identifies \"possible\" programs which might be included in the program planning and budgeting process for the District. These \"possible\" programs were taken from the complete list of function code items for which funds have been budgeted for FY93-94. These \"possible\" programs are not addressed in the desegregation plan and are not coded as expenditures against the desegregation plan. These \"possible\" programs represent over $100 million in budgeted expenditures for this fiscal year. IO FUNC DESCRIPTION PROG PRIMARY SECONDARY 00 1105 FOUR YEAR OLD Four Year Old Program 03 1550 EARLY CHILDHOOD Early Childhood Education 20 40 1110 1110 KINDERGARTEN Kindergarten Kindergarten 00 20 40 20 20 20 1120 1120 1120 1127 2410 2590 ELEMENTARY Elementary Elementary Elementary Specialty Programs Office of the Principal Other Support Services - B 00 1130 JUNIOR HIGH Middle/Junior High School30 30 30 30 30 1130 1132 1137 2410 2590 Middle/Junior High School Junior High Junior High Restructure Office of the Principal Other Support Services - B 00 40 50 00 40 40 1140 1140 1140 1146 2410 2590 HIGH SCHOOL High School High School High School High School Standards Office of the Principal Other Support Services - B 00 30 00 07 00 00 00 00 00 1151 1151 1152 1152 1154 1155 1156 1157 1158 ATHLETICS Boys Athletics Boys Athletics Girls Athletics Girls Athletics Football/Minor Sports Volleyball Basketball Track, Tennis, Golf, Swim Baseball 00 20 30 40 00 20 30 40 00 20 30 40 00 20 30 00 00 1210 1210 1210 1210 1220 1220 1220 1220 1230 1230 1230 1230 1240 1240 1240 1290 1292 SPECIAL EDUCATION Itinerant Instruction Itinerant Instruction Itinerant Instruction Itinerant Instruction Resource Room Resource Room Resource Room Resource Room Special Class Special Class Special Class Special Class Homebound and Hospital Homebound and Hospital Homebound \u0026amp; Hospital Other Extended Year Hand. Service00 40 50 00 40 00 30 00 30 40 50 00 50 00 40 00 30 40 00 30 50 00 50 30 30 00 40 50 00 30 00 40 50 50 1321 1321 1322 1331 1331 1332 1332 1333 1333 1333 1333 1341 1341 1351 1351 1352 1352 1352 1353 1353 1353 1354 1354 1360 1362 1362 1362 1362 1371 1371 1392 1392 1393 2410 VOCATIONAL EDUCATION Marketing/ Dist. Ed- Coop Marketing/ Dist. Ed - Coop Marketing/ Dist Ed - Expl Business Ed Coop Business Ed Coop Business Ed Expl Business Ed - Expl Business Ed - Skill Train Business Ed - Skill Train Business Ed - Skill Train Business Ed - Skill Train Health Coop Health Coop Trade \u0026amp; Ind - Coop Trade \u0026amp; Ind - Coop Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Skill Train Trade \u0026amp; Ind - Skill train Trade \u0026amp; Ind - Skill Train Youth Apprenticeship Youth Apprenticeship Home Economics Cons/HMKG Cons/HMKG Cons/ HMKG ConsHMKG Career Orientation Career Orientation Coord Career - Coop Coord Career - Coop Coord Career - Expl Office of the Principal 00 00 00 00 00 00 1410 1420 1430 1440 1445 1490 ADULT EDUCATION Adult Basic Education Adult General Education Adult Vocational Program Special Projects Workplace Literacy Other Adult Education00 00 20 00 30 40 1560 1570 1570 1595 1595 1595 COMPENSATORY EDUCATION Reading Mathematics Mathematics Compensatory Education Compensatory Education Compensatory Education 00 20 30 1910 1910 1910 GIFTED AND TALENTED Gifted and Talented Gifted and Talented Gifted and Talented 00 00 2111 2114 ATTENDANCE/SW SERV Service Area Direction Pupil Accounting Services 00 20 30 40 50 00 20 2120 2120 2120 2120 2120 2121 2122 GUIDANCE SERVICES Guidance Services Guidance Services Guidance Services Guidance Services Guidance Services Service Area Direction Counseling Services 00 20 30 40 50 2134 2134 2134 2134 2134 HEALTH SERVICES Nursing Services Nursing Services Nursing Services Nursing Services Nursing Services 00 2142 PSYCHOLOGICAL SERV Psychological Testing Services 00 00 00 2211 2212 2213 CURRICULUM SERVICES Service Area Direction Instruction and Curr Develop Instructional Staff Training00 00 2217 2219 Classroom Management Other Improvement of Inst 00 20 30 40 40 00 2222 2222 2222 2222 2223 2229 EDUCATIONAL MEDIA SERV School Library Services School Library Services School Library Services School Library Services Audiovisual Services Other Education Media Serv 00 00 00 00 2314 2315 2317 2319 BOARD OF ED SERVICES Election Services Legal Services Audit Services Other Board of Education 00 2321 EXEC ADMIN SERVICES Office of the Superintendent 00 00 00 2510 2590 2610 SUPPORT SERVICE MGMT Direction of Business Sup Other Support Services - B Dir of Central Support Serv 00 00 00 2521 2525 2529 FISCAL SERVICES Service Area Direction Financial Accounting Services Other Fiscal Accounting Serv 00 50 2539 2539 FACILITIES ACQ SERVICES Other Facilities Acq \u0026amp; Co Other Facilities Acq \u0026amp; Co 00 00 20 30 2541 2542 2542 2542 PLANT SERVICES Service Area Direction Upkeep of Buildings Upkeep of Buildings Upkeep of Buildings40 50 00 00 00 00 00 00 2542 2542 2543 2544 2545 2546 2548 2549 Upkeep of Buildings Upkeep of Buildings Upkeep of Grounds Upkeep of Equipment Vehicle Maintenance Security Services Asbestos Program Other Oper \u0026amp; Maintenance 00 00 00 00 2551 2552 2553 2554 PUPIL TRANSPORT SERV Service Area Direction Vehicle Operation Monitoring Vehicle Servicing 00 00 00 2572 2573 2574 PURCHASING SERVICES Purchasing Services Warehousing \u0026amp; Distribution Printing, Pub. \u0026amp; Duplication 00 00 2587 2589 SAFETY \u0026amp; SECURITY SERV Safety \u0026amp; Security Risk Management 00 2623 PLANNING \u0026amp; EVAL SERV Evaluation Services 00 2632 COMMUNICATIONS SERV Internal Information Services 00 00 2642 1199 HUMAN RESOURCE SERV Recruitment \u0026amp; Placement Serv Substitutes - Instruction 00 2649 LABOR RELATIONS Other Staff Services DATA PROCESSING SERV00 2664 Operations 00 00 00 00 1190 1191 1193 3800 INSTRUCTIONAL PROGRAMS Other Regular Multi-Ethnic Program Traveling Teachers Instructional Programs 00 00 00 3900 3909 3911 COMMUNITY SERVICES Other Community Services Drug Abuse Prevention Family Life Education N F 00 00 2490 4900 NON-PROGRAMMED Other Support Services Other Non-Programmed Ch 00 5100 INDEBTNESS Bonded Indebtedness 00 6000 CONTINGENCIES Provision for ContingenciesGENERAL FUCNTION CODING GUIDE FUNCTION DESCRIPTION 00 20 30 40 50 60 61 62 70 90 District wide Elementary Junior High High School Vocational Center Adult Education Post-Secondary (Vo-tech) Adult Vocational Educational Cooperative OtherSTPROG08 REVISED 26 OCT 93 / # ex c s / 76 3 LI 76 3 L2 1 1 L6 2 1 L7 1 L9 3 6 L12 77 3 L20 77 3 L21 77 3 L24 2 L2 8 27 2 L 29 2 L28 5 2 L28 6 3 L28 27 2 L34 28 2 L35 PROGRAM IDENTIFICATION WORKSHEET IN PLAN SEQUENCE ORDER FINAL VERSION PROGRAM NAME PRIMARY SECONDARY Commitment to Desegregation Leadership HIPPY 4-year old program City-wide Early Childhood Education Program Rockefeller Early Childhood Magnet Special Programs Summer Learning Program JTPA ASSET Program School Operations Alternative Learning Center Testing Assistance - Disadvantaged Student Hearing Officer Office of Desegregation and Student Assignment In-School Suspension Job Fair Board Board Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Williams Mayo Matthis Matthis Williams Williams Shead Price Shead Price Price Glasgow Adams Young Anderson Anderson Robertson Anderson Gremillion Anderson Ingram Watson Matthis Anderson Elston7 2 L39 Extra-Curricular Participation Matthis Anderson Gremillion Robertson 8 3 L44 Teacher Recruiter Gadberry Robinson 9 3 L46 Staff Development Matthis Hudspeth 10 1 L48 Academic Support Program Matthis Adams Woods Stovall 1910 1 L58 Gifted Education Matthis Donaldson 12 1 L63 Multicultural Programs Matthis Various 13 2 L81 Focused Activities Matthis Robertson Gremillion Anderson 13 2 L82 Academic Incentive Grants Matthis Robertson Anderson Gremillion 14 6 L86 Original Magnets Matthis 14 6 L86 Parkview Science Magnet Matthis Anderson 26 2 L93 McClellan Community School Matthis TEA 33 4 L95 Recruitment of Private School Students Mayo Cole Rather 1 L96 Federal Programs Glascow Adams 1 L98 Vocational Education Glascow Green 32 3 L106 Library Services Glascow Lyons 15 1 L114 Special Education Glascow Kohler 9 3 L124 Staff Development Matthis Hudspeth 35 3 L125 Prejudice Reduction Board Williams 16 3 L129 Security required for safe Schools TBA Barnhouse 17 3 L129 Data Processing System for Student Information (including CIMS and ABACUS) TBA Kingsella 2540 3 L129 Facilities TBA Eaton3 L130 Employment Practices Gadberry 33 34 6 18 F15 3 4 4 3 6 2 2540 3 19 6 21 6 51 5 52 5 53 5 54 5 55 5 56 5 75 5 L130 L131 L131 L139 L143 L145 L146 L148 L148 L149 L152 L153 L153 L153 L153 L153 Bidding Practices Parent Involvement/Community Linkages VIPS - Recruiting Student Assignments M-to-M Magnet Schools {Central,Dunbar, Washington, Henderson, McClellan) New Futures Facilities King Interdistrict School Stephens Intedistrict School IS. Office of Incentive Schools IS. Writing To Read IS. Science Labs IS. Computer Labs IS. Foreign Language Labs IS. Computer Loan Program IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory TBA Mayo Mayo Mayo Mayo Matthis TBA Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Neal Gill Milam TBA Young Matthis Mayo Mayo Gremillion Mayo Robertson Mayo Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion57 5 L154 5 L156 5 L157 59 5 L158 5 L159 60 5 L171 61 5 L171 62 5 L171 63 5 L171 64 5 L172 - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools - African/Amer History IS. Extended Day IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs IS. IS. IS. Matthis Matthis Matthis Field Trips Latin Enrichment Program Homework Centers IS. Transportation (Add) IS. Homework Hotline IS. Mentors/Tutors IS. Instructional Aides Matthis Matthis Matthis Matthis Matthis Matthis (add) Matthis Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo5 L172 IS. Supervision Aides Matthis Glascow Mayo 5 L172 IS. Career Skills Development Matthis Glascow Mayo 65 5 L172 IS. Extended Year Matthis Glascow Mayo 5 L173 IS. Support Services - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr Other Matthis Glascow Mayo 5 L175 IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program Matthis Glascow Mayo 66 5 L176 IS. Incentive/Recognition Matthis Glascow Mayo 67 5 L176 IS. Resident Counseling Service Camp Pfeiffer Matthis Glascow Mayo 68 5 L176 IS. Monitoring Matthis Glascow Mayo 69 5 L178 IS. Permanent Substitute Matthis Glascow Mayo 70 5 L178 IS. Additional Compensation Matthis Glascow Mayo 5 L178 IS. School Policies and Matthis 71 5 L179 Procedures Others Glascow Mayo IS. Extended Week Matthis Glascow Mayo72 5 L190 IS. Staffing - Recommended Full-time positions Matthis Glascow Mayo 5 L190 IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effeet Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist Matthis Glascow Mayo 5 L90 IS. Alternative Classroom Matthis Glascow Mayo 73 5 L193 IS. Reguired Staff Development Matthis Glascow Mayo 74 5 L194 IS. Teacher Stipends for Inservice and Extra 5 days Matthis Glascow Mayo 33 4 L205 IS. Parent Involvement Matthis Glascow Mayo 33 4 L215 IS. Parent Recruitment Mayo Matthis 22 3 L224 Monitoring activities (Eval Dept) Ingram Mayo 24 3 L227 Computerized Transportation System TBA Montgomery 6 18 student Choices/Options Mayo Pederson Wiedower 25 6 19 Romine Interdistrict Theme Matthis Mayo 65 3 113 Summer School Matthis Robertson Gremillion Anderson 9 3 121 Staff Development Matthis Hudspeth 2 123 School Operations Matthis Robertson Gremillion32 3 133 Library Media Glascow Anderson Lyons 15 1 135 Special Education Glascow Kohler 1 153 Vocational Education Glascow Green 3 154 Guidance/Counseling Program Glascow Elston 33 4 156 Parent Involvement/Community Matthis Linkages Mayo 33 4 159 Public Relations Wagner MayoSTPROG08 REVISED 26 OCT 93 PROGRAM IDENTIFICATION WORKSHEET IN CLUSTER SEQUENCE ORDER FINAL VERSION # c s CLUSTER 1 PROGRAM NAME CURRICULUM PRIMARY SECONDARY 1 1 L6 HIPPY Matthis Shead 2 1 L7 4-year old program Matthis Price 10 1 L4 8 Academic Support Program Matthis Adams Woods Stovall 12 1 L63 Multicultural Programs Matthis Various 15 1 L114 Special Education Glasgow Kohler 15 1 135 Special Education Glascow Kohler 1910 1 L58 Gifted Education Matthis Donaldson 1 L9 City-wide Early Childhood Education Program Matthis Shead Price 1 L96 Federal Programs Glasgow Adams 1 L98 Vocational Education Glasgow Green 1 153 Vocational Education Glasgow Green # C S CLUSTER 2 PROGRAM NAME SCHOOL OPERATIONS PRIMARY SECONDARY 1 2 L28 School Operations Matthis Robertson Anderson Gremillion 2 123 School Operations Matthis Robertson Gremillion Anderson7 2 L39 Extra-Curricular Participation Matthis Anderson Gremillion Robertson 5 2 L28 Student Hearing Officer Williams Watson 27 2 L34 In-School Suspension Matthis Anderson F15 2 L145 New Futures Matthis Young 13 2 L82 Academic Incentive Grants Matthis Robertson Anderson Gremillion 13 2 L81 Focused Activities Matthis Robertson Anderson Gremillion 26 2 L93 McClellan Community School Matthis TEA 27 2 L Alternative Learning Center Matthis Anderson 29 2 L28 Testing Assistance - Disadvantaged Mayo Ingram 28 2 L35 Job Fair Matthis Elston # C S CLUSTER 3 PROGRAM NAME SUPPORT PRIMARY SECONDARY 76 3 LI Commitment to Desegregation Board Williams 76 3 L2 Leadership Board Williams 6 3 L28 Office of Desegregation and Student Assignment Mayo Matthis 6 3 L139 Student Assignments Mayo TBA 9 3 L46 Staff Development Matthis Hudspeth 9 3 L124 Staff Development Matthis Hudspeth 9 3 121 Staff Development Matthis Hudspeth 32 3 L106 Library Services Glasgow Lyons 32 3 133 Library Media Glasgow Lyons 24 3 L227 Computerized Transportation TBA Montgomery17 3 16 3 System L129 Data Processing System for Student Information (including CIMS and ABACUS) TBA Kingsella 8 3 22 3 35 3 65 3 77 3 77 3 77 3 2540 3 2540 3 3 3 3 # C S 33 4 33 4 33 4 L129 Security required for safe Schools TBA Barnhouse Matthis L44 Teacher Recruiter Gadberry Robinson L224 Monitoring activities (Eval Dept) L125 Prejudice Reduction 113 L21 L24 L20 Ingram Board Mayo Williams Summer School Matthis Robertson Gremillion Anderson Summer Learning Program JTPA ASSET Program Special Programs L129 Facilities L146 Facilities 154 Guidance/Counseling Program L130 Employment Practices L130 Bidding Practices CLUSTER 4 PROGRAM NAME L131 156 L205 Matthis Matthis Matthis TBA TBA Glascow Gadberry TBA RECRUITING PRIMARY Parent Involvement/Community Mayo Linkages Parent Involvement/Community Matthis Linkages IS. Parent Involvement Matthis Anderson Anderson Glasgow Adams Young Eaton Matthis Mayo Elston Neal SECONDARY Gill Mayo GlasgowMayo 33 4 L215 IS. Parent Recruitment Mayo Matthis 33 4 L95 Recruitment of Private School Students Mayo Cole Rather 33 4 159 Public Relations Wagner Mayo 34 4 L131 VIPS - Recruiting Mayo Milam # C S CLUSTER 5 PROGRAM NAME INCENTIVE SCHOOLS PRIMARY SECONDARY 51 5 L149 IS. Office of Incentive Schools Matthis Mayo 52 5 L152 IS. Writing To Read Matthis Robertson Gremillion 53 5 L153 IS. Science Labs Matthis Robertson Gremillion 54 5 L153 IS. Computer Labs Matthis Robertson Gremillion 55 5 L153 IS. Foreign Language Labs Matthis Robertson Gremillion 56 5 L153 IS. Computer Loan Program Matthis Robertson Gremillion 57 5 L154 IS. Extended Day Matthis Glasgow Mayo 59 5 L158 IS. Field Trips Matthis Glasgow Mayo 60 5 L171 IS. Homework Centers Matthis Glasgow Mayo 61 5 L171 IS. Transportation (Add) Matthis Glasgow Mayo 62 5 L171 IS. Homework Hotline Matthis Glascow Mayo 63 5 L171 IS. Mentors/Tutors Matthis Glascow Mayo 64 5 L172 IS. Instructional Aides (add) Matthis Glasgow65 5 L172 IS. Extended Year Matthis 66 5 L176 IS. Incentive/Recognition Matthis 67 5 L176 IS. Resident Counseling Matthis Mayo Glascow Mayo Glasgow Mayo Service Camp Pfeiffer Glasgow Mayo 68 5 L176 IS. Monitoring Matthis Glascow Mayo 69 5 L178 IS. Permanent Substitute Matthis Glascow Mayo 70 5 L178 IS. Additional Compensation Matthis Glascow Mayo 71 5 L179 IS. Extended Week Matthis Glascow Mayo 72 5 L190 IS. Staffing - Recommended Full-time positions Matthis Glascow Mayo 73 5 L193 IS. Required Staff Development Matthis Glasgow Mayo 74 5 L194 IS. Teacher Stipends for Inservice and Extra 5 days Matthis Glascow Mayo 75 5 L153 IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools Matthis Robertson Gremillion5 L156 5 L157 5 L159 5 L172 5 L172 5 L173 5 L175 5 L178 - African/Amer History IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs IS. Latin Enrichment Program IS. Supervision Aides Matthis Matthis Matthis Matthis IS. Career Skills Development Matthis IS. Support Services - Other - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program IS. School Policies and Procedures Others Matthis Matthis Matthis Glascow Mayo Glascow Mayo Glascow Mayo Glasgow Mayo Glasgow Mayo Glascow Mayo Glascow Mayo Glascow Mayo5 L190 IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effeet Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist Matthis Glascow Mayo 5 L90 IS. Alternative Classroom Matthis Glasgow Mayo CLUSTER 6 STUDENT CHOICES/OPTIONS CLUSTER # C S PROGRAM NAME PRIMARY SECONDARY 19 6 L148 King Interdistrict School Matthis Mayo Gremillion 21 6 L148 Stephens Intedistrict School Matthis Mayo Robertson 25 6 19 Romine Interdistrict Theme Matthis Mayo 3 6 L12 Rockefeller Early Childhood Magnet Matthis Price 14 6 L86 Original Magnets Matthis 14 6 L86 Parkview Science Magnet Matthis Anderson 18 6 L143 M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) Mayo 6 18 Student Choices/Options Mayo Pederson WiedowerCHECKLIST JOR DEVELOPING PT'iiTOldiA'NCL OBJECTIVES ] ]. In order to accomplish the objectives of your dcpartment/section, what are the significant contributions that you expect from the subordinate manager? 2. Are the reconwCTdcd objectives consistent with the contributions you expect? 3. Should any objectives his/her rccoimiended objectives? be established for his/her function in addition to or as substitutes for 4. Are his/her objectives realistic - the priority, timing, budget requirements, and his/her capabilities to accomplish them? 5. As stated, do they meet the criteria of a good performance objective? 6. What assistance will you need to provide to enable them to accomplish their objectives? 7 Are the objectives consistent with and do they effectively coordinate with the objectives of - no conflicts or inappropriate overlapping? your other subordinate managers - 8. Does he/she have sound plans for accomplishing their objectives? 9. How will you evaluate the progress toward accomplishing the objectives? a. How frequently and in what form do you want reports on progress? b. Hovj will interim progress be measured  how will you know if progress is on schedule? FORMAT FOR A HELL-STATED OBJECTIVE (Accomplishment verb) (cost in S and/or work hours). (single specific end result) By (specific time period or date) AT A good objective states the WHAT, WHEN and COST but avoids the HOW and FEASIBILITY, EXAMPLES provide introductory M.B.O. training for all departments within the organization by September 1978. To To implement a total M.B.O. program by January 1979. To review the committee structure of Nursing Service and develop a revised approach by 15 January 1979. To achieve a medical supply expenditure rate of 84% of FY 77's experiences by September 1978. NOTE\nStating the cost and/or work hours in the objective is not always necessary, up to the discretion of the manager. It is leftDEVELOPING PFRFORHANCF OBJECTIVES Check List of questions for the Individual 1. What are the major responsibilities of the position? Does your current position description accurately describe those responsibilities? 2. For each of your major responsibilities, what are the significant results that you should be achieving? a. b. c. Based on your best judgment, evaluate whether the results have been reasonable satisfactory or \"need improving.\" In those areas most in need of improvement, what specifically needs to be accomplished? In order to make your best profit contribution, in which areas should you concentrate your efforts during the next year  over the next several years? 3. What are the objectives of the next higher unit to which you are expected to contribute? a. What specific contributions should your function make to accomplishing those objectives? 4. Considering your major responsibilities and the objectives of the unit that your unit is part of, list the objectives that you feel should be established for your function for the next year. 5. What priorities should be assigned to those objectives? a. Too many-objectives can lead to confusion or frustration. Reduce the principal objectives b. c. d. to a list of not more than six. Are the principal objectives those that will most significantly contribute to profit? Is it reasonable to expect that they can actually be achieved within the extablished time limits? Will your superior agree to the objectives and priorities? 6. As stated, do your objectives meet the criteria of a good performance objective? 7. How will the stated objectives be accomplished? a. b. c. d. e. f. g. What brganizational resources, assistance, budgets, etc., will be needed to accomplish the objectives? What assistance will be needed from your superior, associates, and subordinates? What responsibilities for implementation will be delegated to subordinates? What steps will have to be taken and how much lead time will be required in order to accomplish the objectives as scheduled? What difficulties are likely to be encountered and how can they be prevented or overcome? What are possible alternate approaches to accomplishing each objective? Under what conditions may it become necessary to revise any of the objectives.PREPARATION OF OBJECTIVES Objectives are end results to be achieved within a given period of time. 1. Endeavor to set an objective for each unit goal. Exceptions are permitted, if data can't be obtained or experience Is insufficient to set mean- Ingful objectives. 2. Objectives should be stated in terms of end results to be accomplished, activity may be used as an objective. Occasional ly, an 3. Objectives should be set at a challenging level, attainable. They should be difficult to achieve but 4. Objectives should be stated as precisely as possible. The more measurable the better. 5. Objectives should be set even though all conditions for their attainment are not within the control of the subordinate. 6. Don't be inhibited by difficulties in planning. CRITERIA FOR OBJECTIVES 1. OUTPUT ORIENTED 2. TIME BOUNDED 3. END RESULT 4. SPECIFY SINGLE RESULT 5. HEASURABLE/VERIFIABLE 6.' CONTROLLABLE 7. REALISTIC/ATTAINABLE 8. STRETCH 9. SUPPORT SUPERORDINATE'S OBJECTIVES 10. INDICATES SUCCESS OR FAILURE 11. FEEDBACK (HOW ARE WE PROGRESSING?) 12. CONCENTRATES ON THE \"WHAT\" \u0026amp; \"WHEN\"\nTHE \"WHY\" ANO \"HOW\" ARE AVOIDED 13. MEASURES A MAJOR SEGMENT OF THE INDIVIDUAL'S RESPONSIBILITY 14. NOT SHARED 15. MUTUALLY AGREED UPON 16. CONSISTENT WITH ORGANIZATIONAL POLICIES, PRACTICES, \u0026amp; RESOURCES 17. RELATE DIRECTLY TO ROLES AND MISSION  18. BE UNDERSTANDABLE 19. WRITTEN3 DESEGREGATION PLAN PROGRAMS REQUIRING FUNDS Deseg Plan Proa # Page # Description 1 2 3 5 6 7 8 g 10 12 13 14 15 16 17 18 19 21 22 24 25 26 27 28 29 32 33 34 35 49 5 5 12 28 28 39 44 46 48 63 82 86 114 129 129 143 148 148 224 227 1-9 93 34 35 28 106 1-56 131 125 00 51 52 53 54 55 56 57 59 z 60 61 \u0026lt; 62 ,63 64 65 66 67 149 152 153 153 153 153 154 158 171 171 171 171 172 172 176 176 Hippy 4-Year Old Program Rockefeller Early Childhood Magnet Student Hearing Officer Office of Desegregation (and Student Assignment - p. 142) Extra-Curricular Participation\ne.g., transportation / Teacher Recruiter Staff Development '/Academic Support Programs, including remediation (PAL) (See 5/1/92 order) / Multicultural Programs/Curriculum Academic Incentive Grants ^Original Magnets (also page 4 in the Interdistrict Plan) Special Education Learning Center at Washington Security (required for \"safe schools\") Data Processing System for Student Information (also page 177) / M-to-M Magnet Schools (Central. Dunbar. Washington, Henderson. McClellan) King Interdistrict School (also page 386) Stephens Interdistrict School (also page 386) Monitoring Activities (Evaluation Department plus CMIS-ABACUS) \u0026lt;/ Computerized Transportation System Romine Interdistrict Theme / McClellan Community School In-School Suspension / Job Fair /^Testing Assistance - Disadvantaged / Library Services Parent Recruiting '^VIPS - Recruiting Prejudice Reduction To Be Allocated Incentive Schools (Items numbered 50 and above) Office of Incentive Schools - Supplies/Miscellaneous ^Writing To Read Science Labs Computer Labs Foreign Language Computer Loan Program V Extended Day /Field Trips (also 173) Homework Centers (cost included in Extended Day) /Transportation (additional) Homework Hotline Mentors/Tutors ^Instructional Aides (additional) Extended Year / Incentlve/Recognition Resident Counseling Service (Camp Pfeiffer)/ . Desegregation Plan Programs Requiring FurxJs Page 2 68 / 69 70 71 72 73 74 75 176 178 178 179 '^190 ^193 \u0026lt;194 153 Monitoring Permanent Substitute (Recommended\ntherefore, required) Additional Compensation - extra hours Extended Week Staffing - Recommended Full-Time Positions (Recommended\ntherefore, required) Required Staff Development (also Page 204 - Paula Greer) Teacher Stipends for Inservice and Extra 5 Days Other Incentive School Academic Programs c:\\memos\\planoo8l wpd n\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_887","title":"''Status Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-04/1993-06"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School discipline","School employees","School enrollment","School facilities","School improvement programs","Student activities","Student assistance programs","Gifted persons"],"dcterms_title":["''Status Report,'' North 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/887"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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_509","title":"Incentive Schools: Obligations","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-03-29"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","School facilities","School integration"],"dcterms_title":["Incentive Schools: Obligations"],"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/509"],"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\nINCENTIVE SCHOOLS Kev to document and page references: Guide\nODM incentive School Monitoring Guide. 1993-94  Equipment and materials are adequate.  Purchasing procedures meet supply needs in a timely manner (ODM, page 15). Student Retention: Page 1 Under the terms of the 1989 Settlement Agreement, the revised 1992 de\norders, and ODM (Office of Desegregation Monitoring) monitoring reco been ordered into law by the court, the Little Rock School District is incentive school mandates itemized below.  Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). ODM\nRecommendations from the Office of Desegregation Monitoring 1991-92 Incentive Schools Monitoring Report, June 5, 1992\nordered into law by the District Court. July 10. 1992. May 1992 Order\nThe District Court's Order of May 1. 1992 regarding modifications to the 1989 desegregation plans. Plan: The revised 1992 LRSD Desegregation Plan, dated April 29. 1992\nordered into law May 1. 1992. Class Enrollment:  Racial isolation is avoided (ODM, page 11). Guidance and Counseling (Guide, page 6):  The school has a complete guidance and counseling program (individual and group guidance, personal and social guidance, classroom guidance, and career guidance). Curriculum and Instruction (Guide, page 4):  Multicultural materials are available in the resource center in a range of interest and reading levels.  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school.  An active learning environment is present (learning centers, displays, independent/group work area).INCENTIVE SCHOOLS Under the terms of the 1989 Settlement Agreement, the revised 1992 desegregation plans, court orders, and ODM (Office of Desegregation Monitoring) monitoring recommendations that have been ordered into law by the court, the Little Rock School District is obligated to fulfill the incentive school mandates itemized below. Key to document and page references: ODM: Recommendations from the Office of Desegregation Monitoring 1991-92 Incentive Schools Monitoring Report. June 5. 1992\nordered into law by the District Court. July 10. 1992. Guide: ODM incentive School Monitoring Guide, 1993-94 May 1992 Order: The District Court's Order of May 1. 1992 regarding modifications to the 1989 desegregation plans. Plan: The revised 1992 LRSD Desegregation Plan, dated April 29. 1992\nordered into law May 1. 1992. Class Enrollment:  Racial isolation is avoided (ODM, page 11). Curriculum and Instruction (Guide, page 4):  Multicultural materials are available in the resource center in a range of interest and reading levels.  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school.  Equipment and materials are adequate.  An active learning environment is present (learning centers, displays, independent/group work area).  Purchasing procedures meet supply needs in a timely manner (ODM, page 15).  Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). Guidance and Counseling (Guide, page 6):  The school has a complete guidance and counseling program (individual and group guidance, personal and social guidance, classroom guidance, and career guidance). Student Retention: Page 1 School staffing teams develop a plan with the next grades receiving teachers to address the learning deficits of retention candidates (ODM, page 33). Special Services/Programs Enrollment:  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Parent and Community Involvement (Guide, page 10):  Parents and the community are welcome in the school (school maps, welcome signs, and posters).  There is a school volunteer program (school/community partnership, volunteer sign-in sheets, work space, volunteers, and visible recognition).  There are parent involvement programs (parent sign-in sheets, PT A, and school committees).  Records of volunteer participation are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. Monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide is compiled (ODM, page 37).  Volunteer training including the type of training, when and where the training was offered, and session participants by race, gender, and school service site is documented (ODM, page 38). Facilities and Security (Guide, page 11):  The campus and building are clean and free of debris and graffiti.  Hallways are clean and well maintained.  Facilities for special education and counseling are designed to meet the needs of the student served.  Playground equipment is appropriate and adequate.  Restrooms are adequate (cleanliness, number, supplies).  Classrooms are in good repair with adequate heating/ventilation.  Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions.  School district safety procedures are evident. Page 2Court Adopted Recommendations (ODM, page 43):  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed.  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance.  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. It may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted.  Mitchell: Conect the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center.  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment.  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats.  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities.  Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use.  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. Page 3Incentive School Program:  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20).  The incentive program is successful in desegregating the school (Plan, page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 Order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 Order, page 28). College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (Plan, page 149). The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (Plan, page 151). Incentive School Academic Programs and Curriculum Development: The four-year-old program uses High/Scope or a comparable curriculum model and a parent component is incorporated into the program (Plan, page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (Plan, page 152). An Early Prevention of School Failure model is used in all kindergarten classes. There are regularly scheduled parent/teacher conferences (Plan, page 152). Reading and oral expression are infused throughout all curriculum areas (Plan, page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students learning styles (Plan, page 153). Page 4School themes are developed at the each school by parents and staff and are integrated into the curriculum (Plan, page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). Semi-departmentalization is the recommended organizational structure for grades 4-6 (Plan, page 153). Instructional technology is present in labs and individual classrooms (Plan, page 153). Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (Plan, page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). Computer labs for remediation and enrichment have a minimum of 25 stations (Plan, page 153). Foreign language labs with appropriate equipment and materials are operative in each building (Plan, page 153). Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (Plan, page 156). A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available (Plan, page 153). Parent Home Study Guides will be available by the 1993-94 school year (Plan, page 153). Computer Managed Instructional Technology is used to track student progress (Plan, page 153). Student education plans are developed, implemented, and monitored for each student. Parents are involved in each phase of development and monitoring (Plan, pages 153, 177, 186). Specialized programs, such as remedial, special education, and GT, are available during the core day with reinforcement activities during extended day, week, or year (Plan, page 154). Homework is assigned according to district policies (Plan, page 154). Computer generated criterion referenced tests are used for student assessment (Plan, page 154). Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, small group, and individualized instruction. Every student will receive some individualized instruction every day (Plan, pages 154, 178, 188). Page 5 A combination of teacher-directed and learner-directed instruction is present (ODM, page 32). The Effective Schools model operates in each school, with training provided for implementation (Plan, page 154). African and African-American History programs are established in each school. The programs are sequential and include the study of cultures and histoiy (Plan, page 154). A classics reading program is an area of emphasis and the basal is used to augment the classics (Plan, page 154). A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (Plan, pages 154, 159-164). Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (Plan, page 156). Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (Plan, pages 156-157). Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, and sporting or arts related clubs, are developed to meet students needs and are a part of each schools special activities. Students have the opportunity to serve as office monitors, library helpers, student council members, fire marshals, and the like. Parents will be informed of these options (Plan, pages 157, 175, 182, 184). Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (Plan, pages 158, 173, 181). Page 6Incentive School Operations: Support programs \"The following items will be components of every incentive school:\" (Plan, page 171) Homework centers operate at least three days a week with transportation provided. The centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. Other options are explored for students who choose not to attend homework centers (Plan, pages 171, 180). Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing (Plan, pages 171, 180).  Parents are aware of the phone service at the beginning of the year\nperiodic reminders are issued (ODM, page 26).  The relationship between the homework centers and the hotline has been evaluated and appropriate adjustments made (ODM, page 26). Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated wdth coupons redeemable for goods (Plan, pages 157, 171, 180). Retired teacher mentors serve as tutors and club sponsors (Plan, pages 171,180). A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (Plan, pages 172, 180). Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (Plan, pages 172, 180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). Community Involvement includes Boy and Girl Scouting programs at each incentive school, students have access to community organizations and volunteer experiences (Plan, pages 172, 173).  Membership lists include a category for race (ODM, page 39).  Records of troop meetings and activities are present (ODM, page 39). Page 7Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (Plan, pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). Extracurricular programs allow students recognition, leadership experience, and a chance to be involved in school activities. Among these are future teachers programs. Just Say No Clubs, intramurals, office monitors (at recess or lunch time, not class time), library helpers, safety patrol, fire marshals, flag monitors, and student council memberships (Plan, pages 175, 184). Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (Plan, pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). Counseling/Social Work: Community services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (Plan, pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness (Plan, pages 175, 183). Page 8Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (Plan, pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (Plan, pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). A wellness program is in place at each building. Students are screened for health and given information on various topics (self-esteem, nutrition, drug prevention, and first aid). Presentations are made to parents on similar topics (Plan, pages 176, 184).  Medicaid reimbursements are used at the local building (ODM, page 29).  Medicaid reimbursement funds are used to purchase services for non-Medicaid eligible students (ODM, page 29).  The school has developed partnerships with the Departments of Health, Employment Security, and Human Services (ODM, page 29). Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer (Plan, page 176, 185). Monitoring and Evaluation: Verifiable monitoring of student growth measures student progress. There is training for monitoring teams (Plan, pages 176, 186). Page 9Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (Plan, pages 176, 186). Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents, and community representatives. The staff participates in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated (Plan, pages 177, 186). Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random\nwith 5% involvement from each grade level, to help design questionnaires, analyze data, and reach conclusions. Students receive responses to issues they raise. Students, teachers, and parents complete a school climate survey annually (Plan, pages 177, 186, 187). Computerized student data is accessible at each school (Plan, pages 177, 187). School site teams work to implement programmatic modifications with membership rotated each semester so that certified and non-certified staff, parents, and students have input (Plan, pages 178, 187). Additional items recommended for each incentive school (Plan, pages 178, 188, 189).  uniforms for students, such as blue jeans and a white shirt dress code for staff  student handbooks, available at every building, which reflect the building philosophy and program  a playground for PE purposes  additional compensation for teachers/principals who work extra periods of time at the incentive schools  Saturday programs, to enhance learning, which include but are not limited to: -field trips -enrichment activities -tutoring -parent/child \"make \u0026amp; take\" sessions -book fairs -physical education activities Incentive School Staffing: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing Page 10 needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (Plan, page 190).  Progress is being made toward racially balancing both the certified and non-certified staff (ODM, page 6). Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (Plan, page 190).  Staff development activities are evaluated through survey responses from each staff member (Plan, page 170). Recommended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (Plan, page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 Order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 Order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students -1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 Order, page 34). Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers and participants in the Master Teacher Program (Plan, page 191). Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for on a one-year basis and involuntary transfer or other decisions are enacted at the end of the year, based on performance quality. (This also applies to aides, clerical, and custodial workers) (Plan, page 192). Staff commitment/effectiveness monitoring involves ongoing informal review and semi-annual formal conferences. These assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement (Plan, page 192), Incentive School Staff Development: The Staff Development Planning Committee at each incentive school is composed of teachers, an IRC specialist, parents, principals, and other administrators to plan staff development experiences (Plan, page 192). Page 11 A long-term strategy has been developed for meeting the plans minimum staff development requirements (ODM, page 7).  The quality, relevance, and adequacy of present staff training programs have been evaluated (ODM, page 8).  Classroom utilization of inservice training is evaluated (ODM, page 8). A staff development needs assessment is coordinated by the Staff Development Committee. It examines the following: students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, health needs, attendance records, tardiness records, and program goals and curriculum of the incentive schools (Plan, page 193).  Staff development needs are individually assessed on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans (Plan, page 201).  School Profile data specifically reflects the amount and scope of each staff members training (ODM, page 7). Minimum Staff Development Requirements (Plan, pages 192-93) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Leaming/Leaming Styles: AT\u0026amp;T Human Effectiveness Training: Parent/Educator Communication \u0026amp; Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:  Staff has had inservice emphasizing active learning at all grade levels. (ODM, page 14)  Inservice is held for principals, teachers, parents, and aides emphasizing the developmental levels of pre-school children and developmentally appropriate activities (ODM, page 17).  Teachers are provided with comprehensive training in techniques for dealing with disruptive students (ODM, page 23).  Parents have access to special training in working with their children, assisting with homework, computer literacy, nutrition and human growth and development (Plan, page 174).  Staff receives training in working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement (Plan, page 174).  Training which helps teachers to facilitate active learning has been emphasized at all grade levels (ODM, page 14). Page 12 Gender/Ethnic Expectations and Student Achievement training has been considered (ODM, page 11). A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools (Plan, pages 193-4).  The principal monitors the Teacher Demonstration and identifies areas of strengths and concerns (Plan, page 203). A Master Teacher Program Committee plans a districtwide program to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and college faculty representatives. A pool of perspective staff members is maintained from the student teachers assigned to incentive schools through the Master Teacher Program (Plan, pages 194, 204). Teacher assistance: An IRC specialist provides ongoing assistance to new teachers and those needing help. The specialist assists the Staff Development Planning Committee with training programs (Plan, page 194).  Teachers make full use of the resources and specialists available at the LRSD Instructional Resource Center (ODM, page 14). Incentive School Parent Involvement: An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (Plan, pages 178, 189, 206, 207).  The parent internship program and parenl/teacher mentorships are implemented as outlined in the plan (ODM, page 39). A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (Plan, pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). A Parent program will assist parents in understanding and carrying out school expectations by: offering mini-workshops on topics such as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills\nrequesting that parents pick up report cards at least twice a year\nand requiring principals to have direct parental contact through scheduled meetings and home visits (Plan, pages 206, 209). Page 13 Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PT A meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (Plan, pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). Home and school communication is evident at each incentive school. Parents understand how to advance support and concern for the school, attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, receive monthly reports, and report absences. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (Plan, pages 157, 174, 176, 183, 184, 188, 206, 210-211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29).  Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). Parent contractual commitments are signed prior to enrollment (Plan, page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center (Plan, pages 206, 212). Page 14School and community trust is raised through a speakers bureau for community groups in school zones and a posted calendar of neighborhood events. Neighborhood pride is promoted through events coordinated by school staff (Plan, page 213). School improvement plans are developed by administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement (Plan, page 214). Incentive School Parent Recruitment: Community information is provided to special interest and community groups, including information sessions at churches and with other audiences, a telephone hotline, Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses (Plan, pages 215, 218-219). Recruitment strategies include the use of brochures, PSAs, billboards, media blitz, videocassette recordings, flyers, open house, targeted neighborhood blitz, small group tours, ADE special designation, celebrity endorsements, and a speakers bureau for each school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. Two parent recruiters have been hired to conduct recruitment activities (Plan, pages 215-216, 220-222).  A strategic plan is based on the recruitment section of the desegregation plan and reflects a well thought-out, interrelated process (ODM, page 4).  A firm timetable is part of the recruitment plan and is strictly adhered (ODM, page 5).  Number and variety of specifically targeted recruitment activities are increased (ODM, page 5).  A tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups is established (ODM, page 5). The Biracial Advisory Committee, with the advise of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bi-monthly reports on the implementation and effectiveness of various recruitment strategies from the desegregation office. The committee evaluates the recruitment program each quarter and recommends to the Board of Directors changes needed in recruitment strategies and activities (Plan, pages 217, 223).  The committees monitoring instrument includes recruitment assessment (ODM, page 5). Rockefeller Early Childhood Magnet School: The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (Plan, pages 12, 13). Page 15The early childhood program receives the same attention and support as the grades K through six (Plan, page 13). Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (Plan, page 12). The development of innovative early childhood education practices is emphasized and piloted at the school (Plan, page 12). Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (Plan, page 12). The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (Plan, page 12). Students attending the three-year-old program are allowed to continue on into the schools four- year-old program (Plan, page 13). Sibling preference is granted to the brothers and sisters of the early childhood education students (Plan, page 13). The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (Plan, page 13). An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (Plan, page 13). Page 16\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_1519","title":"Court filings: Dictrict Court, notice of filing, Little Rock School District (LRSD) academic support program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. 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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","Education--Evaluation","School improvement programs"],"dcterms_title":["Correspondence"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/341"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["correspondence"],"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-zZ, \u0026gt;1,//-/.,,) EIVED LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET JUL t 1 1993 TO: FROM: SUB J: DATE: LITTLE ROCK, ARKANSAS (501) 570-4020 72204 Offics n. :g3\nicn '3 Ms. Marie Parker, Associate Superintendent, LRSD Mr. Chris Heller, Attorney, Friday, Eldredge \u0026amp; Clark Douglas C. Eaton, Director, Plant Services Attached After Action Report - Site Selection Process for Stephens Elementary School June 25, 1993 I am forwarding to you a copy of an informal After Action Report that I wrote concerning the Site Selection Process for Stephens Elementary School. As stated in my After Action Report, I am, of course, disappointed that the site that we recommended was not selected, but fully understand that this school must tie in to our desegregation efforts. I express to you my disappointment for a ninety-day delay in selecting a new site, or another site, to be presented to the Court. The delay of the Stephens Elementary School for the sole fact that all parties could not agree 100% on the site serves no purpose whatsoever in furthering desegregation within the Little Rock School District. Our Motion to the Court closely paralleled the concerns of the Pulaski County Special School District in tying together recruitment on the part of the Pulaski County Special School District and the inter-district school concept. Pulaski County's inabilities to successfully recruit to Romine Elementary School, their concern and apparent difficulty in recruiting to King Elementary School, and their stated further concerns about having to recruit to a third inter-district school should have been sufficient evidence for the parties to realize that we should not continue with a third inter-district school in the inner city for which recruitment strategies have evaluated, or appraised. not been clearly defined. I know that the matters expressed here are not directly related to my responsibilities to the District as a Director for Plant Services and Engineering  but when I assumed the responsibility, for what it's worth, to assist in long-range planning, it brought into light matters for which I am concerned. I don't know what procedure or policies will be followed by the It parties It finding a new site, but as long as the misconception persists that the exact siting of that school is the sole factorPage Two Continued that leads to desegregation difficult time in success, we are selling our education programs. going to have a There are countless examples where site is not the determining factor, but that the education process is. I refuse to believe that Mann is a successful junior high because it is built next to an interstate in an industrial area. We must give credit to the academic program. If we don't, then how do we explain Carver Elementary or Williams Elementary? I feel that the County is running scared because they have no program from which to recruit, they've never been forced to provide a program to recruit, and now, when they may be held to task and there will be three (3) schools laid out in front of them and the Court to which they must recruit white children. other hand, On the our success in recruiting black children to County inter-district schools is a matter of record with regard to Crystal Hill. Whatever procedures we followed, I am sure we will follow again for the new elementary school. I don't know if my concerns will ever be surfaced officially, such that those that are making decisions will take these comments in the context in which they are offered. But anyway, I wrote this After Action Report to forward to you, and as may be noted below, I have forwarded a copy to the Office of Desegregation Monitoring for information purposes only. DCE/rlh/mpch Info, cc: Ann Brown, Chairman, Office of Desegregation MonitoringMEMORANDUM FOR RECORD SUB J: DATE: Stephens Site Selection Committee After Action Report June 25, 1993 I am writing this as a follow-up after the Court appearance on 24 June regarding the Stephens site selection process. It is unfortunate in a way that the Federal Court has extended the construction of the Stephens School after such a tremendously diligent effort was exerted to find the best possible site for this school. However, I understand that the construction of this school must lead to, and assist, the Desegregation Plan if it is to be successful. With regard to the site selection process, I feel that the process used by the Little Rock School District, even though I was a major part in drafting the plan, was as fair and as unbiased a procedure as could be, and allowed the greatest opportunity for input from all parties in the final recommendation. To clarify unasked questions, but possible concerns on the part of the Federal Judge, I must commit to writing that the selection and nomination of members by name to the Site Selection Committee was done by the various parties. When the Strategic Plan was drafted, there were nine (9) parties which would comprise the Site Selection Committee, each party having one (1) vote. When one looks at the number of persons on the Committee, when it was first formed, you will notice a large number of persons assigned from the Little Rock School District. It was made known to all members of the Committee that their presence was not as a voting member, but to provide technical assistance and answers to any Committee Member regarding the multiplicity of operations in the Little Rock School District. Those members included representatives from operations, curriculum. communications, desegregation and school administration. It was made clear to all parties up front that each organization as represented from the original nine (9) had one (1) vote. The Little Rock School District had two (2) official representatives\nmyself as Technical Advisor, and Ms. Marie Parker, as the Little Rock School District Representative. V,__1 ________ '1 , ___ -- mine was to be as objective a teclinical different reasons We each got one (1) vote for evaluation as I can render based on my construction and planning background, and Ms. Parker's was to be with the consult of the Little Rock School District Administration as the School District's vote as to the site selection. As the process advanced, certain parties refused to participate, most notable were the Joshua Intervenors. After repeatedly being notified of the meetings, telephonically and in writing, they failed to participate in any way in the selection process. The final vote that was taken on 23 February was taken by those persons that actually visited the sites and cast votes. It is unfortunate that all parties were not represented, nor did all parties vote.Page 2 Continued In the final vote, the Pulaski County School District did not submit recommended site locations. Additionally, in the final vote, the Joshua Intervenors (who had not attended any meetings) failed to vote on any of the prescribed sites. Needless to say, those two (2) critical, missing votes could have very easily changed the final recommendation to the Board of Education and the critical. Court with regard to the site. I blame myself for failing to consider party apathy with regard to siting this school. Although it was clear and evident that certain members of the Site Selection Committee were predisposed, preferred sites before all were evaluated, the process had to or continue as objectively as possible, and without outside influence. If I am involved again the site selection process, I will have no other course of action but to follow the procedures established during the first process. that 1 and equitable, and to I believe these to be fair include the widest range of concerns. aspects, and points which must be considered in the location of such a vital element in today's community. DCE/rlh/aare/e^. Attn. Ann A Brown JUL 2 1993 Little Rock School District Desegregation Office O.*\no Dei i'ega^on Mcni 201 E. Markham Heritage West Building Suite 510 Little Rock, AR. 72201 Dear Ms. Brown: I am writing this correspondence in behalf of the Chicot Elementary P.T.A. (representing staff and parents) We have monitored capital needs to our school for the past few years. We have tried to the best of our ability to maintain the upkeep of our facility. However it is impossible to prevent the wear and tear on certain items when serving a large number of pupils daily. Our carpet throughout the school is in desperate need of repair. We are requesting your assistance school is in desperate need of repair. We are requesting your assistance on a special project of work toward recarpeting on our entire building. We appreciate the financial commitment you have given us throughout the years. Please let us know at what capacity you can help us. We will be eagerly awaiting your ponse. ir.cerely. Tina Gatson Chicot Elementary PTA Chairman d.o.Q-^r OOa/I Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Date: July 6, 1993 To: Mark Milhollen, Controller Little Rock School District Froin:/^^-^olly Ramer Throi nn Brown Subject: June Payroll Reimbursement Enclosed you will find check number 584 in the amount of $4439654, payroll reimbursement for the month of June. The breakdown follows: $40359.86 3,08756 949.12 Salaries Social Seciuity Insurance $4439654 Total12 F: Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Date: July 6, 1993 To: Mark Milhollen, Controller Little Rock School District Fromt/^^-^Polly Ramer Throi nn Brown Subject: June Payroll Reimbursement Enclosed you will find check number 584 in the amount of $4439654, payroll reimbursement for the month of June. The breakdown follows: $40359.86 3,08756 949.12 Salaries Social Security Insurance $4439654 Total \u0026amp; '! Little Rock School District * July 12, 1993 Mr. Chris Heller Friday, Eldredge \u0026amp; Clark 1st Commercial Bank, Suite 2000 Capitol and Broadway Streets Little Rock, AR 72201 Dear Chris: RECEIVED JUL 1 4 1993 0ffic3 of Desegregation Mciiitoring I am sending this as an interim status report to keep you abreast of our progress with regard to the Junior High Capacity Study. As you know, the Little Rock School District's Capacity Study was submitted in September of 1992, and a subsequent request made by the Court to expand on issues identified in the Study in particular, the effect of M to M Transfers and programmatic needs\nand. to add points of consideration regarding capacities and projections in both the North Little Rock and Pulaski County School Districts. As of this consisting of date. myself\nI have put together a Capacity Committee Ms. Marie Parker, Office of Student Assignments\nMr. Ed Hogan\nand, Mr. Billy Boles from Pulaski County School District\nMr. Jerry Massey\nand, Ms. Mabel Bynum from North Little Rock. Our Committee has met three (3) times. Our first Committee Meeting was to lay down the basics of understanding with regard to how we interpreted the May Court Order with regard to the desires of the Court in the Capacity Study. Questions were raised as to whether or not the Capacity Study had implications with regard to North Little Rock and Pulaski County, and what those implications would- be. For our second meeting. we invited members of the Office of Desegregation Monitoring who brought together the thoughts of the Court with regard to how the Capacity Study should cross district lines to show inter-relationship and dependency on schools in order to support the desegregation effort. For our third meeting, at Pulaski County, we invited members of North Little Rock and Joshua Intervenors. The Joshua Intervenors failed to attend. During that meeting, we discussed the 810 West Markham Street Little Rock, Arkansas 72201  (SODST-t-sdei Page Two Continued We arrived at the fact that be, methodology of calculating capacity. capacity is not calculated the same through all Districts, nor need be. It was explained that the method of calculation of capacity by the District need only be used by that District, and be explainable within the context of the Capacity Study. There is no requirement for capacity to be computed identically, as long as a parallel can be drawn between capacity and projections among the Districts. Our next meeting is scheduled for 15 July. At that meeting, both North Little Rock and Pulaski County are to have their narratives complete, explaining the methodology of calculations, their projections, at least through the year 2000, a chart aligning their projections with the capacities, and a summary as to their plans to either increase junior highs, or to retain the status quo. their information, and that which I submitted in September, w wxxi put together a .final summary specifically addressing the areas of interdependency at the junior high level of the schools to support the desegregation effort. explaining the methodology of From we will I will keep you abreast of our progress once that meeting has been completed and, hopefully, we should have a Court submission within the next sixty (60) days. Sincerely, Ddu s C. Eaton RECTOR PLANT SERVICES DEPARTMENT DCE/rlh/ch cc: Ms. Ann Brown., Office of Desegregation Monitoring Ms. Estelle Mathis, Acting Superintendent Mr. Ed Hogan, Pulaski County Special School District Mr. Jerry Massey, North Little Rock School DistrictS -f'-  To: From: Re: Date: Judge Jerry L. Malone Little Rock School District Attorney Little Rock School District 810 West Markham Street Little Rock, AR 72201 0**^ '753 \" n \u0026gt;.i JUL 2 2 1993 Mr. John Walker, Attorney Mr. Stephen Jones, Attorney Mr. Richard Rochelle, Attorney Mr. Sam Jones, Attorney Jerry L. Malone, LRSD Attorne ,'ro Stephen Interdistrict School Site Selection Process July 21, 1993 Wright recessed the hearings in June regarding the site selection process. Our instructions were to conduct another process whereby the parties, parents from the current Stephens area, parents from the Pulaski County School District and administrators from all school districts could be involved to see whether a consensus could be reached on a site for the Stephens Interdistrict School. The Board of Directors of the LRSD has met to discuss this process and has instructed me to communicate with you to ensure that full participation is achieved. The timeframe is short, therefore, we must start immediately. Please recall that the court has already scheduled a hearing for September 30, 1993, should the parties not reach a consensus. The task of the committee to be discussed below is simple, committee must receive wide-input regarding proposed sites for the The school\nassess and evaluate each of the proposed sites\nand make a recommendation to the LRSD Board of Directors. Board will Thereafter, the LRSD have the opportunity to either accept the recommendation, reject or make appropriate modification. the opportunity to The LRSD has deterained that the committee should consist of nine (9) individuals evenly split among representatives of PCSSD, the LRSD and the Joshua Intervenors. Further, the committee should be composed of parents or patrons of the various districts who did not participate in the first site selection committee. The idea behind this criteria is that this committee should not be tainted with the determination reached by the prior committee. This is not to say that those persons who participated in the prior process should not be allowed to provide input and have appropriate involvement. Further, although the parties are free to select their own representatives as they see fit, it is strongly recommended that Attorneys July 21, 1993 Page 2 the PCSSD select parents from the target zones of recruitment and that the LRSD select at least two parents from the present Stephens School. John Riggs has agreed to serve as a non-voting chairperson of the His role will be to organize meetings, fcn_ili___ discussion and ensure that necessary resources are obtained. Mr. Billy Bowles of the PCSSD and Mr. Doug Eaton of the LRSD could committee. facilitate Mr. serve as consultants to the committee to answer questions relating to recruitment, facility construction or related areas within their fields of expertise. To allow the committee to complete its work, LRSD Board action and the a report to the court in time for the September 30 deadline, the committee must have its work completed and submitted to the LRSD Board in time for inclusion on a special agenda for a September 9 Board Meeting. Specifically, the order issued by Judge Wright on July 1, 1993, mandates that the parties must, in the event no consensus is reached, file their alternative proposals on a site no later than Wednesday, September 15, 1993. To accomplish its task under the scenario outlined above, it is suggested that the committee meet on at least three (and possibly four occasions). The tentative meeting dates and times are as follows: (1) Tuesday, July 27, 1993 - 5:30 p.m. (2) Tuesday, August 10, 1993 - 5:30 p.m. (3) Tuesday, August 24, 1993 - 5:30 p.m. (4) Tuesday, September 7, 1993 - 5:30 p.m. It is suggested that either the 10th committee could take or 24th of August, a tour of the suggested locations, meetings themselves would take place in the LRSD Board Room, 810 West Markham Street, Little Rock, AR. the The At the initial meeting of the committee (July 27), the attorneys for all of the parties (LRSD, NLRSD, PCSSD, Joshua Intervenors and Knight Intervenors) would be requested to present the committee withan explanation, either in person or by written communication, stating the pui^ose of the interdistrict school and outlining the agreed upon criteria to be used to select a site for the school. The remaining time could be used to discuss the criteria and, P^lllriarily, possible sites. Time at the second meeting could also be devoted to further refinement of the criteria and further development of the list of sites. At the second or third meeting.Attorney July 21, 1993 Page 3 a field trip could also be taken to all of the possible locations identified. The final meeting should involve further discussion of sites, ranking of the various sites identified and a vote on the recommendation to be made to the LRSD Board. in the interest of time, the above process has been outlined to facilitate timely completion of our task. However, all parties and committee members are free to voice any and all concerns, make any and all recommendations and develop any and all procedures deemed reasonable and appropriate to increase the likelihood that consensus will be reached. Accordingly, I am hereby requesting that all recipients of this letter notify me within three working days of receipt of your initial concerns regarding the process as outlined. Otherwise, we will deem this process acceptable and will expect to see each of you and your selected representatives at the meeting on July 27, 1993.  Sam Jones and Joy Springer.) (I have already spoken to Mr. Walker, By copy of this letter, I am notifying Mr. Sammy Mills and Mr. Foster Strong of our plans and request that they assist in securing two parents from the current Stephens School to the committee. I am also requesting that they stand ready to provide any and all assistance desired by the committee, there are others they feel should be a part of this process, I would request they provide notification to those persons. serve on If Thank each of you in advance for your kind attention to this matter, future. I look forward to hearing from you in the very near c: Mr. John Riggs Mrs. Estelle Matthis Ms. Joy Springer Mr. Billy Bowles Mr. Doug Eaton Mr. Samuel Mills Mr. Foster Strong Mr. Charles Johnson Mr. Frank Baugh Mrs. Ann Brown / Mr. Chris Heller Mr. Fred UrseryTo: From: Re: Date: Judge .\u0026lt; \u0026gt;. t J /\n/ / Jerry L. Malone Little Rock School District Attorney Little Rock School District 810 West Markham Street Little Rock, AR 72201 5! W -J \" J t' JUL 2 2 J993 Mr. John Walker, Attorney Mr. Stephen Jones, Attorney Mr. Richard Rochelle, Attorney Mr. Sam Jones, Attorney Jerry L. Malone, LRSD Attorne Stephen Interdistrict School Site Selection Process July 21, 1993 Wright recessed the hearings in June regarding the site selection process. Our instructions were to conduct another process whereby the parties, parents from the current Stephens area. parents from the Pulaski County School District administrators from all school districts could be involved and to see whether a consensus could be reached on a site for the Stephens Interdistrict School. The Board of Directors of the LRSD has met to discuss this process and has instructed me to communicate with you to ensure that full participation is achieved. The timeframe is short, therefore, we must start immediately. Please recall that the court has already scheduled a hearing for September 30, 1993, should the parties not reach a consensus. The task of the committee to be discussed below is simple, committee must receive wide-input regarding proposed sites for the The school\nassess and evaluate each of the proposed sites\nand make a recommendation to the LRSD Board of Directors. Board will Thereafter, the LRSD have the opportunity to either accept recommendation, reject or make appropriate modification. the The ^SD has determined that the committee should consist of nine (9) individuals evenly split among representatives of PCSSD, the LRSD and the Joshua Intervenors. Further, the committee should be composed of parents or patrons of the various districts who did not participate in the first site selection committee. The idea behind this criteria is that this committee should not be tainted with the determination reached by the prior committee. This is not to say that those persons who participated in the prior process should not be allowed to provide input and have appropriate involvement. Further, although the parties are free to select their own representatives as they see fit, it is strongly recommended that Attorneys July 21, 1993 Page 2 the PCSSD select parents from the target zones of recruitment and that the LRSD select at least two parents from the present Stephens School. John Riggs has agreed to serve as a non-voting chairperson of the His role will be to organize meetings, fa\u0026gt;_il' discussion and ensure that necessary resources are obtained. Billy Bowles of the PCSSD and Mr. Doug Eaton of the LRSD could committee. facilitate Mr. serve as consultants to the committee to answer questions relating to recruitment, facility construction or related areas within their fields of expertise. To allow the committee to complete its work, LRSD Board action and a report to the court in time for the September 30 deadline, the committee must have its work completed and submitted to the LRSD the Board in time for inclusion on a special agenda for a September 9 Board Specifically, the order issued by Judge Wright on July 1, 1993, mandates that the parties must, in the event no consensus is reached, file their alternative proposals on a site no later than Wednesday, September 15, 1993. Meeting. To accomplish its task under the scenario outlined above, it is suggested that the committee meet on at least three (and possibly four occasions). The tentative meeting dates and times are as follows: The tentative meeting dates and times (1) (2) (3) (4) Tuesday, July 27, 1993 - 5:30 p.m. Tuesday, August 10, 1993 - 5:30 p.m. Tuesday, August 24, 1993 - 5:30 p.m. Tuesday, September 7, 1993 - 5:30 p.m. It is suggested that either the 10th committee could take or 24 th of August, the a tour of the suggested locations, meetings themselves would take place in the LRSD Board Room, 810 West Markham Street, Little Rock, AR. The At the initial meeting of the committee (July 27), the attorneys for all of the parties (LRSD, NLRSD, PCSSD, Joshua Intervenors and Knight Intervenors) would be requested to present the committee with an explanation, either in person or by written communication, stating the purpose of the interdistrict school and outlining the agreed upon criteria to be used to select a site for the school. The remaining time could be used to discuss the criteria and, preliminarily, possible sites. Time at the second meeting could also be devoted to further refinement of the criteria and further development of the list of sites. At the second or third meeting.Attorney July 21, 1993 Page 3 a field trip could also be taken to all of the possible locations identified. The final meeting should involve further discussion of sites, ranking of the various sites identified and a vote on the recommendation to be made to the LRSD Board. In the interest of time, the above process has been outlined to facilitate timely completion of our task. However, all parties and committee members are free to voice any and all concerns, make any and all recommendations and develop any and all procedures deemed reasonable and appropriate to increase consensus will be reached. the likelihood that Accordingly, I am hereby requesting that all recipients of this letter notify me within three working daysof receipt of your initial concerns regarding the process as Otherwise, we will deem this process acceptable and will outlined. expect to see each of you and your selected representatives at the meeting on July 27, 1993. ' . . . Sam Jones and Joy Springer.) (I have already spoken to Mr. Walker, By copy of this letter. I am notifying Mr. Sammy Mills and Mr. Foster Strong of our plans and request that they assist in securing two parents from the current Stephens School to serve on the committee. I am also requesting that they stand ready to provide any and all assistance desired by the committee. there are others they feel should be a part of this process, I would request they provide notification to those persons. If Thank each of you in advance for your kind attention to this matter, future. I look forward to hearing from you in the very near c: Mr. John Riggs Mrs. Estelle Matthis Ms. Mr. Mr. Mr. Mr. Mr. Mr. Joy Springer Billy Bowles Doug Eaton Samuel Mills Foster Strong Charles Johnson Frank Baugh Mrs. Ann Brown \u0026lt; Mr. Chris Heller Mr. Fred Ursery\u0026gt; Jerry L. Malone Little Rock School District Attorney Little Rock School District 810 West Markham Street Little Rock, AR 72201 IF!?., ii D 1 11 2 3 1993 To: Mr. Sam Jones, Attorney From: Re: Jerry L. Malone, LRSD Attorney Dr. Martin Luther King, Jr. Interdistrict Magnet School - Recruitment Date: July 21, 1993 This letter is written to you in your capacity as the attorney for the Pulaski County Special School District. The recruitment of white students from the PCSSD to the new King School is crucial to both districts. The obligations imposed on both parties under the interdistrict plan will, hopefully, enable us to be successful in that effort. I have been advised that the PCSSD is in the process of sending letters/brochures to the parents of the PCSSD. It is my understanding that those letters/brochures will only go to targeted parents. In consultation with representatives from the Office of Desegregation Monitoring, it has been concluded that if the PCSSD mailing will be so limited, the PCSSD is not taking full advantage of the opportunity available to maximize the recruitment effort. Accordingly, this letter is written to encourage the PCSSD to consider sending those letters and brochures to the parents of all eligible white students in the PCSSD. This will probably only limit those attending Fuller Elementary School. Additionally, I have been advised that the principal at each elementary school in PCSSD make a referral to the next closest school when a student cannot be accepted in his/her closest school. By encouraging those principals to familiarize themselves with the offerings at the new King school, keeping sufficient brochures on hand and making referrals to that school when appropriate, it is believed that the PCSSD could significantly improve its current recruitment results.Mr. Sam Jones July 19, 1993 Page 2 The LRSD stands ready to play an appropriate role in this process. In fact, the LRSD has already scheduled activities and is well under way in its recruitment activities. your thoughts, comments or concerns. together to resolve any major stumbling blocks. Please let us know of Hopefully, we can work Please let me hear from you after you have had an opportunity to review this matter and discuss it with your client. Thank you in advance for your kind attention to and consideration of this matter. JLM:nr c: Mrs. Estelle Matthis / Mrs. Ann Brown Mrs. Sadie Mitchell Mr. Steve Jones Mr. John Walker Mr. Richard Rochelle Mr. Chris Heller Mr. Fred Ursery^SCBsVSD AUS 4 1993 Office of u ^'QuuGii Mcniic'ing LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date: July 22, 1993 To: Board of Directors From: Sterling Ingramy'Director Planning, Research^ and Evaluation Through: Estelle MatthisS Interim Superintendent Re: Desegregation Plan Audit Progress Report As requested in the agenda meeting, I am providing a progress report relative to the Desegregation Plan Audit. I am available to answer your questions. bjgNashville Mailing Address P.O. Box 121114 Nashville. Tennessee 37212-1114 Telecopier (61S) 259-4668 Jack, Lyon \u0026amp; Jones, p.a. ATTORNEYS AT LAW *11 MUSIC CIRCLE SOUTH NASHVILLE. TENNESSEE 37203 (615) 259-4664 July 27, 1993 RECEJVED Little Rock Office 3400 TC BY Tower 425 West CapHol Avenue Linie flock. Arkansas 72201-3472 (501)375-1122 Jerry L. Malone, Esq. Little Rock School District Attorney Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 JUL 2 9 1993 Office of Desegregation Monitoring RE: Stephens' Interdistrict School Site Selection Process Dear Jerry: I am in receipt of your memorandum of July 21, 1993 regarding the new site selection process for the Stephens' Interdistrict School. In your memo, you indicate that the site selection team should be limited to representatives of the PCSSD, LRSD and the Joshua Intervenors. to the Stephens School, While the NLRSD will not be sending students it is a party to the litigation, settlement agreement and the District's respective plans. the As a result, the NLRSD is vitally interested in the ultimate success of the new Stephens School as an interdistrict magnet. While we will defer to the LRSD's decision as to who should serve on the Site Selection Committee, we do want the parties to be aware of the NLRSD's position. Without belaboring the obvious, the overriding purpose of LRSD interdistrict schools, including Stephens, is to attract white students to inner city Little Rock areas in order to create an integrated educational environment. Given this overriding goal, the NLRSD believes that the ability to recruit white students to the new Stephens School is of paramount importance and is. in effect. a consideration of other site selection factors. condition precedent to the This did not appear to be the case with respect to the previous site selection process. and we are pleased that a new effort is being made. the result will be a site the District is able to support. Hopefully, SWJ:tc cc: James Smith Christopher J. Heller, Ann Brown John W. Walker, Esq. Samuel Jones, Esq. Very truly yours. Stephen W. Jones Esq. Little Rock School District Attorney Little Rock School District 810 West Markham Street RECEIVED Little Rock, AR 72201 JUL 29 1993 Office of Desegregation Monitoring MEMORANDUM FAX 376-9442 U.S. MAIL To: Mr. Sam Jones, Attorney From: erry L. Malone, Attorney Re: Stephens Interdistrict School Site Selection Process Date: July 27, 1993 On Friday, July 16, 1993, I spoke to you by telephone and informed you of the meeting which would be held on Tuesday, July 27, 1993, regarding the site selection process. 1993, By a memo dated July 21, I informed you and the other interested parties of the proposed process and the planned meeting schedule. I have now received word that Billy Bowles might not be able to attend because of a conflict with the special budget meeting being held tonight. It is also my understanding that the parent repre- sentatives of the PCSSD may not be able to attend tonight's meeting either. In light of the above, I would request that the PCSSD provide written comments which can be reviewed by all of the persons who received a copy of my initial memo. By doing so, it is my hope that we can remain on schedule and be prepared to discuss those comments at the August 10 meeting. written comments are received the better. Accordingly, the earlier those Please keep in mind that the above is merely a suggestion. If you and your client have a better procedure whereby subsequent comment can be provided between now and the second meeting, please act accordingly. Thank you for your kind attention to this matter.Mr. Sam Jones July 27, 1993 Page 2 c: Mr. John Walker Mr. Steve Jones Mr. Richard Rochelle Mr. John Riggs Mrs. Estelle Matthis Ms. Joy Springer Mr. Doug Eaton Mr. Sammy Mills Mr. Foster Strong Mr. Charles Johnson Mr. Frank Baugh i/Mrs. Ann Brown Mr. Chris Heller Mr. Fred UrseryTo: From: Re: Date: As per efrotStSr Little Rock School District Stephens School Site Selection Committee John Riggs, LRSD Board of Directors Site Selection Process July 28, 1993 the schedule of activities. RECBIV5D AUG 4 1993 OHice of Desegregation Monitoring the Stephens School Site Selection Committee met at the LRSD Administration Building on Tuesday, July 27, 1993, from 5:30 p.m. until 7 p.m. persons were in attendance: The following As 1. 2. 3 . 4. 5. 6. 7. 8. John Riggs, LRSD Board Member Jerry L. Malone, LRSD Attorney Ms. Melanie Gibson, LRSD Parent (Rockefeller Incentive School) Mr. Mr. Ms. Mr. Sam Jones, PCSSD Attorney Paul Evans, PCSSD Administrator Debbie Parker, Joshua Intervenors Charles Johnson, LRSD - Stephens School Ms. Connie Hickman, Office of Desegregation Monitoring evident. the Committee is not yet Accordingly, the representatives from LRSD, fully PCSSD, formulated, and Joshua Inteirvenors were strongly encouraged to identify and recruit additional parents to serve on the committee. each party Please recall that IS requested to have three parents serve committee to allow for a total of nine (9) voting members. on the Upon opening the meeting, I served as non-voting chair, provided an overview on how this committee came to be. prior committee\nthe selection submitted I made reference to the to the court\nthe objections raised by PCSSD, NLRSD, and Joshua Intervenors\nand the formation of the current committee. It was clearly explained that the intent was for this committee to have as much leeway as possible and not to be improperly influenced by the work and decision of the prior committee. encouraged to avoid the tendency to think in a \"box.\" All present were Rather, each should bring his/her \"wild\" ideas so all available opportunities can be fully explored. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Stephens School Site Committee July 28, 1993 Page 2 Sam Jones and Jerry Malone both provided their thoughts concerning the interdistrict school concept and purpose. Mr. Jones stated that it was his belief that the sole purpose for the interdistrict schools was to allow for one district to send, over a period of time, close to 50 percent of the students needed to populate the interdistrict school. As such, LRSD interdistrict schools would remain slightly majority black and PCSSD interdistrict schools would remain slightly majority white. Mr. Malone commented that the interdistrict schools were also intended to be constructed in such a way to reduce the busing burden imposed on LRSD black students\ncompensate those students providing high-quality facilities\nin incentive schools by and allow incentive school children to experience desegregated educational opportunities. It was also pointed out that the busing burden on black students is of great concern to the court. Additionally, since the incentive school are far from being integrated, interdistrict schools would, hopefully, allow more incentive school students to attend the interdistrict schools, thereby, creating room for recruitment in the incentive schools. It was suggested that the committee structure this selection process whereby consensus could be gained regarding which location held the most promise for recruiting PCSSD white students. Thereafter, a determination could be made regarding the perceived impact on the present Stephen's attendance zone students. vigorous objection was raised to such a format. However, In particular, it was noted that the introduction to the interdistrict desegregation plan states that it the physical movement of bodies. \"is insufficient to establish as a single goal 11 It was also pointed out that location was not the only factor to consider when addressing recruitment strategies. highlighted as examples. Washington Magnet and Carver Magnet were The committee was also advised that the court had made very positive comments regarding the process used by the prior committee. That process took all of the critical factors into account by ranking them equally. That process took all of the critical factors A brief discussion was had regarding a vacant lot near 1-30 and Roosevelt Road (across from Mann Junior High). The PCSSD expressed its position that it would be easy to recruit to a school located at that site. However, it was pointed out that the Interdistrict Plan recognizes that both PCSSD and LRSD must engage in \"early, rigorous and sustained recruitment efforts.\" \"Easy\" recruitment II Easy II can not be the sole consideration, since both Carver and Washington serve as examples that people will come when the right packages are put in place. Ms. Gibson, thereafter, commented that vigorous recruitment and advertising would be of tremendous benefit in attracting parents toStephens Site Selection Committee July 28, 1993 Page 3 the school. She further noted that the \"magnet\" designation is an important draw for most parents. with quality programming, The term has become synonymous recruitment process. a very important variable in the She equated this with the quality programs available at Rockefeller Incentive School which served to recruit and retain families in the District. When asked what was the most important reason for her to remain after discovery of the school and its programs, Ms. Gibson responded that it was \"the attention given to my son.\" In other words, the staff/personnel at the school play the critical role in providing the type of environment (or package) parents are seeking. Since the interdistrict schools. like incentive schools. are to have quality programs and dedicated staff, it was suggested that marketing/recruitment would be the primary consideration once the programs and staff are put in place, becomes a secondary consideration. At that point, location Some mention was made of possible sites west of University Avenue. It was pointed out that this would bring another factor into play. Namely, there has been concern regarding the lack of adequate capacity for those black students living east of University Avenue. To build additional capacity west of University could exacerbate this concern. Prior to adjourning, those present were encouraged to consider possible sites to visit and to remember the need to fully compose the committee. As per the request, attached hereto are copies of the attendance zone for the current Stephens School. The next meeting of the committee is set for August 10, 1993, at 5:30 p.m. in the LRSD Administration Building (the Board Room may not be available). Please make every effort to attend and provide all available information and input. Those who will not be able to attend are encouraged to provide written comments and submit suggestions prior to the meeting dates. Any such comments can be sent to me for distribution to the committee members. Thanks. Enclosure - Stephens Attenda: c: Distribution List e ZoneStephens Site Selection Committee July 28, 1993 Page 4 Distribution List Ms. Debbie Parks Ms. Melanie Gibson Mr. Sam Jones Mr. Charles Johnson Ms. Connie Hickman Tanner Mr. Paul L. Evans Mr. Jerry L. Malone Mr. Billy Bowles Mr. John Walker Mr. Richard Rochelle Ms. Joy Springer Mr. Doug Eaton Mr. Sammy Mills Mr. Foster Strong Mr. Steve Jones Mr. Frank Baugh \u0026gt;^Mrs. Ann Brown Mr. Chris Heller Mr. Fred Ursery122 P02 SEP 03 93 13:08 DATE\nTO\nFROM\nSUBJEC LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 MEMORANDUM July 29, 1993 A k Estelle Mathis, Interim Superintendent, LRSD WtA^ilala Daggett, Community Education :T:^- 93-94 Budget Cuts Thank you for requesting my input and for your willingness to negotiate regarding the amount of cuts in the Community Education 93-94 budget. As I explained over the phone, wo have planned our 93-94 programs in relation to our originally budgeted amount of $220,000. For that reason, I wanted to talk with the CE staff to determine whether or not we would need to cut progreuns if we cut $50,000 as you requested. I reported to you that we could probably make it fine if the cuts ranged from $30,000-$40,000. However, we discovered just yesterday afternoon that about $14,000 worth of purchase orders approved in 92-93 have been charged to our 93-94 budget. I have spoken with Mark Milhollen regarding these charges, and he assured me as did you that you all would cover us on these shortfalls. I appreciate your support. cc: McClellan Community High School Advisory Council Jodie Carter, McClellan PrincipalCopy filed - LRSD -Budgeting Process Report filed in library LRSD - Report FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H, SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN, JR.. P.A. JOE D. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK 5. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR., P.A. JAMES C. CLARK, JR., P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM IM. P.A. LARRY W. BURKS.P.A. A. WYCKLIFF NISBET, JR.. P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON II, P.A. BARRY E. COPLIN, P.A. RICHARD 0. TAYLOR, P.A. JOSEPH B. HURST, JR., P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III, P.A. THOMAS N. ROSE, P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL III, P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 July 29, 1993 received KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. CLYDE TAB' TURNER. P.A. CALVIN J. HALL, P.A. SCOTT J. LANCASTER, P.A. JERRY L. MALONE, P.A. M. GAYLE CORLEY, P.A. ROBERT B. BEACH. JR., P.A. J. LEE BROWN. P.A. JAMES C. BAKER, JR., P.A. H. CHARLES GSCHWEND, JR.. P.A. HARRY A. LIGHT, P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH, P.A. GUY ALTON WADE PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES DAVID D. WILSON JEFFREY H . MOORE ANDREW T. TURNER JOHN RAY WHITE DAVID M.GRAF PAMELA D. PERCEFULL CARLA G. SPAINHOUR JOHN C. FENDLEY, JR. JUL 3 0 1993 COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR., P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR., P.A. WHITER'S DIRECT NO. Office of Desegregation Monitoring (501) 370-1 553 Mr. John Walker JOHN WALKER, P.A. .1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Re : Little Rock School District vs. Pulaski County Special School District No. 1, et al\nU.S.D.C. No. LR-C-82-866 Gentlemen and Ms. Brown: Enclosed please find a copy of the long-range planning program and budgeting document being submitted to the Court pursuant to its June 15, 1993 Order.I Mr. John Walker, Mr. Sam Jones, Mr. Steve Jones, Mr. Richard Roachell, Ms. Ann Brown July 29, 1993 Page 2 Thank you for your attention to this matter. Sincerely yours, Jerry L. Malone JLM/lwg Enclosures cc: Ms. Estelle Matthis Mr. Sterline Ingram Mr. Mark Milhollen Ms. Marie Parkert Mr. John Walker, Mr. Sam Jones, Mr. Steve Jones, Mr. Richard Roachell, Ms. Ann Brown July 29, 1993 Page 3 bcc: CJH FSU'B'J to\nFROM\nSUBJECT\nlittle rock SCHOOL DISTRICT MARKHAM LITTI^'^OCK, ARKANSAS January 4, 1993 All Building principals and Department Mac Bernd, Super new policies find two intendent of a Lf k.f, . JAN 1 2 159,5 -i'rejaron ill j-r- Heads Schools C new policies Note also relating to that the the manner _ in Board will S?ch\"Je conduct an agenda revi committee Meeting onth (at 5 p.m. )  meeting will continue of each conduct is now eliminated. to be a-i-  P  m. on Please dispose these two insert - . .  of the policies new policies they replace. in your policy manual andEPS CODE: BDDB ADOPTED: LITTLE ROCK SCHOOL DISTRICT 12/18/92 REPLACES OR REVISES POLICY: BDDB  SCHOOL BOARD AGENDA An agenda for each regular meeting of the Board of Directors shall be prepared by the Superintendent of Schools. The method used by the Superintendent to establish the Board agenda must provide an opportunity for the Board members to voice objections or add items. The agenda will contain only those items introduced by the Board members and Superintendent. Only items scheduled in the agenda will be acted upon in a regular Board meeting unless a suspension of the rules is agreed to in compliance with Policy BDDEB (Suspension of the Rules of Order). The order of business at a regular meeting of the Board of Directors shall be: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Call to Order Roll Call Minutes Presentations A. B. C. D. Superintendent Citizens Committees Board Members Partnerships Remarks From Citizens Action Agenda Report Agenda Consent Agenda Audience with Individuals or Groups Student and/or Employee Disciplinary Recommendations Adj ournment Persons wishing to address the Board during the \"Remarks from Citizens\" section of the agenda will be required to sign up and state the subject of their remarks prior to the convening of the meeting. The Board may vote to set time limitations or require representatives to speak for large groups whose interests are similar. Persons speaking about issues on the agenda for Board action will be given priority during the \"Remarks from Citizens\" section. If additional time is required for or employee remarks or if there is a large delegation wishing to address a single issue not on the agenda, the Board may vote to defer their comments to the \"Audience with Individuals or Groups\" complete the pending agenda in a timely manner. section in order toEPS CODE: BDDC LITTLE ROCK SCHOOL DISTRICT ADOPTED: 12/18/92 REPLACES OR REVISES POLICY: BDDC PREPARATION OF SCHOOL BOARD AGENDA An agenda for each regular meeting of the Board of Directors shall be prepared by the Superintendent of Schools in the following manner: On the second Thursday of each month the Board of Directors will meet to review the agenda topics proposed by the Superintendent of Schools for that month's regular Board meeting on the fourth Thursday During the agenda review meeting Board members will have the opportunity to place items on the agenda and will decide whether items will be on the action agenda, report agenda, or consent agenda. At the conclusion of the agenda review meeting, the agenda will contain only those topics introduced by either the Superintendent or members of the Board of Directors. The Board will strive to keep its regularly scheduled meetings on the second and fourth Thursday of each month\nhowever, for good cause, the Board may move any regularly scheduled date to another date agreed to by a majority vote of the Board. The Superintendent will have the agenda and the appropriate background materials printed and delivered to the Board members at least two days prior to the regular Board meeting.John w. walker, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 3744187 Si \u0026amp; FEB 2 1993 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. AUSTIN PORTER. JR. * Also admitted to Practice in Georgia Si the District of Columbia. =1 mg February 1, 1993 Dr. Mac Bernd, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Bernd: I would like to have the names, addresses, telephone numbers and race of all the members of the advisory committee on budget about which you spoke this afternoon. I would also like to have a copy of their minutes of each meeting held thus far along with their agenda and any reports they have made today. I would like to pick this information up by the end of business on February 2, 1993. Thank you for your attention to this matter. Very truly yours, John W. Walker JWW:Ip cc: Ms. Ann Brown Mr. Christopher Heller Mr. Richard Roachell /. . rOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brawn, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: February 3,1993 To: From: Marie Parker, Associate Superintendent Little Rock School District  Bob Morgan, Associate Monitor Subject: Crystal Hill Chronology Attached is a chronology of PCSSD building Crystal Hill Elementary. I thought it might be informative. If I can be of further assistance, do not hesitate to call. cc: Mac Bernd3/30/90 5/1/91 8/16/91 9/17/91 9/30/91 10/8/91 PCSSD CRYSTAL HILL SCHOOL MAJOR EVENT CHRONOLOGY Architects hired - Plans and specs developed May 1 revisions to plans - Biracial site selection committee formed Site selection made - Offer extended on property NLR Planning Commission recommends against site NLR City Board in special meeting approves site Board votes to issue second lien bonds for construction 11/21/91 Contractors bidding notified of time constraints and warned no customary \"act of god\" provision 12/5/91 Bids due in to PCSSD 12/9/91 Board reviewed bids - Voted to close by 12\\ 18 \u0026amp; let bid 12/18 12/18/92 Site purchase closed - Bids let for construction 1/16/92 Draft of letter on theme sent to committee 1/20/92 Committee meeting to discuss theme 2/04/92 Official public groundbreaking 2/13/92 Motion for magnet designation 2/17/92 Theme survey results compiled 2/18/92 Proposed attendance zones announced to parents at Oak Grove meeting 3/5/92 School 30 % complete - Bond sale in jeopardy because of bad credit - District court grants magnet designation 4/1/92 Principal for Crystal Hill hired 4/27/92 Asst principal hired 5/5/92 Successful millage election 5/7/92 Bonds successfully sold 5/14/92 Meeting of teachers for Crystal Hill 7/20/92 400 seats from Maumelle \u0026amp; Crystal Hill area filled 8/1/92 PCSSD assumes \"beneficial occupancy\" of buildingLittle Rock School District 7 4 S February 5, 1993 FEB 1 1 1993 Mrs. Ann Brown Desegregation Monitor 201 East Markham Suite 510 Office of Oessgr\nmg Little Rock, AR 72201 Dear Ann: I have appreciated your help and support as all of us work hard to improve the Little Rock School District. I also am concerned about carrying out the orders of the desegregation plan. Court with regard to Because of my concern about this issue, our I would sincerely appreciate your sending me the instrumentation which you will be using for future monitoring activities. I am making this request so that the District can better follow the desegregation plan and maintain its focus on this vitally important issue. I would certainly appreciate receipt of these instruments as soon as possible so we may use them in conjunction with our own compliance efforts. We have appreciated your past cooperation in this regard and apologize for any possible duplication, but we would like to have a complete set of past instruments as well complete file of all of these documents. we may have a Sincerely, so Mac Bernd Superintendent of Schools 810 West Markham Street Little Rock, Arkansas 7220L  (501)324-2000 T ij e Ma r 0 2 11:54 1 = P . -s e CHRISTOPHER HELLER FRIDAY, ELDREDGE \u0026amp; CLARK A FARTNEaSHn OF INDIVIDUALS AND FHOFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAFITOL LITTLE ROCK, ARKANSAS 72201-3493 Tcltphone (501) 376-2011 Fk No, (501) 375-2147 Diicet No. 370-1506 MEMORANDUM TO: LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS DR, MAC BERND, SUPERINTENDENT DATE: FEBRUARY 22, 1993 I am writing to provide you a repon about the significant developments in this case since the Eighth Circuit Court of Appeals approved our desegregation plans and settlement agreement and to advise you about matters which are pending before the District Court. In its order approving the settlement plans and settlement agreement submitted by the parties, the Eighth Circuit Court of Appeals noted that\" [i]t may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances.\" Little Rock School District V. Pulaski County Special School District. 921 F.2d 1371, 1394 (8th Cir. 1990). All three school districts proposed modifications to the settlement plans. The District Court issued a forty-four page order on May 1, 1992 approving some of the proposed modifications and rejecting others. The four desegregation plais presently in effect (one for each of the three school districts and the interdistrict desegregation plan) have been revised to include the modifications authorized by the May 1, 1992 order. The following documents define the desegregation obligations of the Little Rock School District and the other parties to this case, and are available to each of you at the Administration Building if you do not have a personal copy: 1. Pulaski County School Desegregation Case Settlement Agreement - March, 1989 (as revised September 28, 1989)2. 3. 4. 5. The orders Desegregation Plan - Little Rock School District - April 29, 1992 (there was an order filed on June 1, 1992 which corrects four typographical errors found in the bound volume) Desegregation Plan - Pulaski County Special School District - April 29, 1992 Desegregation Plan - North Little Rock School District - April 29, 1992 Interdistrict Desegregation Plan - April 29, 1992 which have been issued by the District Court since the publication of the desegregation plans have been mailed to each of you. A complete collection of court orders is maintained at the Administration Building. Jerry Malone (370-1553) and I (370-1506) are always available to answer any questions or concerns you may have about this case or about our district's implementation of our desegregation plan. The most pressing issues now before the Court concern the structure of the Little Rock School District's budget and the implementation of its desegregation plan, In October 1991, the Office of Desegregation Monitoring informed the Little Rock School District that it must be able to provide the Court with information which: \"(1) Accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation allegations.\" On January 21, 1992, the District Court found that \"the LRSD's current budgetary process does not meet the above requisites\" and ordered the Little Rock School District to \"submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan\" together with a long range budget projection and a long range revenue projection. On May 1, 1992 the District Court ordered the Little Rock School District to submit a revised budget. The Little Rock School District filed on June 1, 1992 a document titled \"LRSD Projected Revenue and Expense - 1992/93 - 1996/97\". The Little Rock School District revised its budget projections based upon then current information and supplied the revised budget projections to the District Court on July 31, 1992. The Little Rock School District also filed a special status report which contained the budget proposal for the 1992-93 school year which had been approved by the Board. Following an August 3, 1992 hearing to discuss the Little Rock School District budget, the District Court issued an order on August 4 approving the proposed reductions except the elimination of a seventh period at McClellan Community High School. The 2ue Mar 11 :  -i 1 : Court alsonotified the Little Rock School District that it would require that music teacher 4^i.^u*AVt Wi4b T vv*x*-* uiau 111U.5XV UCaVAlVl positionsn^he seventh period at Henderson Junior High School be restored for the 1993-94 academy year. The Court promised that a more detailed order which would explain the Court's reasoning would follow. The detailed order was filed on December 30, 1992. The December order explained that the budget reductions made for the 1992-93 school year \"will all be monitored closely and may have to be restored if the Court determines the cuts are having a negative impact on the district's desegregation efforts\". The Court required the Little Rock School District to submit any future proposed budget changes to the Court and directed the Little Rock School District not to implement any changes prior to the Court's approval. The Court provided some insight into how future budget reduction proposals will be reviewed. For example, the Court expressed concern \"about the district's decisions to tamper with popular programs like gifted and talented, music, magnet features, and eliminating staff at schools that are successful (such as the established magnets) and those schools trying to be successful (such as the incentive schools and the new magnets, McClellan and Henderson).\" The Court also expressed concern about the impact of budget proposals on teacher morale and reductions which put the Little Rock School District at risk of non-compliance with State standards or statutes. The District Court also entered an order on November 5 concerning the impact of the 1992-93 budget reductions upon the magnet schools. The Court directed Little Rock School District to reinstate certain positions of the magnet schools and to present to the Court prior to pre-registration any changes in the magnet schools contemplated for the 1993-94 school year. Following the Board's decision on January 28, 1993 not to pursue a grant application to fund an Aerospace Technology School, the District Court notified the Little Rock School District that the hearing scheduled for February 1, 1993 to consider the Aerospace grant would instead be directed toward \"other issues of concern to the Court\". At that hearing, the Court expressed concern about the Little Rock School District's commitment to complying with its desegregation plan. The Court was particularly concerned that our budget make it difficult to discern budget priorities and to monitor spending on implementation of the desegregation plan. The Court emphasized the need for good faith compliance with the desegregation plan in order for the Little Rock School District to eventually be released from District Court supervision and also emphasized that the Little Rock School District should make clear to the community that the desegregation plan is something to which we are committed. The result of the hearing is that the District Court will take a more active role in directing and monitoring the budget process and that the Little Rock School District will be required to hire one additional person to work on the budget. I have ordered a transcript of the hearing and you are all welcome to review it once it has been prepared, all previous hearings if anyone would like to review them). (I have transcripts of almost 3Mar 02 11:54 1 9 93 P a e There will be a hearing at 9:30 a.m. on Friday, March 19, 1993 to review e effects of the Little Rock School District 1992-93 budget cuts which were addressed by the District Court in its December 30, 1992 order. The has Court asked me to remind you of its continuing concern about the Little Rock School District's budget process and to encourage you to attend the March 19, 1993 hearing. It would be helpful to review in advance of the hearing the budget cuts adopted by the Board this summer, together with the District Court's August 4 and December 30, 1992 orders concerning those cuts. I will continue to forward all orders to Dr. Bernd as soon as I receive them for immediate distribution to the Board. I will also provide periodic written reports to the Board concerning the legal proceedings in this case. 4Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 February 17, 1993 Dr. Mac Bernd Superintendent 810 West Markham Street Little Rock, AR 72201 Dear Mae Thank you for your letter of February 5, 1993, which I received on February 11, 1993. As you requested. Im enclosing copies of monitoring information 1 provided last fall. If you should need additional copies of any ODM monitoring reports, which I have routinely furnished all parties, please let me know. I share your concerns about the importance of the districts carrying out the desegregation plan and related court orders. Thats why I place such emphasis upon communication and understanding, and why my staff and 1 spend a great deal of time trying to promote both those processes in the spirit of helpfulness and support. As a matter of fact, since last July when you became superintendent, my staff and 1 have had more than 30 meetings with your administrators to discuss ODMs monitoring. The implications of the December 30, 1992 Court Order, which deals with the impact of the LRSD budget cuts, have been the subject of some of ose discussions. Over the months, weve also covered many other topics, including ODM monitoring priorities, instruments, methods, and findings\nthe incentive schools\nearly childhood programs\nthe Biracial Committees\nthe McClellan magnet program\nincentive school staffing needs assessment\nthe alternative school\nthe Academic Support Program\nthe Four- Year-Old Longterm Plan\ncounseling services and state counseling standards\nthe budget process and budgeting cuts\nthe aerospace magnet school and grant\nand the King assignment zones and theme selection process. In addition to the many in-person meetings, there have been countless phone calls exchanged between members of my staff and yours about these same topics and many others. You are also well aware of the numerous conversations that Chris Heller and I have engaged in, as have you and 1.Page Two February 17, 1993 Moreover, to promote accuracy and to minimize the chance of \"surprises,\" we routinely review our written monitoring reports with district administrators before filing them with the Court and releasing them to the press and the public, judge Wright has also taken steps to ensure the best use of the time and resources of us all, issuing a scheduling order prior to hearings so the parties and counsel can fully prepare for the subjects to be covered. I also try to help you and your colleagues anticipate what to expect at hearings. Prior to the last hearing, 1 repeatedly emphasized to you, Chris, and others that the Court would have many hard questions about the status of the LRSD budgeting process and junior high capacities. 1 also stressed that, since Judge Wright does not engage in ex parte communication, she would likely pose questions on other topics related to her Orders of May, November, and December 1992. There is no secret or mystery about how ODM monitors. My staff and 1 frequently discuss our monitoring priorities, methods, and findings in both formal and informal meetings with district personnel. Also, 1 recap the ODM monitoring approach in the introductory section of each ODM report. As 1 stated in my October 15, 1992 letter, which listed ODMs 1992-93 monitoring priorities, our monitoring is based on the desegregation plans, court orders and directives, and any \"unforeseen events\" related to ODMs charge. A recent order is one of those unforeseen events to which ODM is now responding. As you know from the last court date, judge Wrights December 30, 1992 Order will be the subject of a hearing to be scheduled soon. To explain ODMs response to that Order and what you can expect at the hearing, 1 will briefly summarize information that has appeared in my previous letters, memos, and reports about ODMs monitoring approach: All our monitoring relates to the districts settlement agreements, court orders, the judges directives, and state requirements. The monitoring instruments (or \"guides\" as we call them) used in long term monitoring are based directly on desegregation plan and order language. The introduction to ODMs June 5, 1992 Incentive Schools Monitoring Report details ODMs systematic approach to a long term monitoring project and the three main information sources we use: written information, interviews, and observation. In short term or \"status\" monitoring, which takes place within a short time period, we do not create a special monitoring instrument\ninstead, as explained in the introduction to the October 8,1992 McClellan Status Report, ODMs investigation is guided by plan provisions and court orders that pertain most directly to the subject being scrutinized. We also rely on the same three main information categories: written sources, interviews, and observation. (The distinction between a long term monitoring report and a short term status report is clearly defined in the McClellan report.) Given the short timeline we have for monitoring the December 30, 1992 Order, ODM is presently conducting a status type investigation, as we did with McClellan last fall, using the specific language of the Order, the desegregation plans, and state standards to guide our monitoring. Also because of the brief time period, instead of publishing a written report, we will present our findings during the hearing scheduled for that purpose.Page Three Februaiy 17, 1993 By analyzing the December 30, 1992 Order and reviewing our previous monitoring reports, you and your staff will be able to anticipate the focus of our current monitoring and how we are going about it. Heres an example that, while not exhaustive, illustrates how we are carrying out our present monitoring assignment: In the section of the Order entitled \"Counselor Positions and Elimination of the Pupil Personnel Department,\" the Court stated (on page 10) that \"if monitoring determines that the district is unable to provide the full range of required services, the Court may direct the district to restore eliminated positions.\" To monitor this part of the Order, we are looking at a variety of information that includes the requirements of the desegregation plans and state statutes\nreviewing documentation to determine the number and placement of counselors before and after the reductions\nexamining records to assess the extent of any caseload changes\nreviewing school records and interviewing counselors, principals, and other administrators to identify any changes in the number and types of counseling programs or services mandated by the plan and state standards, such as individual and group counseling, at-risk interventions, career development activities, test-taking assistance, etc. If you or your staff want to contact me or my associates for additional information about a particular aspect of our current monitoring, well be happy to answer any questions. Very truly yours. Ann S. Brown Enc. 7??^ ?'e3 Cp'J'/'** '=SX'a c Mar 1 I :5 ,/e ' CHRISTOPHER HELLER FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNEMHI? OF INDIVIDUAL3 AND PROFESSIONAL ASSOCLATIONS ATTCftNEYS AT LAW 2000 FIRST COMMERCIAL 3LTLDING 400 .VEST CAPITOL LITTLE ROCK, ARKANSAS 72:01-34 Telephone (501) 376-2011 Fix No. (501) 376-2147 Direct No. 370-1506 1 MEMQRAiNDUM TO: LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS DR. MAC BERND, SUPERINTENDENT DATE: FEBRUARY 22, 1993 I am writing to provide you a report about the significant developments in this case since the Eighth Circuit Court of Appeals approved our desegregation plans and settlement agreement and to advise you about matters which are pending before the District Court. In its order approving the settlement plans and settlement agreement submitted by the parties, the Eighth Circuit Court of Appeals noted that  Li]t may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances.\" Little Rock School District V, Pulaski County Special School District. 921 F.2d 1371, 1394 (Sth Cir. 1990). All three school districts proposed modifications to the settlement plans. The District Court issued a forty-four page order on May 1, 1992 approving some of the proposed modifications and rejecting others. The four desegregation plans presently in effect (one for each of the three school districts and the interdistiict desegregation plan) have been revised to include the modifications authorized by the May 1, 1992 order. The following documents define the desegregation obligations of the Little Rock School District and the other parties to this case, and are available to each of you at the Administration Building if you do not have a personal copy: 1. Pulaski County School Desegregation Case Settlement Agreement - March, 1989 (as revised September 28, 1989)2. 3. 4. 5. The orders Desegregation Plan - Little Rock School District - April 29, 1992 (there was an order filed on June 1, 1992 which corrects four typographical errors found in the bound volume) Desegregation Plan - Pulaski County Special School District - April 29, 1992 Desegregation Plan - North Little Rock School District - April 29, 1992 Interdistrict Desegregation Plan - April 29, 1992 which have been issued by the District Coutl since the publication of the desegregation plans have been mailed to each of you. A complete collection of court orders is maintained at the Administration Building. Jerry Malone (370-1553) and I (370-1506) are always available to answer any questions or concerns you may have about this case or about our district's implementation of our desegregation pl^. The most pressing issues now before the Court concern the structure of the Little Rock School District's budget and the implementation of its desegregation plan. In October 1991, the Office of Desegregation Monitoring informed the Little Rock School District that it must be able to provide the Court with information which: II (1) Accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation allegations.\" On January 21, 1992, the District Court found that \"the LRSD's current budgetary process does not meet the above requisites\" and ordered the Little Rock School District to \"submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan\" together with a long range budget projection and a long range revenue projection. On May 1, 1992 the District Court ordered the Little Rock School District to submit a revised budget. The Little Rock School District filed on June 1, 1992 a document titled \"LRSD Projected Revenue and Expense - 1992/93 - 1996/97\". The Little Rock School District revised its budget projections based upon then current information and supplied the revised budget projections to the District Court on July 31, 1992. The Little Rock School District also filed a special status report which contained the budget proposal for the 1992-93 school year which had been approved by the Board. Following an August 3, 1992 hearing to discuss the Little Rock School District budget, the District Court issued an order on August 4 approving the proposed reductions except the elimination of a seventh period at McClellan Community High School. The 2P a ? Ef Court alsonotified e Little Rock School District that it would require that music teacher . xxwxv x^ijuivu Uiat XU VYVUIU iqi^LUic UlUL UXUMv LcacncT positionsf^he seventh period at Henderson Junior High School be restored for the 1993-94 academy year. The Court promised that a more detailed order which would explain the Court's reasoning would follow. The detailed order was filed on December 30, 1992. The December order explained that the budget reductions made for the 1992-93 school year \"will all be monitored closely and may have to be restored if the Court determines the cuts are having a negative impact on the district's desegregadon efforts\". The Court required the Little Rock School District to submit any future proposed budget changes to the Coun and directed the Little Rock School District not to implement any changes prior to the Court's approval. The Court provided some insight into how future budget reduction proposals will be reviewed. For example, the Court expressed concern \"about the district's decisions to tamper with popular programs like gifted and talented, music, magnet features, and eliminating staff at schools that are successful (such as the established magnets) and those schools trying to be successful (such as the incentive schools and the new magnets, McClellan and Henderson).\" The Court also expressed concern about the impact of budget proposals on teacher morale and reductions which put the Little Rock School District at risk of non-compliance with State standards or statutes. The District Court also entered an order on November 5 concerning the impact of the 1992-93 budget reductions upon the magnet schools. The Court directed Little Rock School District to reinstate certain positions of the magnet schools and to present to the Court prior to pre-registration any changes in the magnet schools contemplated for the 1993-94 school year. Following the Board's decision on January 28, 1993 not to pursue a grant application to fund an Aerospace Technology School, the District Court notified the Little Rock School District that the hearing scheduled for February 1, 1993 to consider the Aerospace grant would instead be directed toward \"other issues of concern to the Court\". At that hearing, the Court expressed concern about the Little Rock School District's commitment to complying with its desegregation plan. The Court was particularly concerned that our budget make it difficult to discern budget priorities and to monitor spending on implementation of the desegregation plan. The Court emphasized the need for good faith compliance with the desegregation plan in order for the Little Rock School District to eventually be released from District Court supervision and also emphasized that the Little Rock School District should make clear to the community that the desegregation plan is something to which we are committed. The result of the hearing is that the District Court will take a more active role in directing and monitoring the budget process and that the Little Rock School District will be required to hire one additional person to work on the budget. I have ordered a transcript of the hearing and you are all welcome to review it once it has been prepared. all previous hearings if anyone would like to review them). (I have transcripts of almost 3T u e Mar 11:54 0 2 199 P a e There will be a hearing at 9:30 a.m. on Friday, March 19, 1993 to review the effects of the Little Rock School District 1992-93 budget cuts which were addressed by the District Court in its December 30, 1992 order. The has Court asked me to remind you of its continning concern about the Little Rock School District's budget process and to encourage you to attend the March 19, 1993 hearing. It would be helpful to review in advance of the hearing the budget cuts adopted by the Board this summer, together with the District Court's August 4 and December 30, 1992 orders concerning those cuts. I will continue to forward all orders to Dr. Bernd as soon as I receive them for immediate distribution to the Board. I will also provide periodic written reports to the Board concerning the legal proceedings in this case.1 , Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371-0100 February 23, 1993 Mr. Larry Robertson Little Rock School district 810 West Markham Little Rock, AR 72201 Dear Mr. Robertson: This morning 1 received a fax copy of Ms. Joy Springers February 22, 1993 letter to you about a tour of proposed Stephens Interdistrict School sites. According to the letter, the tour is to take place this morning, February 23, 1993. The fax from Mr. Walkers office is the first information ODM has received about visits to potential school sites. Locating new schools is of such importance to the Court that Judge Wright herself participated in a well-publicized February 1992 tour of potential sights for the King Interdistrict School. The PCSSD has so closely involved ODM in the process being used to select its new interdistrict school site, the district requested that a member of my staff serve on their Site Selection Committee. While 1 am not asking you to place an ODM staff member on any LRSD committee, I do ask that you keep ODM informed of all developments in desegregation-related matters, particularly those having to do with the highly sensitive issue of locating new schools. Notification of events regarding new schools should be made to ODM and all parties well in advance. Keeping the Court and the parties amply informed will help build a positive reputation for LRSD good faith communication and cooperation. Very truly yours, Ann S. Brown cc: Mac Bernd Marie Parker bcz'. JLittle Rock School District February, 25, 1993 i \u0026lt; Ann S. Brown Federal Monitor Office of Desegregation Monitoring United State District Court 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 FEB 2 0 1993 OS r.f :iing Dear Ann: I am writing this letter to confirm our telephone conversation of yesterday in which I indicated that we were satisfied with our recent interview of Bill Mooney and would consider him acceptable for the position articulated in the orders of February 23, and 24, of 1993. Should your office have other names or persons to interview we would be most happy to talk to them as well. In addition to the above matter, I also would like to reinforce the need for the School District and the Office of Desegregation Monitoring to meet as soon as possible so that agreement can be reached as to the description and format of the budget document that will satisfy the requirements of the Court. The School District wishes to comply with the directives of the Court in as rapid a manner as possible. In order to do this, we must have a clear picture of the outcomes associated with this project. Agreement on these specifics will allow us to begin work immediately. I appreciate your assistance in this regard. I'll give you a call later today or tomorrow to set up a meeting. I expect that Chris Heller, Gary Jones and myself will attend as well as the person who occupies the position we are discussing herein. Sincerely, Mac Bernd cc. Gary Jones Chris Heller LRSD Board of Directors 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 I February 26, 1993 Hrs. Lucy Lyon Library Coordinator, LRSD Franklin School 2600 N. McKinley Little Rock, Arkansas 72204 Dear Mrs. Lyon: RECEIVED MAR 2 1993 Office of Desegregation Monitoring The program, originally and funded by the desegregation plan. elementary library instruction, access to the materials greatly and research. concerned that and we library at the provided for small approved in group assistance to teachers. point of need for have been unable to We are meet the requirements of the desegregation plan ___ librarian has been required to do large group instruction as provision teacher-release time. During large group instruction, access to the library is limited. this year because the for a large large additional group hinders us time from instruction and hampers resources for our our meaningful to using hands-on support curriculum. that they these students. activities ability at-risk Furthermore, to and the The basal need and deserve in denies the which provide students, are more teachers the implementing the new new curriculum literature curriculum, textbooks materials. requires and more In order your utilization. less and less dependence and more on library on and the library program must to achieve success with this consideration of the library This revision will following be revised. plan require only for We request library the current staff (an elementary librarian and library clerk) and no additional funding. Lessons would be teacher input at each based on curriculum grade level. These objectives and emphasize literature appreciation, lessons which will skills class) will be taught to on alternate weeks. small research methods, and study heterogeneous groups (1/2 on activlties This will enable us to use hands- and to the needs of all of our With a small group in session, the library and its can remain continuously available to other students under the supervision of the clerk. students. materials better meet of These revisions are respectfully submitted in the belief they will enhance the that educational opportunities for all our students. We thank you in advance for your consideration of this proposal. students. Sincerely, Little Rock School District Elementary Librarians1 cc\nDr. C.M, \"Mac\" Bernd Dr. Katherine Mitchell Dorsey Jackson John Moore Patricia Gee Oma Jacovelli John Riggs William Hamilton Honorable Susan Webber Wright Ann Brown, Desegregation Monitor -'J Little Rock School District  -I March 3, 1993 MAR 3 1993 Ms. Ann Brown Office of Desegregation and Monitoring West Heritage Building 201 E. Markham St., Suite 510 Little Rock, Arkansas 72201 Office of Dssogrcgaficn fvfon.i ing Dear Ms. Brown, Attached are several reports that have been requested by your office. The first report is a summary of the activities that will be facilitated by the Office of Organizational and Learning Equity/Recruitment. These activities will contribute toward recruiting for the district as a whole and for the specific types of schools which we seek to promote. The second report is submitted by the Communications Office and summarizes the activities that have been completed during the 1992-93 school year in support of the Office of Organizational and Learning Equity/Recruitment. These activities also support the LRSD recruiting effort for the district and specific schools. In addition, the Communications Office has supplied their Desegregation Plan Implementation Timeline. Information you requested about New Futures For Little Rock Youth is also attached as the third report. Reports which your office requested concerning the 4-Year-Old Program and Academic Support are forthcoming. Sincerely, Marie Parker Associate Superintendent Organizational and Learning Equity 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000C.F. W in punis 'J \u0026gt;4 ROCK SCHOOL  DISTRICT MAR 8 1993 Office cf Dosegregsiicn Morthonny Pulaski Heights Junior High School 401 North Pine Street Phone 671-6250 Little Rock, Arkansas 72205 February 2571^3 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 West Heritage Building Little Rock, AR 72201 Dear Ann: I met with Dr. Bernd on February 24, 1993, and discussed my proposal to develop a \"University School\" specialty program for Pulaski Heights Junior High for the 1993-94 school year. Please send me all of the guidelines, rules, procedures, etc., required in order to gain approval of a specialty program. It is my opinion that Pulaski Heights is the only nonmagnet junior high school to successfully achieve the main integration goals of the desegregation order, continue that success. We want to Sincerely, Principal cc: Sam Stueart Assistant Superintendent \"WHERE EXCELLENCE IS A TRADITION\" Little Rock School District March 4, 1993 ajc3 ^3 MAR 4 1993 Mr. Bob Morgan Office of Desegregation Monitoring Heritage West Building, Suite 510 Off'ce of D^isgrsg, :n McJ li-.Q 201 East Markham Little Rock, AR 72201 Dear Mr. Morgan: Enclosed for your review is a draft outline of the Little Rock School District budget process and a draft of the revised budget document. Please respond in writing if these documents meet your approval. We cannot proceed with budget development until we have your approval. Sipfcerely, Ga' E Jones Manager of Resources and School Support Enclosures cc: Ms. Ann Brown (w/enclosures) c:\\budget\\drafts.wpd 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 1-9  - - '  . y'  ''k': t ' \u0026gt;1 ,,, \u0026amp; 14 L ( \\ t 7)014cL Si 13 ^3 I n I ?Lt% SCkcQ I S HCxYrrT^^n Ss^VED  C!c7 f\\f i\u0026lt;a n s?._ I MAR 1 0 1955 Qj? skr 01\" ..b\u0026gt; i. 1^01'Ci Office of Desegrog. Ki j^'X, )q, IV 1'5. 'J half- .- \u0026lt; , O^Y f ttr-i c. A.\\jT5  SA 7. k /A I Vx'V4tu\u0026lt;t .stvx Kv\u0026lt;T ..A^q- rvA_^J'4 Ti A c, Cvru i m uc^t J 4, uTi't^... ,...o_fe..h..4 y ^Te.\u0026amp;.LLs _______________________ ...j'l^,.Sh\u0026amp;Ap ! CUlii Jf..'p'e.%I .Ra_____ :.ph-.Y s!M-eii'b a ll t,si,-h\u0026amp;^- ipor j)(yiT pe\u0026lt;j~-\u0026gt; fiT^AS-ki tt ff'(... .C9.ik^\u0026amp;Qi..j9k'i^sSc\u0026lt;^ l -S-c -1 ft s 7r j levy [MlYCk 5/ 1.33.3 b-Y A ' I3'!.)\\^ ..h'S.V'Sn'i-K'^i., Q.y^...'. .\\ \\ !i : I y - ...f -J iii 41 J iPk\u0026amp;ia. ppc,sA.U^-A'l^_L0(4'k [Tjci-hOeT. ^'' I  I K^, 6, L_J,  ._\\( c \u0026lt;X \\:2:S--ijT.sLL\u0026amp;J/. I I  I i 1'^ ,^(gxlCtfc- !l\u0026amp; II er / . 1'^ C-E'rEP SPRINGS PEC p.l I FAX from GEYER SPRINGS FIRST BAPTIST CHURCH 5615 Geyer Springs Road Little Rock, AR 72209 Office (501) 565-3474 * FAX (501) 562-4189 FAX TO\nlOloAii'fea t ompany/Division\nFrom: 0 nr\\ 1-4\u0026gt;^k Number of Pages: (Including this cover page) Time Sent: Date Sent: IfAX Number: ST/'O/oo\n?/o/y3- COMMENTS: /)\u0026lt;/ iS, bJ U7e ,Q?n ' t^-t. u\u0026gt; UJ^siC 1 J. t/\"' \"bQ. lit Ct. \u0026gt;ZO r '1 ft jS/ oC 3 o r 3/\u0026lt; 1^^- p 'ZZ. (!. a 10 '93 09:57 GEYER SPRINGS EEC P.2 A LIST OF NEEDS AND IMPROVEMENTS FOR MABELVALE JUNIOR HIGH as compiled by the staff HEALTH A health room that can accommodate wheelchairs, one that has more than one cot for 650 students. Areas separate from each other for waiting, counseling and health room cots, built-in storage cabinets, racks or tables as well as cheerful walls. Our ninth grade area needs the following\na vacuum pressure pump, a free fall tube, 2 bell jars, meter sticks, pulley demonstration kit, a gyroscope, an AC geiger counter, tuning forks, a wave motion apparatus, a c'nss set of magnets a Van De Graf generator, 10 triple beam balances, a class set of alcohol burners, ar-  nomica) telescope, a class set of each of the following\nwater buckets, safety goggles, electric motors (DC) kit, linear spring scales, graduated cylinders, funnels, scissors, large test tubes, plane glass mirrors magnifying glasses, spectroscopes, a general purpose hot plate, mortar and pestles, and a parabolic reflector set. Our eight grade area needs the following\na class set of lab tables, drain tables, meter sticks, AC Geiger Counter, Magnet Set for class, Van De Graf Generator, 10 triple beam balances, class set of Bunsen burners, safety goggles and safety gloves, graduated cylinders, general purpose hot plate, large set of test tubes and racks. Class set of thermometers, specimen slides (plant and animal), refrigerator, micro projector, money for supplies to do experiments, anemometer, sling psychrometer, wind vane. Our seventh grade area needs lab tables, light microscopes, a skeleton, electrical outlets for scopes. classroom sets of each of the following\ngraduated cylinders, test tubes, thermometers, specimen slides (plant and animal), blood pressure sets, scissors, metric rulers, beakers (100ml and 400ml). magnifying glasses, lab aprons, compasses, globes. They also need a hot plate, models (cell and mitosis), refrigerator, calipers, mtcroprojecfor safety glasses, peir, W- W8M. BUSINESS EDUCATION A seven period day to facilitate course requirements, 4 computer work centers which will serve 6 computers per station, software for business applications. SPECIAL EDUCATION A seven period school day is a must, real classrooms for the Resource teachers (who roam). This area enclosed an order form for approximately $1000.00 worth of supplies that are badly needed. Our CBI students need a toilet in their classroom, their teachers need access to a telephone, as well as a set of kitchen cabinets.rWR 10 '93 09:58 GEYER SPRINGS EBC P.3 PHYSICAL EDUCATION AND ATHLETICS Seven period days with the athletic period as the last period of the day, locker space - currently our students have to carry their P. E. clothes with them each day as there are only enough lockers for students to use during their class periods, girls are required to share lockers with as many as 3 others, a class set of Fit For Life books to be used in our physical fitness unit, an exhaust fan to remove heat from the avm during the hot months, insulation and soundproofing would help make the gym warm in the winter, an intercom that works, restroom facilities that work, water fountains that work, volleyball standards that meet AAA requirements, a multipurpose room to separate all three grades in P,E..sanding and refinishing of the basketball court, charts and teaching aids for first aid and physical fitness, a budget to allow the teachers to replace broken and unsafe equipment. HEALTH EDUCATION Classrooms not shared and big enough to hold a full class, more time to teach health (nine weeks is not enough for eighth graders), current videos, funds for field trips. AMERICAN HISTORY U. S, History projection maps, land acquisition map, erasable white chalkboard with markers on a easel, a set of current encyclopedias, and dictionaries, a U,S, flag as well as an Arkansas flag, construction paper, globes, various teaching video tapes a classroom set of newspapers, student desks. READING 20 more computers are needed so our english classes can attend and use them for writing and research, 2 more computers are needed in the library, computer language arts programs, In our reading classrooms we need weekly newspapers, tape recorders,. CAFETERIA Other cafeterias have salad bars as well as potato bars, a change in the menus would be appreciated. SPANisa First and foremost, one class room or one shared with the French teacher to allow ideas and plans to be implemented, and to eliminate roaming between 3 class rooms throughout the building. The class room would need the following: a working overhead projector, adequate blackboard space, maps of Hispanic countries, bulletin boards, VCR, TV, computer, language listening center to include  earphone sets, computer, VCR and TV, a quality tape recorder to project adequate sound to the class, two oblong tables, up to date textbooks (a request that was bypassed), additional tapes, computer software, videos, games, supplementary materials (i.e. activity materials published by Foreign Languages Publishing companies) to enhance visual/listening/oral learning, set of Spanish dictionaries, monthly Spanish publications such as Scholastic and funds to provide each student with his own copy. MAR 10 '93 09:59 GEYER SPRINGS EEC P.4 CHORAL MUSIC For their classroom\nseated risers, choir folios (100 at $3.95 each) piano repair this requires a cabinet maker to replace hinges on the keyboard cover, 50 music room chairs with table arms (since other courses are taught in our music room, and exploratory music requires extensive note taking), a piano cover, sight reading texts, audio-visual materials, a relatively new set of encyclopedias, and music filing boxes, gANQ Better scheduling (seventh graders only have one elective class) smaller classes (teaching 9 different instruments in one class at the same time doesn't work) instrument storage lockers, 7 field drum cases, 2 bass drum cases, sheet music, an instrument budget, new uniforms (not used handed down ones). MATH One class set of math explorer calculators, one overhead math explorer calculator, cabinets with locks to house $2000 of math manipulatives for three rooms, educational software these are all things that our teachers have asked for earlier but have not received. EmUSH One class set of Thesauruses (35 copies), a set of dictionaries for 5 classrooms, our current dictionaries are at least 20 years old, a subscription to Scholastic Press for 35 students, teaching packets for several current novels- We would have to buv 10 more sets of novels to be equal to magnet schools. COUNSELORS A conference room for support groups, parent conferences, locked storage rooms for tests (we are currently storing them on the floor of the counselors office) a small private room for testing, a direct telephone line, a long conference table. Posters, maps, work booklets, overhead transparencies, a set of current encyclopedias, a book rack.MAR 10 '93 09=59 GEYER SPRINGS EEC P.5 ART ROOM The art room needs: 8 new art desks with stools, a paper cutter, a drying rack COMPUTER TECHNOLOGY AND TECH PREP. because of the 7 period days at the New Futures schools, students are given the option to take Keytxjarding tn the 7th and 8th grades in preparation for Computer Tech in the Sth grade. This is a vita' prerequisite to the Sth grade course, as required by State Education Department but not availabie at MJHS, 2. The New Futures schools let students taking Computer Tech have a full year's course instead of one semester. As a result of the 7 period day, 80% of each of the 9th grade classes are taking Computer Tech in these schools versus only 30% of the 9th graders at MJHS. 3. The New Futures schools have television production studios purchased by New Futures money available to the students with video editors and computer graphics generators using Amega computers for invaluable experience in video production. 4. Mabelvale only received 9 new IBM computers when new computers were purchased for the 9th grade computer labs last year as opposed to at least 16 new IBM for all of the magnet schools and New Futures school labs. Students are not getting the hands on experience of using up-to-date computers with hard drives tike they are in all the other junior highs in the Little Rock School District. 5. The computer lab at MJHS is crammed into a 20' by 22' old classroom with no room for students to move around. The lab's cabinet doors are falling off their hinges, Work orders have been ignored or refused. The electricity is wired over the floor in raised boxes which students frequently trip over. The room frequently floods and has a leaky roof which endangers the welfare of the students. 6. All of the other computer labs in the district have direct on-line network access to the Colliers Encyclopedia in the Learning lab on CD/ROM except MJHS which has not ever had access. 7. Frequent request for software to fulfil curriculum requirements for Desktop publishing and Graphics have been ignored.MAR 10 93 10:00 GEYER SPRINGS EEC F.6- February 10. 1993 Dr, Mac Bernd, Superintendent of Schools UtUe Rock School District 810 West Markham Street Little Rock, Arkansas 72203 Dear Mac, c^rhAAi of f-ittle Rock School District which included funds to do r--------- High. We understand that this work was nut nn kaw eu\" . , = laucivaie uumor the new superintendent and his staff time to bfirnmafom-r resignation to allow date, we haVe not heard of ar!v 0^ \"bs. As of this patrons of the school district. The fSSvXuXXhpt a by the resolution that states: '^^^eivaie Junior High P.T,A. Executive Board has passed a passed a milage increase for the Little Rock ,H a! construction at Mabelvale Junior We urge the school district administration \"I and Board to proceed with capital improvements which are v^al to th^l^p^e^-ng year. The proposed restructuring model would the 1993-1994 academic in day or other innovative scheduling models such interdisciplinary team teaching. Under present r be left at a disadvantage by being \" as block scheduling and court orders and district plans, our We understand that stalos\nhowever, I. you lookaX as well as other parts of the District based draw from our neighborhood We feel that the term a magnet school. We on the needs of the students. leei mat me term maonet drhnni\" ie  siuoenis. junior high school that provides them with a oualitv eduratinn allowed to go to any High. Southwest Little Rock mixed community. can no longer be viewed as primarily one race or the other. We are a provide our students wi^h^e?ra^currTulJSiX^?dh'\" '^7^ buildings. - by neglecting physical improvements in favor of these magnet schools by failing to On numerous to our TOI then. ve7 dien. We want you  VvS are doing very well so^* j^ou^donn^o construction and restructuring. our concerns about We feel that the Board and the Administration is of the opinion that all of the problems that areMAR 10 '93 10:01 GEYER SPRINGS EEC p.7 occurring m the central office are more important than the education of ____ feel neglected by the Board and Administration and want them to know that many of us our students. H oh rJ ? 1^' to Mabelvale Junior  curriculum and it's teachers. However, if the Soard and Administration fail to act on the improvement of the facilities, we are prepared to once aoain no h.nk m n.iZ St?: we are prepared to once again go back to private schools. We fool fhr,* k,, ...K r a\"\"'ya'-''w povdie scnoois. the children. neglecting to provide the kind of education needed by all mrough ******\" **  'P  school 1. 2. our^Siool^ 3. 4. 5. 6. By directing the support services staff to perform much needed repairs remodelling, and construction at our school. By allowing us to have direct control of our heating and air conditioning (recently, the District came out and turned off heat pumps which provided air conditioning to our classrooms, and as a result when the weather turned cold our students did not have heat - several rooms were 45 degrees during the school day.) By providing our teachers with equipment necessary to provide our students with a quality education (we have one microscope for an entire class yet, magnet schools have one for eve^ student). By allowing us to have a seven course school day and more teachers to support the restructuring. By adding classroom space. We have no parent conference room, limited storage space, no room for the math assistants, inadequate special education classrooms, cramped cafeteria, roving teachers using other teachers Classrooms during prep time, inadequate in-school-suspension area, poor playground facilities, and a building falling apart around us. We know the district administrators are interested in the education of our students We are Sons Mtoe?'*\"  ***' * * P' I ciOiiyi iw muv'*qQ^\u0026amp;, We are anxiously awaiting a reply from you regarding our concerns. Sincerely, Tom Brock, President Mabelvale Junior High P.T.A.:-iR 10 -93 10:01 GEYER SPRINGS FBC LIULE ROCK SCHOOL DISTRICT Mabelvale Junior High School P.8 P.O. Box 187 Phone 455-2413 Mabelvale, Arkansas 72103 February 22, 1993 To Inborn It May Concern: the en on. I joined the faculty at Mabelvale Jr. High School, I cam aboard with My vision was and is to help those to have an interest in art to to their fullest potential and also to impress upon the uninterested ty of the arts. I still have that vision. a 'TH/ T use this medium to express my concern. The classroom designated for art class does not provide adequate space to effectively conduct my class. Jiie of the most important factors in an art class is the pleasure of displaying your art work. It lends an opportunity for each student to study their own art work in addition to review and appreciate the conversation expressed through the handiwork of others, I must report that limited space prohibits us from ' ---in. .able to do so. Further, this hinderance deprives other students who are interested in of the chance to enroll in the class. I would welcome the challenge to an additional class inorder to accommodate all of those students who are T humhl. appeal to you to allow me the opportunity to fulfill my vision. 1 am asking for more space and an additonal art class. It would please me greatly if you would give serious consideration to my request. Thank you very much. Sincerely, Edgar Porchia aCME OF TBS BED BJUSSBO LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET TO: FROM: jBoard THROUGH SUBJECT: LITTLE ROCK, AR March 11, 1993 of Directors 72201 fGary Jones, Manager of Resources and School Support 'C. M. Bernd, Superintendent of Schools Approval of Lease Agreement on Parkin Building Attached is an agreement to lease the second floor of the Parkin Building with adjoining parking space located at 6th and Ringo Streets. The annual cost of the lease is $84,672 plus utilities. The term of the lease is sixteen months. The purpose of the lease is to relocate the Instructional Resource Center (IRC) from the former Lee School and Franklin Elementary. The administration plans to pursue a lease/purchase of the entire building during the term of the lease. We recommend that the Board approve the lease as submitted. c:\\niemos\\parkin2.upd LEASE By this agreement of lease, dated By tnis agreement ot lease, dated_____________________________ 1993, Virginia B. Hodges, Louise Parkin Lynn Revocable Trust, Virginia L. Boyd Testamentary Trust, and Jack T. Lynn Testamentary Trust, all of Little Rock, Arkansas and for convenience herein collectively called \"Lessor,\" leases to Little Rock School District, herein called \"Lessee,\" the following described premises: Approximately 24,000 square feet, being all of the upper floor within the building located at 6th and Ringo, Little Rock, Arkansas, together with all of the parking area located on the east side of the building (legally described as part of Lots 1, 2, 3, 10, 11, and 12, Block 290, Original City of Little Rock) for use as ad^^^tr^tive offices and storage area for a term of seventeen (17) months, commencing 1993 and expiring July 31, 1994, at an annual rent of $84,672.(X) payable in monthly installments of $7,056.00 in advance on the first day of each month, commencing with the first month of the term, to The Hathaway Group, 3600 Cantrell Road^ Suite 301, Little Rock, Arkansas 72202\nall on the following terms: 1. UTILITIES AND SERVICES The parties agree that each shall pay for utilities and services as indicated below: (a) (b) (c) Lessee shall pay for the natural gas, water, sewer, and electric utilities used in connection with the occupancy of the leased premises, defined as 64% of the total utility usage for the building. Such payments shall be made by Lessee to Lessor upon Lessees receipt of periodic invoices for utility consumption. Lessee shall be responsible for its own janitorial service. Lessor shall pay real estate taxes and premiums for fire and extended casualty insurance. (d) Lessor shall maintain the premises as specified in Paragraph 11. QUIET POSSESSION 2. So long as Lessee performs its obligations. Lessor covenants to it quiet and peaceful possession of the leased space. D:\\WT51\\FILESURH\\LRSD.LEA3. LESSEES OBLIGATIONS Lessee agrees as follows: (a) (b) To pay rent as due and to deliver possession of the premises to Lessor upon termination of this lease in the same condition as received, ordinary wear and tear and damage by fire, the elements or other casualty excepted\nTo use the premises in an orderly fashion and not to suffer or permit any violations of laws or ordinances therein\n4. 5. (c) Not to assign or sublet without prior consent of Lessor, which Lessor agrees will not be unreasonably withheld. LESSORS REMEDIES Lessor may terminate this lease and enter and take possession of the premises from Lessee, all without waiving any rights which it may have at law hereunder, without further notice or demand (all such notices and demands being hereby waived) following any of these events: (a) (b) (c) That Lessee should fail to pay rent due hereunder within thirty (30) days following written notice of default therein\nThat Lessee shall fail to commence curing any other violation of its covenants within thirty (30) days after written notice thereof, or, having commenced to cure the same as aforesaid, should fail to carry the same to conclusion with due diligence\nUpon the adjudication of Lessee as a bankrupt or the appointment of a receiver of its property. UNTENANTABILITY If the premises, or any portion thereof, are made untenantable by fire, the elements or other casualty, rent for the entire premises or affected portion thereof shall abate from the date of such casualty to restoration of tenantability. Lessor shall restore the same with all reasonable speed, and if Lessor does not restore the premises or the affected portion to tenantability within ninety (90) days thereafter. Lessee may then terminate this lease, retroactive to the date of casualty. If the premises are more than fifty percent (50%) destroyed by casualty, either Lessor or Lessee may terminate this lease, retroactive to such date, by notice delivered within thirty (30) days thereafter\nfailing D:\\WP5l\\nLESURH\\LRSD.LEA -2-Lessor shall restore the premises to tenantability within one hundred twenty (120) days of such casualty and rent shall abate as aforesaid. LESSEES ALTERATIONS AND IMPROVEMENTS 6. (a) Lessee has inspected and accepts the demised premises in their present condition. I A mU * t I A. J* _ * Lessor shall grant permission for Lessee to make such alterations and improvements and install such identification signs, furniture, fixtures and equipment in the demised premises as may be necessary. Lessee agrees to pay for the same, to indemnify, save and hold Lessor harmless from any cost, expense or liens arising in connection therewith. Any such alterations and improvements shall be subject to Lessors approval, not to be unreasonably withheld, and shall comply with all applicable national, state and municipal laws or regulations. 7. 8. 9. (b) (c) Lessor shall not unreasonably withhold consent to Lessee making further alterattons during the term of the lease, which further alternations shall be on the conditions contained in (a) above. Except as provided in paragraph 7 or as otherwise stated in Lessors consent to the making thereof. Lessees alterations and improvements shall become Lessors property at the termination of this lease. REMOVAL OF LESSEES IMPROVEMENTS Upon termination. Lessee may at its option remove office equipment, business machines manufacturing equipment and machinery, trade fixtures, if any, and signs, plus such installations as Lessee may make and may be permitted to remove under this lease provided that it restores the premises to their original condition, ordinary wear and tear excepted, and repairs damage done by such removal. INSPECTION Lessor has the right to enter the premises for reasonable inspections at any time and to show the same to prospective tenants during the last six (6) months of the term. LIABILITY Unless caused by the negligence or willful act or failures to act of Lessor or its agent or employees. Lessee waives all claims against Lessor for damages to the property of Lessee, resulting from the building or its equipment being out of repair, or from act or neglect of any other tenant or occupant or any accident or theft in or about the building. D:\\WP51\\FILESURH\\LRSD.LEA - 3 -LIABILITY INSURANCE 10. 11. 12. 13. 14. Lessee, at its expense, shall maintain in full force and effect a comprehensive public liability insurance policy, with respect to the Leased Premises and all activities conducted thereon, with both Lessor and Lessee as named insureds with a single combined limit of liability of $1,000,000.00, such policy to contain a provision that it cannot be canceled without at least ten (10) days prior written notice to Lessor. Lessee shall at all times provide Lessor with written evidence that such insurance policy is in effect. If the terms of the issuer of blanket policy do not reasonably satisfy Lessor, Lessee shall provide a supplemental policy as described above. MAINTENANCE AND REPAIR The Lessor shall, at its own cost and expense, keep in good condition and repair during the term of this lease, sidewalks, sewers, gutters, drainpipes, downspouts, driveways, window sash and frames, parking lots, air conditioning and heating systems, stairways, foundations, exterior walls, roof and structural parts of, in or about the premises and the building of which the premises are a part including gas, water, and electric pipes and conduits within the foundations, floors, walls, and structural parts thereof and all other generally accepted areas of Lessors control or responsibility of said premises. SIGNS Lessor will not unreasonably withhold consent to Lessees lettering or windows or erection of signs as are reasonably necessary to Lessees business and are in keeping with the standards maintained in the building. PARKING FACILITIES Lessee, its employees, customers, and visitors shall have the exclusive right to use the parking lot and loading area on the east side of the building. HOLDING OVER BY LESSER If Lessee shall remain in the demised premises after the expiration of this lease without having executed a new written lease or extended this lease through a modification, then Lessees monthly rent shall immediately escalate to $8,820.00 per month and Lessor shall have the option to treat Lessee as one not lawfully entitled to possession of the premises, and shall thereupon be entitled to take all lawful action for Lessees immediate removal therefrom. D:\\W51 \\FILESURH\\LRSD.LEA - 4 -15. 16. 17. 18. 19. CONDEMNATION If ^y portion of the premises or the access thereto is condemned and if, in Lessees sole opinion, the remainder is inadequate, then Lessee shall have the option (to be exercised within ninety (90) days of written notice to Lessee of the area to be condemned) to cancel this lease as of the effective date of condemnation\nin such case, any portion of a condemnation award or settlement attributable to the Lessees leasehold (including options to extend the same) shall be paid to Lessee. Lessee shall have reasonable opportunity to participate in the condemnation proceedings. If any characteristics of the premises are made less desirable by condemnation, and Lessee elects not to cancel then there shall be an equitable adjustment of rent to reflect such fact for the balance of the term. SUBORDINATION This lease and Lessees rights hereunder shall at all times be subordinate to the liens of mortgages now or hereafter placed on the building or any underlying leasehold estate. So long as Lessee performs its covenants, its right to possession hereunder shall not be disturbed under the rights or powers granted in any such mortgage. WAIVER OF SUBROGATION Notwithstanding anything to the contrary contained herein, neither Lessor nor Lessee shall be liable to the other for any loss or damage caused by fire or any other risk insured against by fire, standard extended coverage and malicious mischief and vandalism insurance, in force at the time of such loss or damage. AMENDMENTS There are no agreements between the parties except as stated in this lease, amendments hereof shall be effective unless in writing, signed by both parties. NOTICES No The delivery of notices provided for herein shall be effective only if delivered to Lessor at the address provided for payment of rent and to Lessee at Little Rock School District 810 West Markham Little Rock, AR 72201 D:\\WP5I\\FILES\\JRH\\LRSD.LEA - 5 -20. 21. Mailing of same so addressed, by United States certified mail, postage prepaid, shall constitute delivery. No employee of Lessee at any other address has or shall have any authority to receive notices hereunder. ENVIRONMENTAL MATTERS Lessor represents to the best of its knowledge and belief that no hazardous or toxic materials subject to regulation by State or Federal law or regulations have been manufactured, stored, or disposed of on or about the Leased Premises. Lessee hereby covenants that it will not manufacture at or install in the Leased Premises any such hazardous or toxic materials during the term of this Lease. BROKERAGE FEES Lessor agrees to pay The Hathaway Group (Agent) professional fees as outlined in Exhibit A which is attached to Lessors and Agents copies of this lease. IN WITNESS WHEREOF, the parties have caused this lease to be executed on the date first above written, hereby binding their respective successors, assigns, heirs, executors and administrators. LESSOR: LESSEE: Little Rock School District Virginia P. Hodges (50% Owner) George Prange, Trustee Virginia L. Boyd Testamentary Trust (9.705% Owner) George Prange, Trustee Jack P. Lynn Testamentary Trust (9.705% Owner) Virginia L. Boyd, Co-Trustee and Louise Parkin Lynn, Co-Trustee Louise Parkin Lynn Revocable Trust (30.59% Owner) D:\\WP51\\F1LESURH\\LRSD.LEA -6- ACKNOWLEDGEMENT STATE OF ARKANSAS COUNTY OF PULASKI to be the person described Before me personally appeared Virginia P. Hodges to me well known and known to me who executed the foregoing instrument, and acknowledged to - - - -'O o **'^** '^**^**'^ MllU UVAJIk/ and before me that she executed said instrument for the purposes therein expressed. 1993. WITNESS my hand and official seal, this day of My Commission Expires\nNOTARY PUBLIC ACKNOWLEDGEMENT STATE OF ARKANSAS COUNTY OF PULASKI Before me personally appeared George Prange, Trustee for the Virginia L, Bovd Testamentary Tryst, to me well known and known to me to be the person described in and who executed the foregoing instrument, and acknowledged to and before me that he executed said instrument for the purposes therein expressed. WITNESS my hand and official seal, this 1993. day of My Commission Expires: NOTARY PUBLIC D.WPSnriLESURHXLRSD.LEA - 7 -ACKNOWLEDGEMENT STATE OF ARKANSAS COUNTY OF PULASKI Before me personally appeared George Prange, Trustee for the Jack P, Lynn Testamentary Tryst, to me well known and known to me to be the person described in and who executed the foregoing instrument, and acknowledged to and before me that he executed said instrument for the purposes therein expressed. 1993. WITNESS my hand and official seal, this day of My Commission Expires: NOTARY PUBLIC ACKNOWLEDGEMENT STATE OF ARKANSAS COUNTY OF PULASKI Before me personally appeared Virginia L. Boyd and Louise Parkin Lynn Co-Trustees for the Louise Parkin Lynn Revocable Trust, to me well known and known to me to be the persons described in and who executed the foregoing instrument, and acknowledged to and before me that they executed said instrument for the purposes therein expressed. WITNESS my hand and official seal, this day of 1993. My Commission Expires: NOTARY PUBLIC D:\\WP51\\F1LES\\JRH\\LRSD.LEA - 8 -ACKNOWLEDGEMENT STATE OF ARKANSAS COUNTY OF PULASKI On this day personally appeared before me the undersigned, a Notary Public within and for the County and State aforesaid, duly qualified, commissioned and acting, the within named ----------------------- \n----------------------------------being the ____________________________of Little Rock School District, and who has been designated by Little Rock School District to execute the above instrument, to me personally well known, who stated he is duly authorized in his capacity to execute the foregoing instrument for and in the name and on behalf of Little Rock School District, and further stated and acknowledged that he had so signed, executed and delivered said oregoing instrument for the consideration, uses and purposes therein mentioned and set forth. this IN WITNESS WHEREOF, I hereunto set my hand and seal as such Notary Public on day of 1993 My Commission Expires: NOTARY PUBLIC D:\\WP51\\FILES\\JRH\\LRSD.LEA -9-fip. Lett) Pa r^ VA fj :^=\n? :^2C X J- /] M 1 ' CIV,co 0* ^en t^oriWnr'S Williams Magnet Staff Williams Magnet School 7301 Evergreen Street Little Rock, AR 72207 March 9, 1993 Mrs. Ann Brown, Director Office of Desegregation Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Mrs. Brown: The academic year of 1992-93 has seen many dramatic changes to the curriculum and educational process in the Little Rock of 1992-93 has seen many dramatic . - -  ----------- Public Schools. As the Magnet Review Committee meets to discuss, plan, and implement new changes, the staff at Williams Magnet School respectfully requests that you read, consider, and review our professional views before implementing the current changes, staff would like to address a few concerns about the future changes. the staff at you read, address changes for the academic year 1993-94. concerns about The Williams Magnet School, successful as North Little learning environment all records innovative idea. Rock, and for hundreds indicate, has been a Because Pulaski County students. of Little of its initial witnessed the growth of all the other Magnets. to the whole child. success We are It we Rock, was an have committed to generate We need all the components of the curriculum the same degree of success achieved in the past. is our opinion that no one part of the program should be removed. It It is diligence and teachers and all enthusiasm and creative energy of magnet program a success. the specialty area teachers classroom that makes this. With economic problems in many areas of that cutbacks are inevitable in L.R.S.D. is costly cutback choice. and unproductive. society. The new we recognize We feel that ABACUS ABACUS program should be the not the established successful program in place. In closing we would respectfully remind you, that Williams has an outstanding staff is reputation reputation. proud of the hard throughout the We believe that classroom teachers but art. special area their children teachers as magnet work we have done it is the area. Williams earning our solid effort not only of the music, physical education, and other well, that Parents brochures on expect the program waiting lists for motivate patrons to and disadvantageous videos. to the that is years to enter outlined and place our school, advertised in We children. feel The the change wou Id children are our be main concern and the whole child needs all, not parts, of the program.Thank you for taking time to consider these deep felt concerns. Professionally yours. i ! - t yytha^-yli ~nu. f bV .^U^X-x 'OAl^n . iM-L 'iTua. fna^'^^nUn^ 'Ijyt^. ^j!^ ^1  IA . A '} \\y. i L \"i f a. PivUUIm'i^I^ /VlzcMol^ 17/1993 17:11 FROM JOHN U.WALKER P.A. JOHN \\LKER RV.PH \\S abHINGTON MARK BVKNRI^..^. WILEY A. RRANToN. -JR. AtSTIN PORTER. -JR. , .. ..  A5* a'Jn'ittr*- I J * I [*! h- 'J. TO 3710100 P . 02 JOHN w. Walker. p.A. Attorney At Law 1723 Broadway LiTFLE Rock. Akkansas Telephone (-501) 374-3758 FAX (501) 374-418 ( DELIVERED VIA FACglMII^ March 17, 1993 Chris Heller, Esq. Little Rock School District c/o _ 810 West Markham Little Rock, AR 72201 Re: LRSD V. PCSSD Dear Mr. Heller\nWould you plan to use at know who you plan to call as kindly provide me with_ anj_ new exhibits that you the budget hearing on Friday. - ----- witnesses and a brief summary of their testimony. Thank you for your cooperation. Sincerely, Jo^n W. Walker-^^ Jo JWW: im r. (*1 / Mb TOTAL P.0203/17/1993 17:10 FROM JOHN W.WfiLKER P.P. TO 3710100 P . 0 1 JOHN W. Walker, p.a. Attorney at Law 1723 Broadway Little Rock, Arkansas 72zo6 Telephone (501) 374^58 FAX (601) 374-4187 JO. WlXER RAI- d WASHINGTON MARK BURNED WILEY A. BRANTON. JR. auetin porter, JR. , ...  Alm Kimittal  i\" 4 w Datnrt ot Columbia. TO: jv\nFAX NO.: FROM: DATE: ... RE: message: I THIS FAX CONSISTS OF '3^ PAGE(S), INCLUDING THIS COVER PAGE. OUR FAX NUMBER IS: (501) 374-4187 I I I u I.A 03 .' 17/1993 16! 44 FROM JOHN W.WALKER P.ft. TO 3710100 'fr iS P . 0 1 March 17, 1993 D C. Mac Bemd, Superintendent Little Rock Public Schools 810 W. Markham Little Rock, AR 72201 Dr. Bernd: On March 12, the accompanying letter was faxed to you regarding the unprofessional conduct of employees at Little Rock Central High School. At the writing of this letter, 1 am still waiting for the response that has been requested. TUnfortunately, on Tuesday, March 16, conduct of a similar nature (harassment) was demonstrated by still another employee at the LRSD, this time a school bus driver. After several unsuccessful attempts to resolve this matter concerning the bus driver, I visited with the employee at the bus stop on the morning of March 17. The employee demonstrated an attitude and behavior that was very unprofessional in the presence of students. Additionally, support personnel at the LRSD bus terminal and in the office of Mr. Gary Jones also demonstrated very poor judgement and communication skills during my attempts to resolve this matter. 1 Dr, Bemd, I am responsible, much like you, to parents and students in this District, I would like very much to share with them the response that can only be provided by you, regarding the reported cases of student harassment and your efforts to resolve the matters. I I Please respond by letter at 2603 S. Brown St., Little Rock, AR 72204 or you can fax your letter to me at 374-4187. Respectfully, I i 1 I Hafeeza K Majeed Ad Hoc Committee for Fairness and Equity in Little Rock Public Schools 1 II cc: i^s. Ann Brown, Federal Monitor Ms. Shirley Thomas, LRSD BAC Chairperson Mr. Brad Montgomery, Supervisor, LRSD Transportation Dept. Mr. Gary Jones, Associate Superintendent, School Support TOTAL P.ai s.-- .r \u0026lt; * P.Ol TRANSACTION REPORT NAR-17-93 WED 16:41 DATE START SENDER RX TIME PAGES TYPE NOTE MAR-17 16:39 501 374 4187 1'28^ 1 RECEIVE OK X )(( X  )K jSB1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 March 22, 1993 TO: Mr. Sterling Ingram FROM: THROUGH: Marie Parker SUBJECT: DESEGREGATION PLAN ISSUES The purpose of this memorandum is to direct you to address several priorities associated with the implementation of the Desegregation Plan as rapidly as possible so that we may be sure that we are making good faith effort to address the requirements of the Court with respect to these priorities. 1. Please report in writing any specific programatic assessment processes required by the Desegregation Plan and the status of the implementation of these processes. report please include any plans. As a part of this systems documents, or timelines that outline the assessment processes mentioned herein. 2. Please develop a plan and implementation schedule for any of the above assessments that have not been implemented. 3. Please develop a plan to meet the general requirement that we assess all aspects of the Desegregation plan. This assessment plan should specify each aspect of the Desegregation Plan in terms of two issues: (1) the purpose of the aspect of the plan being evaluated\nand (2) the measure which will ascertain the fulfillment of said purpose. . 4. Please prepare a report or \"audit\" that indicates the status of implementation efforts with respect to each of programs outlined in the plan so that a document for the Federal Court can be developed as soon as possible. You may want to contact Diane Barksdale regarding this matter because she has done considerable work on this issue as a graduate school project. The information she has gathered may be quite useful to you as you prepare your report. In conclusion, please make an appointment with me to discuss the issues outlined in this memorandum. I believe all of them are important if we are to correctly implement o\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_363","title":"Correspondence","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Correspondence"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/363"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["correspondence"],"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\nJohn w. Walker, p.^v. AT|(I\n|NKY At I .aw 17 B|!(),\\I)W,\\Y Liti'LE Ruck. Arkansas 722 TeI.EIIRiNE (5(11) .571-37.55 l'A.X (5111) 371-1157 MKi ED MJG i 1S93 JOHN W walker RAI.Pn WASIIINCTON MARK W'RNPITE AUSTIN IDRTEU. JR. August 3, 1993 Otiice ot Desegregation Mcnitoting Mr. John Moore President Little Rock Board of Directors 810 W. Markham Street Little Rock, Ar 72201 Re: John Hickman Dear Mr. Moore: I am in receipt of Mr. Spencer Robinson's opinion regarding continuation of the Hickman matter. Before the Board considers the matter, I wish to be heard by the full Board at a public meeting. At that time I would like to present arguments contrary to those presented by the District's counsel. I also wish to remind the Board that this matter is of great public interest, Mr. Hickman's hearing was discontinued by the Board during the school term largely due to the several month hospitalization of a board member and that Mr. Hickman has not had an opportunity to refute libelous and slanderous charges in public forum. a bias by the I also wish to remind the Board of our charges of administration, this perspective. hearing officer which favored the school Whether true or not, the opinion gives credence to Under the circumstances, to stop the hearing now and to deny further hearing on the request made pursuant to A.C.A. 6-17-1509, employer. a message is sent to other employees by allowing the hearing to be aborted. Moreover, the District's casts the District in a posture of being an unfair Moreover, stewardship of its economic resources will also be brought into issue before the District Court. more I am sending a copy of A.C.A. 6-17-1509 to you for each board member's consideration. Sincerely, dhn W. Walker Jdhn JWW:lpit. i Ij n 'll i5 Ji V fl J.' (M7-15t)9 EDUCATION with the reasons for. the reconiiiieiidal imi of tei inination in accordance wilh Ilie Teacher Fair Dismissal Act of I Dii). and the ucL rct|uired Hiat u lach(r he a slatfincul pi'nli.'il ji'unrv of ihc grounds for lenninalion hiU nul ho- ivoi- ruev.-al. lh\u0026lt;j inclusion ot Hu- v.diicli were made on the advice el Ii cni.nisel indicated that the leller .'.as .:d ill 5 \u0026lt; i 'i.' iej ijii il I. 1^' I 1 :,4  ! I ' 'I 1..1 !\nr I T r .li d 21 I- I i-J  1 id 21 ii\n'i ,1 294 ract, IIIIC III |.(.l ininadnn\nthercdoi e since dll' leller did \"\"I sdde that a henrinu was\niv iiilnhli- III dll nssist.'iiit principiil, ainl die isistanC principal did not loceive the tiiiielv hearing on I he facial ajjpearatice Ill' Ilie li'tli'i-. die aa.sislant principal did mil reci'ii'e dni' prncess. Rogers v. Maseiii, 7SS I''.2d I2.SH I,Sill Uir. 198.5) Idecision miller prim la'.vi. G-17-J.509. lleariiig. la' /\\ teacher who ri'ceivcs a iiolice ol rcconiinoiKled termination or nonrenewal may file a wrillcn request with the hoard of directors of the district for a hearing. (b) Written request for a hearing shall he sent l.iy certified or registered mail to the president of the hoard, with a copy to the supei iiiten- (leiiL, or may be dclivercti in peiKon to each of them hy Ute Lcaelier, v/ithin thirty (30) day.s alter the written notice ol prnposed termination r nonrenewal i.s received by the teacher. (c) Upon receipt of a reiiuest for a hearing, the hoard shall giant a hearing in accordance with the following provision.^\n(i) The hearing shall take place not les.s than live if.) than ten (10) days after the written rc'inest ha.s la.-en .'Served on the boaid, e.xcept that the teacher and l.ioard may, in writing, agree to a postpone- or five 15) nor more Llian ment of the hearing to a later date\n(2) The hearing shall be private unless the ti.acher or the boaid shall request that the hearing be public\n(3) The teacher and the boanl may be represented by represeiita- tives of their choosing\n(4) It shall not be necessary that a full record ol the proceedings a the hearing be made and preserved unless\n(A) The board shall elect to make and preserve a. hearing at its own expense, in which event a copy shall be furnished the teacher, upon requestj without cost to (he teacher, (B) A written request is filed with the board by the teacher at least twenty-four (24) hours prior to the time set for the hearing, in which event the board shall make and preserve, at its own expense, a record of the hearing, and shall furnish a transcript to the teacher record of the I D I' R R l\n1\\ ti d c A ( t I ( I ! without cost. History. Acts 198.3, No. 936.  9\nA.S.A. 1947,  80-1266.8. IIESICARCII IIEFEIIENCES Ark. L. Kev. Watkins. Open Meetings Under the Arkansas Freednni of liiliirina- tion Act, 38 Ark. 1.. Rev. 268. 7.  S- .J l.-83 13\n00 0'01 324 2032 L R ScllC\"! Dlst ODM @001 \\ AGENDA status report - OFFICE OF DESEGREGATION MONITORING August 6, 1993 - 3 p.m. 1. Closing of Ish School Staff Qosing Procedures 2. L)esegregation Plan - Overview Work Sessions (LRSD Principals) Date Time Level ^15/^3 3/6/93 3/6/9f3 8/10/93 9 ann. 8 a.in. 10 amx 11:30 8:30 Jr. High Cluster Elenu Cluster (GremiUion) Sr. High Cluster Elem. Cluster (Robertson) Incentive Schools Financial Status - Hearing (August, 1993) - Mark MihoUen LRSD Staffing 5. Length of School Day - Revised ADE Standards 6. Desegregation Audit 7. Opening of School Activities 8. Other .-X 1 / Ail i J^-29-93 THU 10:32 US DisI Ct Little Rock FAX NO. 5013246096 P.Ol IN THE UNITED STATES DISTRICT COURT eastern DISTRICT OF ARKANSAS U.S. DISTRICT JUDGE SUSAN WEBBER WRIGHT FAX LINE (5O1J 324-6576 DATE: 7/29/93  Ann Brown . - Barry '-MBER OF PAGES INCLUDING COVER SHEET  6 isagc: Here is Walker's response to the motion to close Ish, I t/y/\u0026lt;- FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. light. P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M, EISEMAN. JR., P.A. JOE D. SELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. 8UTTRY. P.A. FREDERICK S. URSERY. P.A. H.T, LARZELERE. P.A. OSCAR E. OAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL 8. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST, JR., P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL UI. P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 August 11, 1993 KEVIN A. CRASS, P.A. WILLIAM A. WADDELL. JR.. P.A. CLYDE 'TAB' TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWENO. JR., P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES OAViO 0. WILSON JEFFREY H. MOORE ANDREW T. TURNER JOHN RAY WHITE OAVIO M.GRAF PAMELA D. PERCEFULL CARLA G. SPAINHOUR JOHN C. FENOLEY. JR. COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P.A. a.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. WRITER'S OIRECT NO. (501) 370-1553 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones, P.A. Attorneys at Law 3400 TCBY Tower 425 West Capitol Avenue AUG I 6 !993 Little Rock, AR 72201-3472 Offisg of .n !. . j -TO! -y Re: Stephens' Interdistrict School Site Selection Process Dear Steve: This letter will acknowledge receipt of your letter to me dated July 27, 1993. In your letter, you acknowledge receipt of the memorandum from me to you, John Walker, Richard Roachelle, and Sam Jones outlining the \"suggested\" process for the new site selection committee, the memo, on page 3, states: In fact. In the interest of time, the above process has been outlined to facilitate the timely completion of our task. However, all parties . . . are free to voice any and all concerns, make any and all recommendations and develop any and all procedures deemed reasonable and appropriate to increase the likelihood that consensus will be reached. Accordingly, I am hereby requesting that all recipients of this letter notify me within three (3) working days of receipt of your initial concerns regarding the process as outlined. Otherwise, we will deem this process acceptable and will expect to see each of you and your selected representatives at the meeting on July 27, 1993. I received your letter on July 30, 1993. As the minutes from the first meeting will reflect, no one from the NLRSD appeared to voice any concerns or disagreements with the process as proposed. The minutes from that meeting were sent out by a memo dated July 28,Mr. Stephen Jones August 11, 1993 Page 2 1993, from John Riggs to the distribution list outlined on page 4. That memo, as had the first memo, reminded all recipients that the second meeting of the committee would occur on Tuesday, August 10, 1993. Again, no representative of the NLRSD appeared. Notwithstanding the lack of representation by NLRSD at the first two meetings. I take this opportunity to advise you that the PCSSD's representatives have voiced concerns on target with those raised in your July 27 letter. In addition, there are two meetings remaining on the original schedule proposed in the July 21 memo. Thank you in advance for your kind attention to and consideration of this matter. Sincerely, Jerry L. Malone JLM:nr cc: Mr. John W. Walker Mr. Samuel Jones Mr. Chris Heller Mrs. Ann Brown Mrs. Estelle Matthis (Enclosed July 27, 1993 Letter) Mr. John Riggs (Enclosed July 27, 1993 Letter) Mr. Richard Roachelle (Enclosed July 27, 1993 Letter) Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376.6200 Fax (501) 371.0100 Date: August 16, 1993 To: Estelle Matthis From: n Brown Subject King Recruitment and Assignment When you and 1 last met on Friday, August 6, 1993, 1 inquired what policy the LRSD had developed regarding which and how many LRSD white children the district would allow into King. You stated that, although there was no policy at the time of our conversation, you were aware of the importance of such a policy, and that you expected to develop one within the next few days. It has been 10 days since our meeting, and it is now exactly one week before school opens to students. I still have not received any information about your policy on admitting LRSD white children to King. 1 understand that you plan to meet this afternoon with my associate, Connie Hickman Tanner, to discuss recruitment. At at time, please give the following written information to Mrs. Tanner: 1. The policy on admitting LRSD white children to King. 2. The names of LRSD administrators, other employees, or board members who were directly involved in formulating this policy. 3. The date this policy was put into effect. 4. The date the policy was communicated to the Student Assignment Office. 5. An explanation of the basis for this policy, citing relevant desegregation plan and court order provisions by date and page number, and including specific reference to any other written LRSD assignment policies and procedures that were factored into the King assignment policy. 6. The LRSD policy for recruiting and admitting private school children into the district. 08/19/93 16:00 301 324 2032 L R School Dlst ODM 0001*002 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 DATE: TO: FROM: SENDER'S PHONS 3AI/-P-C5/6 SUATECT: SPECIAL INSTRUCTIONS: 1 Number of Pages (include cover page Speed Dial _____________ Phone Number MMmu.  . AGREEMENT The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discuss initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") for 1993-94 school year. The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment zone, to MLK. The PCSSD is also concerned about future year's effect of LRSD white students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School. Based on these concerns and considerations, and the encouragement of Court, the parties have agreed that for the 1993- 94 school term only, LRSD white students, who have received written assignment notices to MLK from the LRSD as of the date of this agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assignedOS-19.93 16:02 501 324 2032 L R School Dlst ODM @002 002 Page 2 to the Martin Luther King Interdistrict Magnet* School (i-e-, including continued enrollment). However, there shall be no sibling preference available to these students so assigned. The parties will seek Court approval of this Agreement. DATED THIS day of 1993. John W. Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent Dr. Henry Williams LRSD Superintendent James Smith NLRSD Superintendent Richard Roachell Knight Intervenors Attorney *ProvisionalTW?^^r^KaAU.^?C'. *   M I * )K * *  DATE START SENDER\nAUG-19 16:48 501 324 2032 I TRANSACTION REPORT RX TINE PAGES TYPE P.Ol AUG-19-93 THU 16:50 NOTE 1'50\" 2 RECEIVE OK )K X )l( :i( )K )K Little Rock School District RHCEiyEj5 To: Ms. Melissa Guldin, ODM Monitor AUG 2 0 1533 Office of Desegregaiicn Mcniionng From: telle Matthis, Interim Superintendent Re: King Interdistrict School Date: August 20, 1993 Per your request for information received at approximately 3:10 p.m. on Friday, August 20, 1993, I provide the following: 1. Total number of LRSD students enrolled in King: 432 . 2. Number by race, from the King assignment zone: 355 black\n14 white (in addition, 3 whites and 1 black received staff preferences\n2 whites received legal transfers\n2 blacks were successful on appeal of assignment\nand, we are still attempting to trace the origin of 2 blacks). 3. Number, by race, from LRSD outside King attendance zone and a list of the schools those out-of-zone students attended during the 1992-93 school year: 53 white (see attached list reflecting the 1992-93 assignments. A total of 59 students appear on the list, however, 6 of those have been transferred to other schools). 4. Total number of intra-district transfers, by race. to Romine and Washington: we are in the process of gathering this information and will provide it as soon as it becomes available. EM: nr 810 West MarRham Street  Little Rock, Arkansas 72201  (501)374-3361To: From: Z/T?) 'T'cf -  OzM  / Little Rock School District RECEIVED AUG 2 \u0026gt;5 1993 Mrs. Ann Brown, Desegregation Monitor Csfca of Dsse^ \u0026gt;    -..VI Estelle Matthis, 'interim Superintendent Re: Request for Memoranda Date: August 23, 1993 I have been advised that ODM has requested copies of written directives from me to employees. In response, I enclose for your review copies of directives or memoranda regarding desegregation- related issues. Attached you will find memos dated July 14, 1993 and July 27, 1993 relating to the Academic Progress Incentive Grant Program. 7 will note, the LRSD is in the process of making the evaluations required under the plan. As you You will also find a memorandum dated August 11, 1993, directive of the same date. After the hearings on June 24, ___, regarding the proposed site for the new Stephens Interdistrict 1993, and a 1993, School, Judge Wright advised Jerry Malone that the Court would not impose a requirement that ODM make requests for information only through designated channels. The Court, however, strongly encouraged the LRSD to develop some procedure to ensure that District administrators and attorneys know what infoinnation is being transmitted by the LRSD. This was discussed with you on Friday, July 9, 1993, when Jerry Malone and I met with you in your office. The attached directive attempts to put in place a process whereby ODM will get timely and accurate information, while at the same time, the District attempts to ensure that commitments, policies or procedures are not made, altered or otherwise affected by individuals without actual authority to do so. As you are aware, the LRSD has several thousand employees. Accordingly, there might be some initial growing pains as this directive becomes fully operational. Prompt notification of any concerns by your office to my office will ensure that any problems are handled expeditously. Thank you for your attention to this matter. 810 West Narkham Street  Little Rock, Arkansas 72201  (501)374-3361TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS August 11, 1993 1.# All Principals a: 72201 Central Administration Personnel Estelle Matthi's, Interim Superintendent Jerry Malone, Legal Advisor PROCEDURES FOR RESPONDING TO OFFICE OF DESEGREGATION MONITORING The Office of Desegregation Monitoring (ODM) has been very helpful to the District by providing assistance as we implement our Plan. ODM will need accurate and up-to-date information from each of us as we begin the 1993-94 school year. _____ provide the requested infonnation in a timely manner. of Desegregation Monitoring will continue to contact appropriate staff members to secure the needed information and/or assistance. However, it is necessary for the District to establish some procedures for reviewing and responding to these requests in timely manner. -   The District has committed to The Office is a reports prior to our submission. Our attorneys will also need to review critical Your assistance is needed in following the procedures listed in the enclosed administrative directive.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 August 11, 1993 ADMINISTRATIVE DIRECTIVE NO: 93-04S TO: FROM: IV Central Administration Personnel elle Matthis, Interim Superintendent SUBJECT\nPROCEDURES FOR PROCESSING REQUESTS FOR INFORMATION Beginning immediately, the following procedures are to be used in processing requests for information and/or assistance from the Office of Desegregation Monitoring (ODM). 1. All staff members are to cooperate fully with requests from ODM manner. in a timely and cooperative 2. Upon receipt of pquests from ODM, all staff shall immediately review the request and notify the office of the Superintendent or his/her designee of the  content and scope of the request and to seek assistance in complying with the request if it is deemed appropriate by the principal or central office administrator. or 3. The requests for information are to be completed in a timely manner and forwarded to the Superintendent's Office for review. to 4. The Superintendent's Office will, in a timely review and refer this information to the manner, will. appropriate personnel in the ODM office. 5. The District's attorneys and/or other district staff who have responsibility for the area(s) will receive copies of this information from the Office of the Superintendent or his/her designee.Administrative Directive No\n93-04S Page 2 6. Following any additions and/or modifications in reports, the appropriate principal or central office administrator will be consulted and receive copies, in a timely manner, for their records of such changes and/or amendments in a timely manner. This directive is effective immediately so that all District personnel will be able to function more effectively as a team successfully implementing the Desegregation Plan. Since time is of the essence in providing prompt, accurate reports, each person in the loop must continue to monitor the status until the response is provided.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET To: From: Subj ect: LITTLE ROCK, ARKANSAS July 14, 1993 72201 Ms. Margaret Gremillion, Assistant Superintendent Mr. Larry Robertson, Assistant Superintendent Estelle Matthis, Interim Superintendent Academic Progress Incentive Grants The court approved Desegregation Plan describes the Academic Progress Incentive Grants and the process for implementation. On Page 84, it states that the continuation of the Academic Progress Incentive Grant Program will be reviewed at the end of the 1992-93 school year. It is necessary for us to proceed with the final evaluation of this program in order to make a decision regarding future funding. You may wish to consult with Sterling Ingram regarding this matter.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET TO: FROM: SUBJECT: LITTLE ROCK, ARKANSAS July 27, 1993 Ms. Margaret Gremillion Mr. Larry Robertson 72201 Estelle Matthis, Interim Superintendent ACADEMIC PROGRESS INCENTIVE GRANTS Please review my requests dated July 14, 1993 and apprise me of the process as well as the date that I can expect to receive the evaluation report as stated in the Desegregation Plan, page 84. Your urgent attention to this matter is appreciated.3 Little Rock School District August 26, 1993 received AUG 2 6 1993 Mrs. Ann Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham Street, Suite 510 Little Rock, AR 72201 Office cf Dessgrsgafion ivcniiCfing ~r Dear Mrs. Brown\nProvided is the additional information that addresses Items 15 and 16 in your request for information dated August 16, 1993, regarding King recruitment and assignment. Item 15 - Please see enclosed charts J ! Item 16 - The LRSD will adhere to the criteria established by the parties in the Interdistrict Desegregation Plan, April 29, 1992, as well as the latest filing to the Court, No. LR-C-82-866, Item 16, dated August 20, 1993. The District will finalize its criteria for placement of students in the Martin Luther King Interdistrict Elementary Magnet* School as soon as additional clarification is provided by the Court. See August 20, 1993, filing. Conferences were held with recruitment staff on August 13, 1993, and they have been directed to use the language in the interdistrict plan when recruiting students to the new King School. Staff activities are being closely supervised by appropriate administrator, Your assistance to and patience with the District in this sensitive matter are appreciated. Please contact me if additional clarification is needed\nSincerely, istelle Matthis Interim Superintendent EM/lks Provisional 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-20000^ Little liock School District Attorney Little Rock School District 810 West Markham Street Little Rock, AR 72201 RECSWo AUG 2 1 1993 To: Fromr Stephens Site Selection Committee of Deaegrosaiicn Imicring Jerry L. Malone, LRSD Attorney Re: Next Meeting Date Date: August 26, 1993 Please recall that Judge Susan Weber Wright offered to attend a second tour of the proposed sites. Tuesday, August 31, 1993, at 5:30 That tour will take place on p.m. Please be at the Administration Building at 810 West Markham Street to board the bus. All parties (Joshua Intervenors, NLRSD, PCSSD and Knight Intervenors) are requested to have representatives present if they desire to participate. By copy of this memo, I am requesting that Doug Eaton make the arrangements to have a larger bus available for this tour. To give the earliest possible notice, this memo is being faxed to John Walker, Steve Jones, Sam Jones and Richard Roachelle. JLM:nr Copy to Distribution ListMl'- ZA'fAi Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 August 30, 1993 Mrs. Estelle Matthis, Interim Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Estelle: As a follow-up to some of our monitoring activities and reports last year, ODM niade informal visits to certain LRSD schools during the first days of this school year.,-We visited the two schools that had undergone new construction. King and Forest Heights, and two schools where we had previously expressed concerns about the condition of the facilities, Romine and McClellan. Because the impressions that students, staff, and parents gain during the first few days of school are so important and lasting, we paid close attention to the appearance, maintenance, and condition of the four buildings and their grounds. A short summary of our observations about each school is enclosed. Although we will not formally file or publish these observations at this time, we may eventually include them in a monitoring report. Our primary aim in this early and informal summary was to give you and the principals of the schools we visited the benefit of our first-of-school impressions. We were pleased to note many improvements at all the schools we visited. I hope the enclosed information will be helpful as the district continues to work toward making every LRSD school the best it can be. Sincerely yours, Ann S. Brown cc: Jodie Carter Richard Maple Sadie Mitchell Lionel WardLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS August 30, 1993 MEMORANDUM TO: .Board of Directors FROM: 'Estelle Matthis, Interim Superintendent SUBJECT: Associate Superintendent Pay Rate Effective August 3, 1993, Dr. Henry Williams directed me to administratively assign Sterling Ingram to assume temporary responsibilities for the Desegregation offices. He is perforaing the responsibilities left vacant by the resignation of Marie Parker. By means of this memorandum. Sterling Ingram should be paid in accordance with the position of Superintendent for Desegregation. Associate Dr. Williams has approved the increased rate of pay for Sterling Ingram. /bjf cc: Mark Milhollen6G Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 2, 1993 To: Estelle Matthis From n Brown Subject: Enrollment figures for Romine and Washington Interdistrict Schools On the morning of August 20,1993, ODMs Office Manager, Polly Ramer, called Sue Pederson in the LRSD Student Assignment Office (SAO) to request the total number of intradistrict transfers, by race, to both Romine and Washington Interdistrict School for the last school year, 1992-93. An Associate Monitor, Melissa Guldin, followed up this initial phone contact later the same day when she drove to the SAO and talked with Sue Pederson about the information we needed. (Melissa made the personal visit because we were unable to get through to the Assignment Office due to SAOs busy phone lines.) During that visit, Melissa also requested King enrollment information and once again explained exactly which Romine and Washington data we were asking for. You provided the King figures by memo to Melissa Guldin that afternoon and promised to provide the data for Romine and King, saying that you were \"in the process of gathering this information and will provide it as soon as it becomes available.\" A copy of your August 20 memo is attached. Since August 20, Polly has again called SAO seeking the Romine and Washington information, because we still have not received it. During that third request for information, Polly reminded SAO personnel that ODM is only asking for 1992-93 figures, data which the district should have on file. 1 know that the beginning of school is a particularly hectic time for the SAO, but it seems that the 1992-93 information on Romine and Washington should be relatively easy to locate. It has now been almost two weeks since our initial request. Please forward the figures immediately or let me know how much additional delay 1 should expect. Thank you. Enc. cc: Sterling Ingram Jeriy Malone 2 To: Little Rock School District RSCEJVgp .*rw JI AUG 2 0 IS95 Ms. Melissa Guldin, ODM Monitor Offica of Dasegregahon Mcmtonr, '9 From: telle Matthis, Interim Superintendent Re: King Interdistrict School Date: August 20, 1993 Per your request for information received at approximately 3:10 p.m. on Friday, August 20, 1993, I provide the following: 1. Total number of LRSD students enrolled in King: 432 . 2. Number by race, from the King assignment zone: 355 black\n14 white (in addition, 3 whites and 1 black received staff preferences\n2 whites received legal transfers\n2 blacks were successful on appeal of assignment\nand, we are still attempting to trace the origin of 2 blacks). 3. Number, by race, from LRSD outside King attendance zone and a list of the schools those out-of-zone students attended during the 1992-93 school year: 53 white (see attached list reflecting the 1992-93 assignments. A total of 59 students appear on the list, however, 6 of those have been transferred to other schools). 4. Total number of intra-district transfers, by race. to Romine and Washington: we are in the process of gathering this information and will provide it as soon as it becomes available. EM: nr 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361\u0026lt;5 /-  e' Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 3,1993 From: Melissa Guldin To: Subject: Sterling Ingram, Director of Planning, Research and Evaluation School Assignments for Residents of the Battered Womens Shelter This memo is to confirm our phone conversation held this morning. As you will recall, we discussed enrollment figures and I inquired about the status of school assignments for the children living at the Battered Womens Shelter located at 12th and Battery Streets. The Shelter is in the King attendance zone, a fact confirmed by Sue Pederson on September 2, 1993, when she drove by the center. I do not quite understand what caused the district to question the right of these children to attend their assigned school, since the population at King is significantly below the capacity of the school. Despite the original misunderstanding, I am pleased that you have now agreed to abide by the districts assignment plan and assign all children residing in the King zone to that school. If you recall the August 19 meeting we attended to discuss King assignments, the fate of assignment zone students was never debated. The group even discussed the fact the students from within the zone, regardless of race, would always receive an assignment to King. This entire assignment issue has been a great concern for the staff at the Battered Womens Shelter. I plan to call the Shelter and report our conversation. Perhaps a district representative could also contact the Shelter and confirm the residents right to go to their assigned school. Im sure the staff there would really appreciate hearing from the district. Thank you for dealing with this issue promptly, and please thank Sue Pederson for working so diligently to help track down the correct zone assignment for the Shelter. cc: Ann Brown Estelle Matthis^8:49 LRSD 501 324 2146 P.002/002 KttBBBS J 'ilfHtak y Little Rock School District September 3, 1993 ^HCEfVso SEP 3 I9 Of Decegregstj.f, Woniioring To\nFrom: Mrs. Ann Brown, Federal Monitor /Stelle Matthis, Interim Superintendent Subject: Enrollment Figures for Romine and Washington Interdistrict Schools Per your request, the following information is provided by the District's Student Assignment Office: INTRADISTRICT TRANSFERS - 1992-93 School: Romine Interdistrict Elementary School Students: Black 144 White 59 Total Enrollment 203 School: VJashington Elementary Interdistrict School Students: Black 176 White 186 Total Enrollment 362 I regret the delay in responding to your request, an extra effort to be more timely. We will make information is needed. Please call if additional EM: nr 810 West Markham Street  Little Rock, Arkansas 72201  (501)524-2000HF: /-^SO 09 'OS '93 13:08 0301 324 2032 L R School Dlst ODM @001 004 ( LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 DATE: TO: \u0026lt;3  FROM: SENDER'S PHONEff\n6 3^^ \" \u0026lt;2./3^^ SUBJECT: - 7- ^.3 SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed Dial__ ___________ Fax Phone Number S-7j\" F) IQO 09/08.-93 13:09 301 324 2032 L R School Dlst ODM @002/004 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date\nSeptember 8, 1993 To: Melissa Guldin, Associate Monitor From\nSterling Ingramr^Director Planning, Research and Evaluation Re\nEnrollment Data Attached you will find the eleventh day enrollment data, as requested. Official October 1, 1993 information will be forwarded as soon as the report is completed. If additional information is needed, please let me know. bjg( 09 - 08 93 13:09 Q501 324 2032 L R School Dlst ODM bep 08,33 @003-004 11:05 Nc.'002 P.02 LRSD School Checklist ' [5] Grod., IQ.12 - Everett Howks - 1500 Park, 72202 - 376-4757 - 3om stueori  'sioi 'Oevid 6. Dadd, 722177 _Holl . Bill 8grnhouse_-_6700 'H'', 72205 - 'ZThTbob'  '^'-dolph Howard - 5417 Geyer 224*660? Porkview Hi A ----------\n- 555.0314 .ijyp.'g'-'i Bobbs - 2SQ1 fiarro7^?'7n4' 225-6440 aai Vocoiono|.Tchnict,| Center [ffGradw 1(^12 . \u0026gt;701' Scon Hom\nHo,, Junior High School fS} Gra'des ------ -------Booth . 6300~hfaiApn Rd., 7220? -?,63^ ----- 'l wb Wright Ave,, 72206\u0026gt;3^,75^  f.6S.8426 f\u0026amp;rsst Height\n. jornes Wisi iC 5?01 Evergreen, 72205 - 663-3391 Grodberry  401 Borrow R(i7^205  223-994^-------- ___Mobelvole  ae\n Wall\n.'I'gg\" ] Mabelvgle W., PO Sax 187, Mabelvale, 72103 . 455-2413 ~ .................. ............. .....- Pulcsxi rtsights - Dr, Jim |-|Q(ey . 401 'n. Pine,\u0026gt;2205 - dtJ^TzOTG ---------- Seylhwest - Gail McLougbiin -'3301 ,5. Bryoy, 7?2o7.\"565-44t6 '------------------------ EUmantory Srhoolt [gy] Gr'odes K.6 ' w it' . Uc j33WJ, 5vn' (oi-i ...1.:5| (.3 ts 'ill 'J 1 r-1 T, !-I yTXjW '/.a IM  i- A\u0026lt; I 0 J. L I n\nI I f I UJ5iy.'U :S:\u0026gt;...L.^l3',). , L/ .'27g\" Boagaii - Mgry .Gobton Bole-levonnci Wilson . 6900 Pc-con Rood, 72206  490.1 se?\" nsW\u0026gt;i3 'T^r 59%'! 6a 6501 W. 32nd, 722S4.56S66rf 4\n\u0026gt;rj\u0026lt; ___\n.Boseline  Anno Tqtum  3623\"Baseline Rd.. Booitei' Arli^Mognei - Williom 72209.565-5589 I __Qi Brady  Helen Thomas School Finn - 2016 Berber, 72206 - 37'6-3315 -7915 W. Markham. 72205  225-1815 CCii 7 '\u0026gt; --------------  800 Apperson, 72202 - 374'.'3783 , Chjcol- Olis'Praslcr - 11100 Chicot Rd., ~ ------------------------------- PO Box 405, Mabefvole. 72103.568-755, ,4 ------^gr^-':.S.l..:.{?4quo7\ne Dedman - dSOOHiTToirPrl. 72209 Sd'Tb?^ -------N^tban - 6423 Stagecoach Rd.. 72204 - 455.31 ig  - Colherine Gill - 616 N. T-iorrison, 72205 - 6670359 -------Ashley  1600 N. Tylar, 72207^^^^5415 --------------------------------------- 72204 . 455-3110 frrjnklin  Connie A\n-ton 1701 S. Ha,n\\ori. 722C4 - 666-0348 -------Huffmon . 30b\"Pieascnt Volley Dr. 722'{2 22f  Or. c'hfiTrTsTTTTAM^ ' Cox - S24b~M\u0026lt;^belvnfe r:. ::::. ------Gibb\nMagnet - Donna Davis - 11 IS W. - 372-02.81 iiTion\u0026lt;\n 3615 W, 2Sih. 72204 . 666-9436 Pike, 722C9 - 565-QT87 -------212 -.3001 5. Pulaski, 72206 - ......... -------- i^orgoret Gremillicn . -2600 N. MeKinlA^ASyr? . 663-9472 -------Goodwin - 4S0O W. 26th, 72204 - 663-6.397 ' -------A'^^!g.:..^'=.|-glhy Fou\"ikner-\"94b\"l Mobelvole Cul-o7f ______Box 207, Mobelvole, '72103.45.4.7727 ..................... 11 ynn Moor'c.' 1200 .....- . Meodowciiff  larry Warm'. 25 Sheroton Dr., 722Q9'G565.Q3\n4------ I -  OtJnilo .Hudspeth - 24~lb'Battery^^72206 - 37.5.69.31 ' ' Qner Crock - Pg'\npricc  16000 Oher Creek Pkwy 7?9nq 455-3320 77 .WJLjlLMa 7' -J-1 3.U,-f^S6 ! I I i J41 11 : r.-rs m ....i^\u0026lt;r? :7....|Sviri$ i -irA'/Zi- i C?4 ' ---------- 3H \u0026lt;3,73 Hjl AS i46'S H5 jsTo'\n\"6% j AM 1 6'4/ -k'i. 5'1 i -JU J..3H. -^ '7 i (f'[ ) i i3.S. --if -As,3.. ff, ?' iia-!?- A3.I ..S\" D .t5.' 'll09. 08. 93 15:10 0301 324 2032 L R School Dlst ODM @004.'004 LRSD School Checklist Elementary Sehoot* (37) Gradel K-4 (contlnutd) Puloiki Heights - Eddie McCoy - flR N. fine, 72205  6639469 ~'~Rights8ll - Koy Lost - 911 W. 19th, 72206 - 374-7448_________ f Rockefeller - Anne Moogon  700 E. 17th, 72206  374-1226 Romine  Lionel Word - 340'o Romine Rd'., 72204 - 22S-8033  Stephens - Ston Stroust - 3700 W. 18th, 72204 - 663-8374 Terry - Noncy Volsen - 10800 Moro Lynn Dr., 72211 - 225-1215________ Wokatield - LToydei^k - 75 Westminster, 72209 - 568-3S74 Wothinglon - Lonnie Sue Deon - 115 W, 37th, 72206 375-_g275__ J'.J._ Wotton - Dr. Piano Glaze - 7000 Valley Dr., 72209 - 565-1577 Westarn Hills - Morgia Puckett - 4901 Western Hills, 72204 - 562-2247 Williams Mognet - Dr. Ed Jackson  7301 Evergreen, 72207 - 666-0346 Wilson  Seine Price ' 4015 Stonnus Rd.. 72204 - 565-0924 Woodrirff - Keren Suchonan - 3010 W. 7tli, 72205 663-4149 _ia_ . w... w An. m. _____ jsK tekiJU-. - y-D - ij. . .zJ. Am pm. A^ Aik 31 o _AA. .A\"?) _A jiiSIk I I I 4______ j______ I ' I 7 u- I i --- 315' .13.^. AIH ..:uL. -3^ ..hki.. 35 4 I I iMj u. 1 I r ! I I I i I I  I i 1 I i I I .. i I \u0026lt; I I i f T 4 1 I i' 1 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date\nSeptember 9, 1993 To: Lionel Ward From: Connie Hickman Tanner Subject: Request for Romine Recruitment Information Thank you for sharing your ideas, plans, and concerns regarding Romines ability to recruit white students. As promised, I pulled together copies of relevant motions, briefs, and court orders regarding \"magnet\" designation for schools and programs. I will mail those to you, since the information is too lengthy to fax. The following is a list of the data I requested at our meeting on September 8,1993:  The school plan you received when you came to Romine  A copy of your board proposal on satellite technology  Copies of all the business cases you submitted to the LRSD  The Romine Recruitment Plan you referred to in our meeting and copies of any recruitment materials that you use  Recruitment committee and/or planning meeting(s) documentation, including a committee roster by race, gender, and position, agenda, minutes, and a list of recommended recruitment strategies developed and implemented  Speakers Bureau data, including a bureau roster by race, gender, and position and a list of speaking engagements including the time, location, and parent sign-in sheets. Please forward this information to me by Wednesday, September 15,1993. If you have any questions and/ or concerns, please do not hesitate to call me at 376-6200.Date: September 10, 1993 From: Connie Hickman Tanner To: Lionel Ward Subject: Magnet Information Enclosed you will find the following information you requested regarding magnet designation for schools and programs: February 11,1992: The district court order approving the LRSDs motion to establish magnet programs at Henderson Junior High School and McClellan Community High School February 13, 1992: The parties joint motion and supporting brief requesting that the term \"magnet\" be used in naming all future interdistrict schools March 5,1992: The district court order approving the designation of the Crystal Hill Interdistrict School as a magnet, but deferring a ruling for King and Stephens June 23, 1993: designate King as a magnet school The LRSDs motion and brief asking the court to July 9, 1993: The district court order granting the LRSD provisional magnet status for King Interdistrict School. If you have any questions and/or if I can be of further assistance, please do not hesitate to call me at 376-6200.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 9, 1993 To: Lionel Ward From: Connie Hickman Tanner Subject: Request for Romine Recruitment Information Thank you for sharing your ideas, plans, and concerns regarding Romines ability to recruit white students. As promised, I pulled together copies of relevant motions, briefs, and court orders regarding \"magnet\" designation for schools and programs. I will mail those to you, since the information is too lengthy to fax. The following is a list of the data I requested at our meeting on September 8,1993:  The school plan you received when you came to Romine  A copy of your board proposal on satellite technology  Copies of all the business cases you submitted to the LRSD  The Romine Recruitment Plan you referred to in our meeting and copies of any recruitment materials that you use  Recruitment committee and/or planning meeting(s) documentation, including a committee roster by race, gender, and position, agenda, minutes, and a list of recommended recruitment strategies developed and implemented  Speakers Bureau data, including a bureau roster by race, gender, and position and a list of speaking engagements including the time, location, and parent sign-in sheets. Please forward this information to me by Wednesday, September 15,1993. If you have any questions and/or concerns, please do not hesitate to call me at 376-6200.Date: September 10, 1993 From: Connie Hickman Tanner To: Lionel Ward Subject: Magnet Information Enclosed you will find the following information you requested regarding magnet designation for schools and programs: February 11,1992: The district court order approving the LRSDs motion to establish magnet programs at Henderson Junior High School and McClellan Community High School February 13, 1992: The parties joint motion and supporting brief requesting that the term \"magnet\" be used in naming all future interdistrict schools March 5,1992: The district court order approving the designation of the Crystal Hill Interdistrict School as a magnet, but deferring a ruling for King and Stephens June 23, 1993: designate King as a magnet school The LRSDs motion and brief asking the court to July 9, 1993\nThe district court order granting the LRSD provisional magnet status for King Interdistrict School. If you have any questions and/ or if I can be of further assistance, please do not hesitate to call me at 376-^200.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 9,1993 To: Lionel Ward From: Connie Hickman Tanner Subject: Request for Romine Recruitment Information Thank you for sharing your ideas, plans, and concerns regarding Romines ability to recruit white students. As promised, I pulled together copies of relevant motions, briefs, and court orders regarding \"magnet\" designation for schools and programs. I win mail those to you, since the information is too lengthy to fax. The following is a list of the data I requested at our meeting on September 8,1993:  The school plan you received when you came to Romine  A copy of your board proposal on satellite technology  Copies of all the business cases you submitted to the LRSD  The Romine Recruitment Plan you referred to in our meeting and copies of any recruitment materials that you use  Recruitment committee and/or planning meeting(s) documentation, including a committee roster by race, gender, and position, agenda, minutes, and a list of recommended recruitment strategies developed and implemented  Speakers Bureau data, including a bureau roster by race, gender, and position and a list of speaking engagements including the time, location, and parent sign-in sheets. Please forward this information to me by Wednesday, September 15,1993. If you have any questions and/or concerns, please do not hesitate to call me at 376-6200.Cr //t/t. e('- Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 9, 1993 Ms. Gayle Bradford Cloverdale Junior High School 6300 Hinkson Road Little Rock, AR 72209 Dear Gayle: It was so good to hear from you. I applaud your efforts to promote your school and 1 cant think of a better promoter an you! I hope some of the ideas we discussed will be helpful as you develop a plan for marketing Cloverdale. As promised. Ive gone through my files but was unable to find an example of the sort of school brochure at had impressed me several years ago. So I called Debbie Milam at VIPS to ask her to go through the VIPS \"archives\" (since I never threw much away when I was there) to see if she could find the example, since Im sure I stashed it somewhere. She will look and send you the sample if she can locate it. Meanwhile 1 came across the enclosed information that is mostly from NSPRA (the National School Public Relations Association). 1 belong to our local NSPRA chapter here in Arkansas and have picked up lots of their stuff through the years. Some of this will be old hat to you but there may also be some new ideas here too. You are free to call on my associate, Connie Hickman Tanner, for suggestions. She is very energetic and creative and will be happy to brainstorm with you, as Im sure Jeanette Wagner would too. Best of luck in your endeavors. Please keep me posted on your progress and let me know how I can help. Sincerely yours, Ann S. Brown Enc.FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY, P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EISEMAN, JR.. P.A. JOE 0. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. H.T, LARZELERE, P.A. OSCAR E. OAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET. JR., P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON II. P.A. BAHRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III, P.A. THOMAS N. ROSE, P.A. MICHAEL S. MOORE, P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL III, P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 September 10, 1993 RECEIVED Mr. John W. Walker John Walker, P.A. 1723 Broadway SEP 1 3 1993 Little Rock, AR 72206 Offico of Dossgragaucn iV.onitoring Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 KEVIN A. CRASS, P.A. WILLIAM A. WADDELL, JR.. P.A. CLYDE TAB* TURNER, P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER, P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT 8. BEACH. JR., P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWENO. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES OAVIO 0. WILSON JEFFREY H. MOORE ANDREW T. TURNER JOHN RAY WHITE DAVID M.GRAP PAMELA 0. PERCEFULL CARLA Q. SPAINHOUR JOHN C. PENDLEY. JR. couNsei WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. WRITER'S DIRECT NO. (5011 370-1553 Gentlemen and Mrs. Brown: Enclosed please find the Notice of Filing regarding the LRSD Desegregation Plan audit submitted to the Court.Thank you for your attention to this matter. Sincerely, Jerry L. Malone LRSD Attorney JLM:nr cc: Mrs. Estelle Matthis Dr. Henry P. Williams Sterling Ingram Mark Milhollen1992-93 LRSD Desegregation Audit Report filed in Library COMPLETED PRIOR TO 92-93 PROGRAM: COMMITMENT OF DESEGREGATION 1. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. Comment: From the Narrative-Si - acenes Little Rock School District September 10, 1993 9 SEP 1 5 1593 Ri^, \\  Pct .\nV n Mrs. Ann S. Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Office o! DosegregauC!'. f\n'.I Dear Ann: This communication is a response to your letter dated August 30, 1993, and received in my office on September 2, 1993. My tour of the schools on August 23, 1993, was very similar to yours. As we visited the same schools, except Romine, I was probably 15 minutes behind you and your staff. Our observations had some similarities, but my focus was a bit broader as I viewed some aspects of instructional programs. I have discussed and distributed copies of your letter to our support managers so that they may assist staff in addressing various concerns and issues. We were aware that some equipment would not arrive until September, but we do believe that, instructionally, youngsters needs were appropriately addressed by staff. The new constructions are becoming more physically appealing and attractive. Within the next few weeks, everything should be in place. Mrs. Mitchell and her interview team identified more than an adequate number of qualified teachers. The additional applicants were on standby, and we are able to employ capable teachers as the enrollment increased at King. We wall continue to focus on and devote our energies to supporting the schools to have a successful school year. Information provided from a number of different perspectives is deemed helpful by me. I continue to believe that \"none of us is as smart as all of us.\" Thanks for your continued support. Sincerely, Estelle Matthis Interim Superintendent EM/lks 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RS CSIVSD September 13, 1993 SEP 1 5 IKW Office of Dosegrogaiicn Mcnilcfing MEMORANDUM TO: FROM: Ann Brown, Federal Monitor, Office of Desegregation Monitoring .stelle Matthis, Interim Superintendent SUBJECT: Office of Desegregation Monitoring Software Following a discussion with Bob Morgan regarding the capabilities of your offices PC software, I checked with Dave Kingsella to verify the existence of such software in our district. Dave informed me that we have capabilities in his department as evidenced by the 1993-94 budget document that was produced this summer. I have requested that he secure such software for the Student Assignment Office\nhe is in the process of taking care of this matter. We are also verifying our preliminary enrollment data. Additional efforts are being made to ensure an accurate October 1 count. c: Board of DirectorsNew Stephens Interdist. Court Filings FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON, P.A, JAMES W. MOORE BYRON M, EISEMAN. JR.. P.A, JOE 0. BELL. P.A. JOHN C. ECHOLS. P.A . JAMES A. BUTTRY. P.A . FREDERICK S. URSERY. P.A. H.T. LARZELERE, P.A. OSCAR E. DAVtS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR., P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN Hi, P,A. THOMAS N . ROSE, P A . MICHAEL S. MOORE. P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL Nt, P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-21 47 KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P A. CLYDE TAB* TURNER. P.A. CALVIN J. HALL, P.A. SCOTT J. LANCASTER, P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH, JR.. P.A. J . L EE BROWN. P.A. JAMES C. BAKER, JR., P.A. H. CHARLES GSCHWE/\u0026lt;0, JR.. P.A. HARRY A. LIGHT. P.A . SCOTT H. TUCKER, P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES DAVID D . WILSON JEFFREY H. MOORE ANDREW T. TURNER JOHN RAY WHITE OAVIO M. GRAF PAMELA 0. PERCEFULL CARLA G. SPA INHOUR JOHN C. FENDLEY. JR. COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR.. P A. WRITER'S OIRECT MU. 1501 1 370- 1 553 September 15, 1993 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Gentlemen and Mrs. Brown: Enclosed please find a copy of the LRSD's Site Proposal for Stephens Interdistrict School pursuant to the order of this Court.Thank you for your attention to this matter. Sincerely, Jerry L. Malone JLM:nr cc: Mrs. Estelle Matthis Dr. Henry P. WilliamsIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL RECEIVED SEP 1 6 1993 LRSD'S SITE PROPOSAL FOR STEPHENS INTERDISTRICT SCHOOL Office of Dssegregaiion Mcnitcring The Plaintiff, Little Rock School District, for its Site Proposal for Stephens Interdistrict School, states: 1. The hearing before this Court on Thursday, June 24, 1993, was recessed prior to completion to allow for the parties to have ninety (90) additional days within which efforts could be made to obtain a consensus regarding the location for the proposed Stephens Interdistrict School. As the Court noted during those proceedings, the process which had been used by the LRSD during a prior site selection process was acceptable. In fact, the Court stated: \"First of all, let me say that I think that [the] criteria, the subjective and objective criteria, in [LRSD's] methodology are to be commended. I think the [LRSD] worked hard putting this together, and the Court sees no flaws in that methodology. don't see them. There might be some, but I certainly And I know [the LRSD] worked hard to be as objective and fair as [it] could. that.\" I have no difficulty with Hearing transcript, p. 86, L. 19-25. The Court went on to note: \"My problem is principally the composition of the committee and the lack of consensus that we are facing here today. Hearing transcript, p. 88, L. 18-20.book er I . Washington Math/Science Magnet i 115 West z7th Street Little Rock , Ark ansas 7 J' Judge busan Webber Wright United States District Court Post u-f-fice box 3310 E* iVEO Little Pock, September 21, Ark ansas 1993 SEP 2 1 1593 Offica oi Cessgraa\nbear .Judge Webber Wright: We are deeply concerned by the over!cad students the ssigned to f1rst , Magnet school. third, and +i-fth grade 1evels based on state maximum cla= a surplus o-f two students our third students, and our +i+th grade has gra. Was\n1 z e , has \nington Math/ 1 snce Ct As an r first surp1 us grade has OT seven surplus oi t^^^o students. interdistrict magnet school , was our we were to recruit throughout the understanding that when our cl asses are at max imum received two new students: grade. feel the school year. How can this continue capac i ty In tact , 1 ast one in the third grade and one hriday we in the +i+th Both grades were already over the state class size limit. administration desegregat ion Surely, p 1 an without may be considering tol 1 owing the the intent 1etter o-r We the at the it was never the intent ot the court to permit c 1 ass discourage new students at Washington Math/Science Magnet penalize incentive school students as igned to Washington Magnet school. It has been our Magnet school understanding that the Washington program, wh ich IS school comprised o-f SOX to our school children, would not reach the maximum class size plan. size to school or to Math/Science Math/Science 607. incentive 1 i m 115 . bl nee so 1arge, we have a 1arge \u0026lt;22-44 students per grade 1evel). numaer o-f high risk students spec ial program) programs (i.e . , science It labs, 1 s i our math understanding that 1 aos , young our astronaut children and to were mandated by the court to help meet the needs o+ these increase academic achievement. LoD situations should not be overcrowded. school Recently, district we noticed in the newspaper that each Pulaski was asked to better educate its teachers about Count'/ demands and requirements o-f the courtordered desegregation plan. the We are concerned that we will be cut o-f compl iance with the desegregation plan if our class sizes are at the maximum or above the state limits. We -fear that we are not meeting the needs o-f our incentive school populat ion. must ' have cannot be It is twenty  our understanding that cl asses -for these students or 1 ess in the best per u 1 ass or el se a -f ul 1 -t ime aide. It interests o-f these at-risk students to havetwenty-eight or twenty-nine students by 'I aw , in u1ass , even i t It IS all owed + roiTi The pos5lb i1 ity or forming sp I It cI asses two grade 1evel5 has been ment i oned. combined with a maximum class size will students. We have heard that some area cornpr1sed Surely, oT this students sol ution not best meet the needs OT our enough students. is it true that elementary schoo l 5 do some area school c1asses then ten students? Coul dn ' t not have some OT these smal1 er cI asses have 1 es-s be consol idated and the Math/bcience Magnet school'.-' surplus teacher(s) be reassigned to Wash 1ngton This by large class size. is a timely concern. Each day students-' 1ives are impacted October J possible . 1st dead line. Thank you. Decisions must be made before the state imposed F'l ease respond to this concern soon 3 Sincerely, MMaarryy Lott Kahler,, Curriculum 3Specialist Alisa Ford, First Grade Level Chairperson Eric Coleman, Third Grade Level Chairperson Tommy Wal ker, Fi-f th Grade Level Chairperson Susan Schoessel, Fourtth GGrraade Teacher Nettie Epp Katherine Snyder, , Primary Science Specialist ntermediate Science Specialist P(jsee Barnes, Primary fMath Specialist Paula Smith, l^ntermediate Math Specialist Nava Gazitt, Young Astronaut Specialist Ginny ^lotti. Media Specialist Estelle Matthis, Interim Superintendent Ann Brown, Office of Desegregation Joshua Interveners c/o John Wal ker Frank Martin, Little Rock Classroom Teachers Association Larry Robinson, Assistant Superintendent Karen Buchanan, PrincipalC.F. !D Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: September 22, 1993 To: From: Estelle Matthis, Interim Superintendent in Brown, Federal Monitor Subject: Construction at Chicot Last April 30, 1993, the Court approved LRSDs motion to build a cafetorium at Chicot Elementary School. 1 was pleased to learn of the districts intention to add a cafeteria to Chicot, and the Courts approval, because my staff and 1 had been concerned about conditions we observed at Chicot when we visited the school last spring. You will recall that Associate Monitor Melissa Guldin testified about Chicot during a March 19, 1993 hearing on the impact of LRSD 1992-93 budget cuts. In her testimony, Melissa pointed out that Chicot is the only school in the district without a cafeteria, meaning that the children must eat in their classrooms, thereby creating additional demands on the schools custodians. On September 9,1993, members of my staff made an informal visit to Chicot to look over the new cafetorium, only to find that construction on the facility had not even begun. Yet, in its motion for approval of construction projects that included the Chicot cafetorium, the LRSD stressed that the project was part of promises made to the public in exchange for approval of a millage increase in April 1990. The motion also states that the district \"plans to have the [Chicot) cafetorium constructed in time for the beginning of the 1993-94 school year.\" The Court has repeatedly admonished the district about the importance of keeping its commitments to the community. If we ever again expect to ask the public to approve a millage increase, we must be able to point to promises kept as evidence that the district can be trusted to keep its word and act quickly on its pledges. 1 would appreciate your answering the following questions so 1 can report to the Court as a follow-up to the April order on Chicot: 1. When is construction of the Chicot cafetorium scheduled to begin? 2. When is the construction scheduled for completion? 3. Why was the Chicot project not completed before the beginning of the 1993-94 school year? 4. How has the district determined the construction schedule for the Chicot cafetorium? 5. If Chicots construction is undertaken during the school year, how does the district plan to minimize the disruption the building project will have on the academic day?MEMORANDUM Date: September 16, 1993 From: Melissa To: Ann Subject: Chicot Construction Due to the brevity of our visit to Chicot Elementary School, it was not included in the summary of our September 9,1993 site visits. Upon arriving at Chicot, we asked to see the new cafeteria. The secretary told us that the cafeteria construction had not begun. We also spoke to the principal and he said that Doug Eaton informed him that construction would probably begin in January 1994. Since we travelled to the school only to look at the new construction, we left immediately after talking to the principal. After returning to the office, I checked the court record and noted that the Chicot construction project received court approval on April 30, 1993.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501)376.6200 Fax (501) 371^3100 Date: September 28, 1993 To: Estelle Matthis From: Brown Subject: Documentation of Administrative Directive Revocation As you know, on September 8,1993, judge Wright ordered that LRSD Administrative Directive No: 93-04S be immediately revoked. She also required the district to distribute immediately a complete copy of this Order and its revocation of Administrative Directive No: 93-04S to all personnel who received Administrative Directive No: 934)45.\" Im concerned that the district has failed to follow the Order because some LRSD administrators are evidently not aware of the September 8, 1993 Order. For example, last weeks Daily Bulletin at Central High School contained the' following paragraph: EFFECTIVE IMMEDIATELY, all information requested of any staff member by the Office of Desegregation Monitoring is to be submitted to the Principal prior to forwarding to ODM. The Principal will then forward a copy of the information to the Superintendents Office as per Administrative Directive 93-04S. As soon as possible, please send me the following information so 1 can assure the Court that the district has complied with the September 8, 1993 Order: 1. A copy of the communication which revoked Administrative Directive No: 93-04S. 2. A list of the personnel to whom this communication was sent. 3. The date that each of these communications was sent. 4. Evidence that each administrator has communicated the revocation of Administrative Directive No: 93-04S to his or her staff. Thank you very much.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: September 22, 1993 To: From: Estelle Matthis, Interim Superintendent in Brown, Federal Monitor Subject: Construction at Chicot Last April 30, 1993, the Court approved LRSDs motion to build a cafetorium at Chicot Elementary School. 1 was pleased to learn of e districts intention to add a cafeteria to Chicot, and the Courts approval, because my staff and 1 had been concerned about conditions we observed at Chicot when we visited the school last spring. You will recall that Associate Monitor Melissa Guldin testified about Chicot during a March 19, 1993 hearing on the impact of LRSD 1992-93 budget cuts. In her testimony, Melissa pointed out that Chicot is the only school in the district without a cafeteria, meaning that the children must eat in their classrooms, thereby creating additional demands on the schools custodians. On September 9,1993, members of my staff made an informal visit to Chicot to look over the new cafetorium, only to find that construction on the facility had not even begun. Yet, in its motion for approval of construction projects that included the Chicot cafetorium, the LRSD stressed that the project was part of promises made to the public in exchange for approval of a millage increase in April 1990. The motion also states that the district \"plans to have the [Chicot] cafetorium constructed in time for the beginning of the 1993-94 school year.\" The Court has repeatedly admonished the district about the importance of keeping its commitments to the community. If we ever again expect to ask the public to approve a millage increase, we must be able to point to promises kept as evidence that the district can be trusted to keep its word and act quickly on its pledges. 1 would appreciate your answering the following questions so 1 can report to the Court as a follow-up to the April order on Chicot: 1. When is construction of the Chicot cafetorium scheduled to begin? 2. When is the construction scheduled for completion? 3. Why was the Chicot project not completed before the beginning of the 1993-94 school year? 4. How has the district determined the construction schedule for the Chicot cafetorium? 5. If Chicots construction is undertaken during the school year, how does the district plan to minimize the disruption the building project will have on the academic day?RECESVPP LITTLE ROCK SCHOOL DISTRICT SEP 2 9 1993 Office of Desegregation Monitoring Date: September 23, 1993 To: LRSD Board of Directors Interim Superintendent Estelle Matthis From: -^D Dr. Selma Hobby 1993-94 LRSD United Way Campaign Coordinator Re: Final Report, 1993-94 LRSD United Way Campaign Attached is a copy of the final report I made to the United Way of Pulaski County regarding the 1993-94 campaign. Our goal for this year was $46,599, which was five percent more than our contribution last year and set by Frank White, Campaign Chairman. I am happy to report that we exceeded this goal by a substantial amount\nLRSD employees contributed $52,072.26 during this year's campaign, the largest amount ever contributed by district employees. Hall High School contributed $3,571, the largest amount of any school in the district, and Gibbs Magnet School contributed $2,391, the largest amount of any of the elementary schools. The following schools had 100% participation of both certified and support staff: Cloverdale Jr. High School, Forest Park, Geyer Springs, Meadowcliff, Mitchell, Stephens, and Woodruff. Brady, Gibbs, and Wilson had 100% participation among the certified staff. I am proud of all our employees who participated in the campaign and want to thank the principals and site coordinators for their hard work and cooperation. Support of this campaign is a chance for all LRSD employees to give something back to the community which supports us in so many ways every day.1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 LITTLE ROCK SCHOOL DISTRICT 1993-94 UNITED WAY CAMPAIGN REPORT 23 September 1993 Sxibmitted by Dr. Selma Hobby, LRSD United Way Campaign Coordinator A B C D 1993-04 1992-93 1993-94 SCHOOLS and SITES ^CONTRIBUTING/ CONTRIBUTION CONTRIBUTION EMPLOYEES *100% Participation, Certified and Support SENIOR HIGH SCHOOLS Central 67/162 JA Fair Hall McCleBan Magnet Parkview Magnet VOCATIONAL TECH. CENTER Metropolian JUNIOR HIGH SCHOOLS Cloverdale* Dunbar Magnet Forest Heights Henderson Magnet Mabelvale Mann Magnet Pulaski Heights Southwest ELEMENTARY SCHOOLS Badgett Bale Basefine Booker Magnet Brady** Carver Magnet Chicot Cloverdale Dodd Fair Park Forest Park* Frankfin Incentive Futoright Garland Incentive Geyer Springs* Gibbs Magnet** 35/91 65/102 25/86 28/95 5/33 74/74 11/75 43/76 26/100 8/65 47/89 8/87 34/68 9/26 23/44 18/48 15/70 31/48 12/68 11/70 11/41 13/39 12/37 39/39 19/72 28/47 10/55 31/31 38/40 TOTALS TOTALS 100% Participation, Certified $2,327.00 2,765.15 2,081.00 1,728.48 1,298.00 $2,716.00 2,516.00 3,571.00 1,679.13 1,282.00 607.00 283,25 369.00 1,295.94 939.20 748.24 1,341.00 334.00 1,135.76 268.00 749.00 479.18 407.00 652.50 524.00 270.00 185.00 459.00 520.00 651.00 451.00 964.00 215.00 265.00 1,638.50 199.00 1390.01 642.08 953.00 1880.24 476.00 1,676.00 229.00 693.00 260.00 1197.78 618.22 362.00 694.10 542.00 459.28 269.74 625.40 1,369.70 927.00 1258.18 1058.42 623.06 418.40 2391.32Page 2 United Way Report A B C D 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 Jefferson King Interdistrict Magnet Mabelvale McDermott MeadovvcBff* IvfilcheB Incentive* Otter Creek Pulaski Heights Rightsei Incentive Rockefeler Incentive Romine Interdistrict Stephens* Terry Wakefield Washington Magnet Watson Western Hills Williams Magnet Wilson** Woodruff* Alternative Learning Center SUPPORT/ALLIED SITES Administration Building Aduft Education Annex CARE Food Service IRC KLRE/KUAR_____________ Office of Deseg. Monitoring Plant Services Purchasing Safety and Security Student Assignment Bldg. Transportation GRAND TOTAL 34/52 35/61 15/50 8/47 43/43 56/56 10/36 19/37 21/46 36/81 14/50 48/48 18/51 9/43 23/103 32/43 16/36 16/54 31/48 31/31 0/15 33/71 13/25 8/25 2/5 3/21 36/45 5/11 5/10 2/67 2/6 2/4 14/15 8/300 1444/3814 567.00 N/A 970.18 364.00 717.24 907.00 417.00 683.00 355.00 1449.24 242.00 274.35 605.00 50.00 323.41 358.00 871.00 815.00 859.24 823.04 75.00 2077.96 450.00 486.00 88.00 20.00 497.00 381.62 594.00 310.00 69.00 120.00 301.00 648.00 $44,068.18 702.38 1671.34 422.00 442.00 502.00 900.50 390.00 506.00 344.00 1,574.00 442.34 664.00 869.00 227.00 399.00 292.00 513.18 745.00 781.50 917.36 0.00 1381.02 628.48 598.00 44.00 20.00 900.00 367.10 814.00 330.00 80.00 32.00 244.00 396.00 $52,072.26LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas RECEIVED Kanra * September 24,1993 SEP 2 9 1993 Office of Desegrsgation Moni\nTq From: Re Anne Brown, Of fits of Desegregation Monitoring Jeanette WagneqOrector of Communications Incentive Schod Brodiures In answer to your request, attached are the two incentive schod brochures produced ty the LRSD. At this time\nnew individual incentive schod brochures are in the conceptual stage Nelda Bromberg, who designed the other two brochures, is working on a new concept which is designed to address the varied issues of incentive siod recruitment needs. The individual brochures will also allow mere complete information on each incentive schod them\u0026amp;booker 1 Washington Hatn/Science Hagnet School 115 West 27th street Little Kock, Arkansas 72206 Dr. Henry Williams Superintendent of Schools Little Kock School uistrict 610 West Markham Street Little Kock, Arkansas 7\n:0: Dear Dr. Willi ams, recewsd SEP ? 8 Office ef .Desegregation LWiOfing  We are pleased to have the opportunity to meet with you and discuss our building concerns. month is our district scheduled faculty meeting. As you know, the -first Monday of each Many of us are involved in the presentation of the meeting on October 4, 199S. Therefore, we suggest a meeting time of 4:00 p.m. 1st is the state deadline for reporting student attendance, meeting before that date can better facilitate a solution, willing to meet at an earlier date. However, October If we are most Please consider inviting those individuals who received copies of our letter of September 21, 1993. interest and insight into these Each of these people has particular i ssues. We want you to understand that this group of teachers represents a building 1 evei concern . We appreciate your concern for the needs of our students and look forward to our meeting. Sincere I y ,y Mary f^u k.aahhler. Curriculum Specialist Al isa Ford, First Grade Level Chairperson WUMA-Eric Col eman , Third Grade Level Chairperson Tommy Walker, Fifth Grade Level Chairperson Susan bchoessel, Fourth Grade Teacher rimary Science Specialist CCaatthheerriinnee tt\u0026gt;\u0026gt;nnyyddeerr ,, intdrmmeeddiaialte bcience Specialist Rose Barnes, Primary Math Specialist Paula Smith, Intermed late Math Specialist Nava Gazitt ,^YdU:nngg Astronaut Specialist Ginny le Media Specialist cc\nEstelle Mathis, Deputy Superintendent Judge Susan Webber Wright, Eight District Court Ann Brown, O-f+ice ot Desegregation Joshua Intervenors c/o -John Walker Prank Martin, Little Rock Classroom Teachers Association Larry Robinson, Assistant Superintendent Karen Buchanan, Principal CJ\u0026gt;/CO mv LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEH, .V M SEP 2 5  TO\nFROM: SUBJECT: September 28, 1993 Oifica of DsssgresaS' H.\noi' !i\nng Ann Brown, Federal Monitor, Office of Desegregation Monitoring Estelle Matthis, Interim Superintendent 1. Construction at Chicot 2. State Standards - Class Sizes This communication is a follow-up of your letter dated September 22, 1993, in which you requested information regarding the construction of the cafeteria at Chicot Elementary School. I have visited with Doug Eaton, Director of Plant Services, and Larry Robertson, Associate Superintendent for Chicot, in order to provide the requested information. Doug Eaton has a previously-scheduled meeting with the architects for this project on September 29, 1993, at 9 a.m. I will have a more accurate schedule for the completion of the project tomorrow. A communication that includes responses to your letter will then be forwarded to you. On September 24, 1993, a meeting was held to re-assess staff needs of our elementary schools as we are aware of several classrooms that exceed state standards. Brady Gadberry is meeting today with Frank Martin, Executive Director of the Little Rock Classroom Teachers .Association, to review the process used to move existing teachers to schools where the student enrollment indicates a need for additional staff. All schools will be staffed in compliance with Arkansas State Standards for Accreditation as of October 1, 1993. Your assistance in this matter is deeply appreciated. /IksF.Y.I. Date: Ann  Bill Bob z  / Connie 7 Horace  Linda Margie Melissa  Polly Return to: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECFJV\"P SEP 2 9 Wi TO: FROM: SUBJECT: September 28, 1993 Oifica of Desegres iicn soiiioiing Ann Brown, Federal Monitor, Office of Desegregation Monitoring Estelle Matthis, Interim Superintendent 1. Construction at Chicot 2. State Standards - Class Sizes This communication is a follow-up of your letter dated September 22, 1993, in which you requested information regarding the construction of the c^eteria at Chicot Elementary School. I have visited with Doug Eaton, Director of Plant Services, and Larry Robertson, Associate Superintendent for Chicot, in order to provide the requested information. Doug Eaton has a previously-scheduled meeting with the architects for this project on September 29, 1993, at 9 a.m. I will have a more accurate schedule for the completion of the project tomorrow. A communication that includes responses to your letter will then be forwarded to you. On September 24, 1993, a meeting was held to re-assess staff needs of our elementary schools as we are aware of several classrooms that exceed state standards. Brady Gadberry is meeting today with Frank Martin, Executive Director of the Little Rock Classroom Teachers Association, to review the process used to move existing teachers to schools where the student enrollment indicates a need for additional staff. All schools will be staffed in compliance with .Arkansas State Standards for Accreditation as of October 1, 1993. Your assistance in this matter is deeply appreciated. /IksOffice of Desegregation Monitoring. m /) United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor //I\" 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371-0100 Date: September 28, 1993 To: From: Subject: Sterling Engram, Director of Planning, Research and Development Melissa Guldin and Connie Hickman Tanner Recruitment and Enrollment for the Rockefeller Child Care Program We understand that 1993-94 enrollment in the infant and toddler program at Rockefeller School has fallen far below the schools capacity. Apparently, enrollment in the classes for infants and two-year-olds is at only 50% of capacity. Since these early childhood classes are unique to Rockefeller, and are designed to help desegregate the school, we are very interested in the programs success. An ODM representative will contact you today so that we may set up a meeting to discuss our concerns. At that meeting we will be looking for answers to a variety of questions regarding the Rockefeller early childhood program, its enrollment, and recruitment to the school. A preliminary list of questions follows. What is the current enrollment in the classes for infants, toddlers, and three-year- olds? (Please provide data that lists enrollment by class, race, and gender.) What is the capacity for each age level? What caused the drop in enrollment between 1992-93 and 1993-94? What process does the Student Assignment Office (SAO) follow in enrolling children in the classes serving infant to three-year-olds? How does SAO decide who is eligible to enroll, and when does enrollment begin? When did you inform parents of children new to the program that their children had been accepted (specific dates)? Who at SAO is primarily responsible for promoting the early childhood program and assigning early childhood students to the school? What is the current weekly charge for paying clients? How many childrens fees are paid by Title XX or other voucher programs? Does the SAO reserve spots for children funded through vouchers? If so, how many spaces are reserved, and what is your procedure? What is the recruitment plan for the Rockefeller Early Childhood Magnet? Who is responsible for implementing the recruitment plan? To whom is recruitment being targeted? What marketing tools are you using to promote the program? On what dates have you conducted recruitment activities? What types of activities have been conducted thus far? What specific plans does the district have to increase enrollment in any underenrolled early childhood classes at Rockefeller?Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 29, 1993 To: Doug Eaton, Director of Plant Services From: Subject: Melissa Guldin Current Capacity Figures During a district court hearing held on June 8,1993, Judge Wright instructed the LRSD to provide current capacity figures for each district school. I realize that many schools capacity figures may be unchanged from those previously filed with the court, but the district has completed two new school buildings and modified others since you last furnished ODM with capacity figures. Please provide the current capacity for each elementary and secondary school in the district. Thank you for your cooperation. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 received TO: September 28, 1993 OCT 1 1993 Budget Managers Oliice of Desegregation Monitoring FROM: Mark D. Milhollen, Controlle SUBJECT: Cafeteria Plan Please distribute the enclosed summary plan documents to the people indent!Tied at your site as being enrolled in the cafeteria plan. Employees not receiving documents who feel they are enrolled should call 324-2066 for additional information. r' 0m2-93 TUE 11:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 I? 55 September 28, 1993 OCT 1 3 W3 Oftice of Dessgregaticn Monitoring RECJV\u0026gt;=-o SEP 3 0 1993 Judge Susan Webber Wright Federal Building Fifth and Gaines Street Little Rock, Arkansas 72201 u. S. district judge Dear Judge Wright\nThis letter expresses the sentiments of numerous LRSD employees....Even\"though'we feel it would'be unwise to sign our names, please do not let the lack of signatures lessen the attention that you give to the matter. We are aware that you conducted budget hearings and directed the LRSD Board of Directors to review its proposal and determine if additional cuts could be made, which indeed was possible. However, we are not aware if you have given your approval to a final budget for 1993-94, thus the basis for this letter. In the spring of 1993, teachers and all administrators except 12 month administrators, were given three percent raises. Twelve month administrators received the following package: 1, 2. 3, 4. 5. Contract days per year extended from 240 days to 250 days Pay raise set at 1 1/2% instead of 3% Paid vacation days granted on the basis of: 0-7 years experience - 15 paid vacation days per year 8-14 years experience  20 paid vacation days per year 15+ years experience  25 paid vacation days per year Sick leave days may be accumulated equivalent to the total number of contract days. When/if the 12 month administrator leaves the district, he/she will be compensated for any accumulated vacation days. We think that you should know that by granting the above package to 12 month administrators, they become the only employee group in the LRSD to receive even one paid hoiiday/vacation. Every other group is paid solely on the basis of days worked - NO PAID HOLIDAYS, NO PAID VACATION DAYS. Furthermore, the fact that they received a 1 1/2% raise instead of a 3% raise was almost immediately made up for by the provision for paid vacation days\nbecause, with the high salaries they receive, it will only take three orOCT-12-93 TUE 11:27 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 four days for most of them to recoup the other one and one-half percent. We strongly feel that the package granted to 12 month administrators is grossly unfair to the remainder of the LRSD employees and bears a total lack of equity. It is also completely unwise, monetarily speaking, for the financial well-being of the district. How can this district, in good conscience, grant such a costly benefit to these administrators. Please investigate this package and question publicly the fairness and financial intelligence of such a decision. We would be indebted to you for your assistance in this matter.- Sincerely, A CONCERNED GROUP OF EMPLOYEESOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 29, 1993 To: From: Subject: Rudolph Howard and Dorthy McDonald Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Central Enrollment and Recruitment This memo is to confirm our meeting on Friday, October 8,1993 at 1:40 p.m. We are very interested in your magnet programs success, since it was designed to help desegregate Central. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the Sth. Enrollment Data:  October 1 magnet program enrollment by grade, including race and gender, for the 1990- 91 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1991- 92 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The number of LRSD students recruited by grade, including race, gender and where they were recruited, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (all white PCSSD junior high students, private school students, and LRSD junior high students), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results.Qf \u0026gt; /4-fh Jfritr Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Date: September 29, 1993 To: From: Subject: Clell Watts and Joyce Stiedle Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Henderson Enrollment and Recruitment This memo is to confirm our meeting on Thursday, October 7,1993 at 10:00 a.m. We are very interested in your magnet programs success, since it was designed to help desegregate Henderson. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the 7th. Enrollment Data:  October 1 total school enrollment by grade, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The number of students recruited who live in Hendersons attendance zone by grade, including race and gender, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (ie. white sixth grade PCSSD students at Lawson, Baker, Romine), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S, Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date\nSeptember 29, 1993 To: From: Subject: Clell Watts and Joyce S tie die Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Henderson Enrollment and Recruitment This memo is to confirm our meeting on Thursday, October 7,1993 at 10:00 a.m. We are very interested in your magnet programs success, since it was designed to help desegregate Henderson. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the 7th. Enrollment Data:  October 1 total school enrollment by grade, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The number of students recruited who live in Hendersons attendance zone by grade, including race and gender, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender durin\u0026lt; the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (ie. white sixth grade PCSSD students at Lawson, Baker, Romine), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results./eis- A, Office of Desegregation Monitoring United Stales District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 29, 1993 To: From: Subject: Nancy Acre, Faith Donovan, and Joyce Underwood Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Dunbar Enrollment and Recruitment This memo is to confirm our meeting on Friday, October 8,1993 at 10:00 a.m. We are very interested in your magnet programs success, since it was designed to help desegregate Dunbar. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the Sth. Enrollment Data:  October 1 magnet program enrollment by grade, including race and gender, for the 1990- 91 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1991- 92 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The number of LRSD students recruited by grade, including race, gender and where they were recruited, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (ie. white sixth grade PCSSD students at Lawson, Baker, Romine), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 29, 1993 To: From: Subject: Jodi Carter and Steve Garrett Horace Smith and Connie Hickman Tanner, ODM Associate Monitors McClellan Enrollment and Recruitment This memo is to confirm our meeting on Thursday, October 7, 1993 at 1:30 p.m. We are very interested in your magnet programs success, since it was designed to help desegregate McClellan. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the 7th. Enrollment Data:  October 1 total school enrollment by grade, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The recruitment committee roster by race, gender, and position  Recruitment committee agenda and minutes  A list of all recommended recruitment strategies developed and implemented by the recruitment committee  Recruitment training documentation, including the person(s) responsible, topic, location, time, sign-in sheets, and evaluation criteria  The number of students recruited who live in McClellans attendance zone by grade, including race and gender, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (all white PCSSD junior high students, private school students, and LRSD junior high students), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results. IRC .  TEL:501-524-0504 Oct 0193 15:11 No.004 P.Ol LITTLE BOCK SCHOOL DISTRICT PIjANNING, RESEARCH AND EVALUATION Date: September 30, 1993 To: All principals From: Sterling Ingram, Director Subject: Instructions for Completing Program Budget Document In order to standardize procedures for reporting achievements (evidence) of the strategies on the Program Budget Document, following instructions are provided. the Responsibilities of Principals Principals are expected to document the achieve of strateaies onlv where \"Principal\" or \"Distri ment strategies only -- is stipulated in the \"Responsibility\" Principals are Staff II columi of the Program Budget Document, responsible for inputting information in only three (3) columns: Strategies, Beginning Date and Complet. The diagram below shows the relative columns Date. for inputting information by principals. strategies Beginning Date Completion Date. 1. 2. submission to Assistant superintendents Your diskette should be forwarded to the assigned assistant superintendents on or before the second Thursday following the end of the quarter (i.e. Thursday, October 14, 1993, for this quarter). The assistant superintendents will compile the informa on to form a district-wide report that will be keyed a master School Operations diskette. 3 . Return to Schools I Your diskette will be returned to you after a paper copy has been extracted fop office use.IRC TEL:501-324-0504 Oct 0193 15:11 No.004 P.02 Memo to Principals September 30, 1993 Page 2 4. Placement of Achievements (Evidence) on the Program Budget Documents Evidence of the achievements should be placed underneath the \"Strategies\" column. Use alpha order to list achievements underneath strategies (A.______\n3, , etc.) where the principal or district staff has been specified as the responsible person. REMEMBER\nThe achievements will continue to grow underneath each strategy until the information for that particular strategy is completed. See the Sample of Achievements Documentation below for selected objectives and selected corresponding strategies for further clarification. Sample of Achievements Documentation OBJECTIVE STRATEGIES i 1. To ensure an organizational structure which provides equal opportunity and access for parents,students and staff. 1. To review organizational I structure in schools and [ central office to ensure sufficient support for students and staff success and for the implementation of the desegregation plan. 5. 3.1 Mini-seminars at PTA meetings and in the community. A. PTA Mini-Seminars Agenda, October 10 Beginning Date Each achievement should have a corresponding beginning date (MM/DD/YY), example: 09/28/93. IPC TEL:501-324-0504 Oct 0193 15:12 No.004 P.O S: Memo to Principals September 30, 1993 page 3 i 6. 1. 8 . Completion Date An actual date (MM/DD/YY), example: 11/14/93, will document when an achievement was completed. If an achievement has been started but not completed, give an approximate guess for the percent of completion, example: 75%. Limited Achievements for This Reporting Quarter Identify only achievements which have been completed during this quarter (July 1 - September 30). Every strategy is not expected to show achievements at this early date. Laser Printers Are Required for Hard Copies I Only laser printers are capable of producing hard copies (photocopies) of the information entered onto However, some laser printers in the the diskettes. schools are not capable of printing the WordPerfect program Budget Document. For those schools not having printing capabilities for this document. Planning Research and Evaluation will provide a hard copy upon request. REMINDER:\nIf you are confused, do not forget to refer to the three (3) sets of definitions for the Program Budget Document given you at the inservice. As a final note, schools are expected to present only, achieve- Kie which are succinct and meaningful. Blank forms of the Program Budget Document are enclosed. contact Marjorie Bassa at 324-2120. Tf vou have content questions concerning this memorandum, ',^.u 1.^ L_-L  fill. If you have technical questions concerning the Program Budget Document, contact Dennis Glasgow at 324-0518, drg Enclosures cc: Assistant Superintendents I-f / r 7\\ . ^. .. A . TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS received OCT 1 1993 October 1, 1993 Office of Desegregation Monitoring Ann Brown, Federal Monitor, Office of Desegregation Monitoring Estelle Matthis, Deputy Superintendent SUBJECT: Documentation of Administrative Directive Revocation 1. The district received Judge Wrights order dated September 8, 1993, and we complied with her order fully by September 10, 1993. The revocation of the directive took place immediately. See Attachment A 2. Provided is a listing of district personnel to whom this communication was sent. See Attachment B 3. The communication was sent September 10, 1993 (see date on Attachment A). 4. Each administrator will be contacted by means of the attached memorandum to apprise their staff of the revocation of Administrative Directive 93-04S, providing they have not previously contacted staff. This information should serve to establish that the directive was timely revoked. /Iks EnclosuresTo: From: Ma] W- Subject: ATTACHMENT A LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 September 10, 1993 All Principals, Directors, Supervisors and Program Ma.nagers stelle Matthis, Interim Superintendent LRSD Administrative Directive No. 93-04S The District employs over 4000 employees, and we believe that it is critical for the administration to put in place a procedure that will allow us to keep track of information that is sent to the Office of Desegregation Monitoring (ODM). Administrative Directive 93-04S was an attempt to help us achieve this No. task. Judge Susan Webber Wright has reviewed this directive and has directed the District to immediately revoke the document and to distribute a copy of her order to personnel who received the directive. The District will put into effect a procedure that meets the Court's approval and our needs in the very near future. all We continue to encourage staff to respond to ODM in a timely manner. Effective immediately until a new directive is developed, each staff member is to submit to the Office of the Superintendent copy of all reports, data, etc. that is forwarded to ODM. new directive developed a Your assistance in this matter is appreciated. EM: nrATTACHMENT B DISTRIBUTION LIST FOR POLICIES \u0026amp; ADMINISTRATIVE DIRECTIVES All Building Principals Superintendent Assoc. Supt., School Operations Associate Supt. for Curriculum Assoc. Supt. for Support Services Assoc. Supt. for Equity (OLE) Planning, Research \u0026amp; Evaluation Jo Evelyn Elston (Drug Education) Mark Milhollen (Financial Services) Charlie Neal (Director) Purchasing Doug Eaton (Director) Plant Services Brad Montgomery (Director) Transportation Patty Kohler (Director) Exceptional Children Dave Kingsella (Director) Data Processing Jackie Boykin (Director) Food Services Asst. Supt. Elem. (Gremillion) Asst. Supt. Elem. (Robertson) Asst. Supt. - Secondary Director (Reading Dept.) Director (Barnhouse) Safety and Security Director (Leon Adams) Federal Programs Director (Gadberry) Human Resources Director (Jeanette Wagner) Communications Director (Carol Green) Vocational Educational Metropolitan Director (Donita Hudspeth) Staff Development Liaison (L. Young) New FuturesPage 2 Office of Deseg. (Ann Brown) Rita White Adm. Asst. (Human Resources) Linda Swain - Student Hearing Officer Othello Faison (Director) - Alternative Learning Center Arma Hart Facilitator Incentive Schools Paulette Martin Adult Ed. Director Ouida Carter - Quigley Stadium - Athletics Marie McNeal, Supeirvisor - Social Studies Lucy Lyon (Coordinator) - Instructional Technology Dennis Glasgow (Supervisor) - Science Dept. Debbie Milam (Coordinator) VIPS Supervisor - Math Department Mabel Donaldson - Gifted and Talented Catherine Gill PAC Coordinator Marie McNeal, Supervisor - Social Studies Pat Price, Coordinator - Early Childhood Marian Shead HIPPY Martha Rodgers - CARE Mala Daggett - McClellan - Community Education Gene Parker (Supervisor) - English Dept.SCHOOL/SCHQOL CODE  Central High (01) J. A. Fair 08) Hall (02) McClellan (12) Parkview Magnet (05) Metropolitan Vo-Tech (04) Cloverdale Jr. (15) Hiqh Dunbar Magnet (07) Forest Heights (09) Henderson (13)' Mabelvale (16) Mann Magnet (03) Pulaski Heights (10) Southwest (11) Badgett Elementary (19) Bale (17) Baseline (22) Booker Magnet (06) Brady (18) Carver Magnet (21) Chicot (28) Cloverdale (31) Dodd (32) Fair Park (23) Forest Park ^4) Franklin (25)^ Fulbright (48) Garland (26)^ Geyer Sorings (37) Gibbs Magnet (27) King (351 Jefferson (30) Mabelvale (46) McDermott (20) Meadowcliff (33) Mitchell (34) Otter Creek * Pulaski Heil leJ^Ls^SS) e^ (36)* Rightsell Rockefeller (36) Romine (40) Stephens (41) Terry (47) Wakefielo (51) Washington Magnet (42) Watson (52) Western Hill\nIs (29) Williams Magnet (43) Wilson (44) Wood run (45) *lncentive Schools LITTLE ROCK SCHOOL DISTRICT SCHOOLS/PRINCIPALS 1993-94 PRINCIPAL Rudolph Howard Al Niven Dr. Vic Anderson Jodie Carter Junious Babbs Dr. Doyle Dillahunty Gayle Bradford Nancy Acre Richard Maple Clell Watts Walter Marshaleck Marian Lacey Ralph Hoffman Charity Smith Mary Golston Levanna Wilson Dr. Mary Jane Cheatham Dr. Cheryl Simmons Mary Menking Mary Guinn Otis Preslar Frederick Fields Patricia McNeil Barbara Means Virginia Ashley Franklin Davis Mac Huffman Robert Brown Eleanor Cox Donna Davis Sadie Mitchell Frances Cawthon Julie Davenport Mike Oliver Jerry Worm Dr. Samuel Branch Carolyn Teeter Lillie Carter Sharon Davis Anne Mangan Lionel Ward Lonnie Dean June Looper Willie Morris Karen Buchanan Theresa Courtney Scott Morgan Dr. Ed Jackson Gwen Zieg er Pat HigginbothamLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS October 1, 1993 TO: All Principal^ Directors, Supervisors, and Program Managers FROM: fed this. Di Estelle Matthis, Deputy Superintendent SUBJECT: Revocation of LRSD Administrative Directive 93-04S The district has been advised that some administrators may not have promptly apprised their staff of the revocation of Administrative Directive 93-04S. PLEASE COMMUNICATE TO YOUR STAFF THAT THIS DIRECTIVE WAS REVOKED AS OF SEPTEMBER 10, 1993. As always, your assistance in this matter is appreciated. /Iks1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVE OCT October 1, 1993 t 1993, a t Office oi pesegre'^jaion TO: FROM: Ann Brown, Federal Monitor, Office of Desegregation Monitoring ^^llle Matthis, Deputy Superintendent SUBJECT: Construction at Chicot This communication is a response to your memorandum dated September 22, 1993, and received in our office on September 24, 1993. 1. When is construction of the Chicot cafetorium scheduled to begin? The actual construction of the cafetorium is scheduled to begin February 1, 1994. The decision was reached with the architect/engineer and our director of plant services. 2. When is construction scheduled for completion? The Chicot cafetorium is scheduled to be completed by July, 1994. 3. Why was the Chicot project not completed before the beginning of the school year? Following the districts March, 1993, filing, the district began to advertise for an architectural/engineering firm to do the bond work for the next school year. This process was completed in April and assignments were initiated in May. On May 14, 1993, the director of Plant Services, Doug Eaton, identified and contracted an architectural/engineering firm to do the Chicot project. The preliminary Scope of Work was completed on or about June 15, 1993. During the summer of 1993, theConstruction at Chicot Page 2 readjustments to the budget, scheduling the completion of ongoing projects, and the preparation for the start of the school year caused certain projects to be delayed. Plant Services accelerated its activities and covered projects necessary for the opening of schools. Delays due to the lengthy budgetary process and other projects caused the Chicot project not to proceed on its originally-intended schedule. 4. 5. How has the district determined the construction schedule for the Chicot cafetorium? The construction schedule for the Chicot cafetorium is done in concert with the architectural/engineering firms by analyzing the size of the project, the anticipated duration to construct a project of this size, and by allowing for design time and contractual advertising. If Chicots cafetorium construction is undertaken during the school year, how does the district plan to minimize the disruption during the academic day? The Chicot cafeteria expansion will be a stand-alone building which will be connected to the new building with a hallway. By working closely with the principal, there should be no disruption to the academic day. During the latter part of July, I instructed Larry Robertson to secure from Otis Preslar, principal of Chicot, and Doug Eaton a status report regarding this project. From this point, we have been closely attuned to getting this project back on schedule. The district is committed to completing this project in a manner that provides for the needs of our students and our community. Please contact me if further information is needed.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 October 5, 1993 Mrs. Mary Beth Greenway Parkview Magnet High School 2501 Barrow Road Little Rock, AR 72204 Dear Beth: Hooray for you! I want to add my voice to the many who are singing your praises and congratulating you on your latest achievement, the Milken Award. What a wonderful surprise, and yet its really not at all surprising that someone as fine as you would rate such a distinguished honor. You never flag in your devotion to children, intense interest in education issues, and energetic leadership for positive change. Were all very proud of you, Beth. Thanks for all you continue to do to make our world a better place. Sincerely yours, CX- \" Anh S. Brown- 7'dr^T~ 12''93 08:58 0301 324 2032 L R School Dlst a 001 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 /^? -/^ -^3 TO: -fa. FROM: SENDER'S PHONE#: SUBJECT: 3^  -_____ _ SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed. Dial Fax Phone Number OIDO GRAnn/nz.cr J Tf^nV.T. W 0 2 TOTAL II 0 1 TOI'Al, h W o 1 TWL'Al. n w 0 5 TOTAL n M 0 6 TOI-A I- R W 0 7 'JVJ7.J, II w 0  TOTM. A 0 9 7W.M. n 0 $0 TOTAL II 0 JI 7'OTAI. n w 0 trUHUUIl TES'l'KO 369 4 1330 697 24 lisfJl 1 171 r.?2 2fl 1783 1131 612 10 1067 L 3 11 032 23 1922 1280 61? 2 2 1414 1 1209 609 25 1094 1122  50 21 J 57,1 JOflO 493 19 1554 995 53 6 23 1602 949 009 4 1 ,14 72 1125 612 35 LITJ^E ROCK SCHOOL DISTRICT PTAWflKG, REse?iRC[( AND EV^LVZlTI0N STANFORD ACftlBVEMEHl' EIGliTlC EDITION HATIONAI. pr^CErfTILK RARK/NaRMAL CUIIVR IIQUIVALEHT SCORES (FR/NCR) DlSTRICWrOE aOHMARY 199? 7017. L llErtDlHG 42/45.a .3 5/4 1.9 63/57.(1 fi6/5fl-0 30/44.1 20/33.1 62/56. ?. 61/56.9 39/44.2 27/36-9 63/57.0 57/53.0 44/47.0 33/40.9 67/59.2 60/95.4 3n/-l3-3 26/3G.6 ru/5G, 1$ 50/54.1 50/49,9 37/42,0 74/03.6 67/59,2 4 2/'l!..5 li/39.1 7n/6i.0 72/62.2 41/45.2 29/:ia.s 67/59.4 73/62.6 44/40.6 10/39.? 60/60.1 63/57.2 49/49,2 3!5/-U.O 72/62.3 64/57.4 50/49.0 34/41.4 6\u0026lt;\u0026gt;/6O,7 r\u0026gt;6/Sfl,4 TOTAL MA'l'HEMATlCS LArrOtJAOE (1 2HVJnOMMEI?T* SCIENCE SOCIAL SCIENC.: hz^sic RATl'EnV cqmpli:te ' n?tTPEftV CD 40/49.0 4(1/44.6 70/03,1 74/63.3 57/53.fl 46/47,7 77/65.6 07/73.6 50/54.1 46/47,0 76/65,1 flO/641.0 57/53,9 49/49.2 73/63.0 7C/CG,1 53/51,7 43/46.5 71/61,9 03/69-9 57/53.0 40/40.7 74/63.3 75/64.3 45/47.4 36/42.2 64/57,3 75/64.3 39/4't.O 3CI/3Q.U 9/54.7 87/73.6 34/41.2 23/34.1 57/53.9 6fl /59.6 37/'\u0026lt;3.2 26/36.7 56/53.1 50/54.R 43/46.0 32/40.1 59 /54,6 62/56,4 4.1/45.1 12/40.2 61/57.2 60/60.1 \u0026lt;''/49,7 39/43,9 70/60.9 61/57.4 tSD/SO. D .fl 70/60.\u0026lt;l .6 46/47.6 35/42,1 C5/G0.O 64/57.4 4n/.l. ? 341 / 4 3. 3 67/.69.1 66/150,7 51/50.3 41/45.4 60/59.9 64/57.7 43/46.1 33/40.7 64/57.7 70/01-1 40/40.1 30/43.6 6D/G0.7 R1/6U.5 54/51.9 ^2/45.9 73/63,0 09/60.6 47/40.6 34/41.5 60/60.0 59/54.6 4fl/49.1 5/41.9 66/50,S 61/56,1 37/42.9* 27/37,3 su/ss.o 49/49.5 43/46.3* 32/40.0 66/50.0 67/59.3 43/46.1 30/30.0 67/59,1 63/57.1 46/47.6 34/41.6 60/60.0 6(3/50.7 45/47.4 33/40.6 70/61,2 74/63.6 34/52.0 43/46.0 74/63,5 75/64,0 42/45.6 31/39.7 65/57.9 75/64.5 45/47.4 14/'n . 1 60/00.I 77/65.7 50/50,2 38/43,4 72/62.5 69/00.7 15/47.1 12/39,9 67/50.0 64/57.3 4?/4JI,6 32/40,2 fiO/Q9.7 50/54.'$ O Oo 45/47.5 36/42.4 67/ 59,5 74/63.5 39/44.0 31/39.5 64/5?.fl 67/5$ . I Ol 00 4S/47.4 34/41.3 69/60.3 73/62.6 45/47.3 33/40.0 70/61,2 74/63.5 I 46/40.0 35/43,6 67/59,2 61/55.9 4fl/4j.O 30/43.5 60/59.7 69/60.3 46/40,1 37/43.1 65/50,2 70/60.0 59/54.S 49/49,0 76/S5.0 72/62.0 35/42.1 72/ft2-0 B0/s?,a 46/40,0 34/41.3 72/62.I fl3/7O.O 49/49.6 36/42,5 73/62,6 71/61.4 43/46.2 30/3fl.7 66/5fl,4 57/53.fl Sl/50,6 3^/42,7 \u0026lt;59/60.7 72/62.3 * At Cr.idoB I nn\u0026lt;l 2 tlio .SCIENCE aivI SOCIAL SCIENCE ob'jocUtvos aro combload nmi rnrioctne] ein\u0026lt;. n\u0026lt;*oro uinlcr ENVinONHEMT, J). 49/49.2 36/42,4 70/61.1 69/60.4 ie/49,0 3A/43.6 60/59.7 67/53.0 44/46.0 34/41.1 65/5B.3 71/ei,5 54/52.1 43/46.4 73/63.1 72/62.2 46/47.9 35/41.7 69/60. 75/64,5 43/46.2 32/40,0 66/5B.6 H4/71.2 47/40.2 34/41,I 70/61,0 71/61,7 47/48.4 34/41.7 60/60.1 64/57.7 51/50.4 36/42.3  70/60,a 69/60,5 47/40.2 34/41.0 70/61.0 68/51. .7 47/4C.2 36/42.2 60/60.0 67/59.0 44/46.7 32/40.4 67/59.2 72/52.4 54/52.1 43/46,0 7S/64.0 71/62.6 46/47.7 32/40.9 71/fl1.5 7B/G6.O 43/46.1 30/39.2 50/59.0 06/72,6 48/441 .fl 34/41,1 73/62.6 73/62.9 47/40.5 32/40.4 VO/61.2 6G/5JI .2 51/50,4 34/41.3 72/62.1 ZO/eiiO  SO to o t-41 w a cr o 0 cn IS.k GRADE SUBJECT '89 ijj-i iiiis KULA uisiKiur PLAHNING, RESEARCH AND EVALUATION ARKANSAS MINIMUM PERFORMANCE TEST PERCENT OF STUDENTS PASSING FIVE YEAR COMPARISON 1909-1993 ALL STUDEHTS__ '30 '91 '92 '93 ' 39 BLACK STUDENTS, '30 '31 92 ' 93 ' 09 WniTTLJiTUDENTS___ ' 90 '91 '92 9 3 1 I 3 6 8 READING MATH READING MATH LANGUAGE ARTS CIEMCE SOCIAL STUDIES READING MATH 86 89 88 09 7 5 66 70 90 89 07 8 7 90 90 77 7 2 \\ 7 7 09 8 7 8? 87 94 90 70 73 73 07 0 4 88 91 92 89 7 7 75 74 05 06 86 80 91 80 7 6 30 76 86 03 02 06 04 86 60 56 60 06 06 83 02 07 00 7 0 62 69 05 83 02 03 92 00 71 64 65 82 79 82 0? 89 86 70 67 66 79 81 81 83 07 84 70 73 69 82 70 96 97 96 95 89 06 89 90 97 95 95 97 96 92 92 94 90 97 95 94 90 95 90 90 09 9 7 95 90 9 6 97 9 8 95 30 90 09 97 95 96 99 94 90 95 91 95 92 EXHIBIT 2 t OTHER STUDENTS '09 '90 '91 '92 '93 70 03 96 96 80 85 00 90 00 95 90 95 95 86 02 35 88 93 96 91 ICO 97 90 87 90 9 0 90 96 96 94 91 85 00 05 97 92 06 91  95 9 2 92 02 02 02 7 7 1 I I 0 lANGUAGE ARTS SCIENCE SOCIAL STUDIES TOTAL TEST * 85 67 74 91 84 74 7 5 91 02 63 63 92 01 62 66 80 80 63 67 7 9 55 65 79 7 6 75 75 97 93 9 4 92 91 70 80 02 06 79 64 68 50 54 52 57 51 50 * TOTAL TEST SCORE AFTER THIRD ADMINISTRATION EACH YEAR. 09 91 93 91 08 01 05 84 07 85 7 0 83 03 01 70 7 0 01 01 69 74 i! II ih I rc co Ol co CS OI o to to ro i/i Ci cr o o o tn1 LIWLB HOCK SCliOOI, Orsi'RjcT PUlWIIHB, lil!SEf,RCIl, AND EVAI.UATlOH ARKAHSA3 HINIMfiK rEKFOHMAHCB 3'EflT OJIADE EIOHT SUMHARy AND KVALUATLOH I.TTT'LK ROCK SCHOOL BISl'HIC-r PMUHIHG, RESEAIICFI, AKU EVAHJA'TIOH ARKAHS/iS_MIKIMUM PEREOHKAtfCE TEST to 1 It SglKX\u0026gt;L/MO. JflSlED* 2IjQ2EBiJAIiEZlSS Jfiimhsr -------rcroont 9119iSZ22a Kumhor - faroant aBF5TJ]SlST3/22? Humbor yoroent llllfiEBS9HZ,2U Numbor -------PqgQont HilBEIiViliEZlla Miinbor ----------tsr9iil_. H4M1IZ259 Kuobar -----------ggroant ITUAEMJISISJOSZU1 Hunber ----------Ssroent_________ acuimaazifii irumber ---------Jscsunli. iIl._llITaiEl![Z2 HiiTTiber ----------laisfint_____ 11 tUliCLE POTHTni WumLor -------KsrafiiLt___ Wumljor ----far\u0026lt;?BS_ TiriRb ADHlMlSTRZiTtOH 19 9 3 CRAOE KIGHT SUMMARV co STl/DENTa PAaSiHG__ ISA 3!*mLu^fP5T flWCK 22  3S_ 11 Ji .StW\u0026gt;EKTS_PATMHQ WFITTK li . 6 JI OTFIBR F _TOTA|, \u0026amp;gltaQL/MO. TRSTBD* _a ----.2_____fi. 33 12. CLSYBliEAlEZlia Humller ______percont___ I 222 _!15_ 115 -fit 214 -89. 151 _S 214 _21- 12 6 li .2 12. _n 0 e. _o _jL 29 11. JlUHflAHZlll llunhciv ---------feroont 21 .15_. 1.4 IS.. 12. -----il J _a IS^0. 0 ___________0,, 12 A3 12 -2 . . _o 0 11_____ -1 _a 0 IL _2 _a. !2 E!]iESl!.irETni]T.q/\niA Hunbor -------Efltflont__ _Q .J?. 21. -5 22 -9- 32 fiEiiioaotiziix Wpubor -------Earooiit_ THIRD ADHIKISTRATIOH 19 9 2 liTUOJilJTS ASaiHQ_ m 40 222 9a 151 03 122 .J5. .'lQTAli-3^11J\u0026amp;9Sllfg_5.\u0026lt;XiRrir7a^ 1-tl nwcK K WiriTE Ji O'fHKR -.iCSlAk. co o o 1-Q IS 99. 21 is. 21 0 -j 0 0 21 14. 0 oi Ik 11 35 U ik 0 0 __ik_  0  0 LC .a. hi 0 0 .12 1.2. 0 G 21.fi ----59___ 11 sc -2 Lk --------02_____12. . 1 iS. _1 __12. ___ai * iiio numbor o/ atuUants __10____ -j6 28, 0 k G __.s_. X5. 3 _2 0 0 -fi .. 0____iftfi______g._ -I -ll_ 12 11 _9 a U 0 ,2 _i9_ -12. 121 _52_ SI _3S_I IS jL 19 -. J. 1 _l. tented lias been rovlseit U -C.. .-9 IL Q k 21. 0 0 _0 _i 29 i{ 12 _2 24 30 21 2B_.. -54. -S .21. 35 2. Into ad out of tiia district sllicu^t)icscuond^adi ctudonta rnovtiig ^tPlents vbo ,ay Have boon Inc^idod Jo the sot^J atlmiidatratioFb sujftwiary, BaflELV4LBZ125 Humber Varofenfc_ MAljH/g73 Humber 191 _____SI. _____Pqtoeht_______ PlltJUKT HEIGfITS/aijn Hiuftber  fiernaiit_________ ggTjTin?RaT/i99 Huinbor ----Earepaid F LI2.R-JirLCirKT,b/9 Humber -------Pktaaaifc____ . EIUHaIJl_EOlnxZ5_ Humber ----------tflroent_______ EISlBICIZlX'-fi Kumboa: ____^roent _ 2SZ 12 ,56 c -li. 1 5 G 0 --------4k 292 _5___ 152 111 _5 19. 1552 __M, _a sc 0 0 0 0 19 .JB 29 il G 1S -52. 19 92. 19 jl 15. as -A9_ 0 0 0 Q 2 0 G 24. _1 -25. 0 0 22 J5. 22 ----il_. 19 c 29 11 22 15. W o 5 O cn a _44_ _1 JiL __B 1944. \u0026gt;1 5 12 5 0 0 229 _12. Unto^irLut' Of the'd?o?,dat':ioo\\h ?* students moving J1E13 boon revised to reCiwot i abieo tho seoand RdmlnJstvatlon the aocond iSOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building LtUe Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 14, 1993 To: Bobby Lester, James Smith, Hank Williams From: i\n- in Brown Subject ODM 1993-94 Monitoring Priorities and Procedures My staff and I have identified our monitoring priorities for the 1993-94 school year. We plan to closely examine the desegregation areas that are listed below and summarize our findings to the Court in a written report. It is possible that some of the topics will be subject to change depending upon unforeseen events such as new court orders. As in previous years, we identified our monitoring emphasis by reviewing the desegregation plans and court mandates. We paid close attention to those plan areas the Circuit Court has termed u 'crucial.\" We also noted District Court orders and directives issued during hearings that require ODM to review certain desegregation activities or scrutinize specific provisions of the plans or court orders. Some of our monitoring will be in the nature of a follow-up on previous reports, such as those on the LRSD incentive schools and racial balance in the PCSSD schools. Other monitoring will be in areas we have not previously reviewed as a discrete topic, such-as recruitment and the interdistrict schools. /Mthough we will not monitor all three districts in every area, we will review the activities of all districts in most of the subjects and monitor the district to which a topic specifically refers, such as Academic Progress Incentive Grants in the LRSD area schools. Well also likely visit some schools to assess their general compliance with the desegregation plans in addition to the emphasized areas. You can expect our monitoring procedures to remain essentially unchanged from last year, continuing to include both announced and unannounced visits to schools. Our observations will be guided by a written monitoring guide, the same type of instrument weve used in previous years. We will review the guide with your staff before beginning a formal monitoring project so youll loiow what were looking for. As you know, some guides include charts to reflect various data, such as school enrollment and staffing. Because ODM monitors gather this data from the annual school profiles, rather than asking school staff to fill out forms\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_456","title":"Focused activities","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","Student activities"],"dcterms_title":["Focused activities"],"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/456"],"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\nLRSD ADMIN. BULDING Fax:1-501-324-2032 Jun 8 95 8:43 P.02/02 3j T-: n Little Rock School District News Release June 8, 1995 For more information: Suellen Vann. 324-2020 The Littie Rock School District received a $233,992 grant from the Arkansas Early Childhood Commission to fund early childhood education programs. The Arkansas Better Chance grant will help to fund programs which identify and assist educationally-deprived children ages three to five. Approximately 378 children will be served at 13 sites by programs funded through this grant. ### aiO-WP-^ Markham Street  Uttle Rock. Arkansas 72201 ^(501)324^2000FOUR-YEAR-OLD PROGRAM Notice The Little Rock School District is pleased that we have been able to offer a Four-Year-Old program in our schools for the past seven years at no charge to parents. Due to projected budget cuts the program may not be available in as many of our schools for the 1995-1996 school year. The final decision will be made by the LRSD Board of Directors in the near future. We will continue to accept applications for the Four-Year- Old program in hopes that we can offer the program at all current locations. However, please be reminded, your application does not guarantee a seat in the program. Final assignment letters are scheduled to be mailed the week of April 3,1995.BUSINESS CASE FOCUSED ACnVITIES/ACADEMIC PROGRESS INCENTIVE GRANTS May 25, 1995 A. EXECUTIVE SUMMARY I  I i In order to address the concerns of the area school patrons and equity issues regarding adequate resources, the Little Rock School District proposed in the TriDistrict Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. Prior to the May 1, 1992 Court order, the District proposed to modify the Settlement Plan by requesting to substitute APIG for Focused Activities. The Court approved the continuation of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to area schools for application the last five years. {? r i At the conclusion of each school year, the principals submitted a narrative which included a summary of the project activities, a list of students who were targeted, and if improvements were made. Most of the reporting schools used their funds to provide activities interrelated to the core curriculum. However, data did not reflect that the grants led to a disparity reduction or achievement improvements as had been expected. The intent of Focused Activities was to provide resources that would facilitate the creation of attractive, enriched learning activities at each elementary area school. Focused Activities were to serve as a recruitment tool to help improve racial balance through a voluntary assignment plan. The District did not begin to implement this component of the plan until the 1994-95 school year. Plans were developed during the spring of the 1993-94 year. Elementary area schools submitted grant proposals that requested a maximum of $5,000 to implement these activities. The severity of our financial problems and the need to evaluate the effectiveness of existing programs have forced the District to seek more efficient ways of educating our students. 1The implementation of these two programs has presented some positive results in spite of delayed funding. Some of the submitted proposals did not specifically relate to the goals of APIG and Focused Activities. The grant application process is perceived by some to be burdensome and too restrictive in terms of how funds may be utilized. At least six alternatives were examined as the District looked for solutions that would continue to provide support to our area schools and allow us to operate our schools within our annual revenue. Alternative number three appears to be the most viable option at this time. The recommendation is to provide equitable opportunities to all area schools by eliminating the application process and providing additional funds through an armual appropriation in each area schools operating budget. The goals of APIG, Focused Activities, Extended Comprehensive Outcomes Evaluation (COE) and the Desegregation Plan would be combined in such a manner that the spirit and intent of the two proposals would be maintained. This would allow the District to concentrate obligations identified in multiple locations. Schools would be able to clearly focus, implement, monitor and evaluate these activities in a comprehensive manner. The objective of this recommendation is to provide equitable quality educational experiences so that all students have the opportunity to succeed. Successful implementation will enhance student achievement and ensure that area schools become communities of learning among parents, staff and students. The impact of this recommendation will be positive as the District will be able to continue to meet its obligation as specified in the Desegregation Plan, recommendation will require a plan modification as the District wishes to obligations located in multiple places to one central area of the plan. This move Human and financial resources will be used in a more meaningful way as schools will focus their energy on implementation of a comprehensive and focused program rather than spending countless hours developing proposals. This recommendation will provide $183,900 to area schools and result in a $261,100 savings for the District. We have the opportunity to regain the support of our area schools staff, students, parents and other District patrons. This could pave the way for a productive and positive relationship with the Area School Advisory Committee. There will be minimum primary detractors if we keep our word to our area schools. It will be extremely important that the suggested implementation plan timeline be followed so as to provide our area schools the time, opportunity, and resources needed to provide equitable quality educational experiences. 2B. BACKGROUND The Districts Desegregation Plan initially included provisions for Focused Activities. The purpose was to provide resources that would facilitate the creation of attractive, enriched learning opportunities at each area elementary school. Focused Activities were to serve as a recruitment tool to help improve racial balance through voluntary interdistrict and intradistrict transfers. Specific details, including individual school allocations were not defined by the District until the 1993-94 school year. Implementation of Focused Activities began as of the 1994-95 school year. Area schools serve approximately 80% of the Little Rock School District student population. Many students whose attendance zones were within the area of the Incentive Schools were not able to attend these schools given the lack of space and provisions in the Incentive School Assignment Plan. The Tri-District Plan included a section, APIG, to improve the quality of education through increased achievement for all students which will result in the reduction of disparity among various races, socio-economic, and gender groups. This component was included in the May 1992 Desegregation Plan. The area, elementary and secondary schools, were provided e opportunity to develop non-competitive proposals for grants up to 525,000 for one year, with an opportunity to continue two more years at the same level of funding. The grants level of funding was reduced the third year to 510,000 as the district began to encounter very serious financial problems. Expected academic gains have not been established and/or sustained for this period of time. During the 1994-95 school year, secondary APIG grants were 510,000 and elementary grants were funded at 55,000. Uncertainty about whether and when funding would be available from year to year has hindered the area schools ability to plan and implement APIG and Focused Activities. Some schools have been slow and reluctant in submitting proposals for funding. The assistant superintendents for elementary and secondary schools conducted Fast Track Evaluations and Extended Evaluations of APIG grants during the 1993-94 school year. This information was used to determine the effectiveness of these programs in meeting their identified goals. It is important that all parties are informed and reminded of the trade-offs and benefits that area, incentive, interdistrict and magnet schools received through the Settlement Plan. Area schools were able to have attendance zone schools under a voluntary desegregation plan. At that time, it was clear that the District would need to find other means to support area schools, as provisions were made in the plan to provide additional support to incentive, interdistrict and magnet schools. 3c. PROBLEM definition Current implementation has or a reduction in not resulted in either expected improved achievement , -t uupiuvcu ttWUCA me oispanty m achievement among students of different racial, uffiaaS -feV an?\n financial nrnhipmc  buildings, and financial issues. The severity of the have TausS ,hT n- ! =ff,iveness of existing program feTth Te:rabr: Sis' ~ not Deen able to identify any sustained academic improvement are far, the District has relative to APIG. cope with many of the rfouTXams if\"nn=etivity the District has ^Tck E Kf\". pemussion to implement Focused Activities and meaningful way. APIG in a more focused and intplentented Focused Activities prior to the activities or DlaS fo?T ? adnnnts,ration had not defined focused 1994 did theW, \" iti Prins of not implemented 1994 did the District begin Activities. to study various approaches to implementing Focused On April 21, 1994, the LRSD convened responsibility of defim^ FoS Acti^^^T^ \"\" develop both a gran, proUSp^^Sal committee was comoosed nf cV ^ixteen-member steenng adnnrustrators, two magnet school cuniSmspeZlfaU Three T office Teachers Asso^atta parents appointed by the PTA Council. Grants however. (LRCTA), and three were made available in June of 1994, no proposals were submitted for funding until the fall of 1994 w, were provided .n the sprtag. Grant proposals werf not ubm  d or vio^s Ponjons of the grants were approved in order to allow IT, . 7 . Workshops reasons. programs. to allow schools to start their The steering committee adopted the following goals for based on the goals in .............. Plan: the Focused Activities focused activities which are section of the LRSD Desegregation 41. Each elementary area school will provide focused activities for the total school population. 2. Each elementary area school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. 3. Each elementary area school will integrate focused activities into the core curriculum and will reflect the focused activities in the schools enrichment and day-to-day activities. 4. All elementary area school students will participate in ongoing, meaningful enrichment activities that compliment and extend the core curriculum activities. 5. Each elementary area school will be viewed by the community as providing equitable and excellent educational programs. In spite of the interaction with schools, problems still existed with timelines, stable funding, quality inservice, inadequate grant proposals, partial approval of grants, etc.. Several changes in the leadership of the District have not aided continuity in the implementation of these programs. Although the LRSD has been committed to Focused Activities and APIG, problems with the implementation of the programs were evident. Schools have viewed the grant application process as burdensome which has caused the number of applications to decline. Given several opportunities to apply for grants early in the school year, schools in some cases chose not to respond to a timely submittal of the grants. D. ANALYSIS OF ALTERNATIVES 1. Change Nothing This alternative would continue to offer the Focused Activities and Academic Progress Incentive Grants to the area schools in their present form. Based on past performance, we can expect to receive the same results. A review of the evaluation reveals that the goals of APIG were not achieved at a level that warrants continuation. To continue operating in this manner suggest that schools would continue to yield the same results. 2. Eliminate Focused Activities and APIG for the 95-96 school year. This course of action would not provide any support for area schools. 53. 4. ^rpbine the goals of APIG, Focused Activities. Extended Comprehensive Outcomes Evaluation fCOE'), and the Desegregation Plan fSchool Operations) so that obligations that appear in multiple places and documents would be moved to the most appropriate place in the Desegregation Plan. All area schools will focus on Extended COE process based on quality education through the use of the Learner Outcomes, Curriculum Framework, that guide the development of an enriched multicultural curriculum and Arkansas Goals 2000. The guiding decision throughout this process should direct each school to establish a vision and develop an action plan based upon needs and critical indicators of success. The action plan would contain specific measurable objectives and an evaluation component as to what it implements and how well it is implemented. The action plan would allow area schools to become educationally effective as obligations in multiple places would be moved to an appropriate location in the Desegregation Plan, under School Operations. Such movement would increase the opportunity for schools to organize these activities in a more focused and comprehensive manner. The action plan would provide the opportunity for meaningful parent involvement in a broader range of activities. Parents would also participate in the development of this plan. The action plan would focus on what schools hope to achieve, not what they plan to buy. If obligations are specific, measurable, monitored, and evaluated, the LRSD will increase its ability to make this plan work. Therefore, this alternative allows the District to eliminate the application process and provide additional funds through an armual appropriation in each area schools operating budget\nthus placing the emphasis on site based decision making involving principals, staff, parents and students. Implement Extended Day Programs for students who need assistance is provided through the Districts Academic Support Program. This program is supplemented by federal funds. Many of the Focused Activities and APIG proposals included extended day activities which are a duplication of services. This alternative was rejected because of its narrow focus. 65. Secure Outside Funding grant The District could aggressively request assistance from the Parent Teacher Association, Partners In Education, City of Little Rock and private resources. Each school can seek assistance from the Little Rock School District grant writer for technical support. Funding would be inconsistent and unreliable as well as inequitable. 6. K-4 Special Summer School Act 348 of 1995 provides for a supplemental summer school program established for students who are performing below grade level and at-risk of failing. Instruction is delivered by teachers who receive state-approved training. Students who are usually served by Focused Activities and APIG are also eligible for the K-4 Summer School. Participation in both programs appears to be a duplication of services. At the time the Desegregation Plan was written, this comprehensive state-mandated program was not available. The K-4 Special Summer School Program is funded by the State of Arkansas. The K-4 Initiative is very effective, however, it serves a limited number of students. E. RECOMMENDATION It is recommended that the LRSD redirect its effort to provide equitable opportunities to elementary area schools by eliminating the grant writing process and providing additional funds through annual appropriations in each area schools operating budget. Annually each elementary area school will be funded $20 per student as of the October 1 enrollment. Funds will be allocated at the beginning of the new school year and adjustments will be made after enrollments are verified later in the year. The goals of APIG, Focused Activities, Extended COE and the Desegregation Plan would be combined in such a manner that the spirit and intent of the two grant proposals would be maintained. Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curriculum. The regular operating budget in 7twenty-three (23) area elementary schools will be supplemented with an allocation of $20 per student This recommended alternative will cost the District a total of $183,900 while yielding a saving of $261,100. Using the expertise of the grant writer, efforts will be continued to increase this amount through private and public funding, This recommendation wUl allow the District to show continued support for the area schools. The following chart depicts how the goals of APIG, Focused Activities, Extended COE, and the Desegregation Plan complement and/or support each other. 8ACADEMIC PROGRESS INCRVTTVE GRANTS, FOCUSED AC^i^rDKEG'k'EcXlIGN PLAN (SCHOOL OPERATIONS), AND EXTENDED COE lac'anve Gnats, Focused Activities, Desejiesation Pisa (School Opentioas), sad Extended COE ire comparable u well u ACADEMIC PROGRESS INCENTIVE GRANTS A,. The focused activities of each area school wfll be integrated into the core curriculum or reflected in the school's environment and dav-to-dav acavides. ' 3  The academic performance of area school students will indicatei tchievemeat gained partiaUy as a result of enrichment experiences provided V the core ororam an\u0026lt;4 by the core projraa' and carichmeat activities. psredpate ia OBjoiag, meaningful enrichment activities that complement and extend the core canicular activities. D. Ail area schools will be viewed by the community as providing equiable and excellent educaaonai prngrawn FOCUSED ACTrvrriES The purpose of the Focused Activities' shall be threefold: 1. To promote the school as a 'community of learning* among parents, staff and students\n1 To provide earichmcat opportunities ic the building levcb md 3. To ensure cquiuble opportuniaes for partidpaaoa ia the eletaeaurv schools. vea Each non-magnet and aon-incentive elementary school will provide focnsed actmties (or the total school population including attention to gender, race, and socio-economic issues. B* Each school will be recognized as a community of learning ia which all^ students, suff members, and parents are totally involved and supportive.  The focused activiries of each non-magnet and non-incenove elementary school will be integrated into the core curricalum or reflected in the school's environment and day-to-day aeovities. A* All elementary area school students will parddpate In ongoing, meaningful enrichment actMtlcs that complement and extend the core cunicubr acevides. DESEGREGATION PLAN (SCHOOL OPERATIONS) C. To provide  climate in each jchool which is based on the beUef and crpectaaon that ail children can learn and to provide resources support that belief. necessary to C ?M1 elementary area schools will be viewed by the community as providing equitable and ezeedest educational programs. EXTENDED COE (COMPREHENSIVE OUTCOMES EV.M.UATION) Quality of Education Indicators included in this area are: D  i o monitor student class ratios and iastrucnonai epportunides for all students. practices to ensure equal B  An increase in overall student achievement and the reduction of racial academic disoarides. C. to provide and ensure oppormnities and encouragemeat to aU students to participate in extracurricular and ccxurricular activities and to assess the results of school practices, paying special attention to their impact on minoritv and disadvanmged srudeais. to assess the raciusioa of muldculturai matenals and aondiscrimiaatory instnrcdooal materials. B 3. To revic'w and assess testing practices, formats, sad results in order to better address the needs of sU students while providing special intervention for disadvaaiajed students.  Staff development during designated staff development days which is used to faciliute the desegregation process in such areas as cross-cultural teaching and learning styles, dealing with diversity, cross-culturai ccunseling, and minority achievement strategies. D. To give school principals sufficient authority to improve schools and Eoval Access advocate for students and to hold them accountable for results and opportunities for all smdenis. to Indicators included in this area are: 3 To ensure school-wide planning and individual academic achievement: to address dispariries, individual needs, and student success\nand to provide staff ID * Equal access to classrooms, programs, and subjects. Student Achievement development on an ongoing basis. Indicators included in this area are: ii To provide infonnation to parents ia regard to topics relevant to increasing \u0026lt; A . AM . __t___ ___ 1 r  student access to educational and extyacurricalar opportunities. B* A continuous increase ia overall student achieveaenL *Same leiiering (AS) denota chat spedpc goaia other are comparable, complement, anhior support each others B  A reduction in the numbers of students retained (non promotes) by race, gender, grade, school, and teacher. E An increase in diverse parental participanon in parent groups, parent functions, and school functions (including school and district committees). 8AF. Objective The objective of is recommendation is to provide quality educational experiences so that students have the opportunity to succeed. The focus of this objective is to combine goals of the Desegregation Plan with Extended COE in order to enhance student achievement and reduce disparities in academic achievement among groups fnrmpH rvn ___ , , . . o o r Successful -------p  -  VillV XzlXAWAXk U tormed on the basis of race, gender, and socio-economic status. sJvZvoofui implementation of this objective will ensure that area schools become communities of learmng among parents, staff, and students. Evaluation Criteria Identified programs will be determined successful if there is: o Increased student achievement based upon results of pre and post tests (local, state, and national assessments). o Improvement on standardized test scores. Increased number of o o o o students moving from bottom quartile to the next quartile. Increased numbers of students moving above the 50th percentile as well as the sustaining of students growth in the upper quartile. Targeted Areas/Extended COE as defined in each schools study. Grade distribution reports reflecting an increase in letter grades of \"C or better in the core areas for each student. Program Budget Document (evidence of achievement). Parent Surveys The District will design an evaluation instrument that will specifically identify factors which may have an impact on student outcome and successful implementation of programs. This evaluation instrument would be used to help schools establish a solid relationship between what it implements and how well it is implemented, and then use that link to shape what it does next. In addition, results from the instrument Should improve use of resources, reduce wasteful activities, and provide data that would give the schools and District good information in which to make sound decisions regarding replication of successful effective strategies and programs as well as modification and termination of ineffective programs. 9Expected Benefits The District will be able to continue to make efforts toward increasing achievement tor all students, and reducing disparities among different racial, socio-economic, and gender ^oups. These benefits will be derived from the establishment of ? J . \"lu uc uciivcu irom tne estaonsnment ot a co^umty of learning that has school/community support as well as a stronger focus and connection between teaching, learning and support programs. The District will make a solid philosophical, management, and material commitment to the continuation and support of area schools as obligations are retained in the Desegregation Plan. TTie implementation of this recommendation will enable the district to operate within Its existing annual revenue. G. IMPACT ANALYSIS The District will be able to continue its efforts to meet its obligation of increasing achievement for all students, which will result in a reduction of disparity among ditterent racial, socio-economic, and gender groups. The area schools will be viewed as communities of learning,\" through the District implementation of enriched programs that are comprehensive, effective and efficient. The results of the implementation of this recommendation must be clearly communicated to the area schools staff and patrons so that they may understand that the Distnct has not abandoned its efforts to assist them in the achievement of their goals. The results and support must be comparable to the expected benefits derived from resources allocated to the magnet and incentive schools. This recommendation will require the District to seek approval, from the parties and the court, to move obligations located in multiple places to an appropriate location in the Desegregation Plan. This movement provides for schools to implement obligations more effectively by using a more focused and comprehensive approach. If every obligation is more focused and v/q are dnven toward these obligations, we increase our chance of being successful. Successful implementation will assure that the District will meet its obligation. With over 80% of our students attending area schools, it is likely that the patrons may perceive that the District is committing to equitable opportunities to all area schools. This recommendation could pave the way for the District and the Area Schools Advisory Committee to form a partnership and provide additional support for our area schools. 10The District must utilize available opportunities to inform and remind area school patrons of the trade offs that were agreed upon in the Settlement Plan that allowed differential funding for area schools. This decision paved the way for a voluntary Desegregation Plan that was court approved. H. RESOURCE ANALYSIS Personnel Human and financial resources will be used in a more meaningful way as staff will focus their energy on the implementation of a comprehensive and focused program rather than spending countless hours developing proposals. Staff, students, and the community can benefit greatly from a more focused and interrelated program. The District will continue its efforts to fund and support area schools. Quality staff development will be provided so that instructional leadership, teacher effectiveness and parent involvement continue to enhance and expand the attainment of the area schools goals. Financial Analysis The District budgeted $445,000 for implementing APIG and Focused Activities for the 1994-95 school year. By effectively utilizing existing federal, state, local operating and dese^egation funds, a total saving of $261,100 will enable the District within existing revenues. to operate FY 1995-96 Proposed Level of Funding School Operations Elementary Area Schools (23) APIG/Focused Activities $20 per student TOTAL $183,900 $183,900 111. Force Field Analysis The primary supporters of this recommendation will be the administration schools and patrons who want to existing revenues. I, area see the District implement effective programs within TTie primary detractors may be schools and patrons of the area schools who perceive that the district has minimized the effectiveness of this initiative for area schools. General Implementation Plan Provided this recommendation is implemented. If plans are approved, the following timeline will be QOt approved by May 15, it becomes more difficult to successfully implement this recommendation. Activity Completion Date Responsible Person(s) Develop and submit Business Case to court for review and approval. December 1994 - April 3, 1995 Henry P. Williams, Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. 122. Submit Business Case and other relevant data to District Attorney begin the process for plan modification to March 31, 1995 3. 4. 5. Attorney will work with parties to secure consent to move multiple obligations to School Operations. Plan modification presented to court for review and approval. Meet with parents of area school advisory committee to discuss and seek additional suggestions regarding implementation of this recommendation. April 3, 1995 TBA April 95 6. Provide staff development inservice to principals regarding the revised plan modifications. May, 1995 Henry P. Williams, Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Chris Heller, District Attorney Chris Heller, District Attorney Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Marian Woods, Staff Development 137. Provide staff development to school teams regarding plan modification. June, 1995 8. 9. Schools develop action plans based on staff development. Action plans reviewed. June, 1995 Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Marian Woods, Staff Development Local area school teams 10. Court reviews, approves/rejects plan modification and budgets. 11. 12. Provide staff development relevant to implementing School Operation (action plan). Following Court approval, review Districts approach to the implementation of School Operations (Local School Action Plan) 13. Implement action plan June/July, September, 1995 September, 1995 - June 1996 August, 1995 August, 1995 September, 1995 - June 1996 Sterling Ingram, Special Asst, to Deputy Asst. Supts. - Margaret Gremillion Sadie Mitchell Dennis Snider Local area school teams Local area school teams Estelle Matthis, Deputy Supt. Sterling Ingram, Special Asst, to Deputy Asst. Supts. Margaret Gremillion Sadie Mitchell Dennis Snider Local area schools teams 1414. Ongoing monitoring of action plans. September 1995 - June 1996 15. Formative and summative evaluation of 1995-96 action plans. September, 1995 - June, 1996 16. 17. Use results of evaluation to modi^/revise existing action plans. Annual report to Board regarding the implementation of the modified plan. June, 1996 Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Local area school teams June, 1996 Henry P. Williams, Supt. Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. 15 d 3 '-i fcy r SiUSL'A^y 31995 Office of Desegregsiion Mcriuonrig IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION U.S. DISTSSCT COURT EASTERN DISTRICT ARKANSAS APP 0 3 1995 JAMES W. McCORMACK, CLERK LITTLE ROCK SCHOOL DISTRICT By.- PIAII^JLRF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of the attached \"Business Case - Focused Activities/Academic Progress Incentive Grants\" and the \"Little Rock School District Incentive School Plan - Staffing Business Case\". These documents have been revised since they were originally filed on March 14, 1995. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 ByT Chr i s topher He 1 Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 3rd day of April 1995: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 1st cipher Hell 2 BUSINESS CASE FOCUSED ACnVITIES/ACADEMIC PROGRESS INCENTIVE GRANTS April 3, 1995 A. EXECUTIVE SUMMARY In order to address the concerns of the area school patrons and equity issues regarding adequate resources, the Little Rock School District proposed in the TriDistrict Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. Prior to the May 1, 1992 Court order, the District proposed to modify the Settlement Plan by requesting to substitute APIG for Focused Activities. The Court approved the continuation of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to area schools for application the last five years. At the conclusion of each school year, the principals submitted a narrative which included a summary of the project activities, a list of students who were targeted, and if improvements were made. Most of the reporting schools used their funds to proxdde activities interrelated to the core curriculum. However, data did not reflect that the grants led to a disparity reduction or achievement improvements as had been expected. The intent of Focused Activities was to provide resources that would facilitate the creation of attractive, enriched learning activities at each elementary area school. Focused Activities were to serve as a recruitment tool to help improve racial balance through a voluntary assignment plan. The District did not begin to implement this component of the plan until the 1994-95 school year. Plans were developed during the spring of the 1993-94 year. Elementary area schools submitted grant proposals that requested a maximum of $5,000 to implement these activities. The severity of our financial problems and the need to evaluate the effectiveness of existing programs have forced the District to seek more efficient ways of educating our students. 1The implementation of these two programs has presented some positive results in spite of delayed funding. Some of the submitted proposals did not specifically relate to the goals of APIG and Focused Activities. The grant application process is perceived by some to be burdensome and too restrictive in terms of how funds may be utilized. At least six alternatives were examined as the District looked for solutions that would continue to provide support to our area schools and allow us to operate our schools within our annual revenue. Alternative number three appears to be the most viable option at this time. The recommendation is to provide equitable opportunities to all area schools by eliminating the application process and providing additional funds through an annual appropriation in each area schools operating budget. The goals of APIG, Focused Activities, Extended Comprehensive Outcomes Evaluation (COE) and the Desegregation Plan would be combined in such a manner that the spirit and intent of the two proposals would be maintained. This would allow the District to concentrate obligations identified in multiple locations. Schools would be able to clearly focus, implement, monitor and evaluate these activities in a comprehensive manner. The objective of this recommendation is to provide equitable quality educational experiences so that all students have the opportunity to succeed. Successful implementation will enhance student achievement and ensure that area schools become communities of learning among parents, staff and students. The impact of this recommendation will be positive as the District will be able to continue to meet its obligation as specified in the Desegregation Plan. This recommendation will require a plan modification as the District wishes to move obligations located in multiple places to one central area of the plan. Human and financial resources will be used in a more meaningful way as schools will focus their energy on implementation of a comprehensive and focused program rather than spending countless hours developing proposals. This recommendation will provide $155,000 to area schools and result in a $290,000 savings for the District. We have the opportunity to regain the support of our area schools staff, students, parents and other District patrons. This could pave the way for a productive and positive relationship with the Area School Advisory Committee. There will be minimum primary detractors if we keep our word to our area schools. It will be extremely important that the suggested implementation plan timeline be followed so as to provide our area schools the time, opportunity, and resources needed to provide equitable quality educational experiences. 2B. BACKGROUND The Districts Desegregation Plan initially included provisions for Focused Activities. The purpose was to provide resources that would facilitate the creation of attractive, em-iched learning opportunities at each area elementary school. Focused Activities were to serve as a recruitment tool to help improve racial balance through voluntary interdistrict and intradistrict transfers. Specific details, including individual school allocations were not defined by the District until the 1993-94 school Implementation of Focused Activities began as of the 1994-95 school year. year. Area schools serve approximately 80% of the Little Rock School District student population. Many students whose attendance zones were within the area of the Incentive Schools were not able to attend these schools given the lack of space and provisions in the Incentive School Assignment Plan. The Tri-District Plan included a section, APIG, to improve the quality of education through increased achievement for all students which will result in the reduction of disparity among various races, socio-economic, and gender groups. This component was included in the May 1992 Desegregation Plan. The area, elementary and secondary schools, were provided the opportunity to develop non-competitive proposals for grants up to $25,000 for one year, with an opportunity to continue two more years at the same level of funding, The grants level of funding was reduced the third year to $10,000 as the district began to encounter very serious financial problems. Expected academic gains have not been established and/or sustained for this period of time. During the 1994-95 school year, secondary APIG grants were $10,000 and elementary grants were funded at $5,000. Uncertainty about whether and when funding would be available from year to year has hindered the area schools ability to plan and implement APIG and Focused Activities. Some schools have been slow and reluctant in submitting proposals for funding. The assistant superintendents for elementary and secondary schools conducted Fast Track Evaluations and Extended Evaluations of APIG grants during the 1993-94 school year. This information was used to determine the effectiveness of these programs in meeting their identified goals. It is important that all parties are informed and reminded of the trade-offs and benefits that area, incentive, interdistrict and magnet schools received through the Settlement Plan. Area schools were able to have attendance zone schools under a voluntary desegregation plan. At that time, it was clear that the District would need to find other means to support area schools, as provisions were made in the plan to provide additional support to incentive, interdistrict and magnet schools. 3c. PROBLEM DEFINITION Current implementation has not resulted in either expected improved achievement or a reduction in the disparity in achievement among students of different racial, socio-economic, or gender groups. The District continues to cope with many of the problems that are unique to urban school districts, including safety and security, urban flight, racial issues, aging buildings, and financial issues. The severity of the financial problems and the need to evaluate the effectiveness of existing programs have caused the District to seek more efficient ways of educating our students. Thus far, the District has not been able to identify any sustained academic improvement relative to APIG. The District must now redefine the required levels of focus, clarity, and connectivity of our programs if we are to optimize student performance. This plan must allow the District to operate an efficient school district within the boundaries of the revenues it receives on an annual basis. In accordance with the Desegregation Plan, the District has determined, based on the results of Fast Track Evaluations, Extended Evaluations, informal and formal observations, that it is appropriate to seek Court permission to implement Focused Activities and APIG in a more focused and meaningful way. LRSD elementary area schools have not Implemented Focused Activities prior to the 1994-95 school year. The District administration had not defined focused activities or planned for its implementation in the schools. Not until the spring of 1994 did the District begin to study various approaches to implementing Focused Activities. On April 21,1994, the LRSD convened a steering committee and charged it with the responsibility of defining Focused Activities. Committee members were also to develop both a grant proposal and promotional plan. The sixteen-member steering committee was composed of six building administrators, two central office administrators, two magnet school curriculum specialists, three classroom teachers appointed by the Little Rock Classroom Teachers Association (LRCTA), and three parents appointed by the PTA Council. Grants were made available in June of 1994, however, no proposals were submitted for funding until the fall of 1994. Workshops were provided in the spring. Grant proposals were not submitted for various reasons. Portions of the grants were approved in order to allow schools to start their programs. The steering committee adopted the following goals for focused activities which are based on the goals in the Focused Activities section of the LRSD Desegregation Plan: 41. Each elementary area school will provide focused activities for the total school population. 2. Each elementary area school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. 3. Each elementary area school will integrate focused activities into the core curriculum and will reflect the focused activities in the schools enrichment and day-to-day activities. 4. All elementary area school students will participate in ongoing, meaningful enrichment activities that compliment and extend the core curriculum activities. 5. Each elementary area school will be viewed by the community as providing equitable and excellent educational programs. In spite of the interaction with schools, problems still existed with timelines, stable funding, quality inservice, inadequate grant proposals, partial approval of grants, etc.. Several changes in the leadership of the District have not aided continuity in the implementation of these programs. Although the LRSD has been committed to Focused Activities and APIG, problems with the implementation of the programs were evident. Schools have viewed the grant application process as burdensome which has caused the number of applications to decline. Given several opportunities to apply for grants early in the school year, schools in some cases chose not to respond to a timely submittal of the grants. D. ANALYSIS OF ALTERNATIVES 1. Change Nothing This alternative would continue to offer the Focused Activities and Academic Progress Incentive Grants to the area schools in their present form. Based on past performance, we can expect to receive the same results. A review of the evaluation reveals that the goals of APIG were not achieved at a level that warrants continuation. To continue operating in this manner suggest that schools would continue to yield the same results. 2. Eliminate Focused Activities and APIG for the 95-96 school year. This course of action would not provide any support for area schools. 53. Combine the goals of APIG, Focused Activities, Extended Comprehensive Outcomes_Evaluation (COE), and the Desegregation Plan (School Operations) so that obligations that appear in multiple places and documents would be moved to the most appropriate place in the Desegregation Plan. All area schools will focus on quality education through the use of the Extended COE process based on Learner Outcomes, Curriculum Framework, that guide the development of an enriched multicultural curriculum and Arkansas Goals 2000. The guiding decision throughout this process should direct each school to establish a vision and develop an action plan based upon needs and critical indicators of success. The action plan would contain specific measurable objectives and an evaluation component as to what it implements and how well it is implemented. The action plan would allow area schools to become educationally effective as obligations in multiple places would be moved to an appropriate location in the Desegregation Plan, under School Operations. Such movement would increase the opportunity for schools to organize these activities in a more focused and comprehensive manner. The action plan would provide the opportunity for meaningful parent involvement in a broader range of activities. Parents would also participate in the development of this plan. The action plan would focus on what schools hope to achieve, not what they plan to buy. If obligations are specific, measurable, monitored, and evaluated, the LRSD will increase its ability to make this plan work. Therefore, this alternative allows the District to eliminate the application process and provide additional funds through an annual appropriation in each area schools operating budget\nthus placing the emphasis on site based decision making involving principals, staff, parents and students. 4. Implement Extended Day Programs for students who need assistance is provided through the Districts Academic Support Program. This program is supplemented by federal funds. Many of the Focused Activities and APIG proposals included extended day activities which are a duplication of services. This alternative was rejected because of its narrow focus. 65. Secure Outside Funding The District could aggressively request assistance from the Parent Teacher Association, Partners In Education, City of Little Rock and private resources. Each school can seek assistance from the Little Rock School District grant writer for technical support. Funding would be inconsistent and unreliable as well as inequitable. 6. K-4 Special Summer School Act 348 of 1995 provides for a supplemental summer school program established for students who are performing below grade level and at-risk of falling. Instruction is delivered by teachers who receive state-approved training. Students who are usually served by Focused Activities and APIG are also eligible for the K-4 Summer School. Participation in both programs appears to be a duplication of services. At the time the Desegregation Plan was written, this comprehensive state-mandated program was not available. The K-4 Special Summer School Program is funded by the State of Arkansas. The K-4 Initiative is very effective, however, it serves a limited number of students. E. RECOMMENDATION It is recommended that the LRSD redirect its effort to provide equitable opportunities to area schools by eliminating the grant writing process and providing additional funds through annual appropriations in each area schools operating budget. The goals of APIG, Focused Activities, Extended COE and the Desegregation Plan would be combined in such a manner that the spirit and intent of the two grant proposals would be maintained. Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curriculum. The regular operating budget in 7thirty-one (31) area schools will be supplemented with an additional ($5,000). This recommended alternative will cost the District a total of $155,000 while yielding a saving of $290,000. Using the expertise of the grant writer, efforts will be continued to increase this amount through private and public funding. This recommendation will allow the District to show continued support for the area schools. The following chart depicts how the goals of APIG, Focused Activities, Extended COE, and the Desegregation Plan complement and/or support each other. * 8E. ReconuneadatioD GOALS AND PURPOSE  ACADEMIC PROGRESS INCENTIVE GRANTS. FOCUSED ACTIVITIES, DESEGREGATION PLAN (SCHOOL OPERATIONS). AND EXTENDED COE The goals and purpose of Academic Progress Incentive Grants, Focused Activities, Desegregation Plan (School Operations), and Extended COE are comparable as well complementary of each other.* as ACADEMIC PROGRESS INCENTIVE GRANTS A The focused activities of each area school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities. B  The academic performance of area school students will indicate - achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. C  Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. D All area schoolswill be viewed by the community as providing equitable and excellent educadonal programs. FOCUSED ACTIVITIES The purpose of the \"Focused Activities shall be threefold: 1. 2. 3. To promote the school as a \"community of learning\" among parents, staff, and students\nTo provide enrichment opportunities at the building level\nand To ensure equitable opportunities for participation in the elementary area schools. Each non-magnet and non-incentive elementary school will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. B* Each school will be recognized as a community of learning in which alf students, staff members, and parents are totally involved and supportive.  The focused activities of each non-magnet and non-incentive elementary school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities. DESEGREGATION PLAN (SCHOOL OPERATIONS) C To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that behef. Ae All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. C* All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. EXTENDED COE (COMPREHENSIVE OUTCOMES EVALUATION) Quality of Education Indicators included in this area are: D* To monitor student class ratios and instructional practices to ensure equal opportunities for all students. C* To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. B To review and assess testing practices, formats, and results in order to better address the needs of all students while providing special intcr^ention for disadvantaged students. De To give school principals sufficient authority to improve schools and to advocate for students and to hold them accountable for results and opportunities for all students. B To ensure school-wide planning and individual academic achievement\nto address disparities, individual needs, and student success\nand to provide staff development on an ongoing basis. B  An increase in overall student achievement and the reduction of racial academic disparities. A\u0026amp;C The inclusion of multicultural materials and oondiscriminatory inslrucrional materials. B  Staff development during designated staff development days which is used to facilitate the desegregation process in such areas as cross-cultural teaching and learning styles, dealing with diversity, cross-cultural counseling, and minority achievement strategies. Equal Access Indicators included in this area are: Equal access to classrooms, programs, and subjects. Student Achievement Indicators included in this area are:  To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. *Same leicering (^-) denotes that specific goals either are comparable, complement^ and/or support each other. B* A continuous increase in overall student achievement B* A reduction in the numbers of students retained (non promotes) by race, gender, grade, school, and teacher.  An increase in diverse parental participation in parent groups, parent functions, and school functions (including school and district committees). 8AF. Objective The objective of this recommendation is to provide quality educational experiences so that all students have the opportunity to succeed. The focus of this objective is to combine goals, of the Desegregation Plan with Extended COE in order to enhance student achievement and reduce disparities in academic achievement among groups formed on the basis of race, gender, and socio-economic status. Successful implementation of this objective will ensure that area schools become communities of learning among parents, staff, and students. Evaluation Criteria Identified programs will be determined successful if there is: o Increased student achievement based upon results of pre and post tests (local, state, and national assessments). o Improvement on standardized test scores. Increased number of students moving from bottom quartile to the next quartile. Increased numbers of students moving above the 50th percentile as well as the sustaining of students growth in the upper quartile. o o Targeted Areas/Extended COE as defined in each schools study. Grade distribution reports reflecting an increase in letter grades of \"C\" or better in the core areas for each student. o Program Budget Document (evidence of achievement). o Parent Surveys The District will design an evaluation instrument that will specifically identify factors which may have an impact on student outcome and successful implementation of programs. This evaluation instrument would be used to help schools establish a solid relationship between what it implements and how well it is implemented, and then use that link to shape what it does next. In addition, results from the instrument should improve use of resources, reduce wasteful activities, and provide data that would give the schools and District good information in which to make sound decisions regarding replication of successful effective strategies and programs as well as modification and termination of ineffective programs. 9Expected Benefits The District will be able to continue to make efforts toward increasing achievement for all students, and reducing disparities among different racial, socio-economic, and gender groups. These benefits will be derived from the establishment of a community of learning that has school/community support as well as a stronger focus and connection between teaching, learning and support programs. The District will make a solid philosophical, management, and material commitment to the continuation and support of area schools as obligations are retained in the Desegregation Plan. The implementation of this recommendation will enable the district to operate within its existing aimual revenue. G. IMPACT ANALYSIS The District will be able to continue its efforts to meet its obligation of increasing achievement for all students, which will result in a reduction of disparity among different racial, socio-economic, and gender groups. The area schools will be viewed as \"communities of learning,\" through the District implementation of enriched programs that are comprehensive, effective and efficient. The results of the implementation of this recommendation must be clearly communicated to the area schools staff and patrons so that they may understand that the District has not abandoned its efforts to assist them in the achievement of their goals. The results and support must be comparable to the expected benefits derived from resources allocated to the magnet and incentive schools. This recommendation will require the District to seek approval, from the parties and the court, to move obligations located in multiple places to an appropriate location in the Desegregation Plan. This movement provides for schools to implement obligations more effectively by using a more focused and comprehensive approach. If every obligation is more focused and we are driven toward these obligations, we increase our chance of being successful. Successful implementation will assure that the District will meet its obligation. With over 80% of our students attending area schools, it is likely that the patrons may perceive that the District is committing to equitable opportunities to all area schools. This recommendation could pave the way for the District and the Area Schools Advisory Committee to form a partnership and provide additional support for our area schools. 10The District must utilize available opportunities to inform and remind area school patrons of the trade offs that were agreed upon in the Settlement Plan that allowed differential funding for area schools. This decision paved the way for a voluntary Desegregation Plan that was court approved. H. RESOURCE ANALYSIS Personnel Human and financial resources will be used in a more meaningful way as staff will focus their energy on the implementation of a comprehensive and focused program rather than spending countless hours developing proposals. Staff, students, and the community can benefit greatly from a more focused and interrelated program. The District will continue its efforts to fund and support area schools. Quality staff development will be provided so that instructional leadership, teacher effectiveness and parent involvement continue to enhance and expand the attainment of the area schools goals. Financial Analysis The District budgeted $445,000 for implementing APIG and Focused Activities for the 1994-95 school year. By effectively utilizing existing federal, state, local operating and desegregation funds, a total saving of $290,000 will enable the District to operate within existing revenues. FY 1995-96 Proposed Level of Funding School Operations APIG/Focused Activities $5,000 Elementary Area Schools (23) Junior High Area Schools (5) Senior High Schools ____CT Total Schools (31) TOTAL $115,000 $115,000 $25,000 $25,000 $15,000 $15,000 $155,000 $155,000 Force Field Analysis The primary supporters of this recommendation will be the administration, area schools and patrons who want to see the District implement effective programs within existing revenues. 111. 2. 3. The primary detractors may be schools and patrons of the area schools who perceive that the district has minimized the effectiveness of this initiative for area schools. General Implementation Plan Provided this recommendation is approved, the following timeline will be implemented. If plans are not approved by May 15, it becomes more difficult to successfully implement this recommendation. Activity Completion Date Responsible Person(s) Develop and submit Business Case to court for review and approval. Submit Business Case and other relevant data to District Attorney to begin the process for plan modification Attorney will work with parties to secure consent to move multiple obligations to School Operations. December 1994 - April 3, 1995 March 31, 1995 April 3, 1995 Henry P. Williams, Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Henry P. Williams, Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Chris Heller, District Attorney 124. 5. Plan modification presented to court for review and approval. Meet with parents of area school advisory committee to discuss and seek additional suggestions regarding implementation of this recommendation. TBA April 95 6. Provide staff development inservice to principals regarding the revised plan modifications. May, 1995 7. Provide staff development to school teams regarding plan modification. June, 1995 8. Schools develop action plans based on staff development. June, 1995 Chris Heller, District Attorney Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Marian Woods, Staff Development Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Marian Woods, Staff Development Local area school teams 139. Action plans reviewed. June/July, September, 1995 Sterling Ingram, Special Asst, to Deputy Asst. Supts. - Margaret Gremillion Sadie Mitchell Dennis Snider 10. Court reviews, approves/rejects plan modification and budgets. September, 1995 - June 1996 Local area school teams 11. 12. Provide staff development relevant to implementing School Operation (action plan). Following Court approval, review Districts approach to the implementation of School Operations (Local School Action Plan) August, 1995 August, 1995 13. Implement action plan September, 1995 - June 1996 14. Ongoing monitoring of action plans. September 1995 - June 1996 15. Formative and summative evaluation of 1995-96 action plans. September, 1995 - June, 1996 Local area school teams Estelle Matthis, Deputy Supt. Sterling Ingram, Special Asst, to Deputy Asst. Supts. Margaret Gremillion Sadie Mitchell Dennis Snider Local area schools teams Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. 1416. 17. Use results of evaluation to modify/revise existing action plans. Annual report to Board regarding the implementation of the modified plan. June, 1996 June, 1996 Local area school teams Henry P. Williams, Supt. Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. 1516Bale School Brady Cloverdale Dodd Fair Park Forest Park Fulbright Geyer Springs (Resubmitted) Jefferson Meadowcliff Otter Creek Pulaski Heights Terry Watson Western Hills Woodruff FOCUSED ACTIVITIES 1995-96 Date Submitted Date Approved Amt Funded November 22 October 6 September 8 (1st) February 1 (2nd) December 8 January 17 February 7 February 10 December 6 (1st) January 17 (2nd) October 18 October 3 September 2 (1st) October 4 (2nd) March 2 February 2 (2nd) December 13 (1st) January 9 (2nd) February 9 December 12 November 28 October 17 February 13 December 12 January 23 February 20 February 13 December 12 February 20 October 31 October 31 October 31 March 6 February 6 January 23 February 20 December 19 $10,000 $10,000 $10,000 $10,000 $8,700 (partial) $8,886 (partial) $10,000 $7,070 (partial) $2,852 S 10,000 S10,000 $10,000 $7,900 (partial) $10,000_________ $5,102.20 (partial) $2,686 (partial) $10,000 TOTAL\n$135,296.20ACADEMIC PROGRESS INCEiNTIVE GRANT - SECONDARY 1995-96 School Date Submitted Date Approved Amt Funded Central Hall Pulaski Hgts. January 25 January 9 March 2 January 30 Janutuy 9 March 6 $10,000 $10,000 $1,700 (partial) TOTAL: $21,700 ACADEMIC PROGRESS INCENTIVE GRANT - ELEMENTARY School Date Submitted Date Approved Amt Funded Bale Brady Pulaski Hgts. Watson Woodruff February 14 February 14 February 22 February 27 February 14 February 20 February 20 February 27 March 6 February 20 $5,000 $5,000 $600 (partial) $5,000 $5,000 TOTAL\n$20,600Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: December 19, 1994 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Focused Activities and APIG Report Enclosed you will find a draft copy of the Focused Activities and APIG Monitoring Report. Please review the report and take note of any inaccuracies. Submit any corrections or other relevant observations in writing along with the draft report to our office by 5:00 p.m. Tuesday, December 20, 1994. Thank you for your cooperation. If you have any questions or concerns, please feel free to call.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 13, 1994 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Academic Progress Incentive Grants and Focused Activities As you know, we have been monitoring the Academic Progress Incentive Grants and the development of Focused Activities. It is our desire to conclude our ongoing inquiry and submit a report to the Court, In order to finalize that report, we wiU need the following information by September 19, 1994.  A description of the current status of Academic Progress Incentive Grants  Definition of Focused Activities  Copies of all correspondence received by building principals regarding Focused Activities/APIGs for the 1994-95 school year.  Documentation of any inservice held to explain application procedures for. the 1994-95 school year.  Copy of the timeline used by the district for submission of proposals, approval of proposals, and actual funding for the 1994-95 school year.  List of all schools which have had proposals approved and are currently being funded. Include the dates when funding was actually provided.  Copies of all Focused Activities and Academic Progress Incentive Grant proposals for the 1994-95 school year. Thank you for your cooperation. If you have questions or concerns, please do not hesitate to call our office.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: December 9, 1993 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Revised Documentation List for Focused Activities and Academic Progress Incentive Grants Thank you for meeting with me regarding Focused Activities and Academic Progress Incentive Grants on December 6. I found the meeting with you and Mr. Ingram to be enlightening and productive. The enclosed documentation list reflects the changes we discussed during the meeting. The submission date for these materials remains January 14, 1994. As always, if you have questions or concerns, please dont hesitate to call. Thank you for your cooperation.Focused Activities/Academic Progress Incentive Grants Documentation Focused Activities  Any memos or records of meetings during which focused activities were described and presented as an option to area schools  List of schools with focused activities and copies of focused activity plans for those schools  Records of community involvement in focused activity development and implementation: meetings, dates, names, race, sex  Record of the annual allocation received by schools with focused activities - 1990-91 through 1992-93  Documentation of any efforts by the LRSD to encourage area schools to implement focused activities.  Copy of the procedures jointly developed by the LRSD and PCSSD to prevent duplication of specialty themes  Copies of all evaluative checklists submitted by the schools 1990-91, 1991-92, 1992-93  Copies of all semester reports submitted 1990-91, 1991-92, 1992-93  Copies of all annual progress reports submitted by the schools 1990-91,1991-92,1992-93  Documentation of the assistant superintendents review of the semester reports and actions taken to revise activities for 1990-91, 1991-92, and 1992-93  Copies of the summative districtwide report on Focused Activities 1990-91, 1991-92, 1992-93  Names of activity coordinators at each school 1990-91, 1991-92, 1992-93, and 1993-94Academic Progress Incentive Grants  Records of grants given by the LRSD 1990-91 through 1992-93. Documentation should include: school name amount approved date the application was submitted date the application was approved date of actual appropriation of funds amount expended by the school during that fiscal year  Documentation for 1991-92, 1992-93, and 1993-94 (as it becomes available) indicating the amount spent each year per school and the schools outstanding balance.  Copies of individual school grant proposals for 1990-91, 1991-92, 1992-93, and 1993-94 (as they become available)  Names, race, sex, and position of individuals who served on the grant evaluation panel during the 1990-91, 1991-92, 1992-93, and 1993-94 school years  Copies of any communication 1990-93 which explains the review criteria to the schools  Detailed description of the review process used from 1990-91 through 1992-93 and the process currently used for review of the 1993-94 grants  Copy of the three-year evaluation of the Academic Progress Incentive Grant ProgramOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date\nDecember 6, 1993 To: From: Subject: Estelle Matthis, Deputy Superiutendeat, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Focused Activities and Academic Progress Incentive Grants Monitoring As you are aware, ODM is currently monitoring Focused Activities and Academic Progress Incentive Grants. Our monitoring will encompass funding and programmatic elements of both areas from the 1990-91 school year through the current school year. The monitoring process will consist of data analysis as well as site visits to observe activities currently being funded. Enclosed you will find a list of needed documentation. We are requesting that these materials be submitted to our office by January 14, 1994. If you have questions or concerns regarding the documentation request or monitoring process, please dont hesitate to call our office. Thank you very much for your assistance.Focused Activities/Academic Progress Incentive Grants Documentation Focused Activities  Any memos or records of meetings during which focused activities were described and presented as an option to area schools  List of schools with focused activities and copies of focused activity plans for those schools  Records of community involvement in focused activity development and implementation: meetings, dates, names, race, sex  Record of the annual allocation received by schools with focused activities - 1990-91 through 1992-93  Documentation of any efforts by the LRSD to encourage area schools to implement focused activities.  Copy of the procedures jointly developed by the LRSD and PCSSD to prevent duplication of specialty themes Academic Progress Incentive Grants  Records of grants given by the LRSD 1990-91 through 1992-93. Documentation should include: school name amount approved date the application was submitted date the application was approved date of actual appropriation of funds amount expended by the school during that fiscal year g  Documentation for 1991-92,1992-93, and 1993-94 (as it becomes available) listinj the schools which carried over funds from the previous year and the amount of carryover  Copies of individual school grants for 1990-91, 1991-92, 1992-93, and 1993-94 (as ey become available)  Names, race, sex, and position of individuals who served on the grant evaluation panel during the 1990-91, 1991-92, 1992-93, and 1993-94 school years  Copies of any communication 1990-93 which explains the review criteria to e schools Detailed description of the review process used from 1990-91 through 1992-93 and the process currently used for review of the 1993-94 grants  Copies of all evaluative checklists submitted by the schools 1990-91, 1991-92, 1992-93  Copies of all semester reports submitted 1990-91,1991-92, 1992-93  Copies of all annual progress reports submitted by the schools 1990-91, 1991-92 1992-93  Documentation of the assistant superintendents review of the semester reports and actions taken to revise activities for 1990-91,1991-92, and 1992-93  Copies of the summative districtwide report on Academic Progress Incentive Grants 1990-91, 1991-92, 1992-93  Names of activity coordinators at each school 1990-91, 1991-92, 1992-93, and 1993-94 (unless this information is included in the individual grant applications)  Copy of the three-year evaluation of the Academic Progress Incentive Grant Program.RECEIVED MAR 1 2 1993 TO\nFROM: RE\nDATE: The Honorable Susan Webber Wright Area School Patrons . ... 1992-93 Budget Cuts for March 19, 1993 Hea?\u0026amp;g '\"9 I. March 9, 1993 Area School parents and patrons of the Little Rock School District request that this letter and the accompanying petitions be made a part of the court record. We wish to address the Court on Budget discussions directly related to Desegregation Plan. We educate 64% of all students in the Little Rock School District, that is approximately 10,788 out of 16,700 black students, and 6,000 out of 9,000 white student's, certainly the majority. We are concerned about the following issues: 1) 2) 3) 4) The Little Rock School District has promised, under the Desegregation plan, to make available to the Area Schools $25,000 per Area School per year for a three-year period or more (if the evaluation proves that the grant had positive results) for Academic Progress Incentive Grants to decrease academic disparity. Unfortunately, Area school patrons have had to repeatedly request these funds from the Little Rock School District. Currently, the Little Rock School District has slashed the available money from $25,000 to $10,000 per Area School (a cut of almost 1/2 million dollars). To date for this year, our district has only given Area Schools a total of $50,000 of the allotted $320,000. The Little Rock School District is also obligated to make available to the Area Schools funding for \"Focused Areas of Activities\", but has not responded to pleas and public requests for defining and implementing this funding. Area Schools have borne a disproportionate burden of budget cuts shown by reductions in funding for Gifted/Talented staff, music, counselors, physical plant assets, and general per capita funding compared to Magnet and Incentive Schools, This scenario has significantly diminished the educational opportunities of Area School students. Area School parents and patrons perceive that their concerns about the inequitable budget cuts and their negative impact on the Little Rock School District efforts to implement the Desegregation Plan have not been addressed by the Little Rock School District. 1 r-  r f I fi /fr-Zn', i I I I 1 3 4 5 6 7 3 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 another does not. So we'll conti there is a clear guideline in tha THE OURT: I, again, ca I knov/ you have been dealing with than one judge. In fact, if you  you have been dealing with three \u0026lt; thi case. And we don't all thin! Another thing I wanted to ask with thi Z\u0026lt;f7/iz?ez'C ^02 A5ti about. and we struggled , ray staff and 1 struggled with thi to area schools, and that is. focused activ s, with respect ies in area schools. The May 1 order, and May of this says, and I quote, \"The year, of '92, ourV recognizes that the Incentive Grant Prograra is a corapliraentary addition to. but not a replaceraent of the original focused activities features of the Plan. Focused activities will continue to be an option for area schools, may center around a theme and will according to the original plan which provide and parental involvement and operate for community an annual allocation of funds. There is no budget appropriation for this Settlement Plan budget\". MR. CHIP JOKES\nincentive grants, slash. focused activities in Now, can you I intended Program 13 to read focused activities. Thi was a suggestion made by the Office of De segregation Monitoring that I didn't  that I failed to make. So that should read on Program 13, \"Incentive grants. slash. focused activities\". EUGSNIE M. POWER U.S. COURT REPORTER  r- ( i -----'a. / I f a'aa) r. 33 1 I 1 9 3 4 5 6 7 3 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 another does not. So we'xx continue to work v/ith then so there is a clear guideline in that area. TOE OURT: I, again, can't be too critical, I know you have been dealing with more than one judge. In fact, if you coun because than one plan and more the Special Master, you nave been dealing with three district court judge thi case. And we don't all think alike. Another thing I wanted to ask about. in and we struggled with tnis, my staff and 1 struggled with this. to area scnools, and that schools. is, focused activ with respect ies in area ihe May 1 order, and May of this year, of says, and I quote. n The '92, ourt recognizes that the Incentive Grant Program is a complimentary addition to. but not a replacement of the original focused activities features the Plan. of rocusad activities will continue to be an option for area schools, may center around a theme and will operate according to the original plan which provide for community and parental involvement and an annual allocation of funds. There is no budget appropriation for focused activities in this Settlement Plan budget\". MR. CHIP JONES: incentive grants, slash. Nov/, can you I intended Program 13 to read focused activities. This was a suggestion made by the Office of De that I didn't  that I failed on Program 13, egregation Monitoring to make. So that should read \"Incentive grants. slash. focused activities\". EUGENIE M. POWER U.S. COURT REPORTER 4-.r I i i i 1 ! i 1 2 3 J 4 ! 34 THS COURT\nAll right. I was concerned that the District didn't really understand that 1 was saying the incentive grants are still there and focused activities still there. And I reiaeaber fron Ms. Mathis' testimony, that 5 t t I thought the District was trying to inerge these two. 6 and I really didn't want them merged. I 7 8 9 And I realise that it is very important, I mean. in my opinion. to continue these program for area schools, not only just for quality of education generally, bu also for their desegregation efforts 10 in reducing disparity. Because even thougii we concentrati so 11 much in thi courtroom on the incentive schools, Mr. Walker, 12 we concentrate very much on them, and monitor them and 13 14 monitor the Four-Tear Old, the Court is not unmindful of the fact that the bulk of the black children in this district are 15 in area schools, and we don't want to forget about them. and 16 they're not getting as many of the goodies as those children 17 in the incentive schools and the magnet schools are getting. 18 MR. WALKER\nOr supposed to be getting. Our 19 20 contention is that they are still not being received in the incentive schools, even though they say they are. 21 22 that. THE COURT\nWell, again. this i not a hearing on But if we cut out focused activities from the budget. 23 they certainly are less likely to get it in the area schools, 24 as well. 25 MR. WALKER\n.Absolutely. EUGENIE M. POWER U.S. COURT REPORTER1 2 THS COURT: And there's been at least 35 I've heard reports of sone wonderful ideas and thenes and progran. 3 that thes area school have come up with that have been very 4 successful and have a lot of community support, and I 5 certainly don't want to eliminate those. xAnd so now hat o 7 you're adding incentive grants/focused activities, do you still expect the budget to be $320,000.00 for the '92-93 a academic year? 9 ilR. CHI? JONES: At this point in time, again, the 10 budget is still in process, and one final plans on how to I 11 treat that or develop it, it's all subject to revision. 12 THE COURT: Now, as to the incentive schools, on May 13 1 the Court did not approve some of the things you wanted to 14 15 15 17 18 19 20 21 22 23 24 25 do with respect to the incentive schools. the smaller classe you had more we And, for example, required  we required more aid if than  we had required an aid par classroom in some instances. budget. I won't go through the details of the But, anyway, it' you wanted it to cost you. the May 1 order? MR. CHIP JONES: Honor. THE COURT: going to cost you more money than Is this reflected in the budget. Yes, it's based on 20 to 1, Your What about the Latin program? MR. CHIP JONHS: It's not specifically set out, but if you look at program  let's see. Program 75, \"Other EUGENIE M. POVTER U.S. COURT REPORTERHOI 123 DR. BERND: No, Your Honor. THE COURT: Tne exceptional children, do you know 10 11 12 13 14 what reduction explain that? are really reflected there? DR. 3ERMD: talking about are and t Could you Basically, Your Honor, what we're situations in which we have dona placement ting of children into special education programs through the use of outside contracted services. developed the capacity within the District to And we have accomplish these same functions and not spend that money in that manner, and we expect the savings to accrue from that change to be what has been given here. THE COURT: And you don't believe that thi will have a negative impact on black children who are r 1 2 3 4 5 6 7 8 9 15 B disproportionately represented in that category? 16 No, we do not. It's more in the area of DR. BSR^^^: 17 testing and placement rather than a reduction of special 13 education services. And the procedure that we use to place 19 20 cnildren in special ed is very strictly legally prescribed, and we'll still have to follow that procedure and use the 21 appropriate tests and recommendations to place children. 22 23 24 25 THE COURT\nprogress grants. My next question relates to academic And you've taken $480,000.00 off them, yet the Settlement Plan promises that area school may have up to $25,000.00 thi year for those grants. How did you arrive at EUGENIE M. POWER U.S. COURT REPORTER124 10 11 12 13 14 15 that 43G,000-dollar figure? DR. 3ER:-ID\nBasically what wg looked at, we looked at what the Plan required and our interpretation of the Plan, and the up to\" was the fact that we could make that recommendation, that reduction and still follow the Plan. And I should add as kind of a parenthetical expression. Your Honor, we did look at the Plan with regard to all of these. and really try and make a conscientious determination that least the reductions did fit th THE COURT: at requi aments of the ?lan. Well, you said you looked at the \"up to's\". What did you figure per area DR. BERND: Jones, if I may. chool? Im going to throw that one to Mr. MR. CHIP JONES: Ten thousand. THE COURT: In other word you plan to slash these 1 2 3 4 5 6 7 o 9 16 grants from 25,000 to 10,000? 17 MR. CHIP JONES\nAnd, again, this totally hadnt 13 been worked out, but look at where the plans had \"up to 19 20 800,000\", if an individual had some particular need or proposal, the \"up to\" would also work a that level, as well. 21 Last year the District spent  we didnt spend  wer were a 22 couple of hundred thousand dollars less than the full 23 $300,000.00 that was budgeted. So even last year the full 24 25 25,000 per chool was not spent. THE COURT\nHave you had any negative reaction from EUGENIE M. POWER U.S. COURT REPORTER125 10 11 the comnunity on this? i-m. CHI? JONES: DR. BERND\nit's out ther None that Im aware of. Actually we have not. That doesn't mean that it's not out there, but it hasn't reached our level. The other comment that I would make is V7a also want to look very carefully at how these monies are being spent and make student achievement. ure that they are directly affecting We're not totally convinced that that' been the case in the past. THE COURT\nIt might not have been. Again, I think I e::pres3ed this concern this morning. Th Rian doe call 1 2 3 4 6 7 3 9 12 for reduction in disparity, and I know that your model, the 13 effective schools program, would also strive for reduction in 14 disparity. This Settlement Plan, which I'm charged with 15 monitoring and you're responsible for implementing, place a 16 lor of emphasis on incentive schools and magnet schools and 17 inter-district schools. And this is about all that 13 shculdn' t ay it's about all. But thi is one of the few 19 perks that these area schools receive. And the bulk of the I 20 students, including the black students, are at these area 21 schools. And it concerns me that the Plan focuses so much on 22 a minority, and I'm not talking about a racial minority, but 23 I mean a minority of students in student population when the 24 bulk of the tudents are in area schools. And this i one of 25 the things that they are eligible to receive. And that's my EUGENIE M. PO14ER U.S. COURT REPORTER 41 only ramark at this time. 125 And I don'c know that you are 2 wrong in saying that perhaps these progress grants really 3 have not added much I think they have been useful morale 4 boosters, but I know it's something other than just a morale 5 booster. S I want to go on to transportation, cut those e^cpenses by 7 $200,000.00. now, this is, I assume. in addition to the 3 70,000-dollar out in Proposal No. 2. 9 DR. 3ERKD\nThat' correct, Your Honor. 10 THE COURT\nHow do you plan to cut the 200,000? 11 Where is that going to coma from? 12 DR. BERND: Mr. Jone could elaborate, but we're 13 looking at increased efficiency in routing, fuel savings, and 14 savings in transportation supplies, basically. Anything to 15 add to that? IS 17 13 19 20 21 22 23 24 MR. CHIP JONES: The process these on an across the board basis. we used was looking at And in the nonpersonnei we used 20 percent as the figure, so this represents approximately 20 percent in reduction in their nonpersonnel budget. This is why this has to be a continuing process. The transportation budget is really tied to the price of gasoline. thi You know, if that goes up, you know, this may not may not be able to prove to be much savings. Right now this is something we just have to keep monitoring. And I 25 agree, there's not much control once we start transporting EUGENI M. POWER U.S. COURT REPORTERi J 4 b b / B y XU / 1. X 1 ic X J peopiti wer'\u0026gt;j belny trained IbS On IL at. t ne Li me i c a me . Q well, boc to r, wli V is it that you would spend s u c h h i q h piopoi'lioii or your' budget kriuw ttiat you are that ro r such a computer' system wiren you don't have much money.-' so much go and then be cal led a desegregation expense p roce s s r' 0 r you Wfiy 'wou I d ror data a data processing system that nobody understands and is out or proportion even to teaching expense A Mr . waIker, X will L a k e r e s po n s i b i I | t y tor many things on this stand, but happened betoiB b A I I right. the purchase or that computer my wa tell. Now , you have 1 ti you have system I s one that listed here incentive grants. 'What I s an Incentive grant: Ihdt s Linder No. X J . 1 i I X4 Xb Xb X / XB xy 20 2X 22 24 2b A Uk ay . Let me get to id. to gi've money to area schools An inoen Live g rant i s a program So they can use that discretionary money tor school Improvement planning, Intended to enhance desegregation. Q Well, i r It's activities that are so important, why would you reduce obB,OL)U to SJtiO.OGo a year? A we reduced It because we looked at the Plan and that the Plan did not so we reduced It, i t r rom and saw require a minimum or bbB.OOU to be spent, and we reduced 1t as one or our balancing budget-baIanc1 ng measures. Inals why we did it. boe s doe s the Pl an require SJ2U,OuO to be spent 1 or incentive g ran t s ?i o o I i I i I j 4 i u j A I tie Plan, W a 1 K e I' . A d I d 1 don t De I Ie. e, requires a s pec i r i c ainuun I . r -i ( . A t I I-1 yh t . J. d 11 a w e I ee I I live ti live app I to yu back and re-read the I diiguaye , Du c - - but we like we wanted tu letatii y 1  a 11 L s . Liid t a u r a 3 iiiuc h o 5 pO S sI D 1 e u r t. Hose particular school i budget tna:/ be eiuianced by some u the r p rueedu re to the extent ol a p ru pu r t I u n a t e auiuunt o Ir this money/ I i 1 1.U i 1 A that What s correct. the ma*1 mum amount that an incentive grant can be / i i I I ic 1 J 14 lb I 10 A y A y A 1 believe id you 1  d I'd have to look It up. All right. 1 or i I i 1! lb bl b J Id,Odd . b4 bb I Ht dUUH1 I 1 HL W1I Ntbbl 1 Ht CUUKI ! 1Ht W1 INtbb i UK. tAlUNi 1 Ht WllNtbb! bV MH. WALKtH-. y Id,ddd. Its It not much this year. It went down. Veah, 10,0ud. Its Now, why IS it went down. yeah, I was going to say i 11 -schoo 1 SU s pen s i on a de 3eg regat i onL tt , 1 J 4 to I d to 11 1^ 1J i4 lb 10 expense rather than a district s expense? I ha t Is No. i 1 1 / Id 19 2 I 22 2 J 24 2b  lot or a lot or the th toys here and i m t in niakinii th I s we re I n re I a t I on to -the I II - sc hoo I suspension there. I o t Carryiiiy those things as expense because they are sped t ie i II as a s a de sey regat i on in the Plan. Why is it view oI t he treated r a 1 re r in trie r u lure ' that this amount should not expectation or the Plan that and more 1 mean. planned continuation or A was non nio re are you pre sen t i understand your point. I liank you . it s Now a point that concerns talked about tills mo in 1 riy . students won t come. is not dec 1 i niny students will be and less discriminatory not building in. p rac t i ces ? me , i r and its the we don ' t iiave on the other hand, you may build space that the students won t use. ch i ckeri-and-the-egg argument. Its a 111 e r r e c t. same po 1 n t the space. ne re L h .11 t he not want to 1 don't think 1 can give you a definite answer to it. understand your point. but 1 I would like nothing better than to be able to spend those runds on something else. Uli the other iiand, i r we need need them, 1 want to have them there. a re a I I A And that's going to be a desegnegation expense? why not not there are not these programs necessary programs tile chi Idren in tiie district Id tiie r 1 I o r than ror black children\nunderstand the point you're making to me. Une9 '^A/' I 1 J 4 b b the Court It they were ir these cuts were approved by the Court, i don't know that they were, but 1 1 think they were. IHt CUUH I ) MR. WALKtKt BY MR. WALKER: well, some were and some weren t. All right. Q Uoctor. It Iook 5 as it to me i n looking at this document I that virtually all or these cuts were from. basical Iy, the B UesegregatI on budget. incen Live SGhoo1s look at begin at y the bottom down there, ^,4UB,OUU. incentive school, parent I I I iO rec ru1 Li ng , library, coiiimurilLy school. transportat ion. a c a d e III 1 c i t program grants. I ha t s Liie big one over here on on No . i J 1 J under i ncen t i ve IhaL s the grants, same a s academic program grants. i 5 n t it: 14 A Yes. lb y All right. And i t seems like it's -- you cut more than lb 480,000 you cut $460,000, which meant then that it was a i / Iarge r amount than $688,000 to begin with. in other words. IB 480,000 plus J^O-, to me. is 800,000, but you represented to the I ! 1 I I i I I I I 19 ^O 2i 22 2-1 24 2b Court that the previous year was only $688,000. A y is there a question in thereY Well, i m asking you two things. One , you're making the cuts in the desegregation budget, but then you're giving the cou r t inaccurate 1 ntormaIion. Urn year before was $688,000 and you said you made a cut o I $480,OOO. 480,000 from 688,OOO would leave $168,000. And \"n 1 i I I 1 I i I i I i I I i 2 J 4 b b I a y to li 12 12 14 lb lb 1 i lb IS 20 2 1 22 23 24 2b 191 and the -- and the represantation being made to the Court Is -120,000 , and causes us to You see I A t tie A Yes . i they're also to us. So, Im saying that this question the integrity or the figures. t i I a t, Mill I Doctor-f say that i m rigures on the page that A I I r i gn t. now . 1 was I n 'J o I V e d ! those numbers, and. them in detail, but y All right. seated. I e I I again. i reel well. let me wha t i t 1 i  in only going to comment you re showing me in the on I I I in the development or m not going to remember eaci) one or like those numbers are accurate. rae ask you this, Doctor, then 111 be is that the board or the directors does with $ay,obb that you cut out? money that went to the MH. WALkLH) your Honor? IHt CUUKI: bV MH. WALKtHi y 1 mean, does is that some board or Do you di rectors? understand what Im saying here. Yes, sir. You re cutting that amount from departmental budget. was tlie amount or the board or place? A Q A What directors budget in the first I'm not going to give you that orr the top of my head, but Who can? Who can? Mr. Milhollen may be able to I I i i j i I I I ISi r7 To: The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the LRSD Re: March 19,1993 Budget Cut Hearings MAR 3 1993 Office ci Dsssorsgaticn Monitoring 1, as a parent or patron of children in the area schools of the LRSD, respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters, name address date\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_493","title":"Incentive Schools: Brochures","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School improvement programs"],"dcterms_title":["Incentive Schools: Brochures"],"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/493"],"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\nLittle Rock School District c ommunication technology is integrated into the core curriculum at Franklin through the addition of creative writing, public speaking, interpersonal skills, multi-cultural education, and conflict resolution. Skills that are taught throughout the curriculum are speaking, writing, reading, studying, listening, test taking and thinking. Technology is utilized in five areas:  individualized learning  group interaction  management and coordination of student learning  student expression  knowledge production (creating, exploring and discovering) Goals of the program are to enhance student achievement, reduce gender and racial disparity, promote self-discipline, develop higher level thinking skills, instill task commitment and responsibility, develop basic academic skills, and to enhance the educational, cultural and social opportunities of students. Students are allowed, with instructional guidance, to set their own pace. The positive learning atmosphere at Franklin is success-oriented, risk-free, organized, orderly and flexible. Our student-centered atmosphere has learning centers and interactive computer software. Students are encouraged to set their own goals. They're free to move about the classroom and receive positive reinforcement for their efforts and accomplishments. At Franklin, we teach communication skills that are the building blocks for understanding. Franklin Communications Technology Elementary School First Class Schools For World Class Kids Communication Skills Enhance Ability To Succeed Students at Franklin get a head start as they learn to speak and write effectively and interact with people who have varying viewpoints. Some of the special programs that promote communications skills include: Beta Club, Math Olympiads, international pen pals. Quiz Bowl, Career Club, Drama Club, B.U.G. (Bring Up Your Grades), Lunch Bunch Computer Club and a school newspaper. Students become active learners by engaging in project-oriented activities and by writing activities that broaden their knowledge of telecommunications. We promote G.U.M. - Getting, Understanding and Manipulating information. Through this process, students become independent thinkers, doers and learners. These are the skills which ultimately can lead them to a successful and productive career. SPECIAL ATTRACTIONS  Interactive Technology to Enhance Communications Skills  Science Lab and Production Lab  Management and Coordination of Student Learning A Different Learning Environment A 54-station computer lab, a \"Writing to Read\" lab, and the usage of other interactive technology creates an enhanced learning environment for students at all levels. Our trained staff promotes independent thinking and responsibility among students. We promote the best of both educational worlds - high sensitivity and high tech - which develops students with a head and a heart for the future.  Conflict Resolution  Multicultural Education  Achievement Recognition  Emphasis on Individualized Learning Styles *Franklin Communications Technology Elementary School 1701 South Harrison Little Rock, AR 72204 501/671-6380  Activities: Boy Scouts, Girl Scouts, Spanish Club, Interdistrict Pen Pals FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Gifted/Talented Program  Extended Day and Extended Week Activities  Before and After School Care Program - Supervised Activities, 7 a.m.-5:30 p.m.  Four-Year-Old Program Franklin Communications Technology Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District c ommunication technology is integrated into the core curriculum at Franklin through the addition of creative writing, public speaking, interpersonal skills, multi-cultural education, and conflict resolution. Skills that are taught throughout the curriculum are speaking, writing, reading, studying, listening, test taking and thinking. Technology is utilized in five areas\n individualized learning  group interaction  management and coordination of student learning  student expression * knowledge production (creating, exploring and discovering) Goals of the program are to enhance student achievement, reduce gender and racial disparity, promote self-discipline, develop higher level thinking skills, instill task commitment and responsibility, develop basic academic skills, and to enhance the educational, cultural and social opportunities of students. Students are allowed, with instructional guidance, to set their own pace. The positive learning atmosphere at Franklin is success-oriented, risk-free, organized, orderly and flexible. Our student-centered atmosphere has learning centers and interactive computer software. Students are encouraged to set their own goals. They're free to move about the classroom and receive positive reinforcement for their efforts and accomplishments. At Franklin, we teach communication skills that are the building blocks for understanding. ft oo \u0026gt; 70 M to O to 171 o 00 S'  3 00 3 r ce oo c a. n\u0026gt; 3 \u0026gt; (C7Z32 3o-a Q, O co CTQ 33  o O o if n\u0026gt; o nT\u0026gt;3 I z p hJ o co O UoI (JfQt O cS 2. n' Qi 3o Z o o Franklin Communications Technology Elementary School First Class Schools For World Class Kids Communication Skills Enhance Ability To Succeed Students at Franklin get a head start as they learn to speak and write effectively and interact with people who have varying viewpoints. Some of the special programs that promote communications skills include: Beta Club, Math Olympiads, international pen pals. Quiz Bowl, Career Club, Drama Club, B.U.G. (Bring Up Your Grades), Lunch Bunch Computer Club and a school newspaper. Students become active learners by engaging in project-oriented activities and by writing activities that broaden their knowledge of telecommunications. We promote G.U.M. - Getting, Understanding and Manipulating information. Through this process, students become independent thinkers, doers and learners. These are the skills which ultimately can lead them to a successful and productive career. SPECIAL ATTRACTIONS  Interactive Technology to Enhance Communications Skills  Science Lab and Production Lab  Management and Coordination of Student Learning A Different Learning Environment A 54-station computer lab, a \"Writing to Read\" lab, and the usage of other interactive technology creates an enhanced learning environment for students at all levels. Our trained staff promotes independent thinking and responsibility among students. We promote the best of both educational worlds - high sensitivity and high tech - which develops students with a head and a heart for the future.  Conflict Resolution  Multicultural Education  Achievement Recognition  Emphasis on Individualized Learning Styles \"Franklin Communications Technology Elementary School 1701 South Harrison Little Rock, AR 72204 501/671-6380 7?  Activities: Boy Scouts, Girl Scouts, Spanish Club, Interdistrict Pen Pals FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Gifted/Talented Program  Extended Day and Extended Week Activities  Before and After School Care Program - Supervised Activities, 7 a.m.-5:30 p.m.  Four-Year-Old Program Franklin Communications Technology Elementary School is a part of the LRSD incentive School Program, Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District  arland is the only elementary school with a multimedia technology theme. By using state-of-the-art technology, Garland students learn to become effective users of ideas and information. Multimedia technology and educational research are incorporated into the Little Rock School District curriculum at Garland to enhance learning and better prepare students for a changing social and technological environment. Educational diversity and a multicultural focus creates an environment of interest in other cultures and an anticipation for learning about various customs, holidays and celebrations. Learning with dignity through technology\" is our motto. A caring, encouraging atmosphere is our specialty. ft Q a \u0026gt; bO O bO Ui C/5 3 n\u0026gt;  3 CZ3 3 ft) r CZ3 rt oo zr c =r o o, O Q-O 3 \u0026gt; Vi CZ3 oq  3 fD 2- O o o o Garland Multimedia Technology and Educational Research Elementary School fB O 50 o 3 z p o Oo o 0 (o/) conT re o c0iB) n' QJ o' 3 z o o First Class Schools For World Class Kids h Theme-Focused, Multimedia Technology Adds Interest, Enhances Learning SPECIAL ATTRACTIONS  Gifted/Talented Program Students at Garland Multimedia Technology and Educational Research Elementary School learn reading, math, social studies and science via multimedia technology. Computer labs are available for students pre-K through sixth grade. Multimedia technology is available in classrooms with each grade level focused on a theme, such as:  Literacy Through Technology * Early Literacy Through Technology  Researching America Through Technology  Telecomputing Technology  Media Productions  Exploring the World Through Technology We at Garland are preparing students for a changing social and technological environment in a caring atmosphere. We have a low pupil-to- staff ratio which helps increase interaction between students and staff.  Extended Day and Extended Week Activities - Activities Include: Individualized Academic Assistance, Clubs, Field Trips and a Homework Center  Before and After School Care Program  Parent Workshops - Training parents to Assist their Children with Homework, Computer Literacy, and Nutrition  Four-Year-Old Program  Special Skills Program - Chess, Spanish, Choir, Dance, Aerobics and Taekwondo  Multicultural Program - Intensive Study of Various Cultures  Achievement Recognition  Tutoring in the Classroom  Media Center - with an Electronic Encyclopedia  Parent Link - A Voice Mail Link For Parents and Teachers Special Programs Garland offers special programs that include a gifted and talented program, speech therapy, resource classes, community based instruction, an academic support program for reading and math, comprehensive counseling and nursing, a library media specialist, social worker and multimedia theme specialist. From health to resources - from academics to discipline - Garland is in the forefront. Garland Multimedia Technology and Educational Research Elementary School 3615W. 25th Street Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Garland Multimedia Technology and Educational Research Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District \u0026lt;5 T he Creative Dramatics Program at Mitchell encourages self expression through writing, speaking and per- r forming creative dramatics, all of which enhance learning by personalizing the dramatic experiences. This, in turn, creates sensitivity toward all individuals and instills an appreciation for their uniqueness. At Mitchell we provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths. Students acquire an understanding of the five components of the Creative Dramatics Program: voice/diction, movement, costuming, makeup, and written script and/or adapted text. Self-confidence is promoted through the discipline of movement and dance, while a sense of community is reinforced through cooperative performing experiences. Both drama and dance are used as tools for expressing a culture's attitudes and beliefs. Students learn that drama mirrors life and they, like the characters, make choices which create significant change. The \"Mitchell Merry Makers, a drama club that meets during lunchtime, in addition to plays, puppetry and reader's theatre, provide diverse opportunities for student participation. An after school program includes ballet and creative dance. Mitchells Creative Dramatics Program is interwoven into an excellent elementary core curriculum taught by a highly qualified staff. At Mitchell, students get a gentle push onto the stage of life. It's a setting for the future. (T) X) o o ?- \u0026gt; SJ o rj LA o C/2 3* fP  3 r ft) o o TT CZ5 c CL Q 3 \u0026gt; CZ5 CZ3 XT 3 o 3 O fD  3 io a o A 1 s. o CP \u0026lt;p CP co ro tn ! t 5,- \u0026amp; S \u0026lt;P O n ?3 fP z. p o 00  o in 0) uo ft) O O) 3 n w o' 3 2 o o First Class Schools For World Class KidsMulti-Sensory Approaches Enhance Student Interest In Creative Dramatics SPECIAL ATTRACTIONS Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Our multi-sensory approach to creative dramatics promotes student interest and participation. Students have an opportunity to engage in puppetry, movement and music, costuming, makeup, text adaptations, improvisations, creative scene work, oral reading and story telling, artwork in designing sets including backdrop painting, prop construction and shadow boxes. Special programs include an extended day program offering a homework center, ballet, tap and creative dance, play production, sewing, cooking, girl/boy scouts and student council. Saturday enrichment activities include collaboration with community service organizations.  Full-time Creative Dramatics Specialist Extended Day Program Care Program - Supervised activities until 5:30 P.M. Academic Support Program for reading and math Gifted and Talented Program Speech therapy Resource classes Full-time counseling program Low pupil-to-staff ratio Pre-K Program with imaginative play Special Activities Special activities include \"The Mitchell Merrymakers, a drama club, and the Mitchell Children's Ballet (after school program). To further enhance the dramatics theme, students attend performances such as THE NUTCRACKER ballet and Arkansas Arts Center Children's Theatre Performances. *Mitchell Creative Dramatics Elementary School 2410 Battery Street, Little Rock, AR 72206 501/324-2415 TO SCHEDULE A SPEAKER FOR YOUR GROUP OR ORGANIZATION, CALL 324-2515 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 *' Parent Workshops - Special training sessions, family puppetry activities and computer check-out materials  Comprehensive nursing * Additional Programs - Saturday enrichment activities Excellent Core Curriculum Mitchell Creative Dramatics Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. I I Little Rock School District T he Creative Dramatics Program at Mitchell encourages self expression through writing, speaking and per- r forming creative dramatics, all of which enhance learning by personalizing the dramatic experiences. This, in turn, creates sensitivity toward all individuals and instills an appreciation for their uniqueness. At Mitchell we provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths. Students acquire an understanding of the five components of the Creative Dramatics Program: voice/diction, movement, costuming, makeup, and written script and/or adapted text. Self-confidence is promoted through the discipline of movement and dance, while a sense of community is reinforced through cooperative performing experiences. Both drama and dance are used as tools for expressing a culture's attitudes and beliefs. Students learn that drama mirrors life and they, like the characters, make choices which create significant change. The \"Mitchell Merry Makers, a drama club that meets during lunchtime, in addition to plays, puppetry and reader's theatre, provide diverse opportunities for student participation. An after school program includes ballet and creative dance. Mitchell's Creative Dramatics Program is interwoven into an excellent elementary core curriculum taught by a highly qualified staff. At Mitchell, students get a gentle push onto the stage of life. It's a setting for the future. O o \u0026gt; bO o to LZi O 3- \u0026lt;T\u0026gt; 3 p 3 CO s t- \u0026gt;0 o o GO C Q- ro 3 \u0026gt; (Zl cz\u0026gt; n 3- O o. o OQ 3 3 o 3 o O o ft o 50 o n\u0026gt; 3. 2. p KJ o 00 O c 0 o (Zl ST cm O ab Qj 3 n' o 3 z o o First Class Schools For World Class KidsMulti-Sensory Approaches Enhance Student Interest In Creative Dramatics SPECIAL ATTRACTIONS Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Our multi-sensory approach to creative dramatics promotes student interest and participation. Students have an opportunity to engage in puppetry, movement and music, costuming, makeup, text adaptations, improvisations, creative scene work, oral reading and story telling, artwork in designing sets including backdrop painting, prop construction and shadow boxes. Special programs include an extended day program offering a homework center, ballet, tap and creative dance, play production, sewing, cooking, girl/boy scouts and student council. Saturday enrichment activities include collaboration with community service organizations.  Full-time Creative Dramatics Specialist Extended Day Program Care Program - Supervised activities until 5:30 P.M. Academic Support Program for reading and math Gifted and Talented Program Speech therapy Resource classes Full-time counseling program Low pupil-to-staff ratio Pre-K Program with imaginative play Special Activities Special activities include \"The Mitchell Merrymakers\", a drama club, and the Mitchell Children's Ballet (after school programi. To further enhance the dramatics theme, students attend performances such as THE NUTCRACKER ballet and Arkansas Arts Center Children's Theatre Performances. ^Mitchell Creative Dramatics Elementary School 2410 Battery Street, Little Rock, AR 72206 501/324-2415 TO SCHEDULE A SPEAKER FOR YOUR GROUP OR ORGANIZATION, CALL 324-2515 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Parent Workshops - Special training sessions, family puppetry activities and computer check-out materials  Comprehensive nursing * Additional Programs - Saturday enrichment activities Excellent Core Curriculum Mitchell Creative Dramatics Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. s tudents in kindergarten through the sixth grade benefit from Rightsell's career awareness and mass media r activities which are integrated into the prescribed Little Rock School District's core curriculum. Rightsell's theme provides learning opportunities that foster social growth and produce responsible and productive citizens. The program promotes the development of a positive self-concept, and good problem solving and decision making skills required for independent learners. Students are given opportunities to develop emotional and social skills essential for life-long learning. Since this program permeates all subjects, career awareness is promoted early as students learn to identify responsible and successful work behaviors and acquire knowledge of economic and free enterprise principles. They learn of the diverse occupations available and how to apply basic skills to career decisions. Rightsell also offers a host of extracurricular activities, special incentive programs and strong community involvement. Student activities include Student Council, lust Say No Club, Ambassador Program, Conflict Managers, Student Mentor Program, Math Olympiad, Book Fair, Career Mentors Club, industry site visits and a school newspaper. Awards for performance and behavior include Honor Roll, Citizenship/Attendance Awards, Good Citizens Tea and Student of the Week. PTA, Volunteers in Public Schools and Partners in Education are just three of the many community-based programs. Rightsell is a place where students plant the seeds for a successful life. f 1 J i 3 o o \u0026gt; ?0 N) O N) LoA co 3* 3  f3t r o 3! o w o o CoZ3 CCOD 5 co H o S o2 o 5 40 1 m37 o SO 4^ rn a Little Rock School District C3D 3 C \u0026lt;T Q a 5T 3* OP. 5 o ro o fO p KJ o 00 5 ion \u0026amp; UQ o at n at o Z o o First Class Schools For World Class Kids Career Awareness And Mass Media Technology Promote Learning SPECIAL ATTRACTIONS Career Awareness and Mass Media Technology are infused throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. The grade level career clusters are: _ Theme - Career Awareness/Mass Media Awareness Computer Lab/Writing to Read Lab Kindergarten: First Grade: Second Grade: Third Grade: Fourth Grade: Fifth Grade: Sixth Grade: Community Helpers Occupations Around the World Human/Public Service Occupations Environmental, Science, and Agriculture Technology Career Occupation Exploration/Research Health Professionals/ Arkansas Employment Opportunities Communication and Media Technology/Employability Skills Education. Closed Circuit Network System/  Channel 36 Industry Site Visits Career/Mentoring Program  Counseling/Social Services  After School Phonics Program Gifted/Talented Program Before and After School Care Involvement of the business community provides students with practical experience, exposure and information.  4-Year-Old Program Fine Arts Instruction - Art, Music, Band ft 'Alt  J Health Education - Comprehensive Nursing Physical Education Program  Low Student-Teacher Ratio Extended Day Program Student Uniforms Faculty And Other Unique Assets The certified staff at Rightsell includes a counselor, gifted specialist, speech therapist, resource teacher, math specialist, theme specialist, social worker and permanent substitute teacher. In addition, there are two aides for every three classrooms. Rightsell's before and after school CARE Program (7 a.m.-6 p.m.) includes a nutritious breakfast and snacks. *Rightsell Career Awareness/ Mass Media Technology Elementary School 911 West 19th Street Little Rock, AR 72206 501/324-2430 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Rightsei 1 Career Awareness/Mass Media Technology Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District s tudents in kindergarten through the sixth grade benefit from Rightsell's career awareness and mass media r activities which are integrated into the prescribed Little Rock School District's core curriculum. Rightsell's theme provides learning opportunities that foster social growth and produce responsible and productive citizens. The program promotes the development of a positive self-concept, and good problem solving and decision making skills required for independent learners. Students are given opportunities to develop emotional and social skills essential for life-long learning. Since this program permeates all subjects, career awareness is promoted early as students learn to identify responsible and successful work behaviors and acquire knowledge of economic and free enterprise principles. They learn of the diverse occupations available and how to apply basic skills to career decisions. Rightsell also offers a host of extracurricular activities, special incentive programs and strong community involvement. Student activities include Student Council, lust Say No Club, Ambassador Program, Conflict Managers, Student Mentor Program, Math Olympiad, Book Fair, Career Mentors Club, industry site visits and a school newspaper. Awards for performance and behavior include Honor Roll. Citizenship/Attendance Awards, Good Citizens Tea and Student of the Week. PTA, Volunteers in Public Schools and Partners in Education are just three of the many community-based programs. Rightsell is a place where students plant the seeds for a successful life. ft 73 O o \u0026gt; 73 ro M o (O ft 73 O ft 3 fD 3 o LA o CZ) CT fD 3  3 n* o o. 5 CZ3 gS o fl) 73 O n X3 fl) I pZ 0o0 o (S/) OEQI 03) n 0) o o o First Class Schools For World Class Kids Career Awareness And Mass Media Technology Promote Learning SPECIAL ATTRACTIONS Career Awareness and Mass Media Technology are infused throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. The grade level career clusters are: Theme - Career Awareness/Mass Media Awareness Computer Lab/Writing to Read Lab Kindergarten: First Grade: Second Grade: Third Grade: Fourth Grade: Fifth Grade: Sixth Grade: Community Helpers Occupations Around the World Human/Public Service Occupations Environmental, Science, and Agriculture Technology Career Occupation Exploration/Research Health Professionals/ Arkansas Employment Opportunities Communication and Media Technology/Employability Skills Education. Closed Circuit Network System/  Channel 36 Industry Site Visits Career/Mentoring Program  Counseling/Social Services  After School Phonics Program Gifted/Talented Program Before and After School Care Involvement of the business community provides students with practical experience, exposure and information.  4-Year-Old Program Fine Arts Instruction - Art, Music, Band I! Health Education - Comprehensive Nursing Physical Education Program  Low Student-Teacher Ratio Extended Day Program Mi Student Uniforms Faculty And Other Unique Assets The certified staff at Rightsell includes a counselor, gifted specialist, speech therapist, resource teacher, math specialist, theme specialist, social worker and permanent substitute teacher. In addition, there are two aides for every three classrooms. Rightsell's before and afterschool CARE Program (7 a.m.-6 p.m.) includes a nutritious breakfast and snacks. * Rightsell Career Awareness/ Mass Media Technology Elementary School 911 West 19th Street Little Rock, AR 72206 501/324-2430 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Rightsell Career Awareness/Mass Media Technology Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District nique features at Rockefeller Computer Science Elementary School offer students outstanding learning advantages. The Computer Science theme enhances subject areas with software that increases student achievement. Students receive instruction in reading and math in the lab twice weekly. The \"Writing to Read computer lab enhances kindergarten and first grade instruction. Math and reading specialists help identified students in lab settings and in the regular classroom. A well-equipped science lab provides exciting, hands-on instruction. Children present experiments to parents and visitors at an annual science fair. Art, music and physical education instruction is provided by full-time, certified teachers. Student artwork is displayed throughout the school and is often entered into competition. Students are invited to perform and display musical talents at community functions. Extended day activities include computer, scouts, Spanish and cooking clubs. Extracurricular activities include tennis, swimming, aerobics, art, choir, string instruments and dance. Homework, tutoring and enrichment sessions are provided three days a week. Media services with a full-time certified media specialist offer Reading Extension Activities for Children (REACH) and extended library activities for mastery of reading skills. Special education teachers are provided for resource, speech and gifted students. A full-time guidance counselor and social worker are a vital part of the staff. Comprehensive school nursing provides a fitness and wellness program. An onsite Parent Center offers information and books to help with parenting skills. Rockefeller Computer Science Elementary School is an exciting, futuristic educational experience with the computer theme interwoven across the curriculum where a caring attitude permeates every classroom. Ln O r I 1 t I o 3 s 2, o coo CD IO S ctou o o S o 2- o 5 \u0026lt;o  fO o o 3m1 om \u0026lt;  5 IJ ft)\no a o \u0026gt; \u0026lt;Z\u0026gt; fp 5o0 Q 3 z o o 00 co 3* 03 3 3 n\u0026gt; o o 00 n ET O P 5 co CO c CL n\u0026gt; 3 \u0026gt; CZ3 oq 3 3 G 3 O o o a 1 j ,1 I 1  (/) o V) S tfO fD O (jo u n' (U o  z. o 4 First Class Schools For World Class Kids Computer Science Theme Enhances All Subject Areas At This School Of Choice At Rockefeller Computer Science Elementary School, students receive a solid academic background in the basics: language arts (English, reading, and spelling), social studies/ history, math and science. Computer Science instruction is incorporated in the regular elementary school program to enhance learning in various subject areas. Students receive instruction on computers in their classrooms and in a networked lab environment. Students who have a special talent or interest in computers will find a pleasant school environment and an exceptional opportunity for hands-on computer experiences at Rockefeller. Small class size and staffing ratio are an added incentive at Rockefeller. Class size is limited to 20 students. There are 23 certified classroom teachers, 13 certified specialists, comprehensive nursing and a social worker. SPECIAL ATTRACTIONS Computer Science Theme developed by the staff and directed by a computer  specialist  Double funding Full computer lab with 25 computer stations plus computer lab stations in every classroom Gifted instruction by a certified gifted  teacher Low teacher-to-pupil ratio Continuous computer tracking of student progress in all subject areas  Science Laboratory Full-sized gymnasium Numerous educational field trips (theme  and non-theme related) Rockefeller's Early Childhood Magnet Education Program Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children beginning at the age of six weeks. Five certified teachers and eighteen instructional aides are on staff. A brochure on the Rockefeller Early Childhood Magnet School program is available for additional information. Please call or visit the LRSD Student Assignment Office. Rockefeller Computer Science Elementary School* 700 East 17th Little Rock, AR 72206 501/324-2385 FOR ADDITIONAL INFORMATION CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Comprehensive nursing t t/A V--' \u0026gt; Extended day, week and year activities f \"Writing to Read\" Computer Program  for Kindergarten and 1st Grade  Special Education services with certified Resource teacher and Speech Therapist Strong Parent Teacher Association p Rockefeller Computer Science Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District nique features at Rockefeller Computer Science Elementary School offer students outstanding learning advantages. The Computer Science theme enhances subject areas with software that increases student achievement. Students receive instruction in reading and math in the lab twice weekly. The \"Writing to Read\" computer lab enhances kindergarten and first grade instruction. Math and reading specialists help identified students in lab settings and in the regular classroom. A well-equipped science lab provides exciting, hands-on instruction. Children present experiments to parents and visitors at an annual science fair. Art, music and physical education instruction is provided by full-time, certified teachers. Student artwork is displayed throughout the school and is often entered into competition. Students are invited to perform and display musical talents at community functions. Extended day activities include computer, scouts, Spanish and cooking clubs. Extracurricular activities include tennis, swimming, aerobics, art, choir, string instruments and dance. Homework, tutoring and enrichment sessions are provided three days a week. Media services with a full-time certified media specialist offer Reading Extension Activities for Children (REACH) and extended library activities for mastery of reading skills. Special education teachers are provided for resource, speech and gifted students. A full-time guidance counselor and social worker are a vital part of the staff. Comprehensive school nursing provides a fitness and wellness program. An onsite Parent Center offers information and books to help with parenting skills. Rockefeller Computer Science Elementary School is an exciting, futuristic educational experience with the computer theme interwoven across the curriculum where a caring attitude permeates every classroom. r m ?0 o o \u0026gt;70 N) N) O to 73 o n 73 I ZL p NJ o Oo O CZ2 3* G  CO s Q  r Q O O !!r- CZ3 c a. fO  \u0026gt;C/3 8 5a 3 o a CD S I o UI ? tIO) (T  n' O) o' 3 o o First Class Schools For World Class Kids Computer Science Theme Enhances All Subject Areas At This School Of Choice At Rockefeller Computer Science Elementary School, students receive a solid academic background in the basics: language arts (English, reading, and spelling), social studies/ history, math and science. Computer Science instruction is incorporated in the regular elementary school program to enhance learning in various subject areas. Students receive instruction on computers in their classrooms and in a networked lab environment. Students who have a special talent or interest in computers will find a pleasant school environment and an exceptional opportunity for hands-on computer experiences at Rockefeller. Small class size and staffing ratio are an added incentive at Rockefeller. Class size is limited to 20 students. There are 23 certified classroom teachers, 13 certified specialists, comprehensive nursing and a social worker. SPECIAL ATTRACTIONS Computer Science Theme developed by the staff and directed by a computer  specialist  Double funding Full computer lab with 25 computer stations plus computer lab stations in every classroom Gifted instruction by a certified gifted  teacher Low teacher-to-pupil ratio Continuous computer tracking of student progress in all subject areas  Science Laboratory Full-sized gymnasium Numerous educational field trips (theme  and non-theme related) Rockefeller's Early Childhood Magnet Education Program Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children beginning at the age of six weeks. Five certified teachers and eighteen instructional aides are on staff. A brochure on the Rockefeller Early Childhood Magnet School program is available for additional information. Please call or visit the LRSD Student Assignment Office. Rockefeller Computer Science Elementary School* 700 East 17th Little Rock, AR 72206 501/324-2385 FOR ADDITIONAL INFORMATION CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Comprehensive nursing Extended day, week and year activities \"Writing to Read Computer Program  for Kindergarten and 1st Grade  Special Education services with certified Resource teacher and Speech Therapist Strong Parent Teacher Association Rockefeller Computer Science Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment.  t t J p Little Rock School District Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child-o JH 73 rn mn 8g- 2 O hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual child's interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the childrens cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected for their ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isn't just pre-school daycare  it's much, much more! S- m  u n 3 I O O D SD id KJ O  CZ) n Rockefeller Early Childhood Magnet School For Children Ages 6 Weeks through 4 Years o3 o oX o2 -a i 9 tn (73 CP \u0026gt; O' s u tfQ fD 3 n (U o 3 z o o First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. It's just one way the Little Rock School District is assuring that today's kids will have a good start in tomorrow's world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every childs basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal\na vice principal\ncertified classroom teachers\nmedia, music, art, and physical education specialists\na counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the programs ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the District's so-called \"incentive\" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch \u0026amp; Snack Time children arriving prior to 7:20 a m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules \u0026amp; Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m.. also, it operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, lust contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of tthhiiss I / 1 program, there may not be an opening at first inquiry, if not, your child's name will be put on a waiting list and you will be contacted as soon as opening occurs. SPECIAL ATTRACTIONS  The only Early Childhood Magnet program in the District accepting children as young as six weeks of age.  Accessible location for working parents.  Exceptional student-to-staff ratio.  Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds.  Well-developed philosophy and appropriate age-related goals.  Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books.  Diverse teachers and students, and a varied curriculum provides many learning experiences.  Each child receives individual attention.  A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a learning experience\" at Rockefeller Early Ckildfiood Magnet School, 700 E. 17tFi, Little Rock 72206. For Information, Call 324-2272 o C \u0026lt;D O O) nJ 5 co \u0026lt; QL SN S 9 o c o c CL \u0026lt;0 O Z) Q. .1E (X D. I C9 ac ? z u- O \u0026lt;=\u0026gt; S lU o UJ uui c\\? I Help your child build a bright futurel u 75 Q \"2o X! chz: w _ c/2 E o (N in co C/2 C CO J= \u0026lt; o  u I :S o Cci (U .ts  J 00 '-J Fl Little Rock School District iMceutiue Sc[)oo[s Designed to Give Your Child a Unique Educational Opportunity e incentive school program promotes and ensures academic excellence in scl)ools tl)at me are striving to desegregate. Incentive sclfools not only offer excellent academic opportunities^ but computer literacy and programming^ parent support morksbops^ extended day/meek learning opportunities and a small pupil/teacber class ratio. iMceutiLe Scl^ool Programs Student Education Plan An individual learning plan is developed to meet each students learning style, interests, and needs. Themed Focus Each school has a specific theme that provides an exciting focus enhancing students  basic educational skills. Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide, and an age-appropriate curriculum that prepare students for kindergarten learning. Incentive Softools: Computer-Assisted Instruction Children learn computer-based instruction in reading and math. Writing to Read computer labs are available for kindergarten and first grade. Franklin Communications Technology 1701 South Harrison Street  671-6380 Garland Multimedia Technology \u0026amp; Educational Research 3615 West 25th Street - 671-6275 Extended Day/Week Learning Opportunities There are after-school classes (special skills, clubs and leisure activities), Saturday classes, and field trips to enhance learning. Mitchell Creative Dramatics 2410 Battery Street  324-2415 Rightsell Career Awareness \u0026amp; Mass Media 911 West 19th Street  324-2430 Parent Center Parents may obtain materials on parenting skills and other information at each school. Rockefeller Computer Science \u0026amp; Early Childhood Magnet 700 East 17th Street  324-2385 Low Pupil-to-Staff Ratio Small classroom ratios help increase interaction between students and teachers. More information: Student Assignment Office 324-2272 Franklin Communications Technology Incentive School Would you like to enroll your child in a school that has a caring and nurturing staff, uses computers to help your child learn, and customizes its teaching to meet each childs needs? Franklin Communications and Technology Incentive School does all of this and more. What can Franklin offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program. 7\n00 a.m. - B:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading. PE. art. music, library, and school theme Trained, caring staff Franklin Communications Technology Incentive Elementary School 1701 South Harrison Street Little Rock. AR 72204 (501) 671-6380 For more information call our Student Assignment Office-[501] 324-2272Franklin Focuses on Communications c ommunications technology. Franklins theme, focuses on creative writing, public speaking. interpersonal skills, multicultural education and conflict resolution. Students at Franklin get a head start as they learn to speak and write effectively. Special activities to help your child learn during Extended Day include: academic games\ncreative writing/bookmaking\nBoy Scouts\nGirl Scouts\nScience Club\nstudent newspaper, and choir/glee club. Student teachers from the University of Arkansas at Little Rock (UALR) assist in the classroom. A new joint effort with UALR and Share America provides a homework center for students. Franklin is nestled among stately pines in ak Forest, one of Little Rocks well-established neighborhoods. Franklin is near 1-630 just east of UALR and convenient to downtown Little Rock. Experienced, dedicated, nurturing teachers with a focused, personal plan of instruction for your child ... what more could you want? Enroll your child at Franklin-the rising star of the district! Franklin Communications Technology Incentive Elementary School 1701 South Harrison Street Little Rock, AR 72204 (501)671-6380 Garland Multimedia Technology \u0026amp; Educational Research Incentive School Students at Garland Multimedia Technology \u0026amp; Educational Research Incentive School learn by using visual tools such as magazines, newspapers, books, computers and television. This multimedia approach makes learning more interesting. What can Garland offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff Garland Multimedia Technology \u0026amp; Educational Research Incentive Elementary School 3615 West 25th Street Little Rock, AR 72204 (501)671-6275 For more information call our Student Assignment Office - (501 ] 324-2272Garland Focuses on Technology M ultimedia technology, and )^***~J educational research are utilized to help students learn reading, math, social studies and science. Garland goes far beyond the chalkboard and book approach to teaching ... we make learning exciting at Garland! Special research projects and field trips help students learn through real-world experiences. With this approach, learning is made pleasurable in every way. Students enjoy after school fun in the extended day program. Favorite activities include choir, dance troupe. Girl Scouts, Boy Scouts, crafts, sports, chess and sewing. Students are not alone in wanting to learn. Parents benefit from special workshops designed to help them with homework. computer literacy and nutrition. The information given represents what is important to parents and students. Let your child succeed at Garland! Garland Multimedia Technology \u0026amp; Educational Research Incentive Elementary School 3615 West 25th St. Little Rock, AR 72204 (501)671-6275 Mitchell Creative Dramatics Incentive School Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Mitchells multisensory approach to creative dramatics promotes student interest and participation. What can Mitchell offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program. 7\n0C a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading. PE. art. music, library, and school theme ^Trained, caring staff Mitchell Creative Dramatics Incentive Elementary School 24n 0 Battery Street Little Rock. AR 72206 (501)324-2415 For enrollment information call our Student Assignment Office - (501) 324-2272Mitchell Focuses on Creative Dramatics c reative dramatics encourages self expression through writing, speaking, performing plays and other student presentations. These activities enhance learning by personalizing the dramatic experiences. Students also learn to be sensitive toward all individuals and develop an appreciation for their uniqueness. Creative Dramatics instruction includes: Puppetry, movement and music Costuming and makeup Story adaptations Improvisations Creative scene work Oral reading and story telling Designing sets and backdrop painting To further enhance the dramatics theme, students attend performances such as The Nutcracker ballet and Arkansas Arts Center Childrens Theatre performances. Creative expression by design at Mitchell Elementary! Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street Little Rock, AR 72206 (501)324-2415 Rightsell Career Awareness \u0026amp; Mass Media Incentive School Rightsell strives to provide educational experiences that will help each child reach his/her full potential. The career education program will help todays student face the occupational choices and challenges of the future. We also incorporate programs that expose students to mass media technology. What can Rightsell offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme ^Trained, caring staff School uniforms Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 1 Sth Street Little Rock, AR 72206 (501)324-2430 For more information call our Student Assignment Office - (501 ] 324-2272Rightsell Focuses on Career Awareness/Mass Meoia c areer awareness and mass media technology are emphasized \u0026lt;^''''\u0026gt;3 throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. Career Awareness/ Mass Media topics include: Community helpers Occupations around the world Human/public service occupations Career occupation exploration/ research Communication and media technology/ employability skills education Student activities include Student Council, Just Say No Club, Ambassador Program, Conflict Managers, Mentor Program, Book Fair, Quiz Bowl, and Varsity and Junior Varsity Basketball and Cheerleading. Your child can plan for the future at Rightsell! Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 19th Street Little Rock, AR 72206 (501)324-2430 Rockefeller Computer Science Incentive School If you want your child to succeed in the world of computers, Rockefeller Computer Science Incentive School can give him/her a firm foundation. Rockefeller offers a computer laboratory and computers in every classroom. What can Rockefeller offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff School uniforms Rockefeller Computer Science \u0026amp; Early Childhood Magnet Incentive Elementary School 700 East 17th Street Little Rock, AR 72206 (501)324-2385 For more information call our Student Assignment Office - (501) 324-2272Rockefeller Focuses on Computers c omputer science instruction is offered to all K-B students. In-class computer instruction is provided each day to 2nd and 3rd graders. Fourth through 6th grade students visit the computer lab for reading and math instruction daily. Computer science instruction includes: keyboarding, literacy and word processing. Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children as young as six weeks old. Parents should sign up early because of popular demand. A well-equipped science lab provides exciting, hands-on instruction. Children also prepare science experiments for display at the schools annual science fair. Finally, special activities such as the Show Choir give your child a chance to shine outside of the classroom. Rockefeller is an open space school conveniently located at I-63C and 1-30 near downtown Little Rock. Your child will be happy at Rockefeller! Rockefeller Computer Science \u0026amp; Early Childhood Magnet Incentive Elementary School 700 East 17th Street Little Rock, AR 72206 (501)324-2385 c  *\no D) 'o s  Q. .ti o  ^5 co \u0026lt; c o z C CL CO Ec/) O J _ o o E  g^TI CD CD gg % ss tu o s Hol s~ %C3 oI p* u Q \"o o h !Z1 E rd (oN \u0026lt;N C/3 CT3 t/3 c 03 o \u0026lt; Q cd :S oO oi UJ Sc(^oo[s Designed to Give Your Child a Unique Educational Opportunity e incentive scl)ool program promotes and ensures academic excellence in scl)ools tl)at we are striving to desegregate. Incentive schools not only) offer excellent academic opportunities^ but computer literacy) and programming^ parent support workshops^ extended da)^/weeh learning opportunities and a small pupil/teacher class ratio. iMCCMtiLe Sc(joo( Programs Student Education Plan yin znJzviJMaZ learning plan is developed to meet each students learning style, interests, and needs. Themed Focus Each school has a specific theme that provides an exciting focus enhancing students  basic educational skills. Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide, and an age-appropriate curriculum that prepare students for kindergarten learning. Incentive Schools: Computer-Assisted Instruction Children learn computer-based instruction in reading and math. Writing to Read computer labs are available for kindergarten and first grade. Franklin Communications Technology 1701 South Harrison Street  671-6380 Garland Multimedia Technology \u0026amp; Educational Research 3615 West 25th Street  671-6275 Extended Day/Week Learning Opportunities There are after-school classes (special skills, clubs and leisure activities), Saturday classes, and field trips to enhance learning. Mitchell Creative Dramatics 2410 Battery Street  324-2415 Rightsell Career Awareness \u0026amp; Mass Media 911 West 19th Street  324-2430 Parent Center Parents may obtain materials on parenting skills and other information at each school. Rockefeller Computer Science \u0026amp; Early Childhood Magnet 700 East 17th Street  324-2385 Low Pupil-to-Staff Ratio Small classroom ratios help increase interaction between students and teachers. More information: Student Assignment Office 324-2272 Franklin Communications Technology Incentive School Would you like to enroll your child in a school that has a caring and nurturing staff, uses computers to help your child learn, and customizes its teaching to meet each childs needs? Franklin Communications and Technology Incentive School does all of this and more. What can Franklin offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse 4 Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme ^Trained, caring staff Franklin Communications Technology Incentive Elementary School 1701 South Harrison Street Little Rock, AR 72204 (501J 671-6380 For more information call our Student Assignment Office - (501 ] 324-2272Franklin Focuses on Communications c ommunications technology, Franklins theme, focuses on creative writing, public speaking. interpersonal skills, multicultural education and conflict resolution. Students at Franklin get a head start as they learn to speak and write effectively. Special activities to help your child learn during Extended Day include: academic games: creative writing/bookmaking\nBoy Scouts\nGirl Scouts\nScience Club\nstudent newspaper, and choir/glee club. Student teachers from the University of Arkansas at Little Rock [UALR] assist in the classroom. A new joint effort with UALR and Share America provides a homework center for students. Franklin is nestled among stately pines in ak Forest, one of Little Rocks well-established neighborhoods. Franklin is near I-630 just east of UALR and convenient to downtown Little Rock. Experienced, dedicated, nurturing teachers with a focused, personal plan of instruction for your child ... what more could you want? II,rising star of the district! Enroll your child at Franklin-the Franklin Communications Technology Incentive Elementary School 1701 South Harrison Street Little Rock, AR 72204 (501)671-6380 Garland Multimedia Technology \u0026amp; Educational Research Incentive School Students at Garland Multimedia Technology \u0026amp; Educational Research Incentive School learn by using visual tools such as magazines, newspapers, books, computers and television. This multimedia approach makes learning more interesting. What can Garland offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program. 7:00 a.m. - 6:0Q p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading. PE. art, music, library, and school theme ^Trained, caring staff Garland Multimedia Technology \u0026amp; Educational Research Incentive Elementary School 3615 West 25th Street Little Rock. AR 72204 (501)671-6275 For more information call our Student Assignment Office-[501] 324-2272Garland Focuses on Technology M ultimedia technology, and educational research are utilized to help students learn reading, math, social studies and science. Garland goes far beyond the chalkboard and book approach to teaching ... we make learning exciting at Garland! Special research projects and field trips help students learn through real-world experiences. With this approach, learning is made pleasurable in every way. Students enjoy after school fun in the extended day program. Favorite activities include choir, dance troupe. Girl Scouts, Boy Scouts, crafts, sports, chess and sewing. Students are not alone in wanting to learn. Parents benefit from special workshops designed to help them with homework. computer literacy and nutrition. The information given represents what is important to parents and students. Let your child succeed at Garland! Garland Multimedia Technology \u0026amp; Educational Research Incentive Elementary School 3615 West 25th St. Little Rock, AR 72204 (501)671-6275 Mitchell Creative Dramatics Incentive School Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Mitchells multisensory approach to creative dramatics promotes student interest and participation. What can Mitchell offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme ^Trained, caring staff Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street Little Rock, AR 72206 (501)324-2415 For enrollment information call our Student Assignment Office - (501) 324-2272Mitchell Focuses on Creative Dramatics c reative dramatics encourages self expression through writing, speaking, performing plays and other student presentations. These activities enhance learning by personalizing the dramatic experiences. Students also learn to be sensitive toward all individuals and develop an appreciation for their uniqueness. Creative Dramatics instruction includes\nPuppetry, movement and music Costuming and makeup Story adaptations Improvisations Creative scene work Oral reading and story telling Designing sets and backdrop painting To further enhance the dramatics theme, students attend performances such as The Nutcracker ballet and Arkansas Arts Center Childrens Theatre performances. Creative expression by design at Mitchell Elementary! Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street Little Rock, AR 72206 (501)324-2415 Rightsell Career Awareness \u0026amp; Mass Media Incentive School Rightsell strives to provide educational experiences that will help each child reach his/her full potential. The career education program will help todays student face the occupational choices and challenges of the future. We also incorporate programs that expose students to mass media technology. What can Rightsell offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme ^Trained, caring staff School uniforms Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 1 Sth Street Little Rock, AR 72206 (501) 324-2430 For more information call our Student Assignment Office - (501) 324-2272Rightsell Focuses on Career Awareness/Mass Media c areer awareness and mass media technology are emphasized throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. Career Awareness/ Mass Media topics include: Community helpers Occupations around the world Human/public service occupations Career occupation exploration/ research Communication and media technology/ employability skills education Student activities include Student Council. Just Say No Club. Ambassador Program. Conflict Managers. Mentor Program. Book Fair. Quiz Bowl, and Varsity and Junior Varsity Basketball and Cheerleading. Your child can plan for the future at Rightsell! Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 19th Street Little Rock. AR 72206 (501)324-2430 Rockefeller Computer Science Incentive School If you want your child to succeed in the world of computers, Rockefeller Computer Science Incentive School can give him/her a firm foundation. Rockefeller offers a computer laboratory and computers in every classroom. What can Rockefeller offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7\nQC a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff School uniforms Rockefeller Computer Science \u0026amp; Early Childhood Magnet Incentive Elementary School 700 East 17th Street Little Rock, AR 72206 (501J 324-2385 For more information call our Student Assignment Office-(501) 324-2272Rockefeller Focuses on Computers c omputer science instruction is offered to all K-B students. In-class computer instruction is provided each day to 2nd and 3rd graders. Fourth through 6th grade students visit the computer lab for reading and math instruction daily. Computer science instruction includes: keyboarding, literacy and word processing. Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children as young as six weeks old. Parents should sign up early because of popular demand. A well-equipped science lab provides exciting, hands-on instruction. Children also prepare science experiments for display at the schools annual science fair. Finally, special activities such as the Show Choir give your child a chance to shine outside of the classroom. Rockefeller is an open space school conveniently located at 1-630 and 1-30 near downtown Little Rock. a Your child will be happy at Rockefeller! Rockefeller Computer Science Si Early Childhood Magnet Incentive Elementary School 700 East 17th Street Little Rock, AR 72206 (501)324-2385 LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS Garland E\u0026gt;r. Cheryl Simmons, Principal 3615 West 25th Street, 666-9436 Ish Lonnie Dean, Principal 3001 Pulaski Street, 376-3629 Mitchell Donita Hudspeth, Principal 2410 Battery Street, 375-6931 Rightsell Bobbie Goodwin, Principal 911 West 19th Street, 374-7448 Rockefeller Ann^Mangan, Principal 700 East 17th Street, 374-1226 Stephens Slann Strauss, Principal 3700 West 18th Street, 663-8374 av '\u0026gt;)3oa emn 8092 'ON llUXJSd aivd 93eisod 's n uoiieztueSjQ jyoJcfuoN The Little Rock School District Tirst Class Schools Jvr TVorld Class 1023Z spsucjfjv '\u0026gt;{30^ apnn 4saM 018 IDIJiiSia 1OOH3S MDOa 311111 If your son or daughter is starting school he will enter the 21st century before he can drive. Each student needs the skills to handle the challenges of a new century. Your parents saw man orbit the Earth, you and your children saw man walk on the moon. Your child will mature in a world of which we can only dream. Give him the skills to handle that world by enrolling him in a Little Rock School District Incentive School. INCENTIVE SCHOOLS INCENTIVE SCHOOL PROGRAMS COMPUTER LITERACY AND COMPUTER PROGRAMMING INSTRUCTION The opportunity for experience with the tools of the future. Children learn computer-based instruction in elementary school reading, mathematics, social studies, science, and art. EXTENDED DAY, WEEK, AND YEAR LEARNING OPPORTUNITIES Enhancing the traditional learning environment by offering free classes after school and providing learning experiences on Saturday. FOREIGN LANGUAGE INSTRUCTION Preparing children for the future by providing students with foreign language skills necessary for global interaction. LOW PUPIL/TEACHER RATIO Small classes of 20:1 which provide more time for teacher interaction with students. A PERMANENT SUBSTITUTE TEACHER ASSIGNED TO EACH SCHOOL A permanent part of the team. The substitute adds stability and uniformity to the classroom. ADDITIONAL INSTRUCTIONAL AIDES Additional aides provide help in the classroom and increase the amount of interaction between students and trained adults. EMPHASIS ON HIGHER LEVEL THINKING SKILLS Increased emphasis on thinking skills including decision making, problem solving, and creative thinking skills. STUDENT EDUCATION PLANS FOR EACH STUDENT Tailoring the learning plan to fit each individual student's style, interests, and needs. SATURDAY ENRICHMENT OPPORTUNITIES Additional learning opportunities at new times. FOUR YEAR OLD PROGRAMS Bright beginnings for bright beginners. An early start for an important job - learning to learn. FOR MORE INFORMATION AND SCHOOL TOURS CALL : 375-7828 PAT PRICE, INCENTIVE SCHOOL COORDINATOR JULIE WIEDOWER, PARENT RECRUITER COORDINATORe/^ LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rode, Arkansas RECEIVED Sqatember 24,1993 SEP 2 9 1993 Office of Desegregation Monitoring Tq Anne Brown, Office of Etesegregaticn Monitoring Fram\nJeanette Wagn rector of Communicaticns Re Incentive Schod Brochures In answer to your request, attached are the two incentive school brochures produced ty the LRSD. At this time, new indivictual incentive schooJ brochures are in the conceptual stage. Nelda Bromberg who designed the other two trochures, is working on a new concept which is designed to address the varied issues of incentive schexi recruitment needs. The individual brochures will also allow more complete information on each incentive sched thane tp TO: FROM: SUBJECT: COMMUNICATIONS DEPARTMENT LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 (501) 324-2020 RECEIVED J-kinJ - [il^i JAN 2 3 1997 OFFICE OF DESEGREGATION MONITORING MEMORANDUM January 23,1997 Ann Brown, Office of Desegregation Monitoring Suellen S. Vann, Director of Communication! Incentive School Brochures As you know, we recently developed new brochures for use in recruiting students to the incentive schools. The one page, two-sided piece was developed for each of the schools and will be distributed in a pocket folder. This style will enable cost-effective reprinting when program changes are implemented. I appreciate very much your assistance in editing the brochures. I have enclosed a few brochures for use by your office, and I will be pleased to provide additional brochures as you may need them. Thanks again, Ann, for your help. EnclosuresIncentive School Programs Student Education Plan An individual learning plan is developed to meet each student's learning style, interests, and needs. Student Homework Hotline A telephone hotline is available for students to call for assistance Monday through Thursday from 6 to 8 p.m. Exciting, Themed Focus Each school will have a theme that provides an exciting focus for solid basic skills results. Best Pupil-to-StafT Ratio in the District This classroom ratio helps increase interaction between students and trained adults. Computer-Assisted Instruction Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for kindergarten and first grade. Special Skills Programs Foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Extended-Day, -Week, and -Year Learning Opportunities Classes after school (homework center, special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. Parent Council The Parent Council routinely visits the school and shares ideas with staff and administrators to accomplish model school results. Parent Center Parents may obtain materials on parenting skills and other information at each school. Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide and an age-appropriate curriculum that prepares for kindergarten level learning. FOR MORE INFORMATION AND SCHOOL TOURS, CALL 324-2286 Little Rock School District 810 W. Markham St Little Rock, Arkansas 72201 .veil. Rig, * tj c n a Cl 1 1 ABOUT OUR LRSD Incentives for Success TO 05 / INCENTIVE SCHOOLS... There's an incentive school for your child in the Little Rock School District. Incentive schools promote academic excellence in basic skills and your child will receive unique opportunities to learn. Individual learning plans for each student and additional instructional aides make customized education a reality. Incentive schools are those which have been difficult to desegregate. Generally, they are conveniently located near the business/ government district in central Little Rock. Incentive schools receive enhanced financial resources which allow for big results in basic skills education and enrichments, plus extended day and other added features. Every school has support staff to provide additional services to students: nurse, counselor, resource teacher, speech, art, music, P.E., gifted, media specialist, and Chapter I reading and math specialists. There is a program for accelerated learning in reading and math. Each has a computer lab, a Writing to Read lab, permanent substitute teachers, a before- and afterschool CARE program, and a requirement for parent contracts which assure two-way active participation between school and parents. These schools also place an increased emphasis on thinking skills including decision making, problem solving and creative thinking, which aids a child in coping as well as in developing good social skills and acquiring an appreciation for the differences in others' backgrounds.i. I September 23, 1991... Democrat Little Rock School District Its never too early to shop for your school choices OPEN HOUSE Incentive Schools for Elementary Students Tuesday, September 24, 1. uiJ c I I I Franklin ol. 1701 South Hamson Franklin Davis, Pnncipal  671-6380 Garland _ 3615 West 25th Street j Robert Brown, Principd\nI i r'lh I t 1 I 1 7 p.m. Ish 1. 3001 Pulaski Street Stan Strauss, Principal 324-2410 I i Theres an incentive school just waiting for your child. Incentives schools offer ij Convenient locations helpful to working parents f?Promotion of academic excellence C Double financial resources 5 Computer literacy and programming instruction ^Extended day, week and year learning opportunities CsForeign language Permanent substitute-teachers instructional aides 5 Individualized learning plans for every student fJFree string band, choir, dance and gymnastics after school Mitchell 2410 Battery Street j ! iJjnita Hudspeth, Principal , 324-2415 : Rightsell - 911 West 19th Street Bhbbie Goodwin, Principal 324-2430\nRockefeller 700 East 17th Street ' Ann Mangan, Principal\n324-2385 \" ! Stephens ' 3700 West 18th Street Lonnie Dean, Principal i 671-6350 First Class Schools for World Class Kids I i I I I i i i i ! I I i i f !\n\u0026gt; ii I  i: I . 1 I , I * I ! !Little Rock School District NEWS RELEASE March 31,1993 For more information Jeanette Wagner, 324-2020 INCENTIVE SCHOOL HOTT.INE-QUICK AND EASY INFORMATION FOR PARENTS A hotline telephone number, 688-3085. now assists parents/guardians of elementary school-age children with information about Little Rock School District's seven incentive schools. The hotline provides at taped message about special incentive school programs an benefits. A LRSD representative returns a call to those who leave their name and phone number requesting additional information. Incentive schools promote academic excellence in basic skills and provide enriched activities allowing children to receive unique opportunities to learn. Special incentive school benefits include: individual learning plans to meet each student's learning style, \"take home\" laptop computers, weekday and Saturday field trips, art and music theme specialists and full-time physical education. Incentive schools maintain the best pupil- to-staff ratio in the district and offer special parenting materials and courses designed to assist parents in helping their children learn. The seven incentive schools are Franklin, Garland, Ish, Mitchell, Rightseh, Rockefeller and Stephens. ### 810 West Markham Street  Little Rock. Arkansas 72201  (501)324-2000NEWS RELEASE WHAT: SUMMER ACADEMIC AND CULTURAL ENRICHMENT PROGRAM WHERE: ROCKEFELLER INCENTIVE SCHOOL, 700 EAST 17TH STREET TIME: 8:30-11:30 a.m. Monday-Thursday June 23-August 4 Course Ofiferiugs: Band, Dance, Aerobics, Gymnastics, Art Drama, Arts \u0026amp; Crafts, Hands-on-Science, Math Can be Fun, Computer Logo Writing, Choral Music, Special Projects \u0026amp; Spanish .AFTERNOON ENRICHMENT PROGRAM WHERE: FRANKLIN INCENTIVE SCHOOL, 1701 SOUTH HARRISON STREET Time: 1:00-2:30 p.m. Monday-Thursday Course Offerings: Band, Art, Dance Biographies of Famous Americans, Computer Logo Writing, Arts \u0026amp; Crafts, Choral Music, and Special Projects. Tuition is free to all Incentive School students. Students will be assigned to classes based on needs and interests. Transportation will be provided for all Incentive School students only. Bus routes can be picked up at Rockefeller or Franklin Schools between the hours of 8:30 a-m.-3:30 p.m. Students who are currently enrolled in Area and Magnet Schools can attend the morning or afternoon session. The cost is $72 for the morning session and $36 for the afternoon session. Schedules can be picked up on June 23 when students report for classes. For more information, please call Mrs. Lillie Carter, Principal - 324-2385 or Mrs. Arma Hart, Desegregation Facilitator - 324-2110 Registration for Area \u0026amp; Magnet School students will be held Wednesday June 23 from 5:30-6:30 p.m. at Rockefeller. Class space is limited. Plan to enroll NOW!Tilsit Incentive School Program An Incentive School is an elementary school which offers enriched programs in addition to its standard academic curriculum in order to ensure academic excellence and promote desegregation. The Incentive Schools will offer rigorous, demanding, and challenging educational opportunities for all students. Students from North Little Rock and Pulaski County Special School District will also be able to enroll in the Incentive Schools if their assignment enhances desegregation. The enriched programs available in all Incentive Schools include: * * Extended -Day Learning Opportunities Mentor Program *Student Education Plans for each student will be compiled to monitor progress * Foreign language instruction *Computer literacy and computer programing instruction * * * Homework Centers staffed with teachers * Emphasis on higher-level thinking skills Low teacher/pupil ratios Saturday enrichment opportunities * Permanent substitute teachers to add stability * Enhanced CARE program Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn and broad-based community support. The following schools will provide the Incentive School program: Garland 3615 W. 25th, 04 666-9436 Rightsell 911 W. 19th, 06 374-7448 Mitchell 2410 Battery, 06 375-6931 Ish 3001 Pulaski, 06 376-3629 Rockefeller 700 E. 17111, 06 374-1226 Stephens 3700 W. 18th, 04 663-8374 For more information call 375-78283 LITTLE ROCK SCHOOL DISTRICT G Dear Parent or Guardian: The Little Rock School District would like to acquaint you with a unique opportunity for your child to attend one of our Incentive Schools. Openings are available for white and non-black students from four-year-olds through sixth grade. Those students throughout the county and city may enroll either individually or by groups\ni.e., members of little league teams, church groups, scout troops, and neighborhood friends, etc. Each of the Incentive Schools has a specialty theme and is conveniently located near the business and government districts in central Little Rock. Free after-school offerings may include: Spanish, string and band programs, dance, gymnastics, computers and a computer loan program. A Saturday program also offers enrichment opportunities and additional field trips. Other unique features include: free four-year-old classes, the smallest pupil-to-staff ratio in the city, computer labs, Writing to Read labs, and parent workshops. Each school has specialists in the following areas: speech, art, music, PE, gifted and talented, theme, library, reading, and math. We hope you will give us the opportunity to showcase our schools. Any of our principals welcome your calls. Franklin Incentive School 1701 S. Harrison Communications and Technology Franklin Davis, Principal, 671-6380 Rightsell Incentive School 911 West 19th Street Career Awareness/Mass Media Sharon Davis, Principal324-2430 Garland Incentive School 3615 West 25th Street Multi-Media Technology and Educational Research Robert Brown, Principal, 671-6275 Rockefeller Incentive School 700 East 17th Street Early Childhood Magnet and Computer Science Ann Mangan, Principal, 324-2385 Mitchell Incentive School 2410 Battery Street Creative Dramatics Dr. Samuel Branch, Principal, 324-2415 Stephens Incentive School 3700 West 18th Street Science/ Basic Skills Lonnie Dean, Principal, 671-6350 You also may call one of our parent recruiters for further information and to arrange for a personal tour: Becky Rather or Troy Cole at 324-2272. The Little Rock School District registration period is February 7- 18,1994, and resumes March 14, 1994. Pulaski County School District patrons may call Becky Rather or Troy Cole (324-2272) for tours. You may apply at the PCSSD Administration Building at 925 East Dixon, or call 490-20(X), extension 217 (Office of Pupil Personnel). Please join us in exploring other school choices for your child. Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: July 1. 1994 To: Jeanette Wagner From: Subject: in Brown Incentive School Brochure Review Thanks for sharing your mock-ups of the new incentive school brochures. I didnt find much that I thought you might want to think about changing, but I put a few comments down. Take them or leave them. Youve done a good job on these. Ill be glad to see them all done-and I know you will be too!u nique features at Rockefeller Computer Science Elementary School offer students outstanding learning advan- tages. The Computer Science theme enhances subject areas with software that increases student achievement. Students receive instruction in reading and math in the lab twice weekly. The \"Writing to Read@)mpute^Lhb enhances kindergarten and first grade instruction. Math and reading specialists help identified students in lab settings and in the regular classroom. A well-equipped science lab provides exciting, hands-on instruction. Children present experiments to parents and visitors at an annual science fair. Art, music and physical education instruction is provided by full-time, certified teachers. Student artwork is displayed throughout the school and is often entered into competition. Students are invited to perform and display musical talents at community functions. Extended day activities include computer, scouts, Spanish and cooking clubs. Extracurricular activities include tennis, swimming, aerobics, art, choir, string instruments and dance. Homework, tutoring and enrichment sessions are provided three days a week. Media services with a full-time certified media specialist offer Reading Extension Activities for Children (REACH) and extended library activities for mastery of reading skills. Special education teachers are provided for resource, speech and gifted students. A full-time guidance counselor and social worker are a vital \u0026gt;0 o o ?r \u0026gt; JO tsJ o QO w* O s s? 5 I o : o o GO n 3* O o O 5\" o part of the sti Comprehensive school nursing provides aC^arjy^tness and wellness program. . An on-site Parent Center offers information and books to help with parenting skills. Rockefeller Computer Science Elementary School is an exciting, futuristic educational experience with the computer theme interwoven across the curriculum where a caring attitude permeates every classroom. A o S I z p hj s oo 5 c p (A U OO (t o (S a\u0026gt; 3 = o 3 z o 3 4j 3 Little Rock School District Rockefeller Computer Science Elementary School Pj). yxiiM. \u0026gt; (/\u0026lt;!/ i^. S'd' First Class Schools For World Class KidsComputer Science Theme Enhances All Subject Areas At This School Of Choice At Rockefeller Computer Science Elementary School, students receive a solid academic background in the basics: language arts (English, reading, and spelling), social studies/ history, math and science. Computer Science instruction is incorporated in the regular elementary school program to enhance learning in various subject areas. Students receive instruction on computers in their classrooms and in a networked lab environment. Students who have a special talent or interest in computers will find a pleasant school environment and an exceptional opportunity for hands-on computer experiences at Rockefeller. Small class size and staffing ratio are an added incentive at Rockefeller. Class size is limited to 20 students. There are 23 certified classroom teachers, 13 certified specialists, comprehensive nursing and a social worker. SPECIAL ATTRACTIONS  Computei^ienc^^eme developed by the staff and directed by a computer specialist  Double funding  Full computer lab with 25 computer stations plus computer lab stations in every classroom  Gifted instruction by a certified gifted teacher  Low teacher-to-pupil ratio  Continuous computer tracking of student progress in all subject areas  Scien boratory  Full-sized gymnasium  Numerous educational field trips (theme and non/lheme related)  Comprehensive nursing  Extended day, week and year activities  \"Writing to Read^mputer^^gram fof^dergarten and Ist^^de  Specia^'^ucation services with certified Resource teacher anc^JjeeclfJ\u0026amp;eraplst  Strong Parent Teacher Association Rockefeller's Early Childhood Magnet Education Program Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children beginning at the age of six weeks. Five certified teachers and eighteen instructional aides are on staff. A brochure on the Rockefeller Early Childhood Magnet School program is available for additional information. Please call or visit the LRSD Student Assignment Office. Rockefeller Computer Science Elementary School* 700 East 17th Little Rock, AR 72206 501/324-2385 FOR ADDITIONAL INFORMATION CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 I xslisa c ommunication technology is integrated into the core curriculum at Franklin through the addition of creative writing, public speaking, interpersonal skills, multi-cultural education, and conflict resolution. Skills that are taught throughout the curriculum are speaking, writing, reading, studying, listening, test taking and thinking. Technology is utilized in five areas\n individualized learning  group interaction  Jbetnanagement and coordination of student learning  student expression  knowledge production (creating, exploring and discovering) Goals of the program are to enhance student achievement, reduce gender and racial disparity, promote self-discipline, develop higher level thinking skills, instill task commitment and responsibility, de- velop basic academic skills, and^^^n- f hancement^educational, cultural and social opportunities of students. Students are allowed, with instructional guidance, to set their own pace. The positive learning atmosphere at Franklin is success-oriented, risk-free, organized, orderly and flexible. Our student-centered atmosphere has learning centers and interactive computer software. Students are encouraged to set their own goals. They're free to move about the classroom and receive positive reinforcement for their efforts and accomplishments. At Franklin, we teach communication skills that are the building blocks for understanding. c ? jl ?3 z p NJ s 00 n ?0 o o \u0026gt; ?0 O 5 o 00 o I I r JO o o zr IZl o sr o o  co* 5. o Little Rock School District Franklin Communications Technology Elementary School Qn\\c3 2 \\ oaseG I i c o w OQ A o do  o' a z o 3 TJ 3 a\nFirst Class Schools For World Gass KidsCommunication Skills Enhance Ability To Succeed Students at Franklin get a head start as they learn to speak and write effectively and interact with people who have varying viewpoints. Some of the special programs that promote communications skills include: Beta Club, Math Olympiads, international pen pals, Quiz Bowl, Career Club, Drama Club, B.U.G. (Bring Up Your Grades), Lunch Bunch Computer Club and a school newspaper. Students become active learners by engaging in project-oriented activities and by writing activities that broaden their knowledge of telecommunications. We promote G.U.M. - Getting, Understanding and Manipulating information. Through this process, students become independent thinkers, doers and learners. These are the skills which ultimately can lead them to a successful and productive career. SPECIAL ATTRACTIONS  Interactive ^chnology,^^o^hance Cbmmunications'^kills  Science Lab/Ancfl Production Lab  ManagementAndi^ordinatiory^ (^uden^J^aming  Conflict Resolution  Multicultural Education  Achievement Recognition Emphasis^ (ndividualized^aming \"Styles \\ 1^1 Activities\u0026gt;i Boy Scouts, Girl Scouts, Spanish Club, Interdistrict Pen Pals A Different Learning Environment A 54-station computer lab, a \"Writing to Read\" lab, and the usoge-of other interactive technology creates an enhanced learning environment for students at all levels. Our trained staff promotes independent thinking and responsibility among students. We promote the best of both educational worlds - high sensitivity and high tech - which develops students with a head and a heart for the future. * Franklin Communications Technology Elementary School 1701 South Harrison Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 4 Gifted/Talented Program  Extended Da Activities Extended Week (Ui -  Befoife anp After School Care Program - Supervised Activities, 7 a.m.-5:30 p.m. k/uu a  Four-Year-Old Program Franklin Communications Technology Elementary School is a part of the LRSD Incentive School Program'T he Creative Dramatics Program at -* Mitchell encourages self expression through writing, speaking and performing creative dramatics, all of which enhance learning by personalizing the dramatic experiences. This, in turn, creates sensitivity toward all individuals and instills an appreciation for their uniqueness. At Mitchell, we provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths. Students acquire an understanding of the five components of the Creative Dramatics Program: voice/diction, movement, costuming, makeup, and written script and/or adapted text. Self-confidence is promoted through the discipline of movement and danc^while a sense of community is reinforced through cooperative performing experiences. Both drama and dance are used as tools for expressing a culture's attitudes and beliefs. Students learn that drama mirrors life and they, like the characters, make choices which create significant change. The Mitchell Merry Makers,\" a drama . club that meets during lunchtime, in addi- \\ tion to plays, puppetry and reader's theatre, / provide diverse opportunities for student participation. An after school program includes ballet and creative dance. Mitchell's Creative Dramatics Program is interwoven into an excellent elementary core curriculum taught by a highly qualified staff. At Mitchell, students get a gentle push ^nj\" the stage of life. It's a setting for the future. o ! o c \u0026gt; ts) O 00 o I \u0026amp;9 3 r G ?0 o n CZ3 O sr o o a 55* n 1 IT ya s ?r rv I Z p s 00 J  C o Vt w \u0026lt;9 o dB 0) Z o I i o S 3 Little Rock School District MitcheQ Creative Dramatics Elementary School vctt 2 04 ..r*C' .rwJ'' First Class Schools For World Class Kids 4Multi-Sensory Approaches Enhance Student Interest In Creative Dramatics SPECIAL ATTRACTIONS special Activities Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Our multi-sensory approach to creative dramatics promotes student interest and participation. Students have an opportunity to engage in puppetry, movement and music, costuming, makeup, text adaptations, improvisations, creative scene work, oral reading and story telling, artwork in designing sets including backdrop painting, prop construction and shadow boxes. Special programs include an extended day program offering a homework center, ballet, tap and creative dance, play production, sewing, cooking, girl/boy scouts and student council. Saturday enrichment activities include collaboration with community service organizations.  Full-time Creative Dramatics Specialist  Extended Day Program  Care Program - Supervised activities until 5:30 P.M.  Academic Support Program for reading and math  Gifted and Talented Program  Speech therapy  Resource classes  Full-time counseling program  Low pupil-to-staff ratio  Pre-K Program with imaginative play  Parem ^rkshops - Special training sessionsTfamily puppetry activities and computer check-out materials  Comprehensive nursing Additiona^^^grams - Saturday enrichment activities  ExcellerttCi Curriculum Special activities include \"The Mitchell Merrymakers, a drama club and the Mitchell Children's Ballet (alter school program). To further enhance the dramatics theme, students attend performances such as THE NUTCRACKER ballet and Arkansas Arts Center Children's Theatre Performances. ).3^ 7 Mitchell Creative Dramatics Elementary School 2410 Battery Street, Little Rock, AR 72206 501/324-2415 TO SCHEDULE A SPEAKER FOR YOUR GROUP OR ORGANIZATION, CALL 324-2515 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 4 Mitchell Creative Dramatics Elementary School is a part of the LRSD Incentive School Program G arland is the only elementary school with a multimedia technology theme. By using state-of-the-art technology, Garland students learn to become effective users of ideas and information. Multimedia technology and educational research are incorporated into the Little Rock School District curriculum at Garland to enhance learning and better prepare students for a changing social and technological environment. n TO o o \u0026gt; TO KJ O 00 o s I I G co o 3- O o O 5 o 6 Little Rock School District Garland Multimedia Technolo^ and Educational Research Elementary School / jvH 2 ' W* Educational diversity and a multicultural focus creates an environment of interest in other cultures and an anticipation for learning about various customs, holidays and celebrations. \"Learning with dignity through technology\" is our motto. A caring, encouraging atmosphere is our specialty. ClVivS c S i o z p KJ s 00 S c w S' (A 5) do o O d5 (U 3 = o z o 3 3 First Class Schools For World Class KidsT heres an incentive school for your child in the Little Rock School District. Incentive schools promote academic excellence in basic skills and your child will receive unique opportunities to learn. Individual learning plans for each student and additional instructional aides make customized education a reality. Incentive schools are those which have been difficult to desegregate. Generally, they are conveniently located near the business/government district in central Little Rock. Incentive schools receive enhanced financial resources which allow for big results in basic skills education and enrichments, plus extended day and other added features. Every school has support staff to provide additional services to students: nurse, counselor, resource teacher, speech, art, music, P.E., gifted, media specialist, and Chapter I reading and math specialists. There is a program for accelerated learning in reading and math. Each has a computer lab, a Writing to Read lab, permanent substitute teachers, a before- and afterschool CARE program, and a requirement for parent contracts which assure two-way active participation between school and parents. These schools also place an increased emphasis on thinking skills including decision making, problem solving and creative thinking, which aid a child in coping as well as in developing good social skills and acquiring an appreciation for the differences in others' backgrounds. I  R a oXJ CD 3 \u0026gt;  (fi 0) s hJ o 00 o a 03 oo Little Rock School District Incentive Schools For Elementary Students o O fl) 3 oz o00 O c o oj tf(To\u0026gt; coS QJ n 0) 6' z o3 o First Class Schools For World Class Kids INCENTIVE SCHOOL PROGRAMS LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS  Student Education Plan An individual learning plan is developed to meet each student's learning style, interests, and needs.  Exciting, Themed Focus Each school will have a theme that provides an exciting focus for solid basic skills results.  Computer-Assisted Instruction Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for kindergarten and first grade.  Extended Day, Week, And Year Learning Opportunities Classes after school (homework center, special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. ill / k- V.  Parent Center Parents may obtain materials on parenting skills and other information at each school.  Student Homework Hotline A telephone hotline is available for students to call for assistance Monday through Thursday from 6 to 8 p.m.  Best Pupil-to-Staff Ratio in the District This classroom ratio helps increase interaction between students and trained adults.  Special Skills Program Foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered afterschool.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development.  Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide and an age appropriate curriculum that prepares for kindergarten level learning. FOR MORE INFORMATION AND SCHOOL TOURS, CALL 324-2286 1. Franklin Franklin Davis, Principal 1701 South Harrison 671-6380 2. Garland Robert Brown, Principal 3615 West 25th Street 671-6275 3. Ish Stan Strauss, Principal 3001 Pulaski Street 324-2410 4. Mitchell Donita Hudspeth, Principal 2410 Battery Street 324-2415 5. Rightsell Bobbie Goodwin. Principal 911 West 19th Street 324-2430 6. Rockefeller Anne Mangan, Principal 700 East 17th Street 324-2385 7. Stephens Lonnie Dean, Principal 3700 West 18th Street 671-6350 Theme-Focused, Multimedia Technology Adds Interest, Enhances Learning Students at Garland Multimedia Technology and Educational Research Elementary School leam reading, math, social studies and science via multimedia technology. Computer labs are available for students pre-K through sixth grade. Multimedia technology is available in classrooms with each grade level focused on a theme, such as:  Literacy Through Technology  Early Literacy Through Technology  Researching America Through Technology  Telecomputing Technology  Media Productions  Exploring the World Through Technology We at Garianc^re preparing students for a changing social and technological environment in a caring atmosphere. We have a low pupil- to-staff ratio which helps increase interaction between students and staff. SPECIAL ATTRACTIONS  Gifted/Talented Program  Extended Day and Extended Week Activities - Activities Include: Individualized Academic^\u0026amp;sistance, ^lubs^ield Trtps and a Homework Center  Before and After^hool Care Program  Parent Wottehops - Training parents to Workshops Traini^ (^sist their ^ildren with dO imework, (-^mputer'^eracy, ancT^trition  Four-Year-Old Program  Special Skills Program - Chess, Spanish, Choir, gance, ^Aerobics and Taekwondo  Multicultural Program t-jotensivejludy of^hrious Cultures  Achievement Recognition Special Programs Garland offers special programs that include a gifted and talented program, speech therapy, resource classes, community based instruction, an academic support program for reading and math, comprehensive counseling and nursing, a library media specialist, social worker and multimedia theme specialist. From health to resources - from academics to discipline - Garland is in the forefront. * Garland Multimedia Technology and Educational Research Elementary School 3615 W. 25th Street Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 4  Tutoring in the^lassroom Media Center - with aiT^lectronic .^cyclopedia  Parent Link - A parents ancfjeachers ^ice j^ail^ink^r :achers 1 Gariand Multimedia Technology and Educational Research Elementary School is a part of the LRSD Incentive School Programs tudents in kindergarten through the sixth grade benefit from Rightsell's career awareness and mass media activities which are integrated into the prescribed Little Rock School District's core curriculum. Rightsell's theme provides learning opportunities that foster social growth and produce responsible and productive citizens. The program promotes the development of a positive self-concept, and good problem solving and decision making skills required for independent learners. Students are given opportunities to develop emotional and social skills essential for life-long learning. Since this program permeates all subjects, career awareness is promoted early as students learn to identify responsible and successful work behaviors and acquire knowledge of economic and free enterprise principles. They learn of the diverse occupations available and how to apply basic skills to career decisions. Rightsell also offers a host of extracurricular activities, special incentive programs and strong community involvement. Student activities include Student Council, lust Say No Club, Ambassador Program, Conflict Managers, Student Mentor Program, Math Olympiad, Book Fair, Career Mentors Club, industry site visits and a school newspaper. Awards for performance and behavior include Honor Roll, Citizenship/Attendance Awards, Good Citizens Tea and Student of the Week. 50 8 \u0026gt; 50 tQ NJ o PTA, Vs Partnei inteers in Public Schools and many ja^ducation are Just three of the Righi the seei irnunity-based programs. !U is a place where students plant For a successful life. (V a 8 sr 00 s 2 I a 50 8 I D w* C o - - 11 I p o I \u0026lt;5 o ft 3 B Little Rock School District Rightsell Career Awareness/ Mass Media Technology Elementary School I. Ott'CS oi Desestesa^'' lJK\u0026gt;rev\u0026lt;K'O First Class Schools For World Class Kids i I ICareer Awareness And Mass Media Technology Promote Learning SPECIAL ATTRACTIONS Career Awareness and Mass Media Technology are infused throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. The grade level career clusters are:  Theme - Career Awareness/Mass Media Awareness Faculty And Other Unique Assets The certified staff at Rightsell includes a counselor, gifted specialist, speech therapist, resource teacher, math specialist, theme specialist, social worker and permanent substitute teacher. In addition, there are two aides for every three classrooms.  Computer Lab/Writing To Read Lab Rightsell's after school CARE Kindergarten: First Grade: Second Grade: Third Grade: Fourth Grade: Fifth Grade: Sixth Grade: Community Helpers Occupations Around the World Human/Public Service Occupations Environmental, Science, and Agriculture Technology Career Occupation Exploration/Research Health Professionals/ Arkansas Employment Opportunities Communication and Media Technology/Employability Skills Education.  Closed Circuit Network System/ Channel 36  Industry Site Visits  Career/Mentoring Program  Counseling/Social Services Gifted/Talented Program Program (7 a.nt-5:30 p.m.) includes a nutritious breakfastai |-sni Rightsell Career Awareness/  Involvement of the business community provides students with practical experience, exposure and information.  Before ^d After School Care  4-Year-Old Program After School Phonics Program Mass Media Technology Elementary School 911 West 19th Street Little Rock, AR 72206 501/324-2430 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Fine Arts Instruction - Art, Music, Band Health Education - Comprehensive Nursing Physical Education Program  Low Student-Teacher Ratio  Extended Day Program Student Uniforms Rightsell Career Awareness/Mass Media Technology Elementary School is a part of the LRSD Incentive School Program Date Received 6-23-94 6-22-94 6-22-94 6-21-94 6-21-94 6-21-94 6-20-94 6-20-94 6-20-94 6-20-94 6-17-94 6-17-94 6-17-94 6-17-94 6-17-94 6-15-94 6-15-94 6-15-94 From: To: Date of Letter Nature of Contents Destination Mattie Ruth Tipton Beverly Nelson Joa Stafford Humphrey Connie Steve Jones Jeanette Wagner LRSD NLRSD LRSD Ed Hogan Sam Jones Freddie Pike LRSD LRSD Robert Glowers Dour Eaton Doug Eaton LRSD Ann Ann Dr. Williams Ann Ann Ann Melissa Bobby Lester Dr. Williams Melissa Melissa 6-18-94 6-19-94 6-20-94 6-17-94 6-21-94 6-15-94 6-13-94 5-8-94 6-2-94 Opposing the closing of Baseline or any southwest LR school Re: the closing of schools (from Meadowcliff) Urging not to close Baseline Resignation 1994-95 Budget and Notice of Filing * Overview of Recruitment Activities w/15 attachments * Flyer re incentive schools unique opportunities to learn * Registration Brochure * Copies of final proofs of incentive schools brochures * Memo from Mayo to Williams with the business case re the deseg facilitators position Notice of filing Jr. High Capacitites and projections 1994-95 tentative budget Notice of filing for budget hearing Map and letter re intradistrict transfers from north of river to Landmark Motion to approve certain program analyses submitted by the PCSSD and to amend the deseg plan Biracial committee concerned because Lester had not responded re their recommendations re an advisory committee Guidelines for News Media Job Postings: Spec Ed teacher Dir of Safety \u0026amp; Security 1st Semester Educational Equity Monitoring Report Copy of memo to Dr. Williams from Mayo re school closing in sothwest LRSD facility study Job announcements cc\nBill, Bob cc: Melissa, Bob cc: Bob cc: Bob, Bill Melissa cc: Horace, Margie cc: Horace circulated circulated Melissa Melissa circulatedo c Q\u0026gt; 'oA nSJ nS c\u0026lt;c 2- s w Q d ij 5  ?  oc (C , (X *\nz cc O Z) E X 5S X  \\ F .1 ^3 r'-^ # 38 h ** M ^1)1f/JI CJ\nz3 C P CZ! CM CZ3 C p C3 = JZ Ala-Id fi/t. ^f*y u c C3 Z2 \u0026lt; Ci S  ii' U O s 00 J Ha \u0026gt;1/!' iii i ! il i I 11 i! i| Help your child build a bright futurel ' \u0026gt;1 \u0026lt;fe '7,^'^i  ~ \" f. cww \u0026gt; tJr\u0026gt; 'ti.'* 5^' Little Rock School District 'fcs Incentij/e Sc[ioo[s Designed to Give Your Child a Unique Educa^nal Opportunity \"A  1^ aS : r\n'6 iMceMti'ue school program promotes and ensures academic excellence in scljools me are striving n^integrat^ iMcentiz^e schools not on[y offer excellent academic opportunities^ but computer literacy and programming^ parent support morksliopsj extended day and extended meek [earning opportnnities^fy-^ and a sma[[ pupil/teacker ratio. Cm Mi : \u0026lt;\nnvuXi^ 'IrvucflMTua Vctf . Sil iu. \u0026lt;Sa (mH b\u0026lt; UM. Incentive Softool Programs Student Education Plan An individual learnin'O plan is developed to meet each students learning style, interests, and needs. . . aJ^', . 7 Exciting. theme matprovidesati skills results. led Focus Each school has a specific focus for solid basic Four-Year-Old Program r/ze four-y.ear-old program ojfers cert^t^ teachers, an instructional aidCfUnd an age-appropriate curricuium that prepare students for kindergarten learning. Incentive Sc(^oo[s: / Computer-Assisted Instruction Children learn computer-based instruction in elementary school Franklin Communications t-j(- '* ''(u^ * SfeZrechnology reading and math. Writing to Read computer labs 1701 South Harrison  671-6380 are available for kindergarten and first grade. GarlanaSlultiAledjj Technology^ Educational Research Extended Day and Week Learning Opportunities 3615 West 25th Street  671-6275 Classes after school (special skills, clubSfUnd leisure activities) and on Saturday, as well as field trips, enhance learning. Parent Center Parents may obtain materials on parenting skills and other information at each school. Mitchell Creative Dramatics 2410 Battery Street  324-2415 Rightsell Career Awarenes^ Mass Media 19th Street  3214-2430..^ I Rockefeller Early Childhood^ Computer Science Magnet Low Pupil-to-Staff Ratio Small classroom ratios help increase interaction between students and teachers. (fbn^c)  ' \u0026lt;100 East 17th Street  324-2385 More/lnformation: StudM Assi^enrdffi^24-22 72 -(xtlr Lddi'/- (llu fetO 144461/ i I i1 / Franklin Focuses on Communications Franklin Communications Technology Incentive School Would you like to enroll your child in a  school that has a caring and nurturing staf^ wiiuw I \" 'y VJIIkJ IltUI UUI ' 1 I y * uses computers to help your child leari((pand customizes its teaching to meet each childs needs? Franklin Communications and Technology Incentive School does all of this and more. What can Franklin offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. S Full-time counselor and nurse d Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade i Parent Centec-which provides materials for improved parenting Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff J c ommunications technology ie- which focuses on theme at- creative writing, public speaking, interpersonal skills, multicultural education^and conflict resolution. Students at Franklin get a head start as they learn to speak and write effectively. Special activities to help your child learn during Extended Day include: academic games\ncreative writing/bookmaking\nBoy Scouts\nGirl Scouts\nScience Club\nstudent newspaper\nand choir/glee club. Student teachers frofaJsiALRAssist fALP Assist in the classroom. A new joint effort with UALR and Share America will provide a homework center for students. Franklin is nestled among stately pines in ak Forest, one of Little Rock's well- established neighborhoods. Franklin is near 1-630 just east of UALR and convenient to downtown Little Rock. Experienced, dedicated, nurturing teachers and a focused, personal plan of instruction for your chil(\n^.^what more could you want? Enroll your child at Franklin-the 'rising star of the district! Franklin Communications Technology Incentive Elementary School 17D1 South Harrison Little Rock, AR 72204 (501)671-6380 For more information call our Student Assignment Office - (501) 324-2272 Franklin Communications Technology Incentive Elementary School 1701 South Harrison Little Rook, AR 72204 (501)671-6380GaHgnd(Multimedi^ Technology ^Educational Research Incentive School I* Stude^ Technology  at Garland ultimedi-iducational Research Incentive School learn by using visual tools such as magazines, newspapers, books, computers^ \u0026gt;-and television. This multimedia approach makes learning more interesting. What can Garland offer your child?  Small classes for more teacher and student interaction 0 Four-year43ld program ff Before and after school CARE program, 7:00 a.m. - 6:00 p.m. \u0026lt;5 Full-time counselor and nurse 0 Gifted/talented program Extended day and extended week activities 0 Writing to Read computer lab for kindergarten and first grade 0 Parent Centei) which provides materials for improved parenting Full-time specialists in math, reading, PE, art, music, library, and school theme 0 Trained, caring staff Garland Multimedia Technology Educational Research Incentive Elementary School 3615 West 25th St Little Rock, AR 72204 (501J 671-6275 For more information call our Student Assignment Office - (501 ] 324-2272 Garland Focuses on Technology M ultimedia technology and . educational research are utilized [-g help students learn reading, math, social studies,and science. Garland goes far beyond the chalkboard and book approach to teaching^..(\n^e make learning exciting at Garland! I Special research projects and field trips help students learn through real-world experiences. Parents benefit from workshops designed to help them with homework, computer literacy^and nutrition. After school fun in the extended day program includes choir, dance troupe. Girl Scouts, Boy Scouts, crafts, sports, chess, and sewing. Let your child succeed at Garland! MAP Garland Multimedia Technolog' iy(^i 'Educational Research Incentive Elementary School 3615 West 25th St Lttle Rock, AR 72204 (501) B71-S275 Mitchell Focuses on Creative Dramatics Mitchell Creative Dramatics Incentive School Creative dramatics encourages self Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Mitchells multisensory approach to creative dramatics promotes student interest and participation. ' expression through writing, speaking, and performing plays and other student presentations. These activities enhance learning by personalizing the dramatic experiences. Students also learn to be sensitive toward all individuals and develop an appreciation for their uniqueness. Creative Dramatics instruction includes: C What can Mitchell offer your child? Small classes for more teacher and student interaction Four-year-old program S Before and after school CARE program, a.m. - 6:00 p.m. 0 Full-time counselor and nurse d Gifted/talented program Extended day and extended week activities \u0026lt;3 Writing to Read computer lab for kindergarten and first grade 0 Parent Centep which provides materials for improved parenting d Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff \u0026lt; e e s s Puppetry, movement^and music Costuming and makeup Story adaptations Improvisations Creative scene work Oral reading and story telling Designing sets and backdrop painting To further enhance the dramatics theme, students attend performances such as The Nutcracker ballet and Arkansas Arts Center Children's Theatre performances. Creative expression by design at Mitchell Elementary! w Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street, Little Rock, AR 72206 (501)324-2415 For enrollment information call our Student Assignment Office - (501) 324-2272 Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street, Little Rock, AR 72206 (501) 324-2415Rightsell Focuses on Career Awareness c Rightsell Career Awareness and Mass Media Incentive School p lareer ' ^chnology rareness and ij^ass/^dia are emphasized Rightsell strives to provide educational experiences that will help each child reach his or her potential. The career education program will help todays student face the occupational choices and challenges of the future. throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology.and career clusters. What can Rightsell offer your child? e Small classes for more teacher and student interaction Four-year-old program  Before and after school CARE program, 7:00 a.m. - 6:00 p.m. e Full-time counselor and nurse e Gifted/talented program Extended day and extended week activities d Writing to Read computer lab for kindergarten and first grade Parent Centep which provides materials for improved parenting Full-time specialists in math, reading, PE, art, music, library, and school theme d Trained, caring staff School uniforms Career Awareness topics include: Community helpers 0 Occupations around the world Human/public service occupations Environmental, scienc^and agricultural technology 0 Career occupation exploration/ research 0 Health professionals/Arkansas employment opportunities 0 Communication and media technology/ employability skills education / Student activities include Student Council, Just Say No Club, Ambassador Program, Conflict Managers, Mentor Program, Book Fair, Quiz Bowl, and Varsity and Junior Varsity Basketball Cheerleading. Your child can plan for the future at Rightsell! and w Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 19th Street Little Rock, AR 72206 (501)324-2430 Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 19th Street Little Rock, AR 72206 (501] 324-2430 For more information call our Student Assignment Office - (501) 324-2272/la j, \" Rockefeller Computer Science Incentive School Rockefeller Focuses on Computers ence ( ! I c J If you want your child to succeed in the world of computers, Rockefeller Computer Science Incentive School can give him/her lots of help. Rockefeller offers a computer laboratory and computers in classroom. every What can Rockefellec-offer^dur child? Scnattcjasses for more teacher and '^student interaction ^Four-year-old program e Before and after school CARE program, 7:00 a.m. - 6\n00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center which provides materials for improved parenting 0 Full-time specialists in math, reading, PE, art, music, library, and school theme d Trained, caring staff School uniforms 'omputer science instruction is ' offered to all K-6 students. In-class computer instruction is provided each day tgl^ndJSni throug r^graders. ourtl sixtp grade students visit the computer'fab/ivery day /^ckefeller is the only school in the^ 6 le 'Rock School District with an early childhood magnet program for children as young as six weeks old. Parents should sign up ear)^ because of popular demands A well-equipped science lab provides exciting, hands-on instruction. Children also prepare science experiments for display at the school's annual science fair.  Finally, special activities such as the Show Choir give your child a chance to shine outside of the classroom. Rockefeller is an open space school conveniently located at 1-630 and 1-30 near downtown Little Rock. Your child will be happy at Rockefeller! w Rockefeller Computer Science Incentive Elementary School 700 E. 17th St. Little Rock, AR 72206 (501) 324-2385 For more information call our Student Assignment Office - (501 ] 324-2272 Rockefeller Computer Science Incentive Elementary School 700 E 17th St. Little Rock, AR 72206 (501] 324-2385 (D oc c  co \u0026lt; o.\n3 \u0026lt;S0  - \u0026lt;3 W Q ~ - \u0026lt;2 \u0026lt; g W . Q. .'^ I PW o co O 5 u Q a o \u0026lt;u o h 43 tZ3 u e 3 1 o o E    Q. -I Sfle i  { .'\n4 pj i\u0026amp;f / t Os \u0026lt;=0 Q 9 .s (oN \u0026lt;N (Z5 c3 in CJ 03 CSS S -78^. \u0026lt;u\nc^ iJ S J Fl o i f i f i s w ao I Help your child build a bright futurel 1 1 m ? B 1    s faes B  :\n.a SSsI s ^Little Rock School Di.st^ iMcentiT/e Sci)ools Desi Rifled to Give Your Child a Unique Educational Opportunity I incentive school program promotes and ensures academic excellence in schools that me are striving to integrate. Incentive schools not only offer excellent academic opportunities^ but computer literacy and programming^ parent support morhshops^ and extended day and extended n^eek learning opportunities and a small pupil/teacl^er class ratio. iMcentit/e Sc(too[ Programs Student Education Plan An individual learning plan is developed to meet each students learning style, interests, and needs. Exciting, Themed Focus Each school has a specific theme that provides an exciting focus for solid basic skills results. Four-Year-Old Program T/ze four-year-old program offers certified teachers, an instructional aide and an age appropriate curriculum that prepare students for kindergarten learning. iMceMtitze Sc^ioois: Computer-Assisted Instruction Children learn computer-based instruction in elementary school reading and math. Writing to Read computer labs are available for kindergarten and first grade. Extended Day and Week Learning Opportunities Classes after school (special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. Parent Center Parents may obtain materials on parenting skills and other information at each school. Low Pupil-to-Staff Ratio Small classroom ratios help increase interaction between students and teachers. Franklin Communications \u0026amp; Technology 1701 South Harrison  671-6380 Garland Multi-Media Technology \u0026amp; Educational Research 3615 West 25th Street  671-6275 Mitchell Creative Dramatics 2410 Battery Street  324-2415 Rightsell Career Awareness \u0026amp; Mass Media 911 West 19th Street  324-2430 Rockefeller Early Childhood \u0026amp; Computer Science Magnet 700 East 17th Street  324-2385 More Information: Student Assigment Office S24-2272Franklin Communications Technology Incentive School Would you like to enroll your child in a school that has a caring and nurturing staff, uses computers to help your child learn\nand customizes its teaching to meet each childs needs? Franklin Communications and Technology Incentive School does all of this and more. What can Franklin offer your child? Small classes\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_500","title":"Incentive Schools: Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/500"],"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\nIncludes memorandums and ''1993-1994 Incentive School Monitoring Guide,'' Office of Desegregation and Monitoring\nSchool Franklin Mitchell Rightsell Rockefeller Stephens Garland 1993-94 inceptive SCHOOL MONITORING SCHEDULE Date Tuesday, May 3rd Wednesday, May 4th Thursday, May Sth Friday, May 6th Monday, May 9th Tuesday, May 10th Team Leader Connie Tanner Horace Smith Margie Powell Connie Tanner Melissa Guldin Margie PowellOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501 \u0026gt;371-0100 Date: April 27, 1994 To: From: Subject: Incentive School Principals Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Monitoring the Incentive Schools Enclosed you will find a schedule of our upcoming monitoring visits and a draft copy of the incentive school guide. As you will note, it contains very few changes from last years guide. Please do not complete any of our monitoring forms\nODM monitors will use the school data to complete all charts. During our visit, we will interview you and your theme specialist and conduct some classroom site observations. We will need a workspace and a copy of the following 1993-94 records regarding: Class enrollment by race and gender Staff roster by name, race, gender, and position for the 1993-94 and 1991-92 school years School staffing goals Job descriptions for Instructional Aides and Supervision Aides Staff development activities held specifically for Instructional and Supervision Aides Teacher inservice sessions regarding the use of Instructional Aides Theme implementation plan Discipline, Suspension, and Expulsion by race and gender Building-level discipline plan Gifted and Talented enrollment by race and gender Field Trips Pre-professionals Individual student test profiles Building-level counseling plan Parent Center Committee by race, gender, and position Parent Center recommendations and an indication of the suggestions incorporated into the center The name, gender, and position of the parent trained to operate the centerMonthly communication packets distributed by the Parent Center List of parent meetings including topic, time, location, and sign-in sheets The total number of home visits conducted as of April 1994 A description of the mechanism designed to ensure that parents regularly sign homework A description of early indicators and early intervention programs including alert and success cards to update parents on their childs progress List of community meetings and activities by topic, time, location, and sign-in sheets List of three-key communicators by race, gender, and position The number of signed contracts for each school and a description of follow-up procedures Speakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Extended Day schedule Extended Week schedule The following documents should be available for review, but copies need not be provided: Teacher-made tests generated by Abacus Records of individual and classroom academic progress as measured by CMIT If you have any questions or concerns, please do not hesitate to call your team leader, as designated on the monitoring schedule. cc: Dr. Russ Mayo Sterling IngramSchool Franklin Mitchell Rightsell Rockefeller Stephens Garland 1993-94 INCENTIVE SCHOOL MONITORING SCHEDULE Date Tuesday, May 3rd Wednesday, May 4th Thursday, May 5 th Friday, May 6th Monday, May 9th Tuesday, May 10th Team Leader Connie Tanner Horace Smith Margie Powell Connie Tanner Melissa Guldin Margie PowellOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 27, 1994 To: From: Subject: Sterling Ingram, Associate to the Deputy Superintendent Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Incentive School Monitoring Visits - Schedule and Request for Documents ODM is planning to monitor the incentive schools on the dates indicated on the enclosed schedule. We will need the following information from the districts central administration. In order to expedite this process, please furnish the following information by May 16,1994:  1993-94 Incentive School Staffing Committee membership by school represented, race, and sex  Minutes of 1993-94 Incentive School Staffing Committee meetings  Documentation of hiring criteria and procedures established by the Incentive School Staffing Committee  Copy of the 1993-94 incentive schools staffing needs assessment guide  Documentation (e.g. agendas, handouts, guides, etc.) of inservice held during the 1993-94 school year regarding the staffing needs assessment process  Documentation of the LRSD Human Resources Departments involvement in the staffing assessment process  Copy of the Spanish curriculum currently in use in the incentive schools  Description of the incentive school parent program, including program goals, objectives, timelines, and person responsible for this program  Copy of community needs assessment and resultsIncentive School Monitoring Information (Cont)  List of adult education opportunities, description of how parents were notified, the type, location, and time of the educational opportunities, and number of participants by race and gender  Description of the parent internship program and a list of parent interns at each of the incentive schools by race and gender  Description of the parent/ teacher mentorships and a list of parent/ teacher mentorships at each incentive school by race and gender  Documentation of parent workshops including topic, time, location, number of participants by race, gender, and childs school, and evaluation results  Volunteer documentation including the number of volunteers by race, gender, and the number of hours at each school  Mentor documentation by race, gender, participation hours, and a brief description of the types of activities shared by students and their mentors.  Mentor training records  List of community meetings including time, location, and copies of sign-in sheets  Documentation of identified parent pick-up points for school functions  Parent Council membership lists by race, gender, and organization represented  Copies of Parent Council monitoring instrument, meeting minutes, and quarterly reports  Biracial Committee membership list by race, gender, and address  Copies of Biracial Committee meeting minutes, monitoring schedule, and monitoring guide  Copies of 1993-94 Planning Research and Evaluation quarterly reports of the Biracial Committee monitoring visitsIncentive School Monitoring Information (Cont)  A list of all incentive school recruitment strategies or activities planned and implemented for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: identify the person(s) responsible for its development and distribution\nprovide a copy of the brochure it it has been completed\nidentify the audience targeted to receive the brochure\nstate the brochure distribution dates\nidentify the amount of money allotted for the brochures development and distribution, the amount actually spent to date, and the amount remaining: and explain how you will track the brochures results. B. If an activity involves a presentation: identify the person(s) responsible for developing and making the presentation: identify the audience targeted for the presentation\nbriefly describe the type of presentation, and its date and location\nprovide sample participant sign-in sheets\nand explain how you will track the results of the presentation. If you have any questions and/or concerns, please do not hesitate to contact us. cc: Dr. Russ MayoDate: May 11, 1994 From: To: Subject: MEMORANDUM Margie, Melissa, and Horace Ann Incentive School Report Schedule We met and discussed a timeline for writing the report on the incentive schools and believe we can meet the deadlines listed below. This schedule allows for one day of court preparation, but does not take into account attendance at the budget hearings. We would like to remain here, working on the report, rather than attend the May hearing. If any issues arise that are crucial to our areas of responsibility, we are only a phone call away. May 12- June 3 Complete gathering report information and write report June 6 Begin Team Edit June 10 Complete changes generated by team edit processreceived MAY 1 6 1994 Office of Desegregation .... ..,y LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: May 16, 1994 To: Desegregation Monitoring Team Members: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner From: Sterling Ingram, Associate to the Deputy Superintendent Re: Response to Request for Documents Attached are responses to your April 27,1994 memorandum. If you have any questions, please contact me at 324-2124. bjgRECESVco MAY 1 6 1994 LIST OF ATTACHMENTS Office of Desegregation Monitoring 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Staffing Committee Membership Staffing Committee Meeting Minutes Staffing Committee Hiring Criteria/Procedures Staffing Needs Assessment Guide Staffing Process Inservice Documentation Staffing Process Human Resources Documentation Spanish Program Curriculum Parent Involvement Program Community Needs Assessment Adult Education Opportunities Parent Internship Program Parent/Teacher Mentorship Parent Workshops Volunteer Documentation Mentor Program Documentation Mentor Training Records Community Meetings Transportation for School Functions Parent Council Membership Parent Council Monitoring Biracial Committee Membership Biracial Committee Meetings Planning, Research and Evaluation Biracial Committee Monitoring Recruitment Strategies/Activitiesreceived MAY I 6 1994 LIST OF ATTACHMENTS Office of Desegregation Monitoring 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Staffing Committee Membership Staffing Committee Meeting Minutes Staffing Committee Hiring Criteria/Procedures Staffing Needs Assessment Guide .-'Staffing Process Inservice Documentation ^ Staffing Process Human Resources Documentation Spanish Program Curriculum 'Parent Involvement PrograriT^ ^Community Needs Assessment -' Adult Education Opportunities Parent Internship Program Parent/Teacher Mentorship -4*arent Workshops Volunteer Documentation Mentor Program Documentation \"IVlentor Training Records Yl. ^'Community Meetings 18. - Transportation for School Functions 19. Parent Council Membership 20. Parent Council Monitoring 21. 22. 23. 24. i/Biracial Committee Membership ^Biracial Committee Meetings Planning, Research and Evaluation Biracial Committee Monitoring ' Recruitment Strategies/ActivitiesINCENTIVE SCHOOL MONITORING GUIDE 1994 Introduction Five-Year Enrollment Staffing Discipline, Suspension, and Expulsion Facilities Program and Operations Parent and Community Involvement Parent Recruitment Comprehensive Planning Double Funding Rockefeller Early Childhood Magnet ProgramFIVE-YEAR ENROLLMENT COMPARISON 1. The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149)STAFFING 2. The district is making progress toward racially balancing both the certified and noncertified staff. (ODM 1992 Report, pg. 6) 3. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) 4. Full-time positions recommended in the desegregation plan include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, remedial reading, remedial math, computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides, non-certified supervision aides, program specialist, principal, and assistant principal. (LRSD Plan, pg. 191) 5. Each school has an appropriate number of instructional aides, based on a ratio of two aides to three classrooms if no kindergarten through sixth grade class has more than 20 students, or a one-to-one aide-to-classroom ratio if any classroom, K through six, has more than 20 students. (May 1992 Order, pg. 34) 6. A staffing needs assessment process determines which plan-recommended positions should be filled, based on the needs and interests of the student population. Factors considered include the number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190\nMay 1992 Order, pp. 41-42)TEST DATA 7. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable schools than on others. (Interdis. Plan, pg. 6)DISCIPLINE, SUSPENSION, and EXPULSION 8. Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) 9. Attendance and behavior guidelines include time-out rooms staffed with trained personnel. Students help develop school-based management rules and receive assistance with problem solving. (LRSD Plan, pp. 175, 184)FACILITIES 10. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)PROGRAMS AND OPERATIONS Themes 11. Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 20) 12. Each school has a program specialist to support the thematic emphasis. (May 1992 Order, pg. 41) Science Labs 13. Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) Foreign Language 14. Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) 15. The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural material. (LRSD Plan, pg. 156) Computer Managed Instructional Technology (CMIT) 16. The district uses CMIT to track student progress. (LRSD Plan, pg. 153) 17. The district uses computer-generated criterion referenced tests for student assessment. (LRSD Plan, pg. 154) Extended Year and Extended Week (Saturday Program) 18. Extended year is a continuation of the regular school year which also includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180\nODM 1992 Report, pg.25) 19. Schools record attendance by grade level, race, and gender for extended programs . (ODM 1992 Report, pg. 25) 20. Cumulative records document host and guest schools participation in Saturday program. (ODM 1992 Report, pg. 25) Extended Day 21. Extended Day includes the homework center, special skills training, and leisure time activities. (LRSD Plan, pp. 173, 174, 181, 184) 22. The LRSD is required to survey parents and students to determine the most appealing extended day activities. School staff must use information gleaned from SEPs, school staff, parents, and students to develop the extended day program. (ODM 1992 Report, pg. 25)PARENT and COMMUNITY INVOLVEMENT 23. The district will establish a program to equip parents with the job skills needed to work in school settings. Program objectives and activities include: designing and administrating a needs assessment\nproviding adult community education opportunities, encouraging teachers to serve as mentors to parents, establishing an internship program to recruit and employee parents. (LRSD Plan, pp. 178,189, 206, 207) 24. A Parent Center in each school is staffed by a trained parent volunteer who oversees the loan of materials to parents. Schools solicit parent recommendations to help guide the purchase of materials, and document the degree to which parents use the centers. The centers are also a source of a monthly communications packet for parents. (LRSD pp. 206, 208\nODM Report, Pg 39) 25. The incentive schools offer workshop for parents that are designed to help them understand and respond to school expectations. The district documents participation in these workshops by topic, date, time, and location along with the number of participants by race, gender, and school affiliation. (LRSD Plan, pg. 209\nODM Report, pg. 39) 26. The district will encourage parent volunteerism, providing transportation at identified pick-up points in the community. (LRSD Plan, pg. 174) 27. 28. 29. The district will establish a mentoring program (LRSD Plan, pg. 157) Each school will require at least two home visits. (LRSD Plan, pp. 206, 211) Each school must name three key communicators and establish a speakers bureau to address education issues to community groups. (LRSD Plan, pp. 210, 213) 30. The Incentive School Parent Council is a districtwide body consisting of two parents from each incentive school and four members appointed by the Joshua Intervenors. The council monitors all aspects of the incentive school program, reporting quarterly to the LRSD Board and Joshua. (LRSD Plan, pg. 151) 31. The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) 32. The Biracial Committee will furnish copies of their monitoring reports to incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)33. By July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of\nincentive school principals, the superintendents senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)PARENT RECRUITMENT 34. Recruitment will be an ongoing process with each school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan pg. 57) 35. Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) 36. The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) 37. The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PT A groups to encourage M-to- M transfers. (LRSD Plan, pp. 215-216, 220-222) 38. The LRSD will establish a speakers bureau to target parents of four-year-olds\nidentify a database of four-year-old white residents within Pulaski County by July 1991 for targeted marketing\nand develop a method of identifying and making systematic contact with parents of newborns and children up to three years of age. (Marketing Plan, pp. 8, 10, 11) 39. All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) 40. The LRSD will develop a strategic plan for recruitment that includes a timetable, and the district will develop a tracking system. (ODM 1992 Report, pp. 4, 5) 41. The district will increase the number and variety of recruitment activities. (ODM 1992 Report, pg. 5 ) 42. The LRSD Incentive School Marketing Plan includes the following strategies: implementing a tracking system\nprioritizing target audiences\nholding promotional training sessions at each incentive school\nand developing an open house program. Additional strategies include developing an annual communications program to highlight staff and student achievements\ncreating a communications process between each school and the district to encourage systematic input of newsworthy events\nand pre-testing communication materials prior to production. (Marketing Plan, pp. 5-7, 9, 12, 14, 15-17, 18)43. The Biracial Committees monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) 44. The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly, and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)COMPREHENSIVE PLANNING 45. The school effectively utilizes the project manage tool to document activities and progress towards goals.INCENTIVE SCHOOL DOUBLE FUNDING 46. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated setting are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) 47. The Little Rock School District Board of Directors is committed to improving 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. (LRSD Plan, pg. 1)ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL 1. The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements. (LRSD Plan, pg.12) 2. The district uses the early childhood education program at Rockefeller as a desegregation tool and includes the early childhood program as an integral part of the whole school. (LRSD Plan, pp. 12, 13) 3. The early childhood program receives the same attention and support as the grades K through six. (LRSD Plan, pg.13) 4. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. (LRSD Plan, pg. 12) 5. Rockefeller develops, emphasizes, and pilots innovative early childhood education practices. (LRSD Plan, pg. 12) 6. College students, the countys teachers, and daycare workers use Rockefeller as a demonstration site. (LRSD Plan, pg. 12) 7. All aspects of planning and implementation for the early childhood program incorporates the advice of parents and educational professionals. (LRSD Plan, pg. 12) 8. The district has explored the development of a year-round, full day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 9. The district evaluates the early childhood program to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to child care policies and procedures. (LRSD Plan, pg. 13)OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 1993-94 INCENTIVE SCHOOL MONITORING GUIDE Monitors GuideSchool Franklin Etem Garland Elem Ish Elem SIX YEAR ENROLLMENT COMPARISON : Stack White Other Total % Blk Black White Other Total % BIk i Black 88-89 89-90 90-91 91-92 92-93 93-94 4^4 364 343 428 352 300 28 72 59 71 SO 40 12  -9 8 9 S 442 448 \u0026gt;411? 507 345 \u0026lt;\u0026lt;'94: - ^181: \u0026lt;.83 84 86 87 276 23 299 92 ' 178 268 211 262 233 181 15 18 15 17 3 2 11 2 6 21 285 240 279 256 205 94 88 94 91 88 157 142 188 182 Closed after 1992-93 school year. White 19 7 4 9 5 Mitchell Elem Rigfttsell Elem Rockefeller Elem Stephens Elem Grand Total Other Total 197 \u0026lt;,% ak\nBlack White Other Total % BIk Btai^\nWhite Other Total w,ak Black White Other Total % BIk Slack White Other Total %\u0026lt;ak: Black White Other Total % BIk 220 41 261 84 196 45 241 81 255 45 300 85 227 :6 233 1,766 207 0 1,973 90 0 0 . .\u0026lt; 3 0 164 146 200 187 96: S7 94 97 220 183 285 232 215 19 24 27 28 12 0 0 0 4 3 239 207 312 264 230 92 88 91 88 93 194 is 92 215 33 2 250 86 225 :6i '1 226 100 1,643 162 18 1,823 90 191 282 239 184 1 1 193 99 195 71 5 271 72 190 T2\n0: 202 94 1,455 189 26 1,670 87 8 9 4 I 1 1 289 249- 189 96 98 97 282 250 240 116 104 93 5 7 7 403 361 340 70 69 71 236: 202 141 7 3 1 9 i 245 20 145 86 97 97 1,962 1,690 1,261 253 220 155 20 27 38 2,235 1,937 1,454 88 87 87 The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg, 149)f  Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.  Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.STAFFING The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully plarmed staff-selection criteria and procedures will provide the quality persoimel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190) Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Position Black 1992-93 White Total % Black M F M F Stall\nCertified Non-certified Total Percent CJsssroom Teachers: Early Childhood Primary Intermediate Total Percent  Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. In order to focus on racially balanced staffing, the district must have distinct goals, explicitly defined objectives, coordinated strategies, timetables, and benchmarks against which to measure progress. Without a comprehensive but specific plan for hitting its targets, the district will achieve racially balanced staffs only by happenstance. Although many aspects of staffing are beyond the control of administrators and then- best laid plans, they can nevertheless make many useful assumptions and forecasts based on such factors as past staff turnover patterns and anticipated retirements.  Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the schools staffing committee. Although the LRSD must hire new staff and relocate some employees each year, the districts current practice of personnel assignments to the incentive schools is counterproductive to establishing a high quality school staff through a rigorous screening process. No employee should be assigned to an incentive school without first having been informed of the strong commitment and specific responsibilities required of staff at that school. Nor should staff be assigned to an incentive school unless they have been screened and recommended by the building staffing committee and principal. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) A staffing needs assessment process determines staff selection based upon the needs and interests of the student population. Factors to be considered include the number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190) The district must staff the schools in accordance with equitably meeting the identified needs of the staff and students in a particular school, making decisions regarding plan-recommended staff positions based on criteria linked to a current needs assessment of the individual school. The district is required to determine the need for alternative classrooms and establish them where necessary. (May 1992 Order, pp. 41-42)  Institute staffing needs assessment as an annual process in the incentive schools. The assessment process for determining staffing needs in the incentive schools should be more than a perfunctory exercise in complying with the letter of the desegregation plan. A well designed and conducted needs assessment is an excellent means of determining how best to serve incentive school students while meeting the districts need for fiscal responsibility. Annually assessing the staffing needs in each incentive school will allow the district to stay abreast of the changing needs of each incentive schools population, help indicate the progress made on a comprehensive long-range strategic plan, and support general budgeting processes.  Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Whatever specific form it takes, the assessment should be a user-friendly document that guides the staffing committee to certain logical conclusions based on the evidence generated by the assessment document. Data alone does not automatically show a certain need. The key is whether the needs assessors can translate \"data\" into \"information\" that suggests the level of need for certain specific positions.  Train principals and staffing committees in procedures for effectively assessing staffing needs. Training before initiating the staffing needs assessment can mean the difference between task success and failure. Training should include at least the purpose of the assessment process, types of data to be gathered, an orientation to the assessment instrument itself, introducing materials and people available to help in the process, and a \"walk-through\" of the process that includes how to analyze, correlate, and report the results. Involve the LRSD Human Resources Department as an integral part of the assessment process. Given the experience and expertise that should be resident in the districts Human Resources Department (HR), that staff should be involved in the needs assessment process. Ultimately, it is Human Resources that will develop job descriptions and coordinate recruitment and hiring for positions identified by the needs assessment process. Involving HR on the \"front end\" should help ensure smooth continuity of the entire staffing process. Full-time positions recommended in the desegregation plan include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, and assistant principal. (LRSD Plan, pg. 191) The district uses a current needs assessment of each school to determine the plan-recommended positions that should be filled, whether additional or different positions may be needed, and the need for alternative classrooms. (May 1992 Order, pp. 4M2) Each school has an appropriate number of instructional aides, based on a ratio of two aides to three classrooms if no kindergarten through sixth grade class has more than 20 students, or a one- to-one aide-to-classroom ratio if any classroom, K though six, has more than 20 students. (May 1992 Order, pg. 34)  Develop specific, comprehensive job descriptions for instructional and supervision aides. Each incentive school is unique in its expectations of the aides who serve in the building. Written job descriptions will help delineate specific job responsibilities. A clear understanding of job responsibilities will enhance the working relationships between teachers and aides, as well as provide the basis for performance evaluations and developing growth plans.  Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. The training should be pre-service, so aides begin the year well-prepared and confident, as well as ongoing throughout the school year so aides knowledge can expand along with the awareness they gain from their day-to-day experiences. Tailor the training to the district needs of the instructional aides and supervision aides so that both their common and individual job responsibilities and challenges are addressed.  Provide teacher inservice training in the effective use of instructional aides that includes team-building activities for teacher and aide teams. The district must not assume that the act of pairing teachers and aides automatically produces an effective instructional team. Guided team-building activities give teachers and aides an opportunity to discover more about each other, identify and workout areas of potential conflict, and develop mutual understandings. Furthermore, training will familiarize teachers with the appropriate role of the instructional aide so teachers can determine the most effective ways in which their classroom assistants can foster a positive learning environment.TEST DATA The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg.DISCIPLINE, SUSPENSION, and EXPULSION School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Sent-Homes Black White Black White M F U F M F U F M F M F M F U F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team.  Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides effectiveness. Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)GIFTED AND TALENTED ENROLLMENT The district devotes special attention to identifying and placing in gifted and talented programs black students and students from low and middle socio-economic levels. (LRSD Plan, pg. 58) Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. (ODM 1992 Report, pg. 18) Black White School Total % Black M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens  Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program.FACILITIES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet.  Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.  Repair or replace the leaky roof in Mitchells reading room.  Replace the loose floor tiles in Mitchells hallway.  Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.  Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.  Take steps to correct the remaining drainage problems at Rightsell, including relocation of any downspout draining toward the foundation.  Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43)Each school as a program specialist to support the thematic emphasis. (May 1992 Order, pg. 41) Fresh imaginative themes are established based upon each schools unique strengths. (ODM 1992 Report, pg. 20)  Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.  Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily or permanently deviate from a particular plan provision.  Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.  Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the districts programs. Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.  Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. For some years, the LRSD has maintained a very popular and successful elementary international studies program at Gibbs Magnet School. At every grade level, foreign language instruction is an integral part of this schools program. Administrators and program developers should tap the cumulative expertise of the Gibbs staff to assist the incentive schools.PROGRAMS AND OPERATIONS The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) A comprehensive long-range strategic plan has been developed for implementation of the incentive school program. (ODM 1992 Report, pg. 20) Each district will make a quarterly report to the Office of Desegregation Monitoring. (Interdis. Plan, pg. 6) The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.  Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. Reading and oral expression are infused throughout all curriculum areas. (LRSD Plan, pg. 152) Reading comprehension and reading for meaning are stressed at every grade level. (ODM 1992 Report, pg. 32)  Base staff development activities on areas of demonstrated need. Some teachers may need more training than others in a given area in order to succeed. Now that the new curriculum has been in place for a full school year, principals should be able to determine which teachers need additional assistance.  Utilize Teacher Assistance Plans (TAP) for those teachers who need the help available through the TAP approach. Teachers who are unable to effectively deliver instruction in any curricular area should get immediate help\nassistance should not be reserved for those in imminent danger of dismissal.  Encourage principals and assistant principals to attend subject area inservice meetings so they, too, are well informed and understand the new curriculum. Parents and staff at each school develop school themes which are integrated into the curriculum, (LRSD Plan, pg. 153) Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.  Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. The Spanish teachers can develop daily 10 minute lessons to help classroom teachers reinforce the Spanish instruction provided by the foreign language teacher. The minilessons could also include activities centered on cultural materials.  Increase the amount and improve the quality of Spanish language materials available in each school. Once foreign language teachers are employed, they should be able to work with the districts Foreign Language Supervisor and the IRC Incentive School Specialist to acquire a variety of Spanish language materials, including computer software. The quality and quantity of foreign language materials available to schools has increased dramatically in recent years, so the district should have little difficulty locating many fine resources to enhance Spanish instruction. Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) The district uses Computer Managed Instructional Technology (CMIT) to track student progress. (LRSD Plan, pg. 153) The district uses computer-generated criterion referenced tests for student assessment. (LRSD Plan, pg. 154)  Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. The district has had a year to pilot the program and work out some of the bugs. Administrators should be able to design an effective training program and support system that can help each school use the new technology for the purpose intended in the desegregation plan. The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156)  Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum.Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a childs development that every student who needs or wants a mentor should have one.  Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. New school volunteer recruits are usually highly motivated to help children and want to get \"on the job\" right away without having to wait a lengthy period for a formal group training. Volunteers should not have to delay their service any longer than is absolutely necessary in order to receive training and orientation. Having on-site training available can expedite the period between volunteer sign-up and getting to work. However, because adequate training is so vitally important to the quality of a program and school volunteers success in meaningfully helping children and teachers, under no circiunstances should the scope and quality of volunteer training be compromised or circumvented for the sake of expediency. Any job worth doing for kids is worth doing well, and volunteer jobs are no exception. The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  Abandon the practice of limiting three- and four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school busses. The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Treat and teach career skills development as an integral part of school life. School personnel should consistently point out relationships between all school activities and the world of work. They must also stay informed of changing job markets and have up-to-date labor market information so they can give their students the best possible instruction. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180)Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.  Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.  Seek broad-based input from incentive school staff, parents, and students to leam what course offerings or other program features make summer school most appealing to prospective participants.  Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and then act decisively upon what the evaluation reveals.  Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.  Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.  Consider implementing the recommendations made by the extended year administrative staff in the districts summary report.  Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could help increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEPs, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play.  Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. Its developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Compacts provide students access to community support programs, such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175, 183) Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg- 39)  Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training.  Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesnt make sense for a good opportunity to get lost in bureaucratic wastelands.  Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.  Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each students learning path and to help determine the effect of the variables these profiles record. Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) The school collaborates with the Arkansas Department of Human Services (DHS) and Department of Health. (ODM 1992 Report, pg. 27)  Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year.  Decide each incentive schools need for a social worker, then staff accordingly.  Require incentive school counselors to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.PARENT AND COMMUNITY INVOLVEMENT The district will establish an incentive school parent program to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interests and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and mentorships between parents and teachers. (LRSD Plan, pp. 178, 189, 206, 207)  Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria.  Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.  Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents. A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Evaluate the parent workshops offered to determine if they are meeting the plans goal of helping incentive school parents understand and carry out school expectations.  Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings and serve as volunteers. The staff formulates early indicators and early intervention programs using alert and success cards to update parents on their childs needs and achievements. Parents have access to the school through identified transportation pick-up points within the school community. (LRSD Plan, pp. 174, 176, 183, 184, 188, 206, 210-211) Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38)School 1993-94 Volunteers Hours BM BF WM WF Unidentified Total Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Parents are asked to sign all homework assignments on a daily basis. (LRSD Plan, pp. 174, 183, 210) Mechanisms are established at each school to ensure that parents regularly sign homework. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each students home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1993-94 Home Visits Franklin Garland Ish Mitchell Right sell Rockefeller Stephens TOTAL Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of dociunentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information.  Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.  Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg, 38)  Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that the either the school, the district, or both dont place much value on the contracts or parent commitments. A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator cant be expected to carry out their responsibilities effectively.  Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.  Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) Create job descriptions for council members that clearly identify the districts expectations of the council, membership responsibilities, and the amount of service time involved.  Outline the councils organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities.  Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available.  Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that address the councils desegregation plan obligations.  Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its legal obligations.  Help the council develop monitoring and reporting procedures, guidelines, and schedules that provide members clear direction for their monitoring tasks.  Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)PARENT RECRUITMENT The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assigiunents that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) The LRSD will establish a speakers bureau to target parents of four-year-olds\nidentify a database of four-year-old white residents within Pulaski County by July 1991 for targeted marketing\nand develop a method of identifying and making systematic contact with parents of newborns and children up to three years of age. (Marketing Plan, pp. 8, 10, 11) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will: establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) The LRSD Incentive School Marketing Plan includes the following strategies: implementing a tracking system\nprioritizing target audiences\nholding promotional training sessions at each incentive school\nand developing an open house program. Additional strategies include developing an annual communications program to highlight staff and student achievements\ncreating a communications process between each school and the district to encourage systematic input of newsworthy events\nand pre-testing communication materials prior to production. (Marketing Plan, pp. 5-7, 9, 12, 14, 15-17, 18) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) The Biracial Committees monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. For example, district recruiters could distribute the hotline number to patrons as part of presentations about the incentive schools. The number could be featured in television and radio public service announcements\nit could also be placed in brochures or other printed materials to inform parents of the hotline service.  Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Parents and their children are the primary customers of the districts services, so the LRSD must ensure that its message about the incentive schools is reaching the potential consumers. One way recruiters could expand their targeting efforts is by making presentations about the incentive schools to groups that include parents, such as neighborhood associations, churches, civic and social organizations, and the districts Partners in Education.  Assign specific district employees the responsibility and accountability for fully developing and implementing all the districts recruitment obligations identified in the desegregation plans, marketing plan, and court orders. The district must demonstrate its commitment to the incentive schools by identifying specific individuals who are responsible for incentive school recruitment, and adjusting job descriptions as necessary to reflect the duties required of these employees. Further, the district should hold these employees strictly accountable for implementing recruitment strategies for the incentive schools.  Develop a system to ensure that employees responsible for incentive school recruitment receive all monitoring reports and court orders that deal with the incentive schools. Before employees can be held accountable for the districts legal obligations, workers must know what they are. Employees working with incomplete or outdated information will not be able to do the thorough job that is necessary for successfully desegregating the schools.  Establish parent recruitment teams in each incentive school, staffing the teams according to qualifications and job descriptions that clearly state the team charge, the districts expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated.  Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. The district will be wise to capitalize on the inhouse expertise that abounds in the experiences of parents and employees who have learned what works. These veterans can give suggestions, guidance, and support to others.  Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools.The voluntary transfer aspect of the desegregation plan is a strong ally in promoting school racial balance if the district will capitalize on this feature of their plan. For example, parent recruiters and school recruitment teams can target westside schools with high white enrollment, acquainting parents with the features of the incentive schools that offer special advantages and conveniences for downtown workers who commute from the western areas. Schools having a high percentage of white enrollment, like Otter Creek or Teny for example, could be the focus of a neighborhood blitz.  Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for their children.  Develop a comprehensive and detailed annual recruitment plan for each incentive school. This plan should reflect each schools individual needs while also capitalizing on the schools strengths. It should take into account districtwide enrollment distribution and survey feedback from parents on what prompts them to choose a certain school for their children. It should include all the districts legal recruitment obligations\nspecify goals, objectives, and timelines\nidentify persons responsible for each step of implementation\nand delineate evaluation criteria. For example, because the best salesperson for any school is a satisfied parent, the district could focus its recruitment strategy on the parent recruitment teams in each building. Then, each team could work with the district to develop a plan that includes the districts legal obligations along with areas of interdistrict collaboration. These teams, along with the biracial committee, could regularly evaluate the effectiveness of the recruitment.  Annually identify specific recruitment goals for each incentive school and regularly track the headway made toward each goal. Each year recruiters need to calculate exactly how many white students they need to sign up in order to achieve a specified racial balance goal at individual schools. They need to target recruitment toward that end, and keep a regular tally so they have an accurate accounting of progress and know how much farther they have to go. A clear and current recruitment picture will enable the district to fine tune recruitment objectives and activities as needed.ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan pg 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) The countys teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Evaluate Rockefellers early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood programs viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children. Such a specialist could work to enhance the early childhood program by coordinating all educational activities, including working with area agencies and universities to form the cooperative parmerships envisioned in the plan. If the magnet program is to achieve its full potential, the district must concentrate on more than just a solid basic child care program. The plan promises that the magnet will be a site for excellence and innovation.  Re-establish the Rockefeller advisory group. A local biracial advisory committee, that is comprised of representatives from area colleges and universities and the schools parents, teachers, aides, administrators, and other staff members, can help Rockefeller live up to the many expectations outlined for the magnet program in the desegregation plan.  Regularly evaluate Rockefellers early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents. The schools program for young children is a key to the schools ability to successfully meet desegregation goals. The policies which govern that program must reflect the current needs and input of the parents the program is expected to attract and serve.  Make sure that the early childhood students receive the services of the schools counselor. Very young children can need the specialized insights and services of a counseling professional just as much as older children.  Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs. The Rockefeller Early Childhood Magnet Program is a desegregation success story. More attention must be given to perpetuating the current success as well as improving the program.  Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success.  Refrain from placing any uncertified teacher in an early childhood classroom. In order to work effectively with young children a teacher needs special training and skills. The State has recognized this need by creating special early childhood certification requirements. The district should never assign an unqualified teacher to an early childhood classroom, nor should certificated teachers be placed involuntarily in an early childhood position. The job of an early childhood teacher is too important and demanding to be filled by the unqualified or unwilling.  Provide regular, quality staff development opportunities for the early childhood education staff. Both the aides and teachers of young children require and deserve inservice that is specifically geared to their daily experiences, their need for professional growth, and their role in helping Rockefeller fulfill its mandate for developing and piloting innovative approaches to educating young children. Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff.INCENTIVE SCHOOL DOUBLE FUNDING Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving 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. (LRSD Plan, pg. 1)^7 'fon. Ou, 'ci '3 OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 1993-94 INCENTIVE SCHOOL MONITORING GUIDE Monitors GuideSIX YEAR ENROLLMENT COMPARISON School 88-89 89-90 90-91 91-92 92-93 93-94 FranWin Etem Slack 414 364 343 423 352 300 Garland Elem Ish Elam White Other Total %Blk Black White Other Total % BIk Black 28 442 94 276 23 299 92 178 72 12 448 81 268 15 2 285 94 157 59 71 50 40 O' 8 9 0\n4ST^ 507 w 345 83 84 86 87 211 262 233 181 18 15 17 3 11 2 6 21 240 279 256 205 88 94 91 88 142 188 182 Closed 3110114992*93 school year. White / 40^ 7 4 9 5 Other 0 0 3 0 Total 197 164 146 200 187 %JB!k 90 96 97 94 97 Mitchell Elem Black 220 220 183 285 232 215 White 41 19 24 27 28 12 Other 0 0 0 4 3 Total 261 239 207 312 264 230 % BIk 84 92 88 91 88 93 Righlsell Elem Black 196 194 191 282 239 184 White 45 Ta 6 9 4 Rockefeller Elem Other Total Black White Other Total % BIk 241 193 289 249 189 81 92 99 98 96 97 255 215 195 282 250 240 45 33 71 116 104 93 2 5 5 7 7 300 250 271 403 361 340 85 86 72 70 69 71 Staptteft^Bero Slack 227 225 190 235 202 White 6 12 9 7 3 Other 0 Total 233 226 202 245 209 145 97 100 94 96 97 97 Grand Total Black 1,766 1,643 1,455 1,962 1,690 1,261 White 207 162 189 253 220 155 Other 0 18 26 20 27 38 Total 1,973 1,823 1,670 2,235 1,937 1,454 % BIk 90 90 87 88 87 87 The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.  Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.STAFFING The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190) Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Position Black 1992-93 White Total % Black M F M F Sttlt Certified Non-certified Total Percent tStsssroom Teachers\nEarly Childhood Primary Intermediate Total Percent  Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. In order to focus on racially balanced staffing, the district must have distinct goals, explicitly defined objectives, coordinated strategies, timetables, and benchmarks against which to measure progress. Without a comprehensive but specific plan for hitting its targets, the district will achieve racially balanced staffs only by happenstance. Although many aspects of staffing are beyond the control of administrators and their best laid plans, they can nevertheless make many useful assumptions and forecasts based on such factors as past staff turnover patterns and anticipated retirements.  Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the schools staffing committee. Although the LRSD must hire new staff and relocate some employees each year, the districts current practice of personnel assignments to the incentive schools is counterproductive to establishing a high quality school staff through a rigorous screening process. No employee should be assigned to an incentive school without first having been informed of the strong commitment and specific responsibilities required of staff at that school. Nor should staff be assigned to an incentive school unless they have been screened and recommended by the building staffing committee and principal. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) A staffing needs assessment process determines staff selection based upon the needs and interests of the student population. Factors to be considered include the number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190) The district must staff the schools in accordance with equitably meeting the identified needs of the staff and students in a particular school, making decisions regarding plan-recommended staff positions based on criteria linked to a current needs assessment of the individual school. The district is required to determine the need for alternative classrooms and establish them where necessary. (May 1992 Order, pp. 41-42)  Institute staffing needs assessment as an annual process in the incentive schools. The assessment process for determining staffing needs in the incentive schools should be more than a perfunctory exercise in complying with the letter of the desegregation plan. A well designed and conducted needs assessment is an excellent means of determining how best to serve incentive school students while meeting the districts need for fiscal responsibility. Annually assessing the staffing needs in each incentive school will allow the district to stay abreast of the changing needs of each incentive schools population, help indicate the progress made on a comprehensive long-range strategic plan, and support general budgeting processes.  Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Whatever specific form it takes, the assessment should be a user-friendly document that guides the staffing committee to certain logical conclusions based on the evidence generated by the assessment document. Data alone does not automatically show a certain need. . The key is whether the needs assessors can translate \"data\" into information\" that suggests the level of need for certain specific positions.  Train principals and staffing committees in procedures for effectively assessing staffing needs. Training before initiating the staffing needs assessment can mean the difference between task success and failure. Training should include at least the purpose of the assessment process, types of data to be gathered, an orientation to the assessment instrument itself, introducing materials and people available to help in the process, and a \"walk-through\" of the process that includes how to analyze, correlate, and report the results. Involve the LRSD Human Resources Department as an integral part of the assessment process. Given the experience and expertise that should be resident in the districts Human Resources Department (HR), that staff should be involved in the needs assessment process. Ultimately, it is Human Resources that will develop job descriptions and coordinate recruitment and hiring for positions identified by the needs assessment process. Involving HR on the \"front end\" should help ensure smooth continuity of the entire staffing process. Full-time positions recommended in the desegregation plan include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, and assistant principal. (LRSD Plan, pg. 191) The district uses a current needs assessment of each school to determine the plan-recommended positions that should be filled, whether additional or different positions may be needed, and the need for alternative classrooms. (May 1992 Order, pp. 41-42) Each school has an appropriate number of instructional aides, based on a ratio of two aides to three classrooms if no kindergarten through sixth grade class has more than 20 students, or a one- to-one aide-to-classroom ratio if any classroom, K though six, has more than 20 students. (May 1992 Order, pg. 34)  Develop specific, comprehensive job descriptions for instructional and supervision aides. Each incentive school is unique in its expectations of the aides who serve in the building. Written job descriptions will help delineate specific job responsibilities. A clear understanding of job responsibilities will enhance the working relationships between teachers and aides, as well as provide the basis for performance evaluations and developing growth plans.  Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. The training should be pre-service, so aides begin the year well-prepared and confident, as well as ongoing throughout the school year so aides knowledge can expand along with the awareness they gain from their day-to-day experiences. Tailor the training to the district needs of the instructional aides and supervision aides so that both their common and individual job responsibilities and challenges are addressed.  Provide teacher inservice training in the effective use of instructional aides that includes team-building activities for teacher and aide teams. The district must not assume that the act of pairing teachers and aides automatically produces an effective instructional team. Guided team-building activities give teachers and aides an opportunity to discover more about each other, identify and workout areas of potential conflict, and develop mutual understandings. Furthermore, training will familiarize teachers with the appropriate role of the instructional aide so teachers can determine the most effective ways in which their classroom assistants can foster a positive learning environment.TEST DATA The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg. 6)DISCIPLINE, SUSPENSION, and EXPULSION School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Sent-Homes Black White Black White M F M F M F M F M F M F M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team.  Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides effectiveness. Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)GIFTED AND TALENTED ENROLLMENT The district devotes special attention to identifying and placing in gifted and talented programs black students and students from low and middle socio-economic levels. (LRSD Plan, pg, 58) Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. (ODM 1992 Report, pg. 18) Black White School Total % Black M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens  Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program.FACILITIES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet.  Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.  Repair or replace the leaky roof in Mitchells reading room.  Replace the loose floor tiles in Mitchells hallway.  Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.  Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.  Take steps to conect the remaining drainage problems at Rightsell, including relocation of any downspout draining toward the foundation.  Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43)PROGRAMS AND OPERATIONS The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) A comprehensive long-range strategic plan has been developed for implementation of the incentive school program. (ODM 1992 Report, pg. 20) Each district will make a quarterly report to the Office of Desegregation Monitoring. (Interdis. Plan, pg. 6) The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.  Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. Reading and oral expression are infused throughout all curriculum areas. (LRSD Plan, pg. 152) Reading comprehension and reading for meaning are stressed at every grade level. (ODM 1992 Report, pg. 32)  Base staff development activities on areas of demonstrated need. Some teachers may need more training than others in a given area in order to succeed. Now that the new curriculum has been in place for a full school year, principals should be able to determine which teachers need additional assistance.  Utilize Teacher Assistance Plans (TAP) for those teachers who need the help available through the TAP approach. Teachers who are unable to effectively deliver instruction in any curricular area should get immediate help\nassistance should not be reserved for those in imminent danger of dismissal.  Encourage principals and assistant principals to attend subject area inservice meetings so they, too, are well informed and understand the new curriculum. Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)Each school as a program specialist to support the thematic emphasis. (May 1992 Order, pg. 41) Fresh imaginative themes are established based upon each schools unique strengths. (ODM 1992 Report, pg. 20)  Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.  Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily or permanently deviate from a particular plan provision.  Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.  Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the districts programs. Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.  Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. For some years, the LRSD has maintained a very popular and successful elementary international studies program at Gibbs Magnet School. At every grade level, foreign language instruction is an integral part of this schools program. Administrators and program developers should tap the cumulative expertise of the Gibbs staff to assist the incentive schools. Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.  Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. The Spanish teachers can develop daily 10 minute lessons to help classroom teachers reinforce the Spanish instruction provided by the foreign language teacher. The minilessons could also include activities centered on cultural materials.  Increase the amount and improve the quality of Spanish language materials available in each school. Once foreign language teachers are employed, they should be able to work with the districts Foreign Language Supervisor and the IRC Incentive School Specialist to acquire a variety of Spanish language materials, including computer software. The quality and quantity of foreign language materials available to schools has increased dramatically in recent years, so the district should have little difficulty locating many fine resources to enhance Spanish instruction. Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) The district uses Computer Managed Instructional Technology (CMIT) to track student progress. (LRSD Plan, pg. 153) The district uses computer-generated criterion referenced tests for student assessment. (LRSD Plan, pg. 154)  Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. The district has had a year to pilot the program and work out some of the bugs. Administrators should be able to design an effective training program and support system that can help each school use the new technology for the purpose intended in the desegregation plan. The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156)  Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum.Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a childs development that every student who needs or wants a mentor should have one.  Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. New school volunteer recruits are usually highly motivated to help children and want to get \"on the job\" right away without having to wait a lengthy period for a formal group training. Volunteers should not have to delay their service any longer than is absolutely necessary in order to receive training and orientation. Having on-site training available can expedite the period between volunteer sign-up and getting to work. However, because adequate training is so vitally important to the quality of a program and school volunteers success in meaningfully helping children and teachers, under no circumstances should the scope and quality of volunteer training be compromised or circumvented for the sake of expediency. Any job worth doing for kids is worth doing well, and volunteer jobs are no exception. The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp, 158, 173, 181\nInterdis. Plan, pg. 4)  Abandon the practice of limiting three- and four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school busses. The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Treat and teach career skills development as an integral part of school life. School personnel should consistently point out relationships between all school activities and the world of work. They must also stay informed of changing job markets and have up-to-date labor market information so they can give their students the best possible instruction. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180)Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.  Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.  Seek broad-based input from incentive school staff, parents, and students to leam what course offerings or other program features make summer school most appealing to prospective participants.  Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and then act decisively upon what the evaluation reveals.  Mount an aggressive marketing campaign for summer school recmitment, getting ideas from staff, students, and parents and also encouraging them to help recmit.  Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.  Consider implementing the recommendations made by the extended year administrative staff in the districts summary report.  Encourage partnered schools to develop some joint projects and co-activities so students will leam how to plan, organize, and cooperate on activities that they develop. Shared ventures could help increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEPs, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play.  Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. Its developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Compacts provide students access to community support programs, such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175, 183) Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg- 39)  Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training.  Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesnt make sense for a good opportunity to get lost in bureaucratic wastelands.  Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.  Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each students learning path and to help determine the effect of the variables these profiles record. Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) The school collaborates with the Arkansas Department of Human Services (DHS) and Department of Health. (ODM 1992 Report, pg. 27)  Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year.  Decide each incentive schools need for a social worker, then staff accordingly.  Require incentive school counselors to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.PARENT AND COMMUNITY INVOLVEMENT The district will establish an incentive school parent program to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interests and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and mentorships between parents and teachers. (LRSD Plan, pp. 178, 189, 206, 207)  Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria.  Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.  Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents. A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Evaluate the parent workshops offered to determine if they are meeting the plans goal of helping incentive school parents understand and carry out school expectations.  Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings and serve as volunteers. The staff formulates early indicators and early intervention programs using alert and success cards to update parents on their childs needs and achievements. Parents have access to the school through identified transportation pick-up points within the school community. (LRSD Plan, pp. 174, 176, 183, 184, 188, 206, 210-211) Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg- 38)School 1993-94 Volunteers Hours BM BF WM WF Unidentified Total Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Parents are asked to sign all homework assignments on a daily basis. (LRSD Plan, pp. 174, 183, 210) Mechanisms are established at each school to ensure that parents regularly sign homework. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each students home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1993-94 Home Visits Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e, student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of dociunentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information.  Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.  Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that the either the school, the district, or both dont place much value on the contracts or parent commitments. A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator cant be expected to carry out their responsibilities effectively.  Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.  Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. The Incentive School\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":25,"next_page":26,"prev_page":24,"total_pages":35,"limit_value":12,"offset_value":288,"total_count":419,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":418},{"value":"StillImage","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. 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