{"response":{"docs":[{"id":"bcas_bcmss0837_506","title":"Incentive Schools: Parent council 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":["1993/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Parents' and teachers' associations","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Parent council 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/506"],"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\nINCENTIVE SCHOOLS PARENT COUNCIL BYLAWS ARTICLE I FORMATION The incentive school program parent council was formed as required by the Little Rock School District Desegregation Plan. The role of the Parent Council includes monitoring all activities related to the incentive school program. ARTICLE II MEMBERSHIP Parent Council membership consists of representatives from each incentive school. /two parents Those schools are Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens. When the possibility exist, one (1) black and one (1) white parent representatives will be given the opportunity to serve. Parent membership is voluntary. Four members at large are to be appointed by Joshua Intervenors. ARTICLE III TERM OF MEMBERSHIP Each member shall be asked to serve for a period of three (3) years and shall be eligible for reappointment. The term of membership shall begin on July 1 and end on June 30 of the three-year period. Applications for vacancies will be accepted during April and May of each year. ARTICLE IV RESIGNATION Whenever a member is unable to complete his/her term of appointment, the member shall submit a letter of resignation which shall be binding. If a verbal resignation is given. then a majority vote of the membership is needed to confirm the resignation and the member shall be notified by a letter from the Secretary and Chairperson of the Committee's action. 7VRTICLE V - REMOVAL OF MEMBERSHIPATICLE VI OFFICERS OF THE PARENT COUNCIL Section 1. The officers of the parent council shall consist of a President, Vice-President, and a Secretary. Section 2. The duties of the officers shall be those set out in VI except that other duties may be assigned and documented by the council at any meeting. Officers shall be elected by the council at J^t' annual June meeting. ? Section 3. The term of office shall be for ? years. election. The officers shall take office immediately upon s Section 4. Vacancies in the office shall be filled for the remainder of the term by the council when such occur for any reason. ARTICLE VII DUTIES OF OFFICER OF PARENT COUNCIL Section 1. President. The President shall be the principal presiding officer of the council and shall in general coordinate meetings of the council. all meetings of the council. He/she shall preside at He/she shall perform all duties applicable to the office of president and such other duties as may be prescribed by the parent council from time to time. Vice-President. Section 2. In the absence of the President or in the event of his/her death, inability, or refusal to act, the Vice-President shall perform the duties of president and when so action, shall have all the powers of and be subject to all the restrictions upon the President. The Vice-President to time may be assigned to him/her by the President or by the Council. Section 3. Secretary. The Secretary shall: (a) keep the minutes of the parent council meetings in one or more books provided for that purpose (b) in general\nperform all duties applicable to the office of Secretary and such other duties as from time to time may be assigned to him/her by the President or by the Parent Council.Election of the Committee. VIII ELECTION OF OFFICERS officers shall be held at the June meeting of is sufficient for the election. A simple majority of the voting membership In the event an officer resigns, or leaves the Committee, the office shall be filled at the following meeting. ARTICLE IX COMMITTEES Section 1. There shall be the following committees: membership (2) Bylaws/Policy, (3) monitoring committee. (1) Section 2. Standing committees may be created by the majority vote of the council, provided a quorum is present. Section 3. All standing committees shall be governed by the following rules (1) a council member shall act as chairperson to each committee. Section 4. Ad Hoc-Committee chairpersons shall be appointed by the President, with council approval\nAd Hoc-committees are governed by the preceding rules, with exceptions noted. DUTIES OF COMMITEES XI MEETING X The committee shall meet at least once a month. The time, date, and place to be the consensus of the membership. Special meetings can be called by the chairperson of the council or the Superintendent, or his/her designee of the Little Rock School District. XII - QUORUM X Iff IZ 4- A quorum shall consist of four (4) or more member of the total membership. However, for the purposes of changes in the bylaws, revocation of membership and election of officers, the quorum shall be two-thirds of the current council membership. A majority shall be fifty-one (51) percent of the quorum as defined above.INCENTIVE SCHOOLS PARENT COUNCIL JOB DESCRIPTION TITLE: Council Member SUPPORT PERSONS: District-wide Council of Incentive School Parents Job Description: Monitoring\nto oversee, to be involved, to study policy, to account for, to observe, to interview (onsite and via other avenues) and to report findings. Major Responsibilities: Attend 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. Experience/Qualifications Desired: Good communication skills, nonjudgemental attitude toward others, a desire and commitment to support public education, incentive schools and help students. Length of Commitment: three (3) years. Each member is to serve a period of For more information: contact your principal at the school in which your child/children are enrolled. INCENTIVE SCHOOL PARENT COUNCIL INFORMATION FLOW OHART Desegregation Incentive School Parent Council Facilitator Assoc. Superintendent of Desegregation t I Office of Planning Res. 3 Development r Joshua Intervenors LR, School Board March 14. 1994 ORGANIZATIONAL STRUCTURE OF PARENT COUNCIL Monitoring of the Parent Council includes the following: to oversee, to be involved, to study policy, to account for, to observe, to interview (on-site and via other avenues) and to report findings. Members' work and family schedules make it difficult to carry out the monitoring function as a team, members have agreed: Therefore, the A. to carefully study the programs of the incentive schools\nB. to prioritize the programs for monitoring purposes\nC. to develop a monitoring instrument with indicators to monitor individual programs\nD. to develop a comprehensive monitoring instrument\nE. to have individual members gather program information from their home schools and provide this information to other council members during their regular monthly meetings\nF. to engage in team monitoring (The team will monitor the selected programs, develop report Schedules will and report to the full council. This is an ongoing be set by the team members, process.)\nG. to notify principals of pending visits verbally and in writing\nH. to develop a set of recommendations following each monitoring visit and submit to principal\nI. to develop quarterly reports by compiling information from individual reports, paired monthly reports, regular and special council meetings\nJ. to review the quarterly reports with the principal prior to submission to the School Board, Joshua and ODM\nK. to submit quarterly reports to the School Board, Joshua and ODM.INCENTIVE SCHOOLS PARENT COUNCIL MONITORING STANDARD OPERATING PROCEDURES (SOP) Monitoring activities will be coordinated by Parent Council Monitoring (PCM) members with the assistance of the building principal. During the site visits team members will wear identification badges. 1.0 Pre-Conference (led by (PCM) team leader) When the monitoring team arrives at a school, a preconference will be held with the principal. The following points usually will be discussed during the pre-conference visit. 1.1 1.2 1.3 1.4 1.5 1.6 UNUSUAL EVENTS - The principal should share with team any unusual events that might be occurring at school during the time of the monitoring visit. LIST OF TEACHERS - The principal should provide the monitoring team with a list of teachers by name, room number, and grade level. SUBSTITUTE TEACHERS - The monitors will need to know in which rooms substitute teachers are assigned on that day. PROGRAM HIGHLIGHTS - The pre-conference will provide the principal an opportunity to share with the team any highlights or outstanding activities which may be occurring during the site visit. PRIVATE MEETING AREA - The principal will need to provide a room with privacy for the team so that a random sample of teachers can be selected to be monitored. 1.5.1 This room might also be used by the team to reach and write the team consensus at the conclusion of the monitoring visit. SCHOOL PROFILE - A completed School Profile should be available for the team to review.PARENT COUNCIL MONITORING STANDARD OPERATING PROCEDURES PAGE -2- 2.0 PARENT COUNCIL MONITORING The Parent Council monitoring will be done on a quarterly basis. This will include two site visits during the year and monitoring of other school reports developed by Office of Desegregation Monitoring, District Bi-Racial Committee, Joshua Intervenors and any other previous reports the Council deems necessary. The Parent Council Monitoring will not include personnel evaluation. 2.1 2.2 2.3 ANONYMITY - The staff members who will be visited will not be identified. MONITORING IN CLASSROOMS - The monitoring team members will enter the classrooms and monitor the programs with as little disruption of the educational process as possible. TEACHER ORIENTATION - The principal should discuss the monitoring process with the teachers. The following should be included in the discussion and meeting. 2.3.1 2.3.2 2.3.3 2.3.4 CHECKLIST - The principal should provided the teachers with a copy of the monitoring checklist(s). TEACHER TIME - Teachers should allow a few minutes to respond verbally to the monitors about some items on the monitoring checklist(s). The monitors will probably not have time to wait until the teacher's break time. INSTRUCTION - Teachers should not stop the teaching process when the monitor enters the room, but at the first convenient stopping point, they should take time to answer the monitor's questions. SAMPLE OF STUDENTS - The monitors may ask a sample of students a few questions during the monitoring visit.PARENT COUNCIL MONITORING STANDARD OPERATING PROCEDURES PAGE -3- 2.3.5 RECORDS If the student records are dis- played in a prominent place in the classroom, the monitor will be able to assess the records with minimum disruption to instruction. 3.0 2.3.6 2.3.7 SITE VISITS - Two monitoring visits will be conducted during the school year. PROGRAM PROGRESS - Previous school reports will be reviewed by the monitoring team before subsequent visits so that progress in the program can be noted. TEAM CONSENSUS After making an appropriate number of classroom visits, monitors will meet and compile the team consensus. 4.0 EXIT CONFERENCE (Led by team leader) The team consensus will be shared with the principal during an exit conference at the school. If the prin- cipal is unavailable, the principal can telephone the team leader for a phone conference as soon as possible. 4.1 PRINCIPAL COMMENTS - At this time the principal will be provided the opportunity to make comments about the findings to clarify issues and make the report more accurate. 5.0 WRITTEN REPORTS The PCM members will summarize the monitoring results in an outline format. This will be submitted along with raw data to the Planning, Research, and Evaluation Department for compilation of the results. 5.1 SHARE REPORTS Copies of the reports will be made available to the Little Rock School District Board of Directors, Office of Desegregation Monitoring and Joshua Intervenors.COMPILED TEAM COPY LITTLE ROCK SCHOOL DISTRICT S c I E N C E. H z s T o R Y El A R PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993-1994 TABLE OF CONTENTS page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Academic Programs 3.0 Special Activities 4.0 Support Programs 1 4 4 5.0 Monitoring and Evaluation 5 6.0 Curriculum 6 7.0 Student Achievement/Assessment 7 8.0 Special Education 9.0 Student Discipline 8 8 Key: 1 \" 0 = Observation I Interview SP = School Profile D = Other Document(s)LITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993 - 1994 Hevised 2716/94 SCHOOL Grade Level (s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR (S) CRITERIA CIRCLE ONE 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: __________________________ YES NO 2.0 ACADEMIC PROGRAMS 0 The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE: _____________________ YES NCIncentive Schools Monitoring (Patent Council) Page 2 0/1 2.2 Learning Styles Inventories are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: _____________________ YES NO O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels. EVIDENCE: ____________________________________________ YES NO i I / 0/1 2.4 The Schools theme has been developed by parents and staff and is integrated into into the total curriculum. EVIDENCE: _______________________________________ YES NO 0/1 2.5 The Schools Science Laboratory has adequate equipment, material and supplies. EVIDENCE: ____________________________ YES NOIncentive Sctiools Monitoiing (Patent Council) Page 3 I 0/1 O/l 2.6 The Schools Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: _____________________ YES NO 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: __________________________________________ YES NO 2.8 A sequential program has been established to include the study of African- American history and culture. EVIDENCE: _____________________________________ YES NO 2.8.1 2.9 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase students pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: _____________________________ YES NO The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE: ________________________ YES NC O O IIncentive Schools Monitoiing (Paiont Council) Page 4 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips. EVIDENCE\n________________________________________ YES NO 4.0 SUPPORT PROGRAMS I 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE: ________________________________________ YES NO O 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE\n____________________________ YES NO I 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, community centers and some homes if invited by parents. EVIDENCE: ________________________________ YES NOIncontivo Schools Monitoring (Patent Council) Page 5 I 4.4 Ongoing training is being provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training. EVIDENCE: ________________________ YES NO 5.0 MONITORING AND EVALUATION 0/1 5.1 Student evaluators (Grades 4-5-6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. EVIDENCE: ____________________________________ YES NO O/l 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator. This assessment is done at a minimum on a quarterly basis. EVIDENCE: _______________________________________ YES NOIncentive Schools Monitoring (Patent Council) Pago 6 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. Q/l 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE\n__________________________________ YES NO 6.2 All students are actively involved in classroom instruction. EVIDENCE\n________________________ YES NO 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE:_____________________________________ YES NO 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: _________________ YES NO 0 0 0Incentive Schools Monitoring (Parent Council) Page 7 O/l 6.5 \"Writing Across the Curriculum\" is used to enhance the writing skills of students (K-6). EVIDENCE: ______________ YES NO 7.0 SP SP 6.6 Penmanship is emphasized at each level, with approprite recognition of the developmental level of the individual student (k-6). EVIDENCE: _________________________________ STUDENT ACHIEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. 7.1 7.2 YES NO When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: ____________________________________ YES NO Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: _____________________________ YES NO OliiGentive Schools Monitoring (Parent Council) Page 8 8.0 SPECIAL EDUCATION T The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 8.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: ___________________________________ YES NO O/l 8.2 Facilities for special education are desigined to meet the needs of the students served. EVIDENCE: _____________________________ YES NO 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non- discriminatory. I 9.1 Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: ________________________________ YES NC i I IIncentive Schools Monitoiing (Parent Council) Page 9 SP 9.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE\n_________________ YES NO 0 9.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: _________________ YES NO SP/I 9.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: ______________________ YES NO 1LITTLE ROCK SCHOOL DISTRICT atlllll sc BENC ,E. H X S T o R Y PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993-1994 LITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993-1994 Revised 2/16/94 SCHOOL Grade Level (s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR (S) CRITERIA CIRCLE ONE 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1,1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 ACADEMIC PROGRAMS The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. O 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE: YES NOIncentive Schools Monitoring (Parent Council) Page 2 O/l 2.2 Learning Styles Inventories are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: YES NO O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels. EVIDENCE: YES NO O/l 2.4 The Schools theme has been developed by parents and staff and is integrated into into the total curriculum. EVIDENCE: YES NO O/l 2.5 The Schools Science Laboratory has adequate equipment, material and supplies. EVIDENCE: YES NOIncentive Schools Monitoring (Parent Council) Page 3 o 2.6 The Schools Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: YES NO O 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: YES NO I 2.8 A sequential program has been established to include the study of African- American history and culture. EVIDENCE: YES NO O/l 2.8.1 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase student's pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: YES NO O/l 2.9 The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE: YES NOIncentive-Schools Monitoring (Parent Council) Page 4 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips. EVIDENCE: YES NO 4.0 SUPPORT PROGRAMS I 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE: YES NO 0 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE: YES NO I 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, community centers and some homes if invited by parents. EVIDENCE: YES NOIncentive Schools Monitoring (Parent Council) Page 5 I 4.4 Ongoing training is being provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training. EVIDENCE: YES NO 5.0 MONITORING AND EVALUATION O/l 5.1 Student evaluators (Grades 4-5-6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. EVIDENCE: YES NO O/l 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator. This assessment is done at a minimum on a quarterly basis. EVIDENCE: YES NOiDcentive Schools Monitoring (Parent Council) Page 6 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. Q/l 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE: YES NO 6.2 All students are actively involved in classroom instruction. EVIDENCE: YES NO 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES NO 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: YES NO O 0 0Incentive Schools Monitoring (Parent Council) Page 7 o/l 6.5 \"Writing Across the Curriculum\" is used to enhance the writing skills of students (K-6). EVIDENCE: YES NO 6.6 Penmanship is emphasized at each level, with approprite recognition of the developmental level of the individual student (k-6). EVIDENCE: YES NO 7.0 STUDENT ACHIEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. SP 7.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: YES NO SP 7.2 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO OIncentive Schools Monitoring (Parent Council) Page 8 8.0 SPECIAL EDUCATION The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 8.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO O/l 8.2 Facilities for special education are desigined to meet the needs of the students served. EVIDENCE: YES NO 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non- discriminatory. I 9.1 Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to ail students and parents. EVIDENCE: YES NOIncentive Schools Monitoring (Parent Council) Page 9 SP 9.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO 0 9.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO SP/I 9.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NOQA//k:CRECEIVED MAY 1 6 1994 Office of Desegregation hsonitoring INCENTIVE SCHOOL PARENT COUNCIL MONITORING 1994  No quarterly report for the Parent Council has been developed at this time. A draft has been completed and will be forwarded immediately after review.LITTLE ROCK SCHOOL DISTRICT HIM* A H mill  C I E N C E M Z S T o R Y PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993-1994 TABLE OF CONTENTS page - 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Academic Programs 3.0 Special Activities 4.0 Support Programs 1 4 4 5.0 Monitoring and Evaluation 5 6.0 Curriculum 6 7.0 Student Achievement/Assessment 7 8.0 Special Education 9.0 Student Discipline 8 8 Key\nO = Observation I Interview SP = School Profile D = Other Document(s) fLITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993 - 1994 Revised 2/14/94 SCHOOL Grade Level (s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR (S) CRITERIA CIRCLE ONE 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: _________ YES NO  f i* 2.0 ACADEMIC PROGRAMS O The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE: YES NOInceatii Schools Monitoring (Parent Council) Page 2 O/l 2.2 Learning Styles Inventories are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: YES NO O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels. EVIDENCE: YES NO O/l 2.4 The Schools theme has been developed by parents and staff and is integrated into into the total curriculum. EVIDENCE: YES NO O/l 2.5 The Schools Science Laboratory has adequate equipment, material and supplies. EVIDENCE\nYES NO^'inqentiye Schools Monitoring (Parent Council) Page 3 0 2.6 The School's Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: YES NO O 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: YES NO I 2.8 A sequential program has been established to include the study of African- American history and culture. EVIDENCE: YES NO O/l 2.8.1 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase student's pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: YES NO O/l 2.9 The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE\nYES NO,Incentive Schools Monitoring (Parent Council) Page 4 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips. EVIDENCE: YES NO 4.0 SUPPORT PROGRAMS 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE: YES NO 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE: YES NO 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, community centers and some homes if invited by parents. EVIDENCE: YES NO I 0 I, aiilivi' I.lijil 5\nclniiil'\u0026gt; MmlUtmiHj (I'liiiinl \u0026lt;.mim il) Oii()Oiii(i liaining is boiii() piovidod to stall m aiua s like luimaii lelalioits skills. Iiiamiiuj YLS 5.0 O/l 5.1 and interactive stylos\n1 ESA\nPET. woiking with youth at risk, working in an inban setting and analysis and uso ol data lor enhancing student achievement. All Stall, including support stall, are involved in training. EVIDENCE\n__________________________________ MONITORING AND EVALUATION_________ Student evaluators (Grades 4-5-6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. YES N 1 a.4 I I EVIDENCE: I I I^Incent^e Schools Monitoring (Parent Council) Page 6 o/l 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator. This assessment is done at a minimum on a quarterly basis. EVIDENCE: YES NO 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. Q/l 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE: YES NO 0 6.2 All students are actively involved in classroom instruction. EVIDENCE: YES NO 0 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE\nYES NO1nc$nti'^*e Schools Monitoring (Parent Council) Page 7 0 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: YES NO O/l 6.5 \"Writing Across the Curriculum\" is used to enhance the writing skills of students (K-6). EVIDENCE: YES NO O 6.6 Penmanship is emphasized at each level, with approprite recognition of the developmental level of the individual student (k-6). EVIDENCE: YES NO 7.0 STUDENT ACHiEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. SP 7.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: YES NOJncgntiye Schools Monitoring (Parent Council) Page 8 SP 7.2 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO 8.0 SPECIAL EDUCATION SP/I 8.1 The school ensures that student placement and services provided in the special education program are non-discriminatory. Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO\n-f O/l 8.2 Facilities for special education are desigined to meet the needs of the students served. EVIDENCE: YES NO 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non- discriminatory., Incentive Schools Monitoring (Parent Council) Page 9 9.1 I Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO SP 9.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO 0 9.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO SP/I 9.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NOINCENTIVE SCHOOLS PARENT COUNCIL MEETING APRIL 11, 1994 5:30 P.M. AGENDA Minutes of last neetlng WORK SESSION Old Business: A. Developnent of Parent Council Bi-Laws B. Results of Monitoring visits C. Development of a calendar containing target dates for monitoring visits and reporting dates. New Business: Iteas to Cover 1. Election of Officers for 1994 - 1995 School Year. 2. Appointment of Committee Members 3. Development of Parent Council Finial Report for 1993 1994 School Year. Next Meeting (Date , 1994) Adj ournPARENT COUNCIL MINUTES - APRIL 11, 1994 The meeting of the Parent Council was called to order at approximately 5:45 p.m. by Mr. Roy Albert. There were seven committee members present. Among the seven members was on new member (Mrs. Deloris Sikes). She joins the committee as a representative of the Joshua Intervenors. Mr. Albert state that Mrs. Dazzle Mattison was no longer with us. The committee meeting was opened with discussion concerning the teams monitoring visits. Team number one was given copies of comments sent to Arma Hart about their monitoring visit. These comments came from 1) Franklin Davis, Franklin and 2) Mrs. Mangan, Rockefeller. Team one (1) was very upset about the comments from both schools but particularly with Rockefeller. As a result, Ms. Hart told the committee and team one that they could write a follow-up to the schools' complaints if they believed the account was not totally representative of what actually occurred. After much conversation on this matter the committee moved on. We discussed very briefly the laws and by-laws of the Parent Council members. We also discussed the election of officers. No officers, however, were elected at this time. The committee then focused its attention on its second monitoring visits. Tentative dates were set. as follows: May They were as follows: Team 1: Franklin Rockefeller Lindsey Dodson Young (4th) Kelly (11th) Team 3: Johnson Sykes Stephens Garland (4th-5th) *Team 2 (4th) Mitchell (Sth) Rightsell Albert Facen Brown Monitoring only half day (12:00 - 4:30) After much discussion on the dates and schools, each team would monitor, Mr. Albert decided to close the meeting and adjourned. The meeting was dismissed at approximately 9:10 p.m.INCENTIVE SCHOOLS PARENT COUNCIL MEETING FEBRUARY 14, 1994 5:30 P.M. AGENDA Minutes of last meeting WORK SESSION Old Business: A. Training session on how to conduct monitoring visits 1. Question and answer session on specific questions and areas included in the Parent Council monitoring Instrument 2. Development of a calendar containing target dates for monitoring visits and reporting dates New Business: p:' Items to Cover 1. Parent Council Monitoring, Standard Operating Procedures (SOP) 2. \"Identifiers\", Parent Council Monitoring 3. Development of Parent Council Bi-Laws Next Meeting (Date , 1994) Adj ournMINUTES OF MEETING OF PARENT COUNCIL January 31, 1994 The meeting was called to order at 5:35 p.m. by Roy The meeting was held at the Little Rock S_ School Albert. District Student Assignment office. There were nine representatives present. representatives were new to our committee . Two of They the were Roszell Brown and Balencia Lindsey. hours' finalizing The entire committee spent the next three its monitoring instrument. The committee was also They are as follows\nseparated into monitoring teams. Team I - Tommy Dodson Teresa Young Balencia Lindsey Team II - oy Albert Mary Mayeaux Sarah Facen I earn III Barbara Johnson Roszell Brown Dazzle Mattison Each team was assigned a secretary. Team I T earn Tearn III Teresa Young Mary Mayeux - Barbara Johnsen i i i Each team was assigned the schools it was to monitor. Tearn I Franklin Rockefeller Team II ell Stephens Team III Mitchell Gar land Mrs. Hart gave the monitor!ng: committee ome tips on effective A . Arrive at your 8:00 a.m . appo i nted school earl\n-, aroundlH B . Get together to plan (review) strate$3ie -ft C . D . E . F . G . Hold the pre-conference with the principal. When going to the classroom look for facts. Write only what i observed. Do not interrupt the teacher during a lesson . Write down positives you observe. At the end of the day be sure to hold an exit interview with the principal. The meeting was adjourned at 9=10 p.m. The next meeting was scheduled for Monday, February 7, 1994 at 5=30 p.m. in the Little Rock School District Student Assignment office.MINUTES OF MEETING OF PARENT COUNCIL January 26, 1994 Four members of the Parent Council met at the Little Rock This was a School Districts Student Assignment office. called meeting to complete the monitoring instrument. four committee mjsmbers worked for over two hours but were Th unable to complete each item, were added: The following \"'identifiers\" 2.9 Do you have an established program for recognizing academic excellence and improvement? Classroom incentives? Note 4.2 on the tentative instrument was deleted, committee members inserted this item as 4.2. The 4 .2 Thee is an instructional aide in every classfoom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. Evidence . 5.1 Review result of student evaluations and how Ask to see evaluation changes they are used. made in response to tudent issues. The following people were responsible fo ompletin the remaining Mattison 5.2 6.0 7 .0 Mrs . 6.4 Mrs. Mattison 8.2 Mr. Dodson MINUTES OF MEETING OF PARENT COUNCIL January 24, 1994 The meeting of the Parent Council was called to order by Roy Albert at 5:45 p.m. with seven committee members in attendance. Arma Hart gave each committee member present,a copy of the 1992-1993 Incentive Schools Monitoring Report. At that time the committee reviewed the findings concerning the Parent Council on pages 40-41 of the Plan. After reviewing the recommendations of the report the committee decided to continue its focus on completing the monitoring . instrument. The committee decided that it should give serious consideration to setting by-laws for the Parent Council . The duration of the meeting was spent on \"Identifiers\" for monitor i ng. (See attached page for \"Identifiers\". ) The next work session time for work time was set for Wednesday, January 26, 1994 from 4:00 6:00 p.m. The meeting was adjourned at 8:05 p.m.I INCENTIVE SCHOOLS PARENT COUNCIL MEETING JANUARY 24, 1994 5:30 P.M. AGENDA Minutes of last meeting WORK SESSION Old Business: A. Training session on how to conduct monitoring visits 1. Question and answer session on specific questions and areas included in the Parent Council monitoring Instrument 2. Development of a calendar containing target dates for monitoring visits and reporting dates New Business: Items to Cover 1. 2. V\" c\u0026gt;n oixV' aid d3i-i2:r\u0026gt; 3 . Next Meeting (date 1-31 , 1994) n'^oc\\ lA'gst I . qAo r\\ I Adj ournD I. MEMORANDUM 1 6 (994 .Cl TO\nLittle Rock School District Board of Directors, Joshua Intervenors, Office of Desegregation Monitoring, Russ Mayo, Associate Superintendent for Desegregation, and Karen Buchanan, Desegregation Facilitator FROM Roy E. Albert, Chairman, Parent Council, Little Rock Incentive Schools DATE\nDecember 12, 1994 SUB J\nParent Council Summary Report 1993-1994 The Incentive School's Parent Council was formed as required by the Little Rock School District Desegregation Plan (Incentive School Program, page 151) . The role of the Parent Council includes monitoring all activities related to the Incentive School Program. Membership Parent Council Committee membership consists of representatives from each incentive school. two parent Those schools are Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens. Four members at large are appointed by the Joshua Intervenors. The meetings were held on the second Monday of each month in the Student Assignment Office. The Parent Council Committee met at other times when it was deemed necessary. Listing of Parent Concerns During the Parent Council meeting held in November, the primary focus was on outlining concerns the committee felt needed to be monitored. This meeting also provided an opportunity for members to learn more about each representative's school. Time was allotted for detailed discussion on issues of concern at each school. From the December 13, 1993, meeting the Committee listed the following areas monitoring process: as major concerns to focus on during the 1. School Themes 2. Science Labs 3 . Computer labs 4 . Foreign Language Mrs. that foreign language labs were Hart informed the committee in non-compliance. However, she did mention that someone had been hired to oversee this portion of the plan.5 . Incentive Programs 6 . African/African-American History 7. Homework 8 . Specialized Programs 9. Semi-Departmentalization placed on Science and Social Studies. special emphasis was to be 10. Learning Styles Inventories - Individualized styles The Parent Council Committee would like to note that Mrs. Arma Hart, Desegregation Facilitator, has been a tremendous help to the Committee in its attempts to meet its obligations. The Parent Council Committee would like to thank and commend Mrs. Hart for her efforts and commitment to the betterment of the Little Rock Public Schools. Monitoring Instrument One of the primary functions assigned to the Incentive School Parent Council in the Incentive Schools. desegregation plan is to monitor the other monitoring With this task in mind, the Committee solicited instruments previously used by different committees or organizations to perform this task. After studying the instruments, it was decided the Parent Council would develop its own monitoring tool to evaluate the areas of the Incentive School Plan the Committee identified as concerns. The Parent Council members worked very diligently on the development of its monitoring tool. \"Identifiers II were also developed by the Committee to aid its members while utilizing the monitoring tool. A copy of the Monitoring Instrument and \"Identifiers\" are attached. In-Service Training Target dates were tentatively established. However, due to the fact the Parent Council Committee members' experience in monitoring ranged from no experience to some members who had monitored two or three times. it was felt the committee needed some in-service training. The training should be on how to monitor, with special emphasis placed on the \"do's II and \"don'ts\" process. An In-Service Training Session in the monitoring was scheduled and conducted on January 18, 1994 in the Board Room of the Little Rock School District's Administration Building. Mr. Dennis Glasgow and Mr. Sterling Ingram provided information and answered questions about the Parent Council's monitoring tool and what to expect when the committee starts the process. A copy of a letter addressed to Mr. Ingram in relationship to this meeting is attached.The Monitorincf Process A monitoring schedule was developed by the Committee and the month of February was targeted as the month in which the committee would make its first monitoring visits. The Desegregation Facilitator contacted each Incentive School principal and made arrangements for the on-site visits. The committee members divided into three teams and were assigned two schools to monitor. During the period of February 21-28, Schools were monitored. 1994, all the Incentive The results of the visits were turned over to the school district's Planning, Research and Evaluation section for development of a compiled report. After completion of the monitoring process, the Parent Council members decided to request a Desegregation Plan modification for monitoring the Incentive Schools. This was due mainly to the difficulty members were having in scheduling visits around their jobs. A copy of the letter is attached. Monitoring Results From the monitoring teams' reports, the Incentive Schools were closely following and were in compliance with the areas of the Plan observed on the dates visited, exceptions found at Franklin. However, there were notable involvement. There was very little parental Teachers interviewed did not require students to have homework signed on a daily basis. areas of concern observed on the day monitored. These are only a few examples of Numerous areas are detailed in the teams' reports. It should be noted the teams' reports reflect the observed behavior and conditions on the date monitored. Office of Desegregation Monitoring Recommendations In addition to monitoring, the Parent Council Committee was able to complete five of the seven recommendations made by the Office of Desegregation Monitoring in its December 9, 1993, Page 41). Incentive Schools report on Recommendation #7 was attempted. However, due to scheduling problems and limited time lines, we were not successful, early next year. attempt is attached. We are in hopes of fulfilling this recommendation A copy of the letter written in relation to this beginning of the next school year. Recommendation #3 will be performed at the REPORT OF THE INCENTIVE SCHOOLS PARENT COUNCIL SITE VISITS FOR 1994-95 AND 1995-96 0 ^f'ice of JU/v 2 1996 Sstion Monitaiii LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 HENRY P. WILLIAMS, SUPERINTENDENT JUNE 1996 PURPOSE The Little Rock School District Desegregation Plan authorizes the establishment of the Incentive School Parent Council to occur on August 1, 1989. The Council will have two parent representatives from each incentive school and four members at-large to be appointed by the Joshua Intervenors. The Council is responsible for monitoring all activities related to the incentive school program. In addition, the Parent Council is required to report to the Little Rock School District Board of Directors and the Joshua Intervenors on a quarterly basis. SCOPE OF WORK Using an objective monitoring form, the Parent Council conducts monitoring visits each school year. The monitoring form is reviewed and revised annually, as needed (see attachment). The Council collects data in the following major areas: Equitable Placement by Race/Gender in School Programs (Staffing) Academic Programs Special Activities Support Programs Monitoring and Evaluation Curriculum Student Achievement/Assessment Special Education Student Discipline Physical Facilities Extended Day Program (1995-96) Monitoring visits were conducted January 16-18, 1996, April 30, 1996, and May 1, 1996. Visits during the 1995-96 school year included a review of the extended day program This report is a summary of all team visits. Detailed information is available for review in the office of the staff person assigned to the Council by the District administration.FINDINGS 1. Certified staff tends to be reasonably balanced, except at Rockefeller where there continues to exist a disproportionately number of white certified staff members. Franklin demonstrated improvement since the 1994-95 visits. Non certified staffs at all schools tend to be disproportionate black, which is a continuing situation. 2. Academic programs were substantially implemented as identified in the Plan. Exceptions are as follows:  Use of the science labs (permanent or portable) is uneven among the incentive schools In a few schools, computers were in need of repair  Semi-departmentalization was implemented to some degree in all schools except Franklin 0. All schools except Mitchell reported implementation of academic reinforcement activities. 4. Support Programs were substantially implemented except in the area of Home/Neighborhood meetings. Only Franklin and Rightsell presented evidence of Home/Neighborhood meetings. Most schools indicated a need for improved parental involvement. 5. Although surveys related to school climate and program satisfaction were conducted by the Planning, Research and Evaluation Department, there was little evidence that the results were utilized to improve programs at the local school level. 6. Except at Garland and Mitchell, the monitoring team indicated that sufficient resources were available to implement the curriculum. Students were actively involved in learning activities at all schools. 7. Academic Achievement results as measured by the Stanford Eight Achievement Test were mixed. Some isolated examples of improvement were evident. Retention rates reflected the school populations, except at Rockefeller.8. 9. 10. 11. Special Education placements did not appear discriminatory. Student Discipline sanctions were reflective of the school populations. Except for Rockefeller, and to some degree Franklin, the buildings housing the incentive school students are very old. Therefore, maintenance of the buildings is a continuing concern. Rightsell continues to have some flooding problems in the lower levels of the building. Extended Day was operative at .all schools. However, a few inconsistencies existed. All schools were not operating the Homework Center each day as required by the Plan. Some activities were overstaffed, according to the monitors observations. Because of the schedule, some activities were not observed on the day of visits. RECO Iglgj ENPATIONS 1. 2. Curriculum supervisors should strengthen the monitoring process for curriculum implementation at the incentive schools. Consider relocating the Parent Center at Mitchell. CONCLUSION The team recognizes that the monitoring visit is a snap-shot in time and some of the situations could be viewed differently on another visit. Some good things are happening at the incentive schools\nhowever, the purpose of this report was to identify areas for improvement. The Council hopes to continue to provide assistance in order to improve the educational experience for students attending the incentive schools.JLS ? -1996 REQUIREMENTS Office of Cesegrega.ion Monnoring 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 programs and reports quarterly to the LRSD Board of Directors and the Joshua Inteiwenors. (LRSD Plan pg. 151) Findings Although individual schools may have selected parents to represent that school on the Parents Council, it appears from the minutes of the meetings held in 1995-96 few attended. Five schools and the number of members from Joshua would equal fourteen total members. The following lists the meeting dates and the attendance: October 17, 1995 November 6, 1995 November 27, 1995 December 11, 1995 January 9, 1996 February 12, 1996 March 4, 1996 April 1, 1996 six attended. four attended. six attended of which five represented Joshua. nine attended. minutes did not indicated the number of members attending, six attended. four attended. 5 attended of which four represented Joshua. The minutes did not reflect that any council reports had been submitted to the LRSD Board of Directors or to the Joshua Intervenors. V- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 8, 1996 TO: FROM: Horace Smith, Associate Monitor Sterling IngrarmHDirector of Staff Development SUBJECT: Minutes of Incentive School Parent Council Meetings Attached are the minutes of the Incentive School Parent Council. Theresa Young, the Council secretary, requested that my office type the minutes. However, we did not receive the information until April 1, 1996. The minutes reflect a true and accurate account of the councils work. We have retained Mrs. Youngs handwritten notes, if you wish to conduct a review. If you have questions, please contact me. Sl/adg AttachmentsMINUTES OF PARENT COUNCIL MEETING OCTOBER 17,1995 The meeting of the Parent Council met at 5:30 p.m. on Tuesday, October 17, 1995 in the office of Mr. Sterling Ingram (Room 215). There were six (6) members present and one ex-officio. Albert. The meeting was called to order at 5:40 p.m. by Mr. Roy Mr. Ingram opened by informing the council that Mitchell and Garland had not named members to the committee at this point. He also told the committee that he had spoken with Mrs. Sarah Facen about completing the monitoring instrument from the 94-95 monitoring visit and turning it in so the results can be compiled. Mrs. committee she felt the monitoring instrument needed to be revised to include some area that the Sykes told the council feels should be covered. The majority of the meeting was spent discussing a complaint brought to the council by a council member, Mrs. Davis, concerning problems with her two children, faculty, and administration at Franklin Incentive School. Mr. Ingram told the committee he was aware of some of the problems at Franklin, but would take another look into the problems at Franklin and particularly with Mrs. Davis' complaints. Mr. Albert set the agenda for the next meeting which is scheduled for November 6, 1995. The agenda items are as follows: Also, 1) . 2) . 3) . Mr. Short orientation for new council members Revise monitoring instrument Election of council officers Albert asked Mr. Ingram if he would send each committee member a new copy of the monitoring instrument. Mr. Ingram said he would mail the instruments with the notification letter of the next scheduled meeting. The meeting adjourned at 7:15 p.m..MINUTES OF PARENT COUNCIL MEETING NOVEMBER 6, 1995 The meeting was called to order at 6:00 p.m. by Mr. Roy Albert. The minutes were He asked for the reading of the minutes. read by the secretary, it was moved by Sarah Facen that the minutes be approved as read, minutes were approved. Mr. Albert seconded the motion and the School. Mr. Ingram submitted three names to the council from Garland They were: 1) . 2) . 3) . Monica Brown Arthur Watada Brenda Conley There were four council members present and one ex-officio, member present was new to the committee and represents Joshua, name is Alice Rowe. One Her The committee turned its attention to reviewing the monitoring umcnt for rcvicicnc. The following were suggested revisions: instrument for revisions. 1) . 2) . Eliminate the yes/no on the instrument Add a #10.0 to the instrument which will be called other concerns. (This could include conditions of the buildings, etc.) Ms. Facen told the committee that Rightsell had a theme on paper\nhowever, it was not developed. Teacher absenteeism was discussed. It was a particular concern of a few members on the number of substitute teachers in a building per week. Mr. Ingram said this could be monitored under item 1.1 or the instrument Staffing. 1) . 2) . 3) . Experience of administration Experience in the building Attendance Mr. Ingram also suggested to the committee that instead of reviewing the monitoring instrument, that we revise our identifiers list. The members present agreed. Mr. Ingram will start the revisions of the identifiers and send each member a copy. Other agenda items were tabled because most of the committee members were absent, next meeting. Election of officers was tabled until the Our next meeting was set for November 27, 1995. The meeting adjourned at 7:40 p.m..MINUTES OF PARENT COUNCIL MEETING NOVEMBER 27, 1995 The meeting of the Parent Council met November 27, 1995 at 5:30 p.m. in the office of Sterling Ingram. members present and one ex-officio. There were six (6) Five of the six members present represent Joshua. Mr. Albert asked Mr. Ingram if any other measures had been taken to encourage school parental participation. The meeting was officially called to order at 5:40 Albert asked for the reading of minutes. p.m. . Mr. The minutes were read by It was moved by Ms. Sykes and seconded by Ms. Rowe that the minutes be accepted as read. the secretary. Minutes accepted. Orientation for new members was tabled again because only new member was present. one The committee the monitoring the monitoring instrument item by item and listed identifiers for each. reviewed In response to Albert's question concerning parental involvement on this committee, Mr. Ingram gave each committee member an update list of all school representatives on the committee. Mr. Albert said he would contact each member by phone. Mr. school p.m. The next meeting date was set for December 11, 1995 at 5:30MINUTES OF PARENT COUNCIL MEETING DECEMBER 11, 1995 Roy Albert, Chairperson Sterling Ingram, Facilitator Teresa Young, Secretary The minutes stand approved as read. *' Two new members: Sharon Toombs - Mitchell School Alice Rowe - Joshua Intervenors * Mr. Ingram gave an orientation for the new members. Mr. Ingram gave each committee member a copy of the Parent Council job description. * *Table election of officers until next meeting. 1) Revision of by-laws 2) Revision of job descriptions *** Monitoring Instrument 9 members present **** Mr. Ingram will compile a policy statement for monitoring Expedite time for compiling data on the reports.MINUTES OF PARENT COUNCIL MEETING JANUARY 9, 1996 Meeting was called to order at 5:44 p.m. on Tuesday, January 9, 1996. First item discussed was scheduling person for the two monitoring dates. Garland January 16, 1996 Ms. Toombs Ms. Sykes Mr. Albert January 16, 1996 Mitchell Mr. Dodson Mrs. Young Ms. Rowe Franklin January 18, 1996 Ms. Facen Forrester Ms. Rowe January 18, 1996 Rockefeller Mr. Dodson Mrs. Young Mrs. Davis Designated time to meet at each school 7\n45 a.m. It was suggest that one of the Incentive Schools not be monitored. Garland/Mitchell was suggested. The suggestion was revoked on not monitoring Garland/Mitchell. Whether or not we monitor extended-day was discussed, decided that we would not monitor extended day. It was Agenda item for extended day for our next meeting. Next meeting date is February 12, 1996.MINUTES OF PARENT COUNCIL MEETING FEBRUARY 12, 1996 The Incentive School Parent Council met at 5:30 p.m. on Monday, February 12, 1996 in the office of Sterling Ingram (Administration Building Room 215). There were six (6) members present and our ex-officio. The meeting was called to order at 5:40 p.m. by Mr. Roy Albert. The secretary was were not read. absent\ntherefore, the minutes from the January meeting General comments concerning the monitoring visits were exchanged. It was agreed that Extended Day would be monitored during the second visit. Mr. Ingram agreed to draft monitoring items for the Councils consideration. the next meeting. The items would be distributed to the members prior to The next meeting date was scheduled for March 4, 1996.MINUTES OF PARENT COUNCIL MEETING MARCH 4, 1996 The Incentive School Parent Council met at 5:30 p.m. on Monday, March 4, 1996 in the office of Sterling Ingram (Administration Building Room 215). There were four (4) members present and one ex-officio. The meeting was called to order at 5:40 p.m. by Mr. Roy Albert. The secretary was not present\ntherefore, the minutes of the previous meeting were not read. The Extended Day Monitoring Form was reviewed, distribute the revised form to all council members. Mr. Ingram agreed to The meeting adjourned at 6:45 p.m. April 1, 1996. The next meeting date was set forMINUTES OF PARENT COUNCIL MEETING APRIL 1, 1996 The meeting opened with a general conversation of the Incentive Plan. There were 5 members present - 4 were Joshua Court Dates 1st and 2nd week in May. Miliken II Schools Monitoring visits: Rightsell- April 30, 1996 4 people will monitor Rightsell 1. Sarah monitor Mitchell's extended day. 2. Ms. Sykes monitor Rightsell 3. Alice Rowe monitor Franklin 4. Mr. Albert monitor Rockefeller 5. Mr. Dodson monitor Garland Meeting time at the school - 8:00 a.m. 4 persons monitoring Ricrhtsell 1). Mr. Dodson 2). Alice Rowe 3). Ms. Sykes 4). Mr. Albert Meeting for compiling the summation reports monitoring results at all five Incentive Schools. to include the done on May 6, 1996. This will beREPORT OF THE INCENTIVE SCHOOLS PARENT COUNCIL SITE VISITS FOR 1994-95 AND 1995-96 /59c Office 0! Alep.-,, . LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 HENRY P. WILLIAMS, SUPERINTENDENT JUNE 1996 PURPOSE The Little Rock School District Desegregation Plan authorizes the establishment of the Incentive School Parent Council to occur on August 1, 1989. The Council will have two parent representatives from each incentive school and four members at-large to be appointed by the Joshua Intervenors. The Council is responsible for monitoring all activities related to the incentive school program. In addition, the Parent Council is required to report to the Little Rock School District Board of Directors and the Joshua Intervenors on a quarterly basis. SCOPE OF WORK Using an objective monitoring form, the Parent Council conducts monitoring visits each school year. The monitoring form is reviewed and revised annually, as needed (see attachment). The Council collects data in the following major areas: Equitable Placement by Race/Gender in School Programs (Staffing) Academic Programs Special Activities Support Programs Monitoring and Evaluation Curriculum Student Achievement/Assessment Special Education Student Discipline Physical Facilities Extended Day Program (1995-96) Monitoring visits were conducted January 16-18, 1996, April 30, 1996, and May 1, 1996. Visits during the 1995-96 school year included a review of the extended day program This report is a summary of all team visits. Detailed information is available for review in the office of the staff person assigned to the Council by the District adminisn-AtinnFINDINGS 1. Certified staff tends to be reasonably balanced, except at Rockefeller where there continues to exist a disproportionately number of white certified staff members. Franklin demonstrated improvement since the 1994-95 visits. Non certified staffs at all schools tend to be disproportionate black, which is a continuing situation. 2. Academic programs were substantially implemented as identified in the Plan. Exceptions are as follows:  Use of the science labs (permanent or portable) is uneven among the incentive schools  In a few schools, computers were in need of repair  Semi-departmentalization was implemented to some degree in all schools except Franklin 0. All schools except Mitchell reported implementation of academic reinforcement activities. 4. Support Programs were substantially implemented except in the area of Home/Neighborhood meetings. Only Franklin and Rightsell presented evidence of Home/Neighborhood meetings. Most schools indicated a need for improved parental involvement. 5. Although surveys related to school climate and program satisfaction were conducted by the Planning, Research and Evaluation Department, there was little evidence that the results were utilized to improve programs at the local school level. 6. Except at Garland and Mitchell, the monitoring team indicated that sufficient resources were available to implement the curriculum. Students were actively involved in learning activities at all schools. 1. Academic Achievement results as measured by the Stanford Eight Achievement Test were mixed. Some isolated examples of improvement were evident. Retention rates reflected the school populations, except at Rockefeller.8. 9. 10. 11. Special Education placements did not appear discriminatory. Student Discipline sanctions were reflective of the school populations. Except for Rockefeller, and to some degree Franklin, the buildings housing the incentive school students are very old. Therefore, maintenance of the buildings is a continuing concern. Rightsell continues to have some flooding problems in the lower levels of the building. Extended Day was operative at .all schools. However, a few inconsistencies existed. All schools were not operating the Homework Center each day as required by the Plan. Some activities were overstaffed, according to the monitors observations. Because of the schedule, some activities were not observed on the day of visits. igjgT RECO ENDATIONS 1. 2. Curriculum supervisors should strengthen the monitoring process for curriculum implementation at the incentive schools. Consider relocating the Parent Center at Mitchell. CONCLUSION The team recognizes that the monitoring visit is a snap-shot in time and some of the situations could be viewed differently on another visit. Some good things are happening at the incentive schools\nhowever, the purpose of this report was to identify areas for improvement. The Council hopes to continue to provide assistance in order to improve the educational experience for students attending the incentive schools.PARENT COUNCIL MEMBERS 1995-1996 franklin school Audrey Davis - B/F 5114 W. 14th St. Little Rock, AR 72204 RIGHTSELL SCHOOL Tommy Dodson - B/M #1 Dodson Dr. Menifee, AR 72107 Margie Haney - B/F 4216 W. 17th St. Little Rock, AR 72204 Pamela Tims - B/F 912 S. Oak St. Little Rock, AR 72204 r*- GARLAND SCHOOL MITCHELL SCHOOL Monica Brown - B/F 2318 S. Cedar St. Little Rock, AR 72204 Sharon Toombs - B/F 1920 Howard St. Little Rock, AR 72204 2 - 199,^ 1 F' 'SB f Arthur Watada - o/M 10620 Legion Hut Road Mabelvale, AR 72103 Brenda Conley 3509 W. 25th St. Little Rock, AR 72204 Offce Erie Holmes, Sr. - B/M 1904 Broken Arrow Dr. No. Little Rock, AR 72118 ROCKEFELLER SCHOOL Roy Albert - B/M 1217 College Little Rock, AR 72202 Sharon Forrester - W/F 10710 Sharon Road Mabelvale, AR 72103 JOSHUA INTERVENORS Sarah Facen - B/F 3003 Cross St. Little Rock, AR 72206 Barbara Johnson - B/F 1919 Dennison Little Rock, AR 72202 Delois Sykes - B/F 704 East 15th North Little Rock, AR 72114 Teresa Young - B/F 1813 South Martin Little Rock, AR 72204 Alice Rowe - B/F 1760 Barrow #107 Little Rock, AR 72204INCENTIVE SCHOOL PARENT COUNCIL MEMBERS FRANKLIN SCHOOL ROCKEFELLER SCHOQL Audrey Davis 5114 W. 14th St. Little Rock, AR 72204 Roy Albert 1217 College St. Little Rock, AR 72202 D Margie Haney 4216 W. 17th St. Little Rock, AR 72204 Sharon Forrester 10710 Sharon Road Mabel vale, AR 72103 Office De\n' 6 /996 GARLAm SCHOOL JOSHUA INTERVENORS Monica Brown 2318 S. Cedar St. Little Rock, AR 72204 Sarah Facen 3003 Cross St. Little Rock, AR 72206 Arthur Watada 10620 Legion Hut Road Mabelvale, AR 72103 Delois Sykes 704 E. 15th Little Rock, AR 72114 Brenda Conley 3509 W. 25th St. Little Rock, AR 72204 Alice Rowe 1760 Barrow #107 Little Rock, AR 72204 MITCHELL SCHOOL Barbara Johnson 1919 Dennison Little Rock, AR 72202 Sharon Toombs 1920 Howard St. Little Rock, AR 72204 Teresa Young 1813 South Martin Little Rock, AR 72204 Eric Holmes, Sr. 1904 Broken Arrow Dr. No. Little Rock, AR 72118 RIGHTSELL SCHOOL Tommy Dodson #1 Dodson Dr. Menifee, AR 72107 Pamela Tims 912 S. Oak St. Little Rock, AR 72204Ll'lTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1995-1996 Revised 11/95 SCHOOL Grade Lx2vel(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) CRITERIA 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS SP The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. 'O' 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________________________________________ 2.0 ACADEMIC PROGRAMS O The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE\n_____________________________________________ SP - School Profile O - Observe I - InterviewIncentive Schools Monitoring (Parent Council) Page 2 O/I 2.2 Learning Style.s inventories are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: ______________ O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels EVIDENCE: ___________________ O/I 2.4 The Schools theme has been developed by parents and staff and is integrated into the total curriculum. EVIDENCE: _______________ O/I 2.5 The Schools Science Laboratory has adequate equipment, material and supplies EVIDENCE: __________Incentive Schools Monitoring (Parent Council) Page 3 o 2.6 The Schools Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: ________________________________________________ O 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: ________________________________________ I 2.8 A sequential program has been established to include the study of African-American history and culture. EVIDENCE\n_________________________________ O/I 2.8.1 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase students pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: _____________________________Incentive Schools Monitoring (Parent Council) Page 4 O/I 2.9 The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE\n_______________ 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips EVIDENCE\n__________ 4.0 SUPPORT PROGRAMS I 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE:Incentive Schools Monitoring (Parent Council) Page 5 o 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE\n_______________________________________ I 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, communitv centers and some homes if invited by parents. EVIDENCE: _________________________ I 4.4 Ongoing training is being provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training. EVIDENCE: ._________________________Incentive Schools Monitoring (Parent Council) Page 6 5.0 MONITORING AND EVALUATION O/I 5.1 Student evaluators (Grades 4, 5, \u0026amp; 6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. EVIDENCE: O/I 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator, quarterly basis. EVIDENCE: __________________ This assessment is done at a minimum on a 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE: ___________________Incentive Schools Monitoring (Parent Council) Page 7 o 6.2 All students are actively involved in classroom instruction. EVIDENCE: O 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum EVIDENCE: O 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: ___________ O/I 6.5 \"Writing Acros.s the Curriculum\" is used to enhance the writing skills of students (K-61 EVIDENCE:Incentive Schools Monitoring (Parent Council) Page 8 o 6.6 Penmanship is emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6). EVIDENCE: ___________________________ 7.0 STUDENT ACHIEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. SP 7.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE\n_________________ SP 7.2 Promotion/retention rates reflect the school population (gender/grade level) EVIDENCE: _____________Incentive Schools Monitoring (Parent Council) Page 9 8.0 SPECIAL EDUCATION The school ensures that student placement and service.s provided in the special education are non-discriminatory. program SP/I 8.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to soecial education are evident. EVIDENCE: O/I 8.2 special education are designed to meet the needs of the students served nVlDblNCE: 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non-discriminatory. I 9.1 Information, including the schools e.xpectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and EVIDENCE\nparents.Incentive Schools Monitoring (Parent Council) Page 10 10.0 PHYSICAL FACILITIES O Physical environment which supports the goals of quality teaching and learning, (i.e., clean buildings, no debris, orderly halls, no graffiti) is evident. EVIDENCE\n________________ 11.0 ADDITIONAL OBSERVATIONS 0/SP/I Areas of concern that cannot be listed under the ten identified categories EVIDENCE: ______LITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1995-1996 Addendum- Extended Day Program SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) CRITERIA 1.0 THE EXTENDED DAY PROGRAM INCLUDES A HOMEWORK CENTER (page 171) EVIDENCE: 1.1 The homework center is supervised by a certified teacher, (page 171) EVIDENCE: ____________________________ 1.2 An instructional aide is provided to assist the certified teacher when the enrollment exceeds 25 students (page 171) EVIDENCE: ______________________________Incentive School Extended Day Monitoring (Parent Council) Page Two 1.3 Peer Tutoring occurs during the extended day program (page 173) EVIDENCE: _________________ 1.4 Students have the opportunity to participate in special skills programs (choir, instrumental music and dance), (page 173-174) EVIDENCE: ________________ 1.5 Students have the opportunity to participate in leisure activities...based on student interest and access to appropriate playing fields etc. (page 174) EVIDENCE: ______________ 1.6 Students have the opportunity to participate in clubs and other extra-curricular programs (page 174-175) EVIDENCE: ______________Incentive School Extended Day Monitoring (Parent Council) Page Three 1.7 Selection of extended day activities was conducted in a fair manner. EVIDENCE: ________________________________________ 1.8 There is equitable access to the extended day program. EVIDENCE: 1.9 Sufficient staff is available to implement the extended day program. EVIDENCE: ________________ 1.10 Sufficient materials and supplies are available to implement the extended day program EVIDENCE: ____________________1.0 2.0 LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS PARENT COUNCIL MONITORING 1995-1996 MONITORING INDICATORS EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS 1.1 EVIDENCE: How many specialists do you have? (race/gender) How many support staff members do you have? (race/gender) Experience level: in building - in District - Teachers - Administrators - ACADEMIC PROGRAMS 2.1 EVIDENCE: Schedule of class time for students. 2.2 EVIDENCE: Student products/projects Student demonstration Observation/Inventories 1. Demonstrations/manipulatives 2. Different types of lessons going on (remediation etc.) 2.3 EVIDENCE: A schedule of when students change classes and subjects being taught. 2.4 EVIDENCE: School displays that relate to theme Student products that relate to theme Classroom work related to the theme Review plan for theme 2.5 EVIDENCE: Student science projects/products Science experiments Materials for conducting experiments 3.0 2.6 2.7 2.8 2.8.1 2.9 EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: SPECIAL ACTIVITIES 3.1 EVIDENCE: Computer Lab schedule (at least two class periods per week) Not evident at schools Lesson plans Reading occurs at times other than the scheduled reading time and in other subject areas. Review of librarians schedule Awards documents (i.e. Honor Roll, Good Citizen) Evidence of incentives for students not on Honor Roll to succeed Awards for improvement List of identified activities (School Profile)4.0 SUPPORT PROGRAMS 4.1 EVIDENCE: Signed homework that has been returned Home/school documentation form Parent Participation in Title 1 activities 5.0 6.0 7.0 8.0 4.2 4.3 4.4 EVIDENCE: EVIDENCE: EVIDENCE: Schedule for instructional aides List of assigned duties Agendas or minutes of meetings Quarterly report of staff development activities Staff Development plan for current year Number of persons completing required staff development (PET, TESA, classroom management) see School Profile MONITORING AND EVALUATION 5.1 5.2 EVIDENCE: EVIDENCE: CURRICULUM 6.2 6.3 6.4 6.5 EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: Review results of 1995 student survey Review results of school climate survey Review quarterly discipline report Classroom rules School record of short-term discipline sanctions Students are on task Displays - Student products Interview students Science experiment Writing projects Written work in all areas (science, math, art \u0026amp; music) STUDENT ACHIEVEMENT/ASSESSMENT 7.1 7.2 EVIDENCE: EVIDENCE: SPECIAL EDUCATION 8.1 EVIDENCE: Review test information Review most current test data Review School Profile Review Student Education Plan (SEP) for plans to address under achievement See School Plan to address disproportionate student assignments, if necessary9.0 STUDENT DISCIPLINE 9.1 EVIDENCE: Sec Parent Sign-Off Sheet * - Ask for schedule of special/support classes: WRITING TO READ SOCIAL WORKER TITLE 1 COUNSELOR ART THEME SPECIALIST MUSIC LIBRARIAN PHYSICAL EDUCATION SUPERVISION AIDES INSTRUCTIONAL AIDESreceived JLN ? - 1996 REQUIREMENTS Office of Desegregation Monitoring 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 programs and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan pg. 151) Findings Although individual schools may have selected parents to represent that school on the Parents Council, it appears from the minutes of the meetings held in 1995-96 few attended. Five schools and the number of members from Joshua would equal fourteen total members. The following lists the meeting dates and the attendance: October 17, 1995 November 6, 1995 November 27, 1995 December 11,1995 January 9, 1996 Febmary 12, 1996 March 4, 1996 April 1, 1996 six attended. four attended. six attended of which five represented Joshua. nine attended. minutes did not indicated the number of members attending. six attended. four attended. 5 attended of which four represented Joshua. The minutes did not reflect that any council reports had been submitted to the LRSD Board of Directors or to the Joshua Intervenors. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 8, 1996 TO: FROM: Horace Smith, Associate Monitor Sterling lngran% Director of Staff Development SUBJECT: Minutes of Incentive School Parent Council Meetings Attached are the minutes of the Incentive School Parent Council. Theresa Young, the Council secretary, requested that my office type the minutes. However, we did not receive the information until April 1, 1996. The minutes reflect a true and accurate account of the councils work. We have retained Mrs. Youngs handwritten notes, if you wish to conduct a review. If you have questions, please contact me. Sl/adg AttachmentsMINUTES OF PARENT COUNCIL MEETING OCTOBER 17,1995 The meeting of the Parent Council met at 5:30 p.m. on Tuesday, October 17, 1995 in the office of Mr. Sterling Ingram (Room 215). There were six (6) members present and one ex-officio. Albert. The meeting was called to order at 5:40 p.m. by Mr. Roy Mr. Ingram opened by informing the council that Mitchell and Garland had not named members to the committee at this point. He also told the committee that he had spoken with Mrs. Sarah Facen about completing the monitoring instrument from the 94-95 monitoring visit and turning it in so the results can be compiled. Mrs. Sykes told the committee she felt the monitoring instrument needed to be revised to include some area that the council feels should be covered. The majority of the meeting was spent discussing a complaint brought to the council by a council member, Mrs. Davis, concerning problems with her two children, faculty, and administration at Franklin Incentive School. Mr. Ingram told the committee he was aware of some of the problems at Franklin, but would take another look into the problems at Franklin and particularly with Mrs. Davis' complaints. Mr. Albert set the agenda for the next meeting which is scheduled for November 6, 1995. The agenda items are as follows: 1) . 2) . 3) . Short orientation for new council members Revise monitoring instrument Election of council officers Also, Mr. Albert asked Mr. Ingram if he would send each committee member a new copy of the monitoring instrument. Mr. Ingram said he would mail the instruments with the notification letter of the next scheduled meeting. The meeting adjourned at 7:15 p.m..MINUTES OF PARENT COUNCIL MEETING NOVEMBER 6, 1995 Albert. The meeting was called to order at 6:00 p.m. by Mr. Roy He asked for the reading of the minutes. The minutes were read by the secretary, it was moved by Sarah Facen that the minutes be approved as read, minutes were approved. Mr. Albert seconded the motion and the School. Mr. Ingram submitted three names to the council from Garland They were: 1) . 2) . 3) . Monica Brown Arthur Watada Brenda Conley There were four council members present and one ex-officio, member present was new to the committee and represents Joshua, name is Alice Rowe. One Her The committee turned its attention to reviewing the monitoring instrument for revisions. The following were suggested revisions: 1) . 2) . Eliminate the yes/no on the instrument Add a #10.0 to the instrument which will be called other concerns. (This could include conditions of the buildings, etc.) Ms. Facen told the committee that Rightsell had a theme on paper\nhowever, it was not developed. Teacher absenteeism was discussed. It was a particular concern of a few members on the number of substitute teachers in a building per week. item 1.1 or the instrument Staffing. Mr. Ingram said this could be monitored under 1) . 2) . 3) . Experience of administration Experience in the building Attendance Mr. Ingram also suggested to the committee that instead of reviewing the monitoring instrument, that we revise our identifiers list. The members present agreed. Mr. Ingram will start the revisions of the identifiers and send each member a copy. Other agenda items were tabled because most of the committee members were absent, next meeting. Election of officers was tabled until the Our next meeting was set for November 27, 1995. The meeting adjourned at 7:40 p.m..MINUTES OF PARENT COUNCIL MEETING NOVEMBER 27, 1995 The meeting of the Parent Council met November 27, 1995 at 5:30 p.m. in the office of Sterling Ingram. members present and one ex-officio. There were six (6) Five of the six members present represent Joshua. Mr. Albert asked Mr. Ingram if any other measures had been taken to encourage school parental participation. The meeting was officially called to order at 5:40 p.m.. Mr. Albert asked for the reading of minutes. the secretary. The minutes were read by It was moved by Ms. Sykes and seconded by Ms. Rowe that the minutes be accepted as read. Minutes accepted. Orientation for new members was tabled again because only one new member was present. The committee reviewed the monitoring the instrument item by item and listed identifiers for each. monitoring In response to Mr. parental involvement on this committee. Albert's question concerning school Mr. Ingram gave each committee member an update list of all school representatives on the committee. Mr. Albert said he would contact each member by phone. The next meeting date was set for December 11, 1995 at 5:30 p.m.MINUTES OF PARENT COUNCIL MEETING DECEMBER 11, 1995 Roy Albert, Chairperson Sterling Ingram, Facilitator Teresa Young, Secretary The minutes stand approved as read. *Two new members: Sharon Toombs - Mitchell School Alice Rowe - Joshua Intervenors *Mr. Ingram gave an orientation for the new members. Mr. Ingram gave each committee member a copy of the Parent Council job description. **Table election of officers until next meeting. 1) Revision of by-laws 2) Revision of job descriptions * * * Monitoring Instrument 9 members present ****Mr. Ingram will compile a policy statement for monitoring *****Expedite time for compiling data on the reports.MINUTES OF PARENT COUNCIL MEETING JANUARY 9, 1996 Meeting was called to order at 5:44 p.m. on Tuesday, January 9, 1996. First item discussed was scheduling person for the two monitoring dates. Garland January 16, 1996 Ms. Toombs Ms. Sykes Mr. Albert January 16, 1996 Mitchell Mr. Dodson Mrs. Young Ms. Rowe Franklin January 18, 1996 Ms. Facen Forrester Ms. Rowe January 18, 1996 Rockefeller Mr. Dodson Mrs. Young Mrs. Davis Designated time to meet at each school 7\n45 a.m. It was suggest that one of the Incentive Schools not be monitored. Garland/Mitchell was suggested. The suggestion was revoked on not monitoring Garland/Mitchell. Whether or not we monitor extended-day was discussed, decided that we would not monitor extended day. It was Agenda item for extended day for our next meeting. Next meeting date is February 12, 1996.MINUTES OF PARENT COUNCIL MEETING FEBRUARY 12, 1996 The Incentive School Parent Council met at 5:30 p.m. on Monday, February 12, 1996 in the office of Sterling Ingram (Administration Building Room 215). There were six (6) members present and our ex-officio. The meeting was called to order at 5:40 p.m. by Mr. Roy Albert. The secretary was were not read. absent\ntherefore, the minutes from the January meeting General comments concerning the monitoring visits were exchanged. It was agreed that Extended Day would be monitored during the second visit. Mr. Ingram agreed to draft monitoring items for the Councils consideration. the next meeting. The items would be distributed to the members prior to The next meeting date was scheduled for March 4, 1996.MINUTES OF PARENT COUNCIL MEETING MARCH 4, 1996 The Incentive School Parent Council met at 5:30 p.m. on Monday, March 4, 1996 in the office of Sterling Ingram (Administration Building Room 215). There were four (4) members present and one ex-officio. The meeting was called to order at 5:40 p.m. by Mr. Roy Albert. The secretary was not present\ntherefore, the minutes of the previous meeting were not read. The Extended Day Monitoring Form was reviewed, distribute the revised form to all council members. Mr. Ingram agreed to The meeting adjourned at 6:45 p.m. April 1, 1996. The next meeting date was set forMINUTES OF PARENT COUNCIL MEETING APRIL 1, 1996 The meeting opened with a general conversation of the Incentive Plan. There were 5 members present - 4 were Joshua Court Dates 1st and 2nd week in May. Miliken II Schools Monitoring visits: Rightsell- April 30, 1996 4 people will monitor Rightsell 1. Sarah monitor Mitchell's extended day. 2. Ms. Sykes monitor Rightsell 3. Alice Rowe monitor Franklin 4. Mr. Albert monitor Rockefeller 5. Mr. Dodson monitor Garland Meeting time at the school - 8:00 a.m. 4 persons monitoring Rightsell 1). Mr. Dodson 2). Alice Rowe 3). Ms. Sykes 4). Mr. Albert Meeting for compiling the summation reports to monitoring results at all five Incentive Schools, done on May 6, 1996. include the This will beLITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1995-1996 Addendum- Extended Day Program SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) CRITERIA 1.0 THE EXTENDED DAY PROGRAM INCLUDES A HOMEWORK CENTER (page 171) EVIDENCE: 1.1 The homework center is supervised by a certified teacher, (page 171) EVIDENCE: _____________________________ 1.2 An instructional aide is provided to assist the certified teacher when the enrollment exceeds 25 students (page 171) EVIDENCE: .__________________________Incentive School Extended Day Monitoring (Parent Council) ' Page Two 1.3 Peer Tutoring occurs during the extended day program (page 173) EVIDENCE: __________________________ 1.4 Students have the opportunity to participate in special skills programs (choir, instrumental music and dance), (page 173-174) EVIDENCE: ._________________ 1.5 Students have the opportunity to participate in leisure activities...based on student interest and access to appropriate playing fields etc. (page 174) EVIDENCE: ___________________________ 1.6 Students have the opportunity to participate in clubs and other extra-curricular programs (page 174-175) EVIDENCE: Incentive School Extended Day Monitoring (Parent Council)  ' Page Three 1.7 Selection of extended day activities was conducted in a fair manner. EVIDENCE: ____________________________________________ 1.8 There is equitable access to the extended day program. EVIDENCE: ________________________________ 1.9 Sufficient staff is available to implement the extended day program. EVIDENCE: ____________________________________________ 1.10 Sufficient materials and supplies are available to implement the extended day program. EVIDENCE: ______________________________________________________________LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS PARENT COUNCIL MONITORING 1995-1996 MONITORING INDICATORS 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS 1.1 EVIDENCE\nHow many specialists do you have? (race/gender) How many support staff members do you have? (race/gender) Experience level: in building - in District - Teachers - Administrators - 2.0 ACADEMIC PROGRAMS 2.1 EVIDENCE: Schedule of class time for students. 2.2 EVIDENCE\nStudent products/projects Student demonstration Observation/Inventories 1. Demonstrations/manipulatives 2. Different types of lessons going on (remediation etc.) 3.0 2.3 2.4 2.5 2.6 2.7 2.8 2.8.1 2.9 EVIDENCE: EVIDENCE\nEVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE\nEVIDENCE\nSPECIAL ACTIVITIES 3.1 EVIDENCE: A schedule of when students change classes and subjects being taught. School displays that relate to theme Student products that relate to theme Classroom work related to the theme Review plan for theme Student science projects/products Science experiments Materials for conducting experiments Computer Lab schedule (at least two class periods per week) Not evident at schools Lesson plans Reading occurs at times other than the scheduled reading time and in other subject areas. Review of librarians schedule Awards documents (i.e. Honor Roll, Good Citizen) Evidence of incentives for students not on Honor Roll to succeed Awards for improvement List of identified activities (School Profile)4.0 SUPPORT PROGRAMS 4.1 EVIDENCE: Signed homework that has been returned Home/school documentation form Parent Participation in Title 1 activities 5.0 6.0 7.0 8.0 4.2 4.3 4.4 EVIDENCE: EVIDENCE: EVIDENCE: Schedule for instructional aides List of assigned duties Agendas or minutes of meetings Quarterly report of staff development activities Staff Development plan for current year Number of persons completing required staff development (PET, TESA, classroom management) see School Profile MONITORING AND EVALUATION 5.1 5.2 EVIDENCE: EVIDENCE: CURRICULUM 6.2 6.3 6.4 6.5 EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: Review results of 1995 student survey Review results of school climate survey Review quarterly discipline report Classroom rules School record of short-term discipline sanctions Students are on task Displays - Student products Interview students Science experiment Writing projects Written work in all areas (science, math, art \u0026amp; music) STUDENT ACHIEVEMENT/ASSESSMENT 7.1 7.2 EVIDENCE: EVIDENCE: SPECIAL EDUCATION 8.1 EVIDENCE: Review test information Review most current test data Review School Profile Review Student Education Plan (SEP) for plans to address under achievement See School Plan to address disproportionate student assignments, if necessary9.0 STUDENT DISCIPLINE 9.1 EVIDENCE\nSec Parent Sign-Off Sheet * - Ask for schedule of special/support classes: WRITING TO READ SOCIAL WORKER TITLE 1 COUNSELOR ART THEME SPECIALIST MUSIC LIBRARIAN PHYSICAL EDUCATION SUPERVISION AIDES INSTRUCTIONAL AIDESLOTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1995-1996 Revised 11/95 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) CRITERIA 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS SP The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________________________________________ 2.0 ACADEMIC PROGRAMS O The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE: __________________________________________________ SP - School Profile O - Observe I - InterviewIncentive Schools Monitoring (Parent Council) Page 2 O/I 2.2 Learning Styles inventorie.s are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: ___________________________________________ O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels. EVIDENCE: ___________________________________________ O/I 2.4 The Schools theme has been developed by parents and staff and is integrated into the total curriculum. EVIDENCE: ____________________________________________ O/I 2.5 The Schools Science Laboratory has adequate equipment, material and supplies. EVIDENCE: -______________________________Incentive Schools Monitoring (Parent Council) Page 3 O 2.6 The Schools Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: ________________________________________________________ O 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: I 2.8 A sequential program has been established to include the study of African-American history and culture. EVIDENCE: _______________________________________________________________ O/I 2.8.1 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase students pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: ________________________________________________Incentive Schools Monitoring (Parent Council) Page 4 O/I 2.9 The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE\n____________________________________________________________ 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips. EVIDENCE: ________________________________________________________________ 4.0 SUPPORT PROGRAMS I 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE\n__________________________________________________Incentive Schools Monitoring (Parent Council) Page 5 o 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE: ________________________________________________________________ I 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, community centers and some homes if invited by parents. EVIDENCE: ________________________________________________________________ I 4.4 Ongoing training is being provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training. EVIDENCE: __________________________________________________________lacentive Schools Monitoring (Parent Council) Page 6 5.0 MONITORING AND EVALUATION O/I 5.1 Student evaluators (Grades 4, 5, \u0026amp; 6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. EVIDENCE: ________________________________________________________________ O/I 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator, quarterly basis. EVIDENCE: __________________ This assessment is done at a minimum on a 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE: ________________________________________________________________Incentive Schools Monitoring (Parent Council) Page 7 o 6.2 All students are actively involved in classroom instruction. EVIDENCE: ____________ O 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum EVIDENCE: ____________ O 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: O/I 6.5 \"Writing Acros.s the Curriculum\" is used to enhance the writing skills of students (K-6) EVIDENCE:Incentive Schools Monitoring (Parent Council) Page 8 o 6.6 Penmanship is emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6). EVIDENCE\n__________________________________________ 7.0 STUDENT ACHIEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. SP 7.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: SP 7.2 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: ______________________________Incentive Schools Monitoring (Parent Council) Page 9 8.0 SPECIAL EDUCATION The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 8.1 O/I 8.2 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: Facilities for special education are designed to meet the needs of the students served EVIDENCE: 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non-discriminatory. I 9.1 Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE:Incentive Schools Monitoring (Parent Council) Page 10 10.0 PHYSICAL FACILITIES O Physical environment which supports the goals of quality teaching and learning, (i.e., clean buildings, no debris, orderly halls, no graffiti) is evident. EVIDENCE: _______________________________ 11.0 ADDITIONAL OBSERVATIONS 0/SP/I Areas of concern that cannot be listed under the ten identified categories. EVIDENCE:INCENTIVE SCHOOL PARENT COUNCIL MEMBERS FRANKLIN SCHOOL ROCKEFELLER SCHOOL Audrey Davis 5114 W. 14th St. Little Rock, AR 72204 Roy Albert 1217 College St. Little Rock, AR 72202 Margie Haney 4216 W. 17th St. Little Rock, AR 72204 Sharon Forrester 10710 Sharon Road Mabelvale, AR 72103 2 6 1996 Office of Oesegregatfon Monitoring GARLAND SCHOOL JOSHUA INTERVENORS Monica Brown 2318 S. Cedar St. Little Rock, AR 72204 Sarah Facen 3003 Cross St. Little Rock, AR 72206 Arthur Watada 10620 Legion Hut Road Mabelvale, AR 72103 Brenda Conley 3509 W. 25th St. Little Rock, AR 72204 Delois Sykes 704 E. 15th Little Rock, AR 72114 Alice Rowe 1760 Barrow #107 Little Rock, AR 72204 MITCHELL SCHOOL Barbara Johnson 1919 Dennison Little Rock, AR 72202 Sharon Toombs 1920 Howard St. Little Rock, AR 72204 Teresa Young 1813 South Martin Little Rock, AR 72204 Eric Holmes, Sr. 1904 Broken Arrow Dr. No. Little Rock, AR 72118 RIGHTSELL SCHOOL Tommy Dodson #1 Dodson Dr. Menifee, AR 72107 Pamela Tims 912 S. Oak St. Little Rock, AR 72204(Li*- HRAFT REPORT OF THE INCENTIVE SCHOOLS PARENT COUNCIL SITE VISITS FOR 1994-95 AND 1995-96 Office JU/v 2 0 /996 ^seflrega(,'on Monitoring LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 HENRY P. WILLIAMS, SUPERINTENDENT JUNE 1996PURPOSE The Little Rock School District Desegregation Plan authorizes the establishment of the Incentive School Parent Coimcil to occur on August 1, 1989. The Council will have two parent representatives from each incentive school and four members at-large to be appointed by the Joshua Intervenors. The Council is responsible for monitoring all activities related to the incentive school program. In addition, the Parent Council is required to report to the Little Rock School District Board of Directors and the Joshua Intervenors on a quarterly basis. SCOPE OF WORK Using an objective monitoring form, the Parent Council conducts monitoring visits each school year. The monitoring form is reviewed and revised annually, as needed (see attachment). The Council collects data in the following major areas: Equitable Placement by Race/Gender in School Programs (Staffing) Academic Programs Special Activities Support Programs Monitoring and Evaluation Curriculum Student Achievement/Assessment Special Education Student Discipline Physical Facilities Extended Day Program (1995-96) Monitoring visits were conducted January 16-18, 1996, April 30, 1996, and May 1, 1996. Visits during the 1995-96 school year included a review of the extended day program. This report is a summary of all team visits. Detailed information is available for review in the office of the staff person assigned to the Council by the District administration.FINDINGS 1. Certified staff tends to be reasonably balanced, except at Rockefeller where there continues to exist a disproportionately number of white certified staff members. Franklin demonstrated improvement since the 1994-95 visits. Non certified staffs at all schools tend to be disproportionate black, which is a continuing situation. 2. Academic programs were substantially implemented as identified in the Plan. Exceptions are as follows: Use of the science labs (permanent or portable) is uneven among the incentive schools In a few schools, computers were in need of repair Semi-departmentalization was implemented to some degree in all schools except Franklin 3. All schools except Mitchell reported implementation of academic reinforcement activities. 4. Support Programs were substantially implemented except in the area of Home/Neighborhood meetings. Only Franklin and Rightsell presented evidence of Home/Neighborhood meetings. Most schools indicated a need for improved parental involvement. 5. Although surveys related to school climate and program satisfaction were conducted by the Planning, Research and Evaluation Department, there was little evidence that the results were utilized to improve programs at the local school level. 6. Except at Garland and Mitchell, the monitoring team indicated that sufficient resources were available to implement the curriculum. Students were actively involved in learning activities at all schools. 7. Academic Achievement results as measured by the Stanford Eight Achievement Test were mixed. Some isolated examples of improvement were evident. Retention rates reflected the school populations, except at Rockefeller.8. Special Education placements did not appear discriminatory. 9. Student Discipline sanctions were reflective of the school populations. 10. Except for Rockefeller, and to some degree Franklin, the buildings housing the incentive school students are very old. Therefore, maintenance of the buildings is a continuing concern. Rightsell continues to have some flooding problems in the lower levels of the building. 11. Extended Day was operative at .all schools. However, a few inconsistencies existed. All schools were not operating the Homework Center each day as required by the Plan. Some activities were overstaffed, according to the monitors observations. Because of the schedule, some activities were not observed on the day of visits. RECOMMENDATIONS 1. Curriculum supervisors should strengthen the monitoring process for curriculum implementation at the incentive schools. 2. Consider relocating the Parent Center at Mitchell. CONCLUSION The team recognizes that the monitoring visit is a snap-shot in time and some of the situations could be viewed differently on another visit. Some good things are happening at the incentive schools\nhowever, the purpose of this report was to identify areas for improvement. The Council hopes to continue to provide assistance in order to improve the educational experience for students attending the incentive schools.PARENT COUNCIL MEMBERS 1995-1996 FRANKLIN SCHOOL RIGHTSELL SCHOOL Audrey Davis - B/F 5114 W. 14th St. Little Rock, AR 72204 Tommy Dodson - B/M #1 Dodson Dr. Menifee, AR 72107 Margie Haney - B/F 4216 W. 17th St. Little Rock, AR 72204 Pamela Tims - B/F 912 S. Oak St. Little Rock, AR 72204 GARLAND SCHOOL MITCHELL SCHOOL pat Monica Brown - B/F 2318 S. Cedar St. Little Rock, AR 72204 Sharon Toombs - B/F 1920 Howard St. Little Rock, AR 72204 ? 6 19% Arthur Watada - o/M 10620 Legion Hut Road Mabelvale, AR 72103 Eric Holmes, Sr. - B/M 1904 Broken Arrow Dr. No. Little Rock, AR 72118 Qfr'ice oi inilofing Brenda Conley 3509 W. 25th St. Little Rock, AR 72204 ROCKEFELLER SCHOOL Roy Albert - B/M 1217 College Little Rock, AR 72202 Sharon Forrester - W/F 10710 Sharon Road Mabelvale, AR 72103 JOSHUA INTERVENORS Sarah Facen - B/F 3003 Cross St. Little Rock, AR 72206 Barbara Johnson - B/F 1919 Dennison Little Rock, AR 72202 Delois Sykes - B/F 704 East 15th North Little Rock, AR 72114 Teresa Young - B/F 1813 South Martin Little Rock, AR 72204 Alice Rowe - B/F 1760 Barrow #107 Little Rock, AR 72204\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_522","title":"Incentive Schools: ''Summer School: Franklin Incentive School''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Summer schools","Franklin Elementary School (Little Rock, Ark.)","School improvement programs","Parents","Students"],"dcterms_title":["Incentive Schools: ''Summer School: Franklin Incentive School''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/522"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSUMMER SCHOOL FRANKLIN INCENTIVE SCHOOL Sharon Davis PrincipalWELCOME TO FRANKLIN INCENTIVE SUMMER SCHOOL 1993 We hope that your six ueeks with us will be educationally profitable.TABLE OF CONTENTS What Parents Can Do at Home A Message from the Principal..............................1 Handbook Position and Mission Statements.................2 Philosophy and Objectives...............................3-5 Pursuit of Academic Excellence............................6 Course Offerings, Grades, and Grading Procedures..........7 Homework Policy............................................8 Study Skills: Home................9 June and July Calendar....................................10 Bell Schedule.............................................11 Important Services and Procedures (Hall Passes, Absentee Admits, etc.)............................................12 Attendance................................................12 Excused and Unexcused Absences...........................12 Make-up Work..............................................13 Student Textbooks.........................................13 School Bookstore/Library Use.............................13 Lunch/Illness or Injury at School........................13 Fire Regulations..........................................14 Tornado Regulations...................................14-15 Student Conduct........................................16-17 Important Board Policies (in Summary Form)............18-19 Transportation Regulations............................20-21 Citizenship............................................2 2-24TO: The Parents and Students of Summer School FROM: Sharon Davis, Summer School Principal WELCOME TO SUMMER SCHOOL!! We are looking forward to working with you and your children to make this a very rewarding summer school program. OUR MAIN CONCERN IS QUALITY INSTRUCTION. * We have high expectations for every student. * A quality, dedicated staff is in place with instructional leadership. * Student progress will be monitored at all times. We look forward to working with you. Your ideas, suggestions. and cooperation are welcomed and needed. Parents, we are asking you to work with us to help provide your child with the best possible education this summer. Please feel free to call me at 671-6380. Let's work together!!! 1HANDBOOK POSITION STATEMENT \"Communication is what holds a school together. It is through communication that people in the school receive information and exchange ideas. It is also the way beliefs, values, and expectations are transmitted and value given to others. If This handbook is one of many means of communication used by Franklin Incentive Summer School to inform parents and students of the available educational program parents and students may become more familiar with the mission of the summer school program, its objectives, and procedures by studying the handbook's contents. In doing so, hopefully a clear understanding of the education at Washington Magnet School will develop. MISSION STATEMENT The mission of Franklin Incentive Summer School is for the faculty, staff, students, and community to create an environment that promotes self-realization, social interaction, and academic excellence. 2PHILOSOPHY We believe that the purpose of Franklin Incentive Summer School is for the faculty and staff to establish an atmosphere that maximizes the teaching and learning process in order to assist each student in realizing his/her fullest potential. We believe that staff utilization of classroom management procedures, administrator's feedback on instruction, effective use of educationally sound teaching strategies, continuous professional development, and parent promotion of attendance should enhance each student's opportunity to learn. We also believe that all students should be expected to learn and master the basic literacy skills, and that all adults involved with their learning should stress academic achievement. 3Little Rock School District ELEMENTARY SUMMER SCHOOL HANDBOOK Philosophy The Little Rock School District supports the tenet that additional resources should be made available to students with needs that are not met in the regular school year. To this end, programs for remediation and enrichment will be offered during a six (6) week summer session which is designed to assist students in developing their potential so that they may reach their educational goals and become productive and worthy citizens. Objectives A. Administration The administration will foster and nurture the qualities required for becoming a responsible and productive citizen by providing: 1. a safe environment that is conducive to learning\n2 . a well-organized staff committed to excellence in delivery of educational services\n3 . a well-defined educational learning experience which will aid students in furthering their educational preparation for entering the job market\nand, 4 . an atmosphere which will promote responsible behavior, good citizenship, and better human relations among students. B. Teachers 1. Teachers will work with the administration in assuring that an atmosphere of mutual respect and trust prevails in all areas of interpersonal relations. Teachers will challenge students to think, to evaluate, and to communicate by providing well- organized, structured, and meaningful presentations. Teachers will uphold and maintain traditional standards of excellence and support all school policies and practices. 2. 3. 4C. Students 1. Students will obey all rules regarding classroom procedures and fair play and will show respect for all staff members. 2. Students will strive for continuous progress in each learning area. 3. Students will obey all rules and regulations regarding the care and maintenance of the school building and grounds, 4 . Students will obey all rules and regulations regarding attendance. 5PURSUIT OF ACADEMIC EXCELLENCE II The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor.\" Vincent T. Lombardi All students at Franklin Incentive Summer School have worth and the ability to succeed. Franklin Incentive Summer School encourages and rewards students through tangible incentives to apply themselves academically and become superior students, academic incentive program is administered through the cooperative effort of the staff. The Student incentives for academic excellence are given weekly: Principal's Award (highest math and reading) Math Award (highest average) Reading Award (highest average) Citizenship Award (behavior) Student of the Week (behavior and academic) 6COURSE OFFERINGS Math Reading Enrichment Courses: WORD (Writing, Oral Language, and Reading Development) GRADES AND GRADING PROCEDURES The faculty uses a standard grading system that is designed to encourage good learning habits and to insure proper assessment of student work. Grades are based on percentages. Teachers keep their records in percentage form or in a form that is easily converted to percentages. Grading Scale The following grading scale will be used for the summer school: A B C D F 93 83 70 60 100 92 82 69 59 and below 7HOMEWORK POLICY The Little Rock School District maintains that homework can be an important activity to help students learn. Homework should be included as an integral part of the instructional program and a means by which students are provided extended time to master learning concepts and objectives. Homework should be a positive experience and provide students the opportunity to\n(1) reinforce skill development\n(2) manage learning time away from the school setting\n(3) communicate to parents learning activities provided during the school day\nand (4) involve other adults in helping them to learn. In the Little Rock School District, all homework assignments will be: a. directly related to the curriculum and the current learning objectives\nb. d. explained thoroughly in terms of content, process, and expectations\nc. reasonable and will not preclude pupils from assuming other homework and community responsibilities\nand designed to encourage and support efforts to develop the skills to learn independently. 8STUDY SKILLS: WHAT PARENTS CAN DO AT HOME Parent involvement in a child's education can mean the difference between success and failure. his/her study skills can make a difference. Helping your child with The following are suggestions that you, the parent, can use to help your child study at home: 1. Help your child realize that studying is a \"do-it- yourself\" project. However, show willingness to assist your child when the need arises. 2. Help your child to consider and decide what time of day is most effective for study and to plan accordingly. 3. Help your child plan time for fun activities and tele- vision so that these can have their place. attention span can be short, so vary activities. A child's 4 . Help your child by creating an environment in the home conducive to study. a. Let your child choose a place to study, preferably furnished with a desk or table. b. Provide a good light and a straight-back chair. Study time is not a time to relax or daydream. c. Have available all of the materials and reference books that may be needed, such as paper, pencils, encyclopedia, dictionary, etc. d. Insist that the T.V., record/tape player, or radio be turned off during study time. e. Explain to other members of the family the importance of being quiet during study time. These tips will assist your child in completing a successful school assignment. Work with your child. Developing good study habits can pay big dividends for your child in school. 9SUMMER SCHOOL CALENDAR June 23, 1993 First day of Summer School June 30, 1993 Open House (6.30 p.m.) July 5, 1993 Holiday - NO SCHOOL! July 6, 1993 Classes resume July 13-16, 1993 Parent conferences (all parents must schedule a conference) July 14, 1993 Interim reports will be sent home August 4, 1993 Last day of Summer School - Report cards will be sent home 10BELL SCHEDULE 7:30-8:00 a.m. Planning 8:00 a.m. First Bell 8:05 a.m. Tardy Bell 10:00-10:15 a.m. Recess Grades 1-3 10:20-10:35 a.m. Recess Grades 4-6 12:15 p.m. Dismissal 11Hall Passes IMPORTANT SERVICES AND PROCEDURES No student shall be in the hall during regular class time without a hall pass issued by the teacher in charge of the student during that time. This will include trips to the restroom, library, and/or office, as well as to any place other than the room to which the student has been assigned. Passage shall be by the shortest and quickest route practical without stop-overs at other points and without bothering other classes in session. Hall passes shall be issued only as needed and must be turned in at the point of destination or returned to the teacher who originated the pass. Absentee Admits Students MUST obtain admission slips in the office between 7:30- 8:00 a.m. in the morning. The absence must be explained by a written note and/or telephone call from a parent. The office number is 671-6380. Any student who is late to class while getting an absent excuse will receive a tardy unless detained by the office. Attendance All elementary students are required to attend a full six-week session. Excused Absences When a pupil is absent from class because of personal illness or extreme family emergency, an excused absence will be given, but time missed must be made up to the satisfaction of the teacher concerned. Students who fail to make up time missed during an excused absence will not be given credit for summer school. Unexcused Absences When a pupil is absent from school for any reason other than personal illness or extreme family emergency, the absence will be unexcused. Unexcused absences include the following: truancy. skipping classes, dental appointments, running errands, and any other absence for reasons other than personal illness or extreme family emergency. Students whose absences are unexcused will be automatically dropped from our rolls without refund of tuition. 12Make-up Work Make-up work will be scheduled by the principal. Student Textbooks Textbooks are furnished at no expense to students. Students are encouraged to use their textbooks. These textbooks will show wear due to normal use. fee for books damaged through misuse. Students will be assessed an appropriate Each book should be evaluated for previous damage. identified on the textbook evaluation card. Previous damage should be School Bookstore The bookstore will be closed during summer school. Please purchase school supplies before summer school begins (pen, pencils, paper). Library Use Closed during summer program. Lunch Lunch will not be served, child to eat during recess. You may wish to send a snack with your Illness or Injury at School If a student is injured or becomes ill at school, he/she is to report to his/her teacher and ask for a pass to come to the health room. his/her parents. If necessary, the principal will try to contact All students who are injured and become ill must check out through the office before leaving school. Students needing medication while at school must have a statement or permission signed by the parent/guardian. A prescription bottle with the student's name and dosage is required and should be left in the school health room. Remember, it is necessary that we know where to reach you at all times at home and at work. 13Fire Drill Students are informed and instructed by each teacher for the correct route and procedure to follow during a fire drill or actual evacuation, below. The correct evacuation procedure is listed 1. A bell with a continuing series of short intermittent rings signals a fire drill. 2 . The teacher should be the last to leave the room after he/she closes windows and door. 3. Lines to and from the safety area are to be single file. 4 . Drills are to be orderly in leaving and returning to the building. 5. Rolls should be checked by each teacher or through a buddy system as soon as the safety area is reached. 6. All lines are to stay clear of traffic areas of fire trucks and other vehicles. 7. One long ring indicates students are to return to class. Tornado Drill The intercom system will be used when there seems to be a need for safety measures to be undertaken. drill or alert, please observe the following: When you hear a tornado 1. Move in an orderly manner away from glass areas such as windows, doors, etc., to a distance of 10 feet or more. Students in portable buildings are to come indoors to a designated area. 2. Keep face turned away from glass area. 3 . Move to an inner wall of the classroom. 4 . Crouch low or sit next to inner walls. 5 . If nothing better, keep below school desk top as these will protect some. 6. Do not run outside seeking another building or person. 7. Buses should stop in open areas and if time, seek protection in ditches or low areas. 148. stay clear of power lines and electrical wiring. 9. Teachers, always know how many students you have in your area or on your bus. 10. Open a classroom door to remove a possible vacuum buildup. 11. You should remain in the safety situation until an all-clear is given by someone in some way. 12. Keep calm, quiet, and listen so you can detect falling debris and hear instructions being given. Do not strike matches or use lighter if dark. Gas could be leaking. 15STUDENT CONDUCT The following section reflect the expectations of the Little Rock Community and the statues of Arkansas for student discipline. These expectations include respect for public property and property of other students, an interpretation-free environment where students can learn, and an environment which is healthy and safe. expectations. of fairness. The written rules are an effort to specify these The disciplinary rules are written with the intent Students who fail to comply with these disciplinary guidelines will be processed in a consistent manner as outlined in this section. Incentives for Good Student Behavior It is important to recognize the correct behavior exhibited by a large number of students. Throughout the summer school session, good behavior and good scholastic achievement will result in special rewards or privileges. Students may make reward suggestions to the principal for consideration. Expected Student Behavior The following are points in the District's overall behavioral guideline: 1. Students will be inside their classroom when the tardy bell rings. 2 . Students will bring adequate school-related study materials each day and participate cooperatively and fully in the activities planned by the teacher. 3 . Students will not deface any school property. 4 . Students will comply immediately and courteously with any reasonable request of any school official. Such a request may, at the teacher's discretion, include requiring students to raise their hand to secure permission before talking or moving about the room. be made at the teacher's discretion. Additional reasonable requests may 5. Students will behave in a cooperative and non-disruptive manner at all times. 16Telephone Use of the telephone by students is limited to emergency calls and school business calls only. Calls for permission to bring homework, ride buses with friends, etc. will not be permitted. These matters should be taken care of at home. A note from the student's teacher is required during the school day before the telephone may be used. 17IMPORTANT BOARD POLICIES (in Summary Form) Truancy is defined as being absent from any class or designated area without prior permission from parents, guardians, and/or school. Students will check in and out through the principal's office, as otherwise advised by the principal, when arriving late or leaving early during the school day. or Dress Code Dress and appearance must not present health and safety hazards or cause disruptions of the educational process. Clothing which promotes student use of drugs, alcohol, and immoral behavior or which is demeaning to other students is considered inappropriate for school wear. The following guidelines will be used by all students and parents in determining appropriate dress and grooming in the school environment: 1. Dress and grooming should be in keeping with health and sanitary practices. 2. Students may not wear clothing or hair styles that can be disruptive to or hazardous in educational activities such as shop classes, lab classes, physical education, art, or in some type of job training program. 3 . Clothing, buttons, patches, jewelry, or any other items with words, phrases, symbols, pictures, or signs which are indecent, profane, or use suggestive or inflammatory words are not to be worn. 4 . Dress and grooming should not substantially disrupt the educational process. [NO] * * tank tops or underwear may be worn as outer clothing\nspandex shorts may be worn in any secondary school\n* shorts, including bike shorts, may be worn if they are more than three (3) inches above the knee\nand 185. 6. 7 . * clothing with negative racial or gender overtones that appear to be derogatory or discriminatory may be worn. Shoes are worn as required by law. Thongs, beach footwear, slippers, or other footwear inappropriate for school are not to be worn. Caps, coats, hats, or sunglasses are not to be worn in the building. Coats may be worn in breezeways or open areas of buildings during inclement weather. Students shall not wear suggestive or revealing clothing that diverts attention from the learning process or which may lead to a student being insulted, assaulted, or approached disrespectfully. [NO] * shirts and blouses tied at the midriff, clothing with bare midriff, or clothing not properly fastened are to be worn. Final decision of any wearing apparel will be at the discretion of the principal. 19TRANSPORTATION REGULATIONS The purpose of the Transportation Department of the Little Rock School District is to provide the safest, most efficient transportation possible for those students who are to be transported between their home and school. This process is the responsibility of the entire community and requires the cooperation of all students, parents, school personnel, and citizens who drive on the streets in the presence of the school buses. Students and parents are expected to read these regulations carefully. They must be followed if we are to provide safe, efficient transportation for the students of this district. The Little Rock School District encourages any person who observes an incident jeopardizing the safety of the students on a bus to report the incident to the Transportation Department. It is helpful when a person can identify the bus by its number when making such reports. Any recommendations that will assist the department in its operation are also encouraged. The telephone number of the Transportation Department of the Little Rock School District is 570-4000. Incentive School is Mr. Floyd Cooper. The supervisor assigned to Franklin Suspension, loss of bus riding privileges, or other disciplinary sanctions may be imposed when students violate the regulations outlined. Waiting for the Bus 1. 4 . 5. Be at the bus stop ten (10) minutes before the bus is scheduled to arrive. Stand on the proper side of the street. Wait until the bus stops before crossing the street to board the bus. Ride only the bus assigned by the school principal. Respect the property rights of others. a. b. c. 6. Do not litter. Do not make unnecessary noise. Do not gather or stand on private property without permission. Make plans with your parent/guardian in case you miss the bus. 2. 3 . a. b. c. Do not hitchhike. Do not try to walk to school. Do not ride another school bus. 20The drivers have the same authority on the buses that the teachers have on the school campus. Students are under the supervision of the bus drivers and are responsible to the driver for their conduct. Bus drivers are to report student disrespect or misbehavior to principals. Students thus reported by the bus driver will be subject to disciplinary action. 21NOTE: CITIZENSHIP These rules are included in the Students Rights and Responsibilities Handbook. They are not additional rules. Building Rules: Students will: 1. Respect the rights and property of adults and students. A. Language - No cursing, teasing, arguing, namecalling, or threateningeither spoken or written. B. Keep hands and feet to yourself. C. Use your own materials. D. Do not deface or destroy school property, the property of others, or your own. 2 . 3 . 4 . 5. E. No fighting. Walk and talk quietly at all times. Leave food, gum, and toys AT HOME. Complete all assigned work. Follow any additional classroom rules. Playground Rules Students will: 1. Play in assigned areas only. 2. Come in when bell rings. 3 . Follow directions given by Campus Security Supervisor. If a student chooses to break a rule: 1st Offense: Conference/Warning by Staff Member 222nd Offense: Student/Teacher Conference 3rd Offense: Recess/Detention 4th Offense: Sth Offense: Parent/Teacher Conference Sent to Principal's Office The following behaviors are forbidden - engaging in them usually results in a short-term suspension: 1. Fighting 2. Using Profanity 3. Throwing Rocks 4 . Disrespect to Adults 23OFFENSE Fighting Verbal assault on staff Physical assault on staff Verbal assault on fellow student Possession, use, or sale of a drug or controlled substance Insubordination-failure to follow a specific instruction given by staff Possession of a firearm/weapon Leaving campus un-authorized Tn:ancy/class cuts Flagrant obscenities/profanity Public intoxication Disorderly conduct-loud, disruptive behavior Malicious mischief-playful behavior or action that inflicts injury to self, others, and/or the learning atmosphere Gambling Theft Arson Sleeping in class Destruction of school property 1st Offense Expulsion Expulsion Expulsion Warning Expulsion Suspension Expulsion Warning \u0026amp; Make up time loss tt Warning Expulsion Warning Warning Suspension Expulsion Expulsion Warning Expulsion When a student is expelled, no credit or refund is given. SANCTIONS 2nd Offense Suspension Expulsion Drop for non- attendance II tt Suspension Svispension Suspension Expulsion Suspension 3rd Offense Expulsion It Expulsion Expulsion Expulsion Expulsion The entire staff is charged with monitoring student behavior in assuring that a wholesome, productive, and business-like atmosphere prevails at all times during school hours. 24\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_622","title":"Little Rock Schools: McClellan Community High","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","McClellan Magnet High School (Little Rock, Ark.)","School management and organization","School board members","School improvement programs"],"dcterms_title":["Little Rock Schools: McClellan Community High"],"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/622"],"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\nV TO: FROM: DATE: SUBJECT\nMcClellan Community Education Advisory Council Nancy G.Leslie Secretary January, 4, 1993 Minutes of January Advisory Council/Board Meeting The meeting was called to order by President William Fields at 6:00 p.m. Roll was taken by Mrs. Leslie. BOARD MEMBERS PRESENT Willie Edwards 1 William Fields Nancy Leslie Jo Powell Jodie Carter, ex-officio Mala Daggett, ex-officio Mattie Ruth Tipton Linda Russenberger James Parins Nancy Reedy Rosemary Lawson PRESIDENT'S REPORT President William Fields introduced the officers and members of the advisory council. PRINCIPAL'S REPORT However, the intercom Jodie Carter reported that the intercom is working. still needs to be moved from the Lion's Mall to the classroom and there are still problems in ft B\" wing. Installation of the computer writing lab in the media center is complete. New carpet has been installed in the new fl furniture is assembled and in place. I\" wing labs and most of the One shipment of tables has not come in from the manufacturer. The additional storage area at the end of It K\" However, wing is completed with the exception of begin painted, replacement of plexiglass in the cafeteria doors and bookstore display window has not been completed. Mr. Carter assures us this will be completed before recruitment campaign in mid-January. Mr. Carter commended Willie Edwards and Gary \"the Wall Burris for a job II well done and for their committment to the facilities committee. Mr. Carter reported that the equipment and supplies for the magnet are in \"good\" shape, and as far as magnet operations, it is \"up\" and \"running\". Various phases of recruitment have been assigned and progressing according II up II II to schedule. Open house is February, 1, 1993. Carter reported that the overall school climate is good. He said that McClellan had been chosen to have a resource officer on campus. The interviewing committee will consist of: students, 1 administrator and Bill Barnhouse, to take place this week. Dr. Bernd, 2 parents, 1 teacher, 4 That interview is scheduledCOMMUNITY EDUCATION DIRECTOR'S REPORT Mala Daggett distributed a monthly financial report showing a program budget balance of $11,769.10. I Jason Sloan, CE program coordinator, reported that 60 different classes will be offered for the spring. Brochures will be mailed the first week in The costs for the new brochure were offset by selling ads. January. profit of $490.00 was made in addition to giving some of our best A supporters advertising space at a lower rate. Mala announced that the athletic boosters were having a garage sale. Mala for more information. See In collaborative efforts with VIPS, Coininunitv Education is developing a homework and tutoring program. More details later. FACULTY REPRESENTATIVE'S REPORT Nancy Leslie, faculty rep, thanked Mr. Hawks for the immediate improvement Also, a plan was submitted to Mr. Hawks for in the faculty restrooms. keeping the teacher's lounge clean. She reported that students and faculty had concern over Mr. Massey's Regional tryouts are in late January, and replacement for band director. the students were upset. Mr. Carter promised a certified, qualified band director would be in place by semester. Also, it was noted that Little Rock McClellan Coach Ellis Register was selected as Coach of the Year. LIAISON REPORTS McClellan Community Development Corporation (CDC) - JoAnn Macklin, President of McClellan CDC, reported that CDC was working on developing a plan for a primary project. the McClellan campus. One of the possibilities is enhancement for More information to come Neighborhood Alert Center - Kelly Tucker, 562-0042, reported that the open house for the center was well attended, and the neighborhood is supportive of this effort. LRSD Board Meeting - NO REPORT. LR City Board - Money has been released for a community center and new park. STANDING COMMITTEES FUNFEST - Nancy Leslie reported that plans for FUNFEST were in full swing, and the first planning session is 1-12-93.I PR - Mattie Ruth Tipton reported that this committee is working with the $5000 in ads were run on channels 11 and 16 magnet recruitment committee. during the Christmas holidays. A bulk mail-out will go to all 9th graders in Pulaski County. The community education Open house to recruit for the magnet is 2-1-93. business classes will meet on Thursday instead of Monday for that night only. Plans are being made for interested jr. high students to tour McClellan This is scheduled late January. before the open house for their parents. Enrollment for magnet is February 8-19,1993. Health Resources Committee NO REPORT. Facilities Committee - Willie Edwards reported that 2 walls and storage spaces are still in the works. Scholarship Committee - Jason reported that there are scholarships for all community education classes plus 32 scholarships for Step Up Center clients . NEW BUSINESS Mala conducted a brainstorming session to look at further projects for the council. She also reminded us of the orientation for the advisory council which is to be January 14, and 23, 1993. OLD BUSINESS The Razorback basketball will be offered to the Arkansas Vaccum Classic promoters for a door prize and any revenue will be deposited in the FUNFEST budget. DECA. The basketball was originally purchased and donated to FUNFEST by The meeting was adjourned at 8:00p.m. DATES TO REMEMBER MCCLELLAN COMMUNITY HIGH SCHOOL Janaury 19 LR City Board Meeting. 2nd Floor City Hall, Markham \u0026amp; University. 6:00 pm, Tuesday. Namcy Reedy, Liaison. Janaury 22 McClellan Community Scholarship Committee Meeting. Media Center. 6:00 pm, Friday.January 23 McClellan Community High School Advisory Board Orientation. Media Center. 8:30 am-2:30 pm, Saturday. January 28 Little Rock School District Board Meeting. 810 West Markham. 6:00 pm, Thursday. Linda Russenberger, Liaison. January 29 McClellan Community High Basketball Game. Playing Parkview High. McClellan Gym. 6:00 pm, Friday. February 1 McClellan Community High School Open House. 7:00 pm, Monday. February 2 Little Rock City Board Meeting. 2nd Floor City Hall, Markham \u0026amp; Broadway. 6:00 pm, Tuesday. William Anderson, Liaison. February 5 McClellan Community High Basketball Game. Playing Hall High. McClellan Gym. 6:00 pm, Friday. February 8 McClellan Community High School Advisory Council Meeting. McClellan Media Center. 6:00 pm, Monday. February 9 McClellan Community Funfest Committee Meeting. McClellan's Teachers Lounge. 5:00 pm, Tuesday. February 16 Little Rock city Board Meeting. 2nd Floor City Hall, Markham \u0026amp; Broadway. 6:00 pm, Tuesday. Willie Edwards, Liaison. McClellan Community High Basketball Game. Playing Conway High. McClellan Gym. 6:00 pm, Tuesday. February 18 McClellan Community Advisory Executive Committee Meeting. McClellan Media Center. 5:30 pm, Thursday. NOTE: Away basketball games not listed.6:00pm I. II. I III. IV. V. VI VII. MCCLELLAN COMMUNITY HIGH SCHOOL ADVISORY COUNCIL MEETING - FEBRUARY 8, 1993 TENTATIVE AGENDA Call to Order Board Roll Call President's Report A. B. C. Letters of Congratulations \u0026amp; Thanks 1. 2. 3. 4. 5. 6. Tim Scarbrough Tami Keeton Coach Register Henry James Ark Vaccum Students \u0026amp; Teachers Involved in Recruitment Process Updated List of Liaison Committee Members. Hiring Practices and Procedures Update Principal's Report A. B. C. D. E. F. Intercom System Physical Plant Update Update on Magnet Supplies and Operations 1. 2. 3. Storage Facility Painted Electrical Work Tables School Climate 1. Resource Officer Student Achievement Update on Faculty Changes Community Education Director's Report A. B. C. D. Financial Report Update on Spring Class Session Fundraising Plans Collaborative Efforts and Casey Foundation Faculty Rep. A. School, Faculty Climate Liaison Reports A. B. C. D. E. CDC JoAnn Macklin Neighborhood Alert Center - Kelly Tucker LRSD Board - Russenberger LR City Board - Lawson, Reedy, Anderson PTSA - Linda Russenberger Standing Committees A. B. C. D. Cooperative Relations Community Issues FUNFEST PR 1. E. F. G. Magnet Recruitment Update Health Resources Facilities ScholarshipVIII. Discussion Items A. B. C. Empowerment of Council Results of Planning From January 23 Session Regional CE Conference - April NCEA December IX. New Business A. Change April Advisory Council Meeting Date X. Old Business A. Razorback Basketball 8\n00pm Adjourn - refreshmentsg^jMcCLELLAN Community High Business/Communication Magnet 9417 Geyer Springs Road J Little Rock, Arkansas 72209 (501) 570-4120 Jodie Carter Principal We, the staff of McClellan, are extremely excited about our new Business/Communications Magnet program and would like to take this opportunity to share our excitement with you. The McClellan Business/Communications Magnet offers a new and innovative curriculum that will help prepare our future leaders for the business and communications challenges of tomorrow. Working closely with our local universities and business leaders, we have developed a program that not only offers an excellent college-prep curriculum, but also provides a unique selection of courses that will give our students a tremendous advantage in succeeding in this new computerized age. Enclosed you will find more detailed information listing some of our unique course offerings and the various strands of our magnet program. Daily we are unpacking new supplies, software, and computers and discovering new resources and contacts to enhance our program. During the Christmas break, we have had three new computer labs installedtwo in our Business Department and a new computer writing lab for Communications. You are invited to call our school or visit our campus to learn more about our program and see first-hand some of our iimovative educational programs. We will be visiting with students at their junior high schools and will set up a time for those interested in our program to visit our campus. Also, we will have Open House during February 1st4th and we welcome your visit any time during the day (8:30 A.M. until 4:00 P.M.) or at night (5:30 until 8:00 with the exception of Wednesday night). If you wish to call the school for more information, our number is 570- 4120. Please look over the enclosed material and discover for yourself the many opportunities we have to offer. We are sure you will want your student to become a part of the first and only Busi-ncss/ Communications Magnet in the state of Arkansas. The 1993/94 enrollment period for the McClellan Business/Communications program will be February Sth19th. Sincerely, Lz JJooddiiee CCaarrtteerr Principal MgGteJlan Business Magnet is the to usiness Future McClellan Business Magnet offers three strands from which to choose and various courses to enhance your business education. Business Principles AND Management Marketing/ Advertising Economics and Finance Salesmanship Salesmanship Economic I \u0026amp; 11 Economics I \u0026amp; II Canputerized Accounting I \u0026amp; 11 Business Etiquette Entrepreneurship Business Etiquette CT: Spreadsheet Money and Banking Marketing Management CT: BASIC \u0026amp; Adv. BASIC Superwrite I \u0026amp; II Fashion Merchandising Entrepreneurship CT: BASIC Desktop Publishing I \u0026amp; II CT: Business Applications Food Production/Restaurant Management SuperWrite I \u0026amp; II Marketing Junior Executive Training Int'l Business \u0026amp; Banking n Advertising Int'l Business and Banking II Insurance SuperWrite I \u0026amp; II For more information contact: McClellan Business Magnet 9417 Geyer Springs Road Little Rock, AR 72209 (501) 570-4120 . Business Finance Business Statistics CT: RPG Track These Facts To .......  1 McClellan Community High Business/Communications Maenet 1992 Seniors were awarded $950,000 in schoIWships to outstanding universities. z' f , ' ' froin three areas of concentri^piu Business, Communications, or a traditional College-Preparatory curriculiun. s Award-winning Business Departirtfe^^^an- ^ntly has the largest FBLA Chapter in the state. A full compliment of Advanced Placerne'nt courses for possible college credit is offered. Our students won all three places in the 19WJA Essay Contest for LRSD. Shadowing, internships and independent an integral part of our learning. Our Business Department L^hdOy.one in't^D participating We also participate b^^^i^\u0026amp;T Investment Challenge. Games. inTCBD in the Arkansas Executive Business McClellan's Choir, Band, and Drama Departments have received recognition for having the most extra-curricular activities^^jproductions of any LRSD school. A member of McClellan's DECA pWed in the top 3% at the National DECA Convention. McClellan students the Stock Market Game and World Class Problems. We are one of only twS^^'feln the state with new \"state-of-the-art\" IBM Computer Labs. f Class has forme^ partnership with the business community and will operate tual business m the spring. an ac- Our Foreign Language Depari liually participates in the State Foreign Language Festival. Coach Ellis Ri J * r cr--.i^^'M^Jellan's football coach, was named Football Coach of the Year by Channel 4 and Metro CoaChof tlrSi Year by the Arkansas Democrat-Gazette. The McClellan Lions were the football 1992 AAAA Central Conference Co-Champions. The McClellan Lioi^jB^-^lb^ team is currently ranked in Top Ten for the state. McCl^^y We haW^^Excellent Staff: annual Central Arkansas Marching Championship at War Memorial 83% have masters degree or beyond 90% have tenured (3 years or more teaching experience) 5 Stephens Award Winners Several state and national award winners National Business Teacher of the Year President-elect of the National Association of Classroom Education in Business EducationTO: FROM: DATE: SUBJECT: McClellan Community Education Advisory Council Nancy G.Leslie, Secretary March 1, 1993 Minutes of March Advisory Council/Board Meeting The meeting was called to order by President William Fields at 6:14 p.m. Roll was taken by Mrs. Leslie. BOARD MEMBERS PRESENT William Anderson Jean Elrod Nancy Reedy Jodie Carter, ex-officio Willie Edwards Nancy Leslie Linda Russenberger William Fields James Parins Mattie Ruth Tipton Mala Daggett, ex-officio PRESIDENT'S REPORT President William Fields welcomed the Council, and he began the meeting by appointing Rosemary Lawson to the program committee as chair and reminded us that Dr.Parins was chair of the finance committee. PRINCIPAL'S REPORT Jodie Carter reported that there was no new information concerning the intercom system. However, Mrs. Leslie reminded him that the intercom in her room has been repositioned and functions. According to Mr Carter, he is in the process of trying to hire 2 new custodians, and he reported that the facilities committee is working on a plan to submit for new projects. Mr. Carter reported that he attended a meeting to discuss the additional equipment needed for the RPG computer programming classes, and he received the go ahead. in and fully operational. Also, he stated that all magnet supplies and equipment were In regard to school climate, Mr. Carter reported that the \"Take Pride In McClellan\" went well. assembly was well received and that the Black History program The Step Up Center assisted in the assembly. Mr. Carter did not have an updated list of student achievements. However, he reported that McClellan had received a $1000 grant from the Shackleford Branch of First Commercial Bank. He said the money would be divided in to $250.00 increments to teachers who submitted written grants. COMMUNITY EDUCATION DIRECTOR'S REPORT Mala Daggett distributed a monthly financial report showing a program budget balance of $29,679.18. Mala reported that 66 classes are being offered, 14 were cancelled, and 2 computer classes have been added for the spring session. The spring classes will bring in $14,647.54, and 29% of those students enrolled in the spring classes are from the 72209 area.The Step Up Center and Community Education are planning a summer day camp for children 6-14 years old. CE is seeking donations to fund it. Other donations it. academic oriented activities and night classes will continue. On February 15, 1993, Mala attended a meeting for the SWLR coalition. This meeting was hosted by the Step Up Center, CE, and neighborhood Alert Center held at the Parkview Christian Church,. students. Lunch was served by McClellan 50 people from various organizations attended this organizational meeting which was designed to focus on resolving problems in Southwest Little Rock. The coalition will meet again at the end of March. FACULTY REPRESENTATIVE'S REPORT Nancy Leslie, faculty rep, reported that response to the Parent Conference Day was very disappointing. adequately notified. The faculty is concerned that parents are not Also, the custodial problems are still much the same. Such as blackboards are not being cleaned, etc. LIAISON REPORTS McClellan Community Development Corporation (CDC) -Mala reported for JoAnn Macklin, President of McClellan CDC. CDC is working on developing a neighborhood project to purchase property such as a duplex or triplex\nrenovate it\nand sell it at a reduced price to a new owner who would be required to live in the housing. Neighborhood Alert Center - Kelly Tucker, 562-0042 alert centers were in need of volunteers. Mala reported that the Elimination Project and the number is 372-MOVE! She announced the Crack House LRSD Board Meeting - NO REPORT. LR City Board - NO REPORT. PTSA - Linda Russenberger addressed the council with concern that the McClellan PTSA seemed to be dysfunctional. The council will write a letter of concern to the school administration, school PTSA, and to the PTSA council. STANDING COMMITTEES FINANCE - Volunteers are needed for this committee, and Linda Shiflett was drafted because of her expertise in this area, will also be asked to serve. John Twyford and Gary Herai PROGRAMMING - Rosemary Lawson is the new chair. FUNFEST - Nancy Leslie reported that the committee for FUNFEST met February 23, 1993. Mala acquired $5000 in a pledge from Twin City Bank. Also, Ms. Ferguson met with the school sponsors, and 12 of the 14 that participated last year have already committed for this year. working and plans are progressing on schedule. May 1. The subcommittees are FUNFEST is scheduled for PR - Mattie Ruth Tipton reported that the main objective for the committee was promotion for FUNFEST. She also stated that due to the incident withthe drive by shooting that the recruitment efforts were not as successful as they had hoped them to be. Health Resources Committee - Mala reported that Jefferson Comprehensive Care in Pine Bluff was interested in the McClellan Health Clinic, and that federal monies were available to the community health clinics which could be expanded to the school clinics. More info to come. Facilities Committee - Gary Burris is pricing materials to enclose the courtyards. Also, something still needs to be done about the sign in front of the school with all the bullet holes. NO REPORT. Scholarship Committee - NO REPORT. DISCUSSION ITEMS December 30 Court Order. In relation to this order, the council will draft a letter making recommendations to Dr. Bernd as to how the Council can be meaningfully involved in decision-making and budget changes regarding McClellan. Regional Community Education Conference is April 15-16, 1993, in Oklahoma City. NCEA is December 8-11, 1993, in Nashville, Tn. NEW BUSINESS Revisions to the by-laws were voted on and accepted. meeting will be in May 10, 1993. The next council It was also stated that the council would have guarterly meetings in September, December, February, and May. special meeting can be called as the need arises. A OLD BUSINESS NONE. The meeting was adjourned at 8:00p.m.MCCLELLAN COMMUNITY HIGH SCHOOL ADVISORY COUNCIL MEETING - MAY 10, 1993 TENTATIVE AGENDA 6:00pm Call to Order I. Board Roll Call II. President's Report III. Principal's Report A. B. C. D. E. Intercom System New Custodians Magnet Supplies School Climate Student Achievements IV. Community Education Director's Report A. B. C. D. E. F. G. Financial Report Report on Spring Class Session Update on Summer Class Session Regional CE Meeting Southwest Little Rock Coalition Mapping Project NCEA Meeting December, 1993 V. Faculty Rep. A. School, Faculty Climate VI Liaison Reports A. B. C. CDC JoAnn Macklin Fighting Back - Saboor Salaam Neighborhood Alert Center - Kelly Tucker 1. 2. Bicycle 372-MOVE VII. VIII. D. E. F. LRSD Board Tedder LR City Board - Edwards. PTSA Standing Committees A. B. C. D. E. F. G. Finance Programming FUNFEST PR Health Resources Facilities Scholarship Discussion Items A. B. Letter of Support and Appreciation to Dr. Bernd, LRSD Board and Administration Letter about McClellan PTSA IX. New Business X. Old Business 8:00pm Adjourn - refreshmentsMCCLELLAN COMMUNITY HIGH SCHOOL ADVISORY COUNCIL MEETING - MARCH 6, 1993 TENTATIVE AGENDA .A/*' 6:00pm Call to Order I. Board Roll Call II. President's Report A. B. C. D. E. LRSD budget meeting report Report on voting to amend by-laws Rescheduling April meeting Liaison schedule for PTSA and for summer. Standing Committees III. Principal's Report A. B. C. D. E. Intercom System Physical Plant Update Update on Magnet Supplies and Operations School Climate Student Achievement IV. Community Education Director's Report A. B. C. D. Financial Report Update on Spring Class Session Fundraising Plans Southwest Little Rock Coalition V. Faculty Rep. A. School, Faculty Climate VI Liaison Reports A. B. C. D. E. CDC JoAnn Macklin Neighborhood Alert Center - Kelly Tucker LRSD Board Tedder LR City Board - Edwards. PTSA ? VII. Standing Committees A. B. C. D. E. F. G. Finance Programming FUNFEST PR Health Resources Facilities Scholarship VIII. Discussion Items A. B. December 30 court order. LRSD : Council. Regional Community Education Conference-April NCEA December IX. New Business X. Old Business 8:00pm Adjourn - refreshmentsTO: FROM: DATE: SUBJECT: McClellan Community Education Advisory Council Nancy G.Leslie, Secretary February 8, 1993 Minutes of February Advisory Council/Board Meeting The meeting was called to order by President William Fields at 6:10 p.m. Roll was taken by Mrs. Leslie. BOARD MEMBERS PRESENT William Anderson Nancy Leslie Steve Tedder i Jodie Carter, ex-officio Willie Edwards Jo Powell Mattie Ruth Tipton William Fields Nancy Reedy Rosemary Wilson Mala Daggett, ex-officio PRESIDENT'S REPORT President William Fields welcomed the Council and brought to our attention the letters of congratulations and thanks written by the Advisory Board to students, teachers, and members of the community. He asked Jo Powell to update the liaison committee members list. This was completed, and Council members have been assigned a month to attend the LRSD Board, LR City Board and McClellan PTSA meetings. PRINCIPAL'S REPORT Jodie Carter reported that the intercom is working, still some bugs. However, there are According to Mr Carter, all furniture is in place in tl I\" will be carpeted as funds are available. wing. Other areas Mr. Carter said that Mr. Gooden would paint the storage facility at the end of It K\" wing ASAP. To Mr. Carter's knowledge, electrical work requested has been completed. He added that the facilities committee was looking into enclosing the front and back courtyards. Mr. Carter introduced Shelly Keel, resource officer. Officer Keel has just returned from training which was geared specifically to a high school situation. Officer Keel was very pleased with the favorable response expressed by students and teachers concerning her presence on campus. Mr. Carter did not have an updated list of student achievements. However, Ms Walker, assistant principal, explained the Renaissance program which has just been revamped to better reward students for improvements in performance both academically and socially. The program is open to all students with no extra work for teachers or administrators. Teachers and administrators will be given 10 McClellan Bucks (dollars) per week and security personnel will be given 5 McClellan Bucks per week which they can give to any student who exhibits a desired behavior. behavior are: Examples of desired Picking up trash in the cafeteria or school grounds. homework turned in on time, improved grades, participation in class, etc. The Lion's Mall will display and house the products and services for students to purchase at retail prices. for donations. Ms Walker said the greatest need is Contact her at 570-4107 if you have donations for theLion's Mall. grading period. The program should be in full swing by the 2nd nine weeks Mr. Carter reported the following faculty changes: Mary Baldwin, Business\nTony Honeycutt, Business and Marketing\nMarcus Moore, Special Education\nand Mr. Robinson, Band. At this time, William Fields asked Mr. Carter to explain his hiring practices and procedures. Mr. Carter said that when he has an opening, he posts the position at the district office, nationwide, and all school locations. through an interview process. Then, candidates go He also stated that any person hired after September 1 was considered to be hired on an interim basis with no contract. Those openings would again be available at the end of school. and the process would begin again. Mr. Carter said Dr. Bernd was interested in applying the effective school method which involves staff in decision making. Mr. Carter said he would implement this method into the hiring practices, and there would be a committee to do future hiring, committee would be made up of students, staff, and administration. This President Fields interrupted the agenda in order to introduce Kathy Hinds and Tommy Watson who man the Mobile Resource Unit, a project done in collaboration with the LRSD Fighting Back program. offers assistance and referrals. The mobile library Kathy explained the unit will interact with Community Education, Step Up Center, Neighborhood Alert Center, etc. For information on scheduling the Mobile Resource Unit in your area call 324-2164. COMMUNITY EDUCATION DIRECTOR'S REPORT Mala Daggett distributed a monthly financial report showing a program budget balance of $23,530.49. Jason Sloan, CE program coordinator, reported that 20 classes made, and 413 students registered for the spring. He encouraged us to promote all classes, but especially the Office Skills for Older Adults class done in conjunction with Arkansas ABLE. In regards to fundraising plans. Mala reported that the finance committee had not met. However, she said we must have revenue producing projects. She mentioned a new CE project to rent use of the gyms to meet the needs of existing youth organizations. grants to fund any program expansion. Mala also stressed the need for writing Mala reported she and others were working with the Casey Foundation to fund a Southwest Little Rock Coalition which would involve submitting a grant application. Monies would be used to support coalition projects. It would not be to support only Community Education activity, meeting is February 17. The first coalition FACULTY REPRESENTATIVE'S REPORT Nancy Leslie, faculty rep, reported that the faculty was pleased with the new resource officer, and they had noticed the efforts to do more clean up around the campus. There was still some concern wit the way the phones were being answered in the front office and messages were not getting to the faculty. Mrs. Leslie reported that the foreign language department had raised over $75,000.00 in Harvest Food tapes and were trying to win a computer and accessories. Mrs. Leslie asked the Council to write one of her nominating letters for the Stephens award. LIAISON REPORTS McClellan Community Development Corporation (CDC) -Mala reported for JoAnn Macklin, President of McClellan CDC. CDC is working on developing a neighborhood project to purchase property such as a duplex or triplex\nrenovate it\nand sell it at a reduced price to a new owner who would be required to live in the housing. Neighborhood Alert Center - Kelly Tucker, 562-0042 NO REPORT. LRSD Board Meeting - Nancy Jones and Gloria Blakney, English teachers, entered three of their students in the district's PTSA Essay Writing Contest. meeting. The three students won all categories and were recognized at the The board voted not to fund the aerospace school. New officers were elected: President, John Moore\nVice President, Dorsey Jackson, and Secretary, Catherine Mitchell. LR City Board - NO REPORT. PTSA - Linda Russenberger was told when she called the front office that the PTSA was not meeting. at 11:00 am. See Mala for more details. The LR PTA Founder's Day is February 26, 1993, one Council member to attend. Community Education will pay for STANDING COMMITTEES FUNFEST - Nancy Leslie reported that the committee for FUNFEST will meet February 9, 1993. on schedule. The subcommittees are working and plans are progressing FUNFEST is scheduled for May 1. PR - Mattie Ruth Tipton reported that the faculty and the PR committee were disappointed in the open house for recruitment which was held on February 1. However, everything was in place for the tour and assembly for the 9th grade students on February 9. which will be given to each student who attends, programs is Februairy 8-19, 1993. She passed out a very impressive packet Enrollment fro magnet Health Resources Committee - Rosemary Wilson reported that one grant had been submitted, and the committee was working on further projects to benefit the health center. A partnership between McClellan and the College of Nursing at UAMS looks promising. The committee will meet February 10. Facilities Committee NO REPORT.Scholarship Committee - Nancy Reedy reported that 18 scholarships had been awarded for spring CE classes, and the committee was looking at policies to guide them in the distribution of scholarships. DISCUSSION ITEMS December 30 Court Order. Judge Webber Wright stated that the Council will be meaningfully involved in decision-making and changes regarding McClellan. Mala and President Fields hope to meet with Janet Bernard next week to discuss this point and the process leading to the Council's involvement. In the meantime, the Board asked that we specifically request involvement in 1993-94 budgeting for the school and CE program as well as information concerning the placement of Community Education on the LRSD organizational chart. Advisory Board's Januajry 23 planning meeting. President Fields presented a summary of the meeting results which focused on: 1) developing a stronger place and relationship with the LRSD administration. 2) revamping of the Council's meeting and committee procedures. 3) planning for short- and long-term financial support. NEW BUSINESS NONE. OLD BUSINESS The Razorback basketball was sold to Gary Herai for $125, which will go into the FUNFEST account. Thanks to DECA for the donation of the ball. The meeting was adjourned at 8:00p.m. DATES TO REMEMBER MCCLELLAN COMMUNITY HIGH SCHOOL February 16 Little Rock City Board Meeting. 2nd Floor City Hall, Markham \u0026amp; Broadway. 6:00 pm, Tuesday. Willie Edwards, Liaison. McClellan Community High Basketball Game. Conway High. McClellan Gym. 6:00 pm, Tuesday. February 19 McClellan Community High Basketball Game. North Little Rock West. McClellan Gym. 6:00 pm, Friday. February 22 McClellan Health Resources Committee Meeting 2pm. Health Clinic. February 23 FUNFEST Committee Meeting 5:30 pm. Teachers' Lounge. February 25 Little Rock School District Board Meeting. LRSD Board Room, 810 West Markham. 6:00 pm. Thursday. Steve Tedder, Liaison.February 26 Little Rock PTA Founder's Day 11:00 am, Friday. McClellan Conununity High Basketball Game. Central High School. McClellan Gym. 6:00 pm, Friday. March 1 March 2 March 11 PTSA Chili Supper McClellan Cafeteria. 5-6:30pm. PTSA Meeting. 6\n30pm. Cafeteria. Tickets are $5. McClellan Community High School Advisory Council Meeting. Media Center. 6:00 pm, Monday. Little Rock City Board Meeting. 2nd Floor City Hall, Markham \u0026amp; Broadway. 6:00 pm, Tuesday. Grace Stanley, Liaison. MCHS Advisory Board, Executive Committee Meeting. Media Center. 5:30 pm. Thursday. NOTE: Away basketball games not listed.PROPOSED AMENDMENTS to McClellan Community High School Advisory Council By-laws submitted February 8, 1993 Article V. Section 5. Executive Committee and Officers. The president will preside at all meetings of the Board and Council and serve as the official spokesperson. The president will also appoint all committee chairs with the approval of the executive committee. Section 10. Standing committees will be established/dissolved upon majority vote of the Advisory Board. Section 11. The Advisory Board will establish guidelines for committee operations. Each committee will report to the Advisory Council at regularly scheduled meetings. Article VI. Section 1. Meetings. The Advisory Council and Board will meet four (4) times each school year (September-August) as scheduled by the Executive Committee at the beginning of each year. The Council will receive reminders of the meetings at least two weeks before the meeting date.You are invited to take a stand and walk with McClellan. An assembly, with tlie theme \"Taking a Stand for McClellan,\" will be held at McClellan Cormnunity High School, February 18th, and a walk around the school will follow. This event will be held to support fighting back against situations that cause disruption of the educational process at McClellan Community High School. You are invited to attend both the assembly and the walk. Taking a Stand for McClellan Assembly and Walk February 18 th 11:20 a.m. McClellan Community High School Gym H Make Time to Make A Difference! All of us have work, family and other obligations that fill our schedules. Many of us are already doing something to make a difference in our community. However, McClellan Community Education has an opportunity for you to do something more to make a difference in someone's future and the future of our community. Take time to volunteer to be a tutor and experience the satisfaction of giving a young person a positive learning experience. Tuesdays, 6-8 p.m. Saturdays, 9 a.m.-12 p.m. McClellan Community High School Call 570-4149 to volunteerDo You Need Housing ITH Medical Care * Food Assistance Utilities Clothing Substance abuse counseling Employment Little Rock School District / Fighting Back Presents the: NEIGHBORHOOD MOBILE RESOURCE CENTER Providing Assistance and Referrals Now Appearing: February 1993 Mobile Resources M'StUV MIWDAV TDESnAV TinwnAV inimv 5MUM Imoi AkflCtww KXIIHfW PwtMtW rauMI -Mi'Crmirnip VtkMiM't Dts 21 Mr (tKaM Mi*-ar\u0026gt; f2S I * Part Hnxi anta aH'paCtX\n15 Saaatt Trtro t Btiitiy 22--------- lata Htaai CtatttalaM *\u0026gt;at U\u0026gt;a\u0026gt;Mfi.M'\u0026lt; BMaMtv 5  t-nr* CbWmi lUn M\u0026gt;mM UdXatU Hmr KWVMMr U4VM 10 MiwTtAO Part I a Hart* 11 AMStlloMOtfi*).'] 12 LMlKAkn.'t'll .. Mt la |M IT Kan.Ml For Additional Information call Tmuk CmetOScMi 1w7MtMnu PuMtiCir. XPlMtMM 22---------- Utnan Htt\u0026gt;ttl tM IX\u0026gt; 24 Ant 11 AMn C\u0026lt;iw SIO AffibinnH K tl II H l\u0026lt; H  p I* I*  n = S i\u0026lt; s s r 2* l  )1 TS CMMIItahtVuUuo *-HuUMAn 19 Mt Btaat* AltnCit IID Mt Man-v V* )ll 25 ToKill AMtirfc\u0026gt;ebifd* Hr Het I i*IW\u0026gt;aa Araa AM MU* Moortt 26 27  Mirrh------ 1 M T W T I 1 N HUH  10 II U I \"Vl I'Nl 324-2164 * * * 1 |2 3 *^^^fSDAY 4 6 * * * (T I Pwliirii'i Do S M r  T U I*  *4 u w ii * '  LI. LL WWWfti^j LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 October 29, 1993 Dear Polly: We had a good meeting at lunch Thursday. Three parents and thirteen staff members attended and had a great lunch prepared by Robin Barnums Food Production/Restaurant Management classes. I presented the information on the enclosed agenda packet. Please read through the material and give it some thought. If you have any ideas for recruiting, or if you know a parent who would be perfect to speak to groups, or if you know someone who could get us some free publicity, or if you know someone who would give us a discount on printing, materials, etc., give me a call. In other words, we need everyone brainstorming ways to get McClellan off the launch pad and into the air. I appreciate your willingness to help us. I will be in touch about the next meeting. Again, if you have any ideas at all, let me know. Thanks! Sincerely, Steve Geurin A Business/Communications MagnetMcClellan community high school 1993-1994 recruitment team Faculty/Staff Members Steve Geurin - Contact Person Jodie Carter - Principal Marion Baldwin Rose Bogan-Armond Ida Rose Brown Missy Burgess Leon Carson Ray Gillespie Donna Larkin Jim Porter Jo Powell Ellis Register Kristie Robinson Pam Slayton Ann Thomason Mattie Ruth Tipton Parent Members Carolyn Bores Debbie Busbea Ann Clem William Fields Charlye Holmes Jim Holmes Karon Lewis Ron Lewis Andy Lilly Sandi Lilly Melvina Macfoy Vanessa Mackey Polly Ramer Freddie Reedy Nancy Reedy Rosalyn Scruggs Bobby Thomas Geneva Van Buren Goals of our team: To draw more students to McClellan, especially magnet students, AND To improve the public perception of McClellan. Steps in achieving our goals: 1) Make a Plan Some activities are already being organized for us by the Magnet Review Committee. Most activities ere completely up to us. Time frame: November. 2) Orientate the Participants in our Plan McClellan staff members and parents who will be helping in recruitment efforts must learn the components of our magnet programs and what else McClellan has to offer. Time frame: November, December, January. 3) Take Action We carry out our plan with the help of other staff members and parents. Time frame: December, January, and beyond.Possible components of Qur Plan: Actions already set up by Magnet Review Committee (Donna Creer): We will visit junior highs December 7, 8, 9, 14, and 15. Ninth graders will visit MHS on January 6. Elementary and junior high counselors from schools in the three districts will tour all magnet schools sometime on November 18. We might provide lunch for them here at MHS. Other possible recruitment ideas: Mail brochures to all parents of 9th graders in public and private junior highs in Pulaski County. Follow these up with letters encouraging parents to seek more information. Teacher/student team visits junior high at lunch, take pizza, meet with top students about our magnet programs, AP classes, etc. AND/OR Find a teacher or counselor at a junior high to bring some top students to McClellan for lunch and tour. Compose and print a letter for McClellan parents to sign and send to parents of 9th graders, or maybe the top 9th graders, encouraging them to consider MHS. AND/OR Do a different letter for parents to sign and send to people they actually know who have junior high children. MHS invites the junior high counselors over for lunch and a tour, even if the Magnet Review Committee does their own tour. OR If the Magnet Review Tour is sufficient, we take treats to the junior high counselors along with information on our programs. We could also send them cards with updated information, such as a new course that will be offered. A business or communications (or AP English, History, etc.) teacher goes to junior high and actually teaches a great, enthusiastic, entertaining lesson in a business or communications class  schools could combine 2-3 classes so we could reach more students in one lesson. Have a Magnet Open House in January\nsend letters/cards to parents of all 9th graders in junior highs in Pulaski County. Visit Student Assignment with treats or lunch and information about our programs.Teacher team visits junior highs, have interested students called out of class, much like we do college reps here at McClellan. Our FBLA sponsors and members meet with FBLAs at the junior highs. Our National Honor Society sponsors and members meet with NHS (or other honor group) at junior highs. Our Department Chairpersons visit the junior highs and meet with the corresponding department, explaining our programs. For example, the junior high history teachers might not know that we will have a Pre-AP World History class for 10th graders, an AP American History for 11th graders, and an AP European History for 12th graders. Take treats to administrators \u0026amp; office staff at the junior highs, especially if we plan to bother them a lot with our recruitment efforts. Include junior high bands and spirit groups in our basketball season, either special nights for all junior high groups, or a separate night for each school. Send parents to talk to junior high PTA meetings in November, December, and January. Have parents record messages on the phone master to call all parents of 9th graders, or maybe just the top students, saying something good about MHS and giving their phone number so that the other parent can call for more information about MHS from a parents point of view. Use the phone master to call parents of 9th graders, using a \"celebrity\" voice to encourage them to seek information about MHS programs. Ask TV/Radio stations to do some public service announcements about our programs. Prepare a short article about our programs\nask parents and teachers to submit this to their club, church, or company newsletters for publication. Encourage parents and teachers to talk to people they know who have 9th graders. Have them call MHS with the names of those they talk to\nwe could follow this up and also keep track of who has been contacted. Have posters printed about our programs and put these in junior highs, other locations. Make presentations to civic clubs about our programs. Do a radio or TV talk show about our programs.I III jjadne the first 2 weeks of November: 1) Help me develop our overall recruitment plan by telling me which recruitment ideas are the most worthwhile -- we need to get the most results from the least money and effort. Please give me feedback on the ideas we discussed today\nsend me a note or come by and talk to me. Give me positive and negative thoughts on various strategies. I think we need to select a few things and then do a bang-up job on them. 2) Teachers, go back to your departments and get feedback from the teachers or staff members on who would be willing to miss part of their 4th and Sth period class to go visit a junior high, which \"master teacher\" would go teach a lesson, who would be willing to watch someones class while they visited a junior high. Ask them just what they would be willing to do to try to bring more good students into McClellan, therefore securing their job for another year. Parents, try to find some parents who would be willing to speak at a PTA meeting, or sign several cards to send to parents of 9th graders, or make phone calls, etc. What I will be doing: As I hear from you, I will be deciding on our plan and plugging names into the various parts of it. We will meet in the middle of November (before Thanksgiving) to examine the plan and make final decisions. I will also be getting brochures prepared, letters written, etc. Please get back to me with your ideas. You know the teachers who have the required strengths to go teach a lesson, or talk with students, or meet with teachers\nthose are the people you need to ask! We need to send our best people out to these junior highs\notherwise, we are wasting our time. Everyone can play a part in recruitment, but we must get the right people in the right roles. Thanks for your help!ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 November 17, 1993 Dear Recruitment Committee Member: The Recruitment Committee will meet on Monday, November 22, at 12:35 in room J3 on the McClellan campus. (Unfortunately, lunch will not be served this time.) We will be making some final decisions on our recruitment plan. I understand that most parents can not attend meetings during the day, so I want to give you a summary of what we are thinking about for recruitment this year. 1. We are having new brochures professionally printed. 2. We will do three mail-outs to parents of potential students: 1) Early December, a letter signed by a McClellan parent, expressing their happiness with McClellans programs, etc. 2) Early January, a brochure explaining McClellans programs. 3) Mid-January, a follow-up letter from myself, reminding them of our programs and inviting them to our open house. 3. We will visit each of the 15 junior high schools in the three school districts and present a program to their 9th graders. We will also present a program here at McClellan to 9th graders who choose to visit our school. 4. We will visit each of the 15 junior high schools in the three school districts and meet with the students in the business club, or a similar group. We will provide pizza and soft drinks and we will distribute brochures, pencils, and other information. 5. Our department chairpersons will visit several junior high schools and meet with the corresponding department at those schools. They will share information about our programs, give them brochures and posters, and also serve them cookies. 6. We will visit the counselors at the 15 junior high schools in order to educate them about our programs so that they can share this information with their students. We may also have a luncheon for them. A Business/Communications Magnet 7. We will visit the student assignment offices in the three school districts to share information about our programs, serve them cookies, and try to become their friend. We may also have a luncheon for them. 8. We will run an ad campaign in the Arkansas Democrat-Gazette in January. We are going to try to involve our partners in education and some of our parents in this campaign. 9. We will have an open house in late January, There are several of these activities that we will need your help with, such as signing letters, working at the open house, and maybe making phone calls as we get students who are showing an interest in McClellan. Even if you can not attend the meeting Monday, please know that we are still counting on you to help us when specific needs arise. We appreciate your willingness to help in this tough job of recruiting. By the way, I hope you noticed our letter to the editor on October 26 and our feature article on November 15. I have received calls complimenting us on our great recruitment efforts from Estelle Mathis (Deputy Superintendent), Jeanette Wagner (Head of LRSD Communications Dept.), Donna Creer (Head of Magnet Review Committee), and Connie Hickman Tanner (Office of Desegregation Monitoring). This recognition can only help our school as we all work together to make McClellan the leading high school it can be. Thanks again! Sincerely, Steve GeurinrV LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road  Phone 570-4100  Little Rock, Arkansas 72209 aa I2an Wd  MEMORilKDUM TO: Advisory Council FROM Scrimager DATE: February 27, 1995 MAR OltiCij Ct 01 1995 RE: Executive Council elections Whoops my fault, this memo was found under my desk - Im sending the results of the Executive Council elections. If you have any questions please call me at 570-4149. I thought some of you may have forgotten because I havent heard from you in such a long time. I r. C^CSSB LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road  Phone 570-4100  Little Rock, Arkansas 72209 x\u0026gt;IEMOILlIDOI 1 TO: Advisory Council members MAR 1995 FROM: Brenda Scrimager Oific-3 o( Desayic\niL y^!.: DATE: January 15, 1995 RE: Board elections A Listed below are the names of the new Community Education Executive Board. President - Bobby Thomas Vice President - John Twyford Secretary - Paige Beavers Treasurer - Kelly TuckerU- a L.\" March 1, 1995 Oiiica Ci Uc-'-'m- This is Just a reminder that the next Advisory Council meeting wiU be Thursday March 16, 1995. The meeting wlU last from 6:00 pm to 8:00 pm in the Media Center.300 P01 APR 03 95 (r 14:55 fA)( com SHEET DATE: 4- 5- ^5 TO: EA)(#: \\jO\\\\\\\\ qav\u0026lt;\\ V\u0026gt; eJl(ls COMMENTS: TOTAL PAGES INCLGVING THE COyER SHEET: \\3 CALL 570-4149 IE THERE ISA PROBLEM WITH THE EAl MCCiUlAN COMMUNIJy SCHOOL fAX (500 570-409S300 P02 APR 03 95 14:55 April 2, 1994 Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Ms. Brown\nWe, the McClellan Community School Advisory Board,\n __1 submitting a business case in support of retaining the Community Education^ Program at McClellan Community High School. We understand that there have been other doeii(nen+'-!? n- reports are hereby McClellan Community High , documents _ concerning the status of this program, but the enclosed business case is the only one in which the Advisory Soard has had meaningful involvement and which has received our recommendation. We feel for many.reasons that our point of view reflects more accurately the original intent of the Community Education program and the desire of our community. or Moreover, due to the many changes that have occurred in both the Little Rock School District and McClellan's --- - -ommunity Education staffing since its beginning, we feel that consistent monitoring is needed to insure that the program retains its original objectives and remains a success. We appreciate the confidence that Judge Wright has placed We hope you appreciate our desire to present an accurate picture situation surrounding McClellan's Community Thank you for your time and assistance in this of can the our desire in us . Education program, matter, surrounding McClellan's Sincerely, wi 'resident McClellan Community Education Advisory Board300 P03 APR 03 95 14:56 BUSINESS CASE MCCLELLAN COMMUNITY EDUCATION PROGRAM Executive Summary ,^1'^^ operates a Community Education Prograi __________________ cor^Li^Vn?mr^^ 1990-91 academic year. This was brought about because would\u0026gt; planning (or McClellan High' School to become a ctZXThXr'^ School. The program was would be appropriate to capitalize on im on the campus of McClellan Magnet High \"community education\" opportunities are provided for all local community members. OOIS. dflC kd/'Arwwn ____* _ .1  *  schools, and organizations to become partners in addressing educational community concerns. The McClellan Community School is open year-round with educational opportunities available to all resiriohtr A_i tipportunities avaiiaoie to an resi- academir Avt  McClellan Community School, in collaboration with other agencies, provides academic, extracurncular. spore, health, social service, and wo- force . P ov es ages. preparation programs for peope of all available to the community almost around the dock to maximize the .h , 7\n'\u0026gt;'''5 e. The wishes of the community, to X*Swe School, govern the programs and Xr- In the face of a budgeury deficit, the district is required to make cuts in order to \"balance the budget\". U -  ---------- LV HiaiSC in V wever eeper cuts to the Community Education Program would threaten tiic p reducing, if not eliminating, programs and services desired by the community. the program's very existence by it 5* laoween the school and the community, therefore m Community School Advisory Board that the Commun. y Program be maintained at a level of funding feasible for successful Education program operation. Background to 700IXJSL'** '***\" 'Oh '''snih aenres approximately 500 roihuS^rsereice XT \u0026gt;\u0026lt;'8  prograX has oroemm's ahiliw,  the district would however jeopardize the program's ability to function. And, deletion of the community. program would usurp the trust that has been built with the300 P04 APR 03 95 14:57 Reville had seen in other par^^ S 2 Community School concept that Carter, math teachXiS hJL Assistant Prindpal Jodie parents Mr. and Mrs. Larrv Wood I teacher Rose Bogan, LRSD Board member O.G. Jacovelli, and plan to start community education at liodlan Hbh^Schtd Michigan, to bring back a working with communi^ t-roL., thrl h u  southwest area of Lttle Rock. After School Board for appro^f Thft commC''' presented to the Uttle Rock PP . This committee was then dissolved to make way for the initial plan to start The Community Education Program 1990^91 aXZX, implemented at John L McClellan High School during the PH Communitv Hid, School AdvL,. n.L ?2! ?! nity Education program serves individuals beginning X* *** t- community Education meets the needs of: Community High School Advisory Board. The Commu- at birth, or before, and continues throughout life. Infants High risk youth and parents McClellan graduates *The Southwest Little Rock community Area businesses, churches and schools *The McClellan Community High School fecility Individuals upgrading their work skills Area agencies and organizations Community Education provides\nHealth services to McClellan students and Summer camp services for 6-12 year-olds Summer jobs for youth Tutoring to ail children K-12 community *Skills training for GED participants ____I Tl r *Job enhancement skills for all ages College credit classes for all community members Citizen involvement for all ages ** \u0026gt;\u0026lt; x*. Sdi-IJth gnde, LRSD mideno oKiUs training for drop-outs Programs for suspended students Parenting and prenatal education Classes for LRSD youth Leisure classes for all citizens Recreational classes for all citizens Senior citizen brochure classes Neighborhood association meetings for Southwest Little Rock residents, and Summer ennchment programs for 6th-12th grades focusing on LRSD students SnmS XriXTo *' \"'I to exera the oo. and SKXSK to provide leadership and support in the planning, implementa- Council membership is open to all interested Council activities. The Coucil then elects the persons who wish to declare membership and take part in McClellan Community High School Advisory Board.300 P05 APR 03 95 14:57 The Advisory Board is the decision-making body of the Council. It seeks a balance of race and gender and reflects representation of the community, to include: business/community leaders\nMcClellan faculty, senior ^zens\npyents of McClellan students\nMcClellan students\nand other members of the community at-large, he Board ^en elects its officers who comprise the Executive Committee, which functions to establish the agenda for Board meetings. Per federal court order dated December 30. 1992, the district is directed to be mindful of its desegrega- tton obhg^ons as they relate to language in the plan which states that the McClellan Community School Advisory Council '-------------/ IS a means for promoting community involvement and input.\" Proposed changes to the school according to this order, must \"reflect the community's needs and wishes.' H In a following order dated August 26, 1993, the district's decision to alter the Community Education rogram s funding caused the Court to question the effect this change [would] have on the district's ability to desegregate McClellan and meet its plan obligations.' 11 Again budget cuts have brought into question whether the level of funding which Community Education expects to receive from the district will be sufAcient to effectively deliver services. Problem DeAnition he LRSD is in the midst of a critical financial crisis. Budget cuts are being looked at all over the district. The causes of the problem have been well documented over the last 12 years. The people most affected are t e students of our district. The magnitude of this problem has caused the district to consider cutting or closing certain programs such '  ' as the Community Education Program. Cuts to the community education budget threaten the very existence of the program. Since its inception e Community Education Program budget has suffered cuts year after year. At this point, additional cuts are expected to directly affect program delivery. For instance, the ACT Prep program currently costs students \u0026gt;2. If proposed cuts are imposed, such low fees will be unreasonable malting it impossible for many students to get this training. The primary actors are the Advisory Council, the Advisory Board, the Executive Committee, community members, staff, and administration. Analysis of Alternatives Process: Business cases were submitted for the LRSD Board of Directors to review. A case to delete the program was submitted by Principal Jodie Carter. But, after carefully looking into the judge's order, it was determined ^at more Council involvement was needed to analyze the current situation. A second business case was then rafted by Mr. Carter. This case was presented to the Advisory Board on March 16, 1995 for approval. The case was rejected by the Advisory Board. Using the second business case as a guide the Advisory Board requested proposed budgets (normal and bare bones) from the Community Education Director to be used in determining the amount which would be requested from the LRSD for FY 95-96.300 P06 APR 03 95 14:53 Identification: I. Change nothing. Recognizing the critical financial u. .g u.lu= q. S07 Board rejects this alternative in an effort to provide savings to the LRSD. Crisis facing the Little Rock School District the Advi-  '\"r 5 ' 5' by the LR5D. $130,000 was deemed feasible Education Program. at that time for allocation to the Community  2^,2^ 1* *' A) was .ubmtaed by the Direaor of Commun,y Edutaaon at the requett of the Advisory Board. However, the infe-raion provided IS insufficient for the Adviso^ Board to make a determination therefore this proposal is rejected. equest a budget of $97,997.51. This budget (see attachment 8) was also submitted by the Director o Community Education at Advisory Board request. In this case, the Advisor Board had requested a bare bones budget, however the integrity of the program is jeopardized by this proposal given the reduction of service shown. 5. Request that the program be deleted. This proposal was never sanctioned by the Advisory Board. Kecommendation It is recommended by the McClellan Community School Advisory Board that the district give $ 130,000 to C ArYimiinifv C\u0026lt;di _______ i-vz/\\r- \u0026gt; * o  \u0026gt; uw the Community Education Program for FY 95.96. The rationale for this recommendation is that this action will confirm tion Plan and our willingness to adhere to the Court Order. our commitment to the DesegregaObjectives M ^'5 '^commendation is to allow the Community Education Program to continue at Mcaellan Community High School. The district will work with the McClellan Community Education Advisory ward to ensure that the integrity of the governance, structure, and  - - ' Program, as originally defined, are recognized. operations of the Community Education The Court Order states that we are to involve and keep informed both the school and the surrounding district's goal of ensuring that equity occurs in all phases of school activi- TIPv tinrt r\\AI ties and operations. The following is a list of the criteria to be used in determining the direction the program will take: I. The Community, the Board, and/or the Council will be meaningfully involved in the decisions made. I The Community Education Program will remain housed at McClellan Community High School.300 P07 APR 03 95 14:59 3. The district will provide technical assistance to the Community Education Program in the form of grant writing expertise to assist in securing funding sources. 4. Request a financial review to take place mid-year so that ail parties will be informed as to the financial position. The review committee to consist of Community Education Advisory Board, Community Education Director, and the McClellan Community High School Principal. program's Finally, the district will provide a starting budget of $ 130,000 to assist the Community Education staff in the operation of the Community Education Program. Impact Analysis This recommendation will have a positive impact on the Desegregation Plan and the Court Order. This will show willigness to comply with the Plan and Order. Program: The continued support of the Community School\" will link citizens and their schools together in ways that are mutually beneficial. This will ensure district goal #6, to ensure that equity occurs in all phases of Political Factor, No negative impact is noted. Risk: Devastation of services rendered to students and the community. Debasing of trust built with the community. Timing-. Continued district support must be implemented in FY95-96. school activities and operations. Desegrsgratiort Plan: No negative impact is noted. Court Order No negative impact is noted.300 P08 APR 03 95 14:59 Resources Analysis p P~ieel a budget o( $ 130,000 to be allocated to the Community Education Program. This will result in a savings of $40,000 to the district for FY95-96. The following allocations will be necessary to adequately fund the Community Education Program. Title Personnel Director Office Manager Secretarial Support (20 hrs. @ 6.50 per hr.) Receptionist (20 hrs. @ 5.00 per hr.) Night Supervisor (20 hrs. @ 7,50 per hr.) Program Coordinator (20 hrs. per week) COE Worker (15 hrs/wk @ 4.35) Amount $44,321.00 $17,915.00 $ 6,240.00 $ 4,800.00 $ 7.200.00 $15,000.00 $ 2,333.00 $97,809.00 Fringe Benefits Benefit Package FICA $2,279.04 $7,482.39 $9,761.43 Total Personnel $107,570.43 Total cost to the district is $ 130,00, with the balance of $22,429.57 to be used for operational expenses. This represents a savings of $40,000 to the district. Force Field Analysis JTie Boani of Directors and the administration are well aware that hard, sound financial decisions must be made: that the primary goal for the district is to ensure quality academic programs for all its students. Under . I , , , . vy  I\u0026lt;w JXI SI I 1.9 IVI OH iw \\./l It e ea ers ip of Dr, Williams, our ultimate goal will be to comply with the Desegregation Plan and Court Urd$r. The opposed may be individuals that want all resorces to be directed toward students.300 P09 APR 03 95 15:00 General Implementation Plan Date Activity Person(s) Responsible 6/9S On-going monitoring/ assistance provided Principal/Community Ed. Directory and Advisory Board 1/96 Mid-Year Review of Financial Status Superintendent/Principal Community Ed. Director and Advisory Board S/96 Evaluation of Current Condition Superintendent/Principal Community Ed. Director and Advisory Board300 P10 APR 03 95 McClHn Community Education Proposod Budget* for 19SI5-W 15:00 Budget #1 Personnel Director Office Manager Secretarial Support (20 hrs. 6.50 per hr) Receptionist (20 hrs. 9 5.00 per hr.) Night Supervisor (20 hrs. 9 7.50 per hr.) Program Coordinator (20 hrs, |j)er week) COE Worker (15 hra/wk 9 4.35) Sub Total Psraonnel $ $ $ $ $ $ $ $ 44.321.00 17.915.00 8,240.00 4,800.00 7.200,00 15,000.00 2,333.00 97,800.00 Fringe Benefit* Benefit Package FtCA Sub Total $ $ $ 2,279.04 7.482,39 9,761,43 Total Partonnal s 107,570.43 Operational Expense* Printing (2 mailing O 80,000 copies) Bulk Mailing Office Expenses Sub Total S $ $ $ 4.000.00 * 2,800.00 2,500.00 9,300.00 _ _Totol Budg*t $ 116,870.43 Total Saving* from $170,000 Budget $ 53\n129.S7300 Pll APR 03 95 u A'H'o.cla men t McCIll.n Community Educitlon Propo.) Budgt IMms 15:01 Budget #2 Psrsonnal Director Office Manager 11 mos Savings Secretarial Support (20 hrs.  6.5o viQtsiiiai Quppon nrs.  3.50 per hr) Night Supervisor (10 hrs. Q 7.60 per hr. (9 mos)) Program Coordinator pA COE Worker (9 hrs/wk O 4.35 (9 mos)) Sub Total Personnel  S $ $ s $ $ $ 44,321.00 16.422.00 6,240.00 2,700.00 15,000.00 1.409,40 86,092.40 $ $ $ s 1.492.92 4,500.00 923.40 6,915.32 Frings Bsnsfits Benefit Package FICA Sub Total $ $ $ 2,279.04 6,536.07 8,896.11 $ $ 627.40 627.40 Total Parsonnel $ 94,957.51 $ 7,543.72 Operational Expenses Office Expenses Voice Mail 0 $45.00 per month (in lieu of Receptionist) Mailing ' Sub Total $ S $ s 1.500.00 540.00 1,000.00 3,040.00 $ $ $ $ 6.000.00 5.427.45 800.00 12,227.45 Total Budget $ 97,997.51 $ 19,771.17 Total Savings from $170,000 ^udgat $ 72,002.49300 P12 APR 03 95 15:01 McClellan Community Education Advisory Board Meeting Special Called Meeting of Board MINUTES Thursday, March 30,1995 PRESENT: William Fields Paige Beavers Rosemary Lawson Willie Edwards Jo Powell Jodie Carter, Ex-Officio Marion Baldwin Kelly Tucker ABSENT\nWilliam Anderson James Parins Nancy Reedy Bobby Thomas John Twyford Jean Elrod William Fields called the meeting to order. A motion was made by Willie Edwards to reject the existing business case written by Jodie Carter. The motion Kelly Tucker and passed by acclamation. was seconded by  $130,000.00 budget which is a $40,000.00 cut from the present budget The motion was seconded by Paige Beavers and passed with one nay. Jodie Carter said that the Little Rock School District Superintendent will only recognize $40,000.00. A motion was made by Jo Powell that the McClellan Community School Advisory Board send a copy of the completed business case with a cover letter to the Office of De^gregation Monitoring. The motion was seconded by William Fields and passed by acclamation. Meeting was adjourned.300 P13 APR 03 95 15:02 TO: FROM: REF: DATE: William Fields, President McClellan Cowamity School Advisory Board Jo Powell, Mejnber McClellan Connunity School Advisory Board cent tax allocation March 31, 1995 Per my conversation by phone today (3/31/95) with Joan Adcock, a member of the Little Rock City Board, \"McClellan was given the $25,000 cent tax allocation because McClellan is a Community Education School\". Should the Little Rock .School District delete the Community Education Program, McClellan will no longer receive the $5,000 cent tax allocation.700 ? i'lPR 03  95 pjj. 14:55e:' X X X X X X X X . a 3iON 10:91 NOW 56-e -338 10'3 )1O 3AI303y 81 //SO /8 E5-5] e -HdV X X 3dAi 33083 3WIX X3 130333 N0I108SN83i y3(]N3S 13813 3180 X X X X X I )K)K*X****)K)lc)KXX)K)K*)K*X*****K*X*X***)K4()|(*)k***.*:K*)K**jK5K)K*t 'i 4'^ ii i.t'ii'k T\\ . /b \" ^ /|\\ \u0026lt;}\\ qS ZJx /p T\\ s3DnP: 300 P02 PPR 03 95 14:55 April 2, 1994 Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Llttia Rock. Arkansas Dear Ms. Brown: We, 72201 the McClellan Conununity School Advisory Board, i___ 1.___ submitting a business case in support of retainino the Community Education Program McClellan Community High School. Me are hereby at Community High understand that there have been other documents or reports concerning the status of this program, but the enclosed business case is the only one in which the Advisory Board has had meaningful involvement and which has received our recommendation. been other documents Me feel for many^reasons that our point of view reflects more accurately the original intent of the Community Education program and the desire of our community. Moreover, due to the many changes that have occurred in both the Little Rock School District and McClellan's Community Education staffing since its beginning, we feel that consistent monitoring is needed to insure that the program retains its original objectives arid remains a success . Me appreciate the confidence ohat Judge Wright has placed in us. We hope you can appreciate our desire to present an accurate picture of the situation surrounding McClellan's Community Education program. - -- ' matter. Of our surround!no McClellan's Thank you for your time and assistance in this Sincerely, William Fieids^P. Wi Fi 'resident McClellan Community Education Advisory Soard ' t  I \\h 'ti  V300 PK APR 03 '95 14:56 Ljsgmtiye Summary BUSINESS CASE MCCLELLAN COMMUNITY EDUCATION PROGRAM Currey, the district operates a Community Education Program on the campus of McClellan Magnet High bchooi. The prognm was established during the 1990-91 academic year. This was brought about because community forums and other meetings were held during the 1989-90 schoolyear. Parents suggested that it would be appropriate to capitalize on McClellan's long tradition of community involvement and support by planning for McClellan High School to become a community school. - concept of community education\" opportunities are provided for all local community members, sc ools, and organizations to become partners in addressing educational community concerns. Community School is open year-round with educational opportunities available to all resi- ents of Central Arkansas. The McClellan Community School, in collaboration with other agencies, provides academic, extracurricular, sports, health, social service, and work force preparation programs for peope of all Asa community school' McClellan is available to the community almost around the dock to maximize the use of the school's library, computer labs, gym, playing fields, cafeteria, etc. The wishes of the community, expressed through the Advisory Board of the McClellan Community School, govern the programs and services made available, In the face of a budgetary deficit, the district is required to make cuts in order to \"balance the budget\", owever deeper cuts to the Community Education Program would threaten the program's very existence by reducing, n not eliminating, programs and services desired by the community. Nothing would be gained by devastating the trust built between the school and the community, therefore it is the recommendation of the McClellan Community School Advisory Board that the Community Education Program be maintained at a level of funding feasible for successful program operation. Through a range of programs and services the Community Education Program serves approximately 500 to 700 persons per quarter ranging in age from S to 75. Despite annual budget reductions, the program has continued its service to the community. Proposed cuts by the district would however jeopardize the program s ability to function. And, deletion of the program would usurp the trust that has been built with the community. OB700 P04 ftpp 03 '95 14:57 ---------al were held around meeting sprang the Community School concept that ..........- was formed led by then Assistant Principal Jodie narontc M AM . ^sc^er Rosc Bogan, LRSD Board member O.G. Jacovelli, and pa ents Mr. Mrs, Larry Wood. This committee worked with consultants in Flint, Michigan, to bring back a plan to sta,^ community education at McClellan High School for the southwest the district seeking input from Keville had seen in other parts of the nation, A committee Carter, math teacher Aniu Henson,  -v-H.unay ^uucation at rtcL,ieiian High bchool for the southwest area of Little Rock. After 4 community g'oups throughout the process, the final report was presented to the Little Rock School Soard for approval. This committee was then dissolved to make way for the initial plan to start Education Program was implemented at John L. McClellan High School during the 11 academic year, governed by the McClellan Community High School Advisory Board. The Commu- 17 IEducation program serves individuals beginning at birth, or before, and continues throughout life Community Education meets the needs of\n*lnfants *High risk youth and parents *McClellan graduates *The Southwest Little Rock community *Area businesses, churches and schools *The McClellan Community High School facility *lndividuais upgrading their work skills *Area agencies and organizations Community Education provides: Health services to McClellan students and community *Summer camp services for 6-12 year-olds *Summer jobs for youth *Tutoring to al! children K-12 7 *Skills training for GED participants *job enhancement skills for all ages College credit classes for all community members *Citizen involvement for all ages *SkilIs training for drop-outs  Programs for suspended students *1 management referral for at risk youth. 6th- 12th grade, LRSD students *Parnting and prenatal education ^Classes for LRSD youth *Leisure classes for all citizens *Recreationa! classes for all citizens *Senior citizen brochure classes *Neighborhood association meetings for Southwest Little Rock residents, and Summer enrichment programs for 6th-12th grades focusing on LRSD students The Council was formed to strengthen the unification between the school and the community, to exercise the uon. and administration of the community education h pementa programs. Council memberahip is open to all interested persons who wish tu dcjciare .membership Council activities. The Coucil then elects the McClellan Community High School Adviso^ to deciare membership and take part in Board. EnBsssaBSa^iaeSiEii 300 P03 APR 03 9' 14:57 e Advisory Board is the decision-making body of the Council. It seeks a balance of race and gender and reflects representation of the community, to include: ousiness/community leaders\nMcClellan faculty\nsenior dozens, parents of McClellan students: McClellan students\nand other members of the community at-large, e Board then elects its officers who comprise the Executive Committee, which functions to establish the agenda for Board meetings. Per federal court order dated December 30, 1992, the district is directed to be mindful of its desegregation obligations as they relate to language in the plan which states that the McClellan Community School Advisory CounciMl\n------ - ' IS a means for promoting community involvement and input.\" Proposed changes to the school according to this order, must \"reflect the community's needs and wishes. M In a loHowing order dated August 26, 1993, the district's decision to alter the Community Education rogram s funding caused the Court to question the effect this change [would] have on the district's ability to desegregate McClellan and meet its plan obligations.X Again budget cuts have brought into question whether the level of funding which Community Education expects to receive from the district will be sufficient to effectively deliver services. Problem Definition he LRSD is in the midst of a critical financial crisis. Budget cuts are being looked at all over the district. The causes of the problem have been well documented over the last 12 years. The people most affected are the students of our district. The magnitude of this problem has caused the district, to consider cutting or closing certain programs such as- th' e Community Ed ucation Programi . Cuts to the community education budget threaten the very existence of the program. Since its inception the Community Education Program budget has suffered cuts year after year. At this point, additional cuts are directly affect program delivery. For instance, the ACT Prep program currently costs students $ . proposed cuts are imposed, such low fees will be unreasonable making it impossible for many students to get this training. The primary actors are the Advisory Council, the Advisory Board, the Executive Committee, community members, suff, and administration, ill n Process: usiness cases were submitted for the LRSD Board of Directors to review, A case to delete the program was submitted by Principal Jodie Carter. But. after carefully looking into the judge's order, it was determined chat more Council involvement was needed to analyze the current situation. A second business case was then drafted by Mr. Carter, This case was presented to the Advisory Board on March 16, 1995 for approval The case was rejected by the Advisory Board. Using the second business case as a guide the Advisory Board requested proposed budgets (normal and bare bones) from the Community Education Director to be used in determining the amount vvhich would be requested from the LRSD for FY 95-96. RdSnc 700 P0b fiPP 03 95 14:58 Identification: I. Change nothing. Recognizing the critical financial crisis facing the Little Rock School District the Advi- S07 Board rejects this alternative in an effort to provide savings to the LRSD. budget of $ 130,000. At the beginning of 1995, in a proposal by the LRSD, 5130,000 was deemed feasible at that time for allocation to the Community Education Program, 3. Request a budget of $ 116,870.43. This budget (see attachment A) was submitted by the Director of Community Education at the request of the Advisory Board. However, the information provided IS insufficient for the Adviso^ Board to make a determination therefore this proposal is rejected. 4. Request a budget of $97,997.51, This budget, (see attachment 6) was also submitted by the Director k at Advisor Board request In this case, the Advisor Board had requested a bare bones budget however the integrity of the program is jeopardized by this proposal given the reduction of service shown. 5, Request tfiat the program be deleted. This proposal was never sanctioned by the Advisory Board. Recommendation It IS recommended by the McClellan Community Schoo! Advisory Board that the district give $130.000 to the Community Education Program for FY 95-96. The rationale for this recommendation is that this action will confirm tion Plan and our willingness to adhere to the Court Order. our commitment to the DesegregaM z^i recommendation is to allow the Community Education Program to continue at McClellan Community High School. The district will work with the McClellan Community Education Advisory card to ensure that the integrity of the governance, structure, and operations of the Community Education rrAoram Oie rxi-inimoMw, ___ - . ' Program, as originally defined, are recognized. The Court Order states that we are to involve and keep informed both the school and the surrounding community. This will allow for the district's goal of ensuring that equity occurs in all phases of school activi- ties and operations. The following is a list of the criteria to be used in determining the direction the program will take\nL The Community, the Board, and/or the Council will be meaningfully involved in the decisions made. I The Community Education Program will remain housed at McClellan Community High School.1 s i 300 F07 APR 03 95 14:59 3. The district will provide technical assistance to the Community Education Program in the form of grant writing expertise to assist in securing funding sources. 4. Request a financial review to take place mid-year so that all parties will be informed as to the programs financial position. The review committee to consist of Community Education Advisory Board, Community Education Director, and the McClellan Community High School Principal. Finally, the district will provide a starting budget of $ 130,000 to assist the Community Education staff in the operation of the Community Education Program. Impact Analysis This recommendation will have a positive impact on the Desegregation Plan and the Court Order. This will show willigness to comply with the Plan and Order. Program: The continued support of the Community School\" will link citizens and their schools together in ways that are mutually beneficial. This will ensure district goal #6, to ensure that equity occurs in all phases of PolftKol Factor. No negative impact is noted. Risk\nDevastation of services rendered to students and the community. Debasing of trust built with the community. Tkritng: Continued district support must be implemented in FY95-96. school activities and* operations. DesegKgration Plan: No negative impact is noted. Court Order. No negative impact is noted. kUun iiKiHbK I 300 P0S APR 03 95 14:59 Rfisources Analysis Initial district estimates projected a budget of $ 130,000 to be allocated to the Community Education Program. This will result in a savings of $40,000 to the district for FY95-96. The following allocations will be necessary to adequately fund the Community Education Program. Tills. Personnel Director Office Manager Secretarial Support (20 hrs. @ 6.50 per hr.) Receptionist (20 hrs. @ 5.00 per hr.) Night Supervisor (20 hrs. (g 7.50 per hr.) Program Coordinator (20 hrs. per week) COE Worker (15 hrs/wk (g 4.35) Amg.unt Fringe Benefits Benefit Package FICA Total Personnel $44,321.00 $17,915.00 $ 6,240.00 $ 4.800.00 $ 7.200.00 $15,000.00 $ 2.333.00 $97,809.00 $2,279.04 $7,482.39 $9,761.43 $107,570.43 Total cost to the distnct is $ 130,00, with the balance of $22,429.57 to be used for operational expenses. This represents a savings of $40,000 to the district. Porce .Field Analysis The Board of Directors and the administration are well aware that hard, sound financial decisions must be ma e, that the primary goal for the district is to ensure quality academic programs for ail its students. Under e leadership of Dr. Williams, our ultimate goal will be to comply with the Desegregation Plan and Court Order. The opposed may be individuals that want all resorces to be directed toward students. Hrai EZSSRasnmi! rgym a J 300 P09 hPP 03 '95 15:00 General Implementation Plan Date Activity 6/9S On-going monitoring/ assistance provided Principal/Community Ed. Directory and Advisory Board 1/96 Mid-Year Review of Financial Status Superintendent/Principal Community Ed. Director and Advisory Board S/96 Evaluation of Current Condition Superintendent/Principal Community Ed. Director and Advisory Board K39 B!5(P IE9 R?- I3i f s- 300 Pie APR 03 95 15:00 e McCI**i4n CornrHunity Education P ropoead BuPgeU for 1995-98 Budget i Paraonnal Director Office Manager Secretarial Support (20 nrs. e.6O per hr.) Receptionist (20 hrs.  5.00 per hr.) Night Supervisor (20 hrs. e 7.50 per hr.) Program Coordinator (20 hrs. per week) COE Worker (15 hra/wk O 4.36) Sub Total Paraonnal Fringe BanaOta Banalit Package RCA Sub Total Total Ptmonnol Operetienai Expanaea Printing (2 malilng O 80,000 copies) Bulk Mailing Offica Expanses Sub Total _T^i Budgot $ $ $ $ $ $ $ $ $ s $ s $ $ $$ $ 44.321.00 17.915.00 6.240.00 4,800.00 7.200.00 15,000.00 2,333.00 97.809.00 2,279.04 7.482.39 9,781.43 107,570,*3 4.000.00 ' 2.800.00 2,500.00 9,300.00 116,870.43 Total Savinga from $170,000 Sudgat $ 53,139.57 \u0026gt; ^uO I V I  6:. \u0026lt;{\u0026gt; 'v? - -- $ 300 Pll APR 03 95 15:01 McCiUan Community education Proposed Budfiet IWs-se Budget *2 Personnel Director Office Manager 11 mos Secretarial Support (20 hrs. \u0026amp; 6.50 per hr.) Night Supervisor (10 hra. Q 7.60 per hr. (9 mos)) Program Coordinator pA COE Worke. (9 hrs/wk 0 4.35 (9 mos)) Sub Total Personnel s $ $ s $ $ $ 44.321.00 16,422.00 6.240.00 2,700.00 15,000.00 1,409,40 86,092.40 S $ $ S viCO t Savings 1,492.92 4,500,00 923.40 6.916.32 Fringe Benefits Benefit Package FICA Sub Total $ $ $ 2,279.04 8,586.07 8,885.11 $ $ 627.40 627.40 Total Partonnel $ 94,967,51 $ 7,543.72 Operational Expenses Office Expenses Voice Mail  $45.00 per month (in lieu of Recepttenist) Mailing Sub Total $ $ $ $ 1,500.00 540,00 1.000.00 3,040.00 $ $ $ S 6,000,00 5,427.45 800.00 12,227.45 Total Budget $ 97,997.51 $ 19,771.17 Total Savings from $170,000 Budget $ 72,002.49 1 v\nil 4^- iiib'-I \"IJU F12 Hpp 03 'y5 15:01  L..- t. .0h\\ ,r V, - r :ri\u0026lt;- 'f .  I\n. \u0026lt; .'J \u0026lt;f.  .Mgei \u0026gt; i' r'\njt ' I.c ! .1 ' r')i. vl' I'  1 .' r\n' .{lit \u0026gt;  i  I300 PIT 95 15:02 : on.FO\nCQn^^ SHRJ 4'4-^5 AnM . 13x005X0 j:^ .. -' 305 P01 de. \\ i APR 04 95 12:39 FA)(^! a-ii-eiioo n^OM: I IAcOa/a^ kvA. A6oi\u0026amp;dK\u0026gt;^ * . t. V  . V COMMtNTS: ( TOTAL PAOISINCLUVINS TH( CWIP SHPIT: CALL 570'4f49 IF THFRF ISA PROBLEM WITH THE FA)L. MCCmiAN CCMMUNiry $CH00l FAX (501) 570-409S r*y-' W'.? BBX .! ijj ft 0 J'' t kln\u0026lt; K Uck K ( Q .OBHH 305 P02 APR 04 95 12:40  ?r\n^ I ('wmiuKjfT t' S I S' s?\u0026lt; i7 LITTLE ROOK SCHOOL DISTRICT - John L. McClellan Community High School Geyer Springs Road W: '\n*r \n Phone 570-4100  Little Rock, Arkansas 72209 brawn, Office ofVesegreffatlan Manitarlng J\\R.OAf iQiAf^liliam Jlelds. President McClellan Community Advisory Board TOJiTE.: April 4,199S SUbJECT: Community Education business Case copy of the business Case drafted In,' the McClellan Community Advisory board members was personally handed to Jodie Carter. Principal McClellan Community JHl^h School, by A(arion Baldwin, Board member. April S. 1995 about 3:50 pjn. - 5^- \u0026gt;i: . -f- ^Tg Z J'ROCK SCHOOL DISTRICT- 5? ...... 305 P02 APR 04 95 12:40 LITTLE John L. McClellan Community High School 9417 Geyer Springs Road  Phone 570-4100  Little Rock, Arkansas 72209 TO: Ann '\u0026amp;toTQn. Office of Desegregation Monitoring fJK.OA(:io^^illicim J^ields. 'President McClellan Community Advisory Board DATZ: April 4-. 1995 SUSJECV: Community Education'Business Case A copy of the Business Case drafted by the McClellan Community Advisory Board members ivas personally handed to Jodie Carter. Trincipal McClellan Community Ml^h School, by Marion Baldwin. Board member. April 5.1995 about 5:50 p.m. 9 c.' F?ECE(V SEP iJ 1 1995 Office of Desegregation Monitoring 1 I5li  1 1 ROCK SCHOOL DISTRICT kaA\u0026gt; John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 AGENDA McClellan Community School Advisory Council Meeting Monday, September 25,1995 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Vote on Potential Board Members (Mitchell Moore, Leatrice Russ, Charley, Hilton, Jr., Loletha Wilkins, Herbert Louks, Dudda Sanders) 4 Director's Report inclusive of Financial Report 5. Re-establish Committees 6. Tailgate Party Summary 7. Report on $50,000.00 City Grant 8. Report on Task Force Monies ($5,000.00) 9. Memorial for Mahlon Martin to SVIMC Cancer Center William Fields Kelly Tucker Nancy Reedy Willie Edwards Rosemary Lawson Bobby Thomas Jo Powell RECEP OCT 23 1995 AGENDA Office of Dessgregatioi, I'^Wisoi'ihg McClellan Community School Advisory Council Meeting Monday, October 30,1995 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Principal's Report - Jodie Carter 4 Report on Meeting with Dr. Henry Williams - Jo Powell, Rosemary Lawson 5. CE Director's Report - Marion Baldwin Computers Update City Grant Healthy Family Center Report 6. 2 Cool 4 School Summer 1995 Budget - Marion Baldwin 7. Wilson Funeral Home Crematorium Update - Bobby Thomas Community Education Audit Tracking System for Tutoring Success 8. Establish Committees 9. New Business Willie Edwards William Fields Charley Hilton, 111 Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Bobby Thomas Kelly TuckerMcClellan Community Education Advisory Council Minutes Monday, September 25,1995 PRESENT: \\\\^liam Fields Nancy Reedy Bobby Thomas Willie Edwards Jo Powell Kelly Tucker Rosemary Lawson Marian Baldwin, Ex-Officio Member CALL TO ORDER: Meeting called to order at 6:15 p.m. by President Bobby Thomas. Mr. Thomas welcomed the Little Rock School Board members, Pat Gee and new board member. Sue Strickland. Bobby Thomas gave a report on the Tailgate Party on September 25, 1995. The Board decided in lieu of flowers for Mahlon Martin a donation will be made to SVIMC Cancer Center. Donations will be taken by Jg Powell. Marion Baldwin gave a verbal report for Community Education. Mrs. Baldwin requested a raise for Doris Robey, Night Supervisor: informed the Board that Susan Williams had resigned\nreported that the Oma Jacovelli Auditorium dedication service is set for 3 p.m. October 1, 1995, and Phyllis Smith is working on the invitations: requested help from City in securing shrubs/pansies for dedication: reported that CE spent less than $100 for Teacher Tailgate party, and how supportive community was with donations. Mrs. Baldwin is currently working with Mark MilhoUen to secure the $50,000 City Grant. The grant must be acknowledged through the LRSD School Board and a detailed budget be presented to the City before funds will be released. CE Fall classes begin tonight and the Computer for Beginners classes has 20 enrolled. Mrs. Baldwin will visit PTA's etc. to promote classes. Mrs. Baldwin reported that the Healthy Family Center is functioning real well. Tutoring for grades K-12 has already serviced 100 kids. The enrichment program at Baseline Elementary began last Thursday. The Baseline enrichment program runs Monday - Friday. Rosemary Lawson requested that a Healthy Family Center breakdown be provided for the Board. Mrs. Baldwin agreed to have available at the next meeting. The Board discussed the potential of a crematorium being constructed at Wilson Funeral Home. The Board decided that a letter be written bySeptember 27, 1995 to express opposition. Marion Baldwin said CE will write the letter for the Advisory Council opposing the crematorium. The Advisory Board discussed CE's Budget. The concern of the Board was will Community Education be cancelled when the $40,000.00 provided by LRSD is gone. It was decided that the Board will meet with Superintendent Dr. Henry Williams to discuss CE's budget and future. The Advisory Board discussed previous budget expenditures and how monies were spent. Rosemary Lawson said Board members need an accounting of where CE monies and property are for 1994/1995. It was suggested that there be an audit of CE funds for the last couple or years. Rosemary Lawson also asked for a comprehensive breakdown of the 2 Cool 4 School Summer Day Camp expenses paid through CE and HFC. This information is needed before the Board can determine how much money is needed to successfully operate Community Education. The Board discussed the Board vacancies and up coming elections. AAHUie Edwards proposed that the Board fill the current vacancies and suspend the election rmtil next year. Tony Hunnicutt was introduced to the Board as the newly elected Staff Representative Board member replacing Marion Baldwin. The Advisory Board reviewed the current committees and decided to as a committee to re-establish the By-Laws. Listed below are the current committees and their function:  Landscape Committee - graduation  Facilities Committee - to upgrade campus  Scholarship Committee - to determine who get scholarships for classes  Health Committee - used to work at Health Clinic  Public Relations Committee - Guerin added to committee as chair person  Committee to review By-Laws and Constitution Leatrice Russ was elected to replace Marion Baldwin as Secretary. Mrs. Russ requested a tape recorder to tape each meeting. NEXT MEETING: The next Advisory Council meeting will be October 30, 1995. The meeting was adjourned at 7:50 p.m.1^-. RECEIWn' NOV 2 7 J995 AGENDA Office of Desegregation Monitoring McClellan Community School Advisory Council Meeting Monday, November 27,1995 6:(X) p.m. McClellan Media Center 1, Call to Order 2. Roll Call 3. Committees Report (Letter Form) 4 Director's Report Report on Money from City Report on Flint Training Annual $5,(X)0 Grant (January) Extended Evaluation Drug Abuse Prevention Institute 5. Teacher Recognition/Incentive Set Date for By-Laws Committee (Retreat) 7. Principal's Report 8. Adjournment Willie Edwards William Fields Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Bobby Thomas Kelly Tucker IMcClellan Community Education Advisory Council Minutes Monday, October 30,1995 PRESENT: Willie Edwards Rosemary Lawson Jo Powell Marion Baldwin, Ex-Ofiicio Member Jodie Carter, Ex-Officio Member Charley Hilton, Jr. Herbert Louks Leatrice Russ Tony Hunnicutt Mitchell Moore Bobby Thomas ABSENT: A^^liams Fields Nancy Reedy Kelly Tucker CALL TO ORDER: Meeting called to order by President Bobby Thomas at 6:15 p.m. Roll called by Secretary Lea Russ. President Thomas called for the reading of the September 25, 1995 minutes, and requested minutes be approved as read if no corrections. Bobby Thomas asked Jo Powell to give a report on the meeting with Dr. Henry Williams, LRSD Superintendent. Mrs. Powell reported that Dr. Williams expressed concern that the computers were ordered and cancelled by the previous director. President Thomas read a letter from LRSD Comptroller, Mark Milhollen. Mr. Thomas and other Advisory Board members discussed having an audit of Community Education with Superintendent Williams, and Dr. Williams agreed. CE Director Marion Baldwin introduced the Healthy Family Center (HFC) staff: Case Managers Janietta Smith, Earl Graham, Deborah Anderson\nInformation Manager Deirdre Whitfield\nHealthy Family Center Coordinator Boyce Pearson\nCreative Expression Coordinator Cleveland Ellis. Cleveland Ellis invited all present to the HFC Creative Arts Halloween Festival at Baseline Elementary. He noted that his program enlists surrounding elementary schools in participation of the program to be held on Tuesday, October 31, 1995 at 6:30 p.m. The program will be performed by five students from each near by school and 30 from Baseline for a total of 50 children. Janietta Smith, HFC Case Manager, reported that the overview of the purpose of the Healthy Family Center is reaching at-risk youth in the Southwest Little Rock School District. To achieve this purpose, the HFC programs provide case management, creative expression, a tutorial program, and a mentoring program. Ms. Baldwin reported that $1.4 million was disbursed among several components (Step-Up Center, Parent Center). Of the total program HFC has the largest staff. The Center serves Southwest Little Rock residents only. Ms. Baldwin's vision is that McClellan Healthy Family Center will become a program to be used as a model. The HFC tutoring component presently has 50 students enrolled. Tutors are peers supervised by LRSD certified teacher. Marva Pearson. Ms. Baldwin reported on the City Grant. The City Grant budget is complete. The total $50,000 will not be released to Community Education in one sum. The first distribution released will be for a tutoring program offered only to McClellan students. Principal Jodie Carter reported that the 1995/1996 school year started up relative well. Ongoing projects are bringing the school grounds and equipment up to par and working the curriculum more intensely in the classroom. Mr. Carter said grounds are looking good due to a full staff. Mr. Carter expressed the need for more equipment in the classrooms. Dr. Williams asked Mr. Carter to speak with Mark MilhoUen about the computers. Mr. Carter reported that GPA's are looking good. The tutoring program before and after school in each department wiU help students not excelling have an equal opportunity to get a soUd education. The football team is on the upswing and could possibly go to play-offs. There have been a couple of disruptions this school year\nhowever, since those students are out of school, things seem to be running smoothly. Wilson Funeral owner, Mr. Black, decide to withdraw the application for a crematorium in Southwest Little Rock. Tony Hunnicutt reported that the staff is pleased with the present Community Education classes. The Business Education Department has offered to help advertise Community Education's classes. Jo Powell reported that the Counseling department is having a luncheon to welcome new staff members. NEW Advisory Council Committee reports are to be made in letter form. The Advisory Council needs a copy of the by-laws from Ms. Baldwin. The Extended Program Evaluation report is due November 13, 1995. Ms. BUSINESS: Baldwin asked the Advisory Board to meet Thursday November 12, 1995 at 5 PM to review the Evaluation before the final draft is completed. The special called Advisory Board meeting will be held in the Media Center. NEXT MEETING: The next Advisory Council meeting will be November 27, 1995. The meeting was adjourned at 8:20 p.m.NDV c '/ jQQt\nAGENDA Office c/ Oese^reaati'cn Wofiiicf/ng McClellan Community School Advisoiy Council Meetihg Monday, November 27,1995 6:(X) p.m. McClellan Media Center 1. Call to Order 2. RoUCaU 3. Committees Report (Letter Form) 4 Director's Report Report on Money from City Report on Flint 'Training Annual $5,000 Grant (January) Extended Evaluation Drug Abuse Prevention Institute 5. Teacher Recognition/Incentive 6. Set Date for By-Laws Committee (Retreat) 7. Principal's Report 8. Adjournment Willie Edwards William Fields Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Bobby Thomas Kelly TuckerMcClellan Community Education Advisory Coimcil Minutes Monday, October 30,1995 PRESENT: Willie Edwards Rosemary Lawson Jo Powell Marion Baldwin, Ex-Officio Member Jodie Carter, Ex-Officio Member Charley Hilton, Jr. Herbert Louks Leatrice Russ Tony Hunnicutt Mitchell Moore Bobby Thomas ABSENT: Williams Fields Nancy Reedy Kelly Tucker CALL TO ORDER: Meeting called to order by President Bobby Thomas at 6:15 p.m. Roll called by Secretary Lea Russ. President Thomas called for the reading of the September 25, 1995 minutes, and requested minutes be approved as read if no corrections. Bobby Thomas asked Jo Powell to give a report on the meeting with Dr. Henry Williams, LRSD Superintendent. Mrs. Powell reported that Dr. Williams expressed concern that the computers were ordered and cancelled by the previous director. President Thomas read a letter from LRSD Comptroller, Mark Milhollen. Mr. Thomas and other Advisory Board members discussed having an audit of Community Education with Superintendent Williams, and Dr. iAdlliams agreed. CE Director Marion Baldwin introduced the Healthy Family Center (HFC) staff: Case Managers Janietta Smith, Earl Graham, Deborah Anderson: Information Manager Deirdre Whitfield: Healthy Family Center Coordinator Boyce Pearson: Creative Expression Coordinator Cleveland Ellis. Cleveland Ellis invited all present to the HFC Creative Arts Halloween Festival at Baseline Elementary. He noted that his program enlists surrounding elementary schools in participation of the program to be held on Tuesday, October 31, 1995 at 6:30 p.m. The program will be performed by five students from each near by school and 30 from Baseline for a total of 50 children. Janietta Smith, HFC Case Manager, reported that the overview of the purpose of the Healthy Family Center is reaching at-risk youth in the Southwest Little Rock School District. To achieve this purpose, the HFC programs provide case management, creative expression, a tutorial program, and a mentoring program. *' Ms. Baldwin reported that $1.4 million was disbursed among several components (Step-Up Center, Parent Center). Of the total program HFC has the largest staff. The Center serves Southwest Little Rock residents only. Ms. Baldwin's vision is that McClellan Healthy Family Center will become a program to be used as a model. The HFC tutoring component presently has 50 students enrolled. Tutors are peers supervised by LRSD certified teacher. Marva Pearson. Ms. Baldwin reported on the City Grant. The City Grant budget is complete. The total $50,000 will not be released to Community Education in one sum. The first distribution released will be for a tutoring program offered only to McClellan students. Principal Jodie Carter reported that the 1995/1996 school year started up relative well. Ongoing projects are bringing the school grounds and equipment up to par and working the curriculum more intensely in the classroom. Mr. Carter said grounds are looking good due to a full staff. Mr. Carter expressed the need for more equipment in the classrooms. Dr. Williams asked Mr. Carter to speak with Mark Milhollen about the computers. Mr. Carter reported that GPA's are looking good. The tutoring program before and after school in each department will help students not excelling have an equal opportunity to get a solid education. The football team is on the upswing and could possibly go to play-offs. There have been a couple of disruptions this school year\nhowever, since those students are out of school, things seem to be running smoothly. Wilson Funeral owner, Mr. Black, decide to withdraw the application for a crematorium in Southwest Little Rock. Tony Hunnicutt reported that the staff is pleased with the present Community Education classes. The Business Education Department has offered to help advertise Community Education's classes. Jo Powell reported that the Counseling department is having a Itmcheon to welcome new staff members. Advisory Council Committee reports are to be made in letter form. The Advisory Council needs a copy of the by-laws from Ms. Baldwin. NEW The Extended Program Evaluation report is due November 13, 1995. Ms. BUSINESS: Baldwin asked the Advisory Board to meet Thursday November 12. 1995 at 5 PM to review the Evaluation before the final draft is completed. The special called Advisory Board meeting will be held in the Media Center. NEXT MEETING: The next Advisory Council meeting will be November 27, 1995. The meeting was adjourned at 8:20 p.m.AGENDA McClellan Community School Advisory Council Meeting Monday, February 26,1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call e- REC h- 1 .-7 0 3. Director's Report Community Education Classes Update Upcoming Events:  Tutorial Program  ACT Lock-In  Senior Citizens Health Fair ADAP Grant Proposal DHS Court Appearance re: Summer Breakfast/Lunch Program cc i Office ci 0 n 1996 3' 5' iiiuO f.icniioi'ing 5. New Developments Sportsman's Club \u0026amp; Restaurant - Kelly Tucker NUSA -Kelly Tucker 6. Old Business Fence Repair - Kelly Tucker Computer Order - Marion Baldwin By-Laws Update - Set Meeting Committees Revival Task Force Morries Update 7. Principal's Report 8. Adjournment Willie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly TuckerC/= AGENDA McClellan Community School Advisory Council Meeting Monday, February 26,1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call I RECEIVED 3. Director's Report Community Education Classes Update Upcoming Events:  Tutorial Program  ACT Lock-In  Senior Citizens Health Fair ADAP Grant Proposal DHS Court Appearance re: Summer Breakfast/Lunch Program FFa 9 n 1996 Office of Desegregation Monitoring i . ___- 1 5. New Developments Sportsman's Club \u0026amp; Restaurant - Kelly Tucker IMUS A -Kelly Tucker 6. Old Business Fence Repair - Kelly Tucker Computer Order - Marion Baldwin By-Laws Update - Set Meeting Committees Revival Task Force Monies Update 7. Principal's Report 8. Adjournment Willie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Huimicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly TuckerAGENDA McClellan Community School Advisory Council Meeting 57^ ,-! ftSf/ ^C'-- - Monday, March 25,1996 6:00 p.m. McClellan Media Center ij. 1. Call to Order 2. Roll Call 3. Director's Report Cancelled Computer Monies Internet Classes Writing Skills Tutorial Software Landscape Project Scholarship Committee Tutorial Program Report 5. Task Force Track Lighting 6. 7. Principal's Report Campus Update February Asemblies Old Business By-Laws 8. Adjournment jfica of Cs\n*1'4 Ju\nWillie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly TuckerMcClellan Community Education Advisory Council Minutes Monday, February 26,1995 PRESENT: Willicim Fields Rosemary Lawson Jo Powell Charley Hilton, Jr. Herbert Louks Nancy Reedy Tony Hunnicutt Mitchell Moore Leatrice Russ Marion Baldwin, Ex-Offlcio Member ABSENT: Willie Edwards Bobby Thomas Ann Sanders, Sr. Rep. Natalie Freeman, Jr. Rep. Kelly Tucker CALL TO ORDER: Meeting called to order by Vice President Jo Powell at 6:10 p.m. Roll called by Secretary Lea Russ. November 27, 1995 minutes read and approved as read. COMMITTEE REPORTS: DIRECTOR'S Marion Baldwin reported that 22 classes out of 46 Spring classes are REPORT: currently up and running. Eleven business classes of the 22 classes which made this spring have an enrollment of 10 students or more\n17 classes were cancelled due to inadequate enrollment: one free class was offered on entering college as an adult student and 2 ACT tutoring classes will be offered\nfour classes have not yet started. Community Education Tutorial Program began February 26, 1996 and eight students have signed up. Two students meet in the morning and three in the afternoon. This program is in place to help raise weak areas on the Stanford 8 for 99 tenth grade students who scored at or below the three (3) percentile. Thirteen McClellan teachers certified in English, Science, Social Studies and Math signed up to tutor. The goal for the program is that 40 of the 99 students will serve as a pilot group. This program is limited to nine weeks The ACT Lock-In date has tentatively set for March 29, 1996. Ms. Baldwin is presently negotiating with UALR on the cost. Mrs. Baldwin is working with Southwest Hospital and Baptist Hospital for an all day Senior Citizen Health Fair. The date is set for April 20, 1996 10:00 - 3:00 p.m. All screening will be free except for cholesterol. Barbara Brill, Baptist Medical Center, Karen Terry, McClellan School nurse, and Stacy Robinson, Southwest Hospital, Marion Baldwin, McClellan Community Education, make up the committee for the Senior Citizen Health Fair.Pat Gee stated that the Little Rock School District has not allowed very much money for Community Education. Ms. Gee requested a copy of student surveys to help convince the Board of Directors of the important role Community Education plays in the school. Ms. Baldwin read a letter to Linda Poindexter, president of LRSD board, addressing the role of Community Education to the school, students, and parents. Ms. Baldwin apprised the Advisory Board members of her DHS court appearance about the summer Itmches and breakfasts. Ms. Baldwin's appearance was in support of the school lunch program. The 2 Cool 4 School Summer Day Camp received 100-150 free lunches. Herbert Louks expounded on the alcohol Club and Restaurant that is trying to relocate to Crenshaw. It was suggested that Jodie Carter write a letter resisting this move. NUSA is to meet May 24, 1996 and tour the neighborhood. NUSA planned to have lunch at McClellan: however, it was decided to have lunch at the SWLR Community Center since the Center is under utilized. Ms. Baldwin reported that monies from the canceled purchase order for computers have been frmded back to CE's budget and is being reserved for operational expenses. Board members discussed upgrading current computers to accommodate software for teaching writing skills and basic computer skills. Ms. Baldwin read \"thank you\" cards from Kelly Tucker, Doris Robey, Mahlon Martin's Family, Marion Baldwin, and Lea Russ. Miguel Valez and the volunteer Income Tax service will be located at Southwest Library through April 14, 1996, from 10 a.m. to 3 p.m. Wednesday through Saturday. Mr. Valez has help from Americo, a group of college students from Charlotte. SCHOLARSHIP This Committee needs to meet prior to June 17, 1996, summer classes starting date. COMMITTEE: BY-LAWS Ms. Baldwin requested a date be set to work on the by-laws. COMMITTEE: March 11, 1996 was the date set for this meeting, and Community Education will send out reminders. NEXT MEETING: The next Advisory Council meeting will be March 25, 1996. The meeting was adjourned at 8:10 p.m.C //en'ac.e^ Sif.p AGENDA 3 \"J McClellan Community School Advisory Council Meeting\n'-'I' C\u0026amp;j ! Monday, April 29,1996 6:00 p.m. McClellan Media Center .zciuiiijna 1. Call to Order 2. Roll Call 3. Principal's Report Campus Update 4. Summer Football Camp - Coach Todd Shirley 5. Director's Report ACT Lock-In Senior Citizen Health Fair Parents Night Out Health Family Center Status Internet Classes 6. Task Force Track Lighting 7. Committees' Report Facilities Committee Scholarship Committee Health Committee Public Relations Committee 8. Old Business Appoint Committee to Study By-Laws 9. Adjournment Willie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly TuckerCP AGENDA APR 2-2 McClellan Community School Advisory Council Meeting,^^ Monday, April 29,1996 6:00 p.m. McClellan Media Center MomtonnQ 1. Call to Order 2. Roll Call 3. Principal's Report Campus Update 4. Summer Football Camp - Coach Todd Shirley 5, Director's Report ACT Lock-In Senior Citizen Health Fair Parents Night Out Health Family Center Status Internet Classes 6. Task Force Track Lighting 7. Committees' Report Facilities Committee Scholarship Committee Health Committee Public Relations Committee 8. Old Business Appoint Committee to Study By-Laws 9. Adjournment Willie Edwards William Fields Natalie Freeman Charley Hilton, Jr. Tony Hunnicutt Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Ann Sanders Bobby Thomas Kelly Tucker^sr .\u0026lt;T*' 4 '^TTTT!\n*,  4 - .J ? \u0026lt; r *\n' v, I -. Wigt (F. , if I' N I  cM^'  - If  h p  ij /* 1 1 .1 . 1   k k 2 7 .*, 1 1 V  *. / \u0026gt; 'rt: \u0026gt; Kfc: 1 , rt' Vi *i Cl  -J 4 F*1 ' J i4 \u0026lt; 4 X .\" \u0026gt; JREC^ AUG \u0026gt;2^1996 OKice of Desegregation Monitoring, AGENDA McClellan Community School Advisory Council Meeting Monday, August 26, 1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Up-date By-Laws 4. Filling Vacant Advisory Board Position 5. Task Force Money 6. Adjournment Willie Edwards IVilliam Fields Tony Hunnicutt Charley Hilton, Jr. Rosemary Lawson Herbert Louks Mitchell Moore Jo Powell Nancy Reedy Leatrice Russ Bobby Thomas Kelly Tucker  **Bold names are vacated position.tkftACt- Ar iSv**^*- f\"-5P -S\u0026gt; C/S Id i ROCK SCHOOL DISTRICT Sep 2 0 1996 LITTLE Office cf Dosegre^aiio\n, John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 September 16, 1996 TO: McClellan Community Education Advisory Council Members FROM: Marion Baldwin, Interim Director McClellan Community Education SUBJECT: Council Membership and Board Elections Thank you for your commitment to McClellan Community Education. Our by-laws stipulate that all council members are to declare in writing their intent to actively participate in Council activities. Enclosed please find a II Declaration of Intent 11 and return so that this commitment can be met. for you to complete The Council meets on the last Monday of each month in the Library at McClellan Community High School, 9417 Geyer Springs Road. The meetings begin at 6:00p.m. and conclude by 8:00p.m. at the latest. Our next meeting will be Monday, September 30, 1996. At our last meeting the by-laws were revised. by-laws is provided. If you have any questions Your copy of these or comments regarding these by-laws, please contact the Community Education Office at 570-4149. the September 30, 1996 meeting. The Board will vote to adopt these by-laws at Also enclosed in this correspondence you will find a nomination sheet. We currently have six vacancies on our board. In addition. there are four board seats for which terms expire in October. incumbents of these seats are incumbents are: seeking re-election. The These Mr. Willie Edwards, Mr. Herbert Louks, Rev. Mitchell Moore, and Ms. Lea Russ. Please return your \"Declaration of Intent\" and nomination form in the enclosed stamped envelope by Thursday, September 26, 1996. You will receive a ballot to vote on the vacant board seats no later than October 5, 1996. Thank you again Community Education. for your interest and support of McClellan Your input is valued and appreciated. McClellan Community Education Declaration of Intent As a member of the McClellan Commimity Education Advisory Council, I will participate by attending the meetings and responding to mailings. Signed Address Qty Date Zip Home phone number Work phone numberMcclellan Community Education Advisory Board Nomination Sheet 1996 Elections #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 Name (Please Print) Home Number Work NumberAGENDA McClellan Community School Advisory Council Meeting Monday, September 30,1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Director's Report 1995-96 Budget Overview 1996-97 Proposed Budget 1995-96 2 Cool 4 School Overview 1996-97 2 Cool 4 School Funding Needs 4. Community Education Projects Painting McClellan Stadium Buildings - Kelly Tucker Sidewalk Repair - Herbert Louks Adoption of Stadium as City Park - Tony Hunnicutt Lighting Around Campus - Willie Edwards Internet - Marion Baldwin 5. By-Law Adoption 6. Community Education Board Elections 7. Adjournment Willie Edwards Charley Hilton, Jr. Tony Hunnicutt Herbert Louks Mitchell Moore Leatrice Russ Kelly TuckerSection 1. McClellan Community School Advisory Council By-Laws Revised August, 1996 ARTICLE I. Name The name of this organization shall be McClellan Community High School Advisory Council and/or Board. ARTICLE II. Purpose The purpose of the McClellan Community School Advisory Council is: Section 1. to strengthen the unification between the school and community. Section 2. to exercise the community's proprietorship in the school. Section 3. to provide leadership and support in the planning, implementation, and administration of the community education programs. ARTICLE III. Organization A. Council and Board Section 1. The McClellan Community School Advisory Council and/or Board shall be comprised of non-voting general membership referred to herein as the \"Council\" and the voting membership responsible for decision-making referred to herein as the \"Board\". B. Council Section 1. Membership in the \"Council\" shall be open to all citizens of the McClellan Community High School attendance zone who wish to declare, in writing, their intent to actively participate in Council activities. Council meetings shall be open to the general public. C. Board Section 1. The Board shall be comprised of fifteen (15) members elected from the Council. Section 2. The Board shall be comprised of an executive committee, consisting of elected officers identified herein, various subcommittees as deemed appropriate by the executive committee and five (5) non voting ex-officio members to be selected. One ex-officio member shall represent the administration of McClellan Community High School andSection 3. Section4. Section 1. Section 2. Section 3. Section 4. Section 5. Section 6. one ex-officio member shall be the Director of Community Education representing the administration of Community Education. The Board will strive to have a racial and social-economic make-up which reflects the make-up of the population it represents. It seeks a balance of race and gender. Board representation shall reflect representation from the following groups  at least on (1) member from each -business/community leaders. -McClellan faculty. -senior citizens.  two (2) from -parents of McClellan students -McClellan students, one junior and one senior.  at least two (2) and no more than eight (8) at-large members. ARTICLE IV. Election of Board. The Council will be asked to submit nominations for vacant Board seats, excluding student and faculty representatives, at least three (3) weeks before a final slate is submitted. Nominations will not be accepted beyond the deadline for submission. Each nominee will be contacted to be informed of Board responsibilities and to discuss his/her willingness and eligibility to serve, as provided in Article III. From the Council's nominations, the Board will then select and submit a final slate of qualified nominees as provided for the Article III. The slate must include at least 2 nominees for each vacant seat, excluding student and faculty representatives. In the event that qualified nominees can not be found among the Council's nominations, the Board will assume that responsibility for nominating at least two qualified candidates. The Council must receive the slate and their ballots at least one (1) week prior to the election to be held in the third week of October of each year. However, the student and faculty representatives will be elected through the Student Council elections and faculty vote, respectively. 2Section 7. No ballots will be accepted beyond the deadline for submission. Mail-in ballots must be postmarked no later than the deadline. Section 8. Write-in nominations are allowed in the \"at-large\" category. Section 9. Candidates receiving the largest number of votes within each \"category\" will be elected. Section 10. The Board will assume the responsibility for resolving ties through majority vote by secret ballot. Section 11. The term of each Board position is three (3) years with the exception of student and faculty representatives who will serve twelve-month periods, June through May. There shall be no prohibition against officers serving consecutive terms. Section 12. The Executive Committee will fill the vacancy of any seat through appointment for the remainder of that seat's term. Section 13. Any board member who is absent from three (3) consecutive, regularly scheduled board meetings will be automatically dismissed from their board seat. Vacant seats will be filled according to Article IV, Section 12. ARTICLE V. Executive Committee and Officers Section 1. The Board will elect their officers by nomination and majority vote each year at their first meeting following Board election. Section 2. Officers of the Board shall include president, vice-president, secretary, and treasurer. Any additional office/officer must be approved by an annual majority vote of the Board and will have a term of one year. Section 3. Elected officers will comprise the executive committee. Section 4. The term of each officer will be limited to one year, but an individual may be elected to consecutive terms. Section 5. The president will preside at all meetings of the Board and Council and serve as the official spokesperson. The president will also appoint all committee chairs with the approval of the executive committee. Section 6. The vice-president will assist the president in his/her duties and will serve in the president's stead as spokesperson and will preside at meetings in his/her absence. 3Section 7. The secretary will maintain attendance records of Board and Council meetings and provide for recording minutes of each meeting and distributing them to the Council. The secretary will also maintain records of meetings and activities of the two previous years. Section 8. The treasurer will provide for the maintenance of records and reporting of expenditures and incomes of community education accounts. Section 9. The executive committee will meet at least two (2) weeks prior to each regularly scheduled meeting of the Board to determine the agenda for the Board meeting. It is the responsibility of each committee chairperson to notify the executive committee of possible Board agenda items. The Board shall also consider those agenda items suggested by the LRSD administration. Section 10. Standing committees will be established/dissolved upon majority vote of the Advisory Board. Section 11. The Advisory Board will establish guidelines for committee operations. Each committee will report to the Advisory Council at regularly scheduled meetings. Section 12. Succession of Officers. Should the president be unable or unwilling to serve in his/her official capacity the following order of succession shall empower the appropriate officer to preside in the president's stead\nvice-president, secretary, treasurer. Section 13. Should any officer resign or be unable to serve in his or her official capacity, the Board may elect a replacement at the next regularly scheduled or special meeting. However, at no time shall the board hold such election without prior notice to Borad members. ARTICLE VI. Meetings Section 1. The Advisory Council and Board will meet at least four (4) times each school year (September-August) as scheduled by the Executive Committee in May of the preceding year. The Council will receive reminders of the meetings at least two (2) weeks before the meeting date. Section 2. Special meetings of the Council or Board may be called by a majority vote of the executive committee. Section 3. All issues of the Board must be decided by majority vote of active board members. 4ARTICLE VII. Amendments Section 1, These By-Laws may be adopted or amended by a two-thirds (2/3) vote of the Council present at any meeting, provided that the proposed additions or changes in the By- Laws and the Board meeting date have been submitted in writing to all members of the Council thirty (30) days in advance of the meeting. ARTICLE VIII. Conducting Business Section 1. Business can only be conducted when a majority (50% plus one) of the active board members are present to vote. 5RECEfVPn ocr 2 2 1996 AGENDA Office of Desegregation Monitoring McClellan Community School Advisory Council Meeting Monday, October 28, 1996 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Reading of September Minutes 4. Actual Budgeted Amount for 1996/1997 5. Director'sReport (5 minutes each) Project Updates\nPainting McClellan Stadium Buildings Sidewalk Repair Lighting Stadium Paving Stadium Entrance 6. Regeneration of Community Interest 7. Community Education Board Elections 8. Adjournment Willie Edwards Charley Hilton, Jr. Tony Hunnicutt Herbert Louks Mitchell Moore Leatrice Russ Kelly TuckerMcClellan Community Education Advisory Council Minutes Monday, September 30,1996 PRESENT: Charley Hilton, Jr. Tony Hunnicutt Herbert Louks Mitchell Moore Marion Baldwin, Ex-Offlcio Member Leatrice Russ Kelly Tucker ABSENT: Willie Edwards CALL TO ORDER: Meeting called to order by Secretary Leatrice Russ at 6:12 p.m. Roll call was by Leatrice Russ. Director's Report: 1995-96 Expenditure Report. Marion Baldvdn pointed out that $102,000 was the total amount of money Community Education spent. Includes 2 Cool 4 School payroll for the Summer 1995. A payroll account has been established so that the 2 Cool 4 School payroll will not be expensed to Community Education's budget inflating the payroll. Community Education received $40,000.00 allocated from the Little Rock School District. Ms. Baldwin reminded the Board that $41,576.92 was recovered from the 1994/1995 fiscal year making a total of $81,576.92 District monies. As of dime 30, 1996, Community Education's fund balance is a negative $17,214.47. Ms. Baldwin recommends requesting the negative fund balance be deducted from the 1996/1997 budget. 1996-97 Proposed Budget. Mrs. Baldwin presented a resource analysis from the approved Business Case detailing Community Education's budget. The LRSD Board of Directors approved this amount for Community Education. 1995-96 2 Cool 4 School Overview, The total expenses for the Summer 1996 is a total of $73,725. There was $1,100 left over. The bus expenditure for 1996 field trips has yet to be deducted. Community Education Projects Painting McClellan Stadium Buildings - Kelly Tucker The total square feet to be painted is approximately 7,500 including the press box, concession stand, two ticket booths, and the storage building. Mr. Tucker said he will take the square footage and order the needed paint. Sidewalk Repair - Herbert Louks Total cost to repair the concrete blocks in the front sidewald will be approximately $2,500.00. If only the area south of the flower containers are repaired, the cost will be one third the estimated amount. Mr. Louks said that he will contact Doug Eaton to have him come and look at the blocks to be removed. The Board discussed improving the grounds beneath the bleachers with concrete or asphalt with Task Force monies. Kelly Tucker will contact Jim Lawson, City of Little Rock, to get cost estimates. Herbert Louks will arrange to have Mr. Eaton come to the campus to discuss removing/replacing the broken blocks. Adoption of Stadium as City Park - Tony Hunnicutt Tony Hunnicutt was absent and Ms. Baldwin reported for him. Ms. Baldwin reported that Mr. Hunnicutt made several calls to different city offices and his calls were not returned. Mr. Hunnicutt's opinion was that the City was not interested in adopting the stadium as a city park. Lighting Around Campus - Willie Edwards Willie Edwards was absent. Ms. Baldwin reported that she and Mr. Edwards walked arotmd the campus for a cost estimate to light the tract. Mrs. Baldwin said she has a contact that will give an estimate for the lighting. Internet - Marion Baldwin The Internet is coming to be installed in the entire school district. If Community Education installs the Internet before it comes to the district. Community Education will not receive the school discount. By-Law Adoption A motion was made by Mitchell Moore that the August 1996 revised By- Laws be adopted and carried by a unanimous vote. Lea\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_1462","title":"\"Pulaski County Interdistrict Magnet School Evaluation,\" Arkansas State University Center for Excellence in Education, State University, Ark.","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":["Arkansas State University"],"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. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["150 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_969","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":["1993-01/1993-03"],"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 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/969"],"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\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_707","title":"Strategic planning process","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":["1993/2003"],"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 board members","School improvement programs"],"dcterms_title":["Strategic planning process"],"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/707"],"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\nRECEived NOV 7 Office of Desegregation 95 IMonitoring A Vision For The Future Little Rock School District Proposed Strategic Plan 1996-2001A mission statement is a broad statement of the unique purpose for . which the district exists and the specific function it performs. Mission Statement The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive contributing citizens. This is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. 1 Beliefs are a statement of the district's fundamental convictions, values, and character. Beliefs We believe....  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence development of a child. on the  Educated and involved citizens are necessary to sustain the health of a democracy.  Accepting and utilizing cultural and racial diversity enrich and strengthen the community.  Education can enhance every aspect of a person's life.  With every right comes a responsibility.  Actions speak louder than words.  Self-worth allows each individual to aspire to excellence and develop his/her unique capabilities.  Every individual is responsible for contributing to the general welfare of the community. 2 Objectives are an expression of the district's desired, measurable end results of student success, performance and/or achievement. Objectives  By the year 2001, average student performance for every identified sub group (race, gender) will be at or above the 75th percentile as measured by standardized tests.  No later than the year 2001, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculum.  Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. 3 Strategies are the means by which the district can accomplish its objectives. Strategies  In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards.  We will develop the means to successfully implement or modify the Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan.  We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum.  We will design and implement internal and external communication plans to improve public trust and community support.  We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with students' learning. our 4 Strategies (Continued)  We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives.  We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan.  We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age.  We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district.  We will develop and implement plans to restore public confidence in the safety and security of our schools.  We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the district.  We will redesign our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan. (No action team necessary, due to dependency on the other strategies.) 5Parameters are the guiding principals that establish the framework within which the district will accomplish its mission. Parameters *  No new program or service will be accepted unless it is consistent with the Strategic Plan, benefits clearly exceed costs, and provisions are made for staff development and program evaluation.  No program or service will be retained unless benefits continue to exceed cost and it continues to make an optimal contribution to the mission.  School-based decision making will always be consistent with the Strategic Plan as well as the Desegregation Plan.  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee. * Contractual items will be subject to negotiation. 6 PVe will develop the means to successfully implement or modify the Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan. Strategy 2 Action Plan Year 1 Year 2/3 Year 2. X 1. Identification of LRSD desegregation plan obligations. X 2. Determine plan requirements/obligations which are not feasible or educationally sound. X 3. Establish a timetable and plan for complying with all feasible obligations. X 4. Seek joint plan modifications and recognition of completed obligations through consultation with ODM, Joshua Intervenors, Knight Intervenors, all for the purpose of enabling the LRSD to achieve goals and objectives. X 5. Declare intention to cooperate with and establish working relationships with Joshua Intervenors, Knight Intervenors, and ODM. 8 We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum. Strategy 3 Action Plan Year 1 Year 2/3 Year JZl X 1. Adopt a policy statement providing for intervention as an operative and vital part of elementary school instruction. X 2. Expand comprehensive Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills. X 3. Develop an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3. X 4. Promotes school-wide reform and ensures access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. X 5. Implement middle school programming to provide a developmentally appropriate educational environment for the academic success of adolescents. X 6. Redesign the delivery system at the alternative learning center to improve academic skills and to address the social, emotional, and behavioral needs of the students. 9 Strategy 3 Action Plan (Continued) X 7. Train requesting teachers in the Math/Science crusade (K-12) to better implement the Goal 2000 plan and give them the background for following the guidelines set forth by the NCTM (National Council of Teachers of Mathematics) and the related science organization. X 8. Provide extended day academic programming for students at risk of failing and in need of extra assistance in core subjects. X 9. Implement a three week summer program for identified at risk students in the middle level grades in order to provide an on-going three year experience in science and math. 10VJe will design and implement internal and external communication plans to improve public trust and community support. Strategy 4 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Communicate key issues with consistency to our audiences. X 2. Increase credibility with teachers, principals, and members of the district's staff through more timely and accurate information flow to and from LRSD's central administration. X 3. Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. X 4. Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the district, with regard to the quality of education received by all children within the LRSD's schools. X 5. Shift focus away from the district back to its individual schools (as well as to their students and teachers). X 6. Create a system that ensures a constant flow of \"success stories\" from the individual LRSD schools into the Districf s Office of Communications for release to the public. X 7. Create positive spokespersons out of parents, teachers and other influential members of the community. 11 Strategy 4 Action Plan (Continued) X 8. Improve the existing system that was designed to direct the media toward the appropriate information source within the District 12We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students' learning. Strategy 5 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Expand the role of Partners in Education to include the development of business and community partner coalitions with neighborhood school emphasis in an effort to expand resources which address external issues interfering with students' learning. X 2. Improved opportunities for young people to develop positive interactions with adults who are mentors. X 3. Increase the level of grant funding available to the LRSD to utilize in partnerships with community agencies and organizations to address external issues that interfere with students' learning. X 4. Design and develop a joint working agreement with LRSD and community agencies and organizations that ensures availability of and access to comprehensive support services for all LRSD students. 13 V^e will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives. Strategy 6 Action Plan Year 1 Year 2/3 Year JZl X 1. Develop job descriptions that are consistent and specific. X 2. Design recruitment/entrance standards to attract superior personnel who excel academically or otherwise in their major fields of study, experience, or interest X 3. Develop a fair, equitable compensation system for all employees that is objective, fairly administered and tied to the performance of the school. X 4. To maximize student-teacher contact time, decrease substitute personnel expense to the district and enhance the morale of all district personnel. X 5. Create monetary and non-monetary incentives to reward district employees who work for the betterment of our students. X 6. Provide staff with opportunities to pursue educational endeavors that will promote high educational standards within the district X 7. Develop an evaluation process which accurately assesses employee performance and serves as a tool for professional growth. X 8. Develop a termination process which is fair, equitable and effective. [ Contractual items will be subject to negotiation.] 14 We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age. Strategy 8 Action Plan Year 1 Year 2/3 Year 4/5 X lA. Prepare for implementation of site-based management to allow individual schools choice to do what is best to meet the needs of their students. X IB. Implement site-based management to allow individual schools choice to do what is best to meet the individual needs of their students. X 2A. Identify a variety of school innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2B. Develop a variety of innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2C. Implement a variety of irmovation options throughout the district to be offered to best meet the needs of students at individual schools. X 3A. Establish a seed school with University Teacher Education ties to do ongoing research in the practical applications of various school programs and options, to keep current with literature in the field, to provide a site for exemplary individualized education for a student body representative of the LRSD student population, to do training by demonstration and example as well as precept, and thus continually adding to the list of potential programs and options for educational individualization. 16 Strategy 8 Action Plan(Continued - Page 2) X 3B. Support and maintain operation of seed school. X 3C. Utilize the seed school to support teacher education and the testing of new educational programs and strategies designed to maximize individualized education. X 4. Allow students in grades K-12 to move at their own developmental and intellectual pace as teachers discover their learning styles to eliminate permanent ability tracking. X 5A. Acquire alternative assessment methods that allow teachers to determine a students actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 5B. Implement alternative assessment methods that allow teachers to determine a studenf s actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 6. Strengthen pupil service teams to be utilized as a first line screening mechanism for students evidencing problems so that alternative program options will be implemented for students not requiring Special Education. X 7. Collaborate with the community to offer early childhood programs for children ages 2 to 4 as an option for district patrons, with preference going to low socio economic status (SES) families, to provide experiences and information needed to equalize student preparation. X 8. Cultivate and use the community centralized resources guide (refer to strategy 5) for the individual development of each and every student. 17Strategy 8 Action Plan(Continued - Page 3) X 9. Provide commuruty based services that enable parents, students, and community to work together to further a child's education. X 10. Create an educational climate which encourages parent/ teacher interaction by eliminating major barriers and providing increased opportunities for participation in the learning process. 18We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district. Strategy 9 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Develop strategies to retain and attract students to the LRSD to assure adequate future revenues from sources that will be increasingly based on the size of student population. X 2. Develop a financial committee composed of LRSD personnel and community representatives to function as an advisory committee to the LRSD Board and Superintendent on budget development, monitoring, implementation, and other financial matters. X 3. Develop Board fiscal policy statements and manual to be housed in an official repository addressing revenues, expenditures, millage increase, debt service, monitoring, reporting, facilities planning, and staffing and procedures to effectively communicate to the public, teachers, and administration. X 4. Develop a five year revenue forecast (by month for the first year and annually for years two through five) for the District. X 5. Develop a five year expense forecast (by month for the first year and annually for years two through five) for the District X 6. Revise the process and develop policy on monitoring actual performance compared to budget to include Board briefings, mid-year adjustments and amendments, and report formats. 19 Strategy 9 Action Plan(Continued - Page 2) X 7. Select peer school districts and develop performance indicators for comparison purposes in order to identify areas and possible means for improvement X 8. Establish a committee of District and non-District representatives to monitor proposed legislation and/or regulations and make recommendations for new, or revisions to current, laws and regulations that would impact operations of the LRSD. X 9. Establish a goal to prepare a budget document that will meet the criteria for the Government Finance Officers Association (GFOA) Distinguished Budget Presentation Award. X 10. Develop resource sharing partnerships with North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). 20We will develop and implement plans to restore public confidence in the safety and security of our schools. strategy 10 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Provide ongoing conflict resolution training and skill development for students. X 2. Improve behavior and safety on school buses and bus stops. X 3. Control access to school buildings, grounds and events. X 4. Implement a staff development plan for all personnel to fully understand safety policies and procedures. X 5. Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. X 6. Inform the public of plan in regard to the following (a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand). X 7. Develop a credible evaluation plan that will ensure complete and proper implementation. 21 We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the district. Strategy 11 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Define technology in terms of the educational and administrative needs of the LRSD. X 2. Establish a broad based technology advisory board for the LRSD. X 3. Acquire and implement the technology needed to meet current and future instructional and administrative needs of the LRSD. X 4. Assemble a technical staff to implement and support district information technologies, including computer hardware and software applications, networking, computer operations, and audiovisual services. X 5. Design and implement a comprehensive technology training program for all LRSD employees (teachers, administrators, and support staff) that provides appropriate facilities, tools, training, and supplies to maximize effectiveness. X 6. Train students in the use of technology so that they are able to access, evaluate, and apply information. X 7. Train students to use current technology to increase competencies in problem solving, specific content areas and critical thinking skills. 22 NOV 08 85 11 Ml c*'t P.l Pulaski County Special School District 925 East Dixon Road Little Rock, Arkansas 72206 (501) 490-2000 Post Ofhce Box 8601 Ltitle Rock, Arkansas 72216 FAX (501) 490-0483 Date: Time: , jj:s5' /4. /H. To: ^n//y From\ny/y Number of Pages (including cover sheet): 7' Message SCHOOL CAPACITY INFORMATION PULASKI COUNTY SPECIAL SCHOOL DISTRICT October 17, 1935 HIGH SCHOOL SCHOOL CAPACITY Jacksonville Mills North Pulaski Oak Grove Jr./Sr. Robinson Sylvan Hills -IO2S 780 900 935 506 998 JUNIOR HIGH SCHOOLS SCHOOL CAPACITY Puller Jacksonville North Jacksonville South Northwood Robinson Scott (Alternative Sch.) Sylvan Hills 945 737 727 1014 514 125 925 ELEiVIEMTARY SCHOOL SCHOOL CAPACITY Adkins Arnold Drive Baker Bates Bayou Meto Cato Clinton College Station Crystal Hill Dupree Fuller Harris Jacksonville Landmark Lawson Oak Grove Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood Sylvan Hills Murrell Taylor Tolleson ASO 420 328 768 66A 600 800 340 820 465 526 525 785 599 365 476 555 440 656 500 280 492 519 444 570Office 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: Novel er 27. 1995 From: in Brown To: Leon Modeste and Linda Young Subject: LRSD Draft Proposed Strategic Plan My staff and I have reviewed the proposed strategic plan you sent me earlier this month, as 1 had indicated we would in my November 7 memo to you. Our comments and questions are listed below. We applaud your efforts and those of the many employees and volunteers who participated in the strategic planning process. We heartily wish you every success in the plans implementation, and look forward to the progress it should foster. 1. The document reflects lots of hard work and contains many excellent proposals. It is general enough to allow for changing circumstances but precise enough to outline specific actions. 2. Tlie proposals are complementary to the LRSDs desegregation plan and goals and should work well in tandem with the districts desegregation commitments. 3. One idea that struck us as particularly valuable was that proposed in Strategy 8. Establishing ties to higher education entities and having those schools conduct ongoing research into the practical applications of a variety of educational programs is a type of input and evaluation that should be very helpful to the district. 4. Some of the strategies could be quite expensive, those for technology and the summer program for at-risk students for example. How does the district expect to finance these and the other recommendations? 5. The objective to raise average student performance on standardized tests to the 75th percentile or above for every subgroup is very ambitious. However, given the nature of standardized testing and the student population of the LRSD, it is also probably highly unrealistic. 6. Achieving the proposals will obviously involve additional types and phases of planning. How and when does the district plan to attach specific implementation steps, dates, responsible persons, benchmarks, and evaluation criteria to each of the proposals?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 November 27, 1995 Dr. Henry P. Williams Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Hank: Ive recently received and read a copy of the LRSD Proposed Strategic Plan for 1996-2001. The plan obviously represents a tremendous amount of work on the part of many vitally interested and involved people. It contains many excellent ideas and laudable objectives and fits well with the districts desegregation plan and goals. 1 congratulate you, your staff, and the citizen volunteers on completion of this worthwhile planning process. When do you expect to announce more details about how the strategic plan will be carried out, such as the execution steps and dates, budgetary allotments, the names of those responsible for various aspects of implementation, and the evaluation criteria? 111 appreciate receiving this information as soon as its available so my staff and 1 can be on the lookout for ways to positively highlight your strategic plan in action. 1 wish you every success in bringing the strategic plan to life. Please let me know how 1 may be of assistance. Sincerely yours, Ann S. Brown cc: Members, LRSD Board of Education JOHN W. WALKER, P.A. RECS3WD JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER JR. ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 JAN 1 I 1996 Office of Desegregaficri Mor lung [Delivered by Fax \u0026amp; U.S. Mail] January 9,1996 Honorable F. G. \"Buddy\" Villines Pulaski County Judge County Administration Building 201 S. Broadway Little Rock, AR 72201 Mr. Jim Dailey Mayor of the City of Little Rock, Arkansas City Hall 500 W. Markham St. Little Rock, AR 72201 Mr. Patrick Henry Hayes Mayor of the City of No. Little Rock P.O. Box 5757 No. Little Rock, AR 72119 Dear Sirs\nI was privileged to attend a meeting of the Board of Directors of New Futures this morning. That organization has budgeted funds to support what is known as the \"Little Rock School District's Strategic Plan\". Mayor Dailey is a member of that Board of Directors. I was pleased to know that the support was being given to the Strategic Plan but 1 am somewhat curious to know whether the same support has been given to the plans of desegregation which were entered into between the three Pulaski County School Districts, the Arkansas Department of Education, the teachers, and the black plaintiffs in the school case. Letters of support of the Desegregation Plans were promised along with good faith efforts of public officials to make the plans work. The purpose of this letter is to ascertain the specific efforts and budgets which have been adopted to support the parties' desegregation efforts.Page Two Honorable F.G. \"Buddy\" Villines Mr. Jim Dailey Mr. Patrick Henry Hayes January 9,1996 Would each of you kindly provide me with any letters of support or ordinances or resolutions of support, including financial support, which have been directed toward the desegregation efforts. I would also like for you to delineate the specific problems, if any, which you perceive to be in need of corrective action. I particularly invite Mayor Dailey's reply. Thank you for your cooperation. Sincerely, Joi Walker JWW:lp co: Dr. Henry Williams Mr. Bobby Lester Mr. James Smith Ms. Ann Brown All Counsel of Records A Little Rock School District wSS S .- To: From: Subj ect: January 22, 1996 Ann Brown, Federal Monitor Office of Desegregation Monitoring iX inda Young and ^ieon Modeste Strategic Plan Facilitators Office Little Rock School District Strategic Plan JAH 2 4 1996 In accordance with our telephone conversation, we are responding to your request for an update on the Strategic Plan. We are most grateful to you and your staff for taking the time to read the LRSD Strategic Plan. Also, we deeply appreciate your support and thoughtful comments. There were two specific questions that you were concerned about: First, what are our expectations of funding action plans that are expensive? It is our intention to implement a funding strategy with the support of our advisory committees. We will be seeking a variety of funding sources. However, this is not anticipated for this first year. Second, a response to your request regarding implementation: We are currently making preparations to move into the most difficult part of \"implementation phase\". the Strategic Plan, which is the Dr. Williams has assigned key administrators to specific strategies (See Attached). On January 30 and 31, 1996, Dr. Howard Fedema will facilitate the \"Mutual Expectations Workshop\". At that time the key administrators will began to design their work through the lens of the strategic plan. If you or any of your staff wish to attend the workshops, please feel free to inform us 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 Response to Strategic Plan page 3 Attachment strategy Assigned Administrator #1 Curriculum Gene Parker, Supervisor Communications, English, ESL, and Foreign Languages/ Acting Director of Reading #2 Desegregation Russ Mayo, Associate Supt. of Desegregation #3 Scores Below 50% Victor Anderson, Asst. Superintendent/Secondary #4 Communications Suellen Vann, Director, Communications #5 Community Partnerships Debbie Milam, VIPS Coordinator *6 Personnel Brady Gadberiry, Director Labor Relations #7 Staff Development Sterling Ingram, Director Staff Development #8 Equity Patty Kohler, Director Div. of Except. Children #9 Finances Fred Smith, Manager Support Services #10 Safety JoEvelyn Elston, Director Pupil Services #11 Technology David Beason, Director Information Services Strategic Plan Facilitators Linda Young, Liaison New Futures/Restructuring Director Leon E. Modeste, Special Asst, to Superintendents LnTLii Rock School Distkiof OFFICE OF THE SUPERINTENDENT April 15. 1996 Walter Hussman Publisher Arkansas Democrat-Gazette P. O. Box 2221 Little Rock, AR 72203 Dear Walter: Public education has been, and will continue to be, an important concern among residents of this community. It is critical, therefore, that dialogue exists between educators and the community. It is equally important that media representatives meet periodically with educational leaders to discuss the issues which we must address. In fact, the Tri-District Desegregation Plan calls for regular meetings between a media coalition and the superintendents of the three public school districts. I would like to invite you, or your representative, to meet with Bobby Lester, Pulaski County Special School District Superintendent\nJames Smith, North Little Rock School District Superintendent\nand me on Wednesday, April 24, at 8:30 a.m. The meeting will be held in the Board Room of the Little Rock School District Administration Building, 810 West Markham. I look forward to meeting with you, other media representatives, and the other local superintendents. Sir/cerely, :\u0026lt;\nnry P. Williams Superintendent of Schools cc: Bobby Lester James Smith 810 West Miirkliain Sired l.ltLle R\u0026lt;x:k, ArkajiMUH 72201 (501)321-2(X)0 * Little Rock School District 810 West Markham Little Rock, AR 72201 April 18, 1996 TO: All Little Rock School District Personnel FROM: Linda Young, Internal Coordinator, Strategic Planning ^^B-c^on Modeste, internal Coordinator, Strategic Planning THROUGH: enry r. Willi\nis, Superintendent of Schools RE: Questions Following the April 5th Strategic Planning Update As promised, we are providing responses to the questions and thoughtful concerns that were articulated by staff members across the district following the closed circuit telecast about strategic planning. We are very pleased with the interest in and positive comments about our district-wide effort to ensure continued success for our students into the 21st century. What follows is a response by Dr. Williams to your questions. We encourage each of you to continue to think about the strategies addressed through our strategic planning effort and to become involved in the work that must be done to ensure that our mission becomes our reality. Again we encourage you to become involved by volunteering to serve on one of the numerous stratgic planning teams that are currenly being formed. Listed below are the lead administrators responsible for the implementation of the strategic plan. Please feel free to contact us or any of the strategy leaders if you wish to become involved. Leon Modeste, Internal Coordinator Linda Young, Internal Coordinator 324-2011 324-2112 I Strategy | 1 2 3 4 5 6 7 8 9 10 11 Title Core Curriculum Standards Implement Desegregation Plan Students Testing Below 50% Communication Plans Community Partnerships_____ Personnel Policies Staff Development____________ Equitable Delivery System Financial Stability____________ School Safety_________________ Use of Technology Leader Gene Parker Russ Mayo_____ Vic Anderson Suellen Vann Debbie Milam Brady Gadberry Sterling Ingram Patty Kohler Fred Smith JoEvelyn Elston David Beason I Telephone# | 324-0510 ~ 324-2429 324-2005 324-2020 324-2297 324-2118 324-2130 324-2190 324-2003 324-2162 324-2056Little Rock School District Strategic Planning Update April 18, 1996 Follow Up Questions And Answers Is it really possible by the year 2001 for average student performance for every identified sub group to be at or above the 75th percentile as measured by standardized tests'? Those of us who have taken a course in measurements and statistics have probably come away from that experience believing that this objective is impossible to achieve. Why? The answer is simply because of the nature of statistics. But, the strategic planning committee wanted to set objectives that would really stretch us and force us to grow into a new way of thinking about what can happen for students. This objective is a desired objective. Our hope is that through the strategic planning effort -all of us- administrators, teachers, and support staff-will come together to create an optimum learning environment for all students. The intent of this environment will be to nurture all of our students in ways that encourage them to achieve their personal maximums. The strategic planning committee has identified ambitious strategies for moving the district toward realization of this objective. Specifically, strategies 1, 3, 7, and 8 address comprehensive systemic changes designed to accomplish this through standards for curriculum and assessment, innovative strategies for improving below grade level performance, staff development, and site-based management. Finally, do I believe that the intent of this objective is obtainable? Yes - absolutely. As we work together throughout the district, building on a common belief system, we can achieve our mission. Student behavior and discipline issues in our classrooms and schools remain major concerns for most of us. Where among the twelve strategies are these concerns addressed? These concerns are actually addressed throughout the entire strategic plan. However, they are exphcitly addressed in strategy 10 which focuses on the development and implementation of actions aimed at restoring public confidence in the safety and security of our schools. These actions include providing ongoing conflict resolution training and skill development for our f '71^ J LriTLE Rock School District APf !996 OFFICE OF THE SUPERINTENDENT j AA pri1l 11 5c , 11 n9n9n6 | Of D: Dear Colleagues: As a foUow up to the Strategic Planning. Update on Friday, April Sth, I would like to take this opportunity to share with you my personal excitement regarding the progress that has been made in the strategic planning effort. I am encouraged by the positive comments and the thoughtful questions that I have received since our closed circuit broadcast. From the update, you no doubt gleaned that we have undertaken a comprehensive effort to take our school district into the 21st century. The secret to our future success hes in the development of specific action strategies based on a clear vision for the future, rather than the more familiar long range planning which perpetuates, ultimately, an unsatisfactory status quo. The eleven strategies represent a monumental opportunity to create a world class school system that will sustain and challenge all students as they journey through our educational programs. Specifically, I am extremely pleased to report that we are making progress on developing standards for student performance, curricular content, and delivery systems. These standards will ensure the continuity between and among the components of learning experience necessary to produce successful learners. In doing so, they will provide us with clear direction about what we need to do, how we need to do it\nand, for a change, they will provide us with information about what we must have in order to do it well. Through the strategic planning effort we have made significant progress in identifying appropriate strategies for students who are performing below grade level. We plan to share more information about this in the very near future through revised policies, procedures, and the identification of new options for early intervention and ongoing academic support. Several of you have expressed concerns about the issues of disciphne, safety, and security. Let me assure you that as we continue to move through the strategic planning process, we will focus on discipline, safety, and security as 810 West MaiWiam Street  Little Rock, Arkansas 72201  (501) 324-2000 RECESVSO Little Rock School District 810 West Markham Little Rock, AR 72201 APR i 3 1996 Office of Desegregation Monitoring April 18, 1996 TO: All Little Rock School District Personnel FROM: Linda Young, Internal Coordinator, Strategic Planning .^SK/^on Modeste, Jnternal Coordinator, Strategic Planning THROUGH: enry P, Willii s. Superintendent of Schools RE: Questions Following the April 5th Strategic Planning Update As promised, we are providing responses to the questions and thoughtful concerns that were articulated by staff members across the district following the closed circuit telecast about strategic planning. We are very pleased with the interest in and positive comments about our district-wide effort to ensure continued success for our students into the 21st century. What follows is a response by Dr. Williams to your questions. We encourage each of you to continue to think about the strategies addressed through our strategic planning effort and to become involved in the work that must be done to ensure that our mission becomes our reality. Again we encourage you to become involved by volunteering to serve on one of the numerous stratgic planning teams that are currenly being formed. Listed below are the lead administrators responsible for the implementation of the strategic plan. Please feel free to contact us or any of the strategy leaders if you wish to become involved. Leon Modeste, Internal Coordinator Linda Young, Internal Coordinator 324-2011 324-2112 I Strate^ i 2 3 4 5 6 7 8 9 10 11 ________________Title Core Curriculum Standards Implement Desegregation Plan Students Testing Below 50% Communication Plans Community Partnerships_____ Personnel Policies Staff Development____________ Equitable Delivery System Financial Stability____________ School Safety_________________ Use of Technology Leader Gene Parker Russ Mayo_____ Vic Anderson Suellen Vann Debbie Milam Brady Gadberry Sterling Ingram Patty Kohler Fred Smith JoEvelyn Elston David Beason ] Telephone# | 324-0510 324-2429 324-2005 324-2020 324-2297 324-2118 324-2130 324-2190 324-2003 324-2162 324-2056Little Rock School District Strategic Planning Update April 18, 1996 Follow Up Questions And Answers Is it really possible by the year 2001 for average student performance for every identified sub group to be at or above the 75th percentile as measured by standardized tests'? Those of us who have taken a course in measurements and statistics have probably come away from that experience believing that this objective is impossible to achieve. Why? The answer is simply because of the nature of statistics. But, the strategic planning committee wanted to set objectives that would really stretch us and force us to grow into a new way of thinking about what can happen for students. This objective is a desired objective. Our hope is that through the strategic planning effort -all of us- administrators, teachers, and support staff-will come together to create an optimum learning environment for aU students. The intent of this environment will be to nurture all of our students in ways that encourage them to achieve their personal maximums. The strategic planning committee has identified ambitious strategies for moving the district toward realization of this objective. Specifically, strategies 1, 3, 7, and 8 address comprehensive systemic changes designed to accomplish this through standards for curriculum and assessment, innovative strategies for improving below grade level performance, staff development, and site-based management. Finally, do I believe that the intent of this objective is obtainable? Yes - absolutely. As we work together throughout the district, building on a common belief system, we can achieve our mission. Student behavior and discipline issues in our classrooms and schools remain major concerns for most of us. Where among the twelve strategies are these concerns addressed? These concerns are actually addressed throughout the entire strategic plan. However, they are explicitly addressed in strategy 10 which focuses on the development and implementation of actions aimed at restoring public confidence in the safety and security of our schools. These actions include providing ongoing conflict resolution training and skill development for our Page Two October 10, 1996 I hope you make it clear as soon as possible and in as widespread a manner as possible that we are not in disagreement of this fundamental principle. Sincerely, W. Walker JWW:lp cc\nMs. Ann Brown Dr. Roosevelt Brown Mr. Rett Tucker A Vision For The Future Little Rock School District Proposed Strategic Plan 1996-2001 A mission statement is a broad statement of the unique purpose for which the district exists and the specific junction it performs. Mission Statement The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive contributing citizens. a This is accomplished through open access to diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. 1 Beliefs are a statement of the district's fundamental convictions, values, and character. Beliefs Wc believe....  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Educated and involved citizens are necessary to sustain the health of a democracy.  Accepting and utilizing cultural and racial diversity enrich and strengthen the community.  Education can enhance every aspect of a person's life.  With every right comes a responsibility.  Actions speak louder than words.  Self-worth allows each individual to aspire to excellence and develop his/her unique capabilities.  Every individual is responsible for contributing to the general welfare of the community. 2 Objectives are an expression of the districts desired, measurable end results of student success, performance and/or achievement. Objectives  By the year 2001, average student performance for every identified sub group (race, gender) will be at or above the 75th percentile as measured by standardized tests.  No later than the year 2001, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculum.  Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. 3 Strategies are the means by which the district can accomplish its objectives. Strategies  In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards.  We will develop the means to successfully implement or modify the Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan.  We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum.  We will design and implement internal and external communication plans to improve public trust and community support.  We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with students' learning. our 4 Strategies (Continued)  We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives.  We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan.  We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age.  We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district.  We will develop and implement plans to restore public confidence in the safety and security of our schools.  We will integrate appropriate technology to help achieve our objectives, as well Operate the district.  We will redesign our as effectively educational system, its 0/^^ organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan. (No action team necessary, due to dependency on the other strategies.) 5In partnership with our community, we will establish standards in the core curriculum (reading/lan^uage arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. Strategy 1 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Adopt a definition for content standards in the Little Rock School District. X 2. Adopt a definition for performance standards in the Little Rock School District. X 3. Submit the components of performance standard sets in the Little Rock School District. X X 4. Develop performance standards for the Little Rock School District. X 5. Adopt a definition for delivery standards in the Little Rock School District. X 6. Adopt components of delivery standard sets in the Little Rock School District. X 7. Develop delivery standards for the Little Rock School District X X 8. Develop a trainer-of-trainers model for the Little Rock School District to use to train all appropriate human resources on how to implement and achieve the standards. 7 We will develop the means to successfully implement or modify the Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan. Strategy 2 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Identification of LRSD desegregation plan obligations. X 2. Determine plan requirements/obligations which are not feasible or educationally sound. X 3. Establish a timetable and plan for complying with all feasible obligations. X 4. Seek joint plan modifications and recognition of completed obligations through consultation with ODM, Joshua Intervenors, Knight Intervenors, all for the purpose of enabling the LRSD to achieve goals and objectives. X 5. Declare intention to cooperate with and establish working relationships with Joshua Intervenors, Knight Intervenors, and ODM. 8 We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum. Strategy 3 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Adopt a policy statement providing for intervention as an operative and vital part of elementary school instruction. X 2. Expand comprehensive Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills. X 3. Develop an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3. X 4. Promotes school-wide reform and ensures access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. X 5. Implement middle school programming to provide a developmentally appropriate educational environment for the academic success of adolescents. X 6. Redesign the delivery system at the alternative learning center to improve academic skills and to address the social, emotional, and behavioral needs of the students. 9 Strategy 3 Action Plan (Continued) X 7. Train requesting teachers in the Math/Science crusade (K-12) to better implement the Goal 2000 plan and give them the background for following the guidelines set forth by the NCTM (National Council of Teachers of Mathematics) and the related science organization. X 8. Provide extended day academic programming for students at risk of failing and in need of extra assistance in core subjects. X 9. Implement a three week summer program for identified at risk students in the middle level grades in order to provide an on-going three year experience in science and math. 10We will design and implement internal and external communication plans to improve public trust and community support. Strategy 4 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Communicate key issues with consistency to our audiences. X 2. Increase credibility with teachers, principals, and members of the district's staff through more timely and accurate information flow to and from LRSD's central administration. X 3. Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. X 4. Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the district, with regard to the quality of education received by all children within the LRSD's schools. X 5. Shift focus away from the district back to its individual schools (as well as to their students and teachers). X 6. Create a system that ensures a constant flow of \"success stories\" from the individual LRSD schools into the Districts Office of Communications for release to the public. X 7. Create positive spokespersons out of parents, teachers and other influential members of the community. II Strategy 4 Action Plan (Continued) X 8. Improve the existing system that was designed to direct the media toward the appropriate information source within the District 12We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students' learning. Strategy 5 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Expand the role of Partners in Education to include the development of business and community partner coalitions with neighborhood school emphasis in an effort to expand resources which address external issues interfering with students' learning. X 2. Improved opportunities for young people to develop positive interactions with adults who are mentors. X 3. Increase the level of grant funding available to the LRSD to utilize in partnerships with community agencies and organizations to address external issues that interfere with students' learning. X 4. Design and develop a joint working agreement with LRSD and community agencies and organizations that ensures availability of and access to comprehensive support services for all LRSD students. 13 We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan. strategy 7 Action Plan Year 1 Year 2/3 Year 4/5 X 1. To reformulate a district-level Staff Development Planiung Council which will bring together stakeholders to advise and assist in the development of policy for and evaluation of a staff-development system that is site-specific and driven by the three objectives adopted by the LRSD. X 2. To train the Staff Development Planning Council, central administrative staff, and staff at five schools on teaming for school improvement. X 3. To meet the needs and address the problems of school sites through the use of school improvement teams. X 4. To establish a district and community technical assistance network to support school improvement teams. X X 5. To evaluate the staff development system within the district 15 We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age. strategy 8 Action Plan Year 1 Year 2/3 Year X lA. Prepare for implementation of site-based management to allow individual schools choice to do what is best to meet the needs of their students. X IB. Implement site-based management to allow individual schools choice to do what is best to meet the individual needs of their students. X 2A. Identify a variety of school innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2B. Develop a variety of innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2C. Implement a variety of innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 3A. Establish a seed school with University Teacher Education ties to do ongoing research in the practical applications of various school programs and options, to keep current with literature in the field, to provide a site for exemplary individualized education for a student body representative of the LRSD student population, to do training by demonstration and example as well as precept, and thus continually adding to the list of potential programs and options for educational individualization.____________________ 16 Strategy 8 Action Plan(Continued - Page 2) X 3B. Support and maintain operation of seed school. X 3C. Utilize the seed school to support teacher education and the testing of new educational programs and strategies designed to maximize individualized education. X 4. Allow students in grades K-12 to move at their own developmental and intellectual pace as teachers discover their learning styles to eliminate permanent ability tracking. X 5A. Acquire alternative assessment methods that allow teachers to determine a student's actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 5B. Implement alternative assessment methods that allow teachers to determine a students actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 6 Strengthen pupil service teams to be utilized as a first line screening mechanism for students evidencing problems so that alternative program options will be implemented for students not requiring Special Education. X 7 Collaborate with the community to offer early childhood programs for children ages 2 to 4 as an option for district patrons, with preference going to low socio economic status (SES) families, to provide experiences preparation. and information needed to equalize student X i 8. Cultivate and use the community centralized resources guide (refer to strategy 5) for the individual development of each and every student._____________________________________________________ 17Strategy 8 Action Plan(Continued - Page 3) X 9. Provide community based services that enable parents, students, and community to work together to further a child's education. X 10. Create an educational climate which encourages parent/teacher interaction by eliminating major barriers and providing increased opportunities for participation in the learning process. 18We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district. strategy 9 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Develop strategies to retain and attract students to the LRSD to assure adequate future revenues from sources that will be increasingly based on the size of student population. X 2. Develop a financial committee composed of LRSD personnel and community representatives to function as an advisory committee to the LRSD Board and Superintendent on budget development, monitoring, implementation, and other financial matters. X 3. Develop Board fiscal policy statements and manual to be housed in an official repository addressing revenues, expenditures, millage increase, debt service, monitoring, reporting, facilities planning, and staffing and procedures to effectively communicate to the public, teachers, and administration. X 4. Develop a five year revenue forecast (by month for the first year and annually for years two through five) for the District. X 5. Develop a five year expense forecast (by month for the first year and annually for years two through five) for the District X 6. Revise the process and develop policy on monitoring actual performance compared to budget to include Board briefings, mid-year adjustments and amendments, and report formats. 19 Strategy 9 Action Plan(Continued - Page 2) X 7. Select peer school districts and develop performance indicators for comparison purposes in order to identify areas and possible means for improvement X 8. Establish a committee of District and non-District representatives to monitor proposed legislation and/or regulations and make recommendations for new, or revisions to current, laws and regulations that would impact operations of the LRSD. X 9. Establish a goal to prepare a budget document that will meet the criteria for the Government Finance Officers Association (GFOA) Distinguished Budget Presentation Award. X 10. Develop resource sharing partnerships with North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). 20We will develop and implement plans to restore public confidence in the safety and security of our schools. Strategy 10 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Provide ongoing conflict resolution training and skill development for students. X 2. Improve behavior and safety on school buses and bus stops. X 3. Control access to school buildings, grounds and events. X 4. Implement a staff development plan for all personnel to fully understand safety policies and procedures. X 5. Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. X 6. Inform the public of plan in regard to the following (a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand). X 7. Develop a credible evaluation plan that will ensure complete and proper implementation. 21 Strategy 11 Action Plan (Continued - Page 2) X 8. Train teachers, administrators, and other school support staff to use current technology to increase productivity and maximize effectiveness. X 9. Gather, store, and analyze student data bases used to provide accurate and timely reports. 23IRh. MAY 8 1998 it  OFFICE OF DESEGREGATION MONITORING LnTLE Rock School District OFFICE OF THE SUPERINTENDENT May 7. 1998 Ms. Ann Brown, ODM 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Brown: The Little Rock School District is preparing to conduct an update session of the Strategic Plan. We believe that the periodic update is vital to successful strategic implementation and to the organization itself. This session will provide an opportunity to review the revised desegregation plan, re-validate priorities, and gain a narrower focus with more intense concentration of effort on significant objectives. The team will also review the progress that has been made in the implementation of the strategic plan over the past months. It is my hope that you will agree to serve on the strategic planning team. The team will meet Thursday, June 4 and Friday, June 5 at St. James United Methodist Church, 321 Pleasant Valley Drive in Jones Hall. On June 4 and 5, breakfast will be available at 7:30 a.m. with the sessions beginning at 8:00 a.m. Sessions will conclude at 9:00 p.m. on June 4 and 5:00 p.m. on June 5. Thank you for your consideration of this matter. Please call Linda Young at 324-2112 to confirm your participation. Sincerely, Kes Carnine Soperintendent 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000P\u0026gt;. (4*- SiAA-f^ 2 19S8 Little Rock School District OFFICE OF DESEGREGATION MONITORING June 1, 1998 Ms. Melissa Guldin, ODM 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Guldin: Thank you for agreeing to serve on the Little Rock School District Strategic Planning Team. Attached for your review is overview information about the Little Rock School District, a copy of the Strategic Plan, and a copy of the Revised Desegregation and Education Plan. The team will meet Thursday, June 4 and Friday, June 5 at St. James United Methodist Church, 321 Pleasant Valley Drive in the Peck Building, Entrance 6. Breakfast will be available at 7:30 a.m. with the sessions beginning at 8:00 a.m. Sessions will conclude between 9:00 and 10:00 p.m. on June 4 and 5:00 p.m. on June 5. In order to provide full participation from the team and accomplish the work that must be completed, it is important for all members to be present during the entire session. A map of the St. James facility is enclosed for your convenience. The Peck Building is labeled Building Entrance 6 and is located on the East side or freeway side of the building. The meeting will be held in Room 109. If you have any questions, please give me a call at 324-2112. Thanks again. Sincerely, Linda Young New Futures Liaison and Restructuring Director 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000DATE: TO: FROM: RE: Little Rock School District November 4, 1998 Strategic Planning Team Members Young, New Futures Liaison J NOV 5 1998 OFJCEOF DESEGREGATION MCMITORINQ D ^3 Strategic Plan Update Session November 10, 1998 7:30 - 5:00 St. James United Methodist Church 321 Pleasant Valley Drive Enclosed are the draft action team recommendations for Strategies Two, Four and Ten as requested by the team in June. Please review the material prior to the meeting on November 10. A special note of clarification, action team ten has developed a new action plan and added steps to several original action plans. The complete list of original and newly developed action steps have been provided for action plans in which additional steps are proposed. An agenda and map of St. James United Methodist Church is also enclosed for your review. Breakfast will be provided at 7:30 a.m. with the meeting beginning at 8:00 a.m. The meeting will be held in Room 109, the same room used for the June session. If you have any questions, please give me a call at 324-2112. Thanks so much for your continued participation in the Little Rock School District. Attachments 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000Little Rock School District Strategic Plan Update received November 10,1998 NOV 5 1993 I. Introduction AGENDA OmCEOF DESKRESATIGSMOHnTORfSiS II. Purpose ill. Review Components IV. Presentation of Action Plans V. Discussion of Action Plans VI. Revisit Components VII. Implementation Schedule VIII. Next StepsStrategy 2 Contents page In partnership with our community, we will establish standards in the core curriculum at each appropriate level, as well as develop the means of assessing whether students have met these standards. Content Standards/Performance Standards (Plans 1-4) Plan 1 Results: Adopt a definition for content standards in the Little Rock School District. Plan 2 Results: Adopt a definition for performance standards in the Little Rock School District. Plan 3 Results: Adopt components of performance standards sets in the Little Rock School District. Plan 4 Results: Develop performance standards for the Little Rock School District. Delivery Standards (Plans 5-7) Plan 5 Results: Adopt a definition for delivery standards in the Little Rock School District. Plan 6 Results: Adopt components of delivery standard sets in the Little Rock School District. Plan 7 Results: Develop delivery standards for the Little Rock School District. Standards Training (Plans 8-9) Plan 8 Results: Develop a trainer of trainers model for the Little Rock School District to use to train all appropriate human resources on how to implement and achieve the standards. Plan 9 Results: Ensure parent (family) understanding of the core curriculum standards and how progress will be measured.Action Plan STRATEGY NO. PLAN NO. 2 9 DATE\n11/2/98 SPECIFIC RESULTS: Ensure parent (family) understanding of the core curriculum standards and how progress will be delivered. 1. 2. 3. 4. 5. ACTION STEP (Number each one) Design and distribute a family friendly brochure that uses clear, straightforward language to describe the core content standards for each grade level at the elementary, middle, and high school levels. Distribution opportunities should include pre-registration and/or registration times at each school and permanent displays in each school office, at the central office, and at student assignment with copies available for take home, as well as on the district's web page. Other distribution outlets may include realtors, city offices, including the Chamber of Commerce, and relevant public events. Design a core curriculum standards orientation speakers presentation to be used by district personnel at PTA meetings, open houses at schools, and at community forums. Schedule and publicize core curriculum presentations with question and answer sessions throughout the community, including sites such as churches, community centers, and individual schools, to be presented prior to implementation of the standards. Record and play intermittently such presentations on the districts TV channel. Design and distribute at the beginning of each school year tip sheets for families to use to reinforce and support the teaching and learning of standards at home. Tip sheets should address primary and intermediate grades at the elementary level and the middle school level and should outline family involvement opportunities in student learning. Redesign student report cards and interim progress report forms to accurately reflect student progress in relation to the core curriculum standards and grade or course level benchmarks. (See Plan #4, Action Steps 4-10.) Responsible: Assigned To\nstarting Date: Due Date: Completed Date: (Shaded areas for management phase) #COST-BENEFIT ANALYSIS STRATEGY NO. PLAN NO. 9 DATE\n9/10/98 COSTS Tangible: BENEFITS Tangible:  /Annual brochure printing (tri-fold, front/back in house at .20 each for 50,000 brochures) $10,000.00 Families and patrons will be informed about the learning e.xpectations for all students who attend the LRSD.  Postage (bulk rate - .20 per brochure) 10,000.00  Speaker presentation kits (25 notebooks with instructions and transparencies at $10 per notebook) 250.00 Families and patrons will get clear, consistent information about the core curriculum standards.  Teacher/parent/administrator committees to design tip sheets Families will have written guidelines that show them how to help their children achieve the standards set for their children by the LRSD. - stipends for 40 teachers (5 per core area per elementary and middle schools at $125 per teacher) 5,000.00  Aimual tip sheet printing in house at .20 each for 26,000 sheets 5,200.00  Teacher/administrator committees to redesign report cards and interim progress reports -stipends for 36 teachers (12 per elementary, middle, and high school levels at $175 per teacher) 6,300.00 Assessment and teaching will match and families and students will be provided with a clear picture of student performance in relation to student expectations for achievement. 2 Intangible\nIntangible: (Have you considered opportunity costs and return on investment?)STRATEGY 4 Communication Plans We will design and implement internal and external communication plans to improve public trust and community support.Strategy4 Contents Page Plan 1 Results\nCommunicate key issues with consistency to our audiences. Plan 2 Results: Increase credibility with teachers, principals, and members of the districts staff through more timely and accurate information flow to and from the Little Rock School Districts (LRSD) central administration. Plan 3 Results: Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. Plan 4 Results: Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the District, with regard to the quality of education received by all children within the LRSDs schools. Plan 5 Results: Shift focus away from the.District back to its individual schools (as well as to their students and teachers). Plan 6 Results: Create a system that ensures a constant flow of success stories from the individual LRSD schools into the Districts Office of Communications for release to the public. Plan 7 Results: Create positive spokespersons out of parents, teachers and other influential members of the community. Plan 8 Results\nImprove the existing system that was designed to direct the media toward the appropriate information source within the District. Plan 9 Results: Assess and evaluate the communication plan.Action Plan Strategy No. Plan No. 4 9 Specific Results: Assess and evaluate the Communication Flan Date: 10/15/98 # 1 Action Step (Number each one) Assigned To: Starting Date: Due Date: Completed Date: Provide quarterly reports to the Superintendent regarding the status of the COMMUNICATIONS PLAN RECOMMENDATIONS AND, WHERE POSSIBLE, INCLUDE MEASURABLE RESULTS. Compare past and future results of the School Climate/Human Relations Survey TO DETERMINE IF PUBLIC TRUST AND COMMUNITY SUPPORT HAS IMPROVED.  Cambridge Management Group, Inc. Responsible: 2 (Sftaded areas for management phase)Cost-Benefit Analysis Strategy No. 4 Plan No. Date: 10/15/98 Costs Tangible: Benefits Tangible: District staff time to prepare reports $-0- Paper/ Distribution $-0- District would have current status of implementation of, and results from, the Communications Plan 9 Intangible: Intangible: Additional reporting requirement which reduces staff time for other responsibilities Provides evidence/assurance that communications efforts are proceeding in an orderly and well-planned manner based on the Communications Plan (Have you considered opportunity costs and return on investment?)October 30, 1998 Dear Strategic Planning Committee Members: The Strategy 10 School Safety team recognizes the need for closer working relationships between the Little Rock School District and the juvenile justice system. For this reason, we support legislation that would require the juvenile justice system to do the following\nWhen a student has been charged with a serious feiony violation and has been incarcerated by the juvenile authorities, the juvenile authorities should be required to contact the school district and advise the school district of the charges pending against the juvenile before the juvenile is allowed to return to school. The Strategy 10 School Safety team believes that the above-proposed legislation would assist the Little Rock School District and the Juvenile Justice System in three ways\n1. 2. 3. Juveniles who commit a serious crime may be coming back to the school where the victim may be attending. This would create a problem for the school and the students involved. When a school is not notified that a juvenile has been involved in a serious incident, the school does not have the opportunity to counsel the juvenile before he/she returns to the school setting. Sometimes it might be more appropriate to place the juvenile in an alternative school as opposed to the original school setting. The juvenile would be afforded an opportunity to receive counseling and more individualized academic support. At the same time, the juvenile would be removed from the environment where he/she could be harmed or cause harm. The proposed legislation will assist the district in protecting juvenile offenders and assist the school district in becoming proactive rather the reactive. Sincerely, Action Team #10Strategy 10 Contents Page Plan 1 Results: Provide ongoing conflict resolution training and skill development for students. Plan 2 Results: Improve behavior and safety on school buses and bus stops. Plan 3 Results: Control access to school buildings, grounds, and events. Plan 4 Results: Implement a staff development plan for all personnel to fully understand safety policies and procedures. Plan 5 Results: Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. Plan 6 Results: Inform the public of plan in regard to the following (a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand.) Plan 7 Results: Develop a credible evaluation plan that will ensure complete and proper implementation. Plan 8 Results: Develop, enhance and improve the communication/distribution and equitable implementation of the LRSD Students Rights and Responsibilities Handbook.Action Plan Strategy No. Plan No. 10 1 Date: 10/30/98 Specific Results: Provide ongoing conflict resolution training and skill development for students. # Action Step (Number each one) Assigned To: Starting Date: Due Date: Completed Date: 2 Evaluate effectiveness of training effort\nput in curriculum/classroom instruction. 3 Institutionalize conflict mediation and violence prevention programs in all schools by making them a part of the local Campus Leadership annual review process.  Cambridge Management Group, Inc. Responsible:Cost-Benefit Analysis Strategy No. Plan No. 10 1 Date: 10/30/98 Costs Tangible: Benefits Tangible: Staff time involved in developing an Quality indicators of program effectiveness. evaluation instrument for the conflict mediation program. staff time involved in implementing the assessment process. Intangible: Intangible:Action Plan Strategy No. Plan No. 10 2 Date: 10/30/98 Specific Results: Improve behavior and safety on school busses and bus stops. # Action Step (Number each one) Assigned To: Starting Date: Due Date: Completed Date: 8 Assess neighborhood groups to determine interest in participating in a pilot Parent Patrol program for bus stops.  Cambridge Management Group, Inc. Responsible:Cost-Benefit Analysis Strategy No. Plan No. 10 2 Date: 10/30/98 Costs Tangible: Benefits Tangible: Staff time $0 Community members involved with school district. Safety and security department VIPS staff Laidlaw staff Intangible: Intangible: Enhances opportunities for community involvement in school district.Cost-Benefit Analysis Strategy No. Plan No. 10 5 Date: 10/30/98 Costs Tangible: Benefits Tangible: Additional resources for expansion and refinement of the School Resource Officer program. SRO program provides additional security. Additional resources (and possible redirection of existing dollars) for expansion of prevention programs such as Officer Friendly. Improved prevention programs at the elementary level Intangible: Intangible: Improved morale of school district staff. Improved public perception of school district. Improved public confidence in the districts commitment to providing a safe and orderly learning climate.LnTLE Rock School District OFFICE OF THE SUPERINTENDENT March 1,1999 Ms. Ann Brown 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 MAR Z (93 Dear Ms. Brown: OFFICEOF  okesregationmonitorjnq I am pleased to share that the Board of Directors of the Little Rock School District approved the Strategic Plan 1998 - 2003 at the January board meeting. Paula Patterson and Diane Vibhaker did an outstanding job of presenting the Strategic Plan recommendations to the Board. A special thank you to Paula and Diane. The work outlined in the plan is proceeding on the timeline that was recommended. The District is actively implementing the major initiatives of campus leadership, middle school implementation, and standards based curriculum development in the core areas, all of which will lead to increased student achievement. I have enclosed a copy of the approved plan. Again, thank you for your commitment and support to the District. Your participation on the Strategic Planning Team is greatly appreciated. Sincerely, Leslie V. Carnine Superintendent Encl. 810 West Markham Street Little Rock, Arkansas 72201 (501) 834-2000 Strategic Plan 1998 - 2003 1 A mission statement is a broad statement of the unique purpose for which the District exists and the specific function it performs. Mission The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive, contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. 1 Parameters are the guiding principles that establish the framework within which the District will accomplish its mission. Parameters  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  No new program or service will be accepted unless it is consistent with the Strategic Plan, benefits clearly exceed costs, and provisions are made for staff development and program evaluation.  No program or service will be retained unless benefits continue to exceed cost and it continues to make an optimal contribution to the mission.  The Campus Leadership Plan will always be consistent with the Strategic Plan as well as the Desegregation and Education Plan.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee. * Contractual items will be subject to negotiation. 2Beliefs are a statement of the Districts fundamental convictions, values, and character. Beliefs We believe....  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Educated and involved citizens are necessary to sustain the health of a democracy.  Accepting and utilizing cultural and racial diversity enrich and strengthen the community.  Education can enhance every aspect of a persons life.  With every right comes a responsibility.  Actions speak louder than words.  Self-worth allows each individual to aspire to excellence and develop his/her unique capabilities.  Every individual is responsible for contributing to the general welfare of the community. 3 Objectives are an expression of the Districts desired, measurable end results of student success, performance and/or achievement. Objectives  Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others.  By 2003, at least 9 out of 10 students will meet or exceed LRSD standards of performance identified curriculum. in the core  By 2003, at least 65% of students in every identified sub-group of race and gender will perform at or above the national average in reading and mathematics on standardized tests\nat least 30% will perform at the highest quartile in reading and mathematics on standardized tests\nand no more than 10% will perform at the lowest quartile in reading and mathematics on standardized tests. 4 Strategies are the means by which the District can accomplish its objectives. Strategies  We will design our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan as well as the Revised Desegregation and Education Plan.  In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards.  We will develop and implement a broad range of alternatives and interventions for students scoring below the 50* percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum.  We will design and implement internal and external communication plans to improve public trust and community support.  We will build strong partnerships with other community agencies and organizations to address 5 Strategy 1 We will design our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan as well as the Revised Desegregation and Education Plan. (Implementation of Strategy 1 will be accomplished through other strategies.) 7 In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. Strategy 2 Action Plan Year 1 Year 2/3 Year 4/5 1. Adopt a definition for content standards in the Little Rock School District, (completed) 2. Adopt a definition for performance standards in the Little Rock School District, (completed) 3. Submit the components of performance standard sets in the Little Rock School District, (completed) 4. Develop performance standards for the Little Rock School District, (completed) 5. Adopt a definition for delivery standards in the Little Rock School District, (completed) 6. Adopt components of delivery standard sets in the Little Rock School District, (completed) 1. Develop delivery standards for the Little Rock School District, (completed) 8. Develop a trainer-of-trainers model for the Little Rock School District to use to train all appropriate human resources on how to implement and achieve the standards. 9. Ensure parent understanding of the core curriculum standards and how progress will be measured. X X X X X X X X X X X 8 We will develop and implement a broad range of alternatives and interventions for students scoring below the 50\" percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. Strategy 3 Action Plan Year 1 X X X X i Year 2/3 X X X X X Year 4/5 X 1. Adopt a policy statement providing for intervention as an operative and vital part of elementary school instruction, (completed) 2. Expand comprehensive Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills. 3. Develop an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3. 4. Promotes school-wide reform and ensures access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. 5. Implement middle school programming to provide a developmentally appropriate educational environment for the academic success of adolescents. 6. Redesign the delivery system at the alternative learning center to improve academic skills and to address the social, emotional, and behavioral needs of the students. 9 Strategy 3 Action Plan X X X (Continued) 7, Train requesting teachers in the Math/Science crusade (K-12) to better implement the Goal 2000 plan and give them the background for foliowin\nthe guidelines set forth by the NCTM (National Council of Teachers of Mathematics) and the related science organization. 8. Provide extended day academic programming for students at risk of failin\nand in need of extra assistance in core subjects. ig X 9. Implement a three week summer program for identified at risk students in the middle level grades in order to provide an on-going three year experience in science and math. 10We will design and implement internal and external communication plans to improve public trust and community support. Strategy 4 Action Plan Year 1 X X X X Year 2/3 X X X X X X X X Year 4/5 1. Communicate key issues with consistency to our audiences. 2. Increase credibility with teachers, principals, and members of the Districts staff through more timely and accurate information flow to and from LRSDs central administration. 3. Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. 4. Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the District, with regard to the quality of education received by all children within the LRSDs schools. 5. Shift focus away from the District back to its individual schools (as well as to their students and teachers). 6. Create a system that ensures a constant flow of success stories from the individual LRSD schools into the Districts Office of Communications for release to the public. 7, Create positive spokespersons out of parents, teachers and other influential members of the community. 8. Improve the existing system that was designed to direct the media toward the appropriate information source within the District. 11 Strategy 4 Action Plan (Continued) X 9. Assess the implementation of the communication plans and evaluate their effectiveness. 12We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students learning. Strategy 5 Action Plan Year 1 Year 2/3 Year 4/5 1. Expand the role of Partners in Education to include the development of business and community partner coalitions with neighborhood school emphasis in an effort to expand resources, which address external issues interfering with students learning. 2. Improved opportunities for young people to develop positive interactions with adults who are mentors. 3. Increase the level of grant funding available to the LRSD to utilize in partnerships with community agencies and organizations to address external issues that interfere with students learning. 4. Design and develop a joint working agreement with LRSD and community agencies and organizations that ensures availability of and access to comprehensive support services for all LRSD students. 13 X X X X X X X X We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan. Strategy 7 Action Plan Year 1 Year 2/3 Year 4/5 1. To reformulate a District-level Staff development Planning Council which will bring together stakeholders to advise and assist in the development of policy for and evaluation of a staff-development system that is site-specific and driven by the three objectives adopted by the LRSD. 2. To train the Staff Development Planning Council, central administrative staff, and staff at all middle schools on teaming for school improvement. 3. To meet the needs and address the problems of school sites through the use of campus leadership teams. 4. To establish a District and community technical assistance network to support campus leadership teams. 5. To evaluate the staff development system within the district. 15 X X X X X X X We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students and that does not predetermine or limit options at an early age. Strategy 8 Action Plan Year 1 Year 2/3 Year 4/5 X X 1 A. Prepare for implementation of site-based management to allow individual schools choice to do what is best to meet the needs of their students. X IB. Implement site-based management to allow individual schools choice to do what is best to meet the individual needs of their students. X 2A. Identify a variety of school innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 2B. Develop a variety of innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 2C. Implement a variety of innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 3 A. Establish a seed school with University Teacher Education ties to do ongoing research in the practical applications of various school programs and options, to keep current with literature in the field, to provide a site for exemplary individualized education for a student body representative of the LRSD student population, to do training by demonstration and example as well as precept, and thus continually adding to the list of potential programs and options for educational individualization. X 3B. Support and maintain operation of seed school. 16 Strategy 8 Action Plan (Continued)  X X X X X X X X X X 3C. Utilize the seed school to support teacher education and the testing of new educational programs and strategies designed to maximize individualized education. 4. Allow students in grades K-12 to move at their own developmental and intellectual pace as teachers discover their learning styles to eliminate permanent ability trackin\ng- 5A. Acquire alternative assessment methods that allow teachers to determine a students actual functioning level so as to provide appropriate programmin\nand to eliminate permanent ability trackin\ng- g 5B. Implement alternative assessment methods that allow teachers to determine a students actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. 6. Strengthen pupil service teams to be utilized as a first line screening mechanism for students evidencing problems so that alternative program options will be implemented for students not requiring Special Education. 7. Collaborate with the community to offer early childhood programs for children ages 2 to 4 as an option for District patrons, with preference going to low socio economic status (SES) families, to provide experiences and information needed to equalize student preparation. 8. Cultivate and use the community centralized resources guide (refer to strategy 5) for the individual development of each and every student. 9. Provide community based services that enable parents, students, and community to work together to further a childs education. 10. Create an educational climate, which encourages parent/teacher interaction by eliminating major barriers and providing increased opportunities for participation in the learning process. 17We will develop and implement plans to establish financial stability and achieve the strategic objectives of the District. Strategy 9 Action Plan Year 1 Year 2/3 Year 4/5 1. Develop strategies to retain and attract students to the LRSD to assure adequate future revenues from sources that will be increasingly based on the size of student population. 2. Develop a financial committee composed of LRSD personnel and community representatives to function as an advisory committee to the LRSD Board and Superintendent on budget development, monitoring, implementation, and other financial matters. 3. Develop Board fiscal policy statements and manual to be housed in an official repository addressing revenues, expenditures, millage increase, debt service, monitoring, reporting, facilities planning, and staffing and procedures to effectively communicate to the public, teachers, and administration. 4. Develop a five-year revenue forecast (by month for the first year and annually for years two through five) for the District, (completed) 5. Develop a five-year expense forecast (by month for the first year and annually for years two through five) for the District, (completed) 6. Revise the process and develop policy on monitoring actual performance compared to budget to include Board briefings, mid-year adjustments and amendments, and report formats. 7. Select peer school districts and develop performance indicators for comparison purposes in order to identify areas and possible means for improvement. 18 X X X X X X X We will develop and implement plans to enhance public confidence in the safety and security of our schools and to ensure discipline and an orderly learning climate. Strategy 10 Action Plan Year 1 Year 2/3 Year 4/5 X X 1. Provide ongoing conflict resolution training and skill development for students, parents/family, and staff. ? Improve behavior and safety on school buses and bus stops. X X X X ! i I i J. Control access to school buildings, grounds, and events. 4. Implement a staff development plan for all personnel to fully understand safety policies and procedures. 5. Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. 6. Inform the public of plan in regard to the following (a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand). 7. Develop a credible evaluation plan that will ensure complete and proper implementation. 8. Develop, enhance, and improve the communication/distribution and equitable implementation of the LRSD Students Rights and Responsibilities j Handbook. I 20 X X 1 I I I T IT X X X X II i_KOv ^/UJ'^h*UinxOh i iUH'b oxz ^LU'UO /\u0026lt; 810 Wp^r Markham ISKI \\^\\ T T^i. n . .1. An X-iuLie iVMVjS., Direct Phone: Cximniunicarions Office: (50i) 447-1030 (501) 447-1025 DATE: January 23, 2003 UUX OZ.H XU4,d TO\nFROM- Central xVrkansas Media Cynthia Kowell, Arkansas Dernocrac-Gazeite Suellen Vann, Director of Communications SDEJECT: Special School Board Meeting Situation MESSACiE: Meiitberf of the Little Rock School District (LRSD) Board of Directors will participate in rhe Strategic Planning .sessions next week. Because more tlian one Board member will participate, we are notifying the media regarding the dates, times and location of die meetings. The Strategic Planning Team will meet at die Greater Second Baptist Church Eeliowship Hall, 5615 Geyer Springs Road, as loUows\nMonday, January 27 5 pul Tuesday, January 23 3 aixi Wednesday, Januar\n29 8 am  Pages Imclucling cover) Ar, Individual A\nI o hix # 1 each to a World ot KnowledgeLittle Rock School District OFFICE OF THE SUPERINTENDENT February 19, 2003 received FEB 2 0 2003 DESEGflEGATION MONITORING Ms. Ann Marshall Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Dear Ann: I am writing to express my sincere appreciation of your service to the Little Rock School District through your dedicated work as a member of the Strategic Planning Team. You brought sound advice and good insights to the planning process. Enclosed is a draft of the work produced at the January session. We are now following up on your recommended strategies as action teams are formed to develop action plans. Action teams leaders have been appointed for the six strategies and will participate in action team leader training on February 25'^' Action teams will be working over the next 234 months to design detailed plans for each proposed strategy. You will receive a copy of the proposed action plans for your review on May 28^' If you are interested in serving on an action team please contact Linda Austin at 447-1125. We look forward to seeing you at the follow up session on June S* and 6. The session will again be held at Greater Second Baptist Church, 5615 Geyer Springs Road. We will be sending more meeting details closer to the actual meeting date. Again, thank you for your service and commitment to the Little Rock School District. Sincerely, T. Kenneth James, Ed.D. Superintendent of Schools 810 West Markham Street  Little Rock, Arkansas 72201  (501) 447-1002STRATEGIC PLAN INTRODUCTION The Little Rock School District utilizes the strategic planning process as a planning and decision-making strategy to ensure that our students are ready to meet the diverse demands of a changing world. The development and implementation of a Strategic Plan serves as a primary guide. The Little Rock School District Strategic Plan, developed by hundreds of volunteers in the community, was originally adopted in 1996 and updated in 1998. On Jan. 27-29. 2003. a 30-member Strategic Planning Team composed of parents, community members, teachers, students, Board members and school administrators came together to review and update the plan. The Team arrived at consensus in identifying common beliefs, creating a mission for the school system, setting parameters and developing objectives and far-reaching strategies for accomplishing the mission. For each of the strategies identified by the Planning Team, an Action Team will be formed to develop plans for implementation. This step in the process will occur from March 2003 to May 2003. This Is where you can make a difference. The Little Rock School District invites you to participate on an Action Team. Your perspective will help design a school system that will prepare our students for a successful future in a diverse and changing world. Simply complete the attached application of interest and return it to the Little Rock School District. You will be contacted by the Director of Planning and Development. Thank you in advance for your sincere interest and willingness to make a difference. s c s o o 2 n\u0026gt; c \u0026gt; 5 3 2 NJ 05  ro r . o 5^ )B DRAFT: 2003-05 STRATEGIC PLAN Mission Statement of the Little Rock School District PARAMETERS  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  We will accept no new program or service unless it is consistent with the Strategic Plan, benefits clearly exceed costs and provisions are made for staff development and program evaluation.  We will retain no program or service unless benefits continue to exceed cost, and it continues to make an optimal contribution to the mission.  We will ensure school improvement plans are always consistent with the Strategic Plan.  We will ensure effective implementation and equitable distribution of technology throughout the district.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee. I  We will honor the provisions identified in the Covenant for the Future. TTie mission of the Little Rock School District, an educational partnership of C ft Si. 7S \" c o (Z OQ  B\u0026gt; 2 o 3 the entire community, is to prepare and inspire all students to achieve academic excellence and persoruil fulfillment while becoming contributing citizens by offering open access to an innovative, challenging curriculum in a nurturing, disciplined environment that embraces diversity. 73 o 5 B I 3 cS 5- 3 n 3 T. Kenneth James, Ed.D. Superintendent of SchoolsOUR BELIEFS OBJECTIVES STRATEGIES We believe:  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with elfort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality public education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Each student will be required to set and achieve challenging educational and personal fulfillment goals tailored to his or her interests and abilities related to meaningful work, higher learning, citizenship and service to others.  All students will meet or exceed graduation requirements or complete the provisions identified in their individual achievement plans.  By 2009, 100% of our students will perform at or above the proficient level identified on applicable state-approved examinations. Little Rock School District Board of Directors  Educated and involved citizens are necessary to foster the health of a democracy. Dr. Katherine Mitchell Zone 1  Embracing cultural and racial diversity enriches and strengthens our community.  Education can enhance every aspect of a persons life.  With every right comes a responsibility.  Actions speak louder than words.  A sense of self-worth allows each individual to develop unique capabilities and to aspire to excellence.  Every individual is responsible for contributing to the general welfare of the community. R. Micheal Daugherty Zone 2 Judy Magness Zone 3 H. Baker Kurrus Zone 4 Larry Berkley Zone 5 Tony Rose Zone 6 Sue Strickland Zone 7  We will develop and implement plans to acquire and effectively utilize the financial resources needed to achieve the strategic objectives of the district.  We will hire, train, motivate and evaluate all employees to ensure optimal contributions to our mission and objectives.  We will ensure all teachers are using effective, research-based instructional strategies and assessment data to help each student perform well academically.  We will build effective partnerships with our community to address economic and social issues that interfere with student learning and success.  We will assist and engage parents as full and equal partners in educating their children.  We will develop and implement practices and procedures to create optimal learning environments that embrace diversity. Special thanks to the parents, business and community leaders, students. district staff and School Board mem-bers who volunteered their time in January to begin the LRSD Strategic Plan Update process. S s Pi O p. Pi w w Z J O \u0026gt; s H Z O 11 H O I \u0026lt;ED EE \u0026lt;u .1 o = 3O (S cco 1o2 o MO Q \"oc y as V O fES Z Z a Xi fig X ra E U \u0026lt; O) \u0026lt;Vu. a = -g OJD C . c 3 9C s E oE I uE \u0026lt;000 cco UI 1 \"l I 2 cu 0e0 0c0 'E uu C3 oc 0B0 s Ia s BCS i J 'Sb S wu II Is  ^6 1 I  \u0026lt;5 I ,2 11 u Sil 2\u0026lt;3 a ts 2  g H-.2 I -- O-o P sa  O O =s  .1   .5 f-\n. Little Rock School District I --------------- OFFICE OF THE SUPERINTENDENT July 17, 2003 received Ms. Ann Marshall Office of Deseg. Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 JUL 2 1 2003 DESEGREGAWHMONITORIMG Dear Ms. Marshall, Thank you for your participation on the Strategic Planning Team for the Little Rock School District. Your personal commitment of many long hours and thoughtful vision resulted in an outstanding framework for the Strategic Plan. As you know, the next step is to present the draft to the Little Rock School District Board of Education and seek adoption of the proposed Strategic Plan. The presentation is scheduled to occur at the Board meeting at 5\n30 p.m. on July 24*^ in the Board Room at 810 West Markham. We hope that you will attend this important meeting, attendance. Please call Linda Austin at 447-1126 to confirm your Enclosed is a copy of the proposed Strategic Plan 2003-2008 that includes the beliefs, mission, parameters, objectives, strategies and action plans. The detailed action steps serve as administrative guidance and do not require Board approval. Therefore, these are not included in this document. You will receive a copy of the detailed action steps in August. Again, thank you for your service and commitment to the Little Rock School District. Donald M. Stewart, Ed.D. Interim Superintendent of Schools 810 West Markham Street  Little Rock, Arkansas 72201  (501) 447-1002 BECEl\u0026gt;/tU JUL 2 1 2003 desegregation moniiorino A Vision For The Future Little Rock School District Proposed Strategic Plan 2003 - 2008 A. mission statement is a broad statement of the unique purpose for which the district exists and the specific function it performs. Mission Statement The mission of the Little Rock School District, an educational partnership of the entire community, is to prepare and inspire all students to achieve academic excellence and personal fulfillment while becoming contributing citizens by offering open access to an innovative, challenging curriculum in a nurturing, disciplined environment that embraces diversity.Beliefs are a statement of the districts fundamental convictions, values, and character. Beliefs We believe:  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality public education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Educated and involved citizens are necessary to foster the health of a democracy.  Embracing cultural and racial diversity enriches and strengthens our community.  Education can enhance every aspect of a persons life.  With every right comes a responsibility.  Actions speak louder than words.  A sense of self-worth allows each individual to develop unique capabilities and to aspire to excellence.  Every individual is responsible for contributing to the general welfare of the community.Objectives are an expression of the districts desired, measurable end results of student success, performance and/or achievement. Objectives  Each student will be required to set and achieve challenging educational and personal fulfillment goals tailored to his or her interests and abilities related to meaningful work, higher learning, citizenship and service to others.  All students will meet or exceed graduation requirements or complete the provisions identified in their individual achievement plans.  By 2009, 100% of our students will perform at or above the proficient level identified on applicable state-approved assessments.Si Parameters are the guiding principals that establish the framework within which the district will accomplish its mission. Parameters  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  We will accept no new program or service unless it is consistent with the Strategic Plan, benefits clearly exceed costs, and provisions are made for staff development and program evaluation.  We will retain no programs or services unless their benefits continue to exceed cost and they make an optimal contribution to the mission.  We will ensure school improvement plans are always consistent with the Strategic Plan.  We will ensure effective implementation and equitable distribution of technology throughout the district.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee.  We will honor the provisions identified in the Covenant for the Future.Strategies are the means by which the district can accompiish its objectives. Strategies  We will develop and implement plans to acquire and effectively utilize the financial resources needed to achieve the strategic objectives of the district.  We will hire, train, motivate, evaluate and retain employees to ensure optimal contributions to our mission and objectives.  We will ensure all teachers are using effective, researchbased instructional strategies and assessment data to help each student perform well academically.  We will build effective partnerships with our community to address economic and social issues that interfere with student learning and success.  We will assist and engage parents and families as full and equal partners in educating their children.  We will develop and implement practices and procedures to create optimal learning environments that embrace diversity.We will hire, train, motivate, evaluate and retain employees to ensure optimal contributions to our mission and objectives. strategy 2 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Update and redesign the employment application forms for certified and non-certified positions. X 2. Increase the number of National Board Certified teachers in the Little Rock School District. X 3. Implement an employee referral program for teachers.IVe will ensure all teachers are using effective, research-based instructional strategies and assessment data to help each student perform well academically. strategy 3 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Realign the districts curriculum with the States curriculum frameworks based on the grade-specific information. X X 2. Ensure the implementation of a common core curriculum in all schools that is fully aligned with the districts curriculum standards and those effective research-based instructional strategies included within the Professional Teacher Appraisal System (PTAS). X 3. Establish research methodology to investigate the relationship of *PTAS scores with academic gains by students on approved measures of achievement. X 4. Investigate the relationship of *PTAS scores with academic gains by students on approved measures of achievement. X 5. Include *PTAS implementation indicators as a component on the formal evaluation of the Principals Appraisal System. X 6. Ensure inter-rater reliability of the *PTAS Assessment Process. X 7. Develop high quality professional development activities, including models and resources for professional development, which are aligned with *PTAS and the districts curriculum.X X 8. Develop school improvement plans that guide daily work and activities and are based specifically on the needs reflected in student assessment data and that incorporate effective, research-based instructional strategies and high quality professional development. X X 9. Develop a relational student database. X X 10. Develop a web-based system for disseminating and reporting student data to teachers, administrators and parents. *1 Use of PTAS evaluation subject to approval of the LRSD Board of Directors and Classroom Teachers Association.We will build effective partnerships with our community to address economic and social Issues that Interfere with student learning and success. strategy 4 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Lead a coalition of community partners to improve the service delivery systems to enhance academic, social and economic opportunities for students and their families. X 2. Design, implement and sustain an assets-based out of school program for all students to include:  Health and fitness  Academic enrichment  Mentoring  Arts and culture  Leisure time activities  Homework help and tutoring  Character development activities X 3. Establish, in collaboration with the community, a health task force to enhance an infrastructure for coordinated school health system to improve health status and reinforce healthy behaviors with PreK-12 students.We will assist and engage parents and families as full and equal partners in educating their children. Strategy 5 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Establish a family advisory group. X 2. Develop parent and family involvement vision. X X 3. Create opportunities to assist and engage parents as full and equal partners in the education of their children. X X 4. Develop a wide-ranging parental communication system for a diverse mix of parents of children in the school system. X X 5. Establish a parent and family information resource center in each school. This plan is consistent with Arkansas Legislative Act 603 of 2003 We will develop and implement practices and procedures to create optimal learning environments that embrace diversity. strategy 6 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Establish building level, school-wide positive behavioral/ social skills support systems for students and staff that address discipline. X 2. Establish small learning communities in secondary schools that provide nurturing and supportive environments for all students. X 3. Provide every student the opportunity to form a continuous relationship with a caring adult throughout students school career. X 4. Ensure all students receive support to succeed academically in their educational endeavors, PreK-12. X 5. Implement the Personalized Career/Education/Planning (PCEP) process at the elementary, middle, and high school levels. X 6. Establish a transition program that ensures the successful assimilation of students from level to level and campus to campus. X 7. Collaborate with area businesses to provide workbased learning opportunities for students. X 8. Improve family involvement in students school activities. I X 9. Improve communication with families and students. X 10. Provide customer-friendly, professional environment on every campus. This plan is consistent with Arkansas Legislative Act 603 of 2003Arkansas Demcx:raf:^(i^azcttc | FRIDAY, APRIL 14, 1995 M.. A I mia DaaV Mowanan*** 1'**' LRSD will use TV to involve public The Little Rock School District will use its cable television channel over the next week to explain plans to develop long-term operations for the district and to recruit volunteers to help with that planning. Information on the strategic plan will be broadcast on cable television Channel 4 in Little Rock at 9 a.m. today and again at 2 p.m. Beginning Monday, the district will broadcast an hourlong program on the strategic plan. That video will be shown at 8:15 a.m. and 1:30 p.m. each workday next week The tape is of a community meeting earlier this month on the planning process. The school district is seeking more than 200 people to serve on 11 action teams. To learn more or to volunteer, people should contact Linda Young at the school district Administration Building at 810 W. Markham SL in Little Rock. The teams will begin work this spring on plans for the school board to consider in October.8B  TUESDAY. APRIL 18,1995 Arkansas Democrat '^(gazette Tucker vetoes bill giving teachers 3 more days to prepare BY ELIZABETH CALDWELL Democrat-Gazette Oapitot Bureau Public school-teachers will not get an additional three days to plan for the 1995-96 school year. Gov, Jim Guy Tucker vetoed the bill Monday that granted the extra days. Senate Bill 539 by Senate Education Committee Chairman Lu Hardin, D-Russellville, would have reduced the number of days that teachers have contact with students from 178 to 175 during the next school year. Tucker said that would amount to a reduction of more than $14 million in teaching time. For students having difficulties or students in courses such as foreign languages, this reduction of time in contact with teachers can be very harmful,\" Tucker wrote in a veto letter released Monday. Hardin said he was extremely disappointed.\" He said the bill was intended to send a message to teachers that we believe they are professionals.\" Hardin said the le^slation arose out of a meeting with Russellville teachers, who asked for more time to comply with a 1991 act requiring major curriculum changes. - Tucker said he has asked Gene Wilhoit director of the General Education Division of the state Department of Education, to work with the state Board of Education on ta^eted waivers. Hardin said waivers might be a solution if Tucker and Wilhoit will take an active role in encouraging districts to apply. The key here is morale,\" Hardin said. Tucker vetoed another bill Monday that would have changed the way Southland Greyhound Park at West Memphis distributes money from racing days that are set aside for charity. Because there was not an accompanying appropriations bill, none of the money actually would have been available. Tucker said. Currently, Southland contributes about S500.000 annually for indigent health programs. House Bill 1946 by Rep. Ben McGee, D-Marion, would have set aside 3200,000 of the money for emergency medical services for Crittenden, Cross. Lee, Mississippi. Poinsett and St. Francis counties. It was just an oversight, McGee said of the missing ap- propriations bill. Other vetoes Tucker an- nounced Monday were:  HB 1267 by Rep. Keith Wood. D-Hope. which would have exempted the state Physical Therapy Board from certain laws concerning professional services contracts. Tucker said the bill would have exempted the agency from purchasing, personnel, budgetary and accounting regulations designed to ensure the proper expenditure of public funds.  HB 2127 by Rep. Claud Cash. D-Trumann, which would have licensed mobile manicurist units. Tucker said the state Board of Cosmetology requested the veto because of increased administrative costs and the increased risk of the spread of nail fungi.  HB 2087 by freshman Rep. Sue Madison, D-Fayetteville. which dealt with cruelty to animals.  HB 1269 by McGee, which would have exempted contractor licensing surety bonds from income. sales and use taxes.  SB 236 by Sen. Jay Bradford. D-Pine Bluff, which would have made it illegal to replace insurance policies over and over again to receive higher commissions. The following bills were vetoed because similar bills already have been signed into law:  HB 1872 by Rep. Larry Goodwin, D-Calamine. which would have increased the waste tire fee on truck tire sales.  HB 1207 by freshman Rep. Ted Thomas. R-Little Rock, which would have allowed juveniles with two previous felony convictions to be tried as adults. These bills were vetoed Friday:  HB 1556 by Rep. Bob McGinnis. D-Marianna. which would have required small and insufficiently funded police and fire pension funds to be administered by the Arkansas Local Police and Fire Retirement Systems. Similar legislation already has been signed into law.  SB 726 by freshman Sen. John Brown. R-Siloam Springs, which dealt with the release from escrow of funds paid to providers under the state Continuing Care Provider Regulation Act Tucker said he needs more time to study the issue./. SUNDAY, JULY 16, J. \"LR schools to outline long-range plih  The IJttlA Rrv*1r .^hzw\\l _______:ii______. a * I Little Rock School District teams will report on their worl wm The teams are developing^Yec- nvities and the development of a riculum and raise student?' tet P  enhance school desegrega- 5^ V c- tion, establish financial stability-in\ni\u0026amp; the school district, train staff/tm- public, will be broad- prove school safety and expand television in Little the use of technology . More than 200 volunteer 'and  P^^P^^''es finm almost a district staff members are serving zen strategip nlann.n^ octicM on the action teams. will present a status report iW^esday on desegregation ac- long-range strategic plan for oper- dozen strategic planning action ^.r J 5Arkansas Democrat SR O^azcttc FRIDAY, JUNE 23, 1995 -5 LRSD team addresses I compliance Brainstorming tickles desegregation decree BY MARION GAMWLL Democrat-Gazette Staff Vrtter About half the Litle Hock School District Strategic Planning Team No. 2 mei at Hall High School on Thursday to begin working on a plan of action that will comply with a court-ordered desegregation decree. The Little Hock datrict is involved in a 12-year-ld federal school desegregaion lawsuit. While the distfct operates under a court-jpproved desegregation plan witten in 1989. parts of the plainre open to change. The team is one ofa dozen citizen committees hdping to develop a long-range strategy for the district. All conmittees will present their reiommen- dations to the school roard in the fail. Seventeen people were at the meeting. The teams Jerry Peters led a long brainstorming session where members made more than 50 proposals for meeting their objective, which Peters defined as developng the means to successfulb' implement or modify the cesegrega- tion plan in order b achieve unity as well as conply with the (federal court) phn. Members suggesUd, among other things:  Encouraging onmunity and parental involveiaent.  Analyzing the feasibility of different approaches.  Compiling demographic and educational inforaation.  Working closel\nwith neighborhood groups.  Defining school district responsibility more charly. Baker Kurrus said he team needs to bring aboad more black members to \"broden its base. Kurrus said tie team should have an outlim of proposed actions by the eid of the next meeting, set for Jily 13. Al that session, Hus Mayo, assistant superintencent for desegregation, will pnsent results of a study on howthe district can comply with he court plan. Mayos office is acepting proposals from the piblic for modifying the plan. The members briefV talked about U.S. Supreme Courts decision this month the limiting federal judge abilities to propose remedes in a Kansas City, Mo., deegrega- tioii case. While the \u0026lt;ase differs significantly fron Little Rocks, team membw John t Burnett said, the high -ourt \"is sending a strong messige that courts in administeing decrees have gone too far and need to stick more ebsely to improving the originjl problem. A heated discussiot of the value of neighborhoodschools and the prevalence of inequal . treatment of black stulents in I the school system lastd about half an hour after thi meet- ing*s official adjounment. KurruS said the team rill discuss those matters in nore detail in July.Arkansas Democrat/^(ijinzelk f . . THIIRSnAY IIILY.2Q-.19a5 What must LRSD do? 2,097 things Desegregation suit spawns obligations BY CYNTHIA HOWELL Dnrrw.ral Gnzette EducaWon Writer When Little Rock School District ollicials can't sleep, they may count desegregation obligations instead of sheet). Dr. Russ Mayo, the school district's associate superintendent for desegi egation, told a group of about 60 school district cmployee.s and connnunily members Wednesday night that the district has 2,097 individual desegregation obligations. Mayo announced the count during a short presentation on the sta tus of the districts desegregation effoi'Is. He acknowledged that he doesn't know the answer to the desegregation question everyone asks: When will the Little Rock disliict be released from federal court supervision in the 12 year old Pulaski County desegregation lawsuit? \"I don't know, but we're closer than we've ever been before,\" Mayo said, adding that the district will ask for release from supervision on some obligations at an Aug. 30 court hearing before U.S. District Judge Susan Webber Wright. Wright monitors the district's compliance with its desegregation plan. According to Mayo.s count, the district ha.s completely complied with 42 percent of its obligations, or 695 of the 2,097 items. Another 1,078 of the obligations, ,52 percent, are ongoing commilmenLs, such as racially balancing enrollments at each school. 'The district is just beginning to by to meet 74 obligations, Mayo said. Another ,50 were overlooked in the past and are being added to the districts list of things to do. Most  1,784  of the districts obligations are contained in the desegregation plan.s that district ofti ciaLs wrote in 1908 and 1989. The 8th U.S. Circuit Court of Appeals at St Ix\u0026gt;nis ultimately approved those plans in I9t)2. The district has its own plan and an interdistrict plan written by all the parties in the lawsuit. Once the parties agreed to the plans and the courts approved them, the plans became binding. The remaining obligations are the result of court orders issued by Wright and the 8th Circuit and of recent agreements negotiated among the three school districts and the attorneys for the black children and the teacher unions, who are intervenors in the case. The district will never meet ,some of the obligations, Mayo said, because of changed circumstances, shilling demographics, changes in laws or better methods of doing things.Arkansas Democrat\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_766","title":"Teachers of Tomorrow Program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School improvement programs","School employees"],"dcterms_title":["Teachers of Tomorrow Program"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/766"],"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\nSECTION 2. School Participants. School Participants shall consist of local school districts maintaining programs designed with an emphasis on, but not limited to, men, blacks and other minority Arkansans to pursue teaching careers. In order to be eligible to participate in the Academy each School Participant agrees to: (a) (b) (c) (d) (e) (0 Provide a teacher Academy recruiting program to attract students of various ethnic and socioeconomic backgrounds throughout the district into education careers\nAddress the acute need for teachers in the district, especially male and minority teachers, by attracting and nurturing at an early age those young people who demonstrate a desire or talent to become teachers through implementation of the teacher Academy\nSeek funding for the teacher Academy through grants, endowments, and foundations\nProvide the facilities and personnel for the teachers Academy, except for the Executive Director who may be provided through a grant, endowment or other foundation funding\nSeek collaborations with racial and ethnic community organizations to provide incentives in order to increase minority enrollment in the teacher Academy\nand Assure priority hiring for the teacher Academy graduates upon successful completion of college and certification by the Arkansas Department of Education. SECTION 3. University Participants. University Participants shall consist of local colleges and universities maintaining and providing programs designed to encourage Arkansans to pursue teaching careers. In order to be eligible to participate in the Academy each University Participant agrees to: (a) (b) (c) Provide scholarships through grants or other university funding for the districts students who graduate from the teacher Academy program and enroll in a University Participants College of Education based upon students unmet financial needs, high school preparation, and the availability of funds\nAssist and coordinate dissemination of information about higher education scholarships and grants for teacher Academy students\nOrganize seminars to introduce parents and students to teaching which will include, but not be limited to, educational career choices, scholarship information, and test taking skills\n-2-Teachers of Tomorrow Academy Organization And Operating Agreement i A TEACHERS TOMORROW \"Helping The Best Touch The Future\" A Joint Venture of Arkansas Universities and Secondary Education Institutions Recruiting Program Little Rock School District RECEIVED March 15, 1993 MAR 1 8 1993 Office of Desegregation Monitoring Mr. Horace Smith, Associate Monitor Office of Desegregation Monitoring 201 East Main Street Little Rock, Arkansas 72201 Dear Mr. Smith: As per our conversation, please find the enclosed information concerning the proposed Teachers of Tomorrow Academy for your review. I am looking forward to meeting with you on Monday, March 22, 1993, concerning the Academy development and procedures for informing the Court of this minority recruitment design. If there any questions prior to our meeting, please call me at 324-2080. For Excellence in Education, Robert Robinson Recruiting Coordinator rr Enclosures cc: Mrs. Ann Brown 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000(d) Award college credit as determined within the University Participants guidelines to each teacher Academy graduate who completes an approved teacher education course contingent upon the student earning a 3.00 average or better in each course equivalent to a full semester of college credit\nand (e) Submit existing college credit courses or design, if necessary, new courses for Board and University approval for the Academy. SECTION 4. Admission of New Participants. In order to become and remain a participant in the Academy program, an interested party must agree to provide and maintain the programs required of a School Participant or University Participant, as the case may be. Interested parties shall be eligible to participate in the program upon approval of not less than seventy-five percent (75%) of the Executive Board. SECTION 5. Expulsion of Participant. In the event a participant shall fail to provide those programs and level of assistance required for eligibility and such failure shall continue for a period of sixty (60) days following the participants receipt of Notice from the Executive Board of such failure, the Board, in its sole discretion, shall have power to expel a participant upon the vote of not less than seventy-five percent (75%) of the Executive Board to expel said participant. ARTICLE m. EXECUTIVE BOARD SECTION 1. General Powers. The affairs, activities and operation of the Academy shall be managed by its Executive Board. SECTION 2. Number. Tenure and Qualifications. The number of the Executive Board members of the Academy shall be ten (10). Each member shall hold office for so long as he or she is employed in the capacity listed below or until his or her successor shall have been appointed and qualified. The Executive Board shall consist of the seven (7) individuals employed in the following capacities: (a) (b) (c) (d) (e) (f) (g) The Superintendent of the Little Rock School District. The Superintendent of the North Little Rock School District. The Superintendent of the Pulaski County Special School District. The Dean of the College of Education or the Chairperson of Teacher Education at the University of Arkansas at Little Rock. The Dean of the School of Education at the University of Arkansas at Pine Bluff. The Dean of the College of Education at the University of Central Arkansas. The Dean of the School of Education at Henderson State University. -3-Organizational GuidelinesORGANIZATION AND OPERATING AGREEMENT OF TEACHERS OF TOMORROW ACADEMY (A Joint Venture of Arkansas Universities and Secondary Education Institutions) THIS ORGANIZATION AND OPERATING AGREEMENT executed and effective this 21st day of May, 1992, by and between the undersigned Arkansas Universities and Secondary Education Institutions in order to create a cooperative joint venture for the purposes hereinafter stated. ARTICLE I. PURPOSE AND PRINCIPAL OFFICE This TEACHERS OF TOMORROW ACADEMY (the \"Academy\") is organized as a cooperative joint venture whose exclusively educational purposes are described as follows: (a) To provide scholarships to students graduating from area high school magnet programs for teacher preparedness, create positions in participating universities teacher- related programs and provide seminars and assistance to teachers in the magnet program for teacher preparedness. (b) To receive and maintain a fund or funds of real and/or personal property, and subject to the restrictions hereinafter set forth to use and apply the whole or any part of the income therefrom and the principal thereof exclusively for charitable and educational purposes. (c) To have and exercise all powers, privileges and rights conferred by the laws of the State of Arkansas and all powers and rights incidental to carrying out the purposes for which this Academy is formed, except such as are inconsistent with the express provisions of any laws, rules or regulations otherwise governing the educational institutions participating in the Academy. (d) The principal office of the Academy in the State of Arkansas shall be located in the city of Little Rock, county of Pulaski. The Academy may have such other offices, either within or without the State of Arkansas, as the Executive Board may designate or as the business of the Academy may require from time to time. ARTICLE n. PARTICIPANTS SECTION 1. Participants. The Academy shall have two types of participants: School Participants and University Participants. -1-Preface The following pages contain organizational and fiscal responsibility guidelines for the Teachers of Tomorrow Academy, which is a consortium to recruit, support and develop outstanding minority and other students for the teaching professions. In greater Little Rock, as in most cities, the number of minority teachers is significantly out of proportion to the number of minority students in public schools. The shared vision for the Academy design is that it comprehensively and realistically assesses a number of elements in teacher development  high school curriculum, motivation, an ongoing support system, family investment in the young person - and takes reasonable and effective steps to address those concerns. We have a high level of enthusiasm and preparation for this challenge. We are not only familiar with the mechanics, but also the spirit and vision of the program.Dr. Lawrence A. Davis, Jr. University of Arkansas at Pine Bluff Post Office Box 4068 Pine Bluff, AR 71601 Dr. James Young University of Arkansas at Little Rock 2801 South University Little Rock, AR 72204 The undersigned on behalf of the founding participants, hereby state and certify that the foregoing is a true, correct and conformed copy of the Organization and Operating Agreement of TEACHERS OF TOMORROW ACADEMY duly adopted by the participants of said organization on the 19th day of August, 1992. _ Dr, C. Mac Bemd tudsei I Bobby G.^!\nster D] !unn Dr. Winfred Dr. T\u0026lt; t. Dr. James Young -10- 6lj^ A. SECTION 3. Annual Meeting. The annual meeting of the Executive Board shall be held on the 3rd Tuesday in the month of July in each year, beginning with the year 1992, at the hour of 10:00 a.m., for the purpose of electing Executive Board members and for the transaction of such other business as may come before the meeting. Annual meetings shall be held at the offices of the Academy without other notice than this Agreement. If a day fixed for the annual meeting shall be a legal holiday in the State of Arkansas, such meeting shall be held on the next succeeding business day. SECTION 4. Regular Meetings. The Executive Board shall meet bi-monthly or at such other regularly scheduled intervals as the Executive Board shall determine is necessary to conduct the Academys business. Notice of the time and location of such meeting shall be made in accordance with the provisions of Section 6 below. The Executive Board may provide, by resolution, the time and place for the holding of additional regular meetings without other notice than such resolution. SECTI0N5. Special Meetings. Special meetings of the Executive Board may be called by or at the request of the Chairperson or any two Board members. The Chairperson shall fix the place for holding any special meeting of the Executive Board. SECTION 6. Notice. Notice of any regular or special meeting shall be given at least three (3) days previously thereto by written notice delivered personally or mailed to each member at his\\her business address, or by facsimile transmission. If mailed, such notice shall be deemed to be delivered when deposited in the United States mail so addressed, with postage thereon prepaid. If notice is given by facsimile transmission, such notice shall be deemed to be delivered upon generation of the Proof of Transmission at die conclusion of the transmission. Any Board member may waive notice of any meeting. The attendance of a Board member at a meeting shall constitute a waiver of notice of such meeting, except where a Board member attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened. SECTION 7. Quorum. A majority of the number of Executive Board members fixed by Section 2 of this Article III shall constitute a quorum for the transaction of business at any meeting of the Executive Board, but if less than such majority is present at a meeting, a majority of the Board members present may adjourn the meeting from time to time without further notice. SECTION 8. Election of Executive Board. If the election of Board members shall not be held on the day designated herein for any annual meeting of the Executive Board, or at any adjournment thereof, the Executive Board shall cause the election to be held at a special meeting of the Executive Board as soon thereafter as may conveniently be held. SECTION 9. Manner of Acting. The act of the majority of the Board members present at a meeting at which a quorum is present shall be the act of the Executive Board. -5-Each of the three (3) charter School Participants, the Little Rock School District, the North Little Rock School District and the Pulaski County Special School District, shall have the right to appoint one (1) at large representative to the Executive Board. To be eligible to serve on the Board as an at-large representative the person shall be employed by the district(s) in one of the following capacities: Human Resources Coordinator or Personnel Director, Director or Associate Director of Secondary Education, or Director or Associate Director for Desegregation. The at-large representatives shall serve at the discretion of the respective School Participants appointing said representative. The initial Executive Board shall consist of the persons named below: Dr. C. Mac Bernd Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Bobby G. Lester Superintendent Pulaski County Special School District Post Office Box 8601 Little Rock, AR 72216 James R. Smith, Superintendent North Little Rock School District Post Office Box 687 North Little Rock, AR 72115 Dr. Charles Green, Dean School of Education Henderson State University Post Office Box 7636 Arkadelphia, AR 71923 Charles A. Green Associate Director Secondary Education Pulaski County School District Post Office Box 8601 Little Rock, AR 72216 Mable Bynum Assistant Superintendent Desegregation North Little Rock School District Post Office Box 687 North Little Rock, AR 72115 Dr. Calvin Johnson Teacher Education Chairperson University of Arkansas at Little Rock 2801 South University Little Rock, AR 72204 Dr. Jim Bowman, Dean College of Education University of Central Arkansas Post Office Box 5015 Conway, AR 72032 Dr. Walter Littlejohn, Dean School of Education University of Arkansas at Pine Bluff Post Office Box 4068 Pine Bluff, AR 71601 Robert Robinson Recruiting Coordinator Little Rock School District 810 West Markham Street Little Rock, AR 72201 -4-9 SB Fiscal Responsibility SECTION 10. Vacancies. Any vacancy occurring in the Executive Board may be filled by the person accepting the employment position of the member creating the vacancy. If a vacancy shall occur other than by reason of the termination of the employment, for any reason whatsoever, of the Board member in the capacity described in Section 2 above, the member appointing such member or by whom such member is employed may appoint a successor to serve on the Executive Board. SECTION 11. Advisory Directors. The Executive Board may appoint one or more advisory directors who will not be members of the Board. Such advisory directors shall only act in an advisory capacity for the purpose appointed, shall serve at the sole discretion of the Board and shall have no power of final decision on any matters concerning the Academy. Advisory directors shall be selected from business, education and other civic leaders and parents of children attending school members institutions. ARTICLE IV. OFFICERS SECTION 1. Number. The officers of the Academy shall be a Chairperson, a Vice-Chairperson, a Secretary and a Treasurer, each of whom shil be elected by the Executive Board. Such other officers and assistant officers as may be deemed necessary may be elected by the Executive Board. SECTION 2. Election and Term of Office. The officers of the Academy to be elected by the Executive Board shall be elected annually by the Executive Board at its annual meeting. If the election of officers shall not be held at such meeting, such election shall be held as soon thereafter as conveniently may be. Each officer shall hold office until his/her successor shall have been duly elected and shdl have qualified or until his/her death or until he/she shall resign or shall have been removed in the manner hereinafter provided. SECTION 3. Removal. Any officer or agent may be removed by the Executive Board whenever in its judgment, the best interests of the Academy will be served thereby. SECTION 4. Vacancies. A vacancy in any office because of death, resignation, removal, disqualification or otherwise may be filled by the Executive Board for the unexpired portion of the term. SECTION 5. Chairperson. The Chairperson shall be the principal executive officer of the Academy and, subject to the control of the Executive Board, shall in general supervise and control all of the business and affairs of the Academy. He\\She shall, when present, preside at all meetings of the Executive Board. He\\She may sign, with the Secretary or any other proper officer of the Academy thereunto authorized by the Executive Board, any deeds, mortgages, bonds, contracts, or other instruments which the Executive Board has authorized to be executed, except in cases where the signing and execution thereof shall be expressly delegated by the -6-Participant appointing such representative. SECTION 3. Meetings. Meetings of the Committee may be called by or at the request of the Chairperson or any four Committee representatives. The Chairperson shall fix the place for holding any meeting called by them. SECTION 4. Notice. Notice of any meeting shall be given at least three (3) days previously thereto by written notice delivered personally or mailed to each Board member at his/her business address, or by facsimile transmission. If mailed, such notice shall be deemed to be delivered when deposited in the United States mail so addressed, with postage thereon prepaid. If notice is given by facsimile transmission, such notice shall be deemed to be delivered upon generation of the Proof of Transmission at the conclusion of the transmission. Any representative may waive notice of any meeting. The attendance of a representative at a meeting shall constitute a waiver of notice of such meeting, except where a representative attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened. SECTION 5. Quorum. A majority of the number of representatives fixed by Section 2 of this Article V shall constitute a quorum for the transaction of business at any meeting, but if less than such majority is present at a meeting, a majority of the representatives present may adjourn the meeting from time to time without further notice. SECTION 6. Manner of Acting. The act of the majority of the representatives present at a meeting at which a quorum is present shall be the act of the Steering Committee. SECTION 7. Vacancies. Any vacancy occurring in the Steering Committee shall be filled by the appointment of a successor by the member who appointed the representative creating the vacancy. ARTICLE VI. CONTRACTS, LOANS, CHECKS AND DEPOSITS SECnON 1, Contracts. Grants. Etc. The Executive Board may authorize any officer or officers, agent or agents, to enter into any contract, grant applications, or execute and deliver any instrument in the name of and on behalf of the Academy, and such authority may be general or confined to specific instances. SECTION 2. Loans. No loans shall be made by the Academy to its Executive Board members or officers. Any Executive Board members who vote for or assent to the making of a loan to a Board member or officer, and any officer or officers participating in the making of such loan, shall be jointly and severally liable to the Academy for the amount of such loan until repayment thereof in accordance with the provisions of the Arkansas Nonprofit Academy Act. No loans shall be contracted on behalf of the Academy and no evidences of indebtedness shall -8- be issued in its name unless authorized by a resolution of the Executive Board. Such authority may be general or confined to specific instances. SECTION 3. Checks, Drafts, etc. All checks, drafts or other orders for the payment of money, notes or other evidences of indebtedness issued in the name of the Academy, shall be signed by such officer or officers, agent or agents of the Academy and in such manner as shall from time to time be determined by resolution of the Executive Board. SECTION 4. Deposits. All funds of the Academy shall be deposited to the credit of the Academy in such banks, trust companies or other depositories as the Executive Board may select. ARTICLE Vn. FISCAL YEAR The fiscal year of the Academy shall begin on the first day of July and end on the last day of June in each year. ARTICLE Vm. AMENDMENTS This Agreement may be altered, amended or repealed and new amendments, revisions or substitutions may be adopted by the Executive Board at any regular or special meeting of the Executive Board. ARTICLE IX. FOUNDING PARTICIPANTS The names and addresses of the founding participants and their duly appointed representatives are as follows: Dr. C. Mac Bernd Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 James R. Smith, Superintendent North Little Rock School District Post Office Box 687 North Little Rock, AR 72115 Bobby G. Lester Superintendent Pulaski County Special School District Post Office Box 8601 Little Rock, AR 72216 Dr. Winfred L. Thompson University of Central Arkansas Post Office Box 5015 Conway, AR 72032 Dr. Charles Dunn Henderson State University Post Office Box 7636 Arkadelphia, AR 71923 -9-Executive Board or by these Bylaws to some other officer or agent of the Academy, or shall be required by law to be otherwise signed or executed\nand in general shall perform all duties as may be prescribed by the Executive Board from time to time. SECTION 6. Vice-Chairperson. In the absence of the Chairperson or in event of his\\her death, inability or refusal to act, the Vice-Chairperson shall perform the duties of the Chairperson, and when so acting, shall have all the powers of and be subject to all the restrictions upon the Chairperson. The Vice-Chairperson shall perform such other duties as from time to time may be assigned to him/her by the Chairperson or by the Executive Board. SECTION 7. Secretary. The Secretary shall: (a) keep the minutes of the proceedings of the Executive Board\n(b) see that all notices are duly given in accordance with the provisions of these Bylaws or as required by law\n(c) in general, perform all duties incident to the office of Secretary and such other duties as from time to time may be assigned to him/her by the Chairperson or by the Executive Board. SECTION 8. Treasurer. The Treasurer shall: (a) have charge and custody of and be responsible for all funds of the corporation\n(b) receive and give receipts for monies due and payable to the corporation from any source whatsoever, and deposit all such moneys in the name of the corporation in such banks, trust companies or other depositories as shall be selected in accordance with the provisions of Article VI below\nand (c) in general perform all of the duties incident to the office of Treasurer and such other duties as from time to time may be assigned to him by the Chairperson or by the Executive Board. The Treasurer shall be bonded for the faithful discharge of his\\her duties in such sum and with such surety or sureties as the Executive Board shall determine. SECTION 9. Executive Director. The Executive Board shall have the authority to appoint an Executive Director to handle the day to day operations of the Academy and oversee its projects. The Executive Director shall perform such other duties as from time to time may be assigned to him/her by the Chairperson or by the Executive Board. ARTICLE V. STEERING COMMITTEE SECTION 1. General Purpose. The general purpose of the Steering Committee shall be to make recommendations to the Executive Board, to seek and make application for grants on behalf of the Academy following approval of the Executive Board, and to take such action as may be delegated by the Board from time to time. SECTION 2. Number. Tenure and Qualifications. The Steering Committee shall consist initially of fourteen (14) persons. Each member of the Academy shall have the right to appoint two (2) representatives to serve on the Steering Committee. Each representative shall serve at least one (1) year, after which that representative shall serve at the sole discretion of the -7-/=^/^ PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1500 Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 RECEIVED May 6, 1993 MAY 1 0 1993 Office of Desegregation Mcniloring Mr. Sam Jones/Ms. Angell Whitten Wright, Lindsey and Jennings 2200 Worthen Bank Building 200 West Capitol Avenue Little Rock, AR 72201-3699 Dear Sam and Angell\nThank you for reviewing the video and other materials related to the Teachers of Tomorrow Program. A committee met on Friday, April 30, 1993, to discuss this program. The following attended: Charles Green, PCSSD Billy Bowles, PCSSD Charles Ferriter, Principal, Sylvan Hills High-PCSSD Michael Nellums, Coordinator for Teachers of Tomorrow Mable Bynum, NLRSD Jim Morris, NLRSD Robert Robinson, LRSD \" Jessie Rancifer, UCA It was the consensus of the Committee, in keeping with our m-to-m transfer policy, that white students from LRSD and NLRSD not be eligible to participate in this program in the 1993-94 school year. The rationale being that the program is housed at Sylvan Hills High, a PCSSD school. It was also the consensus of the Committee to ask the attorneys of the three districts and the Joshua lntervenors( Chris Heller, LRSD\nSteve Jones, NLRSD\nSam Jones, PCSSD\nand John Walker, Joshua Intervenors) to confer and advise us of any legal possibilities concerning these students participating in future years. 3. Expenditures. PCSSD shall pay such expenditures on behalf of the Academy as are approved by the Executive Board. Provided, however, for expenditures less than $500 the PCSSD may make payment thereof upon the approval of the Executive Director. Any expenditure in excess of $500 will require the countersignature or authorization of a voucher submitted for such signature executed by either the Chaiiperson, the Vice-Chairperson or the Treasurer of the Academy. 4. Reporting. PCSSD shall provide the Executive Board with monthly accounting of the receipts and expenditures of the Academys funds, including the integration of any funds held by University Participants. University Participants holding funds directly deposit^ with it shall provide monthly reports of the receipts and expenditures to the PCSSD within five (5) days following the end of each month. Additionally, the Academy shall make reports of the receipts and disbursements available to its Participants not less often than quarterly, or at such other interval as the Executive Board may determine is needed. 5. Audits. The PCSSD shall submit the Academys funds to an audit at such time, or times, as deemed necessary by the Executive Board. The PCSSD shall provide such assistance and information as reasonably requested by the auditors in reviewing the gross receipts and expenditures of the Academys funds. 6. Compensation For Services. Initially, the PCSSD shall receive no compensation for its services in handling the Academys funds. However, at such time as funds are available, the Executive Board, in its sole and absolute discretion, may award the PCSSD compensation to cover the additional administrative costs, if any, incurr^ in administering the Academys funds. In the event an independent agency or organization is engaged to handle the Academys funds, such agency or organization shall be entitled to receive such compensation as agreed upon by the Executive Board and such agency of organization. Provided, however, in no event shall the fee paid by the Academy for the administration of said funds exceed one percent (1 %) of the gross receipts of the Academy for any fiscal year. 7. Bond. The PCSSD and any University Participant handling Academy funds shall furnish proof of the existence of a fiduciary bond covering such employees handling the Academys funds in such amount or amounts as the Executive Board deems necessary and with a bonding company acceptable to the Executive Board. 8. Amendment and Modification. This Statement sets forth the fiscal responsibility policy adopted by the Executive Board effective as of the date of the Academys formation. As such, it constitutes a statement of policy and not a binding commitment of the parties. The Executive Board may, at such time or times as it deems appropriate, amend, waive, modify or extend all or any part of this fiscal responsible policy. gardaer | tMciupol -2-TEACHERS OF TOMORROW ACADEMY FISCAL RESPONSIBILITY POLICY This Policy adopted this 19th day of August, 1992 by the members of the Executive Board of The Teachers of Tomorrow Academy (the \"Academy\"), a joint venture of Arkansas universities and secondary education institutions created under an Operating Agreement dated May 21, 1992. WHEREAS, certain Arkansas universities and secondary education institutions have combined to form a cooperative joint venture whose exclusively educational purposes include scholarship assistance, the creation of university-teacher related programs, the recruitment of students from various backgrounds to pursue teaching careers\nand WHEREAS, the Academy anticipates applying for and receiving grants from public sources as well as funds from university and school sources\nand WHEREAS, the Academy desires to create a policy for the handling of such funds to provide for the administration of the funds in an efficient manner. NOW, THEREFORE, in consideration of the foregoing reasons, the Executive Board hereby creates the following policies with respect to the fiscal management of the Academys resources: 1. Deposit of Funds. Except as otherwise provided in this statement, all funds for the Academy shall be deposited with the Pulaski County Special School District (the \"PCSSD\") so long as the PCSSD is a School Participant (as such term is defined in the Operating Agreement). The PCSSD shall hold and account for all Academy funds as a separate and segregated appropriated fund balance on its books and records separate and distinct from its general fund. In no event shall the Academys funds be obligated for, or subject to the payment of any obligation of the PCSSD or any claims of any creditors of the PCSSD. The PCSSD agrees to hold such funds and administer them pursuant to the provisions of this policy statement. Academy funds deposited directly with a University Participant may be held and administered by such Participant as a separate and segregated appropriated fund balance apart from the University Participants general fund. Such funds shall constitute a component part of the Academys funds and shall be accounted for and administered in the same manner as the funds held by the PCSSD as set forth herein. 2. Guidelines For Expenditures. The Academys funds shall be administered by the PCSSD in accordance with the guidelines currently used by the PCSSD. The foregoing notwithstanding, in the event the Academy should receive a grant or funds from a source which mandates guidelines different than those currently used by the School Participants, then to the extent such guidelines conflict with the School Participant guidelines, such specific guidelines shall be deemed controlling.Mr. Sam Jones/Ms. Angell Whitten May 6, 1993 Page 2 This letter is from my hand but written at the request of the committee listed above. Please inform us as soon as possible of your legal interpretation. Sincerely, Billy J\nBowles Assistant Superintendent for Desegregation ch c Mr. Bobby Lester Mrs. Ann Brown Mr. Chris Heller Mr. Steve Jones Mr. John Walker Members of CommitteeIN WITNESS WHEREOF, this policy was adopted by the majority vote of the Executive Board on the 19th day of August, 1992, TEACHERS OF TOMORROW ACADEMY BY: Secretary ATTEST: Chairperson gardner I iMcii.pol -3- PLERgs poer PLERSE poer POSmCW TITLE: QUAUFICATICtJS: REPORTS TO: JOB GOAL: PULASKI OOUNTY SPECIAL SOWL DISTRICT ctan'iETED poemcN rvmiart.e July 28/ 1992 FACTLETAIOR FOR TEACHERS OF TOC^ROW ACADEMY (ONE YEAR TEMPORARY POSITICN) Valid Arkansas secondary or K-12 certificate with certificaticn in one of the following areas preferred: Supervisor, Principal, Administrator. Minimum of Three (3) years' successful teaching experience at the secondary level Three (3) years' experience in planning and coordinating instructional programs Ooiputer literate in Word Processing, Spreadsheet and DeskTcp Publishing application. Building Principal/Executive Board for Teacher of Tanorrow Academy To serve as the leader in the attainment of the philosophy , goals and objectives of the Teachers of Tcmorrcw Academy, designed to attract and introduce students to teaching as a career. It is a collaborative project of the three Pulaski County School Districts and fcur institutions of hii^er education with a proposed opening of fall, 1993, at Sylvan Elills High School. PERFCRMRNCE RBSPONSTBTT.TTTES: 1. Plan, organize, and conduct planning phase of the Teachers of Tanorrow Academy. 2. To produce a curriculum and develop strategies for inplementaticn of the Academy. 3. Plan for stciff training activities which utilize college based personnel within the project and vhich offer staff develcpment opportunities for college/public school instructional teams. 4. Collaborate with university teacher educators and subject matter specialists in developing an innovative curriculum coipicnent which integrates canc^\u0026gt;ts and skills from Ehglish, social sciences, and professioned. teacher educaticn. 5. Ejplore options for alternative college course delivery at the- Academy. 6. Develop and irplement policies for recruiting and selecting students. 7. Establish introductory level courses at the secoidary level which will transfer to college. 8. Involve tusiness and community resources in planning and support to the Acadeny. 9. Organize site visits for personnel frcm institutions of hii^ier education and public schools to examine existing programs. 10. Provide inservice for the tearhers selected to teach the Acadeny curriculum. 11. Serve as liaison between the hone, public schools, and participating institutions of higher education.Facilitator for Teachers of Tororrow Academy con't. 12. Serve as ad hoc member of the steering camiittee. 13, Assist in the securing and allocation Academy budget, of funds that will be used to finalize the 14. Secure major funding through grant writing. 15. Implement the program within the guidelines of the District 's Desegregation Plan. TE35MS OF EMPIOYMEOT\nSalary Range: Teacher Salary Schedule Term of Contract: 202 days per contract EVALUATION: - Placement depends i^jcn education experience year. (TEMPORARY 1 yr.) and Performance of this job will be Board's policy on EvaluaSon 5 S?JSi SrS2?^ Provisions of the .^iPPLICATICW PROCEXJRE: Interest^ and qualified application form to: applicants should sumbit a cccpleted District Gary Miller ^istant Superintendent for Personnel Pul^ County Special School District Post Office Box 8601 Services Dittle Rock, Arkansas 72216 In-district applicants Office, Ext. 226. may activate their personnel file by calling the Personnel APPUCATICN DEAnr.TNP! August 11, 1992 I^^s THE POLICY OF THE FUIASKI COUNTY OPPORTONITTES WITHOUT REGARD SPECIAL SCHOOL DISTRICT TO TO RACE, CDLOR, NATIONAL ORIGIN TXT TTTIO ______________f provide B3UAL S^yiCES, FINANCIAL AID, AND mpLOYMENT ^^MPPOy AND ADIVANCE WCMEN addressed To the director' - , RELIGICN, SSX, AGE, and ACTIVITIES, EDOCAncW TIT . DISIkICT WTT J, f\u0026gt;E\\KE SPBCTAT blacks and handicapped PERSONS OF DESEGREGATION. EF'IURTS TO B2UITY CCNCERNS MAY BEi I i ifs S'l? I IB ii ife 1 V.' ij if II li iiSi | ii liE'l !! Si 'sita\u0026amp;b w a R\nSi ( ''1 a it 106 The Dreamkeepers members and district administrators, or because they saw it as a way to ingratiate themselves with their superiors, her principals attempted to apply subtle forms of harassment. She received many of the students that no other teacher wanted. I suggested to Lewis that maybe these students were assigned to her because of a principals confidence in her ability to work with them, whereas her colleagues could not. Lewis gave me a look indicating that I might be out of touch with the reality of urban schools. In the spring of 1983 Lewis seriously rethought her decision to teach. She knew she still loved being in the classroom. Further, because of her reputation as an excellent teacher, many parents requested (and even demanded) that their children be placed in her class. Thus administrative attempts to stack her class with \"troublemakers were thwarted by these concerned parents who saw that Lewis offered a special intellectual opportunity for their children. But she was weary of her battles with the district and school board. She felt as if she were working two jobs\nand her night job was affecting her performance on her day job. One piece of good fortune for Lewis was a friendship with a colleague who had gone on to become an administrator in the district. Now a principal, her friend told Lewis about the Bay Area _U riting Project and suggested that Lewis and another tTacher^tal^ advantage of the seven-week program, which was offered at the University of California at Berkeley. Because none of her other colleagues were interested in giving up seven weeks of their summer, Lewis faced no competition for the scholarship offered. Today Lewis credits this experience with renewing her en- thusiasm for teaching\n1 cant tell you how that experience changed me. It's not so much that the philosophy was radical or revolutionary. In fact, it was kind of like a recognition that the way I thought about teaching was all right. It was the intellectual activity, you know, the thinking. Because I wasnt bombarding my kids with worksheets, I think some of the other teachers thought I wasn't working hard. But I was trying to get at their thinking, to remind them that they could think, that think-^fe * ^S. J f^^Gi n: 3.r. O' :k L^- *\u0026gt; 'V'- J?  \u0026gt; -^A^^''?^'-4i- '' ,\u0026lt; '  sfifi i .SMA ''^if\nri 1'^. v ,f \u0026lt;\n5':*- \u0026gt;.''**W. I nr. ^i5! FAizar\nS^-'.  jA'~-w.i..-\u0026gt;.:\n. o  '.\"=.^- 'W: -7^ }. i IHB  SsSS'fcsSS'sWi F?i' Dreaaikeepers 5 V y\nfi B\n2i E 'MS J,\"-?? -  t r ' ^- vi?\" \"\"Ij  f-4^1'^''' ^Pl '..'/! , S.' f^.'s.fir\n-.. , ?^Wa' jA'v'-di^?'\n'. .y* :y\u0026gt; 3-^ **\u0026gt; rii: ft-p 5 f!' i j Successful Teachers of\n^r ,A)-5.-:^'^-- 3?'5' African American Children -^'57?, GlorizX Ladson-Billings ^' J** ^^StWiSsS 5: Ss^SkS: WS ^Usvf i. r, *-',. 0?^-' i-' i- \u0026lt; ' V* . i'?.'jAv\n-..\ni-K :'i- \u0026amp; iWASsfet\u0026amp;^7 =1^ 9^ i y'-teS^-v c JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 REG ,0 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. OCI 1 5 October 14, 1993 Oliice ci DesegfegS'''^\" ' W,oniior\nri3 Mr. Price C. Gardner Friday, Eldredge \u0026amp; Clark 2200 Worthen Bank Building 72201 Little Rock, AR Dear Mr. Gardner: Your letter of October 11, 1993 is absolutely unacceptable. I plan for Dr. Betty Dickson to be present at all meetings of the Teachers of Tomorrow Academy as a representative of Joshua, irrespective of whether the meetings are labeled executive committee or steering committee. I also remind you that the Joshua Intervenors must be integrally involved in whatever planning or decisional activities that are undertaken the of pursuant to Desegregation Plan. I am at a loss to understand why there is such a big issue about excluding our presence at a program which was developed by our representative. Dr. Dickson, in the first place. Her participation, it would seem, would be invaluable were good seem. faith of the District evident. Because the District appears willing to spend large sums of money on this issue, as evidenced by your employment for purposes of writing this letter, would you kindly share your time billings and those of your co-counsel regarding this matter with me by return mail along with your anticipated charge for your work. you are unwilling to do so pursuant to this request, I will be happy to make the request under the Arkansas Freedom of Information If Act. May I hear from you today by return fax so that if necessary, there will be no delay by me in my pursuit of this Would you also tell me specifically matter before the court. whether Dr. Henry Williams concurs with your letter. Very truly yours n W. Walker JWW:js cc: All Counsel of Record Dr. Betty Dickson Dr. Henry Williams Ms. Ann Brown III1 1 Culturally Relevant Teaching 107 ing was allowed in school. I and totally restructured came back here in the fall , tny class around writing (and later literature) and I had the research to back it up. en rny study began, Lewis was in the seventh year of her ' Cl 1 m 1111 T*_ _i_  _ ' Sladen brought new permutations to her idea.s and her .nf.. .J S' kind of education the to her ideas and her thinking about the community required. sixth observations, I visited Lewiss - _ yade class regularly but randomly, that is. I went th^r. every randomly, that is, I went there week but at varied times. I felt that a^pe.iog at di different moods o{ the classroom. appearing at different times the studv^Jn 1? participation in Although \" week. Aitnougn Lewis s teaching schedule (of rZad ' J ^cumscribed by a predictable .... t^ath, science, and so on) literacy teaching was more likely in the that year: mornings. .Mv field notes describe my first visit ^^ived at the school at 8:45 on Thursday morning. The school grounds lawn was freshly were quiet. I noticed that the the school year. I stopped at the cut, a sure sign of the beginning of and speak to the principal. The that the principal was ' main office to sign in secretary informed me had been unable covering a class because they to get a substitute. As I walked through the inner courtyard I . pal talking with two black girls who looked about twelve years old. He seemed t^ b ing-or perhaps counseling-them. The noise ie he class next to Ann Lev^iss was high. Students noticed the vice princi- to be to be reprimandnoise level of r i. talking, the teacher was shouting. I noticed the trast when I walked into Anns class, which usually quiet. The students them read aloud. The class was were con- was un- were listening as one of studying Charlie Pippin by year old African American girl who attempts to win *1 [-rjLi\u0026gt;'v. SK 14 Ktifl w 4- 7 /- // -oa 6 s1IWSK^ $ Ws sate Culturally Relevant Teaching w Hold fast to dreams For if dreams die Life is a broken winged butterfly. ItsSi 'fe Langston Hughes J'M tern 'sSS3 Chapters Three through Five offered a look at culturally relevant teaching practices through teacher interviews and classroom obser-vations. In this chapter I offer more contextualized examination - , . , , ' --------v.vaiiiiiiamjii ot the activities of four classrooms, three in which culturally relevant teachin!o Will was practiced and one in which it was not. The con- ----- X AIV. V-tJll- text tor two of the classes is a reading lesson and for the other classes it is a math lesson.\n!,hm \"'Ts a ii 1 OjT^Foras on Literao^' One o[ the critical national indicators of educational progress (and national development) is the literacy rate. Amove and Graff assert 5t that national literacy campaigns are not unique to the twentieth on this page is from T/ie Panther and the Lash by Langsit on Alfred A ^nn'^951 by Langston Hughes. Reprinted by permission of fred A. Knopf, Inc. and Harold Ober Associates Incorporated. Pl 102 i f II fl Er- r! j: H tS lit a is a fit 'i' 4' 104 The Dreamkeepers and his two sisters attended. By the time my father was in what was considered to be fourth grade, he had learned as much as his older siblings who had stopped attending school to help with farming chores at home. In an attempt to escape the harsh discipline of his stepmother when he was about 12 years old, he and an older brother ran away from home to live with an adult sister in Philadelphia. By the time he arrived, school was but a distant memory. He kept up his reading with the newspaper every day and the Bible every night. When I reached junior high school, my father would thumb through my textbooks and read them as if he actually found them interesting. n B 1: The next section of this chapter describes culturally relev\nant Si 3: .V 'W' B C'S' 5\u0026gt;' ' ii' -Aii j. iEiSSas literacy instruction in Ann Lewiss and Julia Devereauxs class- rooms. They make literacy a communal activity and demonstrate ways to make learning to read and write a more meaningful and successful enterprise for African .American learners. Ann Lewis: -4 LitercEcy Revival In Chapter Three, I provided a \"snapshot view of Ann Lewis. To reiterate, Lewis is an Italian American woman in her midforties. Active in school and community politics, she has lived most of her life in the largely African American community where she teaches. Some of the older teachers and administrators in the district were her teachers. Lewis remembers herself as less than an ideal student: I grew up in the community and my greatest desire was to teach here, basically because I spent so much time with quality teachers and those teachers encouraged me to teach. As strict as those teachers were with me, they pushed me to do what was right. I was a difficult child in class and thats why I started teachingto give other so-called difficult children a real chance. w I, Wii til (51 I'Eir 1\npij'ji Lewis did not take a traditional route to teaching. Having married soon after high school, she began her adult life as a homes^ s? I\nv.' I Culturally Relevant Teaching 105 maker, mother, and wife. But the breakup of her marriage meant that she needed to work to support herself and her children. She secured a job as a teachers aide in a local elementary school. Her decision to work in the schools came in the early 1970s, at a time when schools and school districts described as economically disad- vantaged received additional state and federal funds to hire com- munity people, particularly parents, as paraprofessionals. Familiarity with both the school and the home culture made the teachers aides a special resource. Students and parents who were intimidated by the formality and cultural barriers between themselves and the school s more formal staff often sought out the teachers aides for assistance and support. Aware that teachers aides were an important resource and that turnover among the teaching staff was on the increase, the school district proposed and implemented a program to encourage the aides to attend the local community college, transfer to the state university, and then enroll in the universitys fifth year teacher crednation program. With a critical mass of teachers aides enroll- ac- ing in the program, the district, in conjunction with the community college, could offer courses in the school district so that the aides were able to keep their jobs. Lewis was among the first group of aides to take advantage of the program. Although many aides enthusiastically began the district- sponsored program, time and circumstances kept most from completing it. Lewis was one of the few who endured and completed it. She began as a certified teacher in the district in 1977. By 1983 Lewis had built a reputation in the school district for her assertive, even aggressive, advocacy of teachers rights. She had been elected president of the teachers association and was a self- appointed watchdog for the school board, attending every meeting and taking public issue with positions she felt were not in the best interests of the teachers. Not known for her diplomacy or tact, she often locked horns with board members and school administrators about what she perceived as violations of the teachers contract. This kind of behavior is risky in a small district such as Pinewood, where board members and district administrators can have an inordinate amount of influence on the day-to-day running of the school. Lewis felt that, perhaps because they shared the feelings of boardCA' Culturally Relevant Teaching 103 century, many charismatic leaders have used literacy campaigns for salvation, redemption, and re-creation. They suggest that in the twentieth century, especially since 1960, literacy has been seen as a process of consciousness-raising aimed at human liberation.' National literacy campaigns have been a part of the social and political fabric of such countries as Brazil, Cuba, and Guineau Bissau. However, the aim of literacy campaigns in the United States has been individual and personal advancement. Nightly public service messages on television exhort citizens to sign up at local libraries and schools for reading instruction. An explanation of this trend is presented by Ferdman: In a society tending toward homogeneity, It IS easy to think of literacy simply in terms of specific skills and activities. Given broad cultural consensus on the definition of liter- so IS acy, alternative constructions are either remote or invisible, and sc literacy becomes a seemingly self-evident personal attribute that is either present or absent.^ But Ferdman further contends that in a multiethnic society the cultural framework for literacy mustbe cons^d. thus in citing deCastell and LuESTT^TaTT^SiHS^ut that being literate has always referred to having mastery over the processes by means of which culturally significant information is coded. The following passage is central to Ferdmans argument: In a culturally heterogeneous society, literacy ceases to be a character- istic inherent solely in the individual. It becomes an interactive process that is constantly redefined and renegotiated, as the individual transacts with the socioculturally fluid surroundings. In the context of this study of culturally relevant teaching, the construction of literacy among African Americans is especially important. Gadsden contends\nFor African .American learners, in partkular, literacy has been an especially tenuous struggle, from outright demal during slavery, to limited access in the early 1900s, to segregated schools with often outdated textbooks well into the 1960s, tomany might arguemarginal acceptance of their culture i, in and capacity as learners even into the 1990s. 4 My father completed only about four years of formal schooling. His school was a one-room classroom that he, his four brothers, sit\nfi gir-Ei\n-r t: li! 114 The Dreamkeepers lesson and whether the students mastered those skills, she reviews some skills at the end of the story' review. its  ! w sa a J Si  ilhu One morning, Devereaux introduces the lesson by saying. Today were going to be reading about the first woman jockey. She directs the students attention to a word list on the board. The following words are there: influence, atmosphere, outlet, developing, demonstrate, concentrate, and \"'equestrian. The students first attempt to define the words in words of their own and then use their glossaries. As they pronounce the words, Devereaux reminds them to sound them out phonetically. own She then begins calling on the students in round-robin fash- ion to read the story aloud. They seem eager to get a turn. She tries to divide the reading selection up so that everyone gets a turn. Who havent I heard from today.? she asks. Two hands go up. She calls on these students next. The entire class reads the last graphs aloud in unison. Throughout the reading she asks of recall questions. The even boring. two paraa variety entire experience seems rather ordinary, I am anxious to talk to her about what shes doing. I know it seems old-fashioned but I believe the students benefit from the structure. Its as if it were important for them to know what comes next. I have children in here who other teachers told me could not read. Heck, they told me they couldnt read. But I look them squarely in the eye in the beginning of the school year and tell them, you will read, and you will read soon. I tell my entire class we all have to know how to read and its everybodys responsibility to make sure that everyone learns to read well. I pair up the better readers with the poorer ones and tell them that the pair gets a reading grade. They are allowed to do any number of things to help each other read. Although the school doesnt want us to do it I let them take their readers home. I also use some of those old, out-of-date basals as at-home readers for them. All stu- dents have a reading log in which they list what they read aloud to their parents the night before. The par-t- Ki Culturally Relevant Teaching 109 Ann: this? Do you know anybody who ever feels like 11 Ca/uin\nMe! Ann drew a Venn diagram to represent similarities and differences between Calvin and the character in the story. You have your own video of your entire life in your head. Every time you read, you can get an image of how the story connects with your life. Do you want to get back to the story? Yeah!, the class says in unison. A third boy began to read. When he finished, Lewis said, Close your eyes. Lets put on your video. She then re-read a section of the book describing the mother in the story. How can you relate this to your life? One of the African American girls commented \"Thats just like when I kiss my mom. Students took turns reading passages from the book. For some, this was the first chapter book theyd read in school. Some of these slower readers had trouble with some of the words. Lewis encouraged them and urged other class members to help. Remember, were all a team here. Weve got to help each other. When Charlene (an African American girl) asked a question about a dispute the main character had with her father, Lewis suggested the students roleplay to understand better. Two students struggled a bit with the role-play. Two others gave it a try and got a round of applause from the rest of the class. After the role-play Ann asked, What do we know about Charlies dad? The class erupted with excitementmany wanted to contribute. Lewis began to develop a character-attribute web on the board. As the students became more excited, she encouraged them to settle down by explaining which part of the brain they were using. Were not in the limbic [she pointed to a bulletin-board diagram of the brain], were in the cerebellum. Lets not deteriorate into rep- '.'S  !- i  U'\nI r r 1. itv s  l-t Li' 'LL tel II fiHi I I 'H? i ti f If. s I \u0026lt;1^' ifs,  1 SI Jii liil SSwi! \n\u0026gt;\u0026lt;! rt! 108 The Dreamkeepers the approval of her father, a decorated Vietnam War veteran who has buried all his feelings about the war within him. The girl feels alienated from her father and wants to find a way to reach him. Ann and her students were about twenty pages into the book. There were twenty-nine students in the class (twenty African Americans). When the student who was reading finished, an African American boy, Jerry, asked, Is she [the storys protagonist] going to stay eleven years old in this book? Lewis responded with a question, What about in Driving Miss Daisy? Did the main character stay the same age? Students (in unison): No. Ann: Jerry: How do you know? Because she was using one of those walkin things when she got old.\" Ann: A walker?  Jerry: Yeah, and then she was in the old folks home. Ann: Can you see without a video? I .tk'Sj ^1 Bi fi I f via R: 3!' Wife  Calvin (another African American boy): Yes, you can see when youre reading. So well see how old Charlie is in the book! Ann reminded the students about a previous discussion about connotation and denotation and said, Remember we said hungry makes you think one way but famished makes you think another way? Calvin asked if the discussion could go back to talking about the book and Ann encouraged him. She got feelings her dad doesnt understand and he got feelings she dont understand. I I Culturally Relevant Teaching 115 4 I i\n1. f ents sign the logs. I award prizes for completing the reading logs. You may have noticed how quiet things got when the reading lesson began. Im pretty easygoing about a lot of things, but I keep my reading time sacred. i] 1 t i ! Devereaux does a number of things to encourage reading. She has her own Book of the Month Club. Each month, Devereaux announces a book to read. Up to ten students may sign up to read it. She often purchases the books with her own money. The book club meets to talk about the book on their own time-at lunch with the teacher, in early-morning hours before school, or after school. No grades are given for participation in the club. Its reward is intrinsic. The proof of Devereauxs pudding is indeed in the tasting. She suggested that I select her most difficult student, Michael, look at his cumulative file, and then listen to him read. Michaels file was two inches thick. He had been in a series of foster homes. His natural mother was a drug addict and had neglected him. Every teacher from first grade on had recommended that he be placed in a special day class. Everyone agreed he could not learn to read\nhe lacked the requisite skills and needed remedial attention that no one had the time to give him. I asked Michael if he was willing to read something to me. His face lit up. He selected a book entitled The Trouble with Tuck from the shelf. It was a story about a girl and her dog. Although his reading was halting, Michael employed phonics skills and decoded the words that were not familiar. I asked him how long he had been such a good reader. Only since I been in Miz Devereauxs class. Why is that? I asked. I dont know, she just told me that I could read if I wanted to and she was going to help me want to. She said you cant stay in her class if you dont read. I want to stay. Michaels reading partner was Jabari. Devereaux selected him because she knew that Jabari was very competitive and would personally take on the challenge of helping Michael to read. She supplied the pair with a variety of high-interest books about sports I 1 f 1 - f 7.- t- I, 5 r R t i110 The Dreamkeepers st i! 'iSS' 1 ! R- 'S! ! a id 'iW II zbik IS II wi 11 B'Hl 3 y i| iBK?r tilian. Okay, you now have two minutes to talk with someone about other attributes of Charlies dad. When e two minutes were up, many students contributed to the attribute web. Ann filled the board with the student responses and shouted, That was perfect! Youre a perfect class. If youre perfect raise your hand! Twenty-nine hands were in the air. Over the course of the next several months, Charlie Pippin became the centerpiece for a wide range of activities. One group of students began a Vietnam War research group. One group member who assumed a leadership position was a very quiet Vietnamese girl whose relatives had fought in the war. She brought in pictures, maps, letters, even a family member to talk to the class about Vietnam. In the book, the main characterCharliehad made origami to sell to her classmates. Lewis taught her students how to make origami. She introduced them to Eleanor Coerrs Sadako and the Thousand Paper Cranes. A second group of students researched nuclear proliferation. They asked Lewis to rent the video Amazing Grace, which is about a young boys and a professional athletes stand against nuclear weapons. The entire study took place against the backdrop of an impending war between the United States and its allies and Iraq. Several of the students decided that, like Sadako, they could make paper cranes to symbolize their opposition to war. In a way, the students believed that their efforts might even prevent the war. Although Lewis gave them no extra time to make their cranes, they found many opportunities to do so. By January 15, the date that then-President George Bush had set to move into Kuwait, Lewiss class had folded and hung up in their classroom window 1,039 paper cranestiny paper birds that stood as a symbol of their commitment to peace. It is interesting to note that Lewiss reference to the parts of the brain, and later class discussions about learning taxonomies, grew out of her own experiences at that time\nShe was taking a graduate course and shared much of her learning and experiences with the students. She brought readings and the language from her graduate studies into her sixth-grade classroom. The students S II I'l -f 112 and speaking were III 'ill IWi 'fe xfi li M Qli! KO The Dreamkeepers , . , community activities that Lewis believed all students could participate inand they did. Julia Devereaux: \"Gimme that old-time [religion] teaching. would be closely matched teachers in -B 1:^ \u0026lt;i IlW i W!\nP ::U5i tc s fe \u0026amp; W- (S fi sa cP is w {fl \" controlled study Devereaux and Lewis on more variables than any other two my study. The two women are the same have lived in the school age and both community most of their lives. They at- tended the same state university (at different times) and mentary, junior high, and senior high school classmates. In 1988 Devereaux succeeded Lewis as president of the teachers were ele- Althoucxb presiaent ot the teachers association. Although weary of both the internal and external politics of the president. in her first term as The two obvious differences between the t.. ^ic unnor ..n. this d, *a, Devereaux is African American Lewis IS white and that Devereaux believes two that are impor- in direct reading instruc- whoir.\"\"'\"'' - committedTo whole-language approach to literacy. a Devereaux teaches . .  ^he district that has made commitment to training the teachers in a method espoused by a tv#n AC  , a iiiculuu espoused bv a b  i\" Chicago who esubliched her own school for inner-city students. It is a no-frills, approach to teaching and learning. This basic-skills phasizes phonics as the books in no-nonsense approach emappropriate way to teach reading. \"Classic the European and African American of the curriculum. Devereaux transferred because of its philosophy\nshe sent to Chicago to receive tradition are a part voluntarily to this school was one of eight teachers the school training in this pedagogical approach, evereaux s family has always been munity. Her parents worked hard to a mainstay of the com- raise family there. Her father 1 Ui ------ a laiiiliy L _ brought the family to California from Louisiana in the 1950s'He began work as a night custodian at a retail store and later became , ----------------------- OUW4C auu la a bail bondsman. Her mother began as a window dresser retail store and at another her fathPr assistant manager. Eventually father opened a grocery store where both parents worked. Later,'i 1- Culturally Relevant Teaching 113 he studied for and earned his real-estate license and today is a well- respected realtor in the community. Devereauxs family is active in the local Catholic church. Devereaux herself leads a Girl Scout troop. But her family is also known for a series of tragedies it has suffered. Both Devereaux and her sister were victims of violent crimes. Both have worked hard to put the trauma of the assaults behind them. During the three years of my study, Devereaux taught fourth grade, however, she has taught every grade from second to eighth. Her classroom is a beehive. Students always seem to be all over the place, except when it is reading time. Devereaux convenes the class for reading at 9:00 a.m. During the first twenty to thirty minutes of the day, the students may be involved in a variety of activities, including games, journal writing, handwriting, and spelling assignments, while Devereaux ties up loose ends, collecting monies for various projects or field trips, ordering books and materials, checking papers, or visiting with students. But, at 9 oclock all this activity comes to a halt. Each of the twenty-five students in Devereauxs class this semester pulls out a basal reader and places it on top of the desk. Twenty-one of the twenty-five are African American, four are Latino. There are fifteen girls and ten boys. Devereaux s reading lessons seem almost scripted. She begins with a phonics drill. A student goes to the front of the room, takes the pointer, and begins the drill by pointing to the chart above the chalkboard. The student points to the letter b-. Beating drum, beating drum, ba, ba, ba, she says. The class repeats in unison. She continues, B sounds, bound. What does bound mean? One student raises his hand and says, Bound means to leap. The drill leader continues the drill through the consonants. Although this is a fourth-grade class, the words and terms they are asked to define seem sophisticated: they include justice, kinsman, fatigue, depositor, lay waste, preserve, reunion, and veranda. There is a high degree of participation in the drill. The drill leader calls on many different students. At the conclusion of the drill, Devereaux thanks her and moves to the front of the room. She asks students to recap the last story they read. Depending on which skills were emphasized in theCulturally Relevant Teaching 111 seemed eager to hear about what she was learning and to enjoy the vision of her as a student and of themselves as \"graduate students. Thus during this year I witnessed a class of students engaged in reading, writing, and speaking activities with increasing levels of competence and confidence. One of the hallmarks of Lewiss class was the intellectual leadership demonstrated by the African American boys. Although most of them had had previous problems, including poor academic performance, truancy, suspensions, recommendation for special-education placement, and at least one threatened expulsion, Lewiss class represented an opportunity for a new academic beginning. One of Lewiss star students, a boy named Larry, had had a particularly troubling history. Although he was short and slightly built, he was the oldest child in the class. He had been left back several times and was thirteen in a class made up of eleven-year- olds. He had been traumatized by the drive-by shooting of a favorite aunt. Other teachers in the school referred to him as \"an accident just waiting to happen. None wanted him in their classrooms. Lewis referred to Larry as \"a piece of crystal. Hes strong and beautiful but fragile. 1 have to build a safe and secure place for him and let him know that wethe class and Iwill be here for him. The school has been placing him in the kitchen junk drawer. I want him to be up there in the china cabinet where everyone can see him. By the end of the school year, Larry had been elected president of the school's sixth grade. He was involved in peer-conflict mediation and was earning As and Bs in every subject. He was among the academic leaders of Lewiss class. While Larry represented a special example of accomplishment, the classroom was a special place for all the children, including the nine non-African Americans. (They were Latino, Pacific Islander, and Vietnamese.) The work was challenging and exciting. The students were presumed to have some level of literacy, which formed the foundation for increased competency. Reading, writing. 3 1 Si it 1\ni ! i. it: jf' 1. I- i-T^ K pj \u0026gt;1' J .a k I 1\nt\n!! 122 The Dreamkeepers students came from professional homes-the homes of doctors, torneys, accountants, college professors. atIt was my unofficial policy not to visit my student teachers on the same day that I visited the teachers participating in my study I w  tee!  Ml it It would be too easy to make unfair comparisons between the perts and the novices. However, on exone particular day visiting both could not be avoided. After observing Margaret Rossi. I headed across the freeway to visit Alex Walsh. Although the physical distance between the two schools was less than five miles, in resources-personnel, material, and stu-dents- they were worlds apart. Walshs school was in a district that performed at the ninety-fifth percentile on standardized tests while the teachers in my study were working in a district that performed below the tenth percentile. When I arrived in Walshs classroom, the students  *^'**  eidssiuuHi, me stuaents were working on mathematics. The cooperating teacher was working with a group of twelve or thirteen students. Six or seven other stu- ---------------- UlilCl dents were working independently at their desks, and Walsh working at a table in the back of the was room with four boystwo white, two Latino. As I settled into a chair near Walshs group I \u0026lt;5W* 'sHf CT ' WSa to- .could hear him trying to explain how to change an improper frac-tion into a mixed number. None of the students seemed to be paying attention to him. Iwo of the boys were poking each other with pencils\nanother was listening to his Walkman (although he denied about why he had his hat pulled down it when questioned over his ears). The fourth te PC 'tr a 1^5 hl 1*?^ [itj iW Lli-'tb''? Bte ff- , . ------ - xuc luurtn boy was staring out the window. After Walsh finished his explana-iinn pencil-pokers to solve a problem The boy seemed to have no idea what to do. When asked if anyone could tion, he called on help, none of the others responded. Walsh another try. gave his explanation This time he stopped many times to reprimand the boys for P aying, giggling, and not paying attention. At the end of his explanation, he gave the boys three problems to solve. None of them was able to solve the problems. This stuff is stupid! remarked boy. Im not doin this, said another as he pushed his pencil toward the center of the table. The other boys laughed. Walsh said Okay, lets try doing the first ex-one paper and one together.\" He began ex- i Culturally Relevant Teaching 117 from both teachers literacy programs. In sum, these tenets include the following: 4 1 1. Students whose educational, economic, social, political, and cultural futures are most tenuous are helped to become intellectual leaders in the classroom. Both teachers direct a lot of their pedagogy toward African American boys. In Lewiss and Devereauxs classrooms it is cool or def to choose academic excellence. The teachers make the students culture a point of affirmation and celebration. This means that they have to work actively against the constant and repeated denigration of Africa, Africans, and .African Americans. By disrupting the notion of African American males as social outcasts, the teachers provide academic support for these boys and at the same time give the other students a new view of their fellow students. 2. Students are apprenticed in a learning community rather than taught in an isolated and unrelated way. The mention of this tenet here is a restatement of the idea, which is presented in Chapters Four and Five. Both teachers treat their students as if they already know something. Rather than teach skills in an isolated, disconnected way, the two embed reading instruction within larger contexts. Even in Devereauxs more structured approach, the teaching of skills is contextualized. come 3. Students real-life experiences are legitimized as they be- part of the official curriculum. Even though both of these teachers select literature for their students, they depend heavily on the experiences of their students to make the literature come alive. They are not writing on blank slates\ninstead, they are challenging conventional scripts by importing the culture and everyday experiences of the students into the literacy learning. 4. Teachers and students participate in a broad conception of literacy that incorporates both literature and oratory. What counts as literarily worthy is broadly defined in both classrooms. The students are allowed to ask their own questions and search for their own answers. By building on the students knowledge, Lewis and Devereaux are able to teach complex ideas and skills without worrying that they are teaching above the students reading level. IKI r |w\n'I' SSI few 116 The Dreamkeepers and athletes, rap stars, Hollywood actors. Devereaux often found reading tasks for Michael, such as reading e daily bulletin, food labels, baseball cards, cookbook directions, the telephone directory, maps\nshe tried to help him see the purpose of literacy. Michael also learned to take advantage of Devereauxs passion for reading. He was quick to ask her if he could read instead of doing some other task and she usually permitted him to do so. After all, here was a kid that everyone said would never read.  pi. I ra SB! IS' J ^5 tes H In third grade I was selected to go to the Reading Teacher. As I described earlier, the Reading Teacher was the person who worked with the accelerated group. As members of the special read- ing group we became a part of a special reading incentive program. We were rewarded for the number of books we read. To prove that we had actually read the books we said we had, we had to sign up for a \"book talk with a teacher who had read the book. We scheduled these book talks during early mornings before school, at recess or lunchtime, or after school. It was exciting to sit down with an adult and talk about what we had read. We received certificates for reading twenty-five, fifty, or seventy-five books. If we read a hundred books we received a certificate and a pin. I did not rest until I got my certificate and pin. I reached that lofty plateau by the middle of fourth grade. i ifSU  121 SK  :?\u0026gt;} J J s i-fl i! i as H PI I Lewis Versus Devereaux On the surface Ann Lewis and Julia Devereaux employ very different strategies to teach reading. In some ways their differences represent the larger debate about literacy teaching, that of wholelanguage versus basal-text techniques. However, beneath the surface, at the personal ideological level, the differences between these instructional strategies lose meaning. Both teachers want their students to become literate. Both believe that their students are capable of high levels of literacy. More specifically, several overarching tenets may be culledCulturally Relevant Teaching 123 plaining the steps needed to change the improper fraction. The boys were not following. Walshs patience wore thin. Look! he shouted. Im trying to teach you guys how to do this and youre not even paying attention. Unsuccessfully, the boys tried to stifle a giggle. That was the last straw. Walsh sternly ordered them back to their seats and assigned them a page from their texts. The boys grumbled that they did not know how to do the problems, but Walsh ignored their complaints and told them he expected to see the problems before the math session was over. He glanced up at me. His face was red, perhaps from anger, perhaps from embarrassmentor both. During our postobservation conference, I began by asking. Tell me what you taught today. Walsh started telling me what he had intended and referred me to his lesson plan. Yes, I commented, You seem to have had a plan that fit your intent, but what did you teach? Once again, he began to explain his intentions. He told me about how he had thought out the plan and how the boys had subverted it. I could see that, Alex, I remarked. But what did you teach' He looked at me dejectedly and sighed. I guess I didnt teach anything, he said. I nodded in agreement. Right, now we can talk about what went wrong. Clearly, it is not fair to compare Alex Walshs abilities with Margaret Rossis. Rossis seventeen years of experience should make her more skilled at teaching than Walsh. She has had the opportunity to make mistakes and grow as a teacher. And I am sure she has also had times when she didnt teach anything. However, juxtaposing the two sessions illustrates just how different experts are from novices. If Walsh could have observed any of the teachers in my study, perhaps he might have learned some of the following: 1. When students are treated as competent they are likely to demonstrate competence. Culturally relevant teaching methods do not suggest to students that they are incapable of learning. These teachers provide intellectual challenges by teaching to the highest standards and not to the lowest common denominator. In Lewiss class, the students were expected to do more than read for literal meaning. Their responses to what they read were even more important than parroting back what the author had writ-ft Pl  w. -W 11 hl  U/ nt'  few- \u0026gt; iir is 118 The Dreamkeepers Using multiple teaching strategies ensures that every child develops his or her reading ability without being ridiculed or embarrassed. 5. Teachers and students engage in a collective struggle against the status quo. Both teachers help their students understand that societal expectations for them are generally low. However, they support them by demonstrating that their own expectations are exceptionally high. Thus they indicate that to prove the prevailing beliefs wrong, teacher and students must join together. 6. Teachers are cognizant of themselves as political beings. In the case of both Lewis and Devereaux, the political nature of their work is manifested in their teacher association activities. Both have developed a sociopolitical and cultural vision that they know they need to move away from cultural-deficit explanations for African American students low achievement levels and toward models of cultural excellence. They talk often with their students about the political nature of their work. The students are reminded that their progress toward cultural excellence is the mightiest weapon they possess to fight against a mediocre status quo. I I *' -! *\u0026gt; Si -'?fe I*j u: Math in a Culturally Relevant Classroom TO' .4.S we saw in Chapter Three, Margaret Rossi is an Italian .American woman in her midforties. She began her teaching career in the late 1960s, when she was a Dominican nun. She has taught in both private and public schools and in both wealthy white communities and low-income communities of color. When this study was being done, she was teaching sixth grade. She was identified by a group of African American parents as a very effective teacher. In an ethnographic interview Rossi revealed that she knew that her students characterized her as strict, but that she believed they respected her for being a demanding yet caring teacher. One morning, before an observation session, I met Rossi in the courtyard outside of her classroom. Although we exchanged pleasantries it was apparent that her mind was on the lesson she intended to teach. Earlier, she had talked to her students about the African origins of algebra\nthey had learned that the first definitive evidence of the use of algebra had appeared in the writings of Ahmes, an Egyptian mathematician who lived around 1700 B.C. or K if ii ill  I III: I- I, 120 The Dreamkeeper with students who seemed puzzled or nisfi: oiWi^ 2\ni deAlti ........ilii - u toC!' inC! In S^: I KB Bl 1 .......... tea a w! det ca\u0026amp;felif **sl 8 f traiS wE. i' me! it tea -Bis Aisftl Si ac it ftr '-' i 2. bK. fea. trafs:^!:: 3.i Wiite ft n confused. By asking a serie: of probing questions, she was able to help students organize theii linking about a problem and develop eir own problem-solving strategies. The busy hum of activity in her classroom was directec toward mathematics. Every so often, she would suggest a problen: and the students would work frantically to solve it. Each time sh\u0026lt; did this, a new set of questions and possible solutions came up. 1 was amazed at how comfortable the students seemed as the discussion proceeded. No one student or group of students dominated the session. Responses and questions came from all over the classroom. As I sat taking notes, I heard a student exclaim, This is easy! Others nodded their heads in agreement. Never missing an opportunity to make mathematics accessible to her students, Rossi used such expressions to make a comment that reminded them how intelligent and capable they were. At one point that morning, Rossi directed the students attention to a page in the pre-algebra textbook she had scrounged up for the class. Rather than assign pages in the text, she showed the students how the textbook representation of what they had been doing appeared different. Dont let it scare you, she urged. \"You know how to solve problems like these. Rossi was thus assuring them that the good work they were doing in her class would carry through to district and state assessments\nshe knew that her students would be required to perform on standardized tests and that their performance might prove to be a significant factor in their mathematics placement the following year when they went on to middle school. On another level Rossi may also have been reassuring her students that what they were doing was legitimate. Because so much of this work was not out of a textbook, students (and perhaps their parents) may have wondered if they were doing real algebra. By 9:59 it was time to prepare for recess. For almost an hour and a half Rossi and her students had been occupied with mathematical problem solving. She never once needed to stop to discipline or reprimand a student. The few instances in which students seemed to be off-task were quickly remedied when Rossi or another student posed a problem that brought their attention back to the discussion. Rossi told the students how proud she was of the way sa Culturally Relevant Teaching 121 they had worked. She also told them that they were doing work that some eighth graders couldnt. At 10 a.m., twenty-six happy sixth graders marched out to recess. Rossi smiled but she had a look of sadness in her eyes. She turned to me after the last student had left the room: Theyre so smart but so few teachers recognize it. Im so afraid they will meet the same fate as last years class. We work so hard to get them into algebra and then they go to the middle school where theyre treated like they dont know anything. Last years students were so bored with the math they hadit was actually arithmeticthat they started cutting math class to come back over here for me to teach them. When I explained that I couldnt teach them they just stopped going to math class altogether and failed for nonattendance. Telling Isnt Teaching I have described the classrooms of Ann Lewis, Julia Devereaux, and Margaret Rossi as examples of best practices. In this section, I describe a lesson carried out by Alex Walsh, one of my own student teachers. Walsh was a twenty-two-year-old white student enrolled in a prestigious teacher preparation program. His student teaching assignment was in an upper-middle-class, predominately white community known for its excellent public school system. Alex was looking forward to the experience. He had been assigned to a sixthgrade class. His cooperating teacher was active on many district committees and had requested a student teacher who was comfortable taking the initiative and working independently. The class would probably have been characterized as an open classroom. Students worked at their own pace and in cooperative groups. One student who had cerebral palsy was mainstreamed into the class\na full-time teachers aide worked with her. There were no African American students in the class but it was a culturally diverse class. The students represented several language groupsSpanish, Japanese, Chinese, Arabicbut all were fluent in English. Many of the Bl--------------w Culturally Relevant Teaching 119 earlier. They learned that, much later, the Greeks had contributed to the early development of algebra. Rossi felt that the setting of the context was important for motivating her students to learn algebra. She attempted to make them see that it had clear relations to their own heritage. There was no reason for them to think of it ,S as foreign. As she said to me, tongue-in-cheek, Its not Greek to them! Rossi gave her room key to one of her students and asked her to go in and take care of some housekeeping chores. When the bell rang the students filed noisily in. They settled down after they entered the room and took their seats. At 8:35 Rossi greeted them with a cheery good morning and the students responded in kind. What followed the good morning greeting was a whirlwind of activity. perhaps too complex to explain fully here. However, 1 will attempt to summarize what transpired. The entire time I observed her class that morning, Rossi and her students studied mathematics. Although they were engaged in problem solving through algebraic functions, no worksheets were handed out, no problem sets were assigned. The students, and Rossi, posed the problems. Observing from a pedagogical standpoint, 1 saw Rossi make the lesson. She contin- a point of getting every student involved in the lesson. She continually assured them that they were capable of mastering the problems. They cheered each other on and celebrated when they were able to explain how they arrived at their solutions. Rossi s time and energy were completely devoted to mathematics. Taking attendance, collecting lunch money, and all other tasks were handled by students in an unobtrusive, almost matter-of-fact manner that did not interfere with the mathematics discussion. Rossi moved around the classroom as students posed ques- and suggested solutions. She often asked. How do you know? to push the students thinking. When students asked questions, Margaret was quick to say, Who knows. Who can help him out here? By recycling the questions (and consequently, the knowledge) Margaret helped her students understand that they were knowledgeable and capable of answering their own questions and those of others. However, Rossi did not shrink from her own responsibility as teacher. From time to time she worked individually tions rShortage  Continued from Page 1A ucation statistics show that the state now faces a shortage of teachers because fewer college students are choosing teaching as a profession. said Suzanne Mitchell, project director for the Teacher Qual- : ity Enhancement Grant Council. The council is made up of representatives from the Higher Educa- I raiiauira iiuiii me riigiier isauca- tion Department, the state Department of Education, public and private colleges and universities and the Arkansas Education Association and legislators. As of December, the state's 18 colleges and institutions, graduated 1,459 students with bachelors degrees in education, about 300 fewer than in 1996. While only 760 Arkansas teach- ers SS, that Z^edS ft* number rose to 1.191 last year, and . n'p-p, 969 retired between July 1, 1999 and Dec. 31.1999. Donna Zornes. director of the state Education Department's professional licensure unit, said the state doesn't have data on exactly how man.v certified teaching openings there were at the beginning of school, or exactly where those openings were, but she knows that there were as many as 15 cies in some districts. vacan- I can tell you that as a general rule of thumb we credential about 2.000 new teachers a year, but at the same time we're looking to fill about 3.0(W vacancies.\" she said, i We anticipate that its going to be ! a tremendously problematic area ' for districts to staff those vacan- cies in the next few years. \"I don't want to say that it's going to be a crisis but it is going to be a problem.\" Karen Buchanan, superintendent of the Lee County School District. said that district neared crisis mode last fall. At the start of school. 12 of the district's 138 certified positions were unfilled. As many as eight of those positions were left by teachers who retired. Buchanan said, while the others moved away to take other jobs. I have an experienced staff, and I expect at least a third of my staff to retire in the next five years. she said. Buchanan said two teachers who retired in June 1999 agreed to come back for the 1999-2000 school year, temporarily filling vacancies in math and science. Theyll be gone next year, and those positions will have to be filled.\" she said. We don't have I any prospects yet.\" Principals have expected teacher shortages in areas of math, science, foreign languages and wiui uuie kocks most experi- special education  because thej eiiced teachers making $46871 51 have been tough to fill in the past. ' \" But now theyre concenicd about a Gadberiy said Little Rock i,s fairly competitive\" in other areas, with Little Rock's most experi- new problem. onl}' $10 a day below the eight cities' average and $44 a day befow the highest paying city, Memphis. Little Rock teachers in the highest . '.'s fall was the first time wo ...............  liad noticed shortages in areas like paid category make Lloiceusiioia ges 111 categoiy more than early childhood education.\" said their countei-parts in Baton Rouge. Cummins, the Education Depart- Oklahoma City. Tiilsa and Wichita . . . . ,  Richard Hurley, director of the In the Lee County district, three Little Rock School District's Hu- of the vacancies were for elenien- tary school teachers.  Establishing and emphasizing - .............. ................--vv.uuo uuii. tuiioKes programs like Future Teachers oY Finding new teachers is diffi- in smaller, cconomicall.v de- America and Teachers of Tomor- cult, according to Buchanan, be- pressed\" areas because teachere \"dddle, junior high and cause the district can't compete pay is better in Little Rock schools **8*' schools to help students un- with districts in neighboring states  than in districts in those area,s He  -------------  mat offer higher salaries and hir- i said district officials are looking ing incentives like free housing for into offering incentives similar to a limited time, low interest rates those offered b.v other states, in- on ear loans and signing bonuses. eluding signing bonuses and more We have gotten creative in credit on the pay scale for teaehina eluding signing bonuses and___ pa,v teaching experience brought to the district. The number of j ears of experience ----------------------------from other districts recognized on ing to let them live rent-free for at L-ittle Rock's pa.v scale is now some places, she said. Buchanan said the district recruited two new teachers by offerleast a year in part of a districtHurley said administrators are ___ also looking into offering tuition District administrators are also reimbursement for graduate stud- considering an arrangement with a ' local coniiiiiinity college to share a welding teacher. But the district's creativity is limited by state funding, she said. Im not sure that without some state inteiTention we're going to do anything else about this in the fu- At the stale level. Zornes said, ture,\" she said educators have been aware of a .lirady Gadberiy, special assis- I shortage crisis for lant to the superintendent of the Little Rock School District, said of- ficials in that district are looking at competing cities for recruiting strategies. Gadberiy has determined that the starting salaries of Little Rock teachers are lower than those in eight cities the Greater Little Rock Chamber of Commerce considers competitors of Little Rock in potential growth in industiy and economy. Teachers hired in Little Rock with bachelors degrees and no experience are paid $23,135. Gadber- rj said. Thats $4,800 less than \"TTiiit we lose ibem primarilv be a...-- ------- . cause theyre under-supported.\" she said. New teachers are typically given less desirable students and less desirable duties. We know Ihat bj^providing them with more starting teachers in Tulsa, the next lowest of the eight, and $9,000 less than in Austin. Texas, the highest of the group. Teachers in Baton Rouge, La.\nMemphis: Nashville. Tenn.\nOklahoma City: Shreveport\nand Wichita. Kan., also start their careens with more money than those in Little Rock, he said. The American Federation of Teachers estimates the average salaiy for a teacher with a bachelors degree and no experience in Arkansas is $21,000. the second lowest of 13 states in the southeast region of the countiy. Of those states, only Mississippi pays teachers less to start, with salaries set at $20,630. Beginning salaries for teachers in the Pulaski County Special and North Little Rock school districts are .$21,248 and $21.4.55. respectively. man Resources Department, said the district recruits from colleges depressed\" areas because teachere' than in districts in those areas. He capped at seven, he said. ies to teachers who accept emplov- ment in Little Rock. \"The more education you have, the more you make, so sooner or later they will want to go back to school and the tuition would be niore appealing to them.\" he said. a \"We have been planning for quite some time to combat the problem.\" she said. We did hear rumblings of the problem about five years ago. but we didn't expect it to happen so quickly.'' Districts not only have to re- ciuit more teachers to avert a crisis. but they have to find a way to keep teachers on the job once they are hired. Zornes said. Nationally, one half to one-third of all new teachers leave the profession in the first three to five years. Nationwide statistics show support we can decrease the num- ber of teachers who leave the fession.\" pro- A pilot mentorship program for new teachers will begin next fall in some school districts in Arkan- sas. pairing experienced teachers with ones new to the profession The mentors, who would be tiained and paid, would advise teachers in the fii-st three years of , their careers. The program would be Mitchell said she will speak about a model for the mentorship program when she shares prelimi naiy recommendations made b.v a task force formed in October to as sess teacher retention and recruitment with members of the legislative oversight committee Thureday, The task force's recommendations to attract people to the teaching profession include:  Raising salaries. derstand the importance of teach- ing as early as possible.  Creating a state teacher recruitment office to provide a central lo- cation in Arkansas for people looking for teaching positions anv- where in the state. The group also suggests finding ways to encourage paraprofessionals and teachers' aides to get teaching degrees. They obviousl.v are interested in the field already, and they stand to earn more mone.v with a teaching certificate.\" Mitchell said. At the same time more people are deciding against teaching in lieu of other more lucrative professions. state standards for becoming licensed to teach are becoming more stringent. Beginning in 2002. students giaduatiiig from college may only apply for initial licenses, good only for one to three years, rather than for pennanent one.s for six or 10. Witli an initial license, a teacher nia.v get a salaried job but must demonstrate classroom skills within the initial licensing period to qualify- for a standard certificate. Rich Nagel, associate director of the Arkansas Education Association. acknowledges that stricter licensing requirements might seem to worsen a shortage of teachers bv discouraging some people from entering the profession. But lowering standards just to fill positions would be counter-active to improving education, he said. That would be an awfullv short-sighted strategy to take with public education.\" Nagel said. \"You wouldn't want to do that with brain surgeons or with airline pi- loLs  wh.v would you want to do that with the people who educate3:  Culturally Relevant Teaching 125 numbers) taught them that instruction was not that important and that it could be used as a form of punishment. 4. Real education is about extending students thinking and abilities. At no point in my student teachers lesson did he assess what his students already knew. By building on some success starting with something they had already masteredhe may have been more successful in engaging the students in the skills he intended to teach. As it was, his students decided that what he was talking about had nothing to do with them and he was unable to make the necessary connections. In contrast, Lewis, Devereaux, and Rossi move their students to newer learning after establishing what they know and are able to do. Rather than a \"drill-and-kill approach to knowledge acquisition, their approach makes student learning a more contextualized, meaningful experience. 5. Effective teaching involves in-depth knowledge of both the students and the subject matter. The limited nature of the student teaching experience made Walshs ability to build the necessary relationships between himself and his students difficult. If they knew more about one another, the children would have developed a greater commitment to learning because of their commitment to their teacher. Lewis, Devereaux, and Rossi know their students well. They know which ones respond to subtle prodding and which ones need a more forceful approach. For them, good teaching starts with building good relationships. Rossi knew that one of her students was considered a candidate for special education. However, she believed that it was important to include him as a part of the class and hold him responsible for meeting high standards. To ensure that these expectations did not frustrate him, she spent more time with him, guaranteeing incremental success. Devereaux knew that Michael had a troubled home life. She knew that his poor reading ability was tied to the problems he confronted at home. So she worked to fill his school day with literacy experiences. By calling on him to readdirections, daily messages, and recreational materialsshe cemented her relationship with him while he built his knowledge base and skills. This chapter provided three examples of culturally relevant teaching in the basic skill areas of reading and math. Although each ii III ii 1111111'1 Illi..mmf 124 The Dreamkeepers ten. As they read books, Lewis asked what they thought the text meant and what connections they could make between the text and their own lives. Although Devereauxs reading class __ _ ou sutured, the intellectual challenge was still there. Devereaux expected all students to become literate and she provided a variety of vehicles through which the students could develop their literacy, decision to i  \" was more struc- Rossis use challenging mathematics to motivate and teach her students proved to be an excellent way to improve both their mathematical skdls and their conceptual skills. Doing algebra allowed them to build upon their competence and develop the confidence to meet even higher intellectual challenge:!S. 2. When teachers provide instructional scaffolding,\" dents can move hom what they know to what they need to know. In the classes of all three teachers, students are allowed (and encour-aged) to build upon their Stu- W own experiences, knowledge, and skills to move into more difficult knowledge and skills. Rather than chastise them for what they do not know, these teachers find ways to use the knowledge and skills the students bring to the classroom foundation for learning. The focus of the classroom as a must be instructional. Al- I-M though a classroom is a complex and dynamic place, the primary enterprise must be to teach. In culturally relevant classrooms, instruction IS foremost. Even when Lewis was reprimanding the students, she       i, in-ii was Si (O' P II h' ji  instructing (explaining different parts of the brain). Devereauxs insistence on a sacrosanct reading period is her way of letting the students know that the time cannot be violated, not even by her personal relationship with them. Rossis fast-paced, chai-lenging mathematics leaves behavior. The and students everyone. no room for off-task, noninstructional message that the classroom is a place where teachers engage in serious work is communicated clearly to Walshs students did not take him seriously. Perhaps his i: ability to be effective with them came in part from his status student teacher\nhowever, I have seen student teachers who are capable of managing a class. Walshs group of students set their sights on durupnng his lesson\nthey were learning not to learn. Walshs ecisions to send them back to their seats with assignments they could not do (such as changing improper fractions in-as a are cap-to mixed r\u0026lt;ir. \u0026gt;\u0026gt; K H Iii i-4 126 The Dreamkeepers iSiii (v.- J-'fS ft f. JijfJT 1 S-..-1 - 1 -?5..\\- ( 1 S ,1 ib-t! r 1 I -t \u0026lt; 1*^1 !\nii iSlHii -2. J.iiJd6!: : -tJ ''55t\u0026gt;U ffii i teacher has her own distinctive style, all share some essential qualities that were absent from the student teachers practices. Despite his seemingly more desirable school environment, which resembled his own background, his effectiveness was compromised by the combination of his inexperience and his more assimilationist teaching orientation. Like many novices, the student teacher struggled with organizing students for instruction, but he also struggled with what he considered teaching to be. In his mind, teaching was the same as telling, and he did not question the hierarchical relationship he was attempting to establish between himself and the students. He assumed that the relationship between the students and himself was a one-way relationship: He would instruct\nthey would learn. He failed to treat them as if they knew anything and showed little enthusiasm for the material. He could not situate the lesson in the students experience. For all of his efforts, his attempts to teach the students were futile. He gave up in frustration, believing the students had relinquished their privilege of being taught. In the next and final chapter I consider what may lie ahead for culturally relevant teaching. I examine ways in which it may become a part of education classes and help all teachers, regardless of their race or ethnicity, to become more effective teachers of African American students. V' {eiiJ 3\u0026lt; 111 1 'sea kci )l  i! i I' H I\n?3 JB ! \u0026gt;4 SO 5\u0026gt;' 'As: (1 V . 3 1 ii s Arkansas Democrat \"(CrtzcUe  TUESDAY, FEBRUARY 22. 2000  More teachers retiring than coming in School districts, education officials expecting serious shortages across the state \" BY KIMBERLY GILLESPIE ARKANSAS OitMtH RARiAZiii l l\nThe number of teachers retiring is going up each year and the number of students studying education is going down. It doesnt take a math whiz to know that equation adds up to a deficit. School districts across the nation are experiencing teacher shoitages, said Woody Cummins, deputy director of the state Departnient of Education, and Arkansas is no exception. With the age of the teaching population in our slate, its reasonable to project or anticipate a more serious shortage here as well, Cummins said. Its a little early at this time to say exactly when the major shortage will reach a higher level, but I think its fair to say that there is an existing shortage and we anticipate the shortage to increase in the next three to five years. Ill Pulaski Countys three public school districts, about 31 percent of the teaching force is expected to retire within the next decade. Thirty-two percent of the Little Rock School Districts 1,999 teachers are over 50, and in North Little Rock, 27 percent of the school districts 721 teachers are over 50. In the Pulaski County Special School District, 18.4 percent of the 1,386 teachers are over 50 years old. Arkansas Retired Teachers ASr sociation data show that the average age for teachers retiring from schools in the state was 61. The statewide average retirement ag$ for each year from 1994 to 19^ was 59, and from 1987-93, the ave^ age retirement age was State Department of Higher Ed- See SHORTAGE, Page 5A Teaching in Arkansas The number of teachers reaching retirement age is rising across the state, and there arefew^r college graduates stepping up to take their placed. Many who do enter the teaching pmfession leave within the first five years. Educators in the state ate looking into wa)s to prevent a statewide teacher shoilagefivm leaching crisis levels within the next 10 years. F Siumher ofhacctilaureute degrees in ediicaiinn awarded by .irkiinsas insiitiitiDiis of higher eihicaiinii. 2.000 1.500 1.000 500 0 Current percentage of teachers iner SO. Little Rock I School District Over 50: 32% Pulaski Coimty Spectai School District Over 50: 18.4% North Little Rock School District Over 50: 27% 1J15 1^557 1,532 1,459 '94-95 '95-'96 96 '97 '97-'98 '98 99   fcjr'jiij'* - Stanher ol .Arkansas teachers who retired because of age or long-ierni ser\\ice. Figuivs are per fiscal year. July I - June JO. 1.200 925 000 864 776 760 1,191 969 I i I 400 0 ! SOUACE. Arkansas Relired Teachers Assoaalw '94-'95 '9S-'96 '96-97 '97-98 '98-'99 July 1, *99- Dec. 31, '99 i 1 Atkansas Oemocrai-GazetteTUESDAY, MARCH 16,1993  Program to recruit teachers will benefit three county districts BY DANNY SHAMEER Democrat-Gazette education Writer The Teachers of Tomorrow ! Academy has started to recruit interested students. The academy is a grow-your- own program to help the three Pulaski County public school districts find teachers, espe- ' cially minorities. The academy opens this fall at Sylvan Hilts High School. Pulaski County students may ap- ply by March 24 for the program, the first of its kind in the state. Because Sylvan Hills High is in the majority-white Pulaski County Special School District, ! black students will be the only eligible applicants from the Lit- tle Rock and North Little Rock districts. Whites from Little Rock and North Little Rock are ineligi\nble to transfer into the Pulaski County Special district under the majority-to-minority transfer plan. The transfer regulations are part of the Pulaski County school desegregation case. Michael Nellums, the acad- emys director, said the pro- gram wilt give students who are interested in becoming teachers an opportunity to earn college credit for education courses while still in high school. They will also get help finding scholarships and other grants to attend one of four public universities in Arkansas  the University of Arkansas at Little Rock, the University of Arkansas at Pine Bluff, the University of Central Arkansas at Conway and Henderson State University at Arkadelphia. In return, the students will make plans to work in one of the three districts for three or five years after they receive a bachelors or a masters degree in education. Nellums said that up to 85 students will be accepted into the program the first year  60 incoming sophomores and 25 i incoming seniors.  Two education courses will be available for incoming 10th- graders: Cultural Awareness and Issues in Education. Seniors will be able to take at least one course. Introduction to Education, and possibly an i education internship., ! 1 I I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information 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_1550","title":"Court filings concerning elementary magnet schools, school construction and discipline, district planning","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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