{"response":{"docs":[{"id":"bcas_bcmss0837_514","title":"Incentive Schools: Recommendations","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1997"],"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","Educational planning","School improvement programs"],"dcterms_title":["Incentive Schools: Recommendations"],"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/514"],"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\nODM INCENTIVE SCHOOL RECOMMENDATIONS Student Assignment 1. Assign students with sensitivity to the relationship between placement stability and academic progress as well as the need to measure the impact of incentive school programs on student achievement. Student Recruitment 1. Use the recruitment section of the desegregation plan as a basis for a strategic plan that reflects a well thought-out, interrelated process rather than single activities or events that are loosely interconnected. 2. Establish a firm timetable as part of the strategic recruitment plan and stick to it, continually expediting to stay on time and on track. 3. Increase the number and variety of specifically targeted recruitment activities. 4. Establish a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups. 5. Use the help of the Biracial Committee to monitor implementation of the recruitment plan as outlined in the districts desegregation plan. Expand the Committees monitoring instrument to include recruitment assessment. Staffing 1. Reinstate the Incentive Schools Staffing Committee and resume the original hiring process as a means of maintaining quality control. 2. Work toward racially balancing both the certified and non-certified incentive school staff. Modeling the desegregation we strive to achieve is a powerful reminder and reinforcement of the pledge of the settlement plan. Staff Development 1. Develop a long-term strategy for meeting the plans minimum staff development requirements. Additional training programs should be based on helping staff meet the academic and social needs of the incentive school student population as determined by up- to-date needs assessments that reflect input from the entire school community. Page 12. Record School Profile staff development data in a format that specifically reflects the amount and scope of each staff members training. Since individual teachers staff development hours must be recorded to comply with state standards, school profile staff development reporting could be expanded to include the exact training subjects and hours for each staff member. 3. Evaluate the degree to which staff utilize their inservice training in the classroom. 4. Evaluate the quality, relevance, and overall adequacy of the staff training programs that are presently available to LRSD staff. A Class Size and Instructional Aides 1. Provide an instructional aide for each classroom in compliance with the May 1992 court order requiring at least one full time instructional aide per classroom in schools where any classroom contains more than 20 students. 2. Limit enrollment in the four-year old program to 18 students per class. As a member of the North Central Association (NCA), the LRSD is required to adhere to NCA class size standards, including Standard 24.04C which states that pre-kindergarten classes for children two to four years of age are not to exceed 18. 3. Limit enrollment in grades K-6 to class sizes that are consistent with state standards. Student Grouping 1. Promote staff awareness of the importance of heterogeneous grouping and insist that all teachers receive training that enables them to practice effective grouping. The district should ensure that all incentive school staff members have participated in the full Teacher Expectations and Student Achievement (TESA) training as required by their plans provisions. 2. Consider adopting Gender/Ethnic Expectations and Student Achievement (GESA) training as part of the districts staff development curriculum. 3. Strive for racial and gender balance within each classroom and avoid the racial isolation of any child. Although late student registration and class size restraints can make it difficult to prevent imbalances and isolation, every effort should be made to create student groups where no child might feel that she or he is a \"token\" racial representative or vastly outnumbered by children of the opposite sex. Page 2Multicultural Education 1. Develop and submit to the Board of Directors for adoption a definition and policy regarding multicultural education that provides a rationale and clearly defined goals. 2. Initiate a procedure to field-test new curriculum as it is being developed, providing an opportunity to evaluate the program strengths and weaknesses prior to districtwide usage. This approach would also foster the support of classroom teachers while utilizing their expertise. 3. Reach out to community groups and establish an ongoing dialogue dealing with issues of multicultural curriculum infusion. 4. Involve community representatives in the curriculum revision and infusion process, incorporating diverse perspectives. Such involvement can also provide the community with greater insight into the complex challenges facing the district. 5. Closely coordinate the process of curriculum development and staff development. Staff training should entail not only introductory workshops, but also ongoing maintenance and individual assistance. Staff development should focus on both instructional content and delivery with special attention to the student populations being served. Instructional Practices 1. Emphasize staff development training that will enable teachers to facilitate students active learning at all grade levels. 2. Stress the need for principals to emphasize to their faculties the importance of variety in teaching techniques and grouping. Encourage principals to give teachers regular feedback on how effectively they are diversifying their approaches to instruction. 3. Make full use of the wide range of resources and specialists available at the LRSD Instructional Resource Center. Materials and Equipment 1. Streamline purchasing procedures for incentive schools in order to meet supply needs in a timely manner. 2. Undertake a comparative study of library resources among the incentive schools as well as other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Page 33. Modify building space to increase library capacities at Mitchell and Garland. To help add space in the short-term, purge the shelves of outdated and well-worn materials. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. 4. Provide the means for students to study science in the fullest sense. Children who should be able to plan and execute long-term, longitudinal experiments cannot experience science to such a depth when equipment must be stored under counters in media centers. Early Childhood Education 1. Emphasize the developmental levels of preschool children and developmentally appropriate activities in staff development, the instructional program, and classroom management. Make clear to all administrators, teachers, and parents the developmental philosophy and approach reflected in the settlement plan, the LRSD Four-Year-Old Long- Term Plan, and the curriculum handbook. 2. Provide regular inservice for staff members, including administrators and aides, led by early childhood education professionals. Stress the importance of a developmental approach at all staff training and incorporate such information into parent meetings. Both the Early Childhood Education Curriculum Handbook and the Four-Year-Old Program Long-Term Plan recognize the importance of an appropriate curriculum and ongoing staff training. 3. Stress training for principals in the qualities that distinguish a developmentally sensitive program. As the instructional leaders, principals must understand the characteristics of a developmental program so they can sensitively monitor early childhood education in their buildings. 4. Support the continued work of the LRSD Early Childhood Task Force as a valuable avenue for parent, teacher, and community input. Special Education 1. Monitor special education referrals to ensure that placements are consistent, objective, and made without racial or gender bias. 2. Tailor gifted and talented education to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. Page 4Supplemental Programs 1. Develop a comprehensive long-range strategic plan for implementation of the incentive school program. 2. Make field trips an integral part of student life in every incentive school. Having made the commitment to field trips, the LRSD should assure that the principals and staff of each incentive school are fully aware of the budgeted amount allotted their school for trips. Then staff members must include field trip experiences as an integral part of their curriculum. Field trips must also furnish the incentive school children with racially desegregated experiences as stipulated in the Interdistrict Desegregation Plan. 3. Establish fresh, imaginative themes at each incentive school, teaching the school community how to identify and develop an intriguing theme idea that builds on their unique strengths and interests. Discipline 1. Involve all those affected by a discipline policy (staff, students, and parents) in its development. Such involvement promotes ownership of the rules and is consistent with the incentive school portion of the desegregation plan that provides for student participation in the process of developing school-based management rules. 2. Be specific about what constitutes appropriate and inappropriate behavior as well as the consequences of both types of behavior. Arbitrary enforcement of the rules and \"situational rule-making\" are two of the biggest causes of student discipline problems. 3. Make sure policies and procedures are well publicized so that all who are involved in a school for even a brief time (such as parents, guest speakers, and monitors) understand the schools rules. Both children and adults are more comfortable and productive in any setting when they know the prevailing expectations and norms. A clear understanding of policies and procedures also facilitates accurate assessment by all monitoring groups. 4. Insist upon fair and consistent enforcement of discipline policies. Discipline is not punishment\nit is the process of teaching human beings to internalize the behavior codes that enable them to operate comfortably and successfully in society. 5. Provide teachers comprehensive training in techniques for dealing with disruptive students. Such inservice would be especially beneficial to less experienced teachers since they more frequently refer students for disciplinary actions. 6. Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. Page 5Extended Activities 1. Conduct a study to determine what types of activities would be most appealing to students and their parents for incorporation into future extended activities. The extended programs should be based upon information gleaned from the SEPs and other input from school staff, parents, and the students themselves. From this composite information, the extended programs can be planned as a logical reinforcement and expansion of the individual plan created to meet each students learning needs. 2. Adopt a uniform method of recording attendance to accurately reflect student participation in the extended week program. Records should indicate the number of participating children from each school by grade level, race, and gender for each Saturday. A school should maintain records not only for the host Saturday, but should also be able to account for its students participation when the partner school is host. Cumulative documentation should record the number of participants on any given Saturday, the total number of incentive school students who have participated at least once, and the number of times any one student has participated. 3. Include strategies for incorporating parental involvement into the extended week activities. 4. Develop an extended year program that is an extension of the educational process, not merely a remediation supplement. In such a program, students who are in danger of being retained or are behind their peers can continue their education and \"catch up\" at the same time. The program should also provide children an extension of the academic enhancement experiences that are integral to the incentive school philosophy and instructional approach. 5. Offer extended programs that are site-specific rather than merely generic in nature. Each student population has its own identity and needs. Programs that serve the incentive school children should be designed to reflect the unique characteristics and requirements of each school community. Homework Hotline 1. Evaluate the relationship of homework hotline use to the Homework Centers and to awareness of the hotline. Parents may need to be made more fully aware of the phone service at the beginning of school with periodic reminders thereafter. A thorough evaluation of the service may indicate that adjustments in the number of teachers who regularly staff the phones or changes in the nature of the service itself are appropriate. Guidance and Counseling 1. Develop written guidance plans with measurable goals and objectives for each school that relate to the four main counseling areas: personal growth, social development, career awareness, and educational development. Clear guidance plans help the district achieve its desegregation plan provisions related to college and post graduation awareness, study skills, and individual and group counseling. Page 62. Encourage a closer working relationship between counselors and the states Departments of Human Services and Health to enable counselors to better assist students with non-school related problems. 3. Place social workers in all schools where their specialized services are needed as determined by a current school needs assessment. Wellness Program 1. Allow funds generated through Medicaid reimbursements to be used at the local building level to purchase services for non-Medicaid eligible students. 2. The Health Services Coordinator and the incentive school nurses should develop a strong working relationship with the Departments of Health, Employment Security, and Human Services to increase opportunities for holistic services to students and their parents. Mentoring Program 1. Mount an intense mentor recruitment campaign. 2. Individual school volunteer mentoring programs should be coordinated with VIPS in order to ensure that all volunteers are screened and trained prior to being matched with students. 3. Document the mentors and their students by race, gender, participation hours, and types of activities shared by the students and mentors. Likewise, records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) should be maintained. Such documentation will enable evaluation of progress within the program and help determine where any adjustments might be needed. Student Achievement In order to reduce disparity and enable the district to meet their desegregation commitments, the district should consider the relevance and potential impact of the following: 1. Stress meaning and understanding in all academic instruction, keeping in mind the relationship between what is taught, what is learned, and what is tested. 2. Include a combination of teacher-directed and learner-directed instruction. 3. Develop classroom management approaches that support the kind of academic work being done. 4. Employ student grouping practices that mix ability levels and allow flexibility in grouping arrangements. Page 75. Emphasize continuous growth in mathematics understanding and application, reducing computation isolated from application context along with redundancy across grade levels. 6. Encourage reading for meaning from the earliest grades with correspondingly less attention to discrete skills taught out of context. 7. Use materials that connect with students backgrounds and experiences to enable children to more readily identify with that which is familiar and understood from the context of their own lives. 8. Understand that in some cases effective learning techniques are not synonymous with effective test-taking techniques. 9. Help students prepare for tests by teaching the information needed to pass the test, imparting test-taking wisdom, and providing an atmosphere that fosters self-confidence. 10. Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. 11. Ensure that student transfers into the incentive schools are not a \"push out\" correlated with negative deportment or achievement at a students previous area or magnet school assignment. Retention 1. Make special efforts to teach \"mainstream\" language skills, recognizing that cultural and language differences are often present with disadvantaged children. Teachers should find out and respect the culture of their students, in addition to determining what they lack, and explicitly teach children how to function in the culture of the school and society. 2. Develop school staffing teams whereby teachers can work out a plan with the next grades receiving teachers on how to address the learning deficits of each student who was a candidate for retention. Parent and Community Involvement 1. Maintain records of volunteer participation that are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. LRSD should compile monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide. 2. Consistently document volunteer training, including the type of training, when and where the training was offered, and session participants by race, gender, and school service site. Page 83. Document the number and date of visits to each students home, along with who made the visit, so it is possible to determine that each family is visited at least twice each year as envisioned in the plan. 4. Maintain complete documentation of all parent meetings and activities including sign-in sheets that reflect parents race, gender, and the school their child attends. Meeting agenda and minutes should be a matter of routine record. All of this information helps reflect an accurate picture of parent involvement in each school as well as the district overall. 5. Establish a mechanism at each school to ensure that parents sign homework regularly as outlined in the plan. For example, Ish uses assignment notebooks. Rockefeller has developed homework forms, and Mitchell teachers prepare homework packets. 6. Have contracts ready for parents to sign when they register their children in the incentive schools. Follow up with a procedure that reminds parents of the commitments they made in the contract. 7. Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. Conveying to the community an \"attitude of gratitude\" is a continuous process, not a one-time event. Students and staff should unleash their energy and creativity in collaboratively finding ways to continually praise and reinforce parent and community involvement in their school. 8. Document parent training activities by topic, time, and location along with the number of participants by race, gender, and childs school. Also, regularly collect and analyze participants feedback on how well the session was conducted, their perception of the potential helpfulness of the training, and what further training they desire. Without thorough documentation and evaluation, it is impossible to accurately assess the scope of parent training, compliance with the plan, and implications for any appropriate change. 9. Actively seek parents recommendations for resources to include in the Parent Centers and find ways to incorporate as many of their suggestions as possible. To determine if each center is living up to its envisioned purpose, regularly document how many parents use the centers and which resources they find most useful. Parent workshop evaluations can also yield ideas for welcome additions to the centers. 10. Implement the parent internship program and parent/teacher mentorships as outlined in the plan in order to strengthen the bond between school and home. 11. Establish scouting membership lists that include a category for race so changes in each troops racial balance can be determined. Records of troop meetings and activities will yield a composite picture of what students are experiencing in scouting. 12. Assure that students have access to a wide spectrum of any needed community-based service programs and maintain documentation of program use. Forge compacts with universities and colleges that will enhance the quality of services the incentive schools can offer, such as pre-professional education students who can assist with academic and extracurricular activities while gaining first-hand experience with children. Page 9Faciltites Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experience should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. Double Funding 1. When making student assignments, keep in mind that there is a relationship between double funding and enrollment figures that represents the greatest return on investment. Class enrollment that is below the fixed cost amount results in wasted dollars\nenrollment above that amount can result in exorbitant spending. Page 102. Ensure that a portion of the incentive school funding fulfills the plans commitment that \"the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/ activities.\" 3. Give the incentive schools priority in the districts sequencing of capital improvement projects since double funding does not cover capital improvements and maintenance. If student enrollment at the incentive schools is to become desegregated, the buildings must be sound, attractive, and well-maintained. Page 116 LITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 17th Phone 374-1226 Little Rock, Arkansas 72206 .s' To: r Through: From: Subj ect: Date: 0^ O Office of Desegregation Monitoring ODM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith James Jennings, Associate Superintendent of\"^^ Desegregation Anne Mangan, Principal, Rockefeller Incentive School Corrections of Review of the Incentive School Monitoring Guides June 1, 1992 Please note the following corrections: ,y4^Page 7 - POSITION - Change Registrar to Bookkeeper Page 40 - #67 are social STATUS: worker, The recommended positions not filled alternative supervision aides and program soec-ialist classroom specialist, q# _ Participants included the principal, primary teacher, an intermediate teacher. Page 54 parent and one grandparent a specialist, . a one 7 Page 56 #55 ' in Camp Pfeifer. Four students from Rockefeller participated Page 56 #67 order would be followed, particularly discussed but Principals were told that the recent court Individual positions mentioned. not were were all in general Rockefeller Incentive School has an assistant rulings an principal so a commitment regarding this position was not necessary. (The last two sentences on #67 do not necessarily reflect the situation at Rockefeller and could be deleted on our individual school report.) was do FILED ' 3 niSTHfCT ASTFPN OsrR,W ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF .ARKANSAS WESTERN DIVISION JUL  U 1992 CARL ^'^NTS. CLERK 3y: I, 'cl*- LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL 1, ET AL. DEF END All T 3 MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Cour' hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this f0 day of July, 1992. United state s, DISTRICT?JUDGE mis DOCUMENT ENTERED ON DOCKET SHEET tN :OMPtlANCE_WITH RULE 58 AND/OR 7S{a) FRCP JN -BY I 4 F.Y.I. Date: Q Ann Bill q/ Bob Cernnie Horace  Linda Margie Melissa CT Polly Return to: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 22, 1993 MEMORANDUM TO: Ann Brown, Desegregation Monitor hROM: Janet Bernard, Associate Superintendent for jdiicL ociiiaiu, oupci k y School Operations and Climate SUBJECT: Incentive School Recommendations Ann, here are a few recommendations I have to improve the operation of the Incentive Schools in the Little Rock School District: 1. Bi-monthly meetings should be held with all associate superintendents and the assistant superintendent for the Incentive Schools to discuss plan implementation. Status reports from every division should be shared at these meetings, with a major focus on ODM recommendations. 2. A long-range comprehensive staff development plan needs to be developed for the Incentive Schools. The focus in this area should be on improving the instructional delivery process and maximizing time on task for both students and teachers. 3. Curriculum supervisors need to make routine visits to each school in order to gather data for establishing on-going technical assistance. 4. The theme of each school should be included in the official title (i.e.. Garland Multimedia Technology Elementary School). The term \"Incentive\" has taken a negative connotation and therefore should be dropped. To further rationalize this recommendation, we do not refer to Terry Elementary School as Terry Area Elementary School.Incentive School Recommendations Page 2 5. 6. Catherine Gills job description and role in the parent involvement component needs to be clarified and re-defined. Confusion does exist as to what she actually does and what she should be responsible for. As discussed with Horace Smith, the long-range strategic plan should be developed collaboratively with all top-level administrators, principals, and staffs. Parent input is also necessary. I hope these suggestions are helpful to you, Ann, as you monitor the Incentive Schools for plan implementation. Best regards and remember, it has been a pleasure knowing and working with you. Keep in touch!LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 22, 1993 MEMORANDUM TO: Ann Brown, Desegregation Monitor FROM: Janet Bernard, Associate Superintendent for K Y School Operations and Climate SUBJECT: Incentive School Recommendations Ann, here are a few recommendations I have to improve the operation of the Incentive Schools in the Little Rock School District: 1. Bi-monthly meetings should be held with all associate superintendents and the assistant superintendent for the Incentive Schools to discuss plan implementation. Status reports from every division should be shared at these meetings, with a major focus on ODM recommendations. 2. A long-range comprehensive staff development plan needs to be developed for the Incentive Schools. The focus in this area should be on improving the instructional delivery process and maximizing time on task for both students and teachers. 3. Curriculum supervisors need to make routine visits to each school in order to gather data for establishing on-going technical assistance. 4. The theme of each school should be included in the official title (i.e.. Garland Multimedia Technology Elementary School). The term \"Incentive\" has taken a negative connotation and therefore should be dropped. To further rationalize this recommendation, we do not refer to Terry Elementary School as Terry Area Elementary School.Incentive School Recommendations Page 2 5. 6. Catherine Gills job description and role in the parent involvement component needs to be clarified and re-defined. Confusion does exist as to what she actually does and what she should be responsible for. As discussed with Horace Smith, the long-range strategic plan should be developed collaboratively with all top-level administrators, principals, and staffs. Parent input is also necessary. I hope these suggestions are helpful to you, Ann, as you monitor the Incentive Schools for plan implementation. Best regards and remember, it has been a pleasure knowing and working with you. Keep in touch!.a. JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED JAN 1 2 1996 Office oi Desegregation Moniionna January 9, 1996 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: I am reviewing the desegregation plan with an eye toward considering changes in the Incentive schools. It would be helpful to me if either you or Dr. Mayo would provide me a list of the incentives that your administration has put into operation in those schools in the past three years. It would also be helpful if you would provide me any written assessment of the success or failure of the incentives which were in place when: you: came here. you found them. By the way, would you kindly list those incentives as I need this information before we began any discussion regarding plan revisions at the Incentive schools. Very truly yours, ihn W. Walker JWW:j s cc: Ms. Linda Pondexter (for herself and Board members) Mr. Chris Heller, Mr. Jerry Malone Ms. Ann Brown Mr. Travis CreedOffice of Desegregation Monitoring United Slates District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 February 14, 1996 Dr. Russ Mayo Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Russ\nIn an Order dated July 10, 1992, the Court adopted the recommendations of ODM which were contained in the Incentive Schools Monitoring Report of June 1992. On page five of that report, we recommended that the district \"Identify the factors that are working to make Rockefeller a II desegregated school and adopt or adapt them for the other incentive schools.' Tlie same recommendation has appeared in subsequent ODM monitoring reports, and has also been discussed by Judge Wright during hearings. As the district is poising itself to consider changes in the desegregation plan, and perhaps particularly in the incentive schools, it seems especially important that we know the results of the districts analysis of the factors that have worked to desegregate Rockefeller. Tlierefore, please immediately forward to me the results of the districts identification of the Rockefeller success factors. Also explain how the identification process was conducted, including when it was undertaken, who participated in it, the analysis criteria and methods used, and how the results have been applied to the other incentive schools. Tliank you very much for your assistance. Sincerely yours. Ann S. Brown cc\nHank Williams Chris Heller 'SCO /.(SC'SC.: . CP Little Rock School District To\nFrom\nDate: MEMORANDUM Ann Brown, Ojjice of Desegregation and Monitoring Dr. Don Roberts. Superintendent December 6, 1996 RECEIVED DEC 2 0 1996 Office of Desegregation Monitoring Subject: LRSD Responses to Incentive School Monitoring Report (1995-96), July 12, 1996 - Attached you will find a report stating the status of each recommendation the Office of Desegregation and Monitoring recommended in their 1995-96 Incentive School Monitoring Report. If you should have questions, please contact me. C: Chris Heller. LRSD Atlome\u0026gt;12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 1 Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1995-96), July 12,1996 Summary of Recommendations DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO 1 2 3 4 PG 6 7 28 28 ___________________________________________________RECOMMENDATION The incentive program Is successfully desegregating each Incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. (ODM 1992-93 Incentive Schools Monitoring Report, pg. S)________________________________________________________ The incentive program is successfully desegregating each Incentive school. (LRSD Plan, pg. 149) Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schooj^ODM 1992-93 Incentive Schools Monitoring Report, pg. 6)_ ______ Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children Io execute long-term experiments and study science in ttio fullest sense. (LRSD Plan, pg. 153\nJuly 10,1992 Court Order: ref. June 5, 1992 ODM Report, pg. 15) Schedule science Inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 49)_______________________________________________ thecurriculum at each school Incorporates foreign language Instruction using the foreign language lab and the total physical response\"method of Instruction. Emphasis Is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Capitalize on the district's resident expertise and experience to assist the Incentive schools In establishing a foreign language program as an integral part of the overall school program. (ODM 1992- 93 Incentive Schools Monitoring Report, pg. 61) RESPONSE:' Oeni 8-11418, ofnftTfbralfln lariouflig# profjrarn and the problems LRSD facod. LRSD continuos to face the eome problems that wore outlined in Porkcr'e teetimony to thl courts. .Ui - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report t In Progroon * Completed PERSON Rather Principals Gremlllion Gremlllion Principals Glasgow Gremilllon DONE 8/06 +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 2 DATE 7/12/96 DOC MR NO 5 PG 28 RECOMMENDATION The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program. Schools Monitoring Report, pg. 51) ODM 1992-93 Incentive RESPONSE: Gene Parker gave court testimony 8-11-96, on the foreign language program arid 7/12/96 7/12/96 71^2/QQ MR MR MR 6 7 8 28 28 28 problems LRSD faced. LRSD continue# to face the same problem? that were outlined in Gene Parker's The curriculum at each school Incorporates foreign language Instruction using the foreign language lab and the total physical response method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates loroign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 51) RESPONSE: Geno ^arkeF gave oduh^t^^ 8-11*96, on tho foreign language pfdgram and thd problems LRSD faced. LRSD continues to face the same problems that were outlined In Gene Parker's testimony to the The curriculum at each school Incorporates foreign language Instruction using the foreign language lab and the total physical response\" method of instruction. Emphasis Is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates loroign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Increase the amount and improve the quality of Spanish language materials available in each school. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 61) RESPONSE\nGene Parker gave court testimony 8-11-96, on the foreign language program and the problems LRSD faced. LRSD contiinios to face the aemo problems that were outlined In Gene Parker's testimony totho courts. Cumulative rocoixJs document both host and guest school's parflclpallon In SnIurdny programs. (ODM 1902 Report, pg. 25) Saturday programs will bo developed Io onhnnco learning. Those programs will Includo but shall not be limited - Naedu to be done *Dnotoa recommendation appeared in prior ODM Monitoring Report + In Progreuu * Completed PERSON Gremillion Parker Gremillion Parker Grornilllon Parker Grornilllon Principals DONE +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendations 3 DATE DOC NO PG 7/12/96 MR 9 29 ___________________________________________________RECOMMENDATION to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Standardize the reporting process for Saturday school. Data should be cumulative and reflect race, gender, and grade of participating students. (ODM 1993-94 Incentive School Monitoring Report, pg. 60) Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichmont activities, tutoring, parent/child mako-and-tako sessions, book fairs, and physical education activitlos. (LRSD Plan, pg. 179) PERSON Gremlllion Principals 7/12/96 MR 10 29 Perform annual evaluations of the Saturday programs, using the Information to design programs that appeal to the students and their parents. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 60)___ Cumulative records document both host and guest school's participation In Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will bo developed to enhance learning. Those programs will Include but shall not bo limited to field trips, enrichment activities, tutoring, parent/chlld make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Gremlllion Principals 7/12/96 7/12/96 MR MR 11 12 29 40 DONE Perform regular evaluations of the Saturday program, both during and at tho end of the school year, asking staff, parents, and students for feedback. Use the garnered information to design activities and events that coincide with the interests of all participants. (ODM 1994-95 Incentive Schools Monitoring Report, pg. 37)__________________________________________________________________________________ Cumulative records document both host and guest school's participation In Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will bo developed to enhance learning. Those programs will Include but shall not bo limited to field trips, enrichment activities, tutoring, parent/chlld mako-and-tako sessions, book fairs, and physical education actlvlllos. (LRSD Plan, pg. 179) Promote collaboration among the Incentive schools and between tho Incentive schools and the district's area and magnet schools to plan Joint field trips and other collaborative activities during the regular academic wook. Thu district can thus do a bottor Job of fulfilling its obligation to provide Incentive school students with more opportunities for desegregated learning experiences. Tho purpose of tho Incentive school program Is to promolo and ensure academic oxcollonce In schools that have boon dldicult to dosogrogato, (LRSD plan, pg. 149) With proper resources and oxpoctallons, tho Incentive school program will servo as a model of oxcollonco (or tho county, stalo, and tho nation. (LRSD plan, pg. 149) Base staff development activities on areas of domonstrated need. Some toachors many naod more - Needo to bo done *Danotas racommandatlon appeared In prior ODM Monitoring Report + In Progreoij * Completed Asst Supls. Principals Gremlllion Principals +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1996-96) Summary of Recommendations 4 DATE DOC NO PG I 7/12/96 7/12/96 7/12/96 MR MR MR 13 14 15 40 46 54 [ RECOMMENDATION___________________________________________________ training than others in areas such as classroom management and organization and effective discipline. It is incumbent upon the building administrator and the individual teachers to identify areas of need and access the resources necessary to address them. (ODM 1992-93 Incentive Schools Monitoring Report, 3115)_________________________________________________________________________________________ The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. (LRSD plan, pg. 149) With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state, and the nation. (LRSD plan, pg. 149) Better define the role of phonics instruction in the incentive schools and convene a meeting of those administrators in charge of the incentive schools and the reading supervisor and his staff to communicate that role to all teachers so that phonics instruction will conform to the board-adopted LRSp^ curriculum._______________________________________________________________________________ the schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and Interest inventories. (LRSD Plan, PG. 172, 180) Study skills training enhances skills In test-taking, listening, and studying. Test-taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nJuly 10, 1992 Court Order ref. Juno 5, 1992 ODM Report, pg. 32) Students receive individual and group counseling and are taught conflict resolution. The school uses poor facilitators. (LRSD Plan. Pp. 176, 184) The staff has developed writfon building guidance plans to address personal growth, social development, career awareness, and educational dovolopmont. (July 10, 1992 Court Order: ref: Juno 5, 1992 ODM Report, pg. 27) Require counselors to have bullding-lovel guidance plans that reflect activities and projects for the current school year. Clear guidance plans help teachers and administrators achieve school improvement goals, reflect an assessment of the schools guidance needs, and show how the counselor plans to address those needs, bisag'^rogato data rolatod to studont disciplino and review student data to address issues of racial disparity. (Interdls. Plan. pg. 27) Carefully collect disciplino data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summativo, information. The district would bo wise to analyze the factors that contribute to some schools having fewer overall discipline problems and loss disparity in disciplino between black and white students. Identifying and emulating those factors and closely scrutinizing progress should result in Intorvontions that reduce the number of students suspended or expelled, as well as Iho disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) - Neodo to bo done Denotes reconmondntion appeared in prior ODM Monitoring Report I In Progreao A Completed PERSON Gremllllon Principals Parker Elston Gromllllon Principals Watson done:12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 5 DATE DOC NO I PG ___________RECOMMENDATION_______________ Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) PERSON DONE 7/12/96 MR 16 54 Hold periodic \"summits\" to develop a forum for an exchange of ideas and successful techniques for handling disciplinary problems. Incentive schools have similar characteristics and staff members who, along with parents and students, are valuable resources for ideas to combat problems. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 29)_______________________________________________________ Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan. pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would bo wise to analyze tho factors that contribute to some schools having fewer overall discipline problems and loss disparity In discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly Indicate what Is appropriate and Inappropriate behavior, and spoil out consoquoncos for Infractions. Policy onforcomont Is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Gremilllon Watson 7/12/96 MR 17 54 Explore ttio foasiblllty of doveloping permanent altornativo educational sitos dosignod specifically for chronically disruptive students. The presence of chronically misbehaving and disruptive students In the classroom hinders teaching and learning for the rest. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 29) RESPONSE: Tho Asslutrint Suporlntondent ovor incentive Schools, LRSD Hearing Officer, along with tho Incontivo School Principals are currently dlacussing the losue and exploring alternative educational sites designed tor chronically disruptive students.s\u0026lt;.i:tiJSil31^ Disaggregate data related to student discipllno and rovlow student data to address issuos of racial disparity Gremilllon - Nocdo to tio done Denotes recommendation appeared in prior ODM Monitoring Report + In Progronn * Comploteii12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 6 DATE /12/96 7/12/96 7/12/96 DOC I MR MR MR NO 18 19 20 I PG 60 60 60 RECOMMENDATION (Interdis. Plan. pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Provide ongoing training in behavior management for school district employees who are responsible for supervising children for any period of time. RESPONSE: The Assistant Superintendent over incentive Schools, LRSD Hearing Officer, Staff Dvslopmn1 Supervisor, along with Incentive School Principals and teachers will be planning inaervices for LRSD employees responsible for supervising children on behavior management.________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Franklin - Investigate the cause of the failing paint and take corrective action. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are Installed, train tho custodial staff In proper plant caro Io prevent loss of plantings Io improper pruning or undor-watoring. (ODM 1992 Report, pg. 43) F ran Id in Co rrect drai nage problems on all affected levels of the bul Iding. Tho district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven Incentive schools would benefit aesthetically from the addition of attractive landscaping. Once - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreao * Completed PERSON Watson Eaton Eaton Eaton done: 8/96 8/96 12/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 7 DATE DOC NO I PG ___________________RECOMMENDATION plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) PERSON DONE 7/12/96 MR 21 60 Garland - Attend to the peeling paint on the exterior doors.___________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Garland Principal 7/12/96 MR 22 60 Garland - Improve cleanliness in the cafeteria and bathrooms. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Eaton 8/96 7/12/96 7/12/96 7/12/96 MR MR MR 23 24 25 60 60 60 Garland - Correct the problems with floor tiles in the large downstairs bathrooms.______________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Replace the worn lunchroom tables.______________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Remove or replace the malfunctioning urinal in the bathroom located on the second floor landing. RESPONWtrid^ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would bonofit aesthetically from the addition of attractivo landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Moran Eaton Eaton 8/96 8/96 8/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 8 DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO I PG 26 27 28 29 60 60 60 60 RECOMMENDATION Mitchell - Replace or reattach the loose tiles in the hallways._________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell -Determine the cause of the leaks found throughout the building and correct the problems. RESPONSE: LRSD is committed to repairing leaks In the roof, but due to the age and condition of the building, leaks ra likely to b^^a^eocciyifMng bt^blem dntlt funds are available to replace the roof._______ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Repair and repaint damaged ceilings.____________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Assess water damage to carpets and replace as needed. RESPONSE: Maintenance of the carpete will be accessed by school personnel while roof repair Is In The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Repair any broken partitions and fittings in the bathrooms. PERSON Eaton Eaton Eaton Eaton DONE 11/96 12/96 - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreso * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 9 DATE 7/12/96 DOC MR NO 30 PG 60 _________________________________________________RECOMMENDATION The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Evaluate the schools plumbing needs and complete work needed to make all bathrooms fully functional. 7/12/96 MR 31 60 Tho district will provide clean and safe facilities and make all repairs fundamental to maintain the Incentive schools. (LRSD Plan, pg. 129) All seven Incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are Installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) 7/12/96 MR 32 60 Rightsell  Eliminate the Insect Infestation._________________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain tho Incontivo schools. (LRSD Plan, pg. 129) All seven Incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) 7/12/96 7/12/96 MR MR 33 60 Rockefeller - Repair the small area of damaged tile in the boys bathroom before the problem escalates. The district will provide clean and safe facilities and make all repairs fundamental to maintain the Incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller -Replace carpeting throughout all areas of the building. Before releasing as RFP, representatives from the plant services and the purchasing departments should consult with the principal and staff regarding details of carpet replacement, such as the replacement schedule, the carpet color, and the areas to be carpeted, including the carpet-covered furnishings. 34 78 RESPONSE\nDue to budWftnilnte th cSnart cannotWrepiacaOw PERSON Eaton Eaton Eaton Eaton A Parent Center In each school provides resources and materials, recommended by a parent and staff Eaton committee, that can bo loaned Io parents. A parent has been trained to operate the center, which Is to be tho - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreao * Completed DONE 11/96 8/96 8/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 10 DATE DOC I NO I PG _______________________recommendation source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Keep more accurate and complete records of Parent Center use by consistently using sign-in sheets. (ODM 1993-94 Incentive School Monitoring Report, pg. 77) ______________________________________ 7/12/96 MR 35 78 A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Develop strategies and arrange events to encourage greater use of the Parent Center. For example, design boxes or bags containing materials on a certain topic that could be checked out. Highlight Parent Center Resources in the school newsletter, bulletin boards, and PTA meetings to heighten awareness and increase interest in the centers. (ODM 1993-94 Incentive School Monitoring Report, pg. 7/12/96 MR 36 79 ni The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) 7/12/96 MR 37 79 Team with community organizations (such as churches and civic clubs) and other programs (such as HIPPY and New Futures) to explore ways to cooperate in offering parent training. Such collaboration can help coordinate and strengthen resources to focus on targeted audiences. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 79)______________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities Is maintained, Including sign-In sheets that reflect - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed PERSON Gremlllion Principals Gremlllion Principals Gremlllion Principals DONE +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 11 DATE DOC NO I PG I RECOMMENDATION parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) PERSON DONE 7/12/96 MR 38 79 Offer sessions on timely and intriguing topics at times, dates, locations, and circumstances that haven't been tried before as a means to increase participation. (ODM 1994-94 Incentive Schools Monitoring Report, pg. 79)_______________________________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent mootings and activities Is maintained, including sign-in shoots that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Gremillion Principals 7/12/96 7/12/96 MR MR 39 40 79 79 Ask workshop participants to evaluate each session at its conclusion and make candid suggestions for training improvements and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training to make changes accordingly. (ODM 1994-95 Incentive Schools Monitoring Report, pg. 62)_______________________________________________________________________ The schools offer parent workshops to assist parents In understanding and carrying out school expectations. The workshops include such topics as study skills, disciplino, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Evaluate the parent workshops offered to determine if they are meeting the goals of helping incentive school parents understand and carry out school expectations. Use the feedback to redesign offerings as necessary to ensure progress toward the goals. (ODM 1993-94 Incentive School Monitoring Report, -Pfl.??! The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and dovolopmontal learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with Iho number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities Is maintained. Including sign-in shoots that reflect - Needo to be done *DnotB racommndation appeared in prior ODM Monitoring Report + In Progrouij * Completed Gremillion Principals Gremillion Principals12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 12 DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO I PG I 41 79 _________________________RECOMMENDATION parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information. (ODM 1992-93 Incentive School Monitoring Report, pg. 105)_______________ Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132) PERSON DONfi 42 79 Expand contacts with and widen access to the variety of community-based programs, designed to support children and families. (ODM 1992-93 Incentive School Monitoring Report, pg. 78)______________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) 43 79 Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. (ODM 1992-93 Incentive School Monitoring Report, pg. 105)________ Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) 44 79 Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. (ODM 1992-93 Incentive School Monitoring Report, pg. 78)________________________________________________________________ speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Milam Cheatham Principals Milam - Gremillion Principals Ratherill  INCENTIVE SCHOOL MONITORING REPORT (1995-96) 13 buminary of Recommendations DATE I DOC I NO | POf 7/12/96 MR 45 80 ___________________________________________________RECOMMENDATION___________________________________________________ Develop and implement a comprehensive plan for using the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made. (ODM 1993-94 Incentive School Monitoring Report, pg. 86)__________________________________________________________________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) 7/12/96 MR 46 80 Develop job descriptions for the speakers bureaus and key communicators that clearly identify the job goal, qualifications, performance expectation, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. (ODM 1993-94 Incentive School Monitoring Report, pg. 86) ____________________________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) 7/12/96 MR 47 80 Engage in a recruitment campaign that is broad and intense enough to ensure that the district can select a Biracial Committee membership that is racially balanced and also fully representative of the districts geography. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 26)_____________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports - Needs to be done Denotes roconunendation appeared in prior ODM Monitoring Report + In Progreso * Completed PERSON DONE Rather Supt. Supt.12, iMCENTIVE SCHOOL MONITORING REPORT (1995-96) 14 Summary of Recommendations DATE DOC NO I PG I RECOMMENDATION that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order\nref: June 5, 1992 ODM Report, pg. 5) I person' DONE 7/12/96 MR 48 80 Define Biracial Committee goals and then develop and carry out specific objectives and timelines for reaching them. (ODM 1991-92 Monitoring Report on the Biracial Committees, P2^2y The dislrictwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of\nincentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Supt. 7/12/96 MR 49 80 Coordinate Biracial Committee monitoring activities with other internal district monitoring groups to eliminate duplication and ensure that no part of the desegregation efforts go unscrutinized. (ODM 1992- 92 Monitoring Report on the Biracial Committees., pg. 28) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will Supt. monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report + In ProgreoQ * Completed Jackson12/19/96 jMCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 15 DATE DOC I NO PG I RECOMMENDATION I PERSON DONE 7/12/96 MR 50 80 7/12/96 MR 51 80 The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Design Biracial Committee monitoring instrument that correlate specifically with the desegregation plan provisions so each district can measure its progress in plan implementation. (ODM 1992-92 Monitoring Report on the Biracial Committees, pg. 28)________________________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Regularly update Biracial Committee monitoring instruments to reflect all modifications to the desegregation plans. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 28)____________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will I monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) Supt. 8/96 - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Supt. Jackson12/1b/3- JCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendations 16 DATE DOC I NO I PG I ______________RECOMMENDATION The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) I PERSON DONE 7/12/96 MR 52 80 Make evaluation an integral part of the Biracial Committee monitoring process so that conclusions and recommendations for improvement are used to both prevent and correct problems. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29)______________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Supt. Annually evaluate the role, operations, and accomplishments of the BIraclal Committee In relationship - Needs to be done Denotes racommendation appeared in prior ODM Monitoring Report * + In Progreoo Completed12/19/9t jCENTIVE school MONITORING REPORT (1995-96) Summaiy of Recommendations 'il DATE 7/12/96 7/12/96 DOC MR MR i NO I PG 53 54 80 80 RECOMMENDATION to specific settlement plan provisions and overall desegregation goals. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29) I person' RESPONSE: An annual evaluation of the Biracial Committees role, operations, and accomplishments at the end of each fiscal year beginning with the 1996-97 school year. ............. ........... The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Regularly ask Biracial Committee members to review and rate the type and quality of support the district is furnishing them, and solicit suggestions for new or improved support services. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29) RESPONSEr tJRSD will develop a survey for Biracial Committee members to review and rate the quality of support LRSD IS \"providing and asking for suggestions for new and Improved support services. This survey will be distributed to members during the 3rd quarter of the 1996-97 school year. Beginning with the 1997-9B school year LRSD will survey members during the 1 st end :3fd quarter of each school year. The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Supt. Gremillion Principals DONE12/19/96 JCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 18 DATE DOC NO I PG I ___________________________________________________RECOMMENDATION____________________ parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) PERSON DONE 7/12/96 MR 55 80 Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy.__________________________________________________________________ Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order\nref: June 5, 1992 ODM Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Milam 7/12/96 MR 56 80 Focus on the schools where community involvement is lagging and intensify efforts to increase volunteer support in those buildings. Pay particular attention to targeting those schools which fall far behind the others in volunteer activity.____________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Strengthen the communication between school and community by considering placement of an outreach coordinator in each incentive school to function as a liaison. This position, which should require at lease half-time and preferably full-time attention, could be paid or voluntary and filled by an employee, a volunteer, or an intern. The outreach coordinator would be supervised by the principal and work closely with all aspects of the school, as well as the districts offices of student assignment and communications. Any funding necessary for such a position could be sought from a grant or come from the extra money provided through the schools' double funding. The outreach coordinator could perform a number of tasks that could include, but not be restricted to, the recommendations listed below. Gremillion Principals RESPONSE: LRSD is exploring the possibility of using a volunteer to serve as an outreach coordinator - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 19 DATE 7/12/96 DOC I NO I PG MR 57 81 ___________________________________________________RECOMMENDATION___________________________________________________ A speakers bureau on education issues for community groups exist in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) Develop a school communications plan that includes specific objectives as well as methods to measure results. Each school should write objectives that answer the following questions: Who will benefit from this activity and how will they benefit from it? How will the activity be implemented, who will do the work, when will the work start, and what is the implementation schedule? When will the benefits be visible and what will they look like? How will we know if were successful? 7/12/96 MR 58 81 RESPONSE: LRSD Assistant Superintendent for Incentive Schools. Parent Recruiters, Communications Director and Incentive School principals are currently working together to develop a communications plan, _____________________ ' '_________________________________________ A speakers bureau on education issues for community groups exist in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) 7/12/96 MR 59 81 Produce a monthly school newsletter that targets the community, with distribution to parents, volunteers, partners, and residents of the neighborhood. These neighbors would include churches, shops, fire stations, nursing homes, hospitals, professional offices, etc. The newsletter should stress the success of students and teachers, herald coming events, and highlight individuals who live or work in the community. Use the publication as a means to more broadly recognize students, teachers, parents, and volunteers. Students could write some of the articles, striving to create a friendly, chatty communique that conveys a positive and enthusiastic attitude. Make this publication a banner of school pride.___________________________________________________________________________________ The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) 7/12/96 MR 60 81 Work the territory by actively reaching out to the neighborhood and beyond. Instead of waiting for the community to come to the school, the school can energetically extend itself to the community. Contact local businesses and other organizations to explain the school and its place in the neighborhood. Personally extend an invitation to attend an open house or any other special function being held in the school. If a class is presenting a play, invite the neighbors in for the fun and assign student hosts to guests._________________________________________________________________________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed PERSON Gremillion Principals Rather Gremillion Principals Vann Rather Gremillion Principals Vann Rather Rather Principals DONE12/19/96 ir iENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 20 DATE DOC NO I PG RECOMMENDATION PERSON DONE 7/12/96 MR 61 81 7/12/96 MR 62 82 213) Develop the speakers bureau into a proactive ambassadorship for the school. Members of the bureau can be parents, teachers, students, and community volunteers. Give the speakers a special title (such as Goodwill Ambassadors, Outreach Angels, etc.) and help them focus on a specific theme or point of school pride. Arrange for them to meet frequently with small groups at a well known nearby place, such as a church, fire station, or community alert center. Such experiences are prime learning opportunities for students, helping boost their self esteem while also polishing their schools image.________________ A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Gremillion Principals Actively manage the Parent Centers to become the catalyst and focal point of parent resources and services they were intended to be. Suggestions for strengthening the centers include the following: foster the ongoing involvement of a strong Parent Center Committee in each school, using the Committee to establish a means for determining what special parent needs exist, such as materials and equipment, home visits, extended center hours, etc.\nconsider relocating the centers to a place of prominence and easy access, where parents can meet and chat without fear of disturbing classes\ndevelop a monthly theme of parenting emphasis that is carried throughout the school in such way as a featured bulletin board and the school newsletter, then follow up with appropriate workshops on the themes\nequip the centers with welcoming and comfortable furniture that invites parents to linger awhile\nconsider the feasibility of merging the faculty lounge and the Parent Center into a combined building resource center to promote frequent and sustained interaction between teachers and parents.___________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Milam Principals - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 21 DATE I DOC I NO | PG~r ___________________________________________________RECOMMENDATION___________________________________________________ Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) PERSON DONE 7/12/96 MR 63 87 Intensify efforts at the school level to coordinate the services of volunteers and school partners in the school, making them an integral part of the school family. Routine operation procedures should include follow-up to determine the degree of volunteer satisfaction, because these very important people need consistent guidance, support, encouragement, and thanks. Keep in contact with them through meetings, phone calls, and notes. Invite them to the special functions at the school and assign a student host to escort them. Spend time training the children who are selected as hosts, showing them how to be courteous and respectful. Make these students a part of the symbols of school pride. The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdist. Plan, pg. 57) The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, PG. 215- 216, 220-222) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pp. 4, 5) Gremillion Principals Rather Millhollen Establish a budget that is adequate to underwrite an aggressive and sustained recruitment program that encompasses the special needs of the incentive schools, investing that allotment in high-quality, high- energy strategies that result in steady progress toward the desegregation goals. - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * CompletedRECE FILED U.S. DISTRICT COURT DEC 3 0 1996 Office of Desesieijaiici\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION jAMtS q\u0026gt; I**- \\O5\u0026lt;VIS4?\u0026gt; .\u0026lt;- 27i996 \u0026gt;\\maGK, CLcni DE?T. CLERK LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * * vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL., * * * * * No. LR-C-82-866 Defendant. * * MRS. LORENE JOSHUA, ET AL., * * Intervenor. * * KATHERINE KNIGHT, ET AL., * Intervenor. * * SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership, * * * Intervenor. * ORDER Before the Court is the motion of the Little Rock School District (LRSD\") for approval of a plan development period to which the Joshua Intervenors have responded. Upon careful review of the motion, the Court finds that the motion should be granted. A. On numerous occasions, the Court has expressed the view that modifications of the LRSDs desegregation plan might be appropriate. In an attempt to assist the parties, the Court itself called experts who testified concerning potential areas for modification. However, the 290Court has noted that the parties themselves must develop and present any proposed modifications. By its motion, the LRSD seeks a six to nine month period during which it would concentrate its efforts on developing plan modifications to improve education and desegregation within the district. Specifically, the LRSD asks the Court to authorize the Office of Desegregation Monitoring (ODM) to act as a consultant and a participant in the development of a modified plan. The LRSD asks that the Court redeploy monitors to provide assistance to the district in areas such as budget development, staff development, student assignment, and resolution of discipline issues, and to withhold any further monitoring of the current LRSD desegregation plan for a six to nine month period. The LRSD states that the Knight Intervenors support the effort to develop a modified plan for the LRSD, and that the Pulaski County Special School District and the North Little Rock School District support the effort described in the motion. While the Joshua Intervenors respond generally in a favorable manner to the new superintendent and the motion, they also express some reservations. Because the ODM operates as an arm of the Court, the Joshua Intervenors urge that the ODM not participate in negotiations between the parties, unless the ODM agrees not to report the content of such negotiations to the Court. Further, the Joshua Intervenors urge the Court to appoint additional monitors to work on matters of particular concern to them, namely alleged ill-treatment of class members. See docket entry 2885. The Court finds that the parties, particularly the LRSD, will benefit from a temporary hiatus from monitoring and from the expertise of the ODM, in order to develop proposed modifications to the LRSD desegregation plan. The ODM has assured the Court that the 2functions of monitoring and assistance can and will be kept separate during this period. The Court declines at this time to direct the ODM to employ additional monitors to handle complaints about mistreatment of class members. Should the ODM determine during the course of this plan development period that it needs additional staff, the Court will address the issue at that time. The Court will not prevent the ODM from advising the LRSD or other parties durin: g negotiations for plan modifications. However, neither the ODM nor the Court is a party to this litigation and the ODM cannot be a negotiator for any party. The ODM may participate in negotiations as a facilitator. The Court will rule on any plan modifications on the basis of the evidence and the record in the case, including orders of the Eighth Circuit. B. Pending before the Court are the Joshua Intervenors motions for relief concerning the incentive schools, for implementation of recommendations of the ODM, and for a hearing on those motions. In light of the Courts approval of a period during which the LRSD intends to develop a modified education and desegregation plan, the Court denies without prejudice the motions filed by the Joshua Intervenors. Should the Joshua Intervenors wish to refile the motions, they must do so within thirty (30) days following the submission by the LRSD of its modified plan. C. Also before the Court is the motion of the LRSD to withdraw its motion to reconsider the Courts ruling on the LRSDs motion to end federal court jurisdiction. The motion is 3granted. The LRSD has until and including September 30, 1997, within which to refile its motion for reconsideration. D. IT IS THEREFORE ORDERED that the LRSDs motion for a plan development period [docket entry 2878] is granted. IT IS FURTHER ORDERED that the Joshua Intervenors motions [docket entries 2680, 2705, \u0026amp; 2812] are denied without prejudice. IT IS FURTHER ORDERED that the LRSDs motion [docket entry 2890] to withdraw the motion for reconsideration [docket entry 2831] is granted. SO ORDERED this day of December 1996. / 'UNITED STATES RIOT JUDGE 'HIS DOCUMENT ENTERED ON DOCKET SHEET IN .(MPUANC^ WITH RULE 58 ANDXDR 79(a) FRCP ON 4  BlEw\u0026amp;i ty JOHN W. WALKER, P.A. dAN 2 9 1997 OFFICE OF desegregation M0NIT0RIM8 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 REP\" VW ffnn rJL LT?' JSSEGAfGahbi. iVMiaiiUnJjyll DATE: ENCLOSURE MEMORANDUM January 27, 1997 TO: Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock. AR 72201 Richard Rcachs.'l, Esq. Roachell \u0026amp; Streett 401 W. Capitol Ave. Suite 504 Little Rock, AR Ms. Ann Brown, Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 John W. WaSker^.^^^) RE: ENCLOSURES: LRSD, et al. v. PCSSD, et al.\nNO. LR-C-82-866 Motion for Extension of Time in Which to File Notice of Appeal IF ANY OF THE ABOVE LISTED DOCUMENT(S) ARE NOT ENCLOSED, PLEASE CALL THE ABOVE NUMBER. THANK YOU.* Ct-\u0026lt; IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL. RECEVO DEFENDANTS MRS LORENE JOSHUA, ET AL JAN 2 9 1997 INTERVENORS KATHERINE KNIGHT, ET AL. OFFiCEOF DESEGREGATION MONITORING INTERVENORS MOTION FOR EXTENSION OF TIME IN WHICH TO FH.E NOTICE OF APPE AT The Joshua Intervenors respectfully move the Court for an extension of time of thirty (30) days in which to file Notice of Appeal herein in the event that they choose to do so. The reason for the request is that counsel has been ill much of late December and early January and has not had a full opportunity to consider the propriety or merits of an appeal from the Order of the Court entered on December 27, 1996. There is no prejudice to the defendants by granting the motion. WHEREFORE, pursuant to 28 U.S.C.  2107c, the Joshua Intervenors respectfully pray the Court for an Order extending the time in which to file Notice of Appeal to and including, February 27, 1997. Respectfully submitted. JOHN W. WALKER, P.A 1723 Broadway Little Rock, Arkansas 72206 (501) 374-3758By: Joi iu. . Walker, Bar No. 64046 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing pleading has been served upon all counsel of record, by placing a copy of the same in the United States Mail with sufficient postage prepaid, on this ,5^ '9 day of January, 1997. Jol^5 WalkerC.P RECESVED JAN 2 9 1997 U.S OIS- --------COURT EASTcRN DiSTF,!, * Ai\\sANSAS OFFICE OF UNITED STATES DISTRICT COURT f^lSBSflEGAJIQfi MONITORtNQ 2 8 1997 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES By._ McCormack, clerk ' OP CLa LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. No. LR-C-82-866 * * * * * * PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL., * * * Defendant. * * MRS. LORENE JOSHUA, ET AL., * * Intervenor. * * KATHERINE KNIGHT, ET AL., * * Intervenor. * * SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership, * * * Intervenor. * ORDER Before the Court is the motion of the Joshua Intervenors for an extension of time within which to file a notice of appeal of the Courts Order of December 27, 1996. For good cause shown, the motion is granted. The Joshua Intervenors have until and including February 27, 1997, within which to file a notice of appeal. SO ORDERED this day of January 1997. UNITED states DISTRICT? RICT JUDGE n-WS DOCUMENT afsTTREO ON DOCKET SHEET IN COMPLIANCE WITH RULE 56 AND/OR 79(a) FRCP ON BY 2918Office of Desegregation Monitoring United Slates 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 May 20, 1997 Mr. John W. Walker 1723 Broadway Little Rock, AR 72206 Dear John: Through communication with this ofiBce by mail (a copy of your letter to Chris Heller dated May 14, 1997) and by phone (your conversation with my associate. Gene Jones, last week), you asked for information about the LRSD work group that is concentrating on the incentive schools. You also wanted to know what recommendations ODM has made regarding the incentive schools. The only formal recommendations ODM has made about the incentive schools are those which appear in our numerous monitoring reports on those schools, all of which have been filed with the Court. I have sent representatives from ODM to sit on each of the LRSD work groups that Dr. Roberts established earlier this year, including the group looking at the incentive schools. My associates participate in each groups discussion and research, but make no formal recommendations as representatives of ODM. However, fi-om time to time, they do make suggestions. For example, in response to some members ideas of completely doing away with the extended day program at the incentive schools, Gene Jones suggested that such a drastic step would have negative consequences. Instead, he urged the groups to consider ways to improve the program to better meet the needs of the students. The group is now researching ways to enhance the extended day program. I have contacted Chris to ask that you be kept informed of the work groups activities through minutes and invitations to attend the meetings. He has agreed to contact you to share this information. Although I have no objection to keeping you posted, I believe it is more appropriate for the district to do so in the spirit of cooperation and open communication. Sincerely yours, Ann S. Brown cc: Chris Heller\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_513","title":"Incentive Schools: ''Summer School: Franklin Incentive School''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Franklin Elementary School (Little Rock, Ark.)","Summer schools","Parents","Students","School improvement programs"],"dcterms_title":["Incentive Schools: ''Summer School: Franklin Incentive School''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/513"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n.^SUMMER SCHOOL FRANKLIN INCENTIVE SCHOOL Berthena Nunn, Principal' 06/18/93 16:41 501 324 2032 L R School Dlst ODM  002/002 NEWS RELEASE WHAT: SUMMER ACADEMIC AND CULTURAL ENRICHMENT PROGRAM WHERE: ROCKEFELLER INCENTIVE SCHOOL, 700 EAST 17TH STREET TIME: 8:30-11:30 a.m. Monday-Thursday June 23'August 4 Course Offerings: Band, Dance, Aerobics, Gymnastics, Art Drama, Arts \u0026amp; Crafts, Hands-on-Science, Math Can be Fun, Computer Logo Writing, Choral Music, Special Projects \u0026amp; Spanish AFTERNOON ENRICHMENT PROGRAM WHERE: FRANKLIN INCENTIVE SCHOOL, 1701 SOUTH HARRISON STREET Time: 1:00-2:30 p.m. Monday-Thursday Course Offerings: Band, Art, Dance Biographies of Famous Americans, Computer Logo Writing, Arts \u0026amp; Crafts, Choral Music, and Special Projects. Tuition is ftee to all Incentive School students. Students will be assigned to classes based on needs and interests. I Transportation will be provided for all Incentive School students only. Bus routes can be picked up at Rockefeller or Franklin Schools between the hours of 8:30 a.m.-3\n30 p.m. Students who are currently enrolled in Area and Magnet Schools can attend the morning or afternoon session. The cost is $72 for the morning session and $36 for the afternoon session. I Schedules can be picked up on June 23 when students report for classes. For more information, please call Mrs. Lillie Carter, Principal - 324-2385 or Mrs. Arma Hart, Desegregation Facilitator - 324-2110 Registration for Area \u0026amp; Magnet School students will be held Wednesday June 23 from 5:30-6:30 p.m. at Rockefeller. Class space is limited. Plan to enroll NOW!WELCOME TO FRANKLIN INCENTIVE SUMMER SCHOOL 1992 Ue hope that your six weeks with us will be educationally profitable for you. 1TABLE OF CONTENTS What Parents Can Do at Home A Message from the Principal..................................1 Handbook Position and Mission Statements...................2 Philosophy and Objectives...................................3-5 Pursuit of Academic Excellence...............................6 Course Offerings, Grades, and Grading Procedures...........7 Homework Policy.................................................8 Study Skills\nHome..................9 June and July Calendar........................................10 Bell Schedule..................................................11 Important Services and Procedures (Hall Passes, Absentee Admits, etc.).................................................12 Attendance......................................................12 Excused and Unexcused Absences..............................12 Make-up Work...................................................13 Student Textbooks.............................................13 School Bookstore/Library Use................................13 Lunch/Illness or Injury at School...........................13 Fire Regulations...............................................14 Tornado Regulations.......................................14-15 Student Conduct............................................16-17 Important Board Policies (in Summary Foirm)..............18-19 Transportation Regulations...............................20-21 Citizenship.................................................22-24TO: The Parents and Students of Summer School FROM: Berthena Nunn, Summer School Principal WELCOME TO SUMMER SCHOOL!! We are looking forward to working with you and your children to make this a very rewarding summer school program. OUR MAIN CONCERN IS QUALITY INSTRUCTION. We have high expectations for every student. * A quality, dedicated staff is in place with instructional leadership. A Student progress will be monitored at all times. We look forward to working with you. Your ideas, suggestions. and cooperation are welcomed and needed. Parents, we are asking you to work with us to help provide your child with the best possible education this summer. Please feel free to call me at 671-6380. Let's work together!!! 1HANDBOOK POSITION STATEMENT \"Communication is what holds a school together. It is through communication that people in the school receive information and exchange ideas. It is also the way beliefs, values, and expectations are transmitted and value given to others.\" This handbook is one of many means of communication used by Franklin Incentive Summer School to inform parents and students of the available educational program parents and students may become more familiar with the mission of the summer school program, its objectives, and procedures by studying the handbook's contents. In doing so, hopefully a clear understanding of the education at Franklin Incentive School will develop. MISSION STATEMENT The mission of Franklin Incentive Summer School is for the faculty, staff, students, and community to create an environment that promotes self-realization, social interaction, and academic excellence. 2PHILOSOPHY We believe that the purpose of-Franklin Incentive Summer School is for the faculty and staff to establish an atmosphere that maximizes the teaching and learning process in order to assist each student in realizing his/her fullest potential. We believe that staff utilization of classroom management procedures, administrator's feedback on instruction, effective use of educationally sound teaching strategies, continuous professional development, and parent promotion of attendance should enhance each student's opportunity to learn. We also believe that all students should be expected to learn and master the basic literacy skills, and that all adults involved with their learning should stress academic achievement. 3Little Rock School District ELEMENTARY SUMMER SCHOOL HANDBOOK Philosophy The Little Rock School District supports the tenet that additional resources should be made available to students with needs that are not met in the regular school year. To this end, programs for remediation and enrichment will be differed during a six (6) week summer session which is designed to assist students in developing their potential so that they may reach their educational goals and become productive and worthy citizens. Objectives A. Administration The administration will foster and nurture the qualities required for becoming a responsible and productive citizen by providing: 1. 3. 4. a safe environment that is conducive to learning\n2. a well-qualified staff committed to excellence in delivery of educational services\na well-defined educational learning experience which will aid students in furthering their educational preparation for entering the job market\nand an atmosphere which will promote responsible behavior, good citizenship, and better human relations among students. B. Teachers 1. Teachers will work with the administration in assuring that an atmosphere of mutual respect and trust prevails in all areas of interpersonal relations. 2. Teachers will challenge students to think, to evaluate, and to communicate by providing well- organized, structured, and meaningful presentations. 3. Teachers will uphold and maintain traditional standards of excellence and support all school policies and practices. 4C. Students 1. 2. 3. 4. Students will obey all rules regarding classroom procedures and fair play and will show respect for all staff members. Students will strive for continuous progress in each learning area. Students will obey all rules and regulations regarding the care and maintenance of the school building and grounds. Students will obey all styles and regulations regarding attendance. 5PURSUIT OF ACADEMIC EXCELLENCE \"The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor.\" - Vincent T. Lombardi All students at Franklin Incentive Summer School have worth and Franklin Incentive Summer School the ability to succeed. encourages and rewards students through tangible incentives to apply themselves academically and become superior students, t: academic incentive program is administered through the The cooperative effort of the staff. Student incentives for academic excellence are given weekly: Principal's Award (highest math and reading) Math Award (highest average) Reading Award (highest average) Citizenship Award (behavior) Student of the Week (behavior and academic) 6COURSE OFFERINGS Math Reading Enrichment Courses: WORD (Writing, Oral Language, and Reading Development) GRADES AND GRADING PROCEDURES The faculty uses a standard grading system that is designed to encourage good learning habits and to insure proper assessment of student work. Grades are based on percentages. Teachers keep their records in percentage form or in a form that is easily converted to percentages. Grading Scale The following grading scale will be used for the summer school: A B C D F 93 83 70 60 100 92 82 69 59 and below 7HOMEWORK POLICY The Little Rock School District maintains that homework can be an important activity to help students -learn. Homework should be included as an integral part of the instructional program and a means by which students are provided extended time to master learning concepts and objectives. I Homework should be a positive experience and provide students the opportunity to: (1) reinforce skill development\n(2) manage learning time away from the school setting\n(3) communicate to parents learning activities provided during the school day\nand (4) involve other adults in helping them to learn. In the Little Rock School District, all homework assignments will be: a. b. c. d. directly related to the curriculum and the current learning objectives\nexplained thoroughly in terms of content, process, and expectations\nreasonable and will not preclude pupils from assuming other homework and community responsibilities\nand designed to encourage and support efforts to develop the skills to learn independently. 8STUDY SKILLS\nWHAT PARENTS CAN DO AT HOME Parent involvement in a child's education-can-mean the difference between success and failure. his/her study skills can make a difference. Helping your child with The following are suggestions that you, the parent, can use to help your child study at home: 1. Help your child realize that studying is a \"do-it- yourself\" project. However, show willingness to assist your child when the need arises. 2. Help your child to consider and decide what time of day is most effective for study and to plan accordingly. 3. Help your child plan time for fun activities and tele- vision so that these can have their place. A child's attention span can be short, so vary activities. 4. Help your child by creating an environment in the home conducive to study. a. Let your child choose a place to study, preferably furnished with a desk or table. b. Provide a good light and a straight-back chair. Study time is not a time to relax or daydream. c. Have available all of the materials and reference books that may be needed, such as paper, pencils, encyclopedia, dictionary, etc. d. Insist that the T.V., record/tape player, or radio be turned off during study time. e. Explain to other members of the family the importance of being quiet during study time. These tips will assist your child in completing a successful school assignment. Work with your child. Developing good study habits can pay big dividends for your child in school. 9SUMMER SCHOOL CALENDAR JUNE - JULY, 1992 June 18, 1992 First day of Summer School June 23, 1992 Open House (6.30 p.m.) July 3, 1992 Holiday - NO SCHOOL! July 6, 1992 Classes resume July 13, 1992 Interim reports will be sent home July 13-17, 1992 Parent conferences (all parents must schedule a conference) July 30, 1992 Last day of Summer School - Report cards will be sent home 10BELL SCHEDULE 7:30-7:55 a.m. Make-up Tardies 8:00 a.m. First Bell 8:05 a.m. Tardy Bell 10:00-10:15 a.m. Recess Grades 1-3 10:20-10:35 a.m. Recess Grades 4-6 12:15 p.m. Dismissal 11IMPORTANT SERVICES AND PROCEDURES Hall Passes No student shall be in the hall during regular class time without a hall pass issued by the teacher in charge of the student during that time. This will include trips to the restroom, library, and/or office, as well as to any place other than the room to which the student has been assigned. Passage shall be by the shortest and quickest route practical without stop-overs at other points and without bothering other classes in session. Hall passes shall be issued only as needed and must be turned in at the point of destination or returned to the teacher who originated the pass. Absentee Admits Students MUST obtain admission slips in the office between 7:30- 8:00 a.m. in the morning. The absence must be explained by a written note and/or telephone call from a parent. The office number is 671-6380. Any student who is late to class while getting an absent excuse will receive a tardy unless detained by the office. Attendance All elementary students are required to attend a full six-week session. Excused Absences When a pupil is absent from class because of personal illness or extreme family emergency, an excused absence will be given, but time missed must be made up to the satisfaction of the teacher concerned. Students who fail to make up time missed during an excused absence will not be given credit for summer school. Unexcused Absences When a pupil is absent from school for any reason other than personal illness or extreme family emergency, the absence will be unexcused. Unexcused absences include the following: truancy, skipping classes, dental appointments, running errands, and any other absence for reasons other than personal illness or extreme family emergency. Students whose absences are unexcused will be automatically dropped from our rolls without refund of tuition. 12Make-up Work If a student is absent, he/she must make up the work between 7:30-8:00 a.m. Student Textbooks Textbooks are furnished at no expense to students. Students are These textbooks will show encouraged to use their textbooks. Students will be assessed an appropriate wear due to normal use. fee for books damaged through misuse. Each book should be evaluated for previous damage. identified on the textbook evaluation card. Previous damage should be School Bookstore The bookstore will be closed during summer school. Please purchase school supplies before summer school begins (pen, pencils, paper). Library Use Closed during summer program. Lunch Lunch will not be served, child to eat during recess. You may wish to send a snack with your Illness or Injury at School If a student is injured or becomes ill at school, he/she is to report to his/her teacher and ask for a pass to come to the If necessary, the principal will try to contact health room. his/her parents. All students who are injured and become ill must check out through the office before leaving school. Students needing medication while at school must have a statement A prescription or permission signed by the parent/guardian. bottle with the student's name and dosage is required and should be left in the school health room. Remember, it is necessary that we know where to reach you at all times at home and at work. 13Fire Drill Students are informed and instructed by each teacher for the correct route and procedure to follow during a fire drill or actual evacuation, below. The correct evacuation procedure is listed 1. A bell with a continuing series of short intermittent rings signals a fire drill. 2. The teacher should be the last to leave the room after he/she closes windows and door. 3. Lines to and from the safety area are to be single file. 4. Drills are to be orderly in leaving and returning to the building. 5. Rolls should be checked by each teacher or through a buddy system as soon as the safety area is reached. 6. All lines are to stay clear of traffic areas of fire trucks and other vehicles. 7. One long ring indicates students are to return to class. Tornado Drill The intercom system will be used when there seems to be a need for safety measures to be undertaken. drill or alert, please observe the following: When you hear a tornado 1. Move in an orderly manner away from glass areas such as windows, doors, etc., to a distance of 10 feet or more. Students in portable buildings are to come indoors to a designated area. 2. Keep face turned away from glass area. 3. Move to an inner wall of the classroom. 4. Crouch low or sit next to inner walls. 5. If nothing better, keep below school desk top as these will protect some. 6. Do not run outside seeking another building or person. 7. Buses should stop in open areas and if time, seek protection in ditches or low areas. 148. stay clear of power lines and electrical wiring. 9. 10. 11. Teachers, always know how many students you have in your area or on your bus. . . -  - Open a classroom door to remove a possible vacuum buildup. You should remain in the safety situation until an all-clear is given by someone in some way. 12. Keep calm, guiet, and listen so you can detect falling     *   , Do not strike debris and hear instructions being given. matches or use lighter if dark. Gas could be leaking. 15STUDENT CONDUCT The following section reflect the expectations of the Little Rock Community and the statues of-Arkansas-for student-discipline. These expectations include respect for public property and property of other students, an interpretation-free environment where students can learn, and an environment which is healthy and safe. expectations. of fairness. The written rules are an effort to specify these The disciplinary rules are written with the intent Students who fail to comply with these disciplinary guidelines will be processed in a consistent manner as outlined in this section. Incentives for Good Student Behavior It is important to recognize the correct behavior exhibited by a large number of students. Throughout the summer school session, good behavior and good scholastic achievement will result in special rewards or privileges. Students may make reward suggestions to the principal for consideration. Expected Student Behavior The following are points in the District's overall behavioral guideline: 1. Students will be inside their classroom when the tardy bell rings. 2. Students will bring adequate school-related study materials each day and participate cooperatively and fully in the activities planned by the teacher. 3. Students will not deface any school property. 4. Students will comply immediately and courteously with any reasonable request of any school official. Such a request may, at the teacher's discretion, include requiring students to raise their hand to secure permission before talking or moving about the room. be made at the teacher's discretion. Additional reasonable requests may 5. Students will behave in a cooperative and non-disruptive manner at all times. 16Telephone Use of the telephone by students is limited to emergency calls and school business calls only. - Calls-for-permission-to bring homework, ride buses with friends, etc. will not be permitted. These matters should be taken care of at home. A note from the student's teacher is required during the school day before the telephone may be used. 17 iIMPORTANT BOARD POLICIES (in Summary Form) Truancy is defined as being absent from any class or designated area without prior permission from parents, guardians, and/or school. Students will check in and out through the principal's office, or as otherwise advised by the principal, when arriving late or leaving early during the school day. Dress Code Dress and appearance must not present health and safety hazards or cause disruptions of the educational process. Clothing which promotes student use of drugs, alcohol, and immoral behavior or which is demeaning to other students is considered inappropriate for school wear. The following guidelines will be used by all students and parents in determining appropriate dress and grooming in the school environment: 1. Dress and grooming should be in keeping with health and sanitary practices. 2. Students may not wear clothing or hair styles that can be disruptive to or hazardous in educational activities such as shop classes, lab classes, physical education, art, or in some type of job training program. 3. Clothing, buttons, patches, jewelry, or any other items with words, phrases, symbols, pictures, or signs which are indecent, profane, or use suggestive or inflammatory words are not to be worn. 4. Dress and grooming should not substantially disrupt the educational process. [NO] * * tank tops or underwear may be worn as outer clothing\nspandex shorts may be worn in any secondary school\n* shorts, including bike shorts, may be worn if they are more than three (3) inches above the knee\nand 18* clothing with negative racial or gender overtones that appear to be derogatory or discriminatory may be worn. 5. Shoes are worn as required by law. Thongs, beach footwear, slippers, or other footwear inappropriate for school are not to be worn. 6. Caps, coats, hats, or sunglasses are not to be worn in the building. Coats may be worn in breezeways or open areas of buildings during inclement weather. 7. Students shall not wear suggestive or revealing clothing that diverts attention from the learning process or which may lead to a student being insulted, assaulted, or approached disrespectfully. [NO] * shirts and blouses tied at the midriff, clothing with bare midriff, or clothing not properly fastened are to be worn. Final decision of any wearing apparel will be at the discretion of the principal. 19TRANSPORTATION REGULATIONS The purpose of the Transportation Department of the Little Rock School District is to provide the-safest,- most, efficient transportation possible for those students who are to be transported between their home and school. This process is the responsibility of the entire community and requires the cooperation of all students, parents, school personnel, and citizens who drive on the streets in the presence of the school buses. Students and parents are expected to read these regulations carefully. They must be followed if we are to provide safe, efficient transportation for the students of this district. The Little Rock School District encourages any person who observes an incident jeopardizing the safety of the students on a bus to report the incident to the Transportation Department. It is helpful when a person can identify the bus by its number when making such reports. Any recommendations that will assist the department in its operation are also encouraged. The telephone number of the Transportation Department of the Little Rock School District is 570-4000. Incentive School is Mr. Floyd Cooper. The supervisor assigned to Franklin Suspension, loss of bus riding privileges, or other disciplinary sanctions may be imposed when students violate the regulations outlined. Waiting for the Bus 1. 2. 3. 4. 5. Be at the bus stop ten (10) minutes before the bus is scheduled to arrive. Stand on the proper side of the street. Wait until the bus stops before crossing the street to board the bus. Ride only the bus assigned by the school principal. Respect the property rights of others. a. b. c. 6. Do not litter. Do not make unnecessary noise. Do not gather or stand on private property without permission. Make plans with your parent/guardian in case you miss the bus. a. b. c. Do not hitchhike. Do not try to walk to school. Do not ride another school bus. 20The drivers have the same authority on the buses that the teachers have on the school campus. Students are under the supervision of the bus drivers and are responsible to the driver for their conduct. Bus drivers are to report student disrespect or misbehavior to principals. Students thus reported by the bus driver will be subject to disciplinary action. 21NOTE: CITIZENSHIP These rules are included in the Students Rights and Responsibilities Handbook. They are not additional rules. Building Rules: Students will: 1. Respect the rights and property of adults and students. A. Language - No cursing, teasing, arguing, namecalling, or threateningeither spoken or written. B. Keep hands and feet to yourself. C. Use your own materials. D. Do not deface or destroy school property, the property of others, or your own. E. No fighting. 2. Walk and talk guietly at all times. 3. Leave food, gum, and toys AT HOME. 4. Complete all assigned work. 5. Follow any additional classroom rules. Playground Rules Students will: 1. Play in assigned areas only. 2. Come in when bell rings. 3. Follow directions given by Campus Security Supervisor. If a student chooses to break a rule: 1st Offense: Conference/Warning by Staff Member 222nd Offense: Student/Teacher Conference 3rd Offense: Recess/Detention 4th Offense: 5th Offense: Parent/Teacher Conference Sent to Principal's Office The following behaviors are forbidden - engaging in them usually results in a short-term suspension: 1. Fighting 2. Using Profanity 3. Throwing Rocks 4. Disrespect to Adults 231 OFFENSE 1st Offense SANCTIONS 2nd Offense 3rd Offense Fighting Verbal assault on staff Physical assaxilt on staff Verbal assault on fellow student Possession, use, or sale of a dnig or controlled substance Insubordination-failure to follow a specific instruction given by staff Expulsion Expulsion Expulsion Warning Expulsion Suspension Suspension Expulsion Expulsion Possession of a firearm/weapon Expulsion Leaving campus un-authorized Warning \u0026amp; Make up time loss Drop for non- attendance Truancy/class cuts Flagrant obscenities/profanity Public intoxication Disorderly conduct-loud, disruptive behavior Malicious mischief-playful behavior or action that inflicts injury to self, others, and/or the learning atmosphere Gambling Theft Arson Sleeping in class It It II It It Warning Expulsion Warning Warning Suspension Expulsion Expulsion Warning Suspension Suspension Suspension Expulsion Suspension Expulsion Expulsion Expulsion Expulsion Destruction of school property Expulsion When a stxadent is expelled, no credit or refund is given. The entire staff is charged with monitoring student behavior in assuring that a wholesome, productive, and business-like atmosphere prevails at all times during school hours. 24\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1204","title":"Little Rock School District Operating Budget","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1992/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational planning","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["Little Rock School District Operating Budget"],"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/1204"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT OPERATING BUDGET 1992-93 3: rr, 3: 0 TO: FROM: RE: Little Rock School District 810 West Markham Little Rock, Arkansas 72201 July 23, 1992 Board Members Dr. Mac Bernd, Superintendent L \\.. \\. '~ Budget Proposal I. Introduction Enclosed is a proposed balanced budget for 1992-93 which I am submitting for your approval. Making decisions which might adversely affect the lives of employees and youngsters is not a responsibility I enjoy. However, it is my duty and pledge to you and the community that I will make the decisions which will ensure that the financial future of the District is optimistic rather than pessimistic. II. Process Used In Developing the Budget It is common knowledge that to balance the 1992-93 budget, the District can no longer maintain the status quo. Consequently, we have considered everything. However, the full-range of possible cuts has been limited because all personnel have been reelected for the 1992-93 school year. Therefore, the only possible reduction in personnel costs is the reassignment of personnel to fill currently vacant positions. We have accomplished this in two ways: 1) by reassigning personnel from programs which exceed state standards into classroom vacancies\nand 2) by eliminating small classes and reassigning the teachers who would have been assigned to those classes. Where possible, we have reduced non-personnel costs. Any purchases for the entire year will be monitored so that only purchases to comply with the desegregation plan, to maintain buildings, and to supply classrooms will be allowed. III. Continuing Process Once this budget is adopted, the budgeting process will not end. We must begin to restructure the budgeting process so that full attention and resources are directed at improving student achievement rather than providing so many different programs which ultimately distract the District's focus to other issues. It is my goal to place the entire District in the position of being accountable for improving student achievement. This will be done by concentrating our attention first on the core curricular areas. Next, programs which are designed to improve instruction and achievement in these areas will be linked to particular expected outcomes and goals. If a program does not have this linkage, I will be recommending in the Spring of 1993 that personnel contracts in these areas not be renewed for the next fiscal year. Finally, for the District to operate efficiently and effectively, it will be necessary to streamline the administration. Because contracts have been renewed for 1992- 93, this cannot be fully accomplished this year. On the other hand, the District has several cost centers where investment in personnel might produce savings or generate revenues for the District. All of these items will be considered in the coming months. IV. Budget Proposals The following summary of budget proposals is prioritized based on the impact on direct classroom instruction. Next are those items which indirectly impact on classroom instruction. Those items in the final group have no effect on classroom instruction. Should additional revenue become available during the school year, then those items with the direct impact on classroom instruction will be considered for adding back to the budget. Direct Impact on Classroom Instruction Restoring Carryover Teaching Vacancies Music Teachers Proposal No. 4 Proposals No. 6,14 Indirect Impact on Counseling Classroom Instruction Gifted \u0026amp; Talented Material, Supply, ... Seven-Period Day Utility Costs General support Certified Admin. Employee Benefits Misc. Adjustments Non-Cert. Vacancies Plant Services Transportation Proposals No. 5,14 Proposals No. 1,14 Proposal No. 9 Proposal No. 10 Proposal No. 12 Proposal No. 11 Proposal No. 13 Proposal No. 7 Proposal No. 8 Proposal No. 3 Proposal No. 2 $2,321,865 840,000 680,422 3,842,287 429,066 479,130 2,408,574 1,242,227 300,000 4,858,997 360,000 200,000 1,019,444 100,000 225,000 70,000 1,974,444 $10.-675,728 V. Desegregation Budget As part of the desegregation monitoring process, the District must improve its reporting capabilities. This will require rebuilding the desegregation budget by conducting a \"Desegregation Plan Audit.\" The desegregation budget for 1992-93 was developed in cooperation with the Office of Desegregation Monitoring. The individual desegregation programs have been given separate accounting codes to track programs across school and department lines. The dollars listed in this budget represent the dollars charged against Settlement and operating revenue. In addition, special revenue sources, such as Chapter I, are also used to support desegregation programs. VI. Long Range Projections On August 3, 1992, the District must present a revised long range revenue and expense projection to the Court. We are in the process of preparing such a report which will be shared with the Court. This report will be available for you as soon as it is available, but I will not be asking for you to vote on this report because we must use this projection as the basis for continued dialogue about the future of the District. VII. Conclusion Any time a community must suffer through an unexpected budget reduction is traumatic for everyone. However, this is also an opportunity to send a strong message that this District will not evade making tough decisions. Consequently, I am confident in recommending these proposals as the most appropriate alternatives at this time. VIII. Recommendation I recommend that you approve the budget document as submitted. BUDGET SUMMARY - - - LITTLE ROCK SCHOOL DISTRICT OPERATING BUDGET REVENUE PROJECTION FOR THE PERIOD ENDING JUNE 30, 1993 Actual (Unaudited) 1991-92 REVENUE - LOCAL SOURCES CURRENT TAXES 38,196,979 40% PULLBACK 21,081,833 DELINQUENT TAXES 4,250,186 EXCESS TREASURERS FEES 140,858 DEPOSITORY INTEREST 241,476 REVENUE IN LIEU OF TAXES 224,667 MISC. AND RENTS 406,878 INTEREST ON INVESTMENTS 354,446 ATHLETIC RECEIPTS 100,857 TOTAL 64,998,181 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 SEVERANCE TAX 15,350 TOTAL 88,769 - EVENUE - STATE SOURCES MFPA 27,264,460 SETTLEMENT PROCEEDS 8,637,482 SETTLEMENT LOAN 4,500,000 APPORTIONMENT 73,426 VOCATIONAL 1,513,699 HANDICAPPED CHILDREN 824,870 EARLY CHILDHOOD 147,050 ORPHAN CHILDREN 3,000 TRANSPORTATION 2,379,879 COMPENSATORY EDUCATION 858,743 M TO M TRANSFERS 1,770,486 ADULT EDUCATION 697,589 TOTAL 48,670,683 REVENUE - OTHER SOURCES PUBLIC LAW 874 9,385 TRANSFER FROM FED GRANTS 129,428 TRANSFER FROM BOND ACCT 394,675 - TOTAL 533,488 TOTAL REVENUE 114,291,121 Budget 1992-93 39,088,120 21,694,578 4,250,186 140,000 300,000 224,667 461,000 300,000 100,857 66,559,408 73,419 11,000 84,419 27,042,713 8,926,606 * 1,500,000- 73,419 1,341,887 821,449 229,403 3,000 2,692,563 548,034 2,490,900 697,589 46,367,563 40,000 262,000 600,000 902,000 113,913,390 --------------------------- - - LITTLE ROCK SCHOOL DISTRICT OPERATING BUDGET EXPENSE PROJECTION FOR THE PERIOD ENDING JUNE 30, 1993 EXPENSES SALARIES BENEFITS DESEGREGATION SERVICES, SUPPLIES, MATERIALS, EQUIP. DEBT SERVICE CONTINGENCY TOTAL OPERATING EXPENSES INCREASE (DECREASE) IN FUND BALANCE BEGINNING FUND BALANCE ENDING FUND BALANCE Actual (Unaudited) 1991-92 65,368,035 8,020,788 15,997,240 15,267,935 7,950,100 0 112,604,098 1,687,023 634,842 2,321,865 Budget 1992-93 65,063,011 9,162,732 17,013,029 14,536,674 9,597,115 500,000 115,872,560 (1,959,170) 2,321,865 362,695 ========================--= \"'C ::0 0 \"'C 0 (/') \u0026gt; r (/') Gifted and Talented Little Rock School District Budget Reduction Recommendations Proposal No. 1 The District currently employs approximately 32 FTE to implement its gifted and talented curriculum. This program costs the operating budget $1. 3 million annually, but the District must spend only $230,000 according to the state. As a result, the gifted program consumes a significant amount of local funds. It is proposed that the number of gifted and talented specialists be reduced to 16. Based upon the revised enriched curriculum that must be authorized by the Arkansas Department of Education, each gifted specialist would meet with each student to assess progress on a weekly basis. The specialist will work cooperatively with the regular teacher by reviewing student management plans, developing activities, and monitoring classroom exercises. The gifted specialist would provide technical assistance to every classroom where gifted and talented students have been identified. cost savings: $479,130 Impact: \"Pull-out time\" for separate instruction will be reduced. Transportation Little Rock School District Budget Reduction Recommendations Proposal No. 2 The District has operated with the same student assignment plan now for three years. As a result, the effects of previous student assignment plans are minimized as students matriculate from one level to the next. For 1992-93, the District can reduce, based on current knowledge, 7 driver positions because of increased routing efficiency. cost savings: $70,000 Impact: No significant impact is expected. Plant Services Little Rock School District Budget Reduction Recommendations Proposal No. 3 The Plant Services Department has been in the process of implementing the Omaha Formula in staffing schools with custodians. The formula currently shows that a reduction of ten FTEs can be made without going under the recommended staffing levels. This reduction can be made through adjustment of existing personnel to fill existing vacancies. In addition, one supervisor position is vacant and will not be filled. It is also common practice to charge bond proceeds for the actual costs of specific projects. In the past, the District has not had the capability to charge projects for the District's operating overhead. This practice will begin for 1992-93. Cost Savings: $225,000 Impact: No significant impact is expected. Teaching Vacancies Little Rock School District Budget Reduction Recornmendations Proposal No. 4 Currently, the District has over 100 teaching vacancies. It is proposed to eliminate 30 of these positions by attrition. The positions will be eliminated by strictly adhering to a minimum class size of 15 and combining small classes when possible. In addition, all hirings or voluntary transfers will be based on actual assignments rather than enrollment projections. cost savings: $840,ooo Impact: The District will not be able to fill any remaining teaching vacancies until the opening of school is near. Counseling Little Rock School District Budget Reduction Recommendations Proposal No. 5 The state standards require that \"[t]he ratio for [all grade levels] shall be not less than one (1) counselor for every four hundred fifty (450) students.\" However, \"[i]t is recommended that the district's ratio shall be not less than one (1) counselor for every three hundred (300) students.\" In 1991-92, the District staffed the schools at the 300:1 level, which has resulted in exceeding the standards by approximately 25 positions. For 1992-93, the level cannot be maintained. As a result, it is proposed to reduce the number of counselor FTEs by 19 as follows: Senior High Schools Junior High Schools Area Elementary Schools Cost Savings: FTE 4.0 7.0 ___b_Q ~ $429,066 Impact: Actual enrollment will determine final counselor assignments. Each counselor will be responsible for an increased caseload. Music Teachers Little Rock School District Budget Reduction Recommendations Proposal No. 6 By contract, teachers are provided 270 minutes of preparation time per week. This commitment is currently met as follows: PE Aides Music Minutes Per 60 60 Before/After School 150 m. Week To substitute 60 minutes per week which music instruction provides, it is proposed that 30 minutes per week be provided through instruction in the computer lab and 30 minutes per week in the library. This change will allow the reduction of 22.8 FTE of music teachers. Cost savings: $680,422 Impact: Classroom teachers will provide the required music instruction to meet state standards. This reduction in instruction is offset by an increase in library time. Miscellaneous Adjustments Little Rock School District Budget Reduction Recommendations Proposal No. 7 The following budget reductions will be made in the budget presented for approval. These items were included the budget presented last Spring which produced the initial $7.7 million deficit. Personnel to be charged to federal programs Positions which should not be budgeted Positions which should be charged to New Futures Transportation salary overstatement cost savings: Impact: None $415,310 141,491 62,643 400,000 $1,019,444 Non-Certified Vacancies: Little Rock School District Budget Reduction Recommendations Proposal No. 8 The following vacant positions will either not be filled or filled by reassigning personnel from other areas of the District. The secretarial vacancies will be filled by reassigning the two secretarial positions from the pupil personnel department. The nurse position will not be filled and existing coverage will be realigned to provide services to these schools. Secretary - McDermott Guidance Secretary - Central Nurse - Henderson/Otter Creek Located at the Instructional Resource Center are four instructional aides. It is proposed to reassign these aides to existing vacancies in the schools. These aides may choose from several existing vacancies before any new employees will be considered. In addition, three aides previously funded through federal programs will be reassigned to existing vacancies. Cost savings: $100,000 Impact: No significant impact is expected. Little Rock School District Budget Reduction Recommendations Proposal No. 9 Material. Supply. Equipment. \u0026amp; Substitute Budgets The following amounts have been reduced from departmental budgets from the budget presented last Spring. Vocational 44,721 Music 5,176 Health 5,280 Gifted and Talented 17,137 Math 6,680 Superintendent 4,807 Planning \u0026amp; Research 14,050 Communications 14,141 VIPS 2,800 Board of Directors 99,866 Support Services 31,570 Human Resources 4,280 Substitutes 150,000 Data Processing 143,470 Financial Services 4,160 Plant Services 293,564 Assoc. Sup't-curriculum 36,016 Reading 3,300 Assoc. Sup't-Climate 2,500 Science 10,646 Art 2,731 Labor Relations 525 English 5,360 Foreign Language 1,427 Exceptional Children New Futures Social Studies Ass't Sup'ts HIPPY Early Childhood Student Hearing Officer Student Assignment Uniforms Teacher Recruitment Learning Foundations Acad. Prog. Grants Learning Center Security Monitoring Transportation Community School Library Parent Recruiting Incentive Schools 130,747 132,600 1,404 6,600 4,000 30,000 4,000 9,560 110,000 3,000 27,456 480,000 2,000 20,000 3,000 200,000 100,000 25,000 25,000 190,000 Total $2.408.574 Impact: The immediate impact of all of these cuts is not known. The spending of all money will be closely monitored and nothing but essential i terns will be authorized. In addition, how these departments spend money will be completely reevaluated so that we are certain these dollars are improving achievement in the schools. Little Rock School District Budget Reduction Recommendations Proposal No. 10 Elimination of Seven-Period Day at New Magnets The District has proposed to initiate a seven-period day for the new magnet programs at McClellan and Henderson. However, the new programs may still be offered without incurring the salary increases which result from implementing a seven-period day. It is proposed that the District immediately move to make minor modifications to these programs. Cost Savings: $669,000 Impact: The most significant impact will be with public confidence. However, this impact must be balanced with the public's confidence with the District's ability to manage its money. Certified Administrators Little Rock School District Budget Reduction Recommen.dations Proposal No. 11 It is proposed that the following current vacancies not be filled: Athletic Director Music Supervisor Instructional Technology Supervisor Vocational Supervisor In addition it is proposed to combine labor relations with the human resources department and eliminate the pupil personnel department. cost savings: $360,000 Impact: Principals will be required to supervise the counseling program. The new Director of Personnel and Employee Relations will also act as a hearing officer for grievances. Utility Costs: Little Rock School District Budget Reduction Recommendations Proposal No. 12 By adjusting the start-up temperatures for activating heating and air conditioning systems, the District will be able to save considerably in utility costs. In addition, providing electricity for lighting at our stadiums is extremely expensive. It is proposed that when possible the District explore the possibility of playing football games on Saturday and early evenings so that electrical expenses will be saved. cost savings: $300,000 Impact: No impact is expected. It is also possible that security risks will be minimized by holding games during the day. Employee Benefits Little Rock School District Budget Reduction Recommendations Proposal No. 13 The District has had a long practice of providing District-paid benefits immediately after a non-certificated employee comes to work. It is proposed that the District not contribute any money to the employee's benefit package until the employee has served one year's employment. cost savings: $60,000 Impact: No current employees will be affected. Little Rock School District Budget Reduction Recommendations Proposal No. 14 Recommendations to the Magnet Review Committee It is our position that any reductions of personnel in the area schools should also be made in the magnet schools monitored by the Magnet Review Committee. Therefore, it is recommended that you authorize the administration to propose a reduction of magnet positions to the Magnet Review Committee as follows: Gifted \u0026amp; Talented - Elementary Counseling - Elementary Counseling - Secondary Music Teachers - Elementary (Except Booker) Teaching Vacancies - Secondary cost Savings: 1.5 1.4 2.0 3.0 _L_Q ~ Unknown Impact: No significant impact is expected. Potential cost savings are unknown because the funding levels for the Magnet Review Committee budget have not been established. c:c c:: 0 en rr, -i 0 rr, -i -\u0026gt; r Page 1 Little Rock School District 07/23/92 Budget 1992-93 e ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL SCHOOL/DEPARTMENT: CENTRAL CLASSROOM TEACHERS 01-0D-40-1140-0001-0110 66.40 2,118,578.20 267,495.57 2,386,073.n COMP ED 01-00-40-1595-0001-0110 4.00 116,838.00 15,210.22 132,048.22 COUNSELORS 01-00-40-2120-0001-0110 5.00 211,294.00 24,480.44 235,n4.44 INTERNATIONAL STUDIE 01-13-18-1145-0001-0110 2.00 44,885.00 6,470.96 51,355.96 KINDERGARTEN 01-00-40-1110-0001-0110 3.00 86,953.00 11,351.06 98,304.06 LIBRARY 01-00-40-2222-0001-0110 2.00 71,610.00 8,710.52 80,320.52 NURSES 01-00-40-2134-0001-0110 1 .00 31,302.00 3,9n.91 35,279.91 PRINCIPAL 01-00-40-2410-0001-0110 4.00 163,258.00 19,100.22 182,358.22 SPECIAL ED 01-00-40-12XX-0001-0110 3.84 142,038.04 17,105.22 159,143.26 STIPENDS 01-00-40-XXXX-0001-0110 0.00 78,809.22 6,604.21 85,413.43 VOCATIONAL 01-00-40-13XX0001-0110 15.80 631,979.60 74,365.73 706,345.33 107.04 3,697,545.06 454,8n.06 4,152,417.12 CLERICAL 02-00-40-2410-0001-0120 7.00 103,557.50 18,161.72 121,719.22 COMPUTER LAB ATTENDANT 02-13-10-1195-0001-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 02-00-40-2542-0001-0120 12.00 146,382.00 28,524.41 174,906.41 LIBRARY CLERICS 02-00-40-2222-0001-0120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 02-13-16-2587-0001-0120 5.00 54,280.00 11,322.66 65,602.66 STIPENDS 02-00-40-XXXX-0001-0120 0.00 2,650.80 222.14 2,872.94 TEACHERS AIDES 02-00-40-1140-0001-0120 3.00 36,839.00 7,151.51 43,990.51 29.00 _368, 153.30 70,140.45 438,293.75 - BUDGET CONTROL OPERATING 02-00-40-1140-0001-0300 0.00 67,952.00 0.00 67,952.00 0.00 67,952.00 0.00 67,952.00 BUDGET CONTROL - DESEGREGATION 02-13-18-1145-0001-0300 0.00 15,000.00 0.00 15,000.00 0.00 15,000.00 0.00 15,000.00 136.04 4,148,650.36 525,012.51 4,673,662.87 SCHOOL/DEPARTMENT: HALL ACADEMIC SUPPORT TEACHER 01-13-10-1195-0002-0110 1.00 23,302.00 3,307.51 26,609.51 CLASSROOM TEACHERS 01-00-40-1140-0002-0110 44.20 1,406,489.60 1n,745.99 1,584,235.59 COMP ED 01-00-40-1595-0002-0110 1 .00 25,865.00 3,522.29 29,387.29 COUNSELORS 01-00-40-2120-0002-0110 3.00 135,933.00 15,455.59 151,388.59 KINDERGARTEN 01-00-40-1110-0002-0110 1 .00 34,389.00 4,236.60 38,625.60 LIBRARY 01-00-40-2222-0002-0110 1 .00 40,368.00 4,737.64 45,105.64 NURSES 01-00-40-2134-0002-0110 0.70 21,367.50 2,738.96 24,106.46 PRINCIPAL 01-00-40-2410-0002-0110 4.00 187,133.00 21,100.95 208,233.95 SPECIAL ED 01-00-40-12XX-0002-0110 6.20 17o,6n.oo 22,702.49 193,379.49 STIPENDS 01-00-40-XXXX-0002-0110 0.00 117,735.60 9,866.24 127,601.84 VOCATIONAL 01-00-40-13XX-0002-0110 9.80 405,291.00 47,240.43 452,531.43 71.90 2,568,550.70 312,654.69 2,881,205.39 Page 2 Little Rock S_chool District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL CLERICAL 0200-40-2410-0002-0120 6.00 89,065.25 15,592.47 104,657.72 COMPUTER LAB ATTENDANT 02-13-10-1195c0002-0120 1 .00 9,466.00 2,148.05 11,614.05 CUSTOOIANS 02-00-40-2542-0002-0120 7.50 94,831.50 18,107.88 112,939.38 LIBRARY CLERKS 02-00-40-2222-0002-0120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 02-13-16-2587-0002-0120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 02-0040-XXXX-0002-0120 0.00 5,588.60 468.32 6,056.92 TEACHERS AIDES 02-00-40-1140-00020120 3.00 27,492.00 6,368.23 33,860.23 20.50 262,447.35 49,766.49 312,213.84 BUDGET CONTROL - OPERATING 02-0040-1140-00020300 0.00 36,764.00 0.00 36,764.00 0.00 36,764.00 0.00 36,764.00 92.40 2,867,762.05 362,421.18 3,230, 183.23 SCHOOL/DEPARTMENT: METROPOLITAN NURSES 01-0000-2134-00040110 1.00 15,674.00 2,668.28 18,342.28 PRINCIPAL 01-00002410-0004-0110 2.00 95,648.00 10,724.90 106,372.90 STIPENDS 01-oo-oo-xxxx-0004-0110 0.00 107,469.54 9,005.95 116,475.49 VOCATIONAL 01-000013XX-0004-0110 25.50 940,633.50 113,372.49 1,054,005.99 28.50 1,159,425.04 135,771.62 1,295,196.66 CLERICAL 02-00-00-2410-0004-0120 3.00 51,595.00 8,388.06 59,983.06 - USTOOIANS 0200-00-2542-0004-0120 6.00 79,955.00 14,829.03 94,784.03 ECURITY 02-13-16-25870004-0120 2.00 21,520.00 4,512.98 26,032.98 11.00 153,070.00 27,730.07 180,800.07 BUDGET CONTROL - OPERATING 02-00401140-0004-0300 0.00 336,450.00 0.00 336,450.00 0.00 336,450.00 0.00 336,450.00 39.50 1,648,945.04 163,501.69 1,812,446.73 SCHOOL/DEPARTMENT: DUNBAR ACADEMIC SUPPORT TEACHER 011310-1195-0007-0110 3.00 82,061.00 10,941.11 93,002.11 CLASSROOM TEACHERS 01-00-301130-0007-0110 33.60 959,219.20 125,903.85 1,085,123.05 COUNSELORS 01-00-302120-0007-0110 1 .80 76,796.20 8,874.16 85,670.36 COUNSELORS 01-13-27-2120-0007-0110 1.00 23,243.00 3,302.56 26,545.56 INTERNATIONAL STUDIE 01-13-18-1135-0007-0110 2.00 52,830.20 7,136.77 59,966.97 LIBRARY 01-00-30-2222-0007-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-30-2134-0007-0110 0.60 13,048.80 1,906.37 14,955.17 PRINCIPAL 0100-30-2410-0007-0110 3.00 124,480.00 14,495.82 138,975.82 SPECIAL ED 01-00-30-12XX-00070110 2.50 59,234.00 8,350.81 67,584.81 STIPENDS 01-00-30-XXXX-0007-0110 0.00 147,558.50 12,474.34 160,032.84 VOCATIONAL 01-00-30-13XX-0007-0110 3.00 106,543.00 12,992.70 119,535.70 51.50 1,685,381.90 211,116.13 1,896,498.03 Page 3 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS  TOTAL CLfRICAL 02-00-30-2410-0007-0120 3.00 50,045.00 8,258.17 58,303.17 COMPUTER LAB ATTENDANT 02-13-10-1195-0007-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 02-00-30-2542-0007-0120 7.00 91,876.50 17,182.85 109,059.35 LIBRARY CLERICS 02-00-30-2222-0007-0120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 02-13-16-2587-0007-0120 2.00 21,840.00 4,539.79 26,379.79 STIPENDS 02-00-30-XXXX-0007-0120 0.00 537.60 45.05 582.65 TEACHERS AIDES 02-00-30-1130-0007-0120 1.00 9,466.00 2,148.05 11,614.05 15.00 198,209.10 36,931.92 235,141.02 BUDGET CONTROL - OPERATING 02-00-30-1130-0007-0300 0.00 28,820.00 0.00 28,820.00 0.00 28,820.00 0.00 28,820.00 BUDGET CONTROL - DESEGREGATION 02-13-18-1135-0007-0300 0.00 36,000.00 0.00 36,000.00 0.00 36,000.00 0.00 36,000.00 66.50 1,948,411.00 248,048.05 2, 196,459.05 SCHOOL/DEPARTMENT: FAIR ACADEMIC SUPPORT TEACHER 01-13-10-1195-0008-0110 1.00 28,680.00 3,758.18 32,438.18 CLASSROOM TEACHERS 01-00-40-1140-0008-0110 33.80 1,010,522.20 130,474.00 1,140,996.20 COMP ED 01-00-40-1595-0008-0110 1.00 33,904.00 4,195.96 38,099.96 COUNSELORS 01-00-40-2120-0008-0110 2.20 91,098.80 10,614.64 101,713.44 - INDERGARTEN 01-00-40-1110-0008-0110 1.00 34,681.00 4,261.07 38,942.07 IBRARY 01-00-40-2222-0008-0110 1.00 34,749.00 4,266.TT 39,015.n NURSES 01-00-40-2134-0008-0110 0.60 13,981.20 1,984.50 15,965.70 PRINCIPAL 01-00-40-2410-0008-0110 4.00 175,982.00 20,166.49 196,148.49 SPECIAL ED 01-0040-12XX-0008-0110 7.50 238,695.00 30, 163.64 268,858.64 STIPENDS 01-00-40-XXXX-0008-0110 0.00 64,745.35 5,425.66 70,171.01 VOCATIONAL 01-00-40-13XX-0008-0110 10.00 355,615.00 43,348.54 398,963.54 62.10 2,082,653.55 258,659.45 2,341,313.00 CLERICAL 02-00-40-2410-0008-0120 7.00 102,154.25 18,044.13 120,198.38 COMPUTER LAB ATTENDANT 02-13-10-1195-0008-0120 1.00 9,466.00 2, 148.05 11,614.05 CUSTOOIANS 02-00-40-2542-0008-0120 7.00 86,846.00 16,761.29 103,607.29 LIBRARY CLERICS 02-00-40-2222-0008-0120 1.00 11,850.00 2,347.83 14,197.83 SECURITY 02-13-16-2587-0008-0120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 0200-40-XXXX-0008-0120 0.00 1,152.00 96.54 1,248.54 TEACHERS AIDES 02-00-40-1140-0008-0120 4.00 38,028.00 8,605.95 46,633.95 22.00 271,016.25 52,516.n 323,533.02 BUDGET CONTROL - OPERATING 02-00-40-1140-0008-0300 0.00 35,036.00 0.00 35,036.00 0.00 35,036.00 0.00 35,036.00 84.10 2,388,705.80 311, 176.22 2,699,882.02 Page 4 Little Rock School District 07/23/92 Budget 1992-93 - DESCRIPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS TOTAL SCHOOL/DEPARTMENT: FOREST HEIGHTS ACADEMIC SUPPORT TEACHER 01-13-10-1195-0009-0110 1.00 31,069.00 3,958.38 35,027.38 CLASSROOM TEACHERS 01-00-30-1130-0009-0110 27.80 802,039.20 104,874.32 906,913.52 CLASSROOM TEACHERS 0113-27-1130-0009-0110 1.00 21,981.00 3,196.81 25, 1n.81 COMP ED 01-00-30-1595-00090110 4.00 126,256.00 15,999.45 142,255.45 COJNSELORS 01-00-30-2120-0009-0110 2.00 80,742.00 9,475.78 90,217.78 JR HI RESTRUCTURE 0113-10-1137-0009-0110 4.00 102,915.00 14,043.48 116,958.48 LIBRARY 01-00-30-2222-0009-0110 1.00 36,602.00 4,422.05 41,024.05 NURSES 01-00-302134-0009-0110 1.00 29,748.00 3,847.68 33,595.68 PRINCIPAL 01-00-30-2410-0009-0110 3.00 138,202.00 15,645.73 153,847.73 SPECIAL ED 01-003012XX0009-0110 6.10 196,345.00 24,717.99 221,062.99 STIPENDS 01-00-30-XXXX-0009-0110 0.00 49,475.85 4,255.02 53,730.87 VOCATIONAL 01-00-30-13XX-0009-0110 6.20 213,385.40 26,281.46 239,666.86 57.10 1,828,760.45 230,718.15 2,059,478.60 CLERICAL 02-00-30-2410-00090120 2.00 31,782.00 5,372.93 37,154.93 COMPUTER LAB ATTENDANT 0213-10-1195-00090120 1.00 9,713.00 2,168.75 11,881.75 CUSTOOIANS 020030-2542-0009-0120 5.00 63,705.00 12,112.48 75,817.48 LIBRARY CLERKS 02-00-30-2222-0009-0120 1.00 11,411.00 2,311.04 13,722.04 SECURITY 0213-16-2587-0009-0120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 02-00-30-XXXX-0009-0120 0.00 1,075.20 90.10 1,165.30 TEACHERS AIDES 02-00-30-1130-0009-0120 2.00 22,964.00 4,633.98 27,597.98 13.00 162,170.20 31,202.26 193,372.46 eiUDGET CONTROL OPERATING 02-00-30-1130-0009-0300 0.00 29,396.00 0.00 29,396.00 0.00 29,396.00 0.00 29,396.00 70.10 2,020,326.65 261,920.41 2,282,247.06 SCHOOL/DEPARTMENT: PULASKI HEIGHTS CLASSROOM TEACHERS 01-13-27-1130-0010-0110 1.00 20,195.00 3,047.14 23,242.14 CLASSROOM TEACHERS 01-00-30-1130-0010-0110 31.20 920,513.60 119,408.80 1,039,922.40 COMP ED 01-00-30-1595-0010-0110 4.00 116,800.00 15,207.04 132,007.04 COJNSELORS 01-00-302120-0010-0110 2.00 82,417.00 9,616.14 92,033.14 JR HI RESTRUCTURE 01-13-10-1137-0010-0110 5.00 129,004.00 17,584.54 146,588.54 LIBRARY 01-00-302222-0010-0110 1 .00 36,602.00 4,422.05 41,024.05 NURSES 01-00-30-2134-0010-0110 0.60 14,121.00 1,996.22 16,117.22 PRINCIPAL 01-00-30-2410-0010-0110 3.00 131,914.00 15,118.79 147,032.79 SPECIAL ED 01-003012XX-00100110 6.00 190,639.80 24, 104.42 214,744.22 STIPENDS 0100-30-XXXX-0010-0110 0.00 54,925.16 4,711.67 59,636.83 VOCATIONAL 01-003013XX-00100110 5.00 182,332.00 22,053.42 204,385.42 58.80 1,879,463.56 237,270.23 2,116,733.79 CLERICAL 02-00-30-2410-0010-0120 3.00 48,344.00 8,115.63 56,459.63 COMPUTER LAB ATTENDANT 02-13-10-1195-0010-0120 1.00 9,054.00 2,113.53 11,167.53 CUSTOOIANS 02-00-30-2542-0010-0120 5.50 76,923.50 13,897.59 90,821.09 Page 5 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOONT BENEFITS TOTAL SECURITY 02-13-16-2587-0010-0120 2.00 21,200.00 4,486.16 25,686.16 STIPENDS 02-00-30-XXXX-0010-0120 0.00 288.00 24.13 312.13 11.50 155,809.50 28,637.04 184,446.54 BUDGET CONTROL OPERATING 02-00-30-1130-0010-0300 0.00 28,496.00 0.00 28,496.00 0.00 28,496.00 0.00 28,496.00 70.30 2,063,769.06 265,907.27 2,329,676.33 SCHOOL/DEPARTMENT: SOOTHWEST ACADEMIC SUPPORT TEACHER 01-13-10-1195-0011-0110 1.00 22,525.00 3,242.40 25,767.40 CLASSROOM TEACHERS 01-13-27-1130-0011-0110 1.00 24,078.00 3,372.54 27,450.54 CLASSROOM TEACHERS 01-00-30-1130-0011-0110 26.40 728,906.80 96,849.11 825,755.91 COMP ED 01-00-30-1595-0011-0110 4.00 116,334.00 15,167.99 131,501.99 COONSELORS 01-00-30-2120-0011-0110 2.00 62,863.00 7,977.52 70,840.52 JR HI RESTRUCTURE 01-13-10-1137-0011-0110 4.00 87,769.00 12,774.24 100,543.24 LIBRARY 01-00-30-2222-0011-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-30-2134-0011-0110 0.60 15,344.40 2,098.74 17,443.14 PRINCIPAL 01-00-30-2410-0011-0110 3.00 118,618.00 14,004.59 132,622.59 SPECIAL ED 0100-30-12XX-0011-0110 5.50 172,933.00 21,943.19 194,876.19 STIPENDS 01-00-30-XXXX-0011-0110 0.00 62,491.85 5,345.76 67,837.61 VOCATIONAL 01-0030-13XX-0011-0110 6.00 207,607.00 25,526.27 233,133.27 54.50 1,659,838.05 213,039.99 1,872,878.04 - LERICAL 02-00-30-2410-0011-0120 3.00 47,991.00 8,086.05 56,077.05 COMPUTER LAB ATTENDANT 02-13-10-1195-0011-0120 1.00 9,054.00 2,113.53 11,167.53 CUSTODIANS 02-00-30-2542-0011-0120 5.00 67,986.00 12,471.23 80,457.23 LIBRARY CLERKS 02-00-30-2222-0011-0120 1.00 13,167.00 2,458.19 15,625.19 SECURITY 02-13-16-2587-0011-0120 1.00 10,920.00 2,269.90 13,189.90 STIPENDS 02-00-30-XXXX-0011-0120 0.00 998.40 83.67 1,082.07 11.00 150,116.40 27,482.57 177,598.97 BUDGET CONTROL OPERATING 02-00-30-1130-0011-0300 0.00 29,072.00 0.00 29,072.00 0.00 29,072.00 0.00 29,072.00 65.50 1,839,026.45 240,522.56 2,079,549.01 SCHOOL/DEPARTMENT: MCCLELLAN ACADEMIC SUPPORT TEACHER 01-13-10-1195-0012-0110 1.00 21,748.00 3,177.28 24,925.28 CLASSROOM TEACHERS 01-00-40-1140-0012-0110 38.40 1,110,532.20 145,086.92 1,255,619.12 COMP ED 01-00-40-1595-00120110 0.60 11,650.80 1,789.22 13,440.02 COONSELORS 01-13-27-2120-0012-0110 1.00 31,069.00 3,958.38 35,027.38 COONSELORS 01-00-40-2120-0012-0110 3.00 123,130.00 14,382.69 137,512.69 KINDERGARTEN 01-00-40-1110-0012-0110 1.00 31,535.00 3,997.43 35,532.43 LIBRARY 01-00-40-2222-0012-0110 1.00 40,368.00 4,737.64 45, 105.64 NURSES 01-00-40-2134-0012-0110 1.00 21,748.00 3,177.28 24,925.28 Page 6 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL PRINCIPAL 010040-241000120110 4.00 178,412.00 20,370.13 198,782.13  SPECIAL ED 01004012XX00120110 6.50 182,461.00 24,096.43 206,557.43 STIPENDS 010040XXXX00120110 0.00 75,670.21 6,341.16 82,011.37 VOCATIONAL 01004013XX00120110 13.00 459,553.00 56,122.94 515,675.94 70.50 2,287,8TT.21 287,237.50 2,575,114.71 CLERICAL 020040-241000120120 6.00 70,025.50 13,996.94 84,022.44 COMPUTER LAB ATTENDANT 02131011950012-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 020040-254200120120 8.00 98,662.50 19, 106.32 117,768.82 LIBRARY CLERICS 0200402222-00120120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 02131625870012-0120 5.50 58,620.00 12,363.76 70,983.76 STIPENDS 020040XXXX00120120 0.00 3,898.17 326.67 4,224.84 TEACHERS AIDES 0200401140-00120120 4.00 49,775.00 9,590.35 59,365.35 25.50 305,425.17 60,142.05 365,567.22 BUDGET CONTROL OPERATING 02004011400012-0300 0.00 38,603.00 0.00 38,603.00 0.00 38,603.00 0.00 38,603.00 BUDGET CONTROL DESEGREGATION 021318114500120300 0.00 206,240.00 0.00 206,240.00 0.00 206,240.00 0.00 206,240.00 96.00 2,838,145.38 347,379.55 3,185,524.93 SC. DEPARTMENT: HENDERSON ACADEMIC SUPPORT TEACHER 011310119500130110 2.00 60,545.00 7,783.27 68,328.27 CLASSROOM TEACHERS 010030113000130110 37.80 1,175,896.40 149,751.56 1,325,647.96 CLASSROOM TEACHERS 011327113000130110 1.00 28,724.00 3,761.87 32,485.87 COUNSELORS 010030212000130110 2.00 79,900.00 9,405.22 89,305.22 LIBRARY 0100302222-00130110 1.00 40,368.00 4,737.64 45,105.64 NURSES 0100302134-00130110 0.00 0.00 2,647.86 2,647.86 PRINCIPAL 010030241000130110 4.00 159,212.00 18,761.17 1TT,973.17 SPECIAL ED 01003012XX00130110 6.50 204, 161.50 25,914.93 230,076.43 STIPENDS 010030XXXX00130110 0.00 62,175.80 5,319.27 67,495.07 VOCATIONAL 01003013XX00130110 5.00 150,990.00 19,426.96 170,416.96 59.30 1,961,972.70 247,509.75 2,209,482.45 CLERICAL 0200301130-00130120 2.50 41,859.50 6,894.83 48,754.33 COMPUTER LAB ATTENDANT 021310119500130120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 020030-254200130120 7.00 95,815.00 17,512.90 113,327.90 LIBRARY CLERICS 02003022220013-0120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 0213162587-00130120 3.50 38,060.00 7,931.23 45,991.23 SPECIAL ED AIDE 02003012XX00130120 1.00 9,054.00 2,113.53 11,167.53 STIPENDS 020030XXXX00130120 0.00 576.00 48.27 624.27 TEACHERS AIDES 0200301130-00130120 2.00 22,962.00 4,633.82 27,595.82 18.00 232,TT0.50 43,892.59 276,663.09 Page 7 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUOGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL BUDGET CONTROL - OPERATING 02-00-30-1130-0013-0300 0.00 30,872.00 0.00 30,872.00 0.00 30,872.00 0.00 30,872.00 BUDGET CONTROL - DESEGREGATION 02-13-18-1135-0013-0300 0.00 116,987.00 0. 00 116,987.00 0.00 116,987.00 0.00 116,987.00 n.3o 2,342,602.20 291,402.34 2,634,004.54 SCHOOL/DEPARTMENT: ALTERNATIVE LEARNING CLASSROOM TEACHERS 01-13-27-1130-0014-0110 5.00 126,489.00 17,373.78 143,862.78 CCUNSELORS 01-13-27-2120-0014-0110 1.00 32,053.00 4,040.84 36,093.84 NURSES 01-13-27-2134-0014-0110 0.10 2,174.80 317.73 2,492.53 PRINCIPAL 01-13-27-2410-0014-0110 1.00 48,600.00 5,427.48 54,027.48 STIPENDS 01-13-27-XXXX-0014-0110 0.00 1,951.50 163.54 2,115.04 VOCATIONAL 01-13-27-13XX -0014-0110 1.00 24,926.00 3,443.60 28,369.60 8.10 236,194.30 30,766.97 266,961.27 CLERICAL 02-13-27-2410-0014-0120 1.00 10,594.00 2,242.58 12,836.58 CUSTODIANS 02-13-27-2542-0014-0120 2.00 20,684.00 4,442.92 25,126.92 SECURITY 02-13-27-2587-0014-0120 1.00 10,920.00 2,269.90 13,189.90 TEACHERS AIDES 02-13-27-1130-0014-0120 2.00 20,412.00 4,420.13 24,832.13 - 6.00 62,610.00 13,375.53 75,985.53 BUDGET CONTROL - DESEGREGATION 02-13-27-1130-0014-0300 0.00 13,150.00 0.00 13,150.00 0.00 13,150.00 0.00 13,150.00 14.10 311,954.30 44,142.50 356,096.80 SCHOOL/DEPARTMENT: CLOVERDALE JR. CLASSROOM TEACHERS 01-00-30-1130-0015-0110 30.40 732,775.20 102,592.48 835,367.68 CLASSROOM TEACHERS 01-13-27-1130-0015-0110 1.00 28,195.00 3,717.54 31,912.54 COMP ED 01 -00-30-1595-0015-0110 5.00 133,578.00 17,967.84 151,545.84 CCUNSELORS 01-00-30-2120-0015-0110 2.00 n,819.oo 9,230.83 87,049.83 JR HI RESTRUCTURE 01-13-10-1137-0015-0110 5.00 111,789.00 16,141.92 127,930:92 LIBRARY 01-00-30-2222-0015-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-30-2134-0015-0110 0.60 15,052.80 2,074.30 17,127.10 PRINCIPAL 01-00-30-2410-0015-0110 3.00 127,625.00 14,759.38 142,384.38 SPECIAL ED 01-00-30-12XX-0015-0110 4.20 117,874.80 15,568.07 133,442.87 STIPENDS 01-00-30-XXXX-0015-0110 0.00 46,966.78 4,044.76 51,011.54 VOCATIONAL 01-00-30-13XX-0015-0110 5.80 175,326.60 22,550.21 197,876.81 58.00 1,607,370.18 213,384.97 1,820,755.15 CLERICAL 02-00-30-2410-0015-0120 2.00 32,453.00 5,429.16 37,882.16 COMPUTER LAB ATTENDANT 02-13-10-1195-0015-0120 1.00 9,713.00 2,168.75 11,881.75 Page 8 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BLOGET CODE FTE SALARY/AMOJNT BENEFITS TOTAL CUSTODIANS 02003025420015-0120 5.50 71,482.00 13,441.59 84,923.59 LI BRA RY CLERKS 02-00-30-222200150120 1.00 12,728.00 2,421.41 15,149.41 SECURITY 02131625870015-0120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 020030XXXX00150120 0.00 1,075.20 90.10 1,165.30 TEACHERS AIDES 0200301130-00150120 1.00 16,373.00 2,726.86 19,099.86 12.50 165,344.20 30,790.85 196,135.05 BUDGET CONTROL OPERATING 02003011300015-0300 0.00 28,640.00 0.00 28,640.00 0.00 28,640.00 0.00 28,640.00 70.50 1,801,354.38 244,175.82 2,045,530.20 SCHOOL/DEPARTMENT: MABELVALE JR. CLASSR\u0026lt;XlM TEACHERS 011327-113000160110 1.00 32,079.00 4,043.02 36,122.02 CLASSR\u0026lt;XlM TEACHERS 0100301130-00160110 27.20 759,514.80 100,497.90 860,012.70 COMP ED 010030-159500160110 2.00 62,672.00 7,961.51 70,633.51 COUNSELORS 0100-30-212000160110 2.00 59,940.00 7,732.57 67,672.57 LIBRARY 01-003022220016-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 0100-30-213400160110 0.60 15,810.00 2,137.76 17,947.76 PRINCIPAL 0100302410-00160110 3.00 141,349.00 15,909.45 157,258.45 SPECIAL ED 01003012XX00160110 6.50 175,267.00 23,493.57 198,760.57 STIPENDS 010030XXXX00160110 0.00 74,163.70 6,323.86 80,487.56 VOCATIONAL 01003013XX00160110 4.20 _138,949.40 17,334.12 156,283.52 - 47.50 1,500,112.90 190, 171.40 1,690,284.30 CLERICAL 02-003024100016-0120 3.00 50,045.00 8,258.17 58,303.17 COMPUTER LAB ATTENDANT 0213101195-00160120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02003025420016-0120 4.00 45,073.00 9,196.32 54,269.32 LIBRARY CLERKS 020030222200160120 1.00 12,289.00 2,384.62 14,673.62 SECURITY 0213162587-00160120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 020030XXXX00160120 0.00 626.08 52.47 678.55 TEACHERS AIDES 0200301130-00160120 2.50 24,446.00 5,435.57 29,881.57 13.50 164,205.08 32,050.19 196,255.27 BUDGET CONTROL OPERATING 02003011300016-0300 0.00 25,732.00 0.00 25,732.00 0.00 25,732.00 0.00 25,732.00 61.00 1,690,049.98 222,221.59 1,912,271.57 SCHOOL/DEPARTMENT: BALE 4 YR OLD 011302110500170110 1.00 25,000.00 3,449.80 28,449.80 CLASSR\u0026lt;XlM TEACHERS 01002011200017-0110 12.00 359,757.00 46,405.24 406,162.24 COUNSELORS 0100202120-00170110 0.80 29,494.00 3,555.44 33,049.44 GIFTED 01002019100017-0110 0.25 8,014.75 1,010.34 9,025.09 KINDERGARTEN 010020-111000170110 3.00 97,964.00 12,273.78 110,237.78 LIBRARY 01002022220017-0110 1.00 36,602.00 4,422.05 41,024.05 Page 9 Little Rock School District 07/23/92 Budget 199293 _ E_SCRIPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS TOTAL NURSES 010020-213400170110 0.40 10,229.60 1,399.16 11,628.76 PRINCIPAL 010020-241000170110 1.00 43,786.00 5,024.07 48,810.07 SPECIAL ED 01002012XX00170110 4.50 126,402.00 16,689.09 143,091.09 STIPENDS 010020XXXX00170110 0.00 3,393.20 284.35 3,6TT.55 23.95 740,642.55 94,513.32 835,155.87 4 YR OLD AIDES 02130211050017-0120 1.00 9,000.00 2,109.00 11,109.00 CLERICAL 0200202410-00170120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 02131011950017-0120 1.00 9,000.00 2,109.00 11,109.00 CUSTOOIANS 02002025420017-0120 3.00 33,326.00 6,857.12 40,183.12 LIBRARY CLERKS 021332222200170120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 020020XXXX00170120 0.00 345.60 28.96 374.56 TEACHERS AIDES 020020-112000170120 8.00 64,560.00 16,248.53 80,808.53 15.00 145,374.60 32,504.40 1TT,879.00 BUDGET CONTROL  OPERATING 020020112000170300 0.00 9,640.00 0.00 9,640.00 0.00 9,640.00 0.00 9,640.00 BUDGET CONTROL DESEGREGATION 0213021105-00170300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 38.95 902,357.15 127,017.72 1,029,374.87 SW /DEPARTMENT: BRADY CLASSROOM TEACHERS 0100201120-00180110 17.00 457,450.00 61,365.91 518,815.91 COUNSELORS 010020212000180110 1.00 29,457.00 3,823.30 33,280.30 GIFTED 010020191000180110 0.50 17,835.50 2,172.01 20,007.51 KINDERGARTEN 010020111000180110 3.00 85,197.00 11,203.91 96,400.91 LIBRARY 0100202222-00180110 1.00 25,444.00 3,487.01 28,931.01 NURSES 010020213400180110 0.40 9,414.00 1,330.81 10,744.81 PRINCIPAL 0100202410-00180110 1 .00 49,028.00 5,463.35 54,491.35 SPECIAL ED 01002012XX00180110 2.00 65,011.50 8,157.56 73,169.06 STIPENDS 010020XXXX00180110 0.00 2,705.30 226.70 2,932.00 25.90 741,542.30 97,230.56 838,m.86 CLERICAL 02002024100018-0120 1.00 15,410.00 2,646.16 18,056.16 COMPUTER LAB ATTENDANT 0213101195-00180120 1 .00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 02002025420018-0120 3.00 36,421.00 7,116.48 43,537.48 LIBRARY CLERKS 02133222220018-0120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 020020XXXX00180120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02002011200018-0120 6.00 39,727.00 11,457.92 51,184.92 12.00 114,152.60 25,823.59 139,976.19 BUDGET CONTROL OPERATING 0200201120-00180300 0.00 12,149.00 0.00 12,149.00 Page 10 Little Rock School District 07/23/92 Budget 1992-93 - ESCRI~TION BUDGET COOE FTE SALARY/AMOUNT BENEFITS  TOTAL 0.00 12,149.00 0.00 12,149.00 37.90 867,843.90 123,054.15 990,898.05 SCHOOL/DEPARTMENT: BADGETT 4 YR OLD 01-13-02-1105-0019-0110 1.00 27,185.00 3,632.90 30,817.90 CLASSROOM TEACHERS 01-oo-20-1120-0019-0110 8.00 238,900.50 30,858.26 269,758.76 COUNSELORS 01-00-20-2120-0019-0110 0.50 14,676.00 1,907.25 16,583.25 GIFTED 01-00-20-1910-0019-0110 0.25 8,281.75 1,032.71 9,314.46 KINDERGARTEN 01-00-20-1110-0019-0110 1.00 38,564.00 4,586.46 43,150.46 LIBRARY 01-oo-20-2222-0019-0110 1 .00 31,820.00 4,021.32 35,841.32 NURSES 01-00-20-2134-0019-0110 0.30 6,524.40 953.18 7,477.58 PRINCIPAL 01-00-20-2410-0019-0110 1.00 51,124.00 5,638.99 56,762.99 SPECIAL ED 01-oo-20-12xx-0019-0110 2.00 54,700.50 7,293.50 61,994.00 STIPENDS 01-00-20-XXXX-0019-0110 0.00 2,063.20 1n.9o 2,236.10 15.05 473,839.35 60,097.47 533,936.82 CLERICAL 02-00-20-2410-0019-0120 1.00 13,965.00 2,525.07 16,490.07 COMPUTER LAB ATTENDANT 02-13-10-1195-0019-0120 1.00 9,054.00 2, 113.53 11,167.53 CUSTOOIANS 02-00-20-2542-0019-0120 2.00 21,410.00 4,503.76 25,913.76 E CHILDHOOO AIDE 02-13-02-1105-0019-0120 1 .00 9,713.00 2,168.75 11,881.75 LIBRARY CLERKS 02-13-32-2222-0019-0120 1.00 9,217.00 2,127.18 11,344.18 STIPENDS 02-oo-20-xxxx-0019-0120 0.00 192.00 16.09 208.09 TEACHERS AIDES 02-oo-20-1120-0019-0120 3.00 18,913.00 5,649.31 24,562.31 - 9.00 82,464.00 19,103.69 101,567.69 BUDGET CONTROL - OPERATING 02-oo-20-1120-0019-0300 0.00 5,848.00 0.00 5,848.00 0.00 5,848.00 0.00 5,848.00 BUDGET CONTROL - DESEGREGATION 02-13-02-1105-0019-0300 0.00 556.00 0.00 556.00 0.00 556.00 0.00 556.00 24.05 562,707.35 79,201.16 641,908.51 SCHOOL/DEPARTMENT: MCOERMOTT CLASSROOM TEACHERS 01-oo-20-1120-0020-0110 19.00 588,319.00 75,042.33 663,361.33 COUNSELORS 01-oo-20-2120-0020-0110 1.10 43,939.50 5,1n.41 49,111.91 GIFTED 01-00-20-1910-0020-0110 0.75 24,753.25 3,090.42 27,843.67 KINDERGARTEN 01-oo-20-1110-0020-0110 3.00 106,255.00 12,968.57 119,223.57 LIBRARY 01-oo-20-2222-0020-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-20-2134-00200110 0.50 10,874.00 1,588.64 12,462.64 PRINCIPAL 01-00-20-2410-0020-0110 2.00 87,884.00 10,074.28 97,958.28 SPECIAL ED 01-oo-20-12xx-0020-0110 1 .50 45,486.50 5,843.97 51,330.47 STIPENDS 01-oo-20-xxxx-0020-0110 0.00 2,294.20 192.25 2,486.45 28.85 950,173.45 118,710.51 1,068,883.96 Page 11 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL CLERICAL 02-00-20-2410-0020-0120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 02-13-10-1195-0020-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 02-00-20-2542-0020-0120 3.00 40,950.00 7,496.01 48,446.01 LIBRARY CLERKS 0213-32-2222-0020-0120 1.00 12,728.00 2,421.41 15,149.41 STIPENDS 02-oo-20-xxxx-0020-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0020-0120 5.00 32,847.00 9,526.58 42,373.58 11.00 113,988.20 24,455.02 138,443.22 BUDGET CONTROL OPERATING 02-oo-20-1120-0020-0300 0.00 15,230.00 0.00 15,230.00 0.00 15,230.00 0.00 15,230.00 39.85 1,079,391.65 143,165.53 1,222,557.18 SCHOOL/DEPARTMENT: BASELINE CLASSR004 TEACHERS 01-oo-20-1120-0022-0110 14.00 346,999.00 48,045.72 395,044.72 COUNSELORS 01-oo-20-2120-0022-0110 0.80 28,717.00 3,490.32 32,207.32 GIFTED 0100-20-1910-0022-0110 0.25 9,835.25 1,162.89 10,998.14 KINDERGARTEN 01-oo-20-1110-0022-0110 3.00 80,934.00 10,846.67 91,780.67 LIBRARY 01-oo-20-2222-0022-0110 1.00 30,226.00 3,887.74 34,113.74 NURSES 01-00-202134-0022-0110 0.40 11, 161.60 1,477.26 12,638.86 PRINCIPAL 01-00-20-24100022-0110 1.00 54,269.00 5,902.54 60,171.54 SPECIAL ED 01-oo-20-12xx-0022-0110 1.00 30,234.00 3,888.41 34,122.41 STIPENDS 01-oo-20-xxxx-0022-0110 0.00 2,063.20 172.90 2,236.10 - 21.45 594,439.05 78,874.45 673,313.50 CLERICAL 02-00-20-2410-0022-0120 1.00 14,447.00 2,565.46 17,012.46 COMPUTER LAB ATTENDANT 02-13-10-1195-0022-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 0200-20-2542-0022-0120 3.00 33,235.00 6,849.49 40,084.49 LIBRARY CLERKS 0213-32-2222-0022-0120 1.00 13,167.00 2,458.19 15,625.19 STIPENDS 02-oo-20-xxxx-0022-0120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02-oo-20-1120-0022-0120 5. 00 29,858.00 9,276.10 39,134.10 11.00 101,258.60 23,388.26 124,646.86 BUDGET CONTROL OPERATING 02-oo-20-1120-0022-0300 0.00 10,488.00 0.00 10,488.00 0.00 10,488.00 0.00 10,488.00 32.45 706,185.65 102,262.71 808,448.36 SCHOOL/DEPARTMENT: FAIR PARK CLASSR004 TEACHERS 01-00-40-1140-00230110 12.00 364,118.00 46,770.69 410,888.69 COUNSELORS 01-00-40-21200023-0110 0.60 15,045.00 2,073.65 17,118.65 GIFTED 01-00-40-1910-0023-0110 0.50 17,447.00 2,139.46 19,586.46 KINDERGARTEN 01-00-40-1110-00230110 3.00 99,323.00 12,387.67 111,710.67 LIBRARY 01-00402222-0023-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-40-21340023-0110 0.40 9,666.40 1,351.96 11,018.36 Page 12 Lfttle Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL PRINCIPAL 0100402410-0023-0110 1.00 40,641.00 4,760.52 45,401.52 SPECIAL ED 0100-4012XX00230110 1.50 50,186.00 6,237.79 56,423.79 STIPENDS 0100-40-XXXX-0023-0110 0.00 2,193.62 183.83 2,377.45 20.00 638,988.02 80,643.21 719,631.23 CLERICAL 02-00-40-2410-00230120 1 .00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 0213101195-0023-0120 1.00 10,000.00 2,192.80 12,192.80 CUSTODIANS 020040-2542-0023-0120 3.00 38,461.00 7,287.43 45,748.43 LIBRARY CLERICS 0213322222-00230120 1.00 11,850.00 2,347.83 14,197.83 STIPENDS 020040-XXXX-0023-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 0200401140-0023-0120 5.00 41,988.00 10,292.59 52,280.59 11.00 119,441.00 24,911.95 144,352.95 BUDGET CONTROL  OPERATING 02-oo-20-1120-0023-0300 0.00 8,744.00 0.00 8,744.00 0.00 8,744.00 0.00 8,744.00 31.00 767,173.02 105,555.16 872,728.18 SCHOOL/DEPARTMENT: FOREST PARK CLASSROOM TEACHERS 01-oo-20-1120-0024-0110 13.00 365,292.00 48,223.87 413,515.87 COUNSELORS 01-oo-20-2120-0024-0110 1.00 33,865.00 4,192.69 38,057.69 GI FTEO 010020-1910-0024-0110 0.75 23,398.75 2,976.92 26,375.67 KINDERGARTEN 01-oo-20-1110-0024-0110 4.00 101,673.00 13,939.40 115,612.40 - IBRARY 01002022220024-0110 1 .00 34,749.00 4,266.77 39,015.77 URSES 01002021340024-0110 0.40 9,414.00 1,330.81 10,744.81 PRINCIPAL 0100202410-0024-0110 1.00 49,028.00 5,463.35 54,491.35 SPECIAL ED 01-oo-20-12xx-0024-0110 1.00 31,010.50 3,953.48 34,963.98 STIPENDS 010020-XXXX-00240110 0.00 2,063.20 172.90 2,236.10 22.15 650,493.45 84,520.19 735,013.64 CLERICAL 020020-2410-00240120 1.00 14,150.00 2,540.57 16,690.57 COMPUTER LAB ATTENDANT 0213101195-0024-0120 1.00 9,713.00 2,168.75 11,881.75 CUSTODIANS 02002025420024-0120 3.00 36,235.00 7,100.89 43,335.89 LIBRARY CLERICS 021332-222200240120 1.00 10,973.00 2,274.34 13,247.34 STIPENDS 020020XXXX00240120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02-0020112000240120 .4.00 27,576.80 7,730.14 35,306.94 10.00 98,993.40 21,843.65 120,837.05 BUDGET CONTROL OPERATING 02-0020112000240300 0.00 13,200.00 0.00 13,200.00 0.00 13,200.00 0.00 13,200.00 32.15 762,686.85 106,363.84 869,050.69 SCHOOL/DEPARTMENT: FRANKLIN 4 YR OLD 0113-02-110500250110 3.00 87,187.00 11,370.67 98,557.67 Page 13 Little Rock School District 07/23/92 Budget 1992-93 - ESC~IPTIOH BUDGET COOE FTE SALARY/AMO.INT BENEFITS TOTAL CLASSROCf4 TEACHERS 01-oo-20-1120-0025-0110 19.00 468,537.00 65,004.60 533,541.60 COONSELORS 01-oo-20-2120-0025-0110 1.60 41,728.80 5,664.55 47,393.35 GIFTED 01-00-20-1910-0025-0110 0.50 19,670.50 2,325.79 21,996.29 INCENTIVE PROGRAM 01-13-72-1120-0025-0110 4.00 93,322.00 9,370.78 102,692.78 KINDERGARTEN 01-oo-20-1110-0025-0110 3.00 72, 176.00 10,112.75 82,288.75 LIBRARY 01-oo-20-2222-0025-0110 1.00 33,414.00 4,154.89 37,568.89 NURSES 01-00-20-2134-0025-0110 1.00 21,748.00 3,177.28 24,925.28 PRINCIPAL 01-00-20-2410-0025-0110 2.00 71,491.00 8,700.55 80,191.55 SPECIAL ED 01-oo-20-12xx-0025-0110 3.00 85,100.00 11,195.78 96,295.78 STIPENDS 01-oo-20-xxxx-0025-0110 0.00 5,876.00 492.41 6,368.41 38.10 1,000,250.30 131,570.05 1, 131,820.35 CLERICAL 02-00-20-2410-0025-0120 3.00 28,260.25 6,432.61 34,692.86 COMPUTER LAB ATTENDANT 02-13-10-1195 -0025-0120 12.00 112,682.00 25,700.35 138,382.35 CUSTOOIANS 02-00-20-2542-0025-0120 4.00 43,000.00 9,022.60 52,022.60 E CHILDHOOO AIDE 02-13-02-1105-0025-0120 3.00 29,139.00 6,506.25 35,645.25 INCENTIVE PROGRAM 02-13-64-1120-0025-0120 3.00 25,516.00 6,202.64 31,718.64 LIBRARY CLERKS 02-13-32-2222-0025-0120 1.00 13,606.00 2,494.98 16,100.98 STIPENDS 02-00-20-XXXX-0025-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0025-0120 6.00 43,210.00 11,749.80 54,959.80 32.00 295,816.45 68,143.02 363,959.47 BUDGET COHTROL - OPERATING 02-oo-20-1120-0025-0300 0.00 13,416.00 0.00 13,416.00 - 0.00 13,416.00 0.00 13,416.00 Extended Contracts 02-13-74-1120-0025-0300 0.00 45,000.00 0.00 45,000.00 Extended Day/~eek - Other 02-13-57-1120-0025-0300 0.00 15,000.00 0.00 15,000.00 Extended 0ay/~eek- Stipends 02-13-57-1120-0025-0300 0.00 120,000.00 0.00 120,000.00 Extended Year 02-13-65-1120-0025-0300 0.00 50,000.00 0.00 50,000.00 Incentive Recognition 02-13-66-1120-0025-0300 0.00 3,500.00 0.00 3,500.00 Incentive Schools - Control 02-13-75-1120-0025-0300 0.00 10,000.00 0.00 10,000.00 Staff Development 02-13-73-1120-0025-0300 0.00 10,000.00 0.00 10,000.00 Field Trips 02-13-59-1120-0025-0331 0.00 7,500.00 0.00 7,500.00 Extended Day/~eek - Food 02-13-57-1120-0025-0380 0.00 31,000.00 0.00 31,000.00 0.00 292,000.00 0.00 292,000.00 70.10 1,601,482.75 199,713.07 1,801,195.82 SCHOOL/DEPARTMENT: GARLAND 4 YR OLD 01-13-02-1105-0026-0110 1.00 37,787.00 4,521.35 42,308.35 CLASSROCf4 TEACHERS 01-oo-20-1120-0026-0110 13.00 346,778.00 46,672.40 393,450.40 COONSELORS 01-00-20-2120-0026-0110 1.00 31,787.00 4,018.55 35,805.55 GIFTED 01-00-20-1910-0026-0110 0.50 12,544.00 1,728.59 14,272.59 INCENTIVE PROGRAM 01-13-72-1120-0026-0110 4.00 103,245.00 10,202.33 113,447.33 KINDERGARTEN 01-oo-20-1110-0026-0110 2.00 51,768.00 7,047.76 58,815.76 LIBRARY 01-oo-20-2222-0026-0110 1.00 31,820.00 4,021.32 35,841.32 NURSES 01-00-20-2134-0026-0110 1.00 24,078.00 3,372.54 27,450.54 Page 14 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL PRINCIPAL 01-00-20-2410-0026-0110 1.00 51,200.00 5,645.36 56,845.36 SPECIAL ED 01-oo-20-12xx-0026-0110 3.00 93,051.50 11,862.12 104,913.62 STIPENDS 01-oo-20-xxxx-0026-0110 0.00 5,758.00 482.52 6,240.52 27.50 789,816.50 99,574.84 889,391.34 CLERICAL 02-00-20-2410-0026-0120 2.00 13,487.25 3,839.83 17,327.08 COMPUTER LAB ATTENDANT 02-13-10-1195-0026-0120 1.00 9,466.00 2,148.05 11,614.05 CUSTODIANS 02-00-20-2542-0026-0120 3.00 42,798.50 7,650.91 50,449.41 E CHILDHOOD AIDES 02-13-02-1105-0026-0120 1.00 10,206.00 2,210.06 12,416.06 INCENTIVE PROGRAM 02-13-64-1120-0026-0120 11.00 103,879.00 23,607.86 127,486.86 LIBRARY CLERICS 02-13-32-2222-0026-0120 1.00 11,850.00 2,347.83 14,197.83 STIPENDS 02-00-20-XXXX-0026-0120 0.00 192.00 16.09 208.09 19.00 191,878.75 41,820.63 233,699.38 BUDGET CONTROL OPERATING 02-oo-20-1120-0026-0300 0.00 7,240.00 0.00 7,240.00 0.00 7,240.00 0.00 7,240.00 Extended Contracts 02-13-74-1120-0026-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/Week - Stipends 02-13-57-1120-0026-0300 0.00 85,000.00 0.00 85,000.00 Extended Day/Week Other 02-13-57-1120-0026-0300 0.00 7,500.00 0.00 7,500.00 Extended Year 02-13-65-1120-0026-0300 0.00 30,000.00 0.00 30,000.00 Incentive Recognition 02-13-66-1120-0026-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0026-0300 0.00 7,500.00 0.00 7,500.00 - taff Development 02-13-73-1120-0026-0300 0.00 7,500.00 0.00 7,500.00 ield Trips 02-13-59-1120-0026-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/Week Food 02-13-57-1120-0026-0380 0.00 12,000.00 0.00 12,000.00 0.00 187,500.00 0.00 187,500.00 46.50 1,176,435.25 141,395.47 1,317,830.72 SCHOOL/DEPARTMENT: CHICOT CLASSROOM TEACHERS 01-oo-20-1120-0028-0110 21.00 557,114.00 75,136.95 632,250.95 COUNSELORS 01-oo-20-2120-0028-0110 1.10 34,327.50 4,366.92 38,694.42 GIFTED 01-00-20-1910-0028-0110 0.50 14,990.50 1,933.60 16,924.10 KINDERGARTEN 01-00-20-1110-0028-0110 4.00 114,314.00 14,998.71 129,312.71 LIBRARY 01-00-20-2222-0028-0110 1.00 33,195.00 4,136.54 37,331.54 NURSES 01-00-20-2134-0028-0110 1.00 24,885.00 3,440.16 28,325.16 PRINCIPAL 01-00-20-2410-0028-0110 2.00 85,262.00 9,854.56 95,116.56 SPECIAL ED 01-oo-20-12xx-002a-0110 7.00 211,900.00 27,240.82 239,140.82 STIPENDS 01-0020-XXXX-0028-0110 0.00 2,294.20 192.25 2,486.45 37.60 1,078,282.20 141,300.51 1,219,582.71 CLERICAL 02-00-20-2410-0028-0120 2.00 30,338.00 5,251.92 35,589.92 COMPUTER LAB ATTENDANT 02-13-10-1195-0028-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02-00-20-2542-0028-0120 4.00 40,546.00 8,816.95 49,362.95 LIBRARY CLERICS 02-13-32-2222-0028-0120 1.00 13,167.00 2,458.19 15,625.19 Page 15 Little Rock School District 07/23/92 Budget 1992-93 - EStRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL STIPENDS 02-oo-20-xxxx-0028-0120 0.00 403.20 33.79 436.99 tEACRERS AIDES 02-oo-20-1120-0028-0120 13.00 82,507.00 24,526.49 107,033.49 21.00 177,167.20 43,297.40 220,464.60 BUDGET CONTROL - OPERATING 02-oo-20-1120-0028-0300 0.00 15,010.00 0.00 15,010.00 0.00 15,010.00 0.00 15,010.00 58.60 1,270,459.40 184,597.91 1,455,057.31 SCHOOL/DEPARTMENT: WESTERN HILLS CLASSROOM TEACHERS 01-oo-20-1120-0029-0110 11.80 370,787.00 47,058.59 417,845.59 COONSELORS 01-oo-20-2120-0029-0110 0.80 24,057.00 3,099.82 27,156.82 GIFTED 01-00-20-1910-0029-0110 0.50 18,505.50 2,228.16 20,733.66 KINDERGARTEN 01-oo-20-1110-0029-0110 2.00 62,798.00 7,9n.o7 70,770.07 LIBRARY 01-00-20-2222-0029-0110 1.00 37,977.00 4,537.27 42,514.27 NURSES 01-00-20-2134-0029-0110 0.30 9,157.50 1,173.84 10,331.34 PRINCIPAL 01-00-20-2410-0029-0110 1.00 55,318.00 5,990.45 61,308.45 SPECIAL ED 01-oo-20-12xx-0029-0110 1.50 40,623.00 5,436.41 46,059.41 STIPENDS 01-oo-20-xxxx-0029-0110 0.00 2,063.20 1n.9o 2,236.10 18.90 621,286.20 77,669.51 698,955.71 CLERICAL 02-00-20-2410-0029-0120 1.00 14,928.00 2,605.77 17,533.77 COMPUTER LAB ATTENDANT 02-13-101195-0029-0120 1.00 9,960.00 2,189.45 12,149.45 - USTOOIANS 02-00-20-2542-0029-0120 2.50 34,464.50 6,275.13 40,739.63 IBRARY CLERKS 02-13-32-2222-0029-0120 1.00 12,n8.oo 2,421.41 15,149.41 STIPENDS 02-oo-20-xxxx-0029-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 02-oo-20-1120-0029-0120 3.00 20,882.00 5,814.31 26,696.31 8.50 93,250.50 19,330.20 112,580.70 BUOGET CONTROL - OPERATING 02-oo-20-1120-0029-0300 0.00 10,376.00 0.00 10,376.00 0.00 10,376.00 0.00 10,376.00 27.40 n4,912.10 96,999.71 821,912.41 SCHOOL/DEPARTMENT: JEFFERSON CLASSROOM TEACHERS 01-oo-20-1120-0030-0110 18.00 564,346.00 71,678.59 636,024.59 COONSELORS 01-oo-20-2120-0030-0110 1 .30 45,824.50 5,601.33 51,425.83 GIFTED 01-00-20-1910-0030-0110 0.75 27,617.25 3,330.43 30,947.68 KINDERGARTEN 01-oo-20-1110-0030-0110 4.00 122,265.00 15,665.01 137,930.01 LIBRARY 01-oo-20-2222-0030-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-20-2134-0030-0110 0.40 12,520.80 1,591.16 14,111.96 PRINCIPAL 01-00-20-2410-0030-0110 2.00 79,735.00 9,391.39 89,126.39 SPECIAL ED 01-oo-20-12xx-003o-0110 3.00 96,780.00 12,174.56 108,954.56 STIPENDS 01-00-20-XXXX-0030-0110 0.00 3,794.20 317.95 4,112.15 30.45 993,250.75 124,488.06 1,117,738.81 Page 16 Little Rock S~hool District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL CLERICAL 0200202410-00300120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 02131011950030-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02002025420030-0120 3.00 37,481.00 7,205.31 44,686.31 LIBRARY CLERICS 02133222220030-0120 1.00 14,484.00 2,568.56 17,052.56 STIPENDS 020020XXXX00300120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02002011200030-0120 5.00 32,135.00 9,466.91 41,601.91 11.00 111,563.20 24,251.80 135,815.00 BUDGET CONTROL OPERATING 02002011200030-0300 0.00 20,555.00 0.00 20,555.00 0.00 20,555.00 0.00 20,555.00 41.45 1,125,368.95 148,739.86 1,274,108.81 SCHOOL/DEPARTMENT: CLOVERDALE 4 YR OLD 0113021105-00310110 1.00 25,000.00 3,449.80 28,449.80 CLASSROOM TEACHERS 01002011200031-0110 16.00 408,964.00 55,947.98 464,911.98 COUNSELORS 010020-212000310110 0.90 25,204.00 3,331.42 28,535.42 IC I NDERGARTEN 01002011100031-0110 3.00 79,633.00 10,737.65 90,370.65 LIBRARY 01002022220031-0110 1.00 34,211.00 4,221.68 38,432.68 NURSES 01002021340031-0110 0.40 9,631.20 1,349.01 10,980.21 PRINCIPAL 010020241000310110 1.00 41,690.00 4,848.42 46,538.42 SPECIAL ED 01002012XX00310110 1.50 42,380.00 5,583.64 47,963.64 STIPENDS 010020XXXX00310110 0.00 563.20 47.20 610.40 - 24.80 667,276.40 89,516.80 756,793.20 4 YR OLD AIDES 02130211050031-0120 1.00 9,000.00 2,109.00 11,109.00 CLERICAL 02002024100031-0120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 021310-119500310120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 0200202542-00310120 3.00 32,703.00 6,804.91 39,507.91 LIBRARY CLERICS 02133222220031-0120 1.00 14,045.00 2,531.77 16,576.77 STIPENDS 020020XXXX00310120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02002011200031-0120 5.00 39,036.00 10,045.22 49,081.22 12.00 122,189.60 26,497.09 148,686.69 BUDGET CONTROL OPERATING 020020-112000310300 0.00 11,160.00 0.00 11,160.00 0.00 11,160.00 0.00 11,160.00 BUDGET CONTROL DESEGREGATION 0213021105-00310300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 36.80 807,326.00 116,013.89 923,339.89 SCHOOL/DEPARTMENT: DODD CLASSROOM TEACHERS 01002011200032-0110 12.00 319,446.00 43,027.17 362,473.17 Page 17 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL COUNSELORS 01-oo-20-2120-0032-0110 0.60 19,220.00 2,423.52 21,643.52 GIFTED 01-00-20-1910-0032-0110 0.50 11,233.50 1,618.77 12,852.27 KINDERGARTEN 01-00-20-1110-0032-0110 2.00 55,322.00 7,345.58 62,667.58 LIBRARY 01-00-20-2222-0032-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-20-2134-0032-0110 0.40 9,320.80 1,323.00 10,643.80 PRINCIPAL 01-00-20-2410-0032-0110 1.00 53,221.00 5,814.72 59,035.72 SPECIAL ED 01-oo-20-12xx-0032-0110 2.60 85,715.00 10,705.40 96,420.40 STIPENDS 01-00-20-XXXX0032-0110 0.00 2,563.20 214.80 2,778.00 20.10 596,409.50 77,210.60 673,620.10 CLERICAL 02-00-20-2410-0032-0120 1.00 14,928.00 2,605.77 17,533.77 COMPUTER LAB ATTENDANT 02-13-10-1195-0032-0120 1.00 9,466.00 2,148.05 11,614.05 CUSTOOIANS 02-00-20-2542-0032-0120 2.50 31,767.0D 6,049.07 37,816.07 LIBRARY CLERKS 02-13-32-2222-0032-0120 1.00 10,973.00 2,274.34 13,247.34 STIPENDS 02-00-20-XXXX-0032-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 02-oo-20-112D-0032-0120 1.00 42,692.00 4,932.39 47,624.39 6.50 110,114.00 18,033.75 128,147.75 BUDGET CONTROL - OPERATING 0200-20-11200032-0300 0.00 8,232.00 0.00 8,232.00 0.00 8,232.00 0.00 8,232.00 26.60 714,755.50 95,244.35 809,999.85 SCHOOL/DEPARTMENT: MEADOIICLI FF - LASSRCXlM TEACHERS 01-oo-20-1120-0033-0110 16.00 497,296.00 63,350.20 560,646.20 COUNSELORS 01-00-20-2120-0033-0110 1.00 27,127.00 3,628.04 30,755.04 GIFTED 01-00-20-1910-0033-0110 0.50 15,505.50 1,976.76 17,482.26 KINDERGARTEN 01-oo-20-1110-0033-0110 3.00 96,216.00 12,127.30 108,343.30 LIBRARY 01-oo-20-2222-0033-0110 1.00 33,195.00 4, 136.54 37,331.54 NURSES 01-00-20-2134-0033-0110 0.40 9,320.80 1,323.00 10,643.80 PRINCIPAL 01-00-20-2410-0033-0110 1.00 50,076.00 5,551.17 55,627.17 SPECIAL ED 01-00-20-12XX-0033-0110 1.00 31,272.50 3,975.44 35,247.94 STIPENDS 01-oo-20-xxxx-0033-0110 0.00 2,063.20 172.90 2,236.10 23.90 762,072.00 96,241.35 858,313.35 CLERICAL 02-00-20-2410-0033-0120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 02-13-101195-0033-0120 1 .00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 02-00-20-2542-0033-0120 3.00 39,571.00 7,380.45 46,951.45 LIBRARY CLERKS 02-13-32-2222-0033-0120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 02-oo-20-xxxx-0033-0120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02-00-20-1120-0033-0120 4.00 28,956.00 7,845.71 36,801.71 10.00 108,221.60 22,616.97 130,838.57 BUDGET CONTROL - OPERATING 02-oo-20-1120-0033-0300 0.00 13,474.00 0.00 13,474.00 0.00 13,474.00 0.00 13,474.00 Page 18 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 33.90 883,767.60 118,858.32 1,002,625.92 SCHOOL/DEPARTMENT: MITCHELL 4 YR OLD 01-13-02-1105-0034-0110 1.00 22,525.00 3,242.40 25,767.40 CLASSROOM TEACHERS 01-oo-20-1120-0034-0110 13.00 373,369.00 48,900.72 422,269.72 COJNSELORS 01-oo-20-2120-0034-0110 1.00 35,457.00 4,326.10 39,783.10 GIFTED 01-00-20-1910-0034-0110 0.50 17,583.00 2,150.86 19,733.86 INCENTIVE PROGRAM 01-13-72-1120-0034-0110 3.40 90,525.80 8,323.58 98,849.38 KINDERGARTEN 01-00-20-1110-0034-0110 2.00 44,506.00 6,439.20 50,945.20 LIBRARY 01-oo-20-2222-0034-0110 1.00 30,505.00 3,911.12 34,416.12 NURSES 01-00-20-2134-0034-0110 1.00 24,885.00 3,440.16 28,325.16 PRINCIPAL 01-00-20-2410-0034-0110 1.00 50,076.00 5,551.17 55,627.17 SPECIAL ED 01-oo-20-12xx-0034.0110 2.00 62,157.50 7,918.40 70,075.90 STIPENDS 01-00-20-XXXX-0034-0110 0.00 2,825.00 236.74 3,061.74 25.90 754,414.30 94,440.45 848,854.75 4 YR AIDES 02-13-02-1120-0034-0120 1.00 9,466.00 2,148.05 11,614.05 CLERICAL 02-00-20-2410-0034-0120 2.00 13,487.25 3,839.83 17,327.08 CUSTOOIANS 02-00-20-2542-0034-0120 3.00 39,000.00 7,332.60 46,332.60 INCENTIVE PROGRAM 02-13-64-1120-0034-0120 11.00 118,057.00 24,795.98 142,852.98 LIBRARY CLERKS 02-13-32-2222-0034-0120 1.00 11,850.00 2,347.83 14,197.83 STIPENDS 02-oo-20-xxxx-0034.0120 0.00 288.00 24.13 312.13 18.00 192,148.25 40,488.42 232,636.67 - UDGET CONTROL - OPERATING 02-oo-20-1120-0034.0300 0.00 8,648.00 0.00 8,648.00 0.00 8,648.00 0.00 8,648.00 Extended Contracts 02-13-74-1120-0034-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/Week - Other 02-13-57-1120-0034-0300 0.00 7,500.00 0.00 7,500.00 Extended Day/Week- Stipends 02-13-57-1120-0034-0300 0.00 85,000.00 0.00 85,000.00 Extended Year 02-13-65-1120-0034-0300 0.00 30,000.00 0.00 30,000.00 Incentive Recognition 02-13-66-1120-0034-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0034-0300 0.00 7,500.00 0.00 7,500.00 Staff Development 02-13-73-1120-0034-0300 0.00 7,500.00 0.00 7,500.00 Field Trips 02-13-59-1120-0034-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/Week - Food 02-13-57-1120-0034-0380 0.00 15,000.00 0.00 15,000.00 0.00 190,500.00 0.00 190,500.00 43.90 ,. 145,710.55 134,928.87 1,280,639.42 SCHOOL/DEPARTMENT: M.L. KING CUSTOOIANS 02-00-20-2542-0035-0120 1.00 16,666.00 2,751.41 19,417.41 1.00 16,666.00 2,751.41 19,417.41 1.00 16,666.00 2,751.41 19,417.41 Page 19 Little RocK School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL SCHOOL/DEPARTMENT: ROCKEFELLER 4 YR OLD 01130211050036-0110 3.00 n,284.oo 10,540.80 87,824.80 CLASSROOM TEACHERS 01002011200036-0110 14.00 360,088.00 49,142.57 409,230.57 COONSELORS 01002021200036-0110 1.00 28,680.00 3,758.18 32,438.18 GIFTED 0100201910-00360110 0.50 15,787.00 2,000.35 17,787.35 INCENTIVE PROGRAM 01-13-n-1120-0036-0110 5.00 155,055.00 15,898.81 170,953.81 KINDERGARTEN 01002011100036-0110 3.00 59,808.00 9,076.31 68,884.31 LIBRARY 010020222200360110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01 00202134-00360110 1.00 25,865.00 3,522.29 29,387.29 PRINCIPAL 01002024100036-0110 2.00 80,428.00 9,449.47 89,8TT.47 SPECIAL ED 01002012XX00360110 1.10 33,781.50 4,321.17 38,102.67 STIPENDS 010020XXXX00360110 0.00 5,876.00 492.41 6,368.41 31.60 883,020.50 112,940.00 995,960.50 CLERICAL 020020241000360120 2.00 11,561.25 3,678.43 15,239.68 COMPUTER LAB ATTENDANT 021310119500360120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 020020254200360120 4.50 68,700.50 11,853.70 80,554.20 E CHILDHOOO AIDES 02130211050036-0120 15.50 187,657.00 36,n5.06 224,382.06 INCENTIVE PROGRAM 0213641120-00360120 4.00 35,394.00 8,385.22 43,779.22 LIBRARY CLERKS 02133222220036-0120 1.00 14,484.00 2,568.56 17,052.56 TEACHERS AIDES 02002011200036-0120 10.00 95,645.00 21,563.05 117,208.05 38.00 423,647.75 86,984.08 510,631.83 - BUDGET CONTROL OPERATING 02002011200036-0300 0.00 10,8n.oo 0.00 10,8n.oo 0.00 10,8n.oo 0.00 10,8n.oo Extended Contracts 0213741120-00360300 0.00 30,000.00 0.00 30,000.00 Extended Day/WeeK  Stipends 021357112000360300 0.00 85,000.00 0.00 85,000.00 Extended Day/WeeK Other 021357112000360300 0.00 7,500.00 0.00 7,500.00 Extended Year 0213651120-00360300 0.00 30,000.00 0.00 30,000.00 Incentive Recognition 021366112000360300 0.00 3,000.00 0.00 3,000.00 Incentive Schools Control 0213751120-00360300 0.00 7,500.00 0.00 7,500.00 Staff Development 02137311200036-0300 0.00 7,500.00 0.00 7,500.00 Field Trips 021359112000360331 0.00 5,000.00 0.00 5,000.00 Extended Day/WeeK Food 02135711200036-0380 o.oo 15,000.00 0.00 15,000.00 0.00 190,500.00 0.00 -190,500.00 69.60 1,508,040.25 199,924.08 1,707,964.33 SCHOOL/DEPARTMENT: GEYER SPRINGS 4 YR OLD 0113021105-00370110 1.00 25,000.00 3,449.80 28,449.80 CLASSROOM TEACHERS 01002011200037-0110 10.00 236, 162.00 33,338.38 269,500.38 COUNSELORS 010020-212000370110 0.60 15,842.00 2,140.44 17,982.44 GIFTED 0100201910-00370110 0.40 5,580.80 1,009.59 6,590.39 KINDERGARTEN 0100201110-00370110 2.00 55,089.00 7,326.06 62,415.06 LIBRARY 010020222200370110 1.00 27,337.00 3,645.64 30,982.64 Page 20 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL NURSES 01-00-20-2134-0037-0110 0.20 4,660.40 661.50 5,321.90 PRINCIPAL 01-00-20-2410-0037-0110 1.00 47,980.00 5,375.52 53,355.52 SPECIAL ED 01-oo-20-12xx-0037.0110 2.00 65,137.50 8,168.12 73,305.62 STIPENDS 01-00-20-XXXX-0037-0110 0.00 2,563.20 214.80 2,778.00 18.20 485,351.90 65,329.85 550,681.75 4 YR OLD All~ES 02-13-02-1105-0037-0120 1.00 9,000.00 2,109.00 11,109.00 CLERICAL 02-00-20-2410-0037-0120 1.00 14,928.00 2,605.77 17,533.77 COMPUTER LAB ATTENDANT 02-13-10-1195-0037-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02-00-20-2542-0037-0120 2.00 26,630.00 4,941.19 31,571.19 LIBRARY CLERKS 02-13-32-2222-0037-0120 1.00 14,484.00 2,568.56 17,052.56 SPECIAL ED AIDE 02-oo-20-12xx-0037-0120 1.00 8,231.00 2,044.56 10,275.56 STIPENDS 02-00-20-XXXX-0037-0120 0.00 192.00 16.09 208.09 TEACHERS AIDES 02-oo-20-1120-0037.0120 6.00 42,691.00 11,706.31 54,397.31 13.00 126,362.00 28,201.54 154,563.54 BUDGET CONTROL OPERATING 02-oo-20-1120-0037.0300 0.00 7,400.00 0.00 7,400.00 0.00 7,400.00 0.00 7,400.00 BUDGET CONTROL - DESEGREGATION 02-13-02-1105-0037-0300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 S- /DEPARTMENT: 31.20 625,813.90 93,531.39 719,345.29 PULASKI HTS. CLASSROOM TEACHERS 01-oo-20-1120-0038-0110 13.00 346,058.00 46,612.06 392,670.06 COUNSELORS 01-oo-20-2120-0038-0110 1.00 27,127.00 3,628.04 30,755.04 GIFTED 01-00-20-1910-0038-0110 0.50 18,117.00 2,195.60 20,312.60 KINDERGARTEN 01-oo-20-1110-0038-0110 3.00 85,545.00 11,233.07 96,778.07 LIBRARY 01-oo-20-2222-0038-0110 1.00 30,525.00 3,912.80 34,437.80 NURSES 01-00-20-2134-0038-0110 0.40 9,414.00 1,330.81 10,744.81 PRINCIPAL 01-00-20-2410-0038-0110 1.00 47,980.00 5,375.52 53,355.52 SPECIAL ED 01-oo-20-12xx-003a-0110 2.10 66,015.20 8,377.15 74,392.35 STIPENDS 01-oo-20-xxxx-003a-0110 0.00 2,563.20 214.80 2,778.00 22.00 633,344.40 82,879.85 716,224.25 CLERICAL 02-00-20-2410-0038-0120 1.00 15,410.00 2,646.16 18,056.16 COMPUTER LAB ATTENDANT 02-13-10-1195-0038-0120 1.00 9,713.00 2,168.75 11,881.75 CUSTODIANS 02-00-20-2542-0038-0120 3.00 38,825.00 7,317.94 46,142.94 LIBRARY CLERKS 02-oo-20-2222-0038-0120 1.00 14,484.00 2,568.56 17,052.56 LIBRARY CLERKS 02-13-32-2222-0038-0120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 02-00-20-XXXX-0038-0120 0.00 434.72 36.43 471.15 TEACHERS AIDES 02-oo-20-1120-0038-0120 7.00 37,511.00 12,627.02 50,138.02 TEACHERS AIDES 02-oo-20-1120-0038-0120 1.00 9,466.00 2,148.05 11,614.05 15.00 138,132.72 31,897.53 170,030.25 Page 21 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOONT BENEFITS TOTAL BUDGET CONTROL - OPERATING 02-oo-20-1120-003s-0300 0.00 16,936.00 0.00 16,936.00 0.00 16,936.00 0.00 16,936.00 37.00 788,413.12 114,m.38 903,190.50 SCHOOL/DEPARTMENT: RIGHTSELL 4 YR OLD 01-13-02-1105-0039-0110 1.00 26,408.00 3,567.79 29,975.79 CLASSROOM TEACHERS 01-oo-20-1120-0039-0110 13.00 367,487.00 48,407.81 415,894.81 COONSELORS 01-oo-20-2120-0039-0110 1.00 32,564.00 4,083.66 36,647.66 GIFTED 01-00-20-1910-00390110 0.50 14,340.00 1,879.09 16,219.09 INCENTIVE PROGRAM 01-13-72-1120-0039-0110 4.00 109, 168.00 10,698.68 119,866.68 KINDERGARTEN 01-oo-20-1110-0039-0110 2.00 62,041.00 7,908.64 69,949.64 LIBRARY 01-oo-20-2222-0039-0110 1 .00 38,475.00 4,579.01 43,054.01 NURSES 01-00-20-2134-0039-0110 1.00 31,302.00 3,977.91 35,279.91 PRINCIPAL 01-00-20-2410-00390110 1.00 55,318.00 5,990.45 61,308.45 SPECIAL ED 01-oo-20-12xx-0039-0110 0.90 28,375.50 3,597.19 31,972.69 STIPENDS 01-oo-20-xxxx-0039-0110 0.00 6,875.00 576.13 7,451.13 25.40 m,353.50 95,266.36 867,619.86 4 YR AIDES 02-13 -02-1105-0039-0120 1.00 9,054.00 2,113.53 11,167.53 CLERICAL 02-00-20-2410-0039-0120 2.00 16,858.25 4,122.32 20,980.57 COMPUTER LAB ATTENDANT 02-13-10-1195-0039-0120 5.00 45,766.00 10,609.19 56,375.19 CUSTODIANS 02-00-20-2542-0039-0120 3.00 33,161.00 6,843.29 40,004.29 - INCENTIVE PROGRAM 02-13-64-1120-0039-0120 5.00 50,045.00 10,967.77 61,012.77 LIBRARY CLERKS 02-13-32-2222-0039-0120 1.00 11,411.00 2,311.04 13,722.04 STIPENDS 02-oo-20-xxxx-0039-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 02-oo-20-1120-0039-0120 1.00 2,888.00 1,596.81 4,484.81 18.00 169,471.25 38,588.08 208,059.33 BUDGET CONTROL - OPERATING 02-oo-20-1120-0039-0300 0.00 8,456.00 0.00 8,456.00 0.00 8,456.00 0.00 8,456.00 Extended Contracts 02-13-74-1120-0039-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/Week - Other 02-13-57-1120-0039-0300 0.00 7,500.00 0.00 7,500.00 Extended Day/Week- Stipends 02-13-57-1120-0039-0300 0.00 85,000.00 0.00 85,000.00 Extended Year 02-13-65-1120-0039-0300 0.00 40,000.00 0.00 40,000.00 Incentive Recognition 02-13-66-1120-0039-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0039-0300 0.00 7,500.00 0.00 7,500.00 Staff Development 02-13-73-1120-0039-0300 0.00 7,500.00 0.00 7,500.00 Field Trips 02-13-59-1120-0039-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/Week - Food 02-13-57-1120-0039-0380 0.00 15,000.00 0.00 15,000.00 0.00 200,500.00 0.00 200,500.00 43.40 1,150,780.75 133,854.44 1,284,635.19 Page 22 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL SCHOOL/DEPARTMENT: RCl41NE 4 YR OLD 01-13-021105-00400110 1.00 31,069.00 3,958.38 35,027.38 CLASSROOM TEACHERS 0100201120-0040-0110 17.00 474,441.00 62,789.76 537,230.76 CLASSROOM TEACHERS 01-13-25112000400110 2.00 49,000.00 6,815.80 55,815.80 GIFTED 010020-191000400110 2.00 36,n9.oo 5,787.49 42,516.49 KINDERGARTEN 0100201110-0040-0110 3.00 81,963.00 10,932.90 92,895.90 LIBRARY 0100202222-0040-0110 1.00 31,302.00 3,977.91 35,279.91 NURSES 01002021340040-0110 1.00 22,525.00 3,242.40 25,767.40 PRINCIPAL 0100202410-00400110 2.00 83,023.00 9,666.93 92,689.93 SPECIAL ED 01002012XX00400110 3.10 102,534.50 12,792.27 115,326.77 STIPENDS 010020XXXX00400110 0.00 2,063.20 1n.9o 2,236.10 32.10 914,649.70 120,136.74 1,034,786.44 4 YR AIDES 0213-02-1105-00400120 0.00 9,054.00 758.73 9,812.73 CLERICAL 020020-24100040-0120 1.00 15,410.00 2,646.16 18,056.16 COMPUTER LAB ATTENDANT 0213101195-0040-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTODIANS 0200202542-00400120 4.00 44,398.00 9,139.75 53,537.75 LIBRARY CLERKS 02133222220040-0120 1.00 11,850.00 2,347.83 14,197.83 STIPENDS 020020XXXX00400120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02002011200040-0120 6.00 36,018.00 11,147.11 47,165.11 13.00 127,035.60 28,257.99 155,293.59 BUDGET CONTROL  OPERATING 02002011200040-0300 0.00 10,392.00 0.00 10,392.00 - 0.00 10,392.00 0.00 10,392.00 BUDGET CONTROL  DESEGREGATION 02130211050040-0300 0.00 556.00 0.00 556.00 BUDGET CONTROL  DESEGREGATION 0213251125-0040-0300 0.00 30,000.00 0.00 30,000.00 0.00 30,556.00 0.00 30,556.00 45.10 1,082,633.30 148,394.73 1,231,028.03 SCHOOL/DEPARTMENT: STEPHENS 4 YR OLD 011302-1105-00410110 1.00 23,302.00 3,307.51 26,609.51 CLASSROOM TEACHERS 01-00-201120-0041-0110 10.60 265,716.00 36,627.88 302,343.88 COUNSELORS 01-oo-20-2120-0041-0110 1.00 39,341.00 4,651.58 43,992.58 GIFTED 0100201910-00410110 0.50 15,893.50 2,009.28 17,902.78 INCENTIVE PROGRAM 01-13-n-1120-0041-0110 6.00 168,411.00 18,3n.84 186,783.84 KINDERGARTEN 0100201110-0041-0110 2.00 52,253.00 7,088.40 59,341.40 LIBRARY 01-0020222200410110 1.00 36,602.00 4,422.05 41,024.05 NURSES 0100-20-2134-00410110 1.00 21,748.00 3,177.28 24,925.28 PRINCIPAL 0100202410-00410110 1.00 53,221.00 5,814.n 59,035.n SPECIAL ED 01002012XX00410110 3.00 73,293.00 10,206.35 83,499.35 STIPENDS 010020-XXXX-00410110 0.00 4,825.00 404 .34 5,229.34 27.10 754,605.50 96,082.23 850,687.73 Page 23 Little Rock S~hool District D7/23/92 Budget 1992-93 e E.SCRI PTION BUDGET COOE FTE SALARY/AMa.lNT BENEFITS TOTAL CLERICAL 02-00-20-2410-0041-0120 2.00 15,895.25 4,041.62 19,936.87 COMPUTER LAB ATTENDANT 02-13-10-1195-0041-0120 4.00 38,686.00 8,661.09 47,347.09 CUSTOOIANS 02-00-20-2542-0041-0120 3.00 41,910.00 7,576.46 49,486.46 E CHILDHOOD AIDES 02-13-02-1105-0041-0120 1.00 10,206.00 2,210.06 12,416.06 INCENTIVE PROGRAM 02-13-64-1120-0041-0120 5.00 47,822.00 10,781.48 58,603.48 LIBRARY CLERKS 02-13-32-2222-0041-0120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 02-oo-20-xxxx-0041-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 02-oo-20-1120-0041-0120 1.00 9,466.00 2, 148.05 11,614.05 17.00 176,562.25 37,827.51 214,389.76 BUDGET CONTROL - OPERATING 02-oo-20-1120-0041-0300 0.00 6,664.00 0.00 6,664.00 0.00 6,664.00 0.00 6,664.00 Extended Contracts 02-13-74-1120-0041-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/~eek - Stipends 02-13-57-1120-0041-0300 0.00 85,000.00 0.00 85,000.00 Extended Day/~eek Other 02-13-57-1120-0041-0300 0.00 7,500.00 0.00 7,500.00 Extended Year 02-13-65-1120-0041-0300 0.00 40,000.00 0.00 40,000.00 Incentive Recognition 02-13-66-1120-0041-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0041-0300 0.00 7,500.00 0.00 7,500.00 Staff Development 02-13-73-1120-0041-0300 0.00 12,000.00 0.00 12,000.00 Field Trips 02-13-59-1120-0041-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/~eek Food 02-13-57-1120-0041-0380 0.00 13,000.00 0.00 13,000.00 - 0.00 203,000.00 0.00 203,000.00 44.10 1,140,831.75 133,909.74 1,274,741.49 SCHOOL/DEPARTMENT: ~ASHINGTON 4 YR OLD 01-13-02-1105-0042-0110 2.00 53,225.00 7,169.86 60,394.86 CLASSROOM TEACHERS 01-oo-20-1120-0042-0110 39.00 945,221.00 132,046.72 1,077,267.72 COMPENSATORY EDUCATI 01-13-10-1595-0042-0110 0.50 16,000.00 2,018.20 18,018.20 COUNSELORS 01-00-20-2120-0042-0110 2.00 58,701.00 7,628.74 66,329.74 GIFTED 01-00-20-1910-0042-0110 0.75 20,345.00 2,721.01 23,066.01 KINDERGARTEN 01-oo-20-1110-0042-0110 5.00 142,217.00 18,691.78 160,908.78 LIBRARY 01-oo-20-2222-0042-0110 1.50 41,214.00 5,485.93 46,699.93 MAGNET PROGRAM 01-13-18-1125-0042-0110 4.00 115,270.00 15,078.83 130,348.83 NURSES 01-00-20-2134-0042-0110 1.00 20,971.00 3,112.17 24,083.17 PRINCIPAL 01-00-20-2410-0042-0110 3.00 114,758.00 13,681.12 128,439.12 SPECIAL ED 01-oo-20-12xx-0042-0110 2.00 82,488.00 9,622.09 92,110.09 SPECIAL ED 01-13-15-12XX-0042-0110 1.00 35,671.00 4,344.03 40,015.03 STIPENDS 01-00-20-XXXX-0042-0110 0.00 5,670.72 475.21 6,145.93 61.75 1,651,751.72 222,075.69 1,873,827.41 CLERICAL 02-00-20-2410-0042-0120 2.00 27,448.00 5,009.74 32,457.74 COMPUTER LAB ATTENDANT 02-13-10-1195-0042-0120 2.00 19,920.00 4,378.90 24,298.90 CUSTOOIANS 02-00-20-2542-0042-0120 5.00 52,900.00 11,207.02 64, 107.02 E CHILDHOOD AIDES 02-13-02-1105-0042-0120 2.00 19,673.00 4,358.20 24,031.20 Page 24 Little Rock School District 07/23/92 Budget 199293 - ESCRJPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS  TOTAL LIBRARY CLERICS 02-1332222200420120 2.00 25,456.00 4,842.81 30,298.81 MAGNET PROGRAM 0213181125-00420120 4.00 43,019.00 9,024.19 52,043.19 SPECIAL ED AIDES 02131512XX00420120 1.00 9,054.00 2, 113.53 11,167.53 STIPENDS 020020XXXX00420120 0.00 1,075.20 90.10 1,165.30 TEACHERS AIDES 020020-112000420120 6.40 21,569.50 10,478.24 32,047.74 24.40 220,114.70 51,502.73 271,617.43 BUDGET CONTROL OPERATING 0200201120-00420300 0.00 23,458.00 0.00 23,458.00 0.00 23,458.00 0.00 23,458.00 BUDGET CONTROL  DESEGREGATION 02131811250042-0300 0.00 53,500.00 0.00 53,500.00 BUDGET CONTROL  DESEGREGATION 02130211050042-0300 0.00 1,111.00 0.00 1,111.00 0.00 54,611.00 0.00 54,611.00 86.15 1,949,935.42 273,578.42 2,223,513.84 SCHOOL/DEPARTMENT: WILSON 4 YR OLD 0113021105-00440110 1.00 25,000.00 3,449.80 28,449.80 CLASSROOM TEACHERS 0100201120-00440110 14.00 462,907.00 57,758.81 520,665.81 COONSELORS 01002021200044-0110 0.90 31,981.00 3,899.33 35,880.33 GIFTED 01002019100044-0110 0.50 17,n8.50 2,163.05 19,891.55 KINDERGARTEN 0100201110-00440110 3.00 105,012.00 12,864.41 117,876.41 LIBRARY 01002022220044-0110 1.00 27,895.00 3,692.40 31,587.40 - URSES 0100202134-00440110 0.40 9,918.80 1,373.12 11,291.92 RINCIPAL 0100202410-00440110 1.00 46,931.00 5,287.62 52,218.62 SPECIAL ED 01002012XX00440110 4.50 128,314.00 16,849.31 145,163.31 STIPENDS 010020XXXX00440110 0.00 2,423.70 203.11 2,626.81 26.30 858,111.00 107,540.96 965,651.96 4 YR OLD AIDES 02130211050044-0120 1.00 9,000.00 2,109.00 11,109.00 CLERICAL 0200202410-00440120 1.00 11,557.00 2,323.28 13,880.28 COMPUTER LAB ATTENDANT 0213101195-00440120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 0200202542-00440120 3.00 39,325.00 7,359.84 46,684.84 LIBRARY CLERICS 02133222220044-0120 1.00 14,045.00 2,531.77 16,576.77 STIPENDS 020020XXXX00440120 0.00 345.60 28.96 374 .56 TEACHERS AIDES 02002011200044-0120 5.00 36,563.00 9,837.98 46,400.98 12.00 121,041.60 26,400.89 147,442.49 BUDGET CONTROL OPERATING 0200201120-00440300 0.00 11,304.00 0.00 11,304.00 0.00 11,304.00 0.00 11,304.00 BUDGET CONTROL DESEGREGATION 02130211050044-0300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 Page 25 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 38.30 997,156.60 133,941.85 1,131,098.45 SCHOOL/DEPARTMENT: IIOOORUFF 4 YR OLD 01-13-02-1105-0045-0110 1.00 25,000.00 3,449.80 28,449.80 CLASSRoc4 TEACHERS 01-00-20-1120-0045-0110 9.00 211,133.00 29,886.15 241,019.15 COUNSELORS 01-00-20-2120-0045-0110 0.60 26,987.00 3,074.39 30,061.39 GIFTED 01-00-20-1910-0045-0110 0.25 9,835.25 1,162.89 10,998.14 KINDERGARTEN 01-oo-20-1110-0045-0110 2.00 68,798.00 8,474.87 TT,272.87 LIBRARY 01-oo-20-2222-0045.0110 1.00 29,429.00 3,820.95 33,249.95 NURSES 01-00-20-2134-0045-0110 0.20 5,580.80 738.63 6,319.43 PRINCIPAL 01-00-20-2410-0045-0110 1.00 53,221.00 5,814.72 59,035.72 SPECIAL ED 01-oo-20-12xx-0045-0110 1 .00 30,379.50 3,900.60 34,280.10 STIPENDS 010020-XXXX-0045-0110 0.00 2,063.20 172.90 2,236.10 16.05 462,426.75 60,495.90 522,922.65 4 YR AIDES 02-13-02-1120-0045-0120 1 .00 9,000.00 2,109.00 11,109.00 CLERICAL 02-00-20-2410-0045-0120 1.00 13,965.00 2,525.07 16,490.07 COMPUTER LAB ATTENDANT 02-13-10-1195-0045-0120 1 .00 8,643.00 2,079.08 10,722.08 CUSTOOIANS 02-00-20-2542-0045-0120 2.50 27,392.50 5,682.49 33,074.99 LIBRARY CLERICS 0213-32-2222-0045-0120 1 .00 10,534.00 2,237.55 12, TT1 .55 STIPENDS 02-oo-20-xxxx-0045.0120 0.00 192.00 16.09 208.09 TEACHERS AIDES 02-oo-20-1120-0045.0120 3.13 20,065.20 5,921.99 25,987.19 9.63 89,791.70 20,571.27 110,362.97 - UDGET CONTROL OPERATING 02-oo-20-1120-0045.0300 0.00 5,992.00 0.00 5,992.00 0.00 5,992.00 0.00 5,992.00 BUDGET CONTROL DESEGREGATION 0213021105-0045-03DO 0.00 556.00 0.00 556.00 0.00 556.00 0.00 556.00 25.68 558,766.45 81,067.17 639,833.62 SCHOOL/DEPARTMENT: MABEL VALE CLASSRoc4 TEACHERS 01-00-20-1120-0046-0110 19.00 517,915.00 69,142.48 587,057.48 COUNSELORS 01-oo-20-2120-0046-0110 1.60 40,743.20 5,581.96 46,325.16 GIFTED 01-00-20-1910-0046-0110 0.50 18,893.50 2,260.68 21,154.18 KINDERGARTEN 01-00-20-1110-0046-0110 3.00 84,585.00 11,152.62 95,737.62 LIBRARY 01-00-20-2222-0046-0110 1 .00 31,820.00 4,021.32 35,841.32 NURSES 01-00-20-2134-0046-0110 0.40 10,540.00 1,425.17 11,965.17 PRINCIPAL 01-00-20-2410-0046-0110 2.00 83,834.00 9,734.89 93,568.89 SPECIAL ED 01-oo-20-12xx-0046-0110 2.80 69,703.20 9,634.57 79,337.TT STIPENDS 010020-XXXX-0046-0110 0.00 4,078.40 341.TT 4,420.17 30.30 862,112.30 113,295.46 975,407.76 CLERICAL 02-00-202410-0046-0120 2.00 32,264.00 5,413.32 37,6TT.32 COMPUTER LAB ATTENDANT 02-13-10-1195-0046-0120 1.00 10,206.00 2,210.06 12,416.06 Page 26 Li'ttle Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMCXJNT BENEFITS TOTAL CUSTODIANS 02-00-20-2542-0046-0120 3.50 36, 158.50 7,TT1.88 43,930.38 LIBRARY CLERICS 02-13-32-2222-0046-0120 1.00 11,411.00 2,311.04 13, n2.04 STIPENDS 02-oo-20-xxxx-0046-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0046-0120 6.00 38,255.00 11,334.57 49,589.57 13.50 128,697.70 29,074.66 157,m.36 BUDGET CONTROL OPERATING 02-oo-20-1120-0046-0300 0.00 14,338.00 0.00 14,338.00 0.00 14,338.00 0.00 14,338.00 43.80 1,005,148.00 142,370.12 1,147,518.12 SCHOOL/DEPARTMENT: TERRY CLASSROOM TEACHERS 01-oo-20-1120-0047-0110 18.00 499,994.00 66,285.90 566,279.90 COUNSELORS 01-oo-20-2120-0047.0110 1.30 35,320.00 4,n1.06 40,041.06 GIFTED 01-00-20-1910-0047-0110 0.80 28,041.70 3,433.73 31,475.43 KINDERGARTEN 01-00-20-1110-0047-0110 4.00 115,818.00 15,124.75 130,942.75 LIBRARY 01-00-20-2222-0047-0110 1.00 34,490.00 4,245.06 38,735.06 NURSES 01-00-20-2134-0047-0110 0.40 9,320.80 1,323.00 10,643.80 PRINCIPAL 01-00-20-2410-0047-0110 2.00 91,839.00 10,405.71 102,244.71 SPECIAL ED 01-oo-20-12xx-0047.0110 1.50 49,768.50 6,202.80 55,971.30 STIPENDS 01-0020-XXXX-0047-0110 0.00 3,700.80 310.13 4,010.93 29.00 868,292.80 112,052.14 980,344.94 - LERICAL 02-00-202410-0047-0120 2.00 28,411.00 5,090.44 33,501.44 OMPUTER LAB ATTENDANT 02-13-10-1195-0047-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 02-00-20-2542-0047-0120 3.50 42,082.00 8,268.27 50,350.27 LIBRARY CLERICS 02-13-32-2222-0047-0120 1.00 13,167.00 2,458.19 15,625.19 STIPENDS 020020-XXXX-00470120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-00-20-1120-00470120 9.00 32,021.00 14,876.56 46,897.56 16.50 126,290.20 32,937.31 159,227.51 BUDGET CONTROL - OPERATING 02-00-20-1120-0047-0300 0.00 20,sn.oo 0.00 20,8n.oo 0.00 20,sn.oo 0.00 20,sn.oo 45.50 1,015,455.00 144,989.45 1,160,444.45 SCHOOL/DEPARTMENT: FULBRIGHT CLASSROOM TEACHERS 01-oo-20-1120-004s-0110 21.00 621,038.00 80,493.78 701,531.78 COUNSELORS 01-oo-20-2120-004s-0110 1.30 42,096.00 5,288.88 47,384.88 GIFTED 01-00-20-1910-0048-0110 0.75 23,520.25 2,987.10 26,507.35 KINDERGARTEN 01-oo-20-1110-0045.0110 3.00 104,993.00 12,862.81 117,855.81 LIBRARY 01-oo-20-2222-004s-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-20-2134-0048-0110 0.50 10,874.00 1,588.64 12,462.64 PRINCIPAL 01-00-20-2410-0048-0110 2.00 87,216.00 10,018.30 97,234.30 SPECIAL ED 01-oo-20-12xx-0045.0110 3.00 91,323.00 11,717.27 103,040.27 STIPENDS 01-0020-XXXX-0048-0110 0.00 794.20 66.55 860. 75 Page 27 Little Rock School District 07/23/92 Budget 1992-93 - ESCRfPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS TOTAL 32.55 1,022,222.45 129,760.97 1,151,983.42 CLERICAL 02-00-20-2410-0048-0120 2.00 27,930.00 5,050.13 32,980.13 COMPUTER LAB ATTENDANT 02-13-10-1195-0048-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 02-00-20-2542-0048-0120 3.50 40,994.50 8, 1TT.14 49,171.64 LIBRARY CLERKS 02-13-32-2222-0048-0120 1.00 14,484.00 2,568.56 17,052.56 STIPENDS 02-oo-20-xxxx-0048-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0048-0120 5.50 35,276.50 10,407.57 45,684.07 13.00 129,048.20 28,426.64 157,474.84 BUDGET CONTROL - OPERATING 02-oo-20-1120-0048-0300 0.00 15,346.00 0.00 15,346.00 0.00 15,346.00 0.00 15,346.00 45.55 1, 166,616.65 158,187.61 1,324,804.26 SCHOOL/DEPARTMENT: ISH 4 YR OLD 01-13-02-1105-0049-0110 1.00 27,651.00 3,671.95 31,322.95 CLASSROOM TEACHERS 01-oo-20-1120-0049.0110 8.40 248,667.00 32,218.61 280,885.61 COJNSELORS 01-oo-20-2120-0049-0110 1.00 30,020.00 3,870.48 33,890.48 GIFTED 01-00-20-1910-0049-0110 0.25 6,005.00 841.92 6,846.92 INCENTIVE PROGRAM 01-13-72-1120-0049-0110 4.30 110,972.50 11,256.34 122,228.84 KINDERGARTEN 01-oo-20-1110-0049.0110 3.00 87,021.00 11,356.76 98,3TT.76 LIBRARY 01-oo-20-2222-0049.0110 1.00 28,134.00 3,712.43 31,846.43 - URSES 01-00-20-2134-0049-0110 1.00 31,302.00 3,9TT.91 35,279.91 RINCIPAL 01-00-20-2410-0049-0110 1 .00 43,786.00 5,024.07 48,810.07 SPECIAL ED 01-oo-20-12xx-0049-0110 1 .90 60,372.90 7,633.37 68,006.27 STIPENDS 01-oo-20-xxxx-0049.0110 0.00 4,325.00 362.44 4,687.44 22.85 678,256.40 83,926.28 762,182.68 CLERICAL 02-00-20-2410-0049-0120 2.00 16,858.25 4,122.32 20,980.57 COMPUTER LAB ATTENDANT 02-13-10-1195-0049-0120 1.00 9,466.00 2,148.05 11,614.05 CUSTOOIANS 02-00-20-2542-0049-0120 3.00 37,694.00 7,223.16 44,917.16 E CHILDHOCXl AIDES 02-13-02-1105-0049-0120 2.00 9,000.00 3,463.80 12,463.80 INCENTIVE PROGRAM 02-13-64-1120-0049-0120 7.00 68,9TT.OO 15,263.87 84,240.87 LIBRARY CLERKS 02-13-32-2222-0049-0120 1.00 12,728.00 2,421.41 15,149.41 STIPENDS 02-00-20-XXXX-0049-0120 0.00 192.00 16.09 208.09 16.00 154,915.25 34,658.70 189,573.95 BUDGET CONTROL - OPERATING 02-00-20-1120-0049-0300 0.00 11,096.00 0.00 11,096.00 0.00 11,096.00 0.00 11,096.00 Extended Contracts 02-13-74-1120-0049-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/Week - Other 02-13-57-1120-0049-0300 0.00 7,500.00 0.00 7,500.00 Extended Day/Week- Stipends 02-13-57-1120-0049-0300 0.00 85,000.00 0.00 85,000.00 Extended Year 02-13-65-1120-0049-0300 0.00 40,000.00 0.00 40,000.00 Page 28 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL Incentive Recognition 02-13-66-1120-0049-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0049-0300 0.00 7,500.00 0.00 7,500.00 Staff Development 02-13-73-1120-0049-0300 0.00 7,500.00 0.00 7,500.00 Field Trips 02-13-59-1120-0049-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/Week - Food 02-13-57-1120-0049-0380 0.00 12,000.00 0.00 12,000.00 0.00 197,500.00 0.00 197,500.00 38.85 1,041,767.65 118,584.98 1,160,352.63 SCHOOL/DEPARTMENT: OTTER CREEK CLASSROOM TEACHERS 01-oo-20-1120-0050-0110 13.00 382,011.00 49,624.92 431,635.92 COONSELORS 01-oo-20-2120-0050-0110 0.80 30,271.00 3,620.55 33,891.55 GIFTED 01-00-20-1910-0050-0110 0.50 15,117.00 1,944.20 17,061.20 KINDERGARTEN 01-oo-20-1110-0050-0110 2.00 63,846.00 8,059.89 71,905.89 LIBRARY 01-oo-20-2222-0050-0110 1.00 36,383.00 4,403.70 40,786.70 NURSES 01-00-20-2134-0050-0110 0.00 0.00 1,134.80 1,134.80 PRINCIPAL 01-00-20-2410-0050-0110 1.00 44,835.00 5,111.97 49,946.97 SPECIAL ED 01-oo-20-12xx-0050-0110 1.00 27,340.60 3,645.94 30,986.54 STIPENDS 01-oo-20-xxxx-0050-0110 0.00 2,063.20 172.90 2,236.10 19.30 601,866.80 77,718.87 679,585.67 CLERICAL 02-00-20-2410-0050-0120 1.00 13,483.00 2,484.68 15,967.68 COMPUTER LAB ATTENDANT 02-13-10-1195-0050-0120 1 .00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02-00-20-2542-0050-0120 2.50 28,655.50 5,788.33 34,443.83 - IBRARY CLERKS 02-13-32-2222-0050-0120 1.00 14,484.00 2,568.56 17,052.56 Tl PENDS 02-00-20-XXXX-0050-0120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02-oo-20-1120-0050-0120 4.00 24,527.00 7,474.56 32,001.56 9.50 91,701.10 20,555.15 112,256.25 BUDGET CONTROL - OPERATING 02-oo-20-1120-0050-0300 0.00 10,824.00 0.00 10,824.00 0.00 10,824.00 0.00 10,824.00 28.80 704,391.90 98,274.02 802,665.92 SCHOOL/DEPARTMENT: WAKEFIELD CLASSROOM TEACHERS 01-oo-20-1120-0051-0110 18.00 520,714.00 68,022.23 588,736.23 COONSELORS 01-oo-20-2120-0051-0110 1.00 26,069.50 3,539.42 29,608.92 GIFTED 01-00-20-1910-0051-0110 0.50 15,379.00 1,966.16 17,345.16 KINDERGARTEN 01-oo-20-1110-0051-0110 3.00 83,226.00 11,038.74 94,264.74 LIBRARY 01-oo-20-2222-0051-0110 1.00 33,992.00 4,203.33 38,195.33 NURSES 01-00-20-2134-0051-0110 0.40 11,161.60 1,477.26 12,638.86 PRINCIPAL 01-00-20-2410-0051-0110 1.00 55,318.00 5,990.45 61,308.45 SPECIAL ED 01-oo-20-12xx-0051-0110 1 .00 30,234.00 3,888.41 34,122.41 STIPENDS 01-oo-20-xxxx-0051-0110 0.00 2,205.30 184.80 2,390.10 25.90 778,299.40 100,310.80 878,610.20 Page 29 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BLA\u0026gt;GET COOE FTE SALARY/AMOJNT BENEFITS TOTAL CLERCAL 02-00-20-2410-0051-0120 1.00 13,965.00 2,525.07 16,490.07 COMPUTER LAB ATTENDANT 02-13-10-1195-0051-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOJANS 02-00-20-2542-0051-0120 2.50 28,969.00 5,814.60 34,783.60 LIBRARY CLERKS 02-13-32-2222-0051-0120 1.00 14,484.00 2,568.56 17,052.56 STIPENDS 02-oo-20-xxxx-0051-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0051-0120 6.90 34,072.30 12,203.38 46,275.68 12.40 102,099.50 25,355.46 127,454.96 BUOGET CONTROL - OPERATING 02-00-20-1120-0051-0300 0.00 13,589.00 0.00 13,589.00 0.00 13,589.00 0.00 13,589.00 38.30 893,987.90 125,666.26 1,019,654.16 SCHOOL/DEPARTMENT: WATSON 4 YR OLD 01-13-02-1105-0052-0110 1.00 27,904.00 3,693.16 31,597.16 CLASSROOM TEACHERS 01-oo-20-1120-0052-0110 17.00 443,791.00 60,221.29 504,012.29 COUNSELORS 01-oo-20-2120-0052-0110 1.00 27,904.00 3,693.16 31,597.16 COUNSELORS 01-13-27-2120-0052-0110 1.00 27,904.00 3,693.16 31,597.16 GIFTED 01-00-20-1910-0052-0110 0.50 17,058.50 2,106.90 19,165.40 KINDERGARTEN 01-oo-20-1110-0052-0110 3.00 99,867.00 12,433.25 112,300.25 LIBRARY 01-00-20-2222-0052-0110 1.00 28,632.00 3,754.16 32,386.16 NURSES 01-00-20-2134-0052-0110 0.50 10,874.00 1,588.64 12,462.64 PRINCIPAL 01-00-20-2410-0052-0110 2.00 97,319.00 10,864.93 108,183.93 - PECIAL ED 01-oo-20-12xx-0052-0110 2.00 65,060.00 8,161.63 73,221.63 TIPENDS 01-oo-20-xxxx-0052-0110 0.00 5,294.20 443.65 5,737.85 29.00 851,607.70 110,653.93 962,261.63 4 YR OLD AIDES 02-13-02-1105-0052-0120 1 .00 9,713.00 2,168.75 11,881.75 CLERICAL 02-00-20-2410-0052-0120 1.00 13,965.00 2,525.07 16,490.07 COMPUTER LAB ATTENDANT 02-13-10-1195-0052-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 02-00-20-2542-0052-0120 3.00 30,936.00 6,656.84 37,592.84 LIBRARY CLERKS 02-13-32-2222-0052-0120 1.00 14,484.00 2,568.56 17,052.56 STIPENDS 02-oo-20-xxxx-0052-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-00-20-1120-0052-0120 5.00 26,078.50 8,959.38 35,037.88 12.00 105,785.70 25,122.45 130,908.15 BUDGET CONTROL - OPERATING 02-00-20-1120-0052-0300 0.00 12,523.00 0.00 12,523.00 0.00 12,523.00 0.00 12,523.00 BUDGET CONTROL - DESEGREGATION 02-13-02-1105-0052-0300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 41.00 976,616.40 135,776.38 1,112,392.78 Page 30 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL SCHOOL/DEPARTMENT: EAST SIDE CUSTODIANS 02-00-00-2542-.0053-0120 1.50 20,563.50 3,755.42 24,318.92 1.50 20,563.50 3,755.42 24,318.92 1.50 20,563.50 3,755.42 24,318.92 SC: OOL/DEPARTMENT: VOCATIONAL COUNSELORS 01-oo-oo-2120-0055.0110 0.66 30,699.90 3,466.82 34, 166.n STAFF 01-oo-oo-2212-0055-0110 1.00 49,526.00 5,505.08 55,031.08 STIPENDS 01-00-00-XXXX-00550110 0.00 2,900.00 243.02 3, 143.02 1.66 83,125.90 9,214.92 92,340.82 STAFF 02-oo-oo-2212-0055-0120 2.00 42,082.00 6,236.07 48,318.07 2.00 42,082.00 6,236.07 48,318.07 BUDGET CONTROL OPERATING 02-oo-oo-2212-0055.0300 0.00 178,884.00 0.00 178,884.00 0.00 178,884.00 0.00 178,884.00 3.66 304,091.90 15,450.99 319,542.89 SCHOOL/DEPARTMENT: MUSIC - UOGET CONTROL OPERATING 02-00-00-2212-0056-0300 0.00 20,703.84 0.00 20,703.84 0.00 20,703.84 0.00 20,703.84 0.00 20,703.84 0.00 20,703.84 SCHOOL/DEPARTMENT: STAFF DEVELOPMENT STAFF 01-13092212-0059-0110 6.00 263,596.00 30,218.14 293,814.14 STIPENDS 011309-XXXX-0059-0110 0.00 6,534.81 547.62 7,082.43 6.00 270,130.81 30,765.76 300,896.57 STAFF 0213-09-2212-0059-0120 1.00 21,066.00 3,120.13 24,186.13 1.00 21,066.00 3,120.13 24,186.13 BUDGET CONTROL - DESEGREGATION 02-13-09-2212-0059-0300 0.00 122,363.00 0.00 122,363.00 0.00 122,363.00 0.00 122,363.00 7.00 413,559.81 33,885.89 447,445.70 SCHOOL/DEPARTMENT: HEALTH SERVICES NURSES 02-00-00-2134-0060-0120 1.00 33,634.00 4,173.33 37,807.33 STIPENDS 020000-XXXX-0060-0120 0.00 757.00 63.44 820.44 Page 31 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS TOTAL 1.00 34,391.00 4,236.TT 38,627.n BUDGET CONTROL OPERATING 02000022120060-0300 0.00 21,118.40 0.00 21,118.40 0.00 21,118.40 0.00 21,118.40 1.00 55,509.40 4,236.n 59,746.17 SCHOOL/DEPARTMENT: ANNEX CUSTOOIANS 020000-254200610120 2.00 30,989.00 5,306.48 36,295.48 2.00 30,989.00 5,306.48 36,295.48 2.00 30,989.00 5,306.48 36,295.48 SCHOOL/DEPARTMENT: LEE/I RC CUSTOOIANS 02000025420062-0120 2.00 28,704.00 5,115.00 33,819.00 SECURITY 0213162587-00620120 1.00 13,978.00 2,526.16 16,504.16 3.00 42,682.00 7,641.16 50,323.16 3.00 42,682.00 7,641.16 50,323.16 SCHOOL/DEPARTMENT: BOYS ATHLETICS STIPENDS 010000XXXX00630110 0.00 645.54 54.10 699.64 - 0.00 645.54 54.10 699.64 STAFF 02000022120063-0120 1.00 21,066.00 3, 120.13 24, 186.13 1.00 21,066.00 3,120.13 24,186.13 BUDGET CONTROL OPERATING 02000022120063-0300 0.00 139,830.00 0.00 139,830.00 0.00 139,830.00 0.00 139,830.00 1.00 161,541.54 3,174.23 164,715.TT S~HOOL/DEPARTMENT: ASSOC. SUPT EQU !TY STAFF 011306232600640110 2.00 115,018.80 12,348.18 127,366.98 STIPENDS 011306XXXX00640110 0.00 5,100.00 427.38 5,527.38 2.00 120,118.80 12,m.56 132,894.36 CUSTOOIANS 02130625420064-0120 0.63 6,870.78 1,429.30 8,300.08 STAFF 021306232600640120 9.00 221,932.00 30,791.10 252,n3.10 STIPENDS 021306XXXX00640120 0.00 900.00 75.42 975.42 9.63 229,702.78 32,295.82 261,998.60 Page 32 Little Rock School District 07/23/92 Budget 1992-93 - E:SCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL BUDGET CONTROL DESEGREGATION 0213-06-2326-0064-0300 0.00 38,240.00 0.00 38,240.00 0.00 38,240.00 0.00 38,240.00 11.63 388,061.58 45,071.38 433,132.96 SCHOOL/DEPARTMENT: GIFTED STAFF 01-00-00-2212-0065-0110 2.00 85,146.00 9,844.83 94,990.83 STIPENDS 01-00-00-XXXX-00650110 0.00 4,376.00 366.71 4,742.71 2.00 89,522.00 10,211.54 99,733.54 STAFF 02-oo-oo-2212-0065-0120 1 .00 15,134.00 2,623.03 17,757.03 1.00 15,134.00 2,623.03 17,757.03 BUDGET CONTROL OPERATING 02-oo-oo-2212-0065-o3oo 0.00 53,548.00 0.00 53,548.00 0.00 53,548.00 0.00 53,548.00 3.00 158,204.00 12,834.57 171,038.57 SCHOOL/DEPARTMENT: GIRLS ATHLETICS BUDGET CONTROL  OPERATING 02-00-00-2212-0066-oJoo 0.00 43,250.00 0.00 43,250.00 - 0.00 43,250.00 0.00 43,250.00 0.00 43,250.00 0.00 43,250.00 SCHOOL/DEPARTMENT: MATH STAFF 01-oo-oo-2212-0061-0110 2.00 92,959.00 10,499.56 103,458.56 STIPENDS 010000-XXXX-00670110 0.00 2,188.00 183.35 2,371.35 2.00 95,147.00 10,682.91 105,829.91 STAFF 02-oo-oo-2212-0061-0120 1.00 18,535.00 2,908.03 21,443.03 1.00 18,535.00 2,908.03 21,443.03 BUDGET CONTROL OPERATING 02-oo-oo-2212-0061-0300 0.00 26,719.20 0.00 26,719.20 0.00 26,719.20 0.00 26,719.20 BUDGET CONTROL DESEGREGATION 0213-12-2212-0067-0300 0.00 30,000.00 0.00 30,000.00 0.00 30,000.00 0.00 30,000.00 3.00 170,401.20 13,590.94 183,992.14 Page 33 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUOGET COOE FTE SALARY/AHOONT BENEFITS TOTAL SCHOOL/DEPARTMENT: PUPIL PERSONNEL STAFF (To be reassigned) 02-00-00-2212-00690120 2.00 40,993.00 6,144.81 47,137.81 2.00 40,993.00 6,144.81 47,137.81 BUDGET CONTROL DESEGREGATION 021328-2121-0069-0300 0.00 1,500.00 0.00 1,500.00 0.00 1,500.00 0.00 1,500.00 2.00 42,493.00 6,144.81 48,637.81 SCHOOL/DEPARTMENT: SUPERINTENDENT SUPERINTENDENT 010000-2321-0070-0110 1 .00 110,000.00 10,572.80 120,572.80 1.00 110,000.00 10,572.80 120,572.80 STAFF 02-00-00-2321-0070-0120 2.00 59,819.00 7,722.43 67,541.43 2.00 59,819.00 7,722.43 67,541.43 BUDGET CONTROL - OPERATING 02-00-00-2321-0070-0300 0.00 19,228.00 0.00 19,228.00 0.00 19,228.00 0.00 19,228.00 3.00 189,047.00 18,295.23 207,342.23 SC- DEPARTMENT: PLAN/RESEARCH/EVAL STAFF 01-1322-2623-0071-0110 4.00 162,000.00 18,994.80 180,994.80 STAFF 01-0000-2623-0071-0110 3.00 149,304.00 16,576.08 165,880.08 STIPENDS 0100-00XXXX-0071-0110 0.00 17,222.40 1,443.24 18,665.64 STAFF 0200-00-2623-00710120 4.00 80,849.00 12,194.35 93,043.35 11.00 409,375.40 49,208.47 458,583.87 BUDGET CONTROL  OPERATING 02-00-00-2623-0071-0300 0.00 56,200.00 0.00 56,200.00 0.00 56,200.00 0.00 56,200.00 BUDGET CONTROL - DESEGREGATION 02-13-222623-0071-0300 0.00 14,500.00 0.00 14,500.00 BUDGET CONTROL - DESEGREGATION 0213-29-2229-00710300 0.00 11,350.00 0.00 11,350.00 0.00 25,850.00 0.00 25,850.00 11.00 491,425.40 49,208.47 540,633.87 SCHOOL/DEPARTMENT: COMMUNICATIONS STAFF 02-00-00-26320072-0120 1.00 45,732.00 5,187.14 50,919.14 STAFF 02-00-00-2632-0072-0120 4.00 69,807.25 11,269.05 81,076.30 STIPENDS 02-oo-oo-xxxx-0072-0120 0.00 495.42 41.52 536.94 STIPENDS 02-00-00-xxxx-00?2-0120 0.00 900.00 75.42 975.42 Page 34 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 5.00 116,934.67 16,573.13 133,507.80 BUDGET CONTROL - OPERATING 02-00-00-2632-0072-0300 0.00 56,564.00 0.00 56,564.00 0.00 56,564.00 0.00 56,564.00 BUDGET CQ!ITROL - DESEGREGATION 02-13-33-2632-0072-0300 0.00 27,000.00 0.00 27,000.00 0.00 27,000.00 0.00 27,000.00 5.00 200,498.67 16,573.13 217,071.80 SCHOOL/DEPARTMENT: VIPS STAFF 02-oo-oo-2219-0073-0120 4.00 94,423.00 13,331.85 107,754.85 STAFF 02-13-34-2219-0073-0120 3.00 50,100.00 8,262.78 58,362.78 STIPENDS 02-oo-oo-xxxx-0073-0120 0.00 835.00 69.97 904.97 7.00 145,358.00 21,664.60 167,022.60 BUDGET CONTROL - OPERATING 02-DO-D0-2219-0073-0300 0.00 7,500.00 0.00 7,500.00 0.00 7,500.00 0.00 7,500.00 BUDGET CONTROL - DESEGREGATION 02-13-34-2219-0073-0300 0.00 7,500.00 0.00 7,500.00 - 0.00 7,500.00 0.00 7,500.00 7.00 160,358.00 21,664.60 182,022.60 SCHOOL/DEPARTMENT: KLRE BUDGET CONTROL - OPERATING 02-00-00-2229-0074-0300 0.00 86,000.00 0.00 86,000.00 0.00 86,000.00 0.00 86,000.00 0.00 86,000.00 0.00 86,000.00 SCHOOL/DEPARTMENT: BOARD OF DIRECTORS BUDGET CONTROL - OPERATING 02-00-00-2319-0075-0300 0.00 399,462.00 0.00 399,462.00 0.00 399,462.00 0.00 399,462.00 BUDGET CONTROL - DESEGREGATION 02-13-35-2319-0075-0300 0.00 5,000.00 0.00 5,000.00 BUDGET CONTROL - DESEGREGATION 02-13-22-3800-0075-0300 0.00 196,000.00 0.00 196,000.00 BUDGET CONTROL - DESEGREGATION 02-13-14-4900-0075-0300 0.00 3,800,000.00 0.00 3,800,000.00 0.00 4,001,000.00 0.00 4,001,000.00 0.00 4,400,462.00 0.00 4,400,462.00 Page 35 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL SCHOOL/DEPARTMENT: HIPPY STAFF 021301155000760120 23.00 191,558.67 47,213.02 238, n1 .69 23.00 191,558.67 47,213.02 238,TT1.69 BUDGET CONTROL DESEGREGATION 021301155000760300 0.00 40,000.00 0.00 40,000.00 0.00 40,000.00 0.00 40,000.00 23.00 231,558.67 47,213.02 278,TT1.69 SCHOOL/DEPARTMENT: SUPPORT SERVICES Increments \u0026amp; Final Act 10 020000221200800110 0.00 2,194,330.00 0.00 2,194,330.00 0.00 2,194,330.00 0.00 2,194,330.00 CUSTOOIANS 020000254200800120 3.13 53,533.58 8,726.64 62,260.22 STAFF 020000221200800120 3.00 103,149.00 12,708.29 115,857.29 STIPENDS 020000XXXX00800120 0.00 1,200.00 100.56 1,300.56 6.13 157,882.58 21,535.49 179,418.07 BUDGET CONTROL  OPERATING 020000221200800300 0.00 126,280.00 0.00 126,280.00 Debt Service 020000510000800300 0.00 9,597,115.00 0.00 9,597,115.00 Contingency 020000600000800690 0.00 500,000.00 0.00 500,000.00 - ESERVE SCHOOLS 020000261000800690 0.00 190,713.00 0.00 190,713.00 0.00 10,414,108.00 0.00 10,414,108.00 BUDGET CONTROL  DESEGREGATION 021313158000800300 0.00 320,000.00 0.00 320,000.00 BUDGET CONTROL  DESEGREGATION 021349600000800690 0.00 200,000.00 0.00 200,000.00 0.00 520,000.00 0.00 520,000.00 6.13 13,286,320.58 21,535.49 13,307,856.07 SCHOOL/DEPARTMENT: HUMAN RESOORCES STAFF 010000264200810110 1.00 64,493.00 6,759.31 71,252.31 STIPENDS 010000XXXX00810110 0.00 2,400.00 201.12 2,601.12 SUBST JTUTES  CERTIFIED 010000264200810110 0.00 900,000.00 96,370.00 996,370.00 1.00 966,893.00 103,330.43 1,070,223.43 STAFF 020000264200810120 9.00 186,976.00 27,861.79 214,837.79 STIPENDS 020000XXXX00810120 0.00 504.00 42.24 546.24 SUBSTITUTE OFFICE 020000264200810120 3.00 68,106.00 9,TT1.68 n,8n.68 SUBSTITUTES NON CERTIFIED 020000264200810120 0.00 100,000.00 0.00 100,000.00 TEACHER RECRUITER 021308264200810120 1.00 28,464.00 3,740.08 32,204.08 13.00 384,050.00 41,415.79 425,465.79 Page 36 Little Rock School District 07/23/92 Budget 199293 - DE'SCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 'BUDGET CONTROL OPERATING 020000264200810300 0.00 17,120.00 0.00 17,120.00 0.00 17,120.00 0.00 17,120.00 BUDGET CONTROL DESEGREGATION 021308264200810300 0.00 10,000.00 0.00 10,000.00 0.00 10,000.00 0.00 10,000.00 14.00 1,378,063.00 144,746.22 1,522,809.22 SCHOOL/DEPARTMENT: DATA PROCESSING STAFF 021317266400820120 4.00 100,n3.oo 13,859.79 114,582.79 STAFF 020000266400820120 9.00 264,065.00 34,321.85 298,386.85 STIPENDS 020000XXXX00820120 0.00 1,811.00 151. 76 1,962.76 13.00 366,599.00 48,333.40 414,932.40 BUDGET CONTROL OPERATING 020000266400820300 0.00 573,880.00 0.00 573,880.00 0.00 573,880.00 0.00 573,880.00 BUDGET CONTROL  DESEGREGATION 021317266400820300 0.00 297,000.00 0.00 297,000.00 BUDGET CONTROL  DESEGREGATION 021324266400820300 0.00 10,000.00 0.00 10,000.00 0.00 307,000.00 0.00 307,000.00 - 13.00 1,247,479.00 48,333.40 1,295,812.40 SCHOOL/DEPARTMENT: TRANSPORTATION DRIVERS 020000255200830120 284.00 2,875,000.00 625,688.20 3,500,688.20 STAFF 020000255400830120 22.00 585,214.00 78,846.53 664,060.53 STIPENDS 020000XXXX00830120 0.00 10,370.00 1,024.56 11,394.56 306.00 3,470,584.00 705,559.29 4,176,143.29 BUDGET CONTROL OPERATING 020000255400830300 0.00 2,570,306.00 0.00 2,570,306.00 0.00 2,570,306.00 0.00 2,570,306.00 306.00 6,040,890.00 705,559.29 6,746,449.29 SCHOOL/DEPARTMENT: FINANCIAL SERVICES STAFF 020000252500840120 13.00 335,510.00 45,n8.14 381,238.14 STIPENDS 020000XXXX00840120 0.00 2,854.00 239.17 3,093.17 13.00 338,364.00 45,967.31 384,331.31 BUDGET CONTROL OPERATING 020000252500840300 0.00 16,640.00 0.00 16,640.00 0.00 16,640.00 0.00 16,640.00 Page 37 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL 13.00 355,004.00 45,967.31 400,971.31 SCHOOL/DEPARTMENT: PURCHASING STAFF 02-00-00-2572-0085-0120 16.00 427,972.00 57,540.85 485,512.85 STIPENDS 02-oo-oo-xxxx-0085-0120 0.00 5,876.50 492.45 6,368.95 16.00 433,848.50 58,033.30 491,881.80 BUDGET CONTROL - COPIER 02-00-00-2572-0085-0300 0.00 441,000.00 0.00 441,000.00 BUDGET CONTROL - OPERATING 02-00-00-2572-0085-0300 0.00 101,792.00 0.00 101,792.00 BUDGET CONTROL - PRINTING 02-00-00-2572-0085-0300 0.00 130,000.00 0.00 130,000.00 BUDGET CONTROL - TEXTBOOKS 02-00-00-2572-0085-0300 0.00 1,009,020.00 0.00 1,009,020.00 0.00 1,681,812.00 0.00 1,681,812.00 16.00 2,115,660.50 58,033.30 2,173,693.80 SCHOOL/DEPARTMENT: SAFETY \u0026amp; SECURITY STAFF 02-13-16-2587-0087-0120 4.00 124,711.00 15,869.98 140,580.98 STIPENDS 02-13-16-XXXX-0087-0120 0.00 5,464.00 457.88 5,921.88 4.00 130,175.00 16,327.86 146,502.86 BUDGET CONTROL - SECURITY 02-00-00-2587-0087-0300 0.00 140,000.00 0.00 140,000.00 - 0.00 140,000.00 0.00 140,000.00 BUDGET CONTROL - DESEGREGATION 02-13-16-2587-0087-0300 0.00 50,000.00 0.00 50,000.00 0.00 50,000.00 0.00 50,000.00 4.00 320,175.00 16,327.86 336,502.86 SCHOOL/DEPARTMENT: PLANT SERVICES CUST SUBS 02-00-00-2542-0088-0120 0.00 250,000.00 24,700.00 274,700.00 STAFF 02-00-00-2542-0088-0120 68.50 1,688,906.00 234,334.12 1,923,240.12 STIPENDS 02-00-00-xxxx-oosa-0120 0.00 18,252.00 1,529.52 19,781.52 68.50 1,957,158.00 260,563.64 2,217,721.64 BUDGET CONTROL - OPERATING 02-00-00-2542-0088-0300 0.00 1,174,258.00 145,020.81 1,319,278.81 BUDGET CONTROL - UTILITIES 02-00-00-2542-0088-0400 0.00 3,421,500.00 367,684.20 3,789,184.20 0.00 4,595,758.00 512,705.01 5,108,463.01 68.50 6,552,916.00 m,268.65 7,326,184.65 SCHOOL/DEPARTMENT: ASSOC. SUPT-CURR IC. STAFF 01-00-00-2212-0089-0110 1.00 65,000.00 6,801.80 71,801.80 STIPENDS 01-oo-oo-xxxx-0089-0110 0.00 3,600.00 301.68 3,901.68 Page 38 Little Rock School District 07/23/92 Budget 1992-93 - DESCRlnlON BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL 1.00 68,600.00 7,103.48 75,703.48 STAFF 02-oo-oo-2212-0089-0120 1.00 28,609.00 3,752.23 32,361.23 1 .oo 28,609.00 3,752.23 32,361.23 BUDGET CONTROL - OPERATING 02-oo-oo-2211-0089-0300 0.00 144,064.72 0.00 144,064.72 0.00 144,064.72 0.00 144,064.72 BUDGET CONTROL - DESEGREGATION 02-13-12-2211-0089-0300 0.00 146,362.00 0.00 146,362.00 0.00 146,362.00 0.00 146,362.00 2.00 387,635.72 10,855.71 398,491.43 SCHOOL/DEPARTMENT: READING STAFF 01-00-00-1560-0090-0110 2.00 202,028.00 10,510.21 212,538.21 STIPENDS 01-oo-oo-xxxx-0090-0110 0.00 2,900.00 243.02 3,143.02 2.00 204,928.00 10,753.23 215,681.23 STAFF 02-00-00-1560-0090-0120 1.00 22,n4.oo 3,263.26 26,037.26 1.00 22,n4.oo 3,263.26 26,037.26 esUOGET CONTROL - OPERATING 02-00-00-1560-0090-0300 0.00 13,200.00 0.00 13,200.00 0.00 13,200.00 0.00 13,200.00 BUDGET CONTROL - DESEGREGATION 02-13-10-1195-0090-0300 0.00 18,000.00 0.00 18,000.00 BUDGET CONTROL - DESEGREGATION 02-13-12-1560-0090-0300 0.00 25,150.00 0.00 25,150.00 0.00 43,150.00 0.00 43,150.00 3.00 284,052.00 14,016.49 298,068.49 SCHOOL/DEPARTMENT: ASSOC. SUPT-CLIMATE ASSOC. SUPT-CLIMATE 01-oo-oo-2211-0091-0110 1.00 69,000.00 7,137.00 76,137.00 STIPENDS 01-oo-oo-xxxx-0091-0110 0.00 3,300.00 276.54 3,576.54 1.00 72,300.00 7,413.54 79,713.54 STAFF 02-oo-oo-2211-0091-0120 1.00 33,574.00 4,168.30 37,742.30 STIPENDS 02-oo-oo-xxxx-0091-0120 0.00 168.00 14.08 182.08 1.00 33,742.00 4,182.38 37,924.38 BUDGET CONTROL - OPERATING 02-oo-oo-2211-0091-0300 0.00 10,000.00 0.00 10,000.00 Page 39 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUOGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 0.00 10,000.00 0.00 10,000.00 2.00 116,042.00 11,595.92 127,637.92 SCHOOL/DEPARTMENT: SCIENCE STAFF 01-oo-oo-2212-0092-0110 1.00 49,480.00 5,501.22 54,981.22 STIPENDS 01-oo-oo-xxxx-0092-0110 0.00 2,688.00 225.25 2,913.25 1.00 52,168.00 5,726.47 57,894.47 STAFF 02-oo-oo-2212-0092-0120 1.00 19,927.00 3,024.68 22,951.68 1.00 19,927.00 3,024.68 22,951.68 BUDGET CONTROL - OPERATING 02-00-00-2212-0092-0300 0.00 42,584.00 0.00 42,584.00 0.00 42,584.00 0.00 42,584.00 2.00 114,679.00 8,751.15 123,430.15 SCHOOL/DEPARTMENT: ENGLISH STAFF 01-oo-oo-2212-0095-0110 1.00 39,380.00 4,654.84 44,034.84 STIPENDS 01-00-00-XXXX-0095-0110 o.oo 2,188.00 183.35 2,371.35 1.00 41,568.00 4,838.19 46,406.19 - TAFF 02-00-00-2212-0095-0120 1.00 17,221.00 2,797.92 20,018.92 Tl PENDS 02-oo-oo-xxxx-0095-0120 0.00 154.00 12.91 166.91 1.00 17,375.00 2,810.83 20,185.83 BUDGET CONTROL - OPERATING 02-oo-oo-2212-0095-0300 0.00 21,440.00 0.00 21,440.00 0.00 21,440.00 0.00 21,440.00 BUDGET CONTROL - DESEGREGATION 02-13-12-2212-0095-0300 0.00 15,731.00 0.00 15,731.00 0.00 15,731.00 0.00 15,731.00 2.00 96,114.00 7,649.02 103,763.02 SCHOOL/DEPARTMENT: EXCEPTIONAL CHILDREN STAFF 01-13-15-2212-0097-0110 1.00 37,284.00 4,479.20 41,763.20 STAFF 01-00-00-2212-0097-0110 15.00 520,682.00 63,955.15 584,637.15 STIPENDS 01-00-00-XXXX-0097-0110 0.00 17,445.20 1,461.91 18,907.11 16.00 575,411.20 69,896.26 645,307.46 STAFF 02-oo-oo-2212-0097-0120 13.00 280,238.00 41,096.34 321,334.34 13.00 280,238.00 41,096.34 321,334.34 Page 40 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL BUDGET CONTROL - OPERATING 02-oo-oo-2212-0097-0300 0.00 522, 98_7 .20 0.00 522,987.20 0.00 522,987.20 0.00 522,987.20 BUDGET CONTROL - DESEGREGATION 02-13-15-2212-0097-0300 0.00 17,361.00 0.00 17,361.00 o.oo 17,361.00 0.00 17,361.00 29.00 1,395,997.40 110,992.60 1,506,990.00 SCHOOL/DEPARTMENT: NEIi FUTURES BUDGET CONTROL - OPERATING 02-oo-oo-2212-0095.0300 0.00 530,400.00 0.00 530,400.00 0.00 530,400.00 0.00 530,400.00 0.00 530,400.00 0.00 530,400.00 SCHOOL/DEPARTMENT: INSTRUCTIONAL MATER! STAFF 01-13-10-1195-0099-0110 2.00 88,930.00 10,161.93 99,091.93 STAFF 01-13-32-22120099-0110 1.00 40,348.00 4,735.96 45,083.96 STIPENDS 01-00-00-XXXX-0099-0110 0.00 3,502.00 293.47 3,795.47 3.00 132,780.00 15,191.36 147,971.36 STAFF 02-oo-oo-2212-0099-0120 4.00 94,668.00 13,352.38 108,020.38 - TAFF 02-13-10-1195-0099-0120 1.00 11,034.00 2,279.45 13,313.45 TAFF 02-13-32-2212-0099-0120 1.00 16,937.00 2,774.12 19,711.12 STIPENDS 02-00-00-XXXX-0099-0120 0.00 1,737.00 145.56 1,882.56 6.00 124,376.00 18,551.51 142,927.51 BUDGET CONTROL - OPERATING 02-oo-oo-2212-0099-0300 0.00 5,616.00 0.00 5,616.00 0.00 5,616.00 0.00 5,616.00 BUDGET CONTROL - DE SEGRE GA Tl ON 02-13-12-2212-0099-0300 0.00 5,625.00 0.00 5,625.00 BUDGET CONTROL - DE SEGRE GA Tl ON 02-13-10-1195-0099-0300 0.00 1,115,714.00 0.00 1,115,714.00 BUDGET CONTROL - DESEGREGATION 02-13-32-2212-0099-0300 0.00 152,250.00 0.00 152,250.00 0.00 1,273,589.00 0.00 1,273,589.00 9.00 1,536,361.00 33,742.87 1,570,103.87 SCHOOL/DEPARTMENT: GILLAM CUSTODIANS 02-00-00-2542-0101-0120 0.50 6,950.50 1,259.85 8,210.35 0.50 6,950.50 1,259.85 8,210.35 0.50 6,950.50 1,259.85 8,210.35 Page 41 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL SCHOOL/DEPARTMENT: INCENTIVE SCHOOLS COORDINATOR 01-13-51-221~-0120-0110 1.00 54,269.00 5,902.54 60,171.54 STIPENDS 011351-XXXX-0120-0110 0.00 900.00 75.42 975.42 1.00 55,169.00 5,9n.96 61,146.96 BUDGET CONTROL  DESEGREGATION 021351-2212-0120-0300 0.00 2,000.00 0.00 2,000.00 C~ter Labs 021354-1120-0120-0300 0.00 15,000.00 0.00 15,000.00 C~ter Loan Program 021356-1120-0120-0300 0.00 5,000.00 0.00 5,000.00 Foreign Language 02-1356-1120-0120-0300 0.00 7,500.00 0.00 7,500.00 Science Labs 02-13-53-1120-0120-0300 0.00 15,000.00 0.00 15,000.00 Writing to Read 02-13-52-1120-0120-0300 0.00 15,000.00 0.00 15,000.00 Extended Day/Week - Transport. 02-13-57-1120-0120-0331 0.00 60,000.00 0.00 60,000.00 Transportation 02-13611120-0120-0331 0.00 20,000.00 0.00 20,000.00 0.00 139,500.00 0.00 139,500.00 1.00 194,669.00 5,9n.96 200,646.96 SCHOOL/DEPARTMENT: HEARING OFFICER STAFF 0113-05-2212-0121-0110 1.00 50,041.00 5,548.24 55,589.24 STIPENDS 011305-XXXX-0121-0110 0.00 3,639.00 304.95 3,943.95 1.00 53,680.00 5,853.19 59,533.19 - TAFF 02-13-052212-0121-0120 1.00 19,927.00 3,024.68 22,951.68 Tl PENDS 02-13-05-XXXX-01210120 0.00 168.00 14.08 182.08 1.00 20,095.00 3,038.76 23,133.76 BUDGET CONTROL - DESEGREGATION 02-13-05-2212-0121-0300 0.00 16,420.00 0.00 16,420.00 0.00 16,420.00 0.00 16,420.00 2.00 90,195.00 8,891.95 99,086.95 SCHOOL/DEPARTMENT: MCCLELLAN COMMUNITY BUDGET CONTROL - DESEGREGATION 02-13-26-3100-0125-0300 0.00 115,000.00 0.00 115,000.00 0.00 115,000.00 0.00 115,000.00 0.00 115,000.00 0.00 115,000.00 SCHOOL/DEPARTMENT: RISK MANAGEMENT STAFF 02-oo-oo-2212-0121-0120 1.00 35,424.00 4,323.33 39,747.33 STIPENDS 02-oo-oo-xxxx-0121-0120 0.00 900.00 75.42 975.42 1 .00 36,324.00 4,398.75 40,722.75 BUDGET CONTROL OPERATING 0200-002589-0127-0300 0.00 1,068,440.00 0.00 1,068,440.00 Page 42 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL 0.00 1,068,440.00 0.00 1,068,440.00 1.00 1,104,764.00 4,398.75 1,109,162.75 SCHOOL/DEPARTMENT: SOCIAL STUDIES STAFF 020000-258901280120 2.00 60,307.00 7,763.33 68,070.33 STIPENDS 020000XXXX01280120 0.00 688.00 57.65 745.65 2.00 60,995.00 7,820.98 68,815.98 BUDGET CONTROL OPERATING 020000-221201280300 0.00 6,412.00 0.00 6,412.00 0.00 6,412.00 0.00 6,412.00 BUDGET CONTROL  DESEGREGATION 021312-221201280300 0.00 17,447.00 0.00 17,447.00 0.00 17,447.00 0.00 17,447.00 2.00 84,854.00 7,820.98 92,674.98 SCHOOL/DEPARTMENT: ASST SUPT SECONDARY STAFF 0100002212-01290110 1.00 55,120.00 5,973.86 61,093.86 STIPENDS 010000XXXX01290110 0.00 1,200.00 100.56 1,300.56 1.00 56,320.00 6,074.42 62,394.42 - UDGET CONTROL OPERATING 0200002211-01290300 0.00 25,498.00 0.00 25,498.00 0.00 25,498.00 0.00 25,498.00 BUDGET CONTROL DESEGREGATION 02132722110129-0300 0.00 122,600.00 0.00 122,600.00 0.00 122,600.00 0.00 122,600.00 1 .oo 204,418.00 6,074.42 210,492.42 SCHOOL/DEPARTMENT: ASST SUPT GREMILLION STAFF 01000022120130-0110 2.00 74,478.00 8,950.86 83,428.86 STIPENDS 010000XXXX01300110 0.00 1,368.00 114 .64 1,482:64 2.00 75,846.00 9,065.50 84,911.50 BUDGET CONTROL  OPERATING 02000022110130-0300 0.00 8,930.00 0.00 8,930.00 0.00 8,930.00 0.00 8,930.00 2.00 84,TT6.00 9,065.50 93,841.50 SCHOOL/DEPARTMENT: ASST SUPT ROBERTSON STAFF 0100002212-01310110 2.00 70,055.00 8,580.21 78,635.21 Page 43 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BLX\u0026gt;GET COOE FTE SALARY/AMCXJNT BENEFITS TOTAL STIPENDS 01-oo-oo-xxxx-0131-0110 0.00 1,368.00 114.64 1,482.64 2.00 71,423.00 8,694.85 80,117.85 BUDGET CONTROL - OPERATING 02-oo-oo-2211-0131-0300 0.00 8,855.00 0.00 8,855.00 0.00 8,855.00 0.00 8,855.00 2.00 80,278.00 8,694.85 88,972.85 SCHOOL/DEPARTMENT: ASSOC. SUPT-CURR IC. 4 YR OLD DIR 01-13-02-1105-0132-0110 1.00 56,919.00 6,124.61 63,043.61 1 .00 56,919.00 6,124.61 63,043.61 BUDGET CONTROL - DESEGREGATION 02-13-02-1105-0132-0300 0.00 27,000.00 0.00 27,000.00 0.00 27,000.00 0.00 27,000.00 1.00 83,919.00 6,124.61 90,043.61 SCHOOL/DEPARTMENT: ADULT EDUCA Tl ON STAFF 02-oo-oo-2212-0714-0120 14.50 479,971.14 59,866.18 539,837.32 STAFF 02-oo-oo-2212-0714-0120 7.00 91,929.50 17,187.29 109,116.79 STIPENDS 02-oo-oo-xxxx-0714-0120 0.00 1,500.00 125. 70 1,625.70 - BUDGET CONTROL 21.50 573,400.64 77,179.17 650,579.81 - OPERATING 02-oo-oo-2212-0714-0300 0.00 9,900.37 0.00 9,900.37 BUDGET CONTROL - OPERATING 02-oo-oo-2212-0714-0300 0.00 -2,475.09 0.00 -2,475.09 0.00 7,425.28 0.00 7,425.28 21.50 580,825.92 77,179.17 658,005.09 2,879.69 105,631,127.09 10,241,433.25 115,872,560.34 1992-93 BUDGET -CENTRAL FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0001 ADOPTED BUDGET 02.00.40.1140.0001.0300 __ --- .. _____ 02.oo.40.1140.0001.0326 02.oo.40.1140.0001.0342 02.00.40.1140.0001.0360 -------------- __ 02. o a. 40  .1140. o oo 1. 041 o 02.oo.40.1140.0001.0361 02.00.40.2410.0001.0410 ____ - _ .02.oo.40.1110.000.1.0410 02.oo.40.1110.0001.0412 02.00.40.2410.0001.0416 . ------- 02.00.40.2222.0001.0416--. - ---- -- - --- 02.00.40.1140.000l.0416 02.00.40.1140.0001.0421 02.00.40.1140.0001.0548 02.00.40.2410.0001.0548 02.oo.40.1110.0001.0416 ---- 02.00.40.1140.0001.0540 . -- --- - -- ... - ---- 02. 00.40.2410.0001. 0540 M-TO-M MAGNET SQIOOL 02.13.18.1145.0001.0300 CONTROL ACCOUNT- TOTAL _02.13.18.1145.0001.0416 02.13.18.1145.0001.0410 02.13.18.1145.0001.0421 02.13.18.1145.000l.0540 - 02.13.18.1145.000l.0548 CONTROL ACCOUNT. -TOT AL---- . 67,952.00 ----------------- 67,952.00 15,000.00 1992-93 BUDGET -HALL FU-SF-IO-FUNC-UNIT-OBJECT _o2.ao.40.1140.0002.0300 02.00.40.1140.0002.0326 02.oo.40.1140.0002.0342 -- ------- - - - - _ . 02.00.40.1140.0002.0360 . 02.00.40.2410.0002.0410 02.00.40.1140.0002.0410 02.oo.40.2222.0002.0410 02.oo.40.1110.0002.0410 02.00.40.1140.0002.0361 - ----- _ - - ---  -  02.oo.40.1110.0002.0412 02.oo.40.2222.0002.0416 _  - - ---------- _02.00.40.2410.0002.0416 02.oo.40.1110.0002.0416 02.oo.40.1140.0002.0416 ____ 02.oo.40.1140.0002.0421 ----- - -  g~:gg::~:i\n!~:gg~~:~~:~ OPERATIONAL UNIT CODE: 0002 ADOPTED BUDGET __ __ _ ________ .Q2.. 00.40.1140. 0002.0548 . - - - . - ----- -- - 02.00.40. 2410.0002.054S ------------- ---------- ------------ - - --CONTROL- ACCOUNl\"-+OTAL ------ - - --36~4-.-00- 1992-93 BUDGET Page 1 of 2 -METROPOLITAN FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0004 ADOPTED BUDGET ----------------------------------------------------------------------- 02.oo.oo.1140.0004.0300 02.oo.oo.114o.ooo4.o326 02.oo.oo.1140.0004.0342 02.oo.oo.1140.0004.0360 02.oo.oo.1140.0004.0361 02.oo.oo.1140.0004.0410 02.oo.oo.1140.0004.os40 02.oo.oo.1140.0004.os4B 02.oo.oo.114o.ooo4.o630 02.00.oo.1333.0004.0326 02.oo.oo.1333.0004.0360 02.oo.oo.1333.0004.0361 02.oo.oo.1333.0004.0410 02.oo.oo.1333.0004.0416 02.oo.oo.1333.0004.0421 oz.oo.oo.1333.ooo4.o440 02.oo.oo.1333.0004.0540 02.oo.oo.1333.0004.0548 02.oo.0J.1341.0004.0326 02.10.oo.1341.0004.0360 02.oo.oo.1341.0004.0361 02.oo.oo.1341.0004.0410 02.oo.Jo.1341.0004.0416 02.oo.oo.1341.0004.0421 02.oo.oo .. 1341.0004.0440 . 02.oo.oo.1341.0004.0540 02.oo.oo.1341.0004.0548 02.oo.oo.1353.0004.0311 02.oo.oo.1353.0004.0312 02.oo.oo.13s3.0004.o326 02.00. 00.1353.0004. 0333 -  -- -- - 02. oo .oo.1353.0004.0350 02.oo.oo.1353.ooo4.o360 02.oo.oo.1353.ooo4.o361 02.oo.oo.1353. 0 004.0410 0 2.oo.oo.13s3.0004.0416 02 ... oo.oo.1353.0004.0421 -- - --- - - - 02.oo.oo.13s3.0004.0440 02.oc.oo.1353.0004.0450 02.oo.oo.1353.0004.0540 02.oc .oo.13s3.0004.0548 0 2 .oo.oo.1354.0004.0333 02.00 .. 00.1354.00~4.041~ 336,450.00 - ---- --- 02.oo.oo.13s4.0004.0416 02.oo.oo.2120.0004.0410 02.o~.oo.2120..0004.04l..b------------- -- 02.oo.oo.2s39.0004.032l 02.oo.oo.zs39.0004.0322 02.oo..-00-253.9 ... ..l.004.1l32.3- ------- 1992-93 BUDGET -METROPOLITAN FU-SF-IO-FUNC-UNIT-OBJECT 02.oo.oo.zs39.0004.0326 02.oo.oo.zs39.0004.03z9 02.oo.oo.zs39.0004.o341 02.oo.oo.2s39.0004.0390 02.oo.oo.2s39.0004.0410 02.oo.oo.2s39.0004.0411 02.oo.oo.2s39.0004.0416 02.oo.oo.2s39.0004.o4s1 02.oo.oo.2s39.0004.04s2 02.oo.oo.2s39.0004.o4B3 02. oo.oo_.2539.0004.o4B4 ____ 02.oo.oo.2539.0004.04s5 02.oo.oo.2539.ooo4.o486 02.oo.oo.2s39.0004.04s1 02.oo.oo.2539.0004.04aa 02.oo.oo.2s39.0004.0489 02.oo.oo.2s39.0004.os4o __ 02.oo.oo.2s39.0004.os4s Page 2 of 2 OPERATIONAL UNIT CODE: 0004 ADOPI'ED BUDGET CONTROL ACCuUNT TOTAL 336,450.00 1992-93 BUDGET -DUNBAR FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0007 ADOPTED BUDGET ----- --.02.00.30.ll.30.0007.0300 -- ------ ------ ----- --- 02.00.30.1130.0007.0326 02.oo.30.1130.0001.0342 02.oo.30.1130.0001.0360 . . .. _ . _ 02.0C.30.1130.0007.0361 02.oo.30.2222.0001.0410 -- 02.00.30.1130.0007 . 0410 02.00.30.2410.0007.0410 02.00.30.2410.0007.0416 -02.00.30.1130.0007.0416 02.oo.30.2222.0001.0416 02.00.30.1130.0007.0421 02.oo.30.1130.0001.0540 . 02.00.30~2410.0007.0540 02.oo.30.1130.0001.054g . _ -. 02.oo.30.24.1.o .. 0001 .. os4s --------- CONTROL ACCOUNT TOTAL M-1D-M MAGNET SCHOOL 02.13.18.1135.0007.0300 02.13.18.1135.0007.0421 -- -- .. . CONTROL ACCOUNT .TOTAL ----- - 2a,s20.oo 28,820.00 36,ooo.oo 36~000.00 1992-93 BUDGET -FAIR OPERATIONAL UNIT CODE: 0008 FU-SF-IO-FUNC-UNIT-OBJECT ------------------------------------------------------------- ___ 02.oo  .40.1140  . 00013.0300 . ____ __ __ _ _____ _ ____ . __ 02.00.40.1140.000B.0326 02.00.40.1140.ooos.0342 ------- __________ 02..0.0 . 40.1140.000B.0360 ____ ___ __ ___ ___ ________ _ 02.00.40.1140.0008.0361 02.00.40.2410.0008.0410 02 .. 00.40.2222.oooa.0410 _________ ___ . __ 02.00.40.1110.oooa.0410 02.00.40.1140.0008.0410 ------ ___________ 02.00.40.1110.oooa.0412 .. 02.00.40.1140.0008.0416 02.oo.40.1110.oooa.0416 _02.00.40.2222.ooos.0416 02.00.40.2410.0008.0416 02.00.40.1140.0008.0421 ----- - - -- 02.00.40.2410.0008.0540 ----------- 02. oo.40.1140. oooa.0540 02.00.40.2410.0008.0549 02.00.40.1140.0008.0548 CONTROL ACCOUNT TOTAL ADOPTED BUDGET 35.,036.DC 35,036.00 -FOREST HEIGHTS FU-SF-IO-FUNC-UNIT-OBJECT 1992-93 BUDGET OPERATIONAL UNIT CODE: 0009 ADOPTED BUDGET --------------------------------------------------------------------------- 02.00.30.1130.0009.0300 02.oo.30.1130.0009.0326 02.00.30.1130.0009.0342 29,396.00 ________________ 02.oo.30.11.30.0009.0360 _ ______ __________ _ _ 02.00.30.1130.0009.0361 02.oo.30.2222.0009.0410 ---- ----- ----- -- 02.oo.30.1130.0009.0410 ____ -- __ -- --- - -----  --- -- - - - 02.00.30.2410.0009.0410 02.oo.30.2222.0009.0416 ---- - 02.oo.30.1130.0009.0416 -- .. _ ---------- -- ----- -- 02.oo.30.2410.0009.0416 02.00.30.1130.0009.0421 - -------02.oo....:io.1-130 .. 0009.0540 _ __ _ _ ------------ 02.00.30.2410.0009.0540 02.00.30.1130.0009.0548 - - - -  ----- _ 02. 00.30.24.10. 0009 ... 054..a -- CONTROL ACCOUNT TOTAL - --- - - ----- -- ---- ---- - -- - -------------- 1992-93 BUDGET PULASKI HEIGHTS JUNIOR FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0010 ADOPTED BUDGET 02.D0.30.1130.0010.0300 . --- -- ------ _ 02.oo .. 30.1130.0010.0326-- ______ ..... 02.00.30.1130.0010.0342 02.00~30.1130.0010.0360 ------- - ------- 02.00.30.1130.0010.0361-----~--- - -- - -- ------ -- 02. 00.30.2410.0010. 0410 02.oo.30.2222.0010.0410 .. ------ - 02.00.30.1130.0010.0410 . - --. _ 02.00.30.2410.0010.0416 02.00.30.1130.0010.0416 02.00.30 .. 2222.0010. 0416 _____________ 02. oo. 30.1130.0010. 0421 02.oo.30.2410.0010.os40 02.00.30.1130.0010.0540 02.00.30.2410.0010.0548 02.oo.30.1130.0010.0548 28,496.00 - --- -------- ----------------- CONTROL ACCOUNT TOTAL 28,496.00 1992-93 BUDGET -SOUTHWEST FU-SF-IO-FUNC-UNIT-OB.JECT OPERATIONAL UNIT CODE: 0011 ADOPTED BUDGET 02.oo.30.1130.0011.0300 02.oo.30.1130.0011.0326 - 02.oo.30.1130.0011.0342 .---------- ---- 02.oo.30.1130.0011.0360 02.00.30.1130.0011.0361 - - ------- - - _D2.00.30.ll.30.00.l1.0410- -- -- ____ _____ 02.oo.30.2222.0011.0410 02.oo.30.2410.0011.0410 ------- -----. _ 02.oo.30.1130.00-11,.0416 02.oo.30.2222.0011.0416 02.oo.30.2410.0011.0416 ___ _ ______ _ _ 02.oo.30.1130.0011.0421 02.oo.30.2410.0011.0540 _____ __ 02.oo.30.1130.0011.os40 02. 00 :30.1130. 0011. 0548 _ ____ , 02.oo.30.2410.0011.os4s --- CONTROL ACCOUNT TOTAL 29,072.00 1992-93 BUDGET -McCLELLAN FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0012 ADOPTED BUDGET --------------------------------------------------------------------------- 02.00.40.1140.0012.0300 ---- -- ------- --- 02.oo.40.1140 . 0012.0326 _ 02.~0.40.1140.0012.0342 02.00.40.1140.0012.0360 38,603.00 _ _________ 02.oo.40.1140.0012.0361----- ---------- - - -- - --------- 02.oo.40.2222.0012.0410 02.oo.40.1110.0012.0410 ------- ---- 02.00..40..ll.40...0012.0410 .. _____ -- _________ ------ - ----- ---- --- --- - - -  - 02.oo.40.2410.0012.0410 02.oo.40.1110.0012.0412  02.oo.40.2222.0012.0416 . 02.oo.40.1140.0012.0416 02.oo.40.1110.0012.0416 ___ . ___ 02 .. oo.40.2410.0.012.0416. ___ _ 02.oo.40.1140.0012.0421 ___ . ___ o.2.oo.40.241\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_588","title":"Little Rock Schools: King Interdistrict Magnet Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/2001"],"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","King Interdistrict Magnet Elementary School (Little Rock, Ark.)","Educational planning","School improvement programs","School attendance"],"dcterms_title":["Little Rock Schools: King Interdistrict Magnet Elementary"],"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/588"],"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\nCorrespondence, brochure, reports, news clippings. Photographs: Signage: ''Please do not play on playground'' (4x6, color, undated\n2 photos)\nPosting on entrance to room 227 (4x6, color, undated)\nPlease Do not play on playground4\u0026lt;\"|r^ ^jb(zu^9W4^ t I 1 I Ik - 1.: L|i IW^^i I 1 -.1 JOOCXii Please L 1 do not plctu on i playground!-1 L Ui Ktfe uz-a 4 /Id! t  . ^^'v^rjfAyr, s.l J^ i? ,1 Ik W 7,\" *\nMRA IMIVIRA H*ll I I M ARM s: RWA AFRH I ARR AlTtR MIIAHIA \u0026lt; HArKWO AMTHOAtf \u0026lt; \u0026gt;   ROSIMM lOMM* A*MH PAI ( IRA/d R KMAIHAN IRH A\\ IPPMAMIt HARRIS *nilAM HARRI- aammaiha iitnu IMOt I *4, I I ROt  I HiMIR R AHHIRr AARAH R\u0026gt; I n AHAwr A RI I II WHimi , I Wi\n. \\MI I M RR Al RR HARM riMRI M ' \u0026lt; RItllWMt R\n*H RR'i W ARIM *  \u0026lt;\u0026gt; RRItn All! M i'lZ* J 227 I CIMAIRRr73?t-K 'ImA. ^.ii(^ \u0026lt; (tXwSchool Locations^ lefZZAV^ RD. ifepsinqipuopss tpes'lud s IB s| Sujiaaiu aauiuiujco pteog X|qjuoui sqx \u0026gt; jauueqD aiqeo AiOSan UO aAi) pasiAap] aie sSuiiaaui pjEog sauiiaaui pjBoq )e suoiraiuas^ aijqnd joj uoisiAOJd e si aiaqx puaueoipaiiAui si 3i|qnd aqx lueq^jeyq isaM0l8'8uip|ing uorieusiuiiupv aip jo uiooa pjeog aqi ui w d 9 le qiuotu ipsa joABpsjnqx ipinoj aqi uoXiieinBai staaui pjEOg jooqps Ajeiaoas 8ZSL-0iS 'Al 'S88!a vuqoj S089-WL 'iieMMiyj ^u^J^q^^:^ JQ 58Si-89S UtaACoei .oo. euiQ IZS0-J9S 390 epuKd KiS-\u0026gt;99'uoi|iuieH |I!e luapisaid-asiA SZ2-Si uosqaeiXasioa )u^saM 5S9+ie '90H 3 uqo| sjopsjia JO pjBog Qsai lOOJ-KL JO 900:-r38 'Xje)uauia|3 's)uapua)uuadns )ue)S!ssv aqi jo aayjo lIQZ-tZi Xiepuoaas ')uapua)uuadns )ue)S!Ssv aq) jo aayjo 600Z-hZ 'uoddns |ooqas pue saajnosaa 'jaSeueyj aqjjoaaijjo DLZZ-m 'Xjinbg Ouiiueaq pue geuopeziueSJO ')uapua)upadns ajeiaossyaq) jo aaijjo I lOZ-VCS 'luauiaAOiduig Suiuieaq pue suibjSojj geuopeanps ')uapua)uuadns ajeiaossv aq) jo aayjo OlOC-kZt 'sjewijo pue suopeiado gooqas 'luapuatupadns ajeiaossv sq) jo aayjo ZIOZ-KZ 'Wapuajupadns sqi jo aayjo uonBjjSjuiuipy QSin OOK-fZi 'Munws pue AjajBS JO 331JJO J \n83 'uoiieuuojui jaqunj joj uonepossv Tpanpv sesue^ aqi Aq pauoipues sjiods obsbj -oipsiaiui UI Supgdpprad siuapms ije joj aSeiaAo? 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'I J9qo)3oXq pgosjBaX aAy aqisnuj uaipgiqa IXBpquiq )siy aquatjBJO uo uaAi9| eggaqru pue Bgoaqnj pue qpapaau aq yiM uopeziuniuuii geuopippe ue 'Xepquiq qpnoj aq) 01 joud uaAiS aiaw oigod pue ido aqijj) oigod aajq) pue isissnuad snuejai euaqiqdip aaiq) :suoiieziunujui| Suunoyoj aq] saiinbai Aieg sesueqjv uopeosi^ le (lu: wi'lliq ^HBnl ssaippe jojoord apiAOJd )snui siuaiej ZLZZ-KZ 'oyjO )uaiuu8is$v )U9pn)S aq] peiuoa gooqas auoz aauepuape aqi Suiuiuuajap ui aauejsisse joj gooqas auoz aauepuajje jiaq) ]e JapiSai pgnoqs sassaippe paSueqa aAeq oqn sjuapnts joSuuds aqi ui ja)si9aj-ajd ]ou pip oqA sjuapnjs msn jaquinu X)unaas gepos pue pjoaaj uopeziuniuuii aieaypjaa quiq jiaq) juasajd )snuj aujp isjy aq) joj agai sqi 8uua)ua siuapn)s uid g ipun ui e 11 wojj oi pueaisnSny uo gooqas pauSisse Jiaq) le siuapnis gge joj pgaq aq yjA uopepsiSay ODuepudity puy uopej)sl3a 'J Senior High Schools I. Central To Be Announced (500 Park, 02 324-2300 2, |.A, Fair Al Niven 13420 David O, Dodd, 10 228-3100 3, Hall Dr, Victor Anderson 6700 -H\", 05 671-6200 Junior High Schools 4. Cloverdale Gayle Bradford 6300 Hinkson Rd,, 09 570-4085 5, Forest Heights Richard Maple 5901 Evergreen. 05 671-6390 6. Mabelvale Waller Marshaleck 10811 Mabelvale W. Rd. Mabelvale. AR 72103 455-7400 7. Pulaski Heights Ralph Hoffman 401 N. Pine, 05 671-6250 8, Southwest Charity Smith 3301 S, Bryant, 04 570-4070 Elementary Schools 9. Badgett Mary Golston 6900 Pecan Road, 06 324-2475 10. Bale Levanna Wilson 6501 W. 32nd.04 570-4050 11. Baseline To Be Announced 3623 Baseline Rd., 09 570-4150 12. Brady Mary Menking 7915 Markham. 05 228-3065 13. Chicot Otis Preslar 11100 Chicot Rd., Mabelvale, 72103 570-4062 14. Cloverdale To Be Announced 6500 Hinkson Rd., 09 570-4055 15. Dodd Patricia McNeil 6423 Stagecoach Rd., 04 455-7430 16. Fair Park Barbara Means 616 N. Harrison, 05 671-6260 17. Forest Park Virginia Ashley 1600 N. Tyler, 07 671-6267 18. Fulbright Mac Huffman 300 Pleasant Valley Dr., 12 228-3080 19, Geyer Springs Eleanor Cox 5240 Mabelvale Pike, 09 570-4160 20. Jefferson Frances Cawthon 2600 N. McKinley, 07 671-6281 21. Mabelvale lulie Davenport 9401 Mabelvale Cut-off Mabelvale, AR 72103 455-7420 22. McDermott Michael Oliver 1200 Reservoir Rd.. 07 228-3072 23. Meadowcliff lerry Worm 25 Sheraton Dr., 09 570-4165 24. Otter Creek Carolyn Teeter 16000 Otter Creek Pkwy., 09 455-7440 25. Pulaski Heights To Be Announced 319 N. Pine. 05 671-6290 26. Terry LaDell Looper 10800 Mara Lynn Dr., 11 228-3093 27, Wakefield To Be Announced 75 Westminister Dr., 09 570-4190 28. Watson To Be Announced 7000 Valley Dr., 09 570-4195 29, Western Hills Scott Morgan 4901 Western Hills, 04 570-4175 30. Wilson Gwen Zeigler 4OI5Stannus Rd,, 04 570-4180 31. Woodruff Pat Higginbotham 3010W, 7lh,O5 671-6270 incentive Schools (Elementary Schools) 32. Franklin Franklin Davis 1701 S. Harrison, 04 671-6380 33. Carland Robert Brown 3615 W. 25th, 04 671-6275 34. Ish Stan Strauss 3001 Pulaski, 06 324-2410 35. Mitchell Donita Hudspeth 2410 Battery, 06 324-2415 36. Rightsell Sharon Davis 911 W- 19th, 06 324-2430 37, Rockefeller Anne Mangan 700 E, 17th, 06 324-2385 38, Stephens Lonnie Dean 3700W, 18th,04 671-6350 Magnet Schools 39. Booker Arts Magnet Elementary Dr. Cheryl Simmons 2016 Barber, 06 324-2482 40. Carver Basic Skills/ Math-Science Magnet Elementary Mary Guinn 2100 East 6th, 02 324-2460 41 Central High International Studies To Be Announced 1500 Park. 02 324-2300 42 Dunbar Magnet lunior High International Studies/ Gifted \u0026amp; Talented Nancy Acre 1100 Wright Ave., 06 324-2440 43. Gibbs Foreign Language/ International Studies Magnet Elementary Donna Davis 1II5W. 16th, 02 324-2490 44 Henderson Health Science Magnet lunior High Clell Watts 401 lohn Barrow Rd., 05 228-3050 45 Mann Arts \u0026amp; Science Magnet lunior High Marian Lacey 1000 E. Roosevelt Rd.. 06 324-2450 46 McClellan Business/ I ommunicatlons Magnet Senior High I idle Carter 9417 Geyer Springs. 09 570-4100 4? l arkview Arts \u0026amp; Science S mior High I nious Babbs, |r.\n01 John Barrow Rd., 04 228-3000 48, Rockefeller Early Childhood Magnet Anne Mangan 700 E, 17th, 06 324-2385 49, Washington Basic Skills/ Math-Science Magnet Elementary Karen Buchanan II5W. 27th, 06 324-2470 50. Williams Basic Skills Magnet Elementary Dr. Ed lackson 7301 Evergreen, 07 671-6363 Interdtstrict School 51. Romine Elementary Lionel Ward 3400 Romine Rd., 04 228-3086 52. Martin Luther King, |r. Sadie Mitchell 907 Martin Luther King, |r. Drive, 02 324-2135 Crystal Hill Elementary (Pulaski County Special School District) Wanda Ruffin 5001 Doyle Venable Dr. No. Little Rock, AR 72118 753-4323 Vo-Tech Center 53. Metropolitan Dr. Doyle Dillahunty 7701 Scott Hamilton. 09 565-8465 i This calendar is sponsored, in part, by these compan'es. We sincerely thank them because we couldn't do it without their support. Legend lli ^AP\u0026amp;L HI An Entergy Company XA'ORTHEN NATIONAI BANK OF ARKANSAS O Senior High Schools  Junior High Schools  Elementary Schools Incentive Schools (Elemt-ntaryJ ^Magnet Schools O Interdistrict School O Vo-Tech Center \"rtie Little Rock School District Calendar/Brochure. designed to give information to staff, patrons and citizens, is edited by the LRSD Communications Department, leanette Wagner, director, Vicki Armstead, secretary. Please call 324-2020 for more information. Options In Little Rock School District Provide Individualized Education Opportunities There's a school in die LRSD thats custom-tailored to your child's needs. Area Schools are those assigned based on where you live. Area schools offer a strong clas5toom45ed program in basic skills, as well as essential skills development necessary lor problem solving and oitical thinUng. \"The elerrtentary level focuses on instnioion in language arts, mathematics, sodal studies and science. Junior high and seniw high programs are comprehensive and offer diverse opportunities and challenges which emphasize teamwork, leadership, and high expectations for personal achievement Incentive Schools promote academic excellence with traaSc emphasis in sdence, language and individualized learning. They receive enhanced funding and have a focus geared to educational achievement Incentive schools offer computer literacy and programming irtscrudion. extended day. week, and year lea sign I . permanent substitute teachers, additional instnictional aides and the development of an individualized learning plan foreadr student Magnet Schools present exciting opportunities for students with specific interests such as art, math, sdence, foreign language, basic skills, international studies, health sciences and business cwnmunications Interdistrict Schools with special demes provide another choice and are open to their attendance zones and M-to-M transfers from PCSSD arid intra-district transfers Iran other LRSD schools. The Little Rock School District crflers spedal education for both handicapped and gifted and talented students. Early. xtunities include the tuition-free four-year-old programs, HIPPY IHome Instruction Propam for Pre-Schoc4 Youngsteisl, and the Rodtefeller Cooperative Early Childhood Education Magnet Sdiod for children ages six weeks through four years. Welcome to the Utile Rock School District and its worfd of choices. Call 324-2272 about options Before And After School Child Care The CARE program operates from 7 a.m. until school opens and from the close of school until 5:30 p.m. (6p.m. at incentive schools) and is located in elementary schools where there isaminimumof 15 participants. Obtain registration forms at spools or from the CARE office, 324-2395, Re^stration fee is $6. Rates are $4,50 for drop-ins, $7 for holidays. Monthly, full-time and part-time rates are based on $3,50 per day. Incentive school fees are on a sliding scale. QA iSB W oS =\u0026lt;\u0026gt; Scd nS- S' O  3 S Io o 2 Little Rock School District I fi 8  o s I s First Class Schools For World Class Kids s M I\" 13 8 '10 '5 a S 12 19 1^ S 14 21 august 16 f23 IX M '0 s I 12 19 r ri? Saul Pw*Hmni r w s '=*s 12 '13 14 s M I o''\u0026gt;\u0026gt;00100 25 SEPTEMBER r o I I oS?\"^^ 120 1 v,PSB 19 20 1^ Little Rock School District 112 la 1993-94 19 (2 [3 s \"R (7 |14'*'TJ, I |a IxZhouooTP\"^. [9 Iboji^ IuiwbSp'\" ImmiAOv** IjrWUJ'* lopV'Ho'\" p^ 1' Cn4* s Jl W 2 s 6 V, PS Bom TMdieK Lisi Bay tetuflSvn. *\"\u0026gt;111 BiAquar e 13 14 \u0026gt;15 Rial Both 9 Iio 16 17 20 21 22 23 11 ACTTM IB [21 Scw'eA'* t 1 A. I iienw 1 lop*'*'\"\" ' 2 123 I ***'% ^1 1 wmKW* ,sss55MS=- 'is \u0026amp; [assKi::^ 1.. fw Igsasffir* ^^oeR 3y F Is 16 I 2\u0026lt; Sis a\u0026amp; ^3 14 '19 120 LiM /21 ~~ s 12 Is Is JS 122 16 12? p3 Acrr^ M 6 so??r 128 29 ' S?St 130 NOVEMBER 2 w 9 ntComP u^nanun. 10 ewd ConoOM Mawog.SP\" 5 s 6 11 12 Ho^at^ 13 15 VIPSBoart 16 ^Chwpwx* [a 17 24 29 30 M [6 .wsaoBa ''Xi'a, 113 \u0026amp; 18 B0MU00V9' AAtfAca\" f^ta^eAWoek 25 19 20 26 27 DECEMBER 2viP I '15 I2 *v.5pm .S p S '10 'l1 *crr '17 'I8 k2 [20 iBi^ 1^ l^ 2B fx [25 ' 130 '31 The Little Rock School District is pleased to present this poster-size calendar of events. This format will enable you to keep up with important school dates at a glance. Major dates are listed in this column as well as on the monthly calendars. Color coding assists in giving you a quick review of the year. Please post this calendar and use it throughout the year. The LRSD has planned an exciting, eventful year with the greatest opportunities ever offered for learning. The diverse education offerings in the LRSD provide the 1993-94 student with the best chance ever for custom-tailoring a curriculum to his or her specific needs and interests. As you become more involved in the LRSD and its activities and academic offerings, youll realize that Arkansas has reason to be proud of its capital city public school system. Involve your family in the most exciting adventure on earth  the quest for knowledge. The LRSD is the best choice today as your child embarks on that quest. Major Calendar Dates August 16, 1993, Teachers Report to Work August 23, 1993, First Day for Students September 6, 1993, Labor Day (School Closed) October2l, 1993, End of First Quarter (43 Days) October 22, 1993, Teachers Workday (Students Out) October 25, 1993, Parent Conference Day (Students Out) November 4-5, 1993, AEA Teachers Conference (Students Out) November 25-26, 1993, Thanksgiving Holidays December 20, 1993, Winter Vacation Begins lanuary 3, 1994, Classes Resume lanuary 13, 1994, End of Second Quarter (44 Days) lanuary 14, 1994, TeachersWorkday (Students Out) lanuary 17, 1994, Martin L. King Holiday February 14, 1994, Parent Conference Day (Students Out) March 24, 1994, End of Third Quarter (47 Days) March 25, 1994, TeachersWorkday (Students Out) March 28 - April I, 1994, Spring Break May 30, 1994, Memorial Holiday )une 3, 1994, Last Day for Students (44 Days) lune 6, 1994, Teachers Workday lune 7, 1994, Teachers Last Day When Theres A Problem At School If you or your child have a problem, please use the following steps for the quickest resolution: 1. Talk with your childs teacher(s). 2. Contact the counselor, vice-principal or principal. 3. Contact the student hearing officer. 4. Call the assistant superintendent for your school. 5. Call the associate superintendent, school operations and climate. 6. Call the superintendent. 7. Present your case to the LRSD Board of Directors. Important Telephone Numbeis Transportation questions\n570-4000 School assignment questions: 324-2272 Safety \u0026amp; Security Hotline: 688-3033 Other information\n324-2000 This calendar is sponsored, in part, by these companies. Their support is sincerely appreciated. Arkansas Power \u0026amp; Light Company - AP\u0026amp;L believes partnerships in education are a wise investment for the future, which is why the company sponsors HOMEWORK HOTLINE. Call 1-800-283-4321 Monday - Thursday, 4 p.m. to 6 p.m., for homework assistance. Worthen National Bank - As the states largest bank with a 115-year history in Little Rock, Worthen is committed to the support of public education and the children it serves. ^AP\u0026amp;L An Entergy Company 1994 s 8 ,' S !*** t 26 27 28 29 T L I'' 123 110 ^UaM\"S. 30 F 24 25 s. .ii* T f SESSf 116 l-jipsaoarf .sWS _ja222J 5IT0M24 ,10 .IS*' MjJfSilJ |p,ace^ I'' ^\"21 SATW\" 1^ jiUiasi- I''* 122 ia9 s w 24 M f I'' L' ,18 t'' 26 123 \\S!SS\u0026gt;* is?' fa* le.*)^ (31 M '11 1',  Hie 1^ z 114 |2 p*\"' I .fTACouoM isr\"  NAIK,nar 26 MARCH 1 vwe\u0026lt;\u0026gt; I Hwn i  TT I I PTACW?. I 1 115 I Vl^MMWa w 6 13 ^WPOKWlOlj 20 Saw/t0m BwOiwws , AK\u0026gt;n0sy Secieiai5 We7) 27 9 16 [26 I i21 12 APRIL '2S??r2~ J^ 2B P 1'' s T e IS 22 VoJuAit*^ bVak 29 ?*\u0026gt;**\u0026lt;*\" A\u0026gt;*SAr F goartConviaiM 117 I cSi* I Moon*' P*\" 1' SSS^S J 9 ACT Tib 23 30 S z I la 1'^ QB) [a 29 [30 I I I TIM own* IboMUM*^' 4 1 WORTHEN NArtONAL BANK OF ARKANSAS Cw' lao s ^ s M 13 F i''* 1' 13 f s IS~~ Acrr Iio 1^ '14 'am IS 'I6 lao ^2' 122 \\sWT' l20 j22t^ 127 VjjlS [29 P7 I on 1 6pW- laSS^ ssa!- '^2 '17 r ' I (28 18 '19 I22 1^ (24 125 126MARTIN LUTHER KING, JR. INTERDISTRICT MAGNET SCHOOL 905 M. L. KING, JR. DRIVE LITTLE ROCK, AR 72202 (501)324-2135 Sadie Mitchell, Principal Betty Raper, Assistant Principal Vol. 1 No. 1 \"High Intensity Learning\" August 1993 \"And there is deep down within all of us a drum major instinct - a desire to be out front, to lead the parade, a desire to be first. If you want to say that I was a drum major, say that I was a drum major for justice, for peace and for righteousness. II Dr. Martin Luther King, Jr. SHI WBLCOm TO MARTIN LOTHER KING. JR. IMTERDI8TRICT 8CHOOL On behalf of the faculty and staff at King, I want to extend to all parents and students a warm welcome. It has been exciting and rewarding to prepare for the doors to open on August 23. We are pleased to have each one of you become partners with the educational process that will beoffered to your child. You can be assured that each student will experience the best academic, social and emotional growth. A team effort must be put forth in order for us to be successful. We must create and promote a good relationship between home and school. You will be receiving a newsletter from your child's teacher and the principal each newsletter will also be sent home. month. A quarterly school school visits will be communication. Conferences, phone calls, and critical components of open lines of I want to encourage each one of you to join the PTA today and show support for our students as well as the school. cooperation, this will be an exciting school year. With your help and be proud of our facility. ALIVE. We should all Let's work together to keep the dream Sadie M. Mitchell, Principal and the King staff PROM THE PRINCIPAL'S DESK PREPARING YOUR CHILD FOR SUCCESS A child's preparation for success in school and life is affected by many variables. Parent involvement is an important variable in the development of a child. Here are some tips that should be helpful in preparing your child for success. 1. Build on previous experiences. based on what he/she already knows. It is easier for a child to learn 2. Help develop your child's vocabulary through descriptions and discussions. 3. Encourage new activities. Ask your child to try different games. 4. Encourage your child to play with different groups of children. It is important to learn to socialize with all types of people. 5. Build your child's confidence, matter how small. Praise your child for success, no 6. Take your child to the library and encourage him/her to check out books. 7. Read books, magazines, and newspapers in the home. Demonstrate the value and enjoyment of reading. 8. Read to your child. Allow your child to choose some books. Include books, magazines, comics, etc. 9. Talk with your child. Discuss a variety of topics that are of interest to you and your child. 10. Encourage your child to talk in complete sentences. A child learns and grows on a daily basis. ......... experiences for your child to help him/her prepare for Take the time to provide positive success.HEALTHrUL INFORMATION Pupil Information Forms Need: A. All known health conditions such 1. 2. 3. 4. 5. 6. Allergies, asthma, etc. Chronic illnesses Orthopedic problems Seizures Diabetes Other as: If B. Physical examination by your physician or clinic C. Complete immunization record 1. 2. This is an Arkansas State Law No child will be enrolled without record a complete Diphtheria, Tetanus, Pertussis Must Have 2 3 Should Have 5* *Polio 4* 5* **Rubeola (measles) Rubella (German measles) ***Mumps 1*** D. The birth certificate must be presented at registration. E. Accurate up-to-date telephone numbers and emergency numbers 1. 2. Fill out the registration card accurately Include emergency care information F. Medication at school - Medications prescribed by a physician or recommended by a parent which need to be taken during school hours may be kept at school. They must be in a prescription bottle or original container and must be accompanied with a note stating: Child's name 1. 2. 3. 4 . 5. Name of medication or prescription Time to be taken Reason for taking medication Dosage 8 I 1 1 1 1 2 3 5 If the last diphtheria, tetanus, pertussis, and polio immunizations were given prior to the fourth birthday, an additional immunizations is required even if the first three doses have been received. A two year period must elapse before the next immunization can be given. Rubeola and rubella immunizations must be received on or after the first birthday. ***Mumps immunization is advisable but not required. Free immunizations are given daily Monday through Friday, 8:00 a.m. to 4:00 p.m. at the Pulaski County Health Department, 1700 West 13th Street, Little Rock. tSCHOOL ROLES I Will Respect Myself and Others by: 1. Being on time, entering class quietly, and bringing all necessary materials. 2. Not fighting or using unacceptable language or teasing. 3. Following directions of all staff members. 4. Eating only in the cafeteria, chewing gum is not allowed. 5. Keeping my hands off other persons and their belongings. MARTIN LUTHER KING, JR. INTERDISTRICT MAGNET ELEMENTARY SCHOOL PARENT CALENDAR OF EVENTS AUGUST 1993 DATE EVENT PLACE TIME Augusf'23\" - 2-\u0026gt; 23 Students Return 26 VIPS Chairperson Training Boardroom 9:00 Au'^st'30 Sept...3-^ 31 SepWSSSaFiS 6 y. 14 VIPS Chairperson Training Labor Day (Students Out) VIPS Chairperson Training Open House TBA TBA Cafetorium 5:30-8:30 9:00-12:00 7:00 p.m. 23 24 Interim Reports Sent Home LRSO Board Meeting 810 West Markham Board Room 6:00 p.m.LITTLE ROCK SCHOOL DISTRICT PTA COPNCIL Dear Parents, Congratulations on your new school I have thoroughly enjoyed working with the faculty and staff at King this summer. -Y ou -have an energetic group of professionals who are waiting to serve you and the children. PTA Council representatives had the opportunity to participate on the intei-view team. y    -   -- The Little Rock You should be proud of the staff members who were selected after a very rigorous interview process. You will be a major component in the success of King. Not only will the school need your PTA memberships, but they will also need participation for each mother, father, grandmother, and grandfather, need volunteers for the PTA Board positions listed below. join the DREAM TEAM. Call me for assistance if needed. Good Luck, Carla Bobo, President LRSD PTA Council r. Y. I. active We also Volunteer today to JOIN THE PTA TODAY! *Your child will bring a Student Rights and Responsibilities Handbook and a Parent/ Student School Handbook home on the first day of school, the necessary forms and return them the next day. Please sign *An informal open house for King students and parents only will be held Sunday, August 22, from 3:30 p.m. 5:00 p.m. Please bring all school supplies to leave in your child's desk. We will look forward to meeting you. Directions for drop off points on the first day of school will also be given at this time. Please support our Bookstore! BOOKSTORE PRICE LIST 4 oz. glue 8 OZ. glue 1 oz. glue stick 8 Ct. Jumbo crayons 16 ct. crayons 24 ct. crayons 6\" plastic protractor 12 I ruler scissors pencil #2 cap erasers highlighter folders with fasteners folders with pockets only folders with pockets \u0026amp; fasteners tablets S notebook paper poster board 80PPLY LIST Larg* box klenex Cover for napping Change of clothe* for accident* Liguid soap Package of safety pin* Large crayon* XINDERGXPTBN GRADE 2 fat pencils Scissors (blunt) Glue bottle Crayola Kindergarten Crayons \"B\" Tablet (for 2nd semester) Safety Pins Plastic school box Sleeping Mat (Wal-Mart) $2.30 for Weekly Readers Box of kleenex Box of ziplock bags (gallon) Water colors Towel (to cover nat) Backpack 4 pocket folders Liquid soap O O X o (n QC Z UI 2 UJ UJ b z o 2 .75 .85 1.00 . 90 .75 1.10 . 50 . 25 .75 .25 . 20 .50 .50 .50 . 50 1.00 . 50 TBZRD GRADE Zipper bag for supplies 3 f2 Pencils Scissors (sharp pointed) Clue (4 oz.) 24 Count crayons \"C\" Primary Tablet \"C\" Practice Spelling Tablet 12\" Ruler with centimeters 4 Polders with pockets I Spiral notebook - 5 subjects Notebook paper - wide ruled Lae box of kleenex Iprg. assorted construction paper FIRST GRADE Crayons (16 count) Glue (4 oz.) Scissors (rounded ends) \"B\" Tablet (one per month) \"J\" Spiral Composition Book 12 pencils (regular) 3X3 Index cards Safety pins Kleenex (not travel size) Paper towels $2.50 for Weekly Reader Glue stick School box Numbers tablet Girls - box gal. ziplock bags Boys - box qt. ziplock bags o  o CC lU z CC \u0026lt;5 z CC UJ z s rOORTH GRADE 7 Duo-Tang folders,pockets Wide ruled notebook paper 24 Count crayons Scissors Clue stick 12 Pencils Red checking pens 12\" Ruler Zipper bag for supplies Meno pad (small ones) FIFTH GRADE 4 12 Pencils 2 Red ink pens 12\" Ruler with centimeters Sharp pointed scissors Glue 4 oz. 1-3 Subject notebook 7 Duo-Tang folders, pockets 36 Count crayons Plastic bag for pencils Large box kleenex 1 Large pkg. notebook paper (wide ruled) 1 Pkg. Markers Protractor SECOND GRADE 1 pkg. 12 pencils 2 Duo-Tang folders, pockets. 1 wide ruled-spiral notebook 1 glue stick 1 red leaded pencil 1 school pouch with zipper 1 pkg. assorted construction paper J\" writing tablets 1 \"J\" spelling tablet Blunt scissors 24 Count crayons 1 Large box kleenex 1 steno pad Z CC 2 SIXTH GRADE Assorted Markers or Crayons 3 *2 Pencils Black pen Red pen or red leaded pencil 3 Spiral notebooks (1-math, 2-journal writing) Loose leaf,wide ruled notebook paper 2\" 3 Ring notebook 4 Duo-Tang folders,pockets Clue stick 12\" Ruler Scissors 2 Large boxes of kleenex Sealable pencil bagSCHOOL MENU MONDAY TOHSDAY WHONSSDAY THURSDAY FRIDAY AUG. 23-27 SAUSAGE \u0026amp; CHEESE PIZZA GREEN BEANS PINEAPPLE CHUNKS CHOCOLATE PUDDING MILK CORNDOG/MUSTARD COLESLAW GREEN PEPPERS APPLE WEDGES SUGAR COOKIE MILK CHICKEN NUGGETS/SAUCE AU GRATIN POTATOES GARDEN SALAD HOMEMADE ROLL CHOCOLATE MILK POOR BOY SANDWICH LETTUCE,TOMATO,PICKLE SPEAR BAKED BEANS ORANGE WEDGES CHERRY GELATIN MILK MACARONI \u0026amp; CHEESE/ LITTLE WIENERS BROCCOLI FRUIT CUP/FRESH FRUIT CINNAMON ROLL MILK AUG. 30 SEPT. 3 HOT HAM \u0026amp; CHEESE ON BUN VEGETABLE MEDLEY PINEAPPLE CHUNKS KICKAPOO COOKIE MILK SUBMARINE SANDWICH LETTUCE,TOMATO,PICKLE SPEAR GREEN BEANS FRUIT COBBLER MILK SPAGHETTI/MEAT SAUCE GARDEN SALAD/SPINACH BANANA HOMEMADE ROLL CHOCOLATE MILK CHEESEBURGER ON WHOLE WHEAT BUN TRIMMINGS FRENCH FRIES CHILLED PEARS BROWNIE MILK FISH NUGG ETS/TARTAR SAUCE COLESLAW ORANGE WEDGES YELLOW CAKE/CREAM ICING MILK I Its About Time 1 T 222^ For A Brand New School Year and a Brand New School - Martin Luther King Interdistrict Magnet^chool Theme: High Intensity Learning Convenient to downtown and State Capitol Complex Brand new 72,000 sq. ft. facility Before and after school CARE available Art room, music room, computer lab Energetic, proven principal Pre-Kindergarten through sixth grade (7:00 a.m. until 5:30 p.m.) lYansportation provided -OR- Ride to school with mom or dad (Limited seating available for students in Pulaski County Special School District who qualify for an M-to-M transfer ) Call the MAGNET REVIEW COMMITTEE 758-0156  Provisional For more information. o JOIN THE DREAM TEAM \u0026lt;r Mil TEL: Feb 19,92 11:50 No.001 P.01 KING TNTERPJSTRICT SCHOO).. Site Selection Process T ini el in.C. January 3J.  Phone survey of key contniunity leaders in 91,11 (.irid Pulac\n]\u0026lt;:i (Nint,b .Street Park) aTR.^ February 4  Mailed special survey to all LROO parents in Pi.il.aski Street-.s area February IQ - Host luncheon meeting at Mt. with key conimunity leaders Zion Paptisl Church February 19 - Begin sending surveys to parents ol targeted areas of Little Rock and Pulaski County ci.iidents in February 19 - Ferm a .site selection committee cf parent.'\nteachers from both districts. and February 20 public input D tribute pres.s rel ea.se armouuo.i.nc pori.od for February 20 - Mail survey? to selected Partners in Education, bu.sinesses end cTnirchc in downtown Little Pock a.sking them to ma]ce them available to l.heir employees and congregations. Amonsi those business g. to be included are Ai'konscu\nChildren's Hospital, Arkansas State Capitol Mall, First Cornniftrcial H.onk, and Arkan .li Power and Light. Immanuel Daptist Church. Churches include Mt. 7. i (J n Ba pt i s t Chui' cl j and Fobruarv 23 Run ad in Arkansas Democrat-Gazette to announce public forum.'i and to inform public that surveys are ,available upon requost. survey. Include a phone number to call to request u February 24- - FUnT.lC FORUM Gibl:\u0026gt;:^ .Scliool , 6:00 p.m. February J_5 - PUBLIC FORUM Lawson School, 6:00 p.m. Ills VJ. 16th St. 19901 Lawson Road I February 27 - PUBLIC FORUI4 Oak Grove Elementary School , .5703 Oak Grove Road 6:00 p.m. March 2 - Site Selection Committee Menting LR.SD Administration Building 6:00 p.m.Feo 19.92 11:50 No.001 P.02 ANNOUNCEMENT. February 19,1992 Dear Patron, School District is planning on building a new elementary school in the area near 1-630 and central Little Rock. The new school is scheduled to open in August 1993, Although the school will be built in the Little Rock School District, the Pulaski County Special School District wiU be actively involved in recruiting students. We are very concerned about getting as much public opinion and input as possible in the selection of a site for this school. The new school will be an interdistrict school. Interdistrict schools serve black students from me Little Rock School District and white students from the Pulaski County Special School District. The students from the Pulaski County Special School District are recruited on a volun- tary basis. The new elementary school, .which will be named after Martin Luther King, Jr., will have a capacity of 696 students. This includes two classes for four-year-old students. The four-year-old classes will be free of charge. In addition, the new King School will have a theme. Please take a few minute,s to complete the survey attached to this letter. As you can see, we would like to have your input on the selection of a site and the selection of a theme for the new King Inicrdistrict School. In addition to completing the survey, you are invited to attend one of the public forums listed on the survey form. These meetings will be held to give our community the opportunity to express any concerns/suggestions about the site and/or theme for the new Martin Luther King, Jr. Interdistrict School. Thanks in advance for taking the time to complete the site selection survey form. We hope to see you at one of the public forums. Little Rock School District Pulaski County Special School DistrictTEL: Feb 19,92 11:50 No .001 P.03 Little Rock School District Pulaski County Special School District Community Survey Which of the following locations would you prefer for the new King Elementary Interdistrict School? Rank (1 for first choice, 2 for second choice. Map is enclosed.) 9th and Pulaski Streets Westside Junior High School site (14th and Marshall Streets) Comments: Please check your choice for a theme for King Interdistrict School. Rank (1 for first choice. 2 for second choice, 3 for third choice, 4 for fourth choice, 5 for fifth choice, 6 for sixth choice, and 7 for seventh choice. Program descriptions are enclosed.) Basic Skills Computer Science Economic Education Environmental Science Medical Science and Health-related Occupations Visual and Performing Arts Other: __________ Would you be interested in enrolling your child(ren) at the King Elementary Interdistrict School? Yes No Maybe You are invited to give public comment about this school site selection at any of the following public forums: February 24,6 p.m. Gibbs Magnet Elementary School, Media Center, 1115 W. 16th, LRSD February 25,6 p.m. Lawson Elementary School, Ofeteria, 19901 Lawson Road. PCSSD February 27,6 p.m. Oak Grove Elementary School. Cafeteria. 5703 Oak Grove Road. NLR I Name Address Childs Current School Assignment Phone, Grade Ik APfLICABLE, PLEASE RETURN TO YOUR CHILDS SCHOOL BY MONDAY, FEBRUARY 24, 1992.TEL: Feb 19.92 11:52 No .001 P.04 MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL SITE/THEME SELECTION SURVEY Theme Descriptions February 1992 Basic Skills This program places strong emphasis on mastery of basic skills at the student's instructional level in reading, math. English, speUing, writing, science, social studies, health, penmanship, art, music, and physical education. This includes a highly structured, disciplined approach to academic and social behaviors. Computer Science Each area of the basic skills curriculum will be supported by the use of computer technology. In addition, students will prepare for the twenty-first century with an introduction to programming, word processing, telecommunications, and interactive video. Economic Education This program will prepare students for the twenty-first century through the development of academic, technological and interpersonal skills. Each student's knowledge and awareness of business will be developed from both the consumer and career point of view. An enriched curriculum will be featured that includes in-class study(using varied Icaming/teaching strategies), visiting speakers, and field trips. Environmental Sciences The environmental science program will be designed to offer challenging educational experiences with an emphasis on the scientific method, inquiry, methodologies, and experiences in environmental science. Challenging and meaningful activities will be geared to the level of each student and his/her interest. Ecology and conservation will be the specific areas of concentration. Medical Science and Health-related Occupations This program will increase student awareness and understanding of content and careers in the health sciences. Students will have the opportunity to practice hands-on laboratory work in a controlled setting. Special emphasis will be placed on mastery in mathematics and science. Visual and Performing Arts This program will feature instruction in dance, vocal music, theater arts, and visual arts. Qualified professionals will instruct in the specialized areas and the opportunity for performance and/or exhibits will be an integral pan of the program. An enriched basic skills program, using a variety of teaching strategies, will be provided to meet the needs of all students.TEL\nFeo i 9  11:52 No. OOI P.05 MAP INTERDISTRICT DESEGREGATION PLAN Little Rock School District North Little Rock School District Pulaski County Special School District April 29, 1992OVERVIEW 1. Objectives The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal of these Interdistrict Schools to be 50 percent black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. n. Interdistrict Schools There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Six (6) new Interdistrict Schools will be established in the near term: A. B. C. D. E. F. Baker New Interdistrict School Romine Stephens Crystal Hill King 1989-90 Date Pending 1989-90 Date Pending 1992-93 Date Pending Facilities considered for construction or establishment in the future may include the Scipio A. Jones site. The Pulaski County Special School District commits that it will reserve up to 200 additional elementary seats for transferring black Little Rock School District students for a new Page 3 school to be constructed by a date approved by the Court at a site mutuaUy agreed to by aU of the parties. Any school constructed in Chenal VaUey will also be an Interdistrict School. The Interdistrict Schools shaU be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD wUl engage in early, rigorous and sustained recruitment efforts designed to maximize participation tn all Interdistrict Schools. m. Incentive Schools There shaU be a limited number of incentive schools, for a period of at least six years. sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to these elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60 percent. The incentive schools shall be: Franklin, Garland, Ish, MitcheU, RightseU, RockefeUer, and Stephens. The incentive schools wiU be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enroUment of white students. As new Interdistrict Schools are estabUshed those seats attributable to LRSD wiU be avaUable for those students who otherwise would or could have been assigned to an incentive school\nany recruitment and/ or any assignment shaU be in accordance with each districts student assignment plan. Funding for the incentive schools shaU be set at two times the level for the elementary area schools to ensure that the chUdren who are in raciaUy-isolated settings are provided meaningful opportunities for desegregated experiences/ activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfuUy implementing such programs in a majority-black educational setting. IV. Magnet Schools The Little Rock District shaU continue to operate the interdistrict magnet schools established in 1987-88. Those schools shall be racially balanced to a point of between 50 percent and 55 percent black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and LRSD wiU engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Courts February 27, 1987 Order. Page 4INTERDISTRICT DESEGREGATION PLAN STUDENT CHOICES AND OPTIONS The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well as the real potential for expansion of the Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/ patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of themes, the location of themes, and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respective districts for those Interdistrict Schools coming on line subsequent to the 89-90 school year. Those schedules will be completed on or before April 28,1989. 1. Interdistrict Schools The following Interdistrict Schools shall be built and/ or established in accordance with the schedule and/ or timetable herein: A. Baker Elementary: The transfer of black students from the presently configured Romine attendance area will be facilitated in order to compose Baker Elementary as an Interdistrict School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdistrict School. PCSSD will likely provide additional geocode reassignment as such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of Page 8 increasing white enrollment at Baker to compliment the recruitment of black students from Romine as well as to bring Lawson and Robinson into as close a racial balance with each other as is reasonably practicable with the use of Baker as an Interdistrict School. The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be expanded as necessary to accommodate the black students transferring in from the Romine area. Baker Interdistrict School will carry a thematic program. The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdistrict School. These meetings will be completed on or before February 24, 1989 by the respective districts desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdistrict School if 35 or more black students transfer from LRSD to Baker. B. New Interdistrict School: PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 seats will be available at the school for transferring Little Rock black students. Little Rock will target for recruitment those black students from those areas of LRSD which will most nearly facilitate LRSDs desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the new school. Little Rock black students will be permitted to attend a designated Incentive School for its after-school incentive program. The parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine what theme or themes would be most appropriate or attractive. The targeted parents of LRSD blacks who will be recruited are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas. The PCSSD will implement enhanced compensatory education at the school. The program wUl be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. C. Romine Elementary: Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and Page 9 sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These meetings will be completed on or before February 24, 1989, by the respective districts desegregation office. D. Stephens Elementary: LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by a date approved by the Court. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. E. Crystal Hill Area: PCSSD will construct and operate a new Interdistrict School to be opened by the 1992-93 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and MaumeUe Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker and Romine as Interdistrict Schools will not completely resolve the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that imbalance, PCSSD will construct this new school. PCSSD has agreed to increase capacity of the Crystal Hill Elementary School to 800 students with up to 399 seats reserved for black students transferring from Little Rock School District and, if space is available, from North Little Rock School District. This capacity would allow the desired number of blacks to be recruited from Romine to PCSSD. In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence Page 10 at Pine Forest and Oak Grove Elementaries will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected in those areas beginning with the 1992-93 school year. F. King Elementary\nLRSD will construct a new King Elementary School as a downtown Interdistrict School by a date approved by the Court. These parties propose that this facility be located in the general area bounded by Interstate 630 between 1-30 and University Avenues. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock. G. Other Matters: All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. Serious consideration should be given to the establishment of an alternative school in North Little Rock in 1989 or beyond. The parties recognize that such a facility might most appropriately be operated by the school districts. The parties will determine a timetable for construction of an Interdistrict School in the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. n. Potential Interdistrict M-to-M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majority-to-minority transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to- Minority transfers under the Courts Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High: An Air Force ROTC program, together with instructive flight simulator,, shall be established at North Pulaski High School. This will require additional construction at North Pulaski. The implementation of an Air Force ROTC program at North Page 11LITTLE ROCK SCHOOL DISTRICT ELEMENTARY SCHOOL CURRENT CAPACITY 1992-93 ENROLLMENT Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 257 396 390 656 492 613 558 492 328 348 396 570 515 360 328 353 265 486 515 492 442 360 351 351 360 445 487 335 492 492 939 492 328 517 394 324 Prepared by ODM 8-19-93 202 321 339 621 398 598 535 366 304 243 444 411 530 256 282 336 187 483 500 509 440 264 353 379 249 361 361 209 541 500 822 451 335 502 355 234Schools 0 W T BIk unie node School Dfetilct Badged Elem Bale Elem 202 77 279\n72 Baieiihe Elem 297 2 117 414 72 Booker Elem Brady Elem. Carver Elem Chicoi EJarn.. Ctovardate Elem Dodd Elem Fair Perk Elem i - .  Forest Park Elem Franklin Elonx B Fuibtighl El^ Garland ElerrP t08 J.400 : 73 Gibbs Elem BhEbiW Jefferson Elem King Elem ** Mabe^ale Elem MebermoH Elem MeadowcHII Elem MScheH EISrlB FIVE YEAR ENROLLMENT COMPARISON OF TRE PULASKI COUNTY SCHOOLS 19QM0 199041 1991-92 199243 0 W o T % BN( e w 0 T % Bfk e w 0 T Bfit B W 0 T Bill 1S0 292 282 57 0 \"^237 76 166 'fr 5 0 izi ft . 75 ./tei'\n59 0 220 73 46 0 202 . 76 86 ioo 5 :.-/7- 365 389 76 '72 302 272:? '! 66 4\u0026lt;K. 91' 7 375 81 295 60 5 360 82 XU 7 370 74 '\u0026gt;i\n-256\n^ 7 . . 5 ,z 337 77 246 -4 -.262 62 11\n3: 321 77 339 77 355 278 292 647 55 325 260 5 610 53 346 260 8 614 56 347 275 12 169 447 62 292 142 8 442. 66 330 .12 9 450 '..72. 200 126 6 634 : iiao 55 68 222 224 446 50 273 308 8 589 46 327 267 9 603 54 325 271 5 601 54 345 269 iMiif '/12 621 56 390 69 329 262 7 596 55 363 281 270 247 251 414 7^ 327. 276 157 = 172 .178. 272 to: 373\n295'' 312 23Si ^^497 ^.r\n:560 ,\nte 339 188 53t. 64. 362 544 67 ^1 187 . 3 . V 350 . 177 .8 j \u0026gt; 535 65 165 \n1^ 94 28 if*-271 23 82 163 f to 216 213 446 414 341 442 ,.:598 299 335 197 488 94^ 586 63 294 122 3 419 70 289 98 2 389 74 304 64 392 78 291 71 366 80 65 253 130 3 394 64 X ,134:  ..:3 331 59\nviM w i - 3  55 Ito  ?21\n0 304 ::.6C 72 59 94 ' ^5 92 66 SI .90 56 94 64 240 364 325 266 ttoj 172 157 239 311 92 0 332 72 279 65 1 345 81 165 72 -242 15 W 159 237 222 144 \u0026lt;x4t .506 'to 314: -M'ito? 4 12 9 2 7 e 0 3 2 10 392 448 :,ig^.S76:- 285 338 .164? 479 ...? 8 535 sU .57 81 /S6 .. 94 6 SI to. 50 58 to 'b' 'to? fib:' 257 .-wi' 60 3 5 320 'J'' 80 48 192 FlW\n49 2 243 t 79 ! 343 211 187 * Ito 237 321 59 18 to 140  225 235 9 11 d 6 7 3 t8 411 240 ^'toi 333 146 ^69 559 83 66 56 -.rf' W: 51 ^^7 57 428 71 8 507 64 24^2 4 444 .45 stall to4. jl to 352 -\n:b221 SO 9 411 86 262 190 209 266 IS 7^ 141  ^'9 270 234 206. 2 ? 0 8 3 5 5 \u0026lt;^js\u0026lt;296 5to 239 339 So.. 464 ' 0 505 94 71 56  w 43 53 233 191 204 \u0026lt;:\u0026gt; 278 17\n105 134 1 5 273 219 r ho 6 256 j.o 11 i 0 6 3 282 336 187 463 - 0 500 456 ^261 68 84 268 162 2 432 62 287 154 3 444 65 252 174 1 427 59 230., 0 ' 239 . 92 183 to) 285 23 . 0 91 , 292 147 \u0026gt;  20 1 4 440 264 91 \"m 57 42 56 66 to Page ISchools B oner Creek Siem 207 1988-09 W T % Btk a w 154 381 57 170 1909-90 O T % BIk B w 172 0 342 50 190 199G41 o T % BIk B W 179 0 359 80 1991-92 O T % BIk B W 1992-93 O T % BIk Pwf Heighls Stem Rightseil Elerh Rockeiefler.Elorni : Romine Elem Stephere Elem Terry Elem Wakefield Elem Washington Elem Walson Eleni . Western Hills Elem wnilems Elem: r Wilson Elem -:\\228 . ioo y.J-: 326 69 218 87 2 307 71 211 108 6 65 160 191 5 356 49 143 203 353 196 360 307 J. ^297 213 289 Woodruff Eleni - Wto' 45\n45 112 6 241 300 472 233 81 76 97 194 215 342 22S 16 78 0 1 . 2- 5 211 425 226 92 66 80 100 191 195 323 190 1 1 193 99 185 282 151 342 54 :Um 379 52 6 I 289 98 239 9 1 249 96 215 Ito? ? 168.\n119 la ::tor. 522 sot 0 465 332 412 221 59 to 77 64 64 52 70 312 197  30t:  High Sch Kind Clm.fdaivJr.' 286 Dunbar Jr 600 141 0 77 712 \" to. 741 81 FofiMt Heights Jfi? Henderson Jr. Mebetvaie Jr.. Mann Jr. a PlHesW Hefgbts | Southwest Jr. Cerrtral High Fair High Halt High 492 614 516 512 466 tos 278 340 ess: 366 222 tos. 454 633 7i 66 12 :-\\s^ 1 12 282 116 5 . 403 70\n2ro.. 7: 361 69 3 0 392 202 82 94 301 235 55 9 1 1 357 245 84 277  B 202 74 ff 7 10 0 361 209 77 97 Tm- 954 64 'Vtot 882 Ifci 694 734 2X)7O 920 1.268  ..55: 59 62 70 :to' SI so 510 294 196 V. 255: 263 137 90 \u0026lt;70 454 S38 680 372 476 454 493 1,060 507 ea Ito 513 vL 61 289 227 6 522 55 243 253 16 512 47 8 I 519 180 140 i^?:^24i 134 52 27 120 256 235 381 : 256. 198 . 7to 397 551 2 1 B 0 4.- 2 10^ 2 16 20 20 It 9 33 4S6 337\n50t 397 119 576 ,808 956 877 721 7(X3 '1.613 911 1392 to 98 64 58 St 66 71. 76 79 67 71 61 54 63 70 58 56 S3 326 438 . \\ 3^1 204 298 .\u0026lt;.320 98 , 535 4a i'^?^530 672\n''4O4. 515 ,t\n.454. 492 9a 504 694 \u0026gt; 169 502 929 mi 9 479^1 ^'e9\u0026gt; 313\njto 131 2ia. 118 15 :-B4^ 236 211 214 356 151 Sit 353 11 X8 2 0 19 15 S:. 12 35 9 762 toa 339 505 418 ,*\n1W 113 '784 663 \u0026gt;. TTZ 902 686 : i21 655 t.sao 866 1.212 57 to 60 58 71 :to^ 87 70 64 Teo 75 \"At* \"to 56 75 59 56 480 190 288 145^ 93 420 S4t 711 ' 429- 491 468,: 521 1.036 534 :?^to7 356 :.t26 130 \u0026gt;,214 105 77 18 .209. 263 200 135 235 365 at 176 B40 335 ilB 5 3 I 3 0 \u0026lt; 5 8 16 13 1 16 2 7 45 13 .. 19 841 467 323 495 394 2to 111 74^ 691 TBS: 859 6^ :- 872 761 704 1.72t 882 1.082 57 72 59 to.. 73 236 286 17 541 483 209 cZTS 265 84 ^^44 7t 61 71 S3 .to'.' 56 62 109 410 ,x\u0026gt; 447 332 124 4?2a 90 ?:,to 13 283 7 2 9 0 4 0 \u0026gt; I 500 822 .451 335 \u0026gt; 502 . 355 234 122 -.jit TTB 12 705 89 59 74 62 -:..to 75 i to 89 :E^74 58 220 13 787 70 685 215 505 74 80 61 54 14 914 75 523 \" Into 562 560 327\n-iy.to9: 166 Tsi 310 390 .3.. iS BSI . 66 17 6 .-to 14 J*  3.1:26 849 59 774 695 X 1.950 686 97B 58 75 58 63 Bl Page 2 1Schools 196899 0 W T eik 8 Uttle nock School District Badgett Etem 202 in. . 279 t Ti- Bale Eleni 297 117 414 72 BasaKrw Elkm 292 108 ' :\n\\ 400 73 Booker Elem Brady Eiern.,  Carver Elam Chicoi Elem., Cloverdale Elem Dodd Elem Fair Park Elem Forwi Park Elem \u0026lt;. Franklin Elerr^ Fulbrighi El^ Garland ElerrP iSvr^ngi Gibbs Elem BhEI^ '3 Jellerscn Elem King Elem^ Mabelvale Elem McbermoH Elem \\ Meadowclill Elem MdcheB E19rn* FIVE YEAR ENROLLMENT COMPARISON OF THE PULASKI COUNTY SCHOOLS 198890 199091 1991-92 199293 W 0 T % Bik e w o T BIk B W o T  Bik B W o T BHt 180 292 282 \\ 57 ' 6 237 76 166 \u0026lt;88 . ''o 222 75 'wi .59 ? 0 990 73 ,154  0  202 , 78 88 5 385 76 302 68 7 375 81 295 60 5 360 82 ioo .7  = =.\u0026gt;309 72 r 74 risa.. u ' .5 337 n 245 . .882' 62 II :3\n321  339 77 77 355 279 222 363 281 270 247 . : 251 414 32J 276 tsz 172 178 272 88 373 296 312 i?? 292 Ml. 647 447 5S 62 224 446 50 325 292 273 280 142 308 5 8 8 610 53 346 260 6 614 56 347 275 12 634 55 345 165 .. li4 94 28 *271 23 62 163 z 19 216 12- .560 446 414 J4I e^42a 442 ns 335 197-^ 488 65 339 188 4 63 65 72 -89: 94 Ss 92 SI 90 56 294 122 3 253 S\u0026lt;0  in 364 325 268 138.: 172 157 239 138 92 165 72 :*..-242 15 B9.'\u0026lt; 159 237 3 0 4 12\n\u0026gt;.'9 2 \u0026gt; 0 3 442.. 589 ^53fc: 419 394 332 392 446 ^\u0026gt;^576\n. 285 338 164 479 e 213 208 144 66 46 , 64 70 64 72 -.'sir. 81 r\"56 94 66 51 50 330 327 362. 289 0. 134.. 279\n. -?*.\"\n205.. 343 *293 211 145: 187 237 Ozi 267 96 \u0026gt; J34: 65 1^.: 59 9^ 18 Sis. 140 4 225 B 9 ri. 2 3 I .s 9 11 a 6 * d 7 456 128 6 -...420 68 269 ijRhi 7 621 56 603 389 331 345 .\n3w 411 240 \"^'sdt 333 146 469 54 67 7k 59 81 53 83 88 56 51 325  V-Wr 304 ^168 257 428 \" a^231 262 , **80 190 i'iSs- 209 271 ' ' i87 64 134 60 208 71 2G4 IS 74 141 9 270 5 . .s 3 3 3 5 6 ii 2 0 8 3 S 601 \n=Ci3i 392 320 \u0026lt;402 507 279 339 200 484 54 64 78 55 60 84 46 94 7t 56 .94 43 329 . \u0026lt; 350 291 .\u0026lt;183 192 352 las 233 In 191 . .afe. 204 262 71 .121 49 50 17 105 134 273 . 12 7 8 a. 2 4 9 S-9 8 11 6 398 598 535 366 3(M 243 *' ' 444 411 53b 256 282 336 .187 483 69 55 65. 60 I 79  sis 86 91 fsS\n57 42 34 ,94 586 SOS 64 59 0 0 17 6  n s f 0 3tl 999 2 535 58 321 :'\u0026lt;'i9b::' 10 8i4 di' 235 3 559 57 266 234 S 505 S3 278 219 3 500 58 Sgtfe /. IL 206 . 14 911 2:^ \u0026gt; ho sU. 509 ^sW- r 456 68 84 268 162 2 432 62 287 154 3 444 65 252 174 I 427 59 292 147 1 440 220 0 239^1 92 .'rife ii .295 73 ? - 0 312 91 'fe2 4 264 66 fe Page fSchools 8 Otter Creek Elem Ptrf Heights Elem Rightsell Elerh Rockoieller,Elsntb Romine Elem Stephere EJem Terry Elem Wakefield Elerh s. Washington Elem Watson Eleni \u0026lt;\nWestern Hills Elem Williams EIm Wilson Elem Woodruff Elem High Sch Kind doverdale de: Dunbar Jr ForiMl Heights Jr\n- ?- Henderson Jr. Mabeivale Jr.- Mann Jr. 207 228 196 ./\\255: 360 227 307 297 213 248 289 163 600 .492 i9e\u0026amp;^ W T % BIk B W 196?^ O T % BIk 614 516 PulasW Heights Jr.. . .4a, Southwest Jr. Central High I 512 he?-\n- : -.  [.ni85-. Fair High 466 Han High 635 B 1990^1 O T % BIk B W 199142 O T  BIk B W 199243 o T % BIk 154 loti^ 361 :^32^ 57 69 170 218 172 87 0 : \"2 342 307 50 71 180 211 179 108 0 6 45 241 81 194 16 1 211 92 191 1 1 359 3a 193 50 65 99 160 191 5 356 165 282 151 6 342 45 54 M- 143 196 6 1 289 98 203 Jh\n173 :\n8 353 379 52 345 .112 215 J 160\n119 23a 123 . 58 29^ 141 ^278 340 366 265 990 454 300 472 233 522 sot 0 .465 332 475 412 23r 0 712 741 770 954 882 694. 734 2.070 920 633 :1.268 K 76 97 59 7? 64 64 70 81 64 64 -\u0026gt;.S6: 59 62 70 '-57  51 50 215 342 225 312 510 294 196 A- 255 263 137 : 90 70 454 sa 660 372 476 454 493 1,060 507 629 . -^ 33 i 250 86 195 71 ^1 n 116 5 403 70 239 ^ 2S0 . 9 7l0\u0026lt; 1 7. 249 361 96 . 69 78 0 197 8 160 140\n^241\n134 52. 27 120 256 236 381 258 198 720 397 551 5 1 425 226 513 .,47 L.-^^484 1 2 1 U- s. 0 2 10.:- 2 16 20 20 11 9 33 7 12 80 323 66 3 392 82 301 55 1 357 84 277 74 10 361 77 100 190 12 0 202 94 * 235 9 I 245 96\nV202 7 0 209 97 61 289 227 6 522 55 519 456 337 397 119 73-14 576 808 956 877 700\n1,813 911 1392 \u0026lt; 85 \n326: 243 253 16 512 47 502. 141, 9 479\u0026lt;^ 98 58 51 66 71 76 79 67 71 61 54 63 70 58 56 S3 438 347 204 V 281 298\n320 98 535 423 x\nS30 672 404 515 .X454.. 492  'la 504 694 313 168 131 \u0026gt; 218 118 11 ^8 2 IS J 0 762 510 339\n^..s-505\n416  w 113 57 480 356 5 841 57 : 67 60 ^88 71 338 190 VJ ' 273 87 288 ,145 238 286 17 541 500 44 69 483 332 7 822 59 ' ^'.126 3 i. 467 332 130 3 323 59 209 124 2 J^l 335 2U f .Z76 218, - 9 502 105 Tl 394 : \" 225^ 73 :.64^\u0026lt; 265 90 0 4. 355 234 n 62 55 75 S3 236 211 flgl4 356 151 \"sTd 8l7 353 4 18 19 By 15 12 35 9 id 663 772 902 ea 886 722 655 1.580 866 1^12 64 69 75 58 63 75 59 58 93 420 '541 711 429 491 521 y^.1^ 534 18 0 111 64 209 263 135 235 365 1 176 640 335 476 .i 8 13 .1 16 7 46 13 19 \u0026gt;s.- ..5 I 109 U 13 0 122 69 691 61 410 283 12 iX TT3 y 74 705 58 Vfc S2a\" \u0026gt;13 787 70 859 63 I 685 215 14 914 75 . 665 072 781 704 1.721 882 1.082 65 56 505 62\u0026lt; 74 60 61 54 - -- 4S2 523 1.133 562 667 66 327 319 166 310\n -- 390 17 3 6 14 849 rtk 695 . K 1.950 886 978 59 58 75 58 63 57 Page 2RECRUITMENT OF PRIVATE SCHOOL STUDENTS Active recruitment of private school students to the Little Rock School District will be handled, in large part, by the PT As in individual schools. The Parent Recruiters will share and network recruitment strategies with each PT A. These strategies will focus on (1) the determination of those private school families who live within a specific schools attendance zone and (2) the recruitment of these students. Utilizing private school student directories and attendance zone maps, the PTAs can pinpoint those students living in their schools zone. Names of prospective kindergarten students can be obtained from directories of area pre-school and day-care facilities as well as informal sources in the community. The PTAs will be asked to contact these students families and provide opportunities to inform them about the attendance zone school. Suggested opportunities include open houses at the schools, coffees held in private homes, and invitations to school functions (carnivals, performances, spring picnic, etc.). The Parent Recruiters (and VIPS office) will provide direct assistance to those PTAs which have limited parental support and manpower. Also, the Parent Recruiters will meet bimonthly with the PT A Council and/or various PT A representatives to monitor recruitment activities. In an effort to contact those students who exited the Little Rock School District during implementation of the controlled choice assignment plan, the Parent Recruiters will obtain and forward to each school, computer printouts of students on the data base who are not presently enrolled in a district school. The PTAs will contact these students families and encourage them to reconsider their public school options. The Parent Recruiters will continue to foster a working relationship with area realtors in order to access those families with school-age children who are relocating to the Little Rock area. An explanation of LRSD programs in conjunction with building tours will provide new residents with information on which to base their decision to enter public or private school systems. The District will assess the effectiveness of recruitment strategies on an annual basis and share and discuss the assessment with the parties before seeking court approval of alternative strategies. Page 95FOR SPECIAL MEETING FOLLOWING BOARD COMMITTEE MEETING LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS K - i VI July 16, 1992 JUL ' 4  Ciiius TO: Board of Directors ti'.v: FROM: SUBJECT: Mac Bernd, Superintendent of Schools ACQUISITION OF PROPERTY FOR NEW KING ELEMENTARY SCHOOL We are required by the desegregation plan to construct a new King School on the 1-630 corridor. The Federal District Court has approved the site at Ninth and Pulaski for the construction of the school. The District must acquire the property in the block bounded by Ninth Street, Martin Luther King Drive, Tenth Street, and the Ninth Street Park. We have obtained appraisals on the property that we need to acquire. I am recommending that the Board (1) act to declare the necessity to acquire the property within the boundary of Ninth Street, Martin Luther King Drive, Tenth Street and the Ninth Street Park\nand (2) to authorize and direct the administration to proceed to acquire the privately owned property within the said boundary by purchase or, if necessary, condemnation. It will also be necessary to enter into lease agreements with the City and the State for some property outside the above described boundary, but these leases will be submitted to you at a later date for your approval.18:26 501 324 2032 L R School Dlst ODM \u0026lt;? Little Rock School District NEWS RELEASE December 4, 1992 For more information\nDianne Woodruff, 324-2020 LRSD AWARDS CONTRACT FOR MARTIN LUTHER KINS, JR. SCHOOL TO LOCAL CONTRACTOR Little Rock School District has awarded the contract for building the new Martin Luther King, Jr. Interdistr ict Elementary School to the Little Rock firm of Progressive Constructors, Inc. Harvey Skorcz, president of Progressive Constructors, has named Tom Williams as project manager and Johnny Wise as project superintendent. Progressive Constructors, Inc. will serve as the major contractor for the $3.S million project. Several other Central Arkansas firms including Central Industrial Electric, North Little Rock\nVogel Mechanical, North Little Rock\nCovington Construction, Conway and Langston Excavators, Little Rock, will serve as subcontractors. Martin Luther King, Jr. School will be located at the corner of 9th and Martin Streets south of I-S30 and is scheduled to open its doors at the onset of the 1993-94 school year. King School will house 696 fouryearold through sixth grade students. The school is one of four @ 001 interdistrict schools to be built as part of the 1989 Desegregation Plan. ###18:26 501 324 2032 L R School Dlst ODM @001 Little Rock School District NEUS RELEASE December 4, 1S92 Por more information\nDianne Woodruff, 324-2020 LRSD AWARDS CONTRACT FOR MARTIN LUTHER KING. JR. SCHOOL TO LOCAL CONTRACTOR Little Rock School District has awarded the contract for building the new Martin Luther King, Jr. Interdistr ict Elementary School to the Little Rock firm of Progressive Constructors, Harvey Skorcz, president of Progressive Constructors, has named Tom Uilliams as project manager and Johnny Wise as project superintendent. Progressive Constructors, Inc. will serve as the major contractor for the $3.G million project. Several other Central Arkansas firms including Central Industr ial Electric, North Little Rock\nVogel Mechanical, North Little Rock\nCovington Construction, Conway and Langston Excavators, Little Rock, will serve as sub-contractors. i  Inc. Martin Luther King, Jr. School will be located at the corner of Sth and Martin Streets south of 1-630 and is scheduled to open its doors at the onset of the 19S3-S4 school year. King School will house 696 fouryearold through sixth grade students. The school is one of four interdistrict schools to be built as part of the 1989 Desegregation Plan. ###a I December 15, Little Rock School District NEWS RELEASE 1992 For more information! Dianne Woodruff, 324-2020 LRSD HOLDS A \"SCHOOL RAISING\" AT THE MARTIN LUTHER KING JR. INTERDISTRICT SCHOOL SITE A II school raising It ceremony is planned by the Little Rock School District for Thursday, December 17, at 10:30 a-Hl- at the construction site of the new Martin Luther King Interdistrict Elementary school at 10th Street and Martin Luther King Jr. Drive just south of the State Capitol. LRSD administration. Board members, city officials, Office of Desegregation Monitoring and Joshua Intervener representatives and interested public are expected to attend. Board President Oma Jacovelli and LRSD Superintendent Mac Bernd will be joined by Harvey Skorcz, president of Progressive Constructors and Fred Chilcote of Blass Chilcote Carter Gaskin Bogart Norcross architects as they dig the earth with giant yellow school pencils painted with the inscription \"We Have a Dream\". Quests are invited to sit in student desks in an open-air classroom, complete with blac kboard. King School will house 696 fouryearold through sixth grade students. The school is one of four interdistrict schools to be built as part of the 1939 Desegregation Plan. ### 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000Little Rock School District I NEUS RELEASE December 15, 1992 For more information\nDianne Woodruff, 324-2020 LRSD HOLDS A \"SCHOOL RAISING\" AT THE MARTIN LUTHER KING JR. INTERDISTRICT SCHOOL SITE A \"school raising II ceremony is planned by the Little Rock School District for Thursday, December 17, at 10s30 a-m. at the construction site of the new Martin Luther King Interdistrict Elementary school at 10th Street and Martin Luther King Jr. Drive just south of the State Capitol. LRSD administration, Board members. city officials, Office of Desegregation Monitoring and Joshua Intervener representatives and interested public are expected to attend. Board President Oma Jacovelli and LRSD Superintendent Mac Bernd will be joined by Harvey Skorcz, president of Progressive Constructors and Pred Chilcote of Blass Chilcote Carter Gaskin Bogart 8\u0026lt; Norcross architects as they dig the earth with giant yellow school pencils painted with the inscr ipt ion \"We Have a Dream\". Quests are invited to sit in student desks in an open-air classroom, complete with blackboard. King School will house 696 four-year-old through sixth grade students. The school is one of four interdistrict schools to be built as part of the 1989 Desegregation Plan. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000EXHIBIT J1 IVe Need Your Ideas Attention: NEIGHBORHOOD PUBLIC MEETINGS Martin Luther King Jr. Interdistrict School Opening for 1993-94 Community Meetings to gather information from prospective parents and patrons to be used in consideration of attendance zones and theme selection for Martin Luther King Jr. School opening at the beginning of the 1993-94 school year. TUESDAY, March 30, 7 p.m. Allison Presbyterian Church 922 Wright Street, Little Rock THURSDAY, April 1, 7 p.m. Ish Incentive Elementary School 3001 Pulaski Street, Little Rock The Little Rock School District will offer an innovative alternative to your neighborhood school with the opening of Martin Luther King Jr. Interdistrict School in the fall of 1993. King will offer a special interest theme woven into a strong, traditional basic skills curriculum. Pulaski County School District students may attend through a majority-to-minority transfer. EXHIBIT IIG\" AGENDA 1. Welcome/Introductions 2. Purpose of Meeting 3. An Architectural Rendering of the new Martin Luther King Jr. School. 4. The Principal's Vision for MArtin Luther King Jr. 5. Survey and Theme Information 6. Consideration of Attendance Zones Questions and Concerns will follow each agenda item IATTENTION!! Public Meetings Monday, May 17, 6 p.m. Oak Grove Elementary 5703 Oak Grove Rd. North Little Rock, AR Tuesday, May 18, 6 p.m. Sherwood Elementary 307 Verona Sherwood, AR Come hear about Martin Luther King Interdistrict Elementary School, where the Little Rock School District offers your child:  innovative teaching methods  curriculum in basic skills and a special theme  community involvement to creatively supplement education  a wonderful new learning environment  high expectations for academic achievement  strong leadership Pulaski County School District students may attend by requesting a majority-to-minority transfer. Martin Luther King Interdistrict School also offers:  seating capacity of 696  accessible location near Arkansas Children's Hospital and the capitol complex  new building, opening 1993/94 school year For more information call the LRSD Student Assignment Office at 324-2: J High Intensity Learning What is it and what does it mean to elementary students and their parents? Read on -- about the Little Rock School Districts new Martin Luther King Interdistrict Elementary School, the school on the \"cutting edge\"! High Intensity learning is:  up-to-date, innovative teaching methods  a curriculum with basic skill and a special theme  community involvement to creatively supplement education  strong leadership. Your child will receive:  the most current technology available  the finest learning and teaching environment  high expectations for individual achievement Martin Luther King Interdistrict Elementary School also offers\n a seating capacity of 696  accessible location near Arkansas Children's Hospital/state capitol complex  slots for Pulaski County District students through majority-to-minority transfers For more information call the LRSD Student Assignment Office at 32^I cx \\/3/ t HIGH INTENSITY LEARNING FOCUS 1. The revised curriculum stimulates critical and creative thinking, discussion, and problem solving and will engage ALL students in active learning to meet their individual needs, interests, and abilities. Core content areas are approached through themes in an interdisciplinary approach to learning that will help ALL students make connections. 2. 3 . Teachers' instructional strategies will reflect student- centered learning experiences rather than a teacher-centered approach. Students will be actively involved in what they are learning through hands-on experiences, cooperative learning, classroom discussions, and use of technology.HIGH INTENSITY LEARNING \"TEACHER PASSWORD - HOW DOES THIS ACTIVITY INTENSIFY LEARNING FOR MY STUDENTS? II 1. CURRICULUM SPECIALISTS - Curriculum specialists in each of the following core content areas will assist correlating and implementing the curriculum: teachers in Language Arts Mathematics Science Social Studies The specialists will provide intense support for teachers as well as students. direct and indirect specialized instruction for Creative use of these curriculum specialists and other instructional specialists will provide for intensified staff development activities for teachers through team teaching, demonstration teaching, peer teaching, etc. Each specialist-directed experience will be inservice for teachers. Teachers are expected to replicate through demonstration teaching or specialized content area instruction. 2. INSTRUCTIONAL PROGRAM stimulating critical. - Revised curriculum is centered on creative, and higher order thinking skills, classroom discussion, problem solving, and engaging students in active learning. ADDED INSTRUCTIONAL FEATURES: Integrated Language Arts (Primary Level) comprehensive language arts program for first grade students, incorporating reading, writing, listening skills and the latest technology Windows on program Science that A K-8 videodisc-based provides visuals and science hands-on activities for a wide variety of science topics A Golden Book Encyclopedia - An electronic encyclopedia for the primary grades that includes pictures, sound, and animation 1 Compton's Electronic Encyclopedia - An electronic version of the well-known encyclopedia. animation, sound, and speeches enhanced with3. 4. Videodiscs - Interactive software used for instruction in the core areas of the curriculum Automated Library - Access to the library's resources through an electronic catalog and circulation system The instructional program will focus highly on the integration of the revised curriculum. instructional time through the following: Staff members will maximize use of  * * * * * * * * Teaching content of subject areas together - design active linkage between fields of knowledge Maximum use of instructional management system - eliminate the re-teaching of skills previously mastered by students Accelerated progression through the instructional program at fast paced and intensified rates to accommodate individual student needs School-wide thematic approach to learning introducing an innovative and exciting theme during each nine weeks Expanded student learning through extension skills contained in revised curriculum All teaching and related activities for students directly tied to the curriculum and/or themes Broad range of curricular experiences that reflect both a content focus and an interdisciplinary orientation Teachers as active curriculum designers Teachers' decisions directly affecting students in the day-to-day operations of the classroom ALTERNATE ASSESSMENT - Teachers will judge student performance as it is actually being demonstrated by the learner (oral presentation, conducting an experiment, process used to solve problems, etc.). Using portfolios, teachers will evaluate specific examples of learners' performances through the use of video-taping, samples, etc. classroom interactions. projects. writing The portfolios will be used to provide feedback to parents and students and to identify and plan future instructional needs of the students. Students will demonstrate mastery of the Arkansas Minimum Performance Test and the Stanford Achievement Test - Eighth Edition. SCHOOL-WIDE ACTIVITIES - All students will be involved in the numerous school-wide events, including but not limited to the following: Language Arts/Writing Celebration Math/Science Fairs Quiz Bowl Geography Bee History Day Economics America Competition5. OTHER PROGRAM COMPONENTS Gifted/Talented Curriculum Special Education Program 4 Year-old Classes Kindergarten Classes Music Program Art Program Physical Education Program Science Lab Library-media Program 56 Station Computer Lab Computers in all 1st Grade Classes IMARTIN LUTHER KING JR. INTERDISTRICT ELEMENTARY SCHOOL Fact Sheet  New school site  Seating capacity of 696  Accessible to Arkansas Children's Hospital/state capitol complex/downtown  72,000 square foot site Art room  Music Room  Large computer lab  Enclosed early childhood playground  Multi-purpose room  Fully handicapped accessible  Convenient, safe school bus drive-thru  Energetic, proven principal  Hand-picked, trained staff  Slots for Pulaski County District students through majority-to-minority transfers  Curriculum and Theme The new comprehensive curriculum implemented by the LRSD during the 1992/93 school year will be the strong, basic core curriculum for King School. The curriculum offers content-specific objectives, introduced at the elementary level and built upon as students advance toward mastering the subjects. Learning levels have been set for each objective in each subject and grade level. The four levels are: Developmental - where the student is introduced to the objective. Mastery - where the student is expected to master the objective, Review - Objectives are reviewed if the student did not grasp the concept at Mastery level. Extension - where the student is prepared to go beyond what every student is expected to master. The theme of King School is \"High Intensity Learning,\" where students are on the \"cutting-edge\" of learning . At King, students will not only learn from their teachers, they will also benefit from the work of a curriculum specialist, who will make learning come alive with help of the surrounding community. King School will be a place where curriculum is centered on stimulating critical, creative, and higher order thinking skills. Where students will have the benefit of integrated language arts, Windows on Science, Golden Book Encyclopedias, an automated library and an instructional program at fast paced and intensified rates to accommodate individual student needs. If you have any question about the curriculum at King School, call Estelle Matthis at 324- 2011.  Principal and Staff Sadie Mitchell, principal of the new King School has a proven, successful, track record of high student achievement, a well-run facility, motivated teachers and strong parent/community involvement. At her last school, Ms. Mitchell's students achieved 85% mastery of the Arkansas Minimum Performance Test in all areas and all grade levels. Under her supervision, her teachers managed to produce students of this quality while spending less per pupil than most other LRSD schools. Ms. Mitchell believes that all students can learn! Ms. Mitchell will be happy to speak with you about her plans for King School and her educational philosophies. Give her a c^l at 324-2015   Student Assigiunent As a n Interdistrict school, King is open to Pusaski County students who may attend through a majority- to-minority transfer . Little Rock students attending the school will be drawn from an area surrounding the school location. If you have any questions concerning student assignment, call the LRSD Student Assignment Office at 324-2272. EXHIBIT g s 3  IVe Need Your Ideas Attention: NEIGHBORHOOD PUBLIC MEETINGS Martin Luther King Jr. interdistrict School Opening for 1993-94 Community Meetings to gather information from prospective parents and patrons to be used in consideration of attendance zones and theme selection for Martin Luther King Jr. School opening at the beginning of the 1993-94 school year. TUESDAY, March 30, 7 p.m. Allison Presbyterian Church 922 Wright Street, Little Rock THURSDAY, April1,7p.m. Ish Incentive Elementary School 3001 Pulaski Street, Little Rock The Little Rock School District will offer an innovative alternative to your neighborhood school with the opening of Martin Luther King Jr. Interdistrict School in the fall of 1993. King will offer a special interest theme woven into a strong, traditional basic skills curriculum. Pulaski County School District students may attend through a majority-to-minority transfer. EXHIBIT AGENDA 1. Welcome /Introductions 2. Purpose of Meeting 3. An Architectural Rendering of the new Martin Luther King Jr. School. 4. The Principal's Vision for Martin Luther King Jr. 5. Survey and Theme Information 6. Consideration of Attendance Zones Questions and Concerns will follow each agenda itemMARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL THEME SELECTION SURVEY RESULTS LITTLE ROCK SCHOOL DISTRICT MARCH-APRIL 1993 Suggested Theme Choices Theme Rankings 1st 2nd 3rd 4 th The Martin Luther King, Jr. Interdistrict School for Economic Education The Martin Luther King, Jr. Interdistrict Academy for Communication Arts The Martin Luther King, Jr. Interdistrict School for High Intensity Learning 9 11 19 26 20 30 19 5 47 16 5 3 The Martin Luther King, Jr. School for Health Sciences Interdistrict 3 9 22 27 Other Suggestions: l.Kids ride the bus from Ish to King._____________ 2.Ha.rtin Luther King, Jr. Interdistrict School - Dreams Come True_____ Where 3.No. Ish teachers be hired at this new school. istorymagnet wi^)}_ strong emphasis on African culture. 5.Martin Luther King, Jr. Interdistrict School for Music S.Martin Luther King, Jr. mics, Center Communication . Interdistrict School for EconoIntensity, and Overall Learning w X 35 H w H 1 MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL COMMUNITY SURVEY RESULTS LITTLE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT FEBRUARY 1992 r Site Rankings Suggested Site Choices 1st 2nd 9th and Pulaski Streets 174 134 Westside Jr. High site (14th \u0026amp; Marshall) 135 159 Theme Rankings Basic Skills Suggested Theme Choices 1st 185 2nd 41 3rd 33 4th 26 Sth 18 6tl t- Computer Science I------------------------------------- i Economic Education Environmental Science Medical Science and Health-related Occupations Visual and Performing Arts 73 13 16 53 17 Would you be interested in enrolling your child(ren) at King? 121 S3 40 40 69 53 Yes 70 68 36 73 32 226 No 37 66 80 57 34 21 73 86 63 42 98 Maybe 13 30 30 14' Other Theme Suggestions: Foreign/Sign Language Physical Education Cooking Science/Social Studies Job Preparation Communication Math/Science Special Education Aviation Black History theme Multicultural Education Education Athletics/PE Aeronautics Self-Esteem \u0026amp; Interpersonal Skills AerospaceMarlin Luther King, Jr. Interdistrict School Community Survey Results Little Rock/Pulaski County Special School Districts February 1992 Page 2 Comments: - 1. All schools should have the same themes, equal opportunities for all students. 2. Neither site Is in a safe location. 3. Those attending should choose their own site. 4. What about Granite Mountain as a site? 5. No additional schools are needed - Little Rock should maintain the present ones - do not bus. 6. Security/transportation - need more information on this. 7. Blacks need basic skills first before any of these other things. 8. Martin Luther King, Jr. was not deserving of this honor - he was nothing but a trouble maker - perhaps name in the honor of Alex Haley. 9. Wrong side of the river - need school like this in North Little Rock or Jacksonville. 10. School too far for some North Little Rock and Jacksonville children to be bussed - they prefer their neighborhood schools.MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL THEME SELECTION SURVEY RESULTS PULASKI COUNTY SPECIAL SCHOOL DISTRICT MARCH-APRIL 1993 Suggested Theme Choices Theme Rankings 1st 2nd 3rd 4 th The Martin Luther King. Jr. Interdistrict School for Economic Education The Martin Luther King, Jr. Interdistrict Academy for Communication Arts The Martin Luther King, Jr. Interdistrict School for High Intensity Learning The Martin Luther King, Jr. Interdistrict School for Health Sciences Interested in enrolling child at King? 40 69 160 18 Yes 43 50 77 56 41 No 182 75 50 29 57 Maybe 67 55 37 13 102 ther Suggestions: MathyScience with emphasis on hands on learning using computers. \"Mr. Rogers\" type science labs. Combination of all four. Math/Science, make kids able to compete globally______ Capitalism and the Free Enterprise System - what made America great - Biblical principles'artin Luther King, Jr. Interdistrict School heme Selection Survey - Pulaski County Special School District arch-April 1993 age 2 )ther Suggestions (cont.): Music, Drama, Arts, and Sports High Intensity Learning (Re \u0026lt;1) Better to develop it from an investor's point of view. Comments\nToo far away. Unsafe location for any child - location is a \"Sinner's Paradise.\" Think salaried professionals should make the theme selection - not a lottery situation._________________ Every school should offer Selection Wo. 3. Selection No. 2 not real useful unless it follows a more serious theme such as Selection Nos. 1 and 2. Parents should have the final say in their child's school location. Magnet schools are bad because they create a \"have\" and \"have not\" situation. Have higher-level classes offered at schools now in operation - no need for new schools.__________________lartin Luther King, Jr. Interdistrict School heme Selection Survey - Pulaski County Special School District larch-April 1993 'age 3 'omments (cont.): 9. 0. 1. 2 . an interdiscipline approach to combining a transition in curriculum is emphasized.____________ -Ssh-Qol_should be for above-average students._______ -This curriculum may present opportunities for the _development of talents in the performing arts._____ _Theme should be something to help students develop .study skills and grades for average students.______MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL THEME SELECTION SURVEY Please check your choice for a theme for the new Martin- Luther King, Jr. Interdistrict School. following order: Please rank your choices in the 1 for first, 2 for second, and so forth. The Martin Luther King, jr. Interdistrict School for Economic Education **This program will prepare students for the twenty-first century through the development of academic, technological. and interpersonal skills. Each student's knowledge and awareness of business will be developed from the consumer's point of view. The Martin Luther King, Jr. Interdistrict Academy for Communication Arts **This program will emphasis enriched reading, writing, speaking, and listening throughout the curriculum. Critical and creative thinking and problem solving skills will be developed in all content areas through debate, oratory, expressive writing, and literary study. The Martin Luther King, Jr. interdistrict School for. High Intenslt^Xi^niing''^\"''^^ . **This program places strong emphasis on accelerated mastery of skills in reading, math, English, writing, science, and social studies. This includes an intensive mastery learning approach to academic and social behaviors. The Martin Luther King, Jr. Interdistrict School for Health Sciences\"'\" **This program will increase student awareness and understanding of content in the health sciences. Health science tapes for study will include health and first aide, environmental health, body system, microbiology, and physical fitness. Other suggestions. Would you be interested in enrolling your child(ren) at the King Elementary Interdistrict School? Yes No Maybe Name Race: (Circle one) Black White Other Address Phone Child's Current School Assignment Grade, 93 11:38 S5O^^^O32 L R School Dlst ODM Little Rock School District NEWS RELEASE March. 26, 1993 For more information: Jeanette Wagner, 324-2020 LRSD HOLDS COMMUNITY MEETINGS FOR DISCUSSION OF NEW MARTIN LUTHER KING TR. SCHOOL ATTENDANCE ZONES AND THEME Public meetings will be held Tuesday, March. 30 and Thursday, April 1 at 7 pan. to gain community input and discuss the proposed attendance zones as well as the theme of LRSDs new Martin Luther King Jr. Elementary Interdistrict school. Parents and interested citizens will be given the opportunity to respond to a survey concerning the school theme. Tuesday's meeting will be held at Allison Presbyrerian Church, 922 Wright Avenue and the Thursday meeting will be held at Ish Elementary School, 3001 Pulaski Sl Martin Luther King Jr. Elementary School, located at 1-630 and Martin Luther King Jr. Drive, is scheduled to open at the beginning of the 1993/94 school year. King will offer a special interest rheme woven into a strong, traditional basic skills curriculum. As an interdistrict school, the student population will be made up of Little Rock and Pulaski Cotmty students. TT-rrT11:38 WWW L R School Dlst 0D5I 002'002 Little Rock School District NEWS RELEASE March 26, 1993 For more information: Jeanette Wagner, 324-2020 LRSD HOLDS COMMUNITY MEETINGS FOR DISCUSSION OF NEW MARTIN LUTHER KING TR, SCHOOT. ATTENDANCE ZONES AND THEME Public meetings will be held Tuesday, March 30 and Thursday, April 1 at 7 p.m. to gain community input and discuss the proposed attendance zones as well as the theme of LRSD's new Martin Luther King Jr. Elementary Interdistrict school. Parents and interested citizens will be given the opportunity to respond to a survey concerning the school theme, Tuesday's meeting will be held at Allison Presbyterian Church, 922 Wright Avenue and the Thursday meeting will be held at Ish Elementary School, 3001 Pulaski St. Martin Luther King Jr. Elementary School, located at 1-630 and Martin Luther King Jr. Drive, is scheduled to open at the heginning of the 1993/94 school year. King will offer a special interest theme woven into a strong, traditional basic skills curriculum. As an interdistrict school, the student population will be made up of Little Rock, and Pulaski County students.TO: FROM: RE: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas March 30, 1993 Marie Parker, Associate Superintendent\nexhibit Jeanette Wagner, Acting Director of Communications Distribution of King Public Meeting Fliers The fliers for the King School pubhc meetings were distributed as follows: 25 fliers - TCBY building for placement in employee lounges, etc. 20 fliers - Dept, of Education, Capitol Mall for placement in employee lounges I i I 10 fliers - AIDC, Capitol Mall for placement in employee loimges and on bulletin boards. Janet van der Werff, director of communications, also agreed to place a notice on E-Mail for the next two days for all employees. no fliers - Arkansas Children's Hospital does not allow outside fliers to be placed in the building, Jessica Szehner, director of public relations, agreed to put notice on E-Mail for their more than 3,000 employees for the next three days. Some very good groundwork has been laid by going through the proper channels. Onward!!Martin L. King Jr. Interdistrict Magnet Elementary School NEWS CONFERENCE ili \u0026lt;2^533 Vj\u0026gt;\u0026gt;^ ly^n id k7 tiissa Welcome Comments Principal's Comments Flag Presentation July 20,1993,9:00 a. m. JUL 2 0 1993 01 '(lies 0! Dssc 'J' s i.n MciiiiOi'ing PROGRAM ............. Estelle Matthis Interim Superintendent Little Rock School District ........... Tracy Steele, Special Assistant for Economic \u0026amp; Community Development Governor's Office ............. Sadie Mitchell, Principal Martin Luther King Jr. Interdistrict Magnet Elementary School Don Griffin, Director of Personnel Secretary of States Office Little Rock School District NEW RELEASE July 15,1993 For more information: Jeanette Wagner, 324-2020 LOOK WHO'S co: G TO THE NEIGHBORHOODMARTIN LUTHER KING SCHOOL On Tuesday July 20 at 9 a.m. the Little Rock School District introduces the new Martin Luther King Jr. Interdistrict Elementary School to the community at a press conference entitled II Look Who's Coming to Your Neighborhood.\" The Press conference will be held at the school, which is located at 907 Martin Luther King Jr. Drive, just south of 1-630. Martin Luther King Elementary Interdistrict School is 72,000 square feet and will accommodate approximately 696 students. The location of the school makes it accessible to parents employed with Arkansas Children's Hospital, the State Capitol Complex and downtown Little Rock businesses. Parents and students can look forward to new and exciting teaching concepts being implemented into the curriculum, all new equipment and most important, a dynamic principal and staff. Transportation will be provided for M- to-M transfer students, four-year-olds, children living within the present Ish attendance zone, and those children living more than two miles from the school. (more) 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000Press Conference Page 2 Special invited guests are: Governor Jim Guy Tucker, Secretary of State Bill McCuen, State Treasurer Jimmy Lou Fisher, Mayor Jim Daily, and representatives from the Chamber of Commerce, Department of Education, Arkansas Industrial Development Commission, Arkansas Children's Hospital, the Fire Department, Little Rock Police, State Board of Education, and Twin City Bank. ###MARTIN LUTHER KING JR. INTERDISTRICT ELEMENTARY SCHOOL Fact Sheet  New school located on Martin Luther King Drive just south of 1-630  Seating capacity of 696  Accessible to Arkansas Children's Hospital/state capitol complex/downtown  72,000 square foot site  Art room  Music room  Large computer lab  Enclosed early childhood playground  Multi-purpose room  Fully handicapped accessible  Energetic, proven principal  Highly qualified staff  Convenient, safe school bus drive-thru  Slots for Pulasld County District students through majority-to-minority transfers  Science room  Before and after school CARE program  Four-year-old program  Transportation provided for M-to-M transfers, four-year-olds, children living within the present Ish attendance zone, and those children living more than two miles from the school  Curriculum and Theme The new comprehensive curriculum implemented by the LRSD during the 1992/93 school year will be the strong, basic core curriculum for King School. The curriculum offers content-specific objectives, introduced at the elementary level and built upon as students advance toward mastering the subjects. Learning levels have been set for each objective in each subject and grade level. The four levels are: Developmental - where the student is introduced to the objective. Mastery - where the student is expected to master the objective. Review - where objectives are reviewed if the student did not grasp the concept at Mastery level. Extension - where the student is prepared to go beyond what every student is expected to master. The theme of King School is \"High Intensity Learning,\"  where students are on the \"cutting-edge\" of learning. King School is where students will not only learn from their teachers and peers, but will have curriculum specialists to make education come alive with help from the surrounding community. It is where the curriculum is centered on stimulating critical, creative, and higher order thinking skills. Students at King will have the benefit of integrated language arts, Windows on Science, Golden Book Encyclopedias, an automated library and an instructional program at fast paced and intensified rates to accommodate individual student needs. If you have any question atx)ut the curriculum at King School, call Estelle Matthis at 324-2011.  Principal and Staff Sadie Mitchell, principal of the new King School, has a proven record of high student achievement, a well-run facility, motivated teachers and strong parent/community involvement At her last school, Ms. Mitchell's students achieved 85% mastery of the Arkansas Minimum Performance Test in all areas and at all grade levels. Under her supervision, teachers managed to produce students of this quality while spending less per pupil than most other LRSD schools. Ms. Mitchell believes that all students can learn! She will be happy to speak with you about her plans for King School and her educational philosophies. Give her a call at 324-2015.  Student Assignment As an Interdistrict school, King is open to Pulaski County students who may attend through a majority-to-minority transfer. Little Rock students attending the school will be drawn from an area surrounding the school location. If you have any questions concerning student assignment, call the LRSD Student Assignment Office at 324-2272.i 4 MEMORANDUM to: Mr. Jerry Malone Mr. Billy Bowles Ms. Ann Brown FROM\nJohn W. Walker RE\nKing Interdistrict Magnet Elementary School DATE\nAugust 20, 1993 This is to advise that Joshua has not signed the Stipulation upon which we agreed upon in principle yesterday at the Little Rock school Board offices. This is because information that we have received causes us to conclude that a larger number of pupils are school Board offices. I Irevt34.ve-i  ----------  being assigned to King from outside the King attendance zone than the number we were given. incentive school areas. Most of these youngsters are from other cannot be parties to assignment We practices which allow decline in emphasis and attendance at the , ______ ______4- 4 TxTHiz-b the support practices which distort the incentive schools nor can we support practices wnicn oibuviu double funding requirement and desegregation requiremei^ of the Joshua counsel, I am withholding Dian- For these basic reasons/ as Joshua counsel, 1 am witimoiumy  the stipulation and putting LRSD on notice that we  let LRSD white I endorsement of i--------- - . _ will not agree to the Court's suggestion that we pupils be assigned to King under the circumstances. I 30 d 00I0IZ2 Oi Bd d3\u0026gt;nbnn nhoc wodj S3!T 2S6IZ02/80K KING INTERDISTRICT ELEMENTARY MAGNET* SCHOOL AUGUST 19, 1993 2 P.M. LRSD ADMINISTRATION BUILDING 1. Opening Remarks Jerry Malone 2. Issues to be Resolved: Discussion a. Number of students needed to establish a 60/40 black/white student ratio at King Discussion: Conclusion: b. Determine the number of slots that will be reserved for PCSSD white students (60/40 racial balance as a goal). Establish date to release unfilled seats on an annual basis. Discussion: Conclusion: c. Determine the number of seats that will be reserved for LRSD with 60/40 racial balance as the goal. Discussion: Conclusion: Black: White: d. Review the criteria that will be used for future placement of white LRSD students at King Interdistrict Elementary Magnet* School. Discussion: Conclusion: e. Other * Provisional IAGREEMENT The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discuss initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School 1993-94 school year. (\"MLK\") for The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment zone, to MLK. The PCSSD is also concerned about future year'^s effect of LRSD white students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School, Based on these concerns and considerations, and the encouragement of Court, the parties have agreed that for the 1993 94 school tenn oflly, LRSD white students, who have received written assignment natices to MLK from the LRSD as of the date of this agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assigned08/19/93 16:02 OSOl 324 2032 L R School Dlst ODM @002/002 Page 2 to the Martin Luther King Interdi strict Magnet* School (i.e., including continued enrollment). However, there shall be no sibling preference available to these students so assigned. The parties will seek Court approval of this Agreement. DATED THIS day of , 1993. John W. Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent Dr. Henry Williams LRSD Superintendent James Smith NLRSD Superintendent Richard Roachell Knight Intervenors Attorney Provisional 9 I A.* . J12/02/93 17:06 501 324 2032 L R School Dlst ODM 121002-002 1 cDCcae Little Rock School District NEWS RELEASE December 2,1993 For more information.: Jeanette Wagner, 324-2020 DR. MARTIN LUTHER KING COMMISSION AND KING SCHOOL CELEBRATE THEIR DEDICATIONS Students and staff members of the Dr. Martin Luther King Jr. Interdistrict Elementary School and the Dr. Martin Luther King Jr. Commission will celebrate the dedication of the commission and the new school at a ceremony held at the school Sunday. December 5. 1993 at 3 p.m. Governor Tucker and state and local dignitaries will join the Reverend Derek B. King, Dr. Kings nephew, who will be the dedication speaker. Students performances by the sixth-grade choir and instrumentalists in addition to performances by the Williams sisters and Gertrude Browning complete the program. The program will be followed by a reception, school tours and a slide presentation. Many special events have been planned at King school in preparation for the dedication. Trivia, essay and coloring contests winners will be announced and a special Time Capsule Ceremony is scheduled for Friday. December 3. 9 ajm ###01/11/1999 10:23 jnN-9S-99 TUE 82185 501-324-2023 LRSD COMMUNICATIONS PAGE 02/04 January 1999 Xing Week Events Monday Jan- 11 \"CoBoaunity Service Day\" PreK-2 Grade 3 Grade 4 Grade 5 Grade 6 collect \"Pennies for our House\" Collect toys and books for Arkansas Children's Hospital Donate books for \"Our House\" Make cards and write letters to give to Four oaks Residential Center Make cards and write letters to give to Four Oaks Residential Center __1 Begin \"Randon Acts of Kindness Student presentations (Closed Circuit) All gradesI N Tuesday Jan. 12 \"Salute to Greatness Day\" Expressive Writing Displays - Grades PreK-6 parents visit classrooms to tell about their \"Ordinary Kero\" signing of pledge banner (across from information desk) Seirvice projects continue Student presentations (Closed circuit) Wednesday Jan. 13 \"Increase the Peace Day\" Signing of pledge banner service projects continue Student Council puppet show and skit \"The Sound of Great Voices\" 1:30 p.m. (Closed Circuit) Student presentations (closed Circuit) Thursday Jan. 14 \"Celebrate the Dream Day\" \"Celebrate the Dream\" parade at 8:30 a.m. Classroom birthday celebrations for Dr. King beginning at 1:30 p.m. Viewing of Dr. King's life at 1:45 p.m. Service projects continue Student presentations (Closed circuit)01/11/1999 10:23 501-324-2023 LRSD C0MMJNIC6TI0NS JAN0S99 TUe 02:06 PM PAGE 03/04 e. 04 KING WEEK EVENTS CoffliBunlty Service Projects Comaunity service projects should be introd^ed ?? Monday. Be sure that parents are informedthev do Projects do not have to be completed by Purina the week, need to be introduced and some work done on them during tn Random Acts of Kindness Introduce the concept to students on Monday. _ kliWkMM is a nic. mng that you oan A random act of Everyday manners really do not count, although they are cOTcai^y important! It should be something out of the-^UsJof mi^t not usually do. It might be helpful to bra ins to^ in a acts that students can choose from. You might even put them a j^ and let them draw one each day. The jigsaw puzzles will_^ available if you want to use then as a management tooi. * _ _ * . _______.3 AW.. IPg M jar and let them draw one each day. Ideally. avaiiaoie xr you wane w uae --- - .s.r-h each child should strive to commit on random act of kindness each day\nat home, at school, and in the community. Primary teachers Sy consider the whole class for this ^Project instead of individually. Get with your grade level to decide on the best way to implement this activity for your students. The class is participating be distributing signs indicating that your of Please display this sign outside or in ^Random Acts of Kindness'*. your classroom. Display of Expressive Writing writings expressing thoughts and ideas of Dr. Ma^Jin Drawings or _ Luther King's Dream for society. may be displayed inside or outside of your classrooms. be invited to visit their child's class and tell about an o^ina^ hero in their life. Teachers might want to share their oraina^ hero with their class, then have students share. -- - writing activity1 some fifth and sixth grade students will share their ordinary hero via closed circuit. Work belonging to the students parents may It's a great Pledge Banner The pledge banner will be displayed on the wall across from the information Desk. The banner nay be signed on Tuesday and Wednesday for all grade levels at whatever time is convenient for Information Desk you.01/11/1999 10:23 501-324-2023  JAH-05-99 Tue eZiOfi PH LRSD COMMUNICATIONS PAGE 04/04 P. 05 Assembly The King Student Council and sone of the Morning Broadcast students are planning to present a puppet show and a ^..or _  Prekindergarten and Kindergarten students on Wednesday, January 13, at 1:30 p.n. in the Multipurpose Room. short skit for Parade The \"Celebrate the Dream\" parade will be held on Thursday, January 14, at 8:30 a.m. It will be conducted indoors. Individual students or the whole class can make signs, posters, banners,   A map will be at 8:30 a.m. Individual floats, peace doves, etc. to carry with then, provided. Birthday Celebrations Birthday celebrations for Dr. King should begin in classrooms at 1:30 p.n. on Thursday, January 14. ask parents to provide cupcakes or cookies and punch, students understand the reason.for the birthday celebration. 1:45 p.m., a video of Dr. King's life which includes an excerpt from his famous \"I Have a Dream\" speech will be shown over closed you night want to Be sure that At circuit monitor. 19 re Tentative Schedule for Soliciting Public Opinion on Site for King School January 31 - Phone survey to approximately 20 retirees in area of 9th and Pulaski. February 4 - Mailed special site survey to all parents with children in IRSD in the Ninth Street Park area. February 10 - Host lunchecm meeting with retirees in Mt. Zion eurea. Distribute survey during or etfter meeting. February 12 - Send surveys to parents of students in targeted areas of Little Rock and Puleiski County. Include parents on the County's waiting list for magnet schools. Surveys will be color coded in order to sort by location. February 13 - Distribute press release announcing period for public input. February 13 - Mail surveys to selected Partners in Education, businesses and churches in downtown Little Rock asking them to make them availble to their employees and congregations. Among those businesses to be included are Arkansas Children's Hospital, Arkansas State Capitol, First Canmercial Bank and Arkansas Power and Li^t. February 13 - Form a site selection committee of parents from both Little Rocik and Pulaski County. February 16 - Run ad in Arkansas Democrat-Gazette to announce public forums and to inform public that surveys are available upon request, number to call to request a survey. Include a phone Feb. 19-29 - Hold four public forums (one in the Maumelle/Oak Grove area, one in the Lawson area, the neii^iborhood near 9th and Pulaski, and the IRSD Administration Building. Forums will be held at different times to involve the most people: evening, Saturday afternoon, and Sunday afternoon.) March 3 - Meet with Site Selection Ccnmittee to look over surveys to prepare a recommendation.High Intensity Learning What is it and what does it mean to elementary students and their parents? Read on - about the Little Rock School Districts new Martin Luther King Interdistrict Elementary School, the school on the \"cutting edge\"! I I High Intensity learning is:  up-to-date, innovative teaching methods  a curriculum with basic skill and a special theme  community involvement to creatively supplement education  strong leadership. Your child will receive:  the most current tecluiology available  the finest learning and teaching environment  high expectations for individual achievement Martin Luther King Interdistrict Elementary School also offers:  a seating capacity of 696  accessible location near Arkansas Children's Hospital/state capitol complex  slots for Pulaski County District students through majority-to-minority transfers For more information call the LRSD Student Assignment Office at 32^ - exhibit MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL We have completed the following steps regarding the Martin Luther King, Jr. Interdistrict Elementary School. ..Developed maps for proposed attendance zone ..A Principal has been selected ..A theme has been proposed to the Superintendent ..Four community meetings were held - March 7, April 1, April 21, and May 4. ..Marie Parker has spoken several times via telephone and visited in her office with Sarah Facen, Ish community leader ..Proposed attendance zone presented and approved by the Board ..Sent survey letters to all students in the proposed attendance zone ..Two community meetings have been scheduled for PCSSD on May 17 and May 18, 1993. ..Draft of King recruitment plan ..Surveyed PCSSD, LRSD, and Governmental agencies near school site exhibit \"D t1- exhibit s r  MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL We have completed the following steps regarding the Martin Luther King, Jr. Interdistrict Elementary School. ..Developed maps for proposed attendance zone ..A Principal has been selected ..A theme has been proposed to the Superintendent ..Four community meetings were held - March 7, April 1, April 21, and May 4. ..Marie Parker has spoken several times via telephone and visited in her office with Sarah Facen, Ish community leader ..Proposed attendance zone presented and approved by the Board ..Sent survey letters to all students in the proposed attendance zone ..Two community meetings have been scheduled for PCSSD on May 17 and May 18, 1993. ..Draft of King recruitment plan ..Surveyed PCSSD, LRSD, and Governmental agencies near school site exhibit \"D IIHigh Intensity Learning What is it and what does it mean to elementary students and their parents? Read on  about the Little Rock School Districts new Martin Luther King Interdistrict Elementary School, the school on the cutting edge! High Intensity learning is:  up-to-date, innovative teaching methods  a curriculum with basic skill and a special theme  community involvement to creatively supplement education  strong leadership. Your child will receive:  the most current technology available  the finest learning and teaching environment  high expectations for individual achievement Martin Luther King Interdistrict Elementary School also offers:  a seating capacity of 696  accessible location near Arkansas Children's Hospital/state capitol complex  slots for Pulaski Coimty District students through majority-to-minority transfers For more information call the LRSD Student Assignment Office at 324-2272.  EXHIBIT s s- 9 o S I REPORT ON THE IMPACT OF THE KING ATTENDANCE ZONE Prepared By: Leonard Thalmueller Marie Parker The new Martin Luther King, Junior Elementary School is being constructed in an area near the satellite attendance zones for Jefferson, Forest Park and Terry and near the attendance zones of Rightsell and Mitchell Elementary Schools. The vast majority of the students who live in these attendance zones is black. The new Martin Luther King Elementary school will be an interdistrict school. The Little Rock School District will petition the Court to designate the school an interdistrict magnet school. PAPAMEfERS Listed below are the parameters which were considered in establishing the attendance zones for -the new Martin Luther King, Junior (King) ElesMntary School: 1. The seating capacity of King will be 96. Thirty-six (36) of the 696 seats will be resezrved for two four-year-old classes (16 students per class). 2. 5. b. six hundred-sixty (660) of the seats will be reserved for students in grades kindergarten through sixth grade (k- 6) . '\"he desegregation goal will be to achieve a racial balance of ifty percent black/white. a. b. The range of acceptable racial balance will be from 40% to 60% of either race. The four-year-old classes will -uek to obtain a racial balance of 50/50 of either race. King will have an attendance zone. The amount of busing will be minimized. The impact of changing attendance zones at other schools will be minimized. EXHIBIT \"C\" 3 . 4 . IPRQCEDVRES After a careful analysis of the data and the study of various combinations of zone blocks, the areas indicated in Attachment 1 are the proposed attendance zones for King, Rightsell, Washington and the Jefferson satellite zone. The zone blocks which were reassigned are indicated below and shown in Attachment 2. A. Zone blocks 0432, 0433, and 0438 were transferred from the Jefferson satellite zone to King. B. Zone blocks 0473, 0476, 0477, 0479, 0480 and 0485 were transferred from Ish to King. C. Zone block 0439 was transferred from Rightsell to King. D. Zone block 0439 at Rightsell was replaced with zone block 0455 from Washington. E. Zone blocks 0432, 0433, and 943S from the Jefferson satellite zone were replaced with 0111, 0112, 0121, 0122 and 0210 from Washington. P. The zone blocks from the Washington zone which were transferred to Jefferson and Rightsell were not replaced since the attendance zone for Washington contains more students than are needed at Washington. IMPACT ON SCHOOLS The school impacted most by the proposed attendance zone changes is Ish Elementary School. Ish is described below. The proposed relationship between King and 1. Students within the Ish attendance zone will be assigned to King but will have the option to remain at Ish. 2. Bus transportation will be provided for those students from the Ish attendance zone who go to the new King School. 3. Ish will remain open unless fewer than 100 students choose Ish, in which case all Ish students will be assigned to King, and Little Rock School District will work with the Ish community to building. determine an appropriate use for the Ish 2STUDENTS RESIDING IN ATTENDANCE ZONES The impact of the zone block assignments on the attendance zone of the schools involved are shown in the following table. Please note that these data indicate the number of students, other than magnet students, who reside in the attendance zone. Current Attendance Zone Proposed Attendance Zone Nonblack Ish 186 187 Jefferson Satellite 182 291 473 208 289 497 King 342 349 Rightsell 311 313 294 302 Nashliftgton 738 25 763 573 15 588 HgnblagK 1 0 0 0 0 0 0 7 2 8 *AssuBing all students elect to go to King. I The zone blocks shown in Attachment 2 are those whose current school assignments will be changed under this plan. The impact of changing these zone blocks on the transportation of students is indicated below. A. No Change in Transportation 1. The students in zone blocks 0439, 0455 are not B. transported this year and will not transportation under the plan. require The students in zone blocks 0111, 0112, 0121, 0122, 0210 are transported this year and will be transported next year under the plan. Change in Transportation 2 . 1. The 110 students residing in zone blocks 0432, 0433 and 0438 are provided transportation this year to Jefferson but will not require transportation to King next year. 2 . The : 0476, 187 students 0477 , 0479, residing in zone blocks 0473, 0430 and 0485 are not provided kstfiy'Kiet.AZ 33. Attachment 1: Attachment 2: tMbyJGac-AZ transportation this year to transported to King next year. The above would indicate Ish an but will increase transportation for 77 students under this plan. School Attendance Zones Transferred Zone Blocks 4 be inf. KING RECRUITMENT PLAN \\ex/33 TtMELINE FOR STAFFING, DEVELOPING THE CURRICULUM AND RFXRUJTING TO THE SCHOOL VISION FOR KING RECRUITMENT: The new Dr. Marlui Luther King, Jr. Interdislrict Elementary School will fully mcer the letter and the s|)iril of the desegregation plan. .....  KING RECRUITMENT GOAL: To develop and implement a recniitnieiit plan in such a way that it enhap^s the likelihood of the new Dr. Martin Luther King, Jr. Interdislrict Elementary Schools oomplying with the desegregation Tcqiiircment for intcrdistricl schools KING RECRUITME^JT OBJECTIVE\nTo actively recruit approximately 200 plus white students firbni Ihe Pulaski Czmnfv SInprial '.i'' ' County Special School District. I To actively recruit approximately 100 white students from targefeil areas in (he Little Reek School District. To actively reeruil approximately 400 black students from the King approved aUendance. zones. C = COMMUNICATION SAO = STUDENT ASSfQNMENT OFFICE . V  VIPS ASC = ASSOCIATE SUPERINTENDENT FOR CURRICULUM f - I'RINCIPAI. ASD - ASSOCIATE SUPERINTENDENT FOR DESEGREGATION PR = PARENT RECRUITER ASSOC = ASSOCIATE SUPERINTENDENT FOR SCHOOL OPERATIONS AS = ASSISTANT SUPERINTENDENT PCSSD = PULASKI COUNTY SPECIAL SCHOOL DISIRICT PRC = PARENT RECRUITMENT COORDINATOR C = COMPLETED PRT = PARENT RECRUITMENT TEAM IP = IN PROGRESS I.V V '*? Al r.\\v .M- C IP ( 1' I I 5 c KING RECRlJTirMENT RLAN : , TIME\nLINE FOR STAFIWG, Tiq\nSTRATEGIES ACTIVITIES Bi^INNING ' DATE ENDING\nDATE COST RliSPONSlBiUtV EVALUATION/ DOCUMENTATION 01. Employ principal 02. Survey for iheine ' 03. Develop ihe curriculum.. 04. Request Magnel slWos OS- IrJentify Staff fpr schtx\u0026gt;l 06. Devclo]i and distribute . prornoli.onal iualia1 via iarge/s^l grpop presentation\n, individual situations. PCSSD and LRSD di'sigiialr'd groups iind ituliviil ujils 07. Conduct recruilineiit via large, and str^all group presenutions, and tours I t ^191,..:.\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_630","title":"Little Rock Schools: McClellan Community High, court orders","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","McClellan Magnet High School (Little Rock, Ark.)","Educational law and legislation","Magnet schools","School improvement programs"],"dcterms_title":["Little Rock Schools: McClellan Community High, court orders"],"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/630"],"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\nFRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EISEMAN. JR., P.A. JOE 0. BELL. P.A. MICHAEL G. THOMPSON. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL 8. BENHAM UI. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH 8. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. griffin III, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201*3433 TELEPHONE 501*376*2011 FAX NO. 601-376-2147 January 15, 1992 JAN 1 5 1992 Offica of Desegregation Monitoring DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS WILLIAM CLYDE *1 A. WADDELL. JR . P A A8* TURNER CALVIN J. HALL, R.A. SCOTT J. LANCASTER JERRY L. MALONE. F.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A S. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER, JR. H. CHARLES GSCHWENO. JR. HARRY A. LIGHT SCOTT M. TUCKER JOHN CLAYTON RANDOLPH GUV ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE COUNCCl WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR . P A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A  RITtll** OiRCCT MO. (501) 370*1506 M. Samuel Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2000 Worthen Bank Bldg. Little Rock, AR 72201 Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Bldg. Little Rock, AR 72201 John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Dear Counsel: Please find enclosed a Little Rock School District proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School. The proposal explains the need to establish magnet programs at the two schools and outlines programs which LRSD believes will be effective in reversing trends which threaten to resegregate those schools. LRSD desires to establish these programs for the 1992-93 school year and to begin recruitment for the programs as soon as the programs are approved. Please let me know as soon as possible if you have any concerns or objections with regard to this proposal. Yours very tr CJH/k Enc cc: Ann Brown Christopher iellerPROPOSED MAGNET PROGRAMS  FOR HENDERSON JUNIOR HIGH SCHOOL AND MCCLELLAN COMMUNITY HIGH SCHOOL Prepared by LITTLE ROCK SCHOOL DISTRICT Office of Desegregation / January 1992 The Little Rock School District Office of Desegregation is responsible for monitoring all aspects of the district's desegregation plan. The monitoring process allows the district to identify problem areas as well as activities that are experiencing success. In September 1991, the LRSD Office of Desegregation identified eight area schools in need of special recruitment strategies. All of these schools have high black percentages. schools are: The eight McClellan, Henderson, Bale, Baseline, Cloverdale, Geyer Springs, Watson, and Wilson. The reasons for the high black percentages are not always the same for each school. The attendance zones for Henderson and Wilson have a sufficient number of white students to make significant improvements in the racial balance. Baseline, McClellan, and Watson are experiencing rapid The areas around demographic changes. fringes of this transition area. Cloverdale and Geyer Springs are on the As a result, they have not been affected to the same degree as the other schools in the transition area of southwest Little Rock. The area around Bale has experienced both a change in racial composition and a decline in the number of families with school-aged children. The following process was used to develop a recruitment plan for each school: 1. 2. 3. The associate superintendent for desegregation, the desegregation facilitator, and the appropriate assistant superintendent met with the building principal to discuss possible changes, needs, and strategies. The building principal appointed a committee of parents and staff members to develop a recruitment plan. Staff members from the LRSD Office of Desegregation provided technical assistance. Each school submitted a recruitment plan to the Office of Desegregation. The purpose of this report is to review the proposed recruitment strategies for Henderson and McClellan. The Little Rock School District proposes to add a magnet program at these schools for the sake of improving the racial balance. It should be noted that long-term initiatives are needed, at times, to improve a school's racial balance. For example, although Parkview opened as an arts magnet in the 1987-88 school year, it did not meet the racial balance requirements for a magnet school until the 1989-90 school year - the year the science magnet program was added, seriousness of the racial balance problems at Henderson and The McClellan warrant initiatives that provide immediate relief and yield long-lasting outcomes. Thus far, the magnet school2 openings in the Little Rock School District have accomplished both of these aims. This report begins with a review of the enrollment demographics at Henderson and McClellan. Similar information is provided for Dunbar and Central, recent magnet school openings on corresponding organizational levels, to demonstrate the impact of magnet programs on schools with serious racial balance problems. Next, a general description is given of the proposed magnet program at each school, discussed. Finally, recruitment pools are Enrollment Demooraphics This section examines the enrollment history of Henderson and McClellan since the 1987-88 school year. The 1987-88 school year marked the beginning of a new court-ordered desegregation plan that included, among other things, the annexation of territory from the Pulaski County Special School District. During the five-year period from 1987-88 through 1991-92, the distictwide white enrollment declined each year until 1991-92. Significant growth occurred in the districtwide white enrollment from the 1990-91 school year to the 1991-92 school year. The following accounts of the white enrollment history at Henderson and McClellan will demonstrate that these schools have experienced a different set of circumstances. Henderson The white enrollment at Henderson Junior High School has dropped from 398 students in 1987-88 to 135 white students in the 1991-92 school year. Overall, this loss of 263 white students from 1987- 88 to 1991-92 represents a 66% decrease in Henderson's white enrollment. Figure One clearly shows that Henderson's white enrollment has experienced a steady decline since the 1987-88 school year, pattern does not follow the districtwide trend alluded to earlier. This3 FIGURE ONE HENDERSON JUNIOR HIGH 398 400 322 300 256 211 200 135 100 \u0026lt;*\u0026lt; 87-88 88-89 89-90 90-91 91-92 0 + + + + 4 OCTOBER 1 WHITE ENROLLMENT Henderson's white enrollment experienced a significant decrease The greatest decrease during each year of the five-year period. occurred from the 1990-91 school year to the 1991-92 school year. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 19% decrease 20 decrease 18% decrease 36% decrease These data clearly show the necessity for some type of intervention to reverse the steady decline in Henderson's white enrollment. The intei-vention must occur immediately in order to avoid the anomaly of having an all-black junior high school in a predominately white neighborhood. If the white enrollment trend is not reversed, a likely scenario will involve busing black students across town to a predominately white neighborhood to attend an all-black school. The situation at Henderson is quite similar to the District's experience with Dunbar Junior High School. The white enrollment at Dunbar declined from 215 students in 1987-88 to 141 students in 1988-89. in the white enrollment. This loss of 74 students represents a 34% decrease Dunbar experienced a significant upswing, however, in its white enrollment during the first year of the magnet program. An additional 116 white students (97% increase) enrolled in Dunbar4 in the 1990-91 school year. An additional 27 white students (11% increase) enrolled in Dunbar in 1991-92 school year. Figure Two shows the white enrollment trend at Dunbar during the five-year period. FIGURE TWO DUNBAR JUNIOR HIGH 300 263 250 200 150 100 50 236 215 141 120 87-88 88-89 89-90 90-91 91-92 0 + + + + OCTOBER 1 WHITE ENROLLMENT The District proposes to have a health sciences magnet program at Henderson. Hopefully, this program will succeed in reversing the rapid decline in white enrollment. sciences program will be provided later. A description of the health Next, the enrollment history at McClellan Community High School is examined. McClellan Although McClellan and Henderson are located in different demographic settings, their experiences are quite similar. The white enrollment at McClellan has dropped from 754 students in 1987-88 to 330 students in the 1991-92 school year. Overall, this loss of 424 white students from 1987-88 to 1991-92 represents a 56% decrease in McClellan's white enrollment. Figure Three shows that McClellan's white enrollment has also experienced a steady decline since the 1987-88 school year. Again, this pattern does not follow the districtwide trend alluded to earlier.5 FIGURE THREE McClellan community high school 800 754 700 600 500 564 442 400 382 330 300 200 100 0 + + + + 87-88 88-89 89-90 90-91 91-92 4 OCTOBER 1 WHITE ENROLLMENT McClellan's white enrollment experienced a significant decrease during each year of the five-year period. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 25% decrease 22% decrease 14% decrease 14% decrease In examining the black enrollment history at McClellan since 1987-88, it is evident that an intervention strategy is needed that will attract more white students. The enrollment trend for black students has not reached a level that would necessitate a modification of McClellan's attendance zone. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 23 O, o increase 5% increase decrease 4% increase 3 McClellan's current racial balance is approximately 66% black. If McClellan's black enrollment remains at the current level and the remaining seats are reserved for and filled by white students, the new racial balance percentage will become 55 black. Q, $ McClellan's situation can be compared to a recent racial balance problem at Central High School. Unlike Dunbar, Central has yet6 to surpass the number of white students enrolled in the 1987-88 school year. Like Dunbar, however, Central experienced its first increase in white enrollment during its second year as an international studies magnet. Central's white enrollment increased from 617 students in 1990-91 to 640 students in 1991-92 - an increase of approximately 4% (see Figure Four). increase in the white enrollment was accompanied by a 11% increase in the black enrollment at Central. The 900 883 852 800 700 600 500 400 300 200 100 87-88 FIGURE FOUR CENTRAL HIGH SCHOOL 720 617 640 88-89 89-90 90-91 91-92 0 + + + + 4 OCTOBER 1 WHITE ENROLLMENT The District proposes to have a business/communications magnet program at McClellan. The next section provides a brief description of the proposed magnet programs for both schools. Proposed Magnet Programs It should be noted that these programs were proposed to the LRSD Office of Desegregation by the staff members and parents of the respective schools. Each school included parent representatives on its recruitment committee. In addition to including existing parents, Henderson also discussed the proposed program with prospective parents - the parents of sixth grade students who currently live in Henderson's attendance zone. McClellan used a similar strategy by sharing ideas with one of its feeder schools. In addition, some of the business leaders in7 the McClellan community have served on the recruitment committee and/or expressed support for the business/communications program. The following program descriptions are not intended to be comprehensive and/or conclusive. They provide firm representations, however, of the course each school wishes to pursue as a means of enhancing and promoting quality desegregated education. It would be unfair to ask or expect these schools to go beyond this point without an agreement by the parties and approval by the court. It should be noted that the seriousness and urgency of these situations tend to limit the number of options that are available for further consideration. The Little Rock School District proposes to implement these magnet programs in the 1992-93 school year. The 1992-93 pre- registration period will be extended to April for these new programs. Henderson Health Science Magnet Program Pulaski County is served by two elementary science magnet schools (Carver and Washington), one junior high science magnet school (Mann), one senior high science magnet school (Parkview), and an additional elementary interdistrict school (Romine) with science as a major thrust of its' program. Students from the three elementary schools with a science emphasis who desire to enroll in Mann Magnet are not all successful due to the limited number of seats available at Mann. An additional junior high school with a science related specialty program will help serve students matriculating to the junior high level from these three elementary schools. The science program at Parkview has a health science emphasis. The program helps prepare students for an undergraduate preprofessional or technical major in the areas of medicine and health. Parkview is a of Arkansas for Medical Sciences. \"Partner in Education\" with the University are carried out between Parkview and UAMS. Many collaborative activities A junior high program that focuses on the health sciences will not only create student interest in education in general but will also inform and prepare students to pursue health sciences as a program of study leading to a health sciences career. Locating the Health Sciences Program at Henderson Junior High is advantageous for several reasons. First, the health sciences program will strengthen and provide a focus for the instructional program at Henderson, helping the school retain and recruit students. Second, the location of Henderson on the 1-630 corridor provides close proximity of the health sciences program to health care institutions such as UAMS, Childrens Hospital, Baptist Medical Center, and St. Vincents Infirmary. Collaboration with one or more of these institutions will be sought. Finally, Henderson's close proximity to Romine and8 Parkview produces an \"educational park\" setting that facilitates collaboration with the nearby health care institutions. Program design, following goals: The health science program at Henderson has the 1. 2 . 3. 4 . 5. To strengthen and enrich the instructional program. To increase student awareness and understanding of content and careers in the health sciences. To provide a focus for the school which will help retain and recruit students. To emphasize laboratory work in the area of science. To help students achieve personal and academic goals through a high interest specialty program. The Health Sciences Specialty Program at Henderson will be a II school within a school program that includes those students who submit the necessary application and are assigned to the Specialty Program. The program of studies at Henderson will include a full year required course in health science for each grade level. 'Health Sciences in Today's World - An Introduction' will be offered at the seventh grade, 'Health Sciences in the Universe' at the eighth grade, and 'Health Sciences in the Physical World' at the ninth grade. The seventh grade course will be a survey of the wide variety of disciplines ir\ni-rlufcf i .'.c:.! __i_.---- The eighth grade that are included in the health sciences. course will develop the content and skills from selected health science disciplines. The ninth grade course will continue to focus on the content and skills from the health science disciplines with a heavy emphasis on careers in health sciences. Elective courses such as physical fitness and first aid will be considered for eighth or ninth grade. A Health Sciences Fair will be held each year. Speakers on health science careers, students projects in the health sciences, demonstrations of health science equipment/procedures (blood pressure check, etc.) are possible activities to be conducted at the Fair. Organizational Structure. The school day will be organized in 1992-93 to provide space for the health science courses for grades 7-9. A curriculum specialist will be employed, if needed, to coordinate the health sciences program. The curriculum specialist may teach a health science specialty course but will have most of each day to develop curricula, secure supplies, provide inservice, assist teachers in implementing the courses, serve as a liaison with health science institutions, arrange field trips, and coordinate special events such as the Health Science Fair. Facil it ies/Ecpjipment/Resources. The science rooms will be modified and/or equipped to be more functional as science laboratories. This will allow greater emphasis on hands-on science in the regular science program. Equipment necessary to9 implement a science laboratory program and health sciences program will be acquired. Curriculum Development/Staff Development. A curriculum committee will be appointed to develop further details for the health sciences program. after program approval, ongoing. The committee will begin work immediately Inservice for staff members will be McClellan Business/Communications Community High School The proposed business/communications magnet program at McClellan will be the first of its kind in Arkansas. The recent attention that has been given to expanding the emphasis on economic education makes such a proposal a timely venture. The business/communications program will seek to establish an educational partnership which involves the business community. the higher education community, and the school district. The structure of this partnership reflects the overall aim of the business/communications program - to provide a sequential program which prepares students for employment opportunities and/or higher education objectives. The skill levels attained by students will be sufficient to ensure their success in either endeavor. The dual focus of the business/communications program will be emphasized. In fact, the college preparatory focus of the program will receive additional emphasis since opportunities for vocational training are already available at McClellan. Collaboration with UALR and other nearby institutions of higher education will be sought. Collaborative efforts may include activities such as guest lecturers, shadowing experiences, on- campus projects, etc. One of the strengths of the proposed program will be the outstanding features of McClellan's business department that are currently in operation. Both students and faculty members have been recipients of local, state, and national awards. McClellan's award-winning business department has some of the following activities/programs: - Future Business Leaders of America/Distributive Education Clubs of America - A school store operated by marketing education students - Cooperative work programs - Junior Executive Training Program - National field trips - Awards program and scholarships Another strength involves the business-related activities that are currently provided by the Community Education Program at McClellan. One of the business teachers at McClellan also teaches business courses in the Community Education Program. The10 Community Education Program offers several courses such as computerized accounting, business law, business management skills, etc. The Community Education Program will play an important role in exposing the community to the various options of the proposed magnet program. Program Design. interdisciplinary approach. The business/communications program will use an In addition to the core program offered by the business department, business-related courses will be interwoven throughout the various subject areas. To some extent, this will necessitate offering new courses in other. subject areas. An example includes the possibility of adding a computer graphics lab course to give students experience with commercial art forms. Other courses such as Writing Lab, Microbiology, Genetics, and AP Chemistry will be considered as additions to support the overall academic program. The program will offer six areas of study. Each program participant will select one area of study and follow the sequence of study for that area during his/her junior year and senior year. The six areas of study are: 1. 2. 3 . 4. 5. 6. Business Principles and Management Computer Technology Computerized Accounting Executive Services Marketing/Advertising Economics and Finance Students who opt to declare an area of study will be required to take four prerequisite courses: Business Leadership, Business Etiquette, Introduction to Computer Technology, and Keyboarding. The curriculum framework for the business/communications program can be found in the appendix of this report. Additional plans for the future include the possibility of: 1. 2 . 3 . 4. 5. A restaurant management program\nA branch bank within the school\nA Junior Achievement program\nMarketing on the mall (A small business would be developed and operated in Southwest City Mall)\nand Leadership development seminars. Organizational Structure. The school day will be organized in 1992-93 to provide space for the business/communications electives. Facilities/Eguipment/Resources. Additional computer software will be obtained to accommodate program-related course offerings. Additional facility and equipment needs will be determined at a later date.11 Curriculum Development/Staff Development. A curriculm committee will be appointed to develop further details for the business/ communications program. immediately after program approval, will be ongoing. The committee will begin work Inservice for staff members Recruitment Pools A brief analysis of the racial makeup of current elementary students indicates that the District can expect to have more white students available for matriculation from elementary to junior high school in future years. The overall elementary white enrollment has increased from 4552 students to 4953 students (an 8% increase) since the 1989-90 school year. The availability of these students, however, depends on our ability to retain them in the Little Rock School District as they progress to the next organizational level. Therefore, in regard to recruitment pools, we will have to concentrate on keeping students who are already enrolled in the Little Rock School District. Private school students represent another recruitment pool. The senior high white enrollment dropped from 2488 students in 1989- 90 to 2170 students in 1991-92. This represents a 13% decline in the senior high white enrollment during a two-year period. The junior high white enrollment dropped from 1951 students in 1989- 90 to 1882 students in 1991-92. This drop represents a 4% decline in the junior high white enrollment during a two-year period. Obviously, there are 318 white senior high students and 69 white junior high students who are enrolled in school somewhere other than in the Little Rock School District. Another recruitment pool involves students who are eligible for M-M transfers. In particular, the District should target interdistrict students who live in the attendance zone for Robinson Junior and Senior High Schools. Finally, rigid sending and receiving school restrictions will have to be observed for intradistrict transfers. If this does not occur, we could desegregate one school at the expense of segregating another school.12 APPENDIXBusiness Principles and Management Computer Technology Junior Executive Training Compulerized Accounting I I OPTIONS: * Business English/Comm. Business Law CT: Business Appl.  Desktop Publishing  Entrepreneurship ' inlernalional Business Marketing Rapid Writing I 'Economics  Business Finance ' Business Statistics  Iniro. Io Business NEW COURSES CT: Business Applicalions Computerized Accounting I OPTIONS: CT: Database CT: Programming CT: Spreadsheets Desktop Publishing Entrepreneurs hip Keyboarding Appl. I Business Statistics Intro. Io Business Economics Business/Communications Proposed Magnet Curriculum Framework Suggested Sequences of Study Prerequisite Courses:: * Business Leadership * Business Etiquetttte CT: Introduction CT: Keyboarding Compulerized Accounting Compel erized Accounting I CT: Business Applicalions ....................I\" \" OPTIONS: Business English/Comm. Business Law ' Business Malh/Machines Compulerized Acct. II CT: Database CT: Spreadsheets Enlrepronorship ' Inlernalional Business ' Business Finance  Business Slalistics  Intro, to Business Executive Services Keyboarding Applicalions I \u0026amp; Word Processing Ollice Technology Laboratory I OPTIONS: Business Engllsh/Comm. Cooperative Ollice Edu. CT: Business Appt. Desktop Publishing Inlernalional Business Keyboarding Appl. I, II ' Rafiid Writing II Word Processing II Economics Intro. Io Business Marketing/ Advertising Markoling Marketing ManagemonI 1 OPTIONS:  Advertising  Cashier-Checking Enlropronourship ' Fashion Mdse. Intro. Io Marketing Retailing ' Salesmanship Economics Business Statistics Economics and Finance Principals ol Economics Business Finance 1 OPTIONS: Intro. Io Business Business Statistics Business English Comp. Business Law CT: Business Appl. Desktop Publishing Entrepreneurship International Business Marketing Computerized AccountingFILED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FEB 11 1992 CARLRyBREMTaJCI 3y: K LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court is the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School. The Court heard testimony on the motion during a hearing on February 6, 1992, and the North Little Rock School District, the Pulaski County Special School District, and the Joshua Intervenors do not oppose the motion. The Little Rock School District [LRSD] proposes to implement a health/science magnet program at Henderson and a business/communication magnet program at McClellan in the 1992-93 school year. Both schools are having difficulty maintaining white student enrollment and the LRSD asserts the magnet programs are the most effective means of improving the racial balance at the two schools. After careful consideration of the proposal, the Court finds the motion should be granted. The LRSD reports that both Henderson and McClellan have experienced steady declines in white enrollment during the past .1 t 5 5 0five years. Henderson, which is located in a predominantly white neighborhood, has experienced a drop in its white enrollment from 398 white students in 1987-88 to 135 white students in the 1991- 92 school year. This represents a 66% decrease in Henderson's white enrollment over the five-year period. Henderson is now 83% black. McClellan is located in a changing demographic setting and its white enrollment shows a steady decline over the past five years as well. In 1987-88, there were 754 white students enrolled at McClellan\nin 1991-92, the white enrollment was 330. This represents 56% decrease in McClellan's white enrollment. McClellan is now 65% black. The LRSD says the figures for a Henderson and McClellan are in contrast with a district-wide trend which shows an increase in white enrollment from the 1990-91 school year to the 1991-92 school year. In support of its proposal, the LRSD points to the impact that implementation of magnet programs at Dunbar Junior High and Central High School have had in their white enrollment figures. It states that during the first year of the magnet program at Dunbar (19SCSI) , the school enrolled ar. additional 116 white students (S7% increase) and an additional 27 white students enrolled in the ISSl- S2 school year. Central experienced its first increase in white enrollment during its second year as an international studies magnet school\nwhite enrollment increased from 617 students in ISSO-Sl to 640 students in 1SS1-S2. The particular educational themes chosen, health sciences at Henderson and business/communications at McClellan, were proposed -2-by staff members and parents of the two schools. In addition, at Henderson, parents of sixth grade students who live in the Henderson attendance zone were consulted, and at McClellan, members of the business community were involved. The Court finds that the LRSD's proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School should be approved. However, in order to ensure that the \"magnet\" designation continues to stand for distinctive, quality programs that are thoroughly and thoughtfully planned, implemented, and maintained. the LRSD must develop a written plan for the new magnet programs that includes the following: 1. Clearly stated program goals including how the program supports the and objectives. individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and interdistrict transfers. A 2. comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. Selection criteria teachers, and other staff. for participating students. 3. The number of students targeted for participation by grade level, and the name and/or title and role of teachers and other staff who will be involved in (a) planning, (b) delivering, and (c) supervising the program. delivering. (c) Program implementation and completion timelines, including intermediary \"critical events.\" 5. Identification of all necessary resources, including equipment, materials, and personnel, and anticipated costs, including a complete budget projection by year, with start-up and maintenance costs, and identification of those costs to be debited to a 6. both and personnel. and to costs, debited -3- 4.\"desegregation budget.\" Itemization of 7. any necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainer(s). 8. timelines. Formative and summative evaluation criteria and 9. The program's anticipated impact on school capacity and facilities (space designation and use), the projected impact on school enrollment, and a description of any changes to the building or grounds which may be anticipated in support of the program. 10. Specific identification of how community individuals and organizations will be involved in all aspects of program development, marketing, recruitment, and ongoing support. student/staff IT IS THEREFORE ORDERED that the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School be and hereby is granted. The LRSD must develop within thirty (30) days a written plan for the new magnet programs that includes the above-enumerated elements. The LRSD must scrupulously adhere to an implementation schedule which will ensure that the new magnet programs are fully operational when students report to school in the fall of 1992. DATED this day of February, 1992. UNITED STATES DISTRJtCT t JUDGE DOCUMENT 331^ D ON DOCkETSHFET IN a) (-RCP -4- RFRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. PRIOAY. P.A. ROBERT V. LICHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W . MOORE BYRON M. EISEMAN. JR.. P.A. JOE 0. BELL. P.A. JOHN C. ECHOLS. P A. JAMES A BUTTRY. PA A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL t-KtUkHiCK S LAKZfcL6R6. P URStHY. P A OSCAR  OAViS, JR. JAMES C. CLARK. JR-. P.A. THOMAS P. LEGGETT. P.A. JOHN OewEY WATSON, P.A. little ROCK. ARKANSAS 72201-3493 TELEPHONE 601-378-201 1 UkNMAM Ui. P.A FAX NO. 501-376-2147 LARRY W. BURKS. P.A. A. WYCKLIPP NISBET, JR.. P.A. JAMES EDWARO HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN .P.A. RICHARD 0. TAYLOR. P.A. JOSEPH 8. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAPER. P A. WILLIAM M. GRIPPIN UI, P.A. THOMAS N . ROSE . P.A . MICHAEL S. MOORE March 12, 1992 DIANE S. MACKEY. P.A. WALTER M. EBEL HI. P.A KEVIN A. CRASS. P.A. WILLIAM A. WADDELL, JR.. P A CLYDE TAB* TURNER. PA CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWENO, JR., P A HARRY A. LICHT, P.A. SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS P. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0 . WILSON JEPPREY H. MOORE T. WESLEY HOLMES ANDREW r. TURNER SARAH J. HEPPLEY JOHN RAY WHITE r- COUNKl WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. ..i r.: VNtTtW** OiACCr HO. (601) 370-1506 Mr. Sam Jones Mr. Steve Jones 370-1506 WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell #15 Hickory Place Little Rock, AR 72212 H I c \u0026gt;. -TTH \"CPI ra D 1 1 ir-a Ms. Ann Brown Office of Desegregation Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ann and Counsel: Enclosed for each of you is a copy of the McClellan High School Business/communications Magnet Plan and the Henderson Junior High Health Sciences Magnet Plan. The plans were filed today. Yours very truly CJH/k Enc Christo' erLHellerMcClellan High School Business/Communications Magnet Plan New in 1992Table of Contents McClellan High School Business/Communications Magnet Proposal Background............................................. Court Order First Requirement............. Magnet Program Objectives................ Court Order Second Requirement........ Areas of Study Flow Chart.................. First Area of Study................................. Business Principles and Management Prerequisites.................. Core Course Descriptions........ Second Area of Study............................ Marketing/Advertising Prerequisites............................... Core Course Descriptions......... Third Area of Study............................... Economics/Finance Prerequisites............................... Core Course Descriptions......... New Business Courses Descriptions and Objectives........ New English/Communications Courses Descriptions and Objectives.......... New Social Studies Courses Descriptions and Objectives.......... New Art Courses Descriptions and Objectives.......... New Mathematics Course Descriptions and Objectives......... New Home Economics Course Description and Objectives.......... New Science Course Description and Objectives.......... Court Order Third Requirement.......... Court Order Fourth Requirement.......... Court Order Fifth Requirement............. Court Order Sixth Requirement........... Court Order Seventh Requirement....... Court Order Eighth Requirement.......... Court Order Ninth Requirement.......... Court Order Tenth Requirement.......... Appendix A Appendix B ....1 .2-3 ....4 ....5 ....6 ....7 .....8 9-10 ....11 .....12 13-14 .....15 .....16 17-18 19-37 ,38-43 .44-45 ,46-47 ,48 .49 ......50 .51-52 .53-54 .....55 .....56 .....57 .58-59 .....60 .....61BACKGROUND Pulaski County is the most heavily populated metropolitan area in Arkansas, encompassing three independent school districts: Little Rock School District, North Little Rock School District, and the Pulaski County Special School District. Little Rock, the capital city of Arkansas, is located at the geographic center of the state on the Arkansas River. The city has a population of approximately 189,000. Little Rock is the home of major industries related to business and communications that include Systematics, IBM, Timex, and Coca Cola. Stephens, Inc., which is the largest financial corporation outside ofNew York City is also located in Little Rock. The Little Rock metropolitan area has several institutions of higher learning, the University of Arkansas at Little Rock, Philander Smith, Arkansas Baptist and Shorter Colleges. Plans are being developed for McClellan to offer advanced placement courses that will be accepted by institutions of higher learning. McClellan was originally part of the Pulaski County Special School District. In 1987, it was annexed into the Little Rock School District. McClellan is located in the southwest section of Little Rock, in an area that has a heavy concentration of business/industry. The availability and proximity of businesses will provide opportunities for partnerships that will enhance student achievement. McClellan High School opened in 1966. The school is named for the late Senator John L. McClellan, who served Arkansas and the United States for over 40 years. The John L. McClellan room, located in the Media Center, contains memorabilia, magazine articles, and photographs of his career. McClellan has approximately 1,000 students. The racial balance is 66% black, 1% other and 33% non-black. In comparing the 1990 10th grade Mat 6 scores with the 1991 11th grade Mat 6 scores, there was slight reduction in disparity between blacks and non-blacks. There is a need for immediate intervention in order to improve these scores. Strategies will be developed to improve scores and to reduce the disparity in test scores. -1-MCCLELLAN HIGH SCHOOLS BUSINESS/COMMUNICATIONS MAGNET PROGRAM The following description of the magnet program is in response to the ten items listed in the February 11 courtorder. Eachitem from the courtorderis listed initalics and followed with strategies detailing how the requirements in the court order will be met. The first requirement in the February 11 court order is to clearly state program goals and objectives, including how the program supports the individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and intradistrict transfers. The goals of the McClellan Business/Communications Magnet are: A. To provide a quality desegregated learning environment that develops the highest possible competence in academic skills and concepts related to business/communications. B. To provide students with marketable skills in various fields of business. C. To work cooperatively with colleges/universities, local businesses, and business- related organizations to enhance program development, implementation, and support, and to provide unique learning experiences for students. The first goal listed above is directly related to one of the maj or goals of the Little Rock School District, the Districts Desegregation Plan, and McClellan High School. In particular, the business/ communications magnet will serve as a means to increase overall academic achievement while decreasing the disparity in achievement between black and white students. The infusion of the business/communications curriculum throughout the various content areas will make it possible for all students to be exposed to business competencies, advanced computer skills, and techniques in written and oral communication. The development of these competencies, along with the features of the regular instructional program, will increase each students proficiency in the mastery of basic and higher order thinking skills. In addition to the emphasis on improving academic achievement for all students, the magnet program will be used as a tool to help McClellan achieve a racial balance of 60% black and 40% non- black. Efforts will be made to recruit and/or retain the white students who currently reside in -2-McClellan's attendance zone and, recruit M-M students from the Pulaski County Special School District. The present availability of approximately 200 seats at McClellan will provide space for the recruitment of these target groups. McClellan High School was chosen as the site for a new Business/ Communications Magnet Program because of its outstanding business programs. Students and faculty members have been recipients of local, state and national awards. As the host of the largest business education program in the city and with 200 spaces already available, McClellan is ideally suited to become an outstanding business/commxmications school. Although McClellans Business Program is the largest in the city, the school plant can accommodate 200 additional students. In anticipation of the facility remaining under capacity in the future, a Business/Communications Magnet at McClellan is proposed. The curriculum is designed to develop the potential of students exhibiting interest and talent in business/communications and is available to all students from every cultural and socio-economic background. Through the emphasis and the infusion of business and communications in the academic curriculum which includes advanced placement courses as well as vocational courses, students are stimulated into intellectual, pre-professional and technical exploration. -3-McClellan Business/Communications Magnet Program has the following obj ecti ves: 1. To provide a business/communications curriculum that supplements and enhances academic programs at McClellan. 2. To apply theories of communications to the development of written and oral communication systems in business and related careers. 3. To increase competencies in business technology. 4. To develop skills in information acquisition, research, processing, statistical analysis and technical writing. 5. To provide opportunities for students to interact with business/industrial personnel through field trips, guest presentations, and student shadowing of business/communications professionals. 6. To create partnerships with the University of Arkansas at Little Rock and other postsecondary institutions. 7. To increase student comprehension of the business/communications content that is needed for entry into a professional or technical course of study or a degree in a related field. 8. To develop entrepreneurship skills needed to start a new business and apply them to business operations. -4-The second requirement in the February 11 court order is to provide a comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. The business/commuications program will use an interdisciplinary approach. In addition to the core program offered by the business department, business-related courses will be interwoven throughout the various subject areas. Beginning in 1992-93, a seven-period day will be used at McClellan. The seven period day will make it possible for students to enroll in the additional elective courses offered through the magnet program. The business/communications program will have three areas of study. Each program participant will select one area of study and follow the sequence of courses for that area. The three areas of study are: 1. 2. 3. Business Principles and Management Marketing/ Advertising Economics and Finance Students who opt to declare an area of study will be required to take two prerequisite courses: keyboarding and Introduction to Computer Technology. The following pages include the curriculum framework, the sequence of courses for each area of study and the course descriptions and objectives for new courses. -5-BUSINESS/COMMUNICATIONS Areas of Study Prerequisite Courses: CT: Introduction Keyboarding Business Principles and Management Marketing/ Advertising Economics and Finance Junior Executive Training Marketing Economics Computerized Accounting I Marketing Management Business Finance Options: Business English/Comm. Business Law CT: Business Applications CT\nDesktop Publishing Entrepreneurship International Business Marketing Rapid Writing I Economics Business Finance Business Statistics Intro, to Business Insurance Banking Business Math/Machines Advertising Salesmanship CT: Word Processing I Options\nAdvertising Cashier-checking Entrepreneurship Fashion Mdse. Intro, to Marketing Retailing Salesmanship Economics Business Statistics Business Math/Machines Banking CT: Eiesktop Publishing Options: Intro, to Business Business Statistics Business English/Comm. Business Law CT: Spreadsheets CT\nBusiness Appl. CT: Desktop Publishing International Business Marketing Computerized Accounting I Rapid Writing I Business Math/Machines Entrepreneurship -6-FIRST AREA OF STUDY: BUSINESS PRINCIPLES AND MANAGEMENT Prerequisite: Keyboarding (1 semester) CT: Introduction (1 semester) 10th grade The student will be required to complete two semesters of core and two semesters of elective. Core requirement: CT: Business Applications (2 semesters) Electives (2 semesters required) Introduction to Business (1 semester) Business Etiquette (1 semester) Salesmanship (1 semester) Economics 1(1 semester) 11th grade The student will be required to complete three semesters of core and two semesters of elective. Core requirement: Computerized Accounting I (2 semesters) Entrepreneurship (1 semester) Electives (2 semesters required) Money and Banking (1 semester) Economics I (1 semester) Rapid Writing 1(1 semester) CT: BASIC (1 semester) Marketing (2 semesters) 12th grade The student will be required to complete four semesters of core and two semesters of elective. Core requirement: Junior Executive Training (2 semesters) Business Finance (2 semesters) Electives (2 semesters) International Business and Banking 11 (1 semester) Insurance (1 semester) Business Law (2 semesters) Computerized Accounting II (2 semesters) CT: Desktop Publishing (1 semester) Advertising (1 semester) -7-BUSINESS PRINCIPLES AND MANAGEMENT Prerequisites Keyboarding (1 semester) Prerequisite: None Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques\ndevelopment of speed and accuracy\nbasic problem-solving applications of centering and arranging reports, letters, and tables\nproofreading\nformatting\nand proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. CT: Introduction (1 semester) Prerequisite: None Computcr Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial, and scientific areas in which the computer is used. NOTE: These two courses are prerequisites for each area of study. -8-BUSINESS PRINCIPLES AND MANAGEMENT Core Course Description 10th Grade CT: Business Applications (2 semesters) Prerequisite: Keyboarding Computer Technology: Business Applications is a two-semester course designed to prepare students with an introduction to business applications which are necessary to live and work in a technological society. Emphasis is given to hardware, concepts, and business uses of applications. The business applications covered are word processing, database, spreadsheets, graphics, integrated software, electronic mail, management-support software, and image processing. 11th Grade Computerized Accounting I (2 semesters) Prerequisite: None Computerized Accounting I is a two-semester course with emphasis on basic accounting principles as they relate to both manual and computerized financial systems. Instruction is on an integrated basis using computers and electronic calculators as the relationships and processes of manual and computerized accounting are presented. Entry-level skills in the accounting occupations can be attained. Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. -9-BUSINESS PRINCIPLES AND MANAGEMENT Core Course Description 12th Grade Junior Executive Training (2 semesters) Prerequisite: Computerized Accounting I Junior Executive Training (JET) is a two-semester course designed to focus on small business ownership and management. Units of instruction should include business and its environment, social and economic implications of business, business decision making, business planning, legal aspects of business ownership, legal issues of small business, obtaining initial capital and credit, protecting assets, management functions, controlling, personnel management, financial management, marketing management, business taxes and government regulations, and community relations. The student will be introduced to the use of micro-computer software as a tool for business decision making and business communications. Software should include database management, spreadsheet applications, and word processing may be introduced. Other software, such as desktop publishing, may be introduced. The Business Executive Game, with emphasis on managerial decision making, is an integral part of the coiu^e. Business Finance (2 semesters) Prerequisite: None Business Finance is a two-semester course which places emphasis on the modem corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. -10-SECOND AREA OF STUDY: MARKETING/ADVERTISING Prerequisite: Keyboarding (1 semester) CT\nIntroduction (1 semester) 10th grade The student will be required to complete two semesters of core and two semesters of elective. Core requirement: Introduction to Business (1 semester) Salesmanship (1 semester) Electives (2 semesters) Computerized Accounting I (2 semesters) Business Etiquette (1 semester) CT\nBASIC (1 semester) 11th grade The student will be required to complete three semesters of core and two semesters of elective. Core requirement: Entrepreneurship (1 semester) Marketing (2 semesters) Electives (2 semesters) CT: Business Applications (2 semesters) Money and Banking (1 semester) Retailing (1 semester) Word Processing 1(1 semester) Rapid Writing I (1 semester) 12th grade The student will be required to complete four semesters of core and two semesters of elective. Core requirement\nMarketing Management (2 semesters) Fashion Merchandising (1 semester) International Business and Banking 11 (1 semester) Electives (2 semesters) Economics I (1 semester) Rapid Writing II (1 semester) CT: Desktop Publishing (1 semester) CT: Advanced Desktop Publishing (1 semester) Insurance (1 semester) Word Processing II (1 semester) Office Technology Lab (2 semesters) -11-MARKETING/ADVERTISING Prerequisites Keyboarding (1 semester) Prerequisite: None Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques\ndevelopment of speed and accuracy\nbasic problem-solving applications of centering and arranging reports, letters, and tables\nproofreading\nformatting\nand proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. CT: Introduction (1 semester) Prerequisite: None Computer Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial, and scientific areas in which the computer is used. NOTE\nThese two courses are prerequisites for each area of study. -12-MARKETING/ADVERTISING Core Course Descriptions 10th Grade Introduction to Business (1 semester) Prerequisite: None Introduction to Business is a one-semester course which introduces students to the world of business. This course is a survey of business organizations and operation, the various fields of business, basic business problems and procedures, the vocabulary of business, and the opportunities open to business students. Salesmanship (1 semester) Prerequisite: None Salesmanship is a one-semester course designed to inform students about specific selling techniques and attitudes necessary to become a successful salesperson. The course focuses on serving customers and helping them make wise buying decisions. Emphasis is placed on the importance of human relations in selling, the functions performed by salespeople, development of personality traits needed by salespeople, and the buying/selling process. 11th Grade Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. Markcting (2 semesters) Prerequisite: None Marketing is a two-semester course designed to provide students with the fundamental concepts, principles, skills, and attitudes common to the field of marketing. Instruction will focus on market types, market analysis, consumer types, planning, promotion, buying, pricing, distribution, finance, trends, and careers. -13-MARKETING/ADVERTISING Core Course Descriptions 12th Grade Marketing Management (2 semesters) Prerequisite: Marketing Marketing Management is a two-semester course designed to develop decision making skills through the application of marketing and management principles. Competencies will be accomplished by utilizing various instructional methods, resources, and direct involvement with marketing businesses. The course will focus on organization, finance, risks, credit, technology, and social aspects. International Business and Banking II (1 semester) Prerequisites: Money and Banking Intemational Business and Banking II is a one-semester course that presents a global perspective on business activities of private or public enterprises involving movement across national boundaries of resources, goods, services, and skills. Emphasis is placed on raw materials, capital, technology, marketing, economics, products, accounting, legal and banking activities, and technical and managerial skills. -14-THIRD AREA OF STUDY: ECONOMICS AND FINANCE Prerequisite: Keyboarding (1 semester) CT: Introduction (1 semester) 10th grade The student will be required to complete two semesters of core and two semesters of elective. Core requirement: Economics I (1 semester) Introduction to Business (1 semester) Electives (2 semesters required) Business Etiquette (1 semester) CT: Word Processing I (1 semester) CT: Spreadsheets (1 semester) CT: BASIC (1 semester) 11th grade The student will be required to complete three semesters of core and two semesters of elective. Core requirement: Economics II (1 semester) Entrepreneurship (1 semester) Money and Banking (1 semester) Electives (2 semesters required) CT: Business Applications (2 semesters) Marketing (2 semesters) Advertising (1 semester) Word Processing II (1 semester) Rapid Writing I (1 semester) Rapid Writing II (1 semester) 12th grade The student will be required to complete four semesters of core and two semesters of elective. Core requirement: Business Finance (2 semesters) Junior Executive Training (2 semesters) Electives (2 semesters required) Business Law (2 semesters) CT: Desktop Publishing (1 semester) CT: Database (1 semester) Computerized Accounting II (2 semesters) International Business and Banking II (1 semester) Insurance (1 semester) -15-ECONOMIC/FINANCE Prerequisites Keyboarding (1 semester) Prerequisite: None Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques\ndevelopment of speed and accuracy\nbasic problem-solving applications of centering and arranging reports, letters, and tables\nproofreading\nformatting\nand proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. CT: Introduction (1 semester) Prerequisite: None Computer Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial, and scientific areas in which the computer is used. NOTE\nThese two courses are prerequisites for each area of study. -16-ECONOMICS AND FINANCE Core Course Descriptions 10th Grade Economics I (1 semester) Prerequisite: None Economics is a one-semester course designed to teach students about economic problems and situations of consiuners, business, and government. Also, the monetary system, employment price level, business fluctuations, and international trade are discussed. Introduction to Business (1 semester) Prerequisite: None Introduction to Business is a one-semester course which introduces students to the world of business. This course is a survey of business organizations and operation, the various fields of business, basic business problems and procedures, the vocabulary of business, and the opportunities open to business students. 11th Grade Economics II (1 semester) Prerequisite: Economics I Economics II is a one-semester course which will emphasize a variety of market structures. The monetary systems, analysis of income, price, business fluctuations, and elements of international and global trade are discussed. Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. Money and Banking (I semester) Prerequisite: None Banking is a one-semester course designed to provide a study of the management problems encountered in banking. The emphasis is upon the application of analysis and problem solving techniques to the solution of realistic problems and opportunities of individual banking institutions. The case method is a learning technique. -17-ECONOMICS AND FINANCE Core Course Descriptions 12th Grade Business Finance (2 semesters) Prerequisite: None Business Finance is a two-semester course which places emphasis on the modem corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. Junior Executive Training (2 semesters) Prerequisite: Computerized Accounting I Junior Executive Training (JET) is a two-semester course designed to focus on small business ownership and management. Units of instruction should include business and its environment, social and economic implications of business, business decision making, business planning, legal aspects of business ownership, legal issues of small business, obtaining initial capital and credit, protecting assets, management functions, controlling, personnel management, financial management, marketing management, business taxes and government regulations, and community relations. The student will be introduced to the use of microcomputer software as a tool for business decision making and business communications. Software should include database management, spreadsheet applications, and word processing may be introduced. Other software, such as desktop publishing, may be introduced. The Business Executive Game, with emphasis on managerial decision making, is an integral part of the course. -18-NEW BUSINESS COURSE Description and Objectives CT: Advanced BASIC (1 semester) Prerequisite: CT: BASIC Advanced BASIC programming is a one-semester course designed to teach the basic language in a structured fashion using programming concepts and techniques for practical business applications. A strong emphasis is placed on developing a level of skill with which production programs for business use may be planned and coded. The course is designed to provide students with the necessary skills to document, code, enter, and execute a well-designed basic program, and the student will be able to recognize a well-designed and well-written program. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Describe how a report is planned. Code programs to print output as planned in a spacing chart. Describe a table and tell the advantage of its use in data processing. Write programs using table to store data. Define sorting. Name several applications that require sorting. Name several applications that require sorting. Write programs containing sort routines. Explain the importance of summaries. Define totaling, counting, and sub-totaling as methods of summarizing data. Describe the difference between unconditional and conditional summarizing. Write programs to summarize data. Explain the purpose of data files. Describe the operation of sequential data files. Write programs using sequential daU files. Describe the difference between sequential data files and random data files. Describe the operation of random data files. Write programs using random data files. Explain what is meant by graphics. Write programs to produce graphics. -19-NEW BUSINESS COURSE Description and Objectives CT: Advanced Desktop Publishing (1 semester) Prerequisite: CT: Desktop Publishing Advanced desktop publishing is a one-semester course designed to study the process of analyzing information and audience and choosing the appropriate visual signals to communicate the desired message effectively. Applied principles are used to analyze and organize information, set up a design structure, and produce special visual expressions. Objectives: 1. 2. 3. 4. 5. 6. Demonstrate the use of the Toolbox to create shapes, add shading, and copy duplicate shapes. Demonstrate the use of editing functions to custom fit text and graphics. Create style sheets and folios. Design and wrap text around a graphic in a newsletter. Create and print a tabloid newspaper. Build readers interest with designing advertisements. -20-NEW BUSINESS COURSE Description and Objectives CT: Computer Progra: ihTmI ing: BASIC/LQGO (1 semester) Prerequisite: Keyboarding Basic programming is a one-semester course with emphasis on programming business and general applications. Students leam planning and coding techniques through the use of practical applications. Design and use of structure as well as decision making in programs are integrated throughout the course. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 28. 29. 30. 31. 32. 33. 34. 35. Desribe the computer and its functions. Describe the function and construction of a computer program. Define keywords, commands, and statements. Write simple BASIC programs using the keywords REM, PRINT, LPRINT, and End. Use arithmetic operators in expressions. Use the commands NEW, RUN, LIST, LLIST, DELETE, SAVE, and LOAD. Add, delete, and change program lines. Print program listings and program output on the printer. List and correctly use the steps in planning a simple program. Describe and correctly use spacing charts. Describe and correctly use variables in programs. Plan, code, and debug simple interactive programs. Define structured programming. Describe what it meant by top-down design. Define a hierarchy chart. State the difference between a main module and a submodule. Explain how program designs are prepared for modules. List the steps in coding a modular program. Plan and code modular programs. Describe the importance of programs that can make decisions. Describe how menus may be used in programs. Explain the procedure for planning programs that make decisions. Explain the use of the BASIC keywords used in decision making. Plan and code programs that make decisions. Define a controlled loop. Describe the importance of controlled loops. Explain how to use BASIC keywords in controlled loops. Plan and code programs that use controlled loops. Give the advantages ad disadvantages of storing data within a program. Explain how data stored in a program is used. Plan and code programs that store data. Describe what is meant by data validation. Describe seven data validation methods. Plan and wnte the BASIC code for data validation routines. -21-NEW BUSINESS COURSE Description and Objectives CT: Desktop Publishing (1 semester) Prerequisite: Keyboarding and Word Processing Desktop publishing is a one-semester course that combines the versatility of the microcomputer with page design software enabling students to produce materials of near photo-typed quality. The course includes page composition, layout, design, editing functions, and a variety of printing options. Objectives: 1. 2. 3. 4. 5. 6. Define key terms of Desktop Publishing. Integrate Desktop Publishing with other software packages such as word processing. Create, save and pring files created in Desktop Publishing. Reposition copy and set type specifications. Creat, add, and move graphics. Demonstrate the knowledge to place amd move text in a document. -22-NEW BUSINESS COURSE Description and Objectives CT: RPG (1 semester) Prerequisite: Keyboarding RPG is a programming language used in business. It is a one-semester course designed to acquaint students with the techniques of writing business data processing applications using RPG. The student completing this course will have the entry-level skills for programmer trainee, or the foundation for advanced studies in computer technologies. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. .12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Draw a simple flow chart. Differentiate data from programs. Compare bit and byte. Discuss field size. Design a record layout. Define master file. Recognize an indexed file. Compose manually a sequential data file. Compare a master and a detail file. Identify transaction codes in records. Code an assigned program in RPG. Document an assigned program. Debug an assigned program. Execute an assigned program. Name types of specification sheets. Modify an existing program. Explain the type of information contained on each type of specification sheet. Demonstrate proper sequencing of specification sheets. Explain how an indicator functions. Write programming statements using mathematical operators and comparing statements. Discuss programming using tables. -23-NEW BUSINESS COURSE Description and Objectives CT: Spreadsheets (1 semester) Prerequisite: Keyboarding Spreadsheet and Analysis is a one-semester course that teaches students to use a computer program to analyze quantitative data. Students will acquire skills in the use of program commands and in the design and application of spreadsheets. Understanding of the role and value of spreadsheets, financial reporting, budgeting, planning, and forecasting is emphasized. Students gain hands-on experience using, developing, and modifying spreadsheets. Objectives: 1. 2. 3. 4. 5. 6. 7. Define spreadsheet terms. Demonstrate data entry and editing commands. Demonstrate the ability to change spreadsheet settings and format. Demonstrate the ability to use formulas and functions. Demonstrate what if spreadsheet analysis. Demonstrate the ability to print a spreadsheet. Demonstrate the ability to create graphics using a spreadsheet program. -24-NEW BUSINESS COURSE Description and Objectives CT: Database (1 semester) Prerequisite: Keyboarding Database Management is a one-semester course that establishes the value of data as an asset that IS essential for all organizations. It is a computer applications program used by business and industry to manage and keep track of interrelated information in an organized fashion and is designed for students who have had some previous computer experience. The course provides students with the concepts of database management, design, and data modeling. Students gain hands-on experience using a database applications program and study database-related careers and the role and responsibilities of a database administrator. Objectives: 1. 2. 3. 4. 5. 6. T. 8. 9. Define database terms. Identify data structures. Create a database file. Enter and edit data in a database file. Display the contents of a file on both the screen and the printer. Prepare a report using a database file. Prepare labels using a database file. Sort a database file. Demonstrate the ability to use conditions and expressions. -25-NEW BUSINESS COURSE Description and Objectives Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. Objectives\n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Define business and its environment. Describe the relationship of small business to the American enterprise system. Explain the kinds of organizational structures and list the advantages and disadvantages of each kind. Describe a business plan and explain how employees can be of assistance in business planning. Explain various channels of distribution. Identify various sources of capital for a new business. Describe the uses of a line of credit. List the types of financial and personnel records a business must use. Compute discounts, markup, and markdown on both costs and selling prices. Explain business taxes, including income, social security, sales, excise, unemployment, and local taxes. Determine what constitutes a sound insurance program. Discuss law related to running a business. Define marketing, advertising, and selling. Explain the functions of a personnel department. Name and describe the four functions of management. Describe the importance of community relations to business. Complete a small business project. -26-NEW BUSINESS COURSE Description and Objectives Money and Banking (1 semester) Prerequisite: None Banking is a one-semester course designed to provide a study of the management problems encountered in banking. The emphasis is upon the application of analysis and problem solving techniques to the solution of realistic problems and opportunities of individual banking institutions. The case method is a learning technique. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. File material accurately in alphabetical and numerical order. Demonstrate ability to handle cashiering duties. Prepare budgets for personal and business use. Discuss record keeping systems used in different businesses. Compute and record retail sales activities. Demonstrate knowledge of stock records. Demonstrate use of payroll records. Prepare basic accounting forms. Demonstrate skills in verifying figures. Compare various types of investment instruments. Describe types of loans and practices related to obtaining a loan. Discuss past, present, and future banking practices. Discuss career opportimities available in banking. -n-NEW BUSINESS COURSE Description and Objectives International Business and Banking II (1 semester) Prerequisite: Money and Banking International Business and Banking II is a one-semester course that presents a global perspective on business activities of private or public enterprises involving movement across national boundaries of resources, goods, services, and skills. Emphasis is placed on raw materials, capital, technology, marketing, economics, products, accounting, legal and banking activities, and technical and managerial skills. Objectives: 1. Leam about global communications in business. 2. Leam about business customs and protocol in dealing with people. 3. Understand how the United States business office environment compares to the business office environment in foreign countries. 4. Leam how international economics are measured. 5. Understand the significance of merchants balance of trade and balance of payments of accounts with other countries. 6. Leam the basics of foreign exchange. 7. Understand the basic risks of overseas shipments. 8. Understand the laws of the banking system in foreign trade. 9. Understand where to get data on overseas markets. 10. Leam about the various types of international documents. 11. Understand government foreign trade strategies. 12. Understand international market access agreement. 13. Leam what is involved in international careers. 14. Understand the new foreign trade rules for small business. -28-NEW BUSINESS COURSE Description and Objectives Rapid Writing 11 (1 semester) Prerequisite: Rapid Writing I Rapid Writing II is designed for the student who wishes to become more proficient in the art of note taking. Rapid Writing II is a continuation of Rapid Writing I and emphasizes speed, transcription skills, effective listening skills, spelling, vocabulary, mechanics of grammar, and note taking applications. Objectives\n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Review the basic system of SuperWrite. Demonstrate the ability to read SuperWrite notes. Develop the ability to write outlines for unfamiliar words under the stress of dictation. Write SuperWrite at 100 words a minute for two minutes from unfamiliar material and transcribe with 95 percent accuracy. Demonstrate the correct rules of punctuation, word usage, spelling, figures, capitalization, word division, and proofreading. Develop the ability to transcribe mailable correspondence. Develop an awareness of good business communication practices. Use reference books efficiently. Produce mailable letters at an acceptable rate. Develop the ability to transcribe mailable correspondence. Develop work habits and attitudes appropriate for a successful career in the world of business. Supply a fast and legible writing system that can be learned quickly by word processor operators. Assist business executives, students, and others to make legible notes at a faster speed. -29-Business Finance (2 semesters) Prerequisite: None NEW BUSINESS COURSE Description and Objectives Business Finance is a two-semester course which places emphasis on the modem corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. Objectives: 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. 11. Develop an awareness of the role of banks and financial institutions in the American economy and the services provided by these institutions. Develop an awareness of the use of microcomputer technology in research, sales analy sis, accounting, and inventory control. Formulate a basic concept of the internal structure of organizations and the function of management in business finance. Develop an appreciation and understanding of profit as being an integral part of business decisions. Understand uncollectible accounts, depreciation, inventories, notes, and interest as they relate to business. Comprehend the importance of adequate insurance coverage. Understand the rules and procedures for filing for bankruptcy in the business world. Understand the basic concepts of investments in stocks and bonds. Understand mortgages and loans in the financial world. Develop a professional image and attitude and a positive self-image. Become aware of career opportunities using business finance, and understand the skills, knowledge, educational levels, and attitudes needed. -30-NEW BUSINESS COURSE Description and Objectives Introduction to Business (1 semester) Prerequisite: None Introduction to Business is a one-semester course which introduces students to the world of business. This course is a survey of business organizations and operation, the various fields of business, basic business problems and procedures, the vocabulary of business, and the opportunities open to business students. Objectives: 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. Develop an understanding of the way in which our private enterprise system is organized and how it operates to satisfy needs and wants of individuals. Develop a business and economic vocabulary that will enable individuals to read and understand current economic and business problems as reported in newspapers. Acquire a working knowledge of basic banking services with application to daily living. Recognize the consumers role in the market place. Explore business related fields of work in the emphasis on specific occupations. Demonstrate intelligent use of decision-making in personal and family money management. Identify the credit options available to each consumer and to make decisions according to specific credit needs. Distinguish between the various health, life, automobile, and home insurance coverages available. Recognize various forms of investments besides those available at banking institutions. Demonstrate an awareness of the World of Work and concern about career opportunities, career preparation, and job success and satisfaction. -31-NEW BUSINESS COURSE Description and Objectives Business Etiquette (1 semester) Prerequisite: None Business Etiquette is a one-semester course which teaches students how to refine their manners for the world of work. Proper manners, personality development, proper speaking, and dress for success will be discussed in this course. Objectives\n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Work as a member of a business team, organize work, set priorities, and interact with other students. Develop work habits and attitudes necessary for individual maturity and job competence. Understand interpersonal relationships in business. Develop a sense of accomplishment. Demonstrate generally acceptable business behavior through the study of interpersonal relations. Place and answer telephone calls that give and receive business information that is complete and in generally acceptable business form. Demonstrate the ability to meet business production standards while working under pressures of time, interruptions, and changing priorities. Develop a success identity. Display appropriate dress for success in the business world. Describe the advantages of a physical fitness program. Develop short- and long-term goals. Identify and utilize effective time-management techniques. Demonstrate a basic knowledge of parliamentary procedure necessary to participate in a business meeting. Integrate Future Business Leaders of America activities into the curriculum. Demonstrate proper techniques in making introductions. Demonstrate proper manners used in the business world. Demonstrate a work climate that promotes creativity and personal growth. Demonstrate self-confidence by meeting a business challenge. -32-NEW BUSINESS COURSE Description and Objectives Salesmanship (1 semester) Prerequisite\nNone Salesmanship is a one-semester course designed to inform students about specific selling techniques and attitudes necessary to become a successful salesperson. The course focuses on serving customers and helping them make wise buying decisions. Emphasis is placed on the importance of human relations in selling, the functions performed by salespeople, development of personality traits needed by salespeople, and the buying/selling process. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Define the terminology essential to the knowledge of an overview to selling. Explain why good human relations skills are essential in selling. Describe how salespeople can assist the customer in making wise buying decisions. Identify the customer by buying motives. List the steps of a sale. Identify the sources of product information. Demonstrate proficiency in the sales transaction. Demonstrate proficiency in money-handling skills. Know the three major types of businesses in which sales positions are available. Understand and appreciate the benefits of a career in selling. BLnow the etiquette of arranging a job interview. -33-NEW BUSINESS COURSE Description and Objectives Retailing (1 semester) Prerequisite: None Retailing is a one-semester course designed to offer an overview of the retailing industry in the United States. A study is made of the types of retail marketing, organization, personnel, merchandising, promotion, selling, operations, and control. The course focuses on the concepts and practices of retail business operations. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Explore retail marketing. Identify the retail marketing cycle. Know the scope of employment opportunities in retailing in the United States. Develop economic aspects of marketing. Describe the six elements of the American economic system. Describe the ten occupational survival skills an employer can expect from an employer. Develop skills necessary to survive in the business world. Explain communication skills. Define retail selling in the business world. Develop skills in handling promotion in marketing. Develop skills in handling merchandise and merchandise prousing services. -34-NEW BUSINESS COURSE Description and Objectives Advertising (1 semester) Prerequisite: None Advertising is a one-semester course designed to focus on the competencies needed for the planning and implementation of a successful advertising program. Students are exposed to media, methods of research, budgets, and evaluations which are used to sell a product, service, or business. Hands-on experience is given in copy writing, layout, and production in various media. Desktop publishing should be introduced. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Describe the nature and scope of advertising. Explain how advertising affects the market place. Identify career opportunities in advertising. Explain the advertising career path. Identify sales promotion techniques. Explain what motivates customers to make buying decisions. Identify the characteristics of three national consumer surveys/polls. Explain a media plan. Identify the parts of a print ad. Explain the use of visual merchandising. Explain guidelines for determining advertising budgets. Explain guidelines for determining when to advertise schedule. Identify and explain the use of Standard Rate and Data Systems for newspaper, magazine, radio, and television. Define state and federal laws governing advertisement practices. Explain the copyrighting policy. Identify software used in data analysis. Demonstrate the various parts of the computer and explain their relationship. -35-NEW BUSINESS COURSE Description and Objectives Fashion Merchandising (1 semester) Prerequisite: None Fashion Merchandising is a one-semester course designed to offer an overview of the fashion industry. It provides the foundation in preparing students for a wide range of careers available in the different levels of the fashion industry. Emphasis is given to historical development, textiles, manufacturers, merchandising, domestic and foreign markets, accessories, and retailing. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Define fashion merchandising, fashion marketing, fashion, style, design, taste, classic, fad, trends, and fashion forecasting. Define the components of fashion: silhouette, details, texture, and color. Describe the various roles and functions of clothing today. Name the five principles that underline fashion movement. Explain the roles and responsibilities of designers. Identify the traditional basic categories in womens, childrens, and mens apparel. Define the materials used in fashion\nsuch as, natural fibers, primary markets, synthetic fabrics, greige goods, textile converters, cellulose, non-cellulose, pelt, tanning, and skins. Define accessories used in fashion merchandising\nsuch as, costiune or fashion jewelry, fine jewelry, gemstones, semiprecious stones, impulse items, and precious stones. Explain the purpose served by foreign and domestic markets. Identify the career opportunities available in fashion merchandising. List the steps involved in starting your own fashion business. List the steps involved in writing a business plan. -36-NEW BUSINESS COURSE Description and Objectives Insurance (1 semester) Prerequisite: None Insurance is a one-semester course designed to teach students principles and functions of property, casualty and life insurance with applications in both personal and business situations. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Explain insurable interest and the importance of this concept. Identify the purpose of insurance and how insurance rates are established. Identify the various types of insurance. Understand how the law of contracts applies to insurance. Identify the risks covered by and the procedure for collecting under fire insurance. Discuss the way coinsurance provides protection at reduced cost. Describe the various applications of liability insurance. Identify the types of coverages available in an automobile insurance policy. Explain how no-fault insurance works. Understand the advantages and disadvantages of the various types of life insurance. Discuss the rights of the beneficiary and the duties of the insurer under a life insurance policy. Explain the concept of social insurance. Develop a professional image and attitude and a positive self-image. Explore career opportunities available in the field of insurance, and understand the technical skills, knowledge, educational levels, and attitudes needed. -37-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Public Soeaking/Business Communications (1 semester) Prerequisite: None This course designed to help the student develop skills that are essential in todays business world. The course includes both wntten and oral communications directed toward understanding the language of nonverbal commimication, improved listening skills, reading, voice usage, and writing skills.Class assignments will include business conferences, interviewsboth individual and group. Emphasis is given to developing competencies in the grammar fundamentals of spelling, punctuation, work form usage, phrasing, composing, revising, organizing, vocabulary, sentence and paragraph structure, and proofreading. Tecnological admancements relating to information, communications and telecommunications are given emphasis. Objectives: 1. 2. 3. 4. List principles of public speaking in the business world. Develop skills in clarity of thought, organization, and self expression in public messages. Exhibit confidence in interpersonal and small group communication. Display independence and interdependence. -38-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Mass Media (1 Semester) Prerequisite: None The basic format of the mass media will be studied. Students will be introduced to areas of mass media writing including reporting, ad writing, and TV production work. Guest speakers will be used from the various media studied and tours of the local business plants will be encouraged. The course will also include views and theories of communication through newsprint journalism, radio and TV broadcasting and advertising. Students will study the function and influence of newsapers, magazines, radio and television on modem America. Objectives: 1. 2. 3. 4. 5. Develop performance skills necessary for effective communication. Develop appropriate voice and articulation qualities. Develop recognition of performance requirements in communication. Develop appropriate individual styles and skills in mass media performance. Develop self-evaluation skills through periodic assessments of performance and improvement. -39-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Creative Writing (1 Prerequisite\nCompletion of tenth grade English with at least a C average. This course will be designed to help a student develop his skill in writing prose and poetry. Writing experiences that draw on imaginative and creative abilities will be offered and students will be encouraged to compete in a varity of local, state, and national writing contests. Writing will be shared with and critiqued by others in the class as well as by the teacher. Objectives: .1. 2 . 3 . 4 . 5 . Illustrate basic writing skills and techniques. Generate, explore and elaborate their thoughts in written communication. Produce students publications Critique and evaluate written work. Develop skills in news gathering, feature writing, layouts, advertising/sales gaily proof checking. -40-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Technical Writing (1 Semester) Prerequisite: Completion of tenth grade English with at least a C average. A look at styles and formats of writing for instructional purposes. Writing how to books has become a very popular wnting vocation in America, and this course centers on the grammatical and technical expertise of audience-centered prose. Much writing will be shared in class and some projects will be group work. Objectives: 1. 2. 3. 4. Develop skills of the basic techniques of technical writing. Demonstrate the various styles and formats of technical writing. Develop skills necessary to produce a how to book. Develop an understanding of organizational skills mandatory for technical writing. -41-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Interpersonal Skills and Group Dynamics (1 Semester) Prerequisite: None Speaking techniques and non-verbal communications will be studied in individual and group situations. Intra- and inter- personal skills, group managing and dynamics will be used in producing event forums, group discussions, and individual communication skills. Objectives: 1. 2. 3. 4. 5. Demonstrate understanding of the effect of self-image on perception. Recognize various ways of perceiving reality. Demonstrate awareness of the effects of non-verbal communication. Recognize differences in verbal messages. Demonstrate the techniques of effective group management. -42-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Independent Study Projects in Mass Media (2 Semesters) Prerequisite: Completion of Introduction to Mass Media with at least a C average. Independently or in small groups, students will design and implement a series of projects culminating in a thirty minute radio or TV program or ad campaign using the techniques and methods studied in the introductory course. Objectives: 1. 2. 3. Develop knowledge in a specific area of mass media by producing a series of independent projects. Describe the difficulties and rewards of a mass media career after shadowing a media professional. Use various production techniques. -43-NEW SOCIAL STUDIES COURSE Description and Objectives Economics I (1 semester) Prerequisite: None Economics is a one-semester course designed to teach students about economic problems and situations of consumers, business, and government. Also, the monetary system, employment price level, business fluctuations, and international trade are discussed. Objectives: 1. 2. 3. 4. 5. 6. Define basic economic terms. Explain economic decision making. Define and explain specialization and division of labor. Define and illustrate the interdependence of money, goods and services. Compare and contrast the three world economic systems, giving characteristics of each. Explain the laws of supply, demand, and how prices are determined. .44.NEW SOCIAL STUDIES COURSE Description and Objectives Economics II (1 semester) Prerequisite: Economics I Economics II is a one-semester course which will emphasize a variety of market structures. The monetary systems, analysis of income, price, business fluctuations, and elements of international and global trade are discussed. Objectives: 1. 2. 3. 4. 5. 6. 7. Define and discuss a variety of market structures, their organization and regulation. Identify and discuss the six economic functions of government. Explain the role of government spending and the effects of spending on the economy. Identify the four phases of the business cycle. Discuss the purpose of monetary and fiscal policies. Analyze the components of economic growth. Explain the global aspects of economic trade. -45-NEW ART COURSE Description and Objectives Basic Computer Graphics/Corporate (1 Semester) Prerequisite: Introduction to Computers This course introduces computer-graphics systems as a design tool. Students explore the capabilities and creative potential of these systems by using several devices and software packages. Research for additional applications in layout, pagination systems, video text, and digital typography is included. This class concentrates on complete coporate design programs, from developing a logotype for a company or corporation to its many uses and named applications. Professional approaches to technique, execution and presentation are stressed. Objectives: 1. 2. 3. 4. 5. 6. Demonstrate knowledge of the computer as a design tool and gain proficiency in the use and maintenance of the computer. Understand creative aesthetic self- expression in a high tech medium. Demonstrate awareness of the closely related fields of art and the corporate world. Develop useful applications of art elements and principles of design in the production of corporate designs, logotype, professional approaches to technique and execution of presentation of ideas. Demonstrate knowledge of the many job opportunities for aesthetically creative people in the business/corporate field. Develop problem solving skills through simulated situational opportunities in art. -46-NEW ART COURSE Description and Objectives Screen Printing/Airbrush Techniques (1 semester) Prerequisite: None This introductory course teaches the entire screen-printing stencil process. Direct and indirect techniques are discussed and thoroughly demonstrated. Proficiency with the tool and processes through actual experimentation and problem solving is the aim. The students are instructed in the use of vacuum polycop and exposure unit, high pressure washout unit for stencil removal, dimensional stable papers and punch registration. The history and contemporary issues of the medium are reviewed. Techniques of airbrush are demonstrated and student proficiency in the application of the elements or art and principles of design in relation to medium of airbrush are addressed. Instruction in the proper use and maintenance of the airbrush and accompanying equipment is given and shading, tinting, blending, antiquing, decorating, restoration, and touch up is emphasized. Objectives: 1. 2. 3. 4. 5. Demonstrate knowledge of tools and materials and gain proficiency in the use and maintenance of them. Use these art techniques for creative self expression of intellectual curiosity and emotional insight. Gain enrichment opportunities for functional self-employment of part-time leisure activities to stimulate enterprising and creative personalities. Become discriminative in the process of establishing criteria for aesthetic judgement. Gain opportunities for involvement with other disciplines in the production of posters. It' 6. 'T shirts, logos, banners, and other advertising and promotion items. Possess skills and discipline in a variety of art media. -47-NEW MATHEMATICS COURSE Description and Objectives Business Statistics (2 semesters) Prerequisite: Algebra II or taken concurrently with Algebra II An introduction to statistical methods from an economic and business perspective. The course will involve descriptive statistic, index numbers,interpreting and evaluating data, regression analysis, decision analysis and expected values, chi square, sampling techniques, forecasting, linear programming and simulations, probability theory as applied to statistical analysis, and an introduction to hypothesis testing. Objectives: Basic Skills 1. 2. 3. 4. 5. Sample organize and interpret date, recognizing the role these play in making statistical claims. Design a statistical experiment to investigate a problem, conduct the experiment, interpret and communicate the outcomes using appropriate technology. Demonstrate the use of various models to describe real-world data. Utilize measures of central tendency, variability and correlation to solve real-world problems. Test hypotheses and make predictions using appropriate statistical methods. Probability 1. 2. 3. 4. 5. Represent and solve problems involving chance, using experimental or theoretical probability. Estimate probabilities using simulations. Recognize real-world situations which can be modeled by a random variable. Generate and interpret probability distributions. Interpret and restate real-world applications of probability. -48-NEW HOME ECONOMICS COURSE Description and Objectives Food Production/Restaurant Management and Services (2 Semesters) Prerequisite: Food Production I Students will be introduced to the art of restaurant management. Catering services will be correlated with small business management. Students will demonstrate the knowledge of cost, inventory and record keeping, purchasing and receiving, storing and issuing of food and nonfood items. Students will also demonstrate the knowledge of personnel management and human relations skills. Objectives: 1. 2. 3. 4. 5. 6. Explain and utilize server skills. Apply the standards of sanitation and safety. Plan and design the physical plant. Develop the skills of menu planning. Develop skills for the planning and production of food production in quantity. Develop the techniques of organizational and management controls. -49-NEW SCIENCE COURSE Description and Objectives Environmental Science (1 Semester) Prerequisite: None Discuss the principles of environmental factors that affect air, soil, water, and the interrelationships of organisms and their environment. Class room activities will examine the social effects of air pollution on the individual and community\nthe significance of water and soil pollution by chemical examination of water and soil\nand study the harmful effects of radiation. Students will have a practical experience in environmental monitoring in the inductory course. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Understand that sanitation is a way of life.Throughout history, the status of the environment has been equated with sanitation, and has been the measure of civilization. Support the fact that aggregation of population has always seemed to create environmental health problems which had to be solved before the populace could survive and enlarge. Recognize that many of the ills that continue to plague us have their roots in the environmentthe only feasible approach to reducing morbidity from these problems is to attack their environmental roots. Explain why man being a vital factor in his own environment has a great responsibility for the quality of life which is directly related to the quality of the environment. Understand that as people engage in the activities associated with living, wastes are produced. These are products which have no apparent useful purpose, or they are of such marginal utility that recovery is uneconomical. Such products include human, residential, agricultural, commercial, and industrial wastes of all kinds. Realize that aside from deficiencies in the life support systems, people are subjected to a variety of environmental hazards\nsome of these are natural, but increasingly environ mental hazards result from human activities and numbers. Identify man-made defenses against diseases. List the contribution of several scientists in the fight against infectious diseases. Identify biological vectors which are capable of transmitting infectious agents into the environment. Name and describe known chemicals which pose a threat to health, and the environment. Compare and contrast the ecological effects of pesticides like parathion and malathion with the effects of pesticides like DDT. Discuss two ways in which burning of fossil fuels may have a long-range effect on average global temperatures. Explain the cause and effect of thermal pollution of water. Identify physical hazards in the environment which may cause death, disease, or disability. Understand that even though people may adapt to environmental conditions, this does not occur without stresses which may ultimately result in disorders of the body and mind. Identify the options society has for minimizing the adverse effects of disease. Identify some of the problems in generating, storing, treating, recycling, transporting and disposing of hazardous waste. Identify laws, agencies, and procedures designed to monitor environmental quality. -50-The third requirement in the February 7 7 court order is the selection criteriafor participating students, teachers and other staff by the following guidelines. STUDENT/STAFF SELECTION Student Selection Criteria In regard to student selection, all attendance zone students interested in participating in the business/communications program must submit a magnet application. The magnet application will be used as a means of identifying attendance zone students who also wish to participate in the magnet program, A student at McClellan will not be required to apply for the magnet program in order to take a business elective course. If, however, a student wishes to declare an area of study in the business/communications magnet program, he/she will have to apply for the magnet program. Students who live outside of McClellans attendance zone must complete an Optional Enrollment Request Form. If necessary, a random selection process will be used for non-attendance zone applicants. Interdistrict students will be required to complete an M-M application and an Optional Enrollment Request Form. All applications will be considered on the basis of desegregation requirements. No other criteria will be used to select students. A special meeting will be held during the second semester of each year to familiarize new students and incoming tenth graders with the business/communications program. Applications will be processed during the spring of each year. The spring application period will give the building staff adequate time to identify needs and prepare class schedules for the upcoming year. The Little Rock School District Student Assignment Office will be responsible for assigning students to the business/ communications program. -51-Staff Selection Criteria In regard to the selection of staff, a special meeting will be held to familiarize all staff members (certified and non-certified) with the goals and objectives of the magnet program. In particular, emphasis will be placed on the high levels of professionalism and excellence that will be expected of all staff members. It is extremely importantthat all staff members are fully aware of and committed to the goals, objectives, and requirements of the magnet program. To ensure that the expectations are clearly understood, each staff member will meet individually with the building principal to discuss his/her commitment to the magnet program. Each staff member will be allowed to transfer to another school if he/she is not committed to the goals, objectives, and requirements of the magnet program. All transfers will be in accordance with the Professional Negotiations Agreement. These meetings will take place prior to April 23, 1992. As vacancies occur in the future, the interview process will be used to ascertain each candidates commitment to the goals, objectives, and requirements of the magnet program. This process will apply to all non-certified as well as all certified positions. Efforts will be made to ensure that the racial balance of the staff complies with desegregation requirements. -52-The fourth requirement in the February 11 court order is to address the number of students targeted for participation by grade level and the name and/or title and role of teachers and other staff who will be involved in the (a) planning, (b) delivering, and (c) supervising the program. ENROLLMENT AND SUPERVISION OF PROGRAM Grade Level Enrollment It has already been noted that approximately 200 seats are currently available at McClellan. The natiue of the high school course selection process, with the wide variety of elective courses, and the option for attendance zone students to enroll in the magnet program, make it difficult to be able to target a specific number of students for participation by grade level. Actually, the 200 vacant seats apply to students who are not currently enrolled at McClellan. In addition to these seats being available for the magnet program, attendance zone students will also have the option to enroll as full participants in the magnet progam. It is anticipated that the wide variety of elective courses offered will make it possible for approximately 166 students at each grade level to be able to participate in the magnet program. The 166 students per grade level includes attendance zone and non-attendance zone students. Personnel Responsibilities The name and/or title of teachers and other staff who will be involved in program activities are as follows: 1. Planning the program a. The supervisors of Vocational Education and English - provided technical assistance and advice to the plaiming committee. b. The Planning Advisory Committee - (principal, assistant principals, eight McClellan teachers, three UALR professors, representatives of the business community, parents, and the Director of Community Education) planned courses and programs to be offered\nidentified equipment and supplies needed to implement progam\nand will explain the program to parents and interested students. -53-c. Curriculum specialist and other teachers - will develop strategies and activities to support the curriculum. 2. Delivering the program a. Curriculum specialist - will coordinate the delivery of the overall program\nwill be specifically responsible for special activities such as guest speakers, field trips, and the technology fair\nand will teach one or two classes per day. b. Business/Communications teachers - will teach respective courses. c. All teachers - will correlate, when feasible, regular curriculum activities with the business/communications program. d. Business/Communications professionals - will be asked to support the program through field trips, guest speakers, technology fair exhibits, shadowing and field experiences. 3. Supervising the Program a. Principal and curriculum specialist - will provide daily supervision of program\nwill monitor program to make sure program goals and objectives are being met. b. Supervisors of Vocational Education and English - overall supervision of program\nwill monitor program on a regular basis to make sure program goals are being met. -54-The fifth requirement in the February 11 court order is to provide program implementation and completion timelines, including intermediary \"critical events. n MANAGEMENT TIMELINE Develop and Initiate Public Information about the Business/ Communications Magnet Program March 16 - August, 1992 Recruitment of students March 16 - August, 1992 Assign students to program May - August, 1992 Identify and assign new personnel May - August, 1992 Orientation of all magnet staff August, 1992 Develop magnet curriculum March - August, 1992 Order equipment and supplies July - August, 1992 Teacher Inservice July, 1992 - August, 1993 Collect baseline data for evaluation August, 1992 - May, 1993 Implement program August, 1992 - June, 1993 Monitor project activities August, 1992 - June, 1993 Develop 2nd year recruitment activities November, 1992 - December, 1992 Recruitment for 2nd year begins January, 1993 2nd Year student selection/assignment February - March , 1993 Data Collection for summative evaluation May, 1993 -55-The sixth requirement in the February 11 court order is to identify all necessary resources, including equipment, materials, and personnel, and anticipated costs, including a complete budget projection by year, with both start-up and maintenance costs, and identification of those costs to be debited to a \"desegregation budget.\" BUDGET SUMMARY 1992-93 1993-94 1994-95 EMPLOYEE SALARIES AND BENEFITS Curriculum Specialist (1 FTE) Computer Lab Attendants (2 FTE) Teachers Business Marketing (2 FTE) Home Economics (1 FTE) Communications (1 FTE) 538,240 24,000 539,387 24,720 540,569 25,672 65,000* 32,000* 32.000* 66,950* 32,960* 32.960* 68,959* 33,949* 33.949* Subtotal 191,240 196,977 202,888 Seven period day 366.000* 376.980* 388.289* TOTAL 557,240 573,957 591,177 EQUIPMENT FOR PROGRAM ENHANCEMENTS 5296,935** 510,000 512,000 STAFF DEVELOPMENT 12,500 2,000 2,000 MATERIALS AND SUPPLIES 25,000 35,000 2,000 RECRUITMENT GRAND TOTAL $899,675 $625,957 $646,177  These amounts may change depending on scheduling **This amount may be reduced depending on whether equipment is purchased or acquired through a lease - purchase option. -56-The seventh requirement of the February 7 7 court order is the itemization ofany necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainerfs). STAFF DEVELOPMENT Once the curriculum of the school is developed or revised, regular inservice programs will be conducted to develop and improve skills to provide an instructional program which addresses a variety of student needs and learning styles. The inservice program will also provide a mechanism for addressing problems in the implementation of the program and for allowing teachers to share information and techniques. The staff development program will feature an overview of Effective Schools Training, Teacher Expectations for Student Achievement, Learning Styles and Classroom Management. Other staff development opportunities will include: 1. Subject: Orientation to the Business/Communications Curriculum Date: August, 1992 Participant Group: McClellan Certified Staff 2. 3. 4. 5. 6. Provider: Principal Curriculum Specialist Content Area Teachers Subject: Interdisciplinary Approach/Tcam Teaching Date: August, 1992 Participant Group: Business Teachers Curriculum Specialist Principal Subiect: Partners in Busmess/Communications Date: August, 1992 Participant Group: McClellan Certified Staff Provider: UALR, Dr. Perrin, consultant Subject: Computer Literacy Date: August, 1992 Participant Group: McClellan Certified Staff Provider: Business Teachers Curriculum Specialist Subject: Technical Writing Date: August, 1992 Participant Group: McClellan Certified Staff Provider: English Teachers Curriculum Specialist Subject: Authentic Assessment Date: August, 1992 Participant Group: McClellan Certified Staff Provider: Sterling Ingram, LRSD Dept, of Planning, Research and Evaluation -57-The eighth requirement ofthe February 11 court order is to provide formative and summative criteria and timelines. EVALUATION OF THE MAGNET PROGRAM Evaluation of the McClellan Business/Communications Magnet School will be tied directly to program objectives. Formative 1. Objectives will be entered into the Abacus system. Teacher made test items will be developed and correlated with objectives during 1992-93. A record of student mastery of objectives will be maintained by Abacus. (Note - this process will be used on a preliminary basis during 1992-93, but will be developed and fully implemented during 1993-94.) Feedback from tests will be used to modify/adjust the appropriate program component. 2. Formative evaluation of the program will be accomplished through monitoring by the principal, supervisors of Vocational Education and English, and the LRSD Planning, Research and Evaluation Department. Use of Formative Evaluation Formative evaluation will be used to make program adjustments to improve the day to day effectiveness of the business/communications program. Summative 1. A survey of parents, students and teachers will be given by the Planning, Research, and Evaluation Department to evaluate the level of satisfaction with program components. 2. Criterion-referenced tests for business/communications objectives will be developed during 1992-93, field tested during 1993-94, and used for summative evaluation during 1994-95. -58-3. The principals annual report will include summative evaluation data such as standardized test results, the racial composition of the student population, a review of academic records, behavioral records, records of field trips, as well as evaluating guest speakers, media productions and shadowing experiences. Such data, when compared to previous years, will be a component of summative program evaluation. Use of Summative Evaluation Summative evaluation will be used to make major program adjustments from one year to the next. These adjustments will improve the long range success of the business/communications program. -59-The ninth requirement of the February II court order is to address the program's anticipated impact on school capacity and facilities (space designation and use), the projected impact on school enrollment, and a description of any changes to the building or grounds which may be anticipated in support of the program. ANTICIPATED CHANGES IN ENROLLMENT AND FACILITIES Impact on School Capacity Presently McClellan's school enrollment consists of 1000 students, but can accommodate 1200 students. The changes to the building will not affect McClellan's capacity or negatively impact enrollment. Changes to Building 1. Electrical outlets must be installed in 1-Wing and A-Wing to accommodate the computer labs. 2. Enclose the bookstore, so that the classroom located in the room can be used for afternoon classes. 3. 4. 5. Renovate the annex building to accommodate three classrooms. Put a door in the A-2 office, so that it may be entered from the main hall. Renovate VC-2 so that it will accommodate 2 classrooms and install electrical outlets. 6. Renovate J-Wing so that it will accommodate Foods/Restaurant Management classes.. -60-The tenth requirement of the February 11 court order is to provide specific identification of how community individuals and organizations will be involved in all aspects of program development, marketing, student/staff recruitment and ongoing support. COMMUNITY INVOLVEMENT Professionals from the University of Arkansas at Little Rock, various businesses, along with teachers, parents, and administrators will serve on the planning advisory committee. The committee will\n give advice on program improvements and assist in the use of community resources to implement the magnet program. A list of possible resources is attached as Appendix A\n help to develop the technical curriculum and ensure its currency and relevance to the business/communications field\ncollaborate in such areas as field trips, guest speakers. Technology Fairs, staff development and shadowing experiences for students. A list of possible collaborative efforts already discussed is enclosed as Appendix B. In reference to student recruitment, a recruitment committee, consisting of the building principals, staff members, parents and community representatives, will be established. The recruitment committee will be responsible for developing, implementing and overseeing all recruitment activities. This includes providing training to other individuals involved in recruitment activities. The Little Rock School District Student Assignment Office will provide technical assistance to the recruitment committee. The Student Assignment Office will assist the recruitment committee in disseminating school brochures and public cervices announcements, conducting mass mailouts, and making contact with private school and interdistrict parents. Special emphasis will be placed on using parents to recruit other parents to the school. In particular, existing parents will be used to recruit private school and interdistrict parents. The recruitment committee will also work closely with McClellan's Community School in marketing and recruitment efforts. -61-Appendix A COMMUNITY INVOLVEMENT AT MCCLELLAN MAGNET MAJOR RESOURCES\nMcClellans Community Education Advisory Board and Council (almost 100 individuals consisting of business people and parents) Partners in Education - currently 8 partners (2 restaurants, 1 real estate company, 2 discount retail stores, 1 gym, 1 utility company, 1 hospital) School Volunteers McClellans Business Department Advisory Council - 15 business people Cooperative Office Education (COE) employers Coordinated Career Education (CCE) employers Parent Teacher Student Association (PTS A) Allen Rolf, publisher/editor Our Neighborhood newspaper Allen Trammel, Trammel Realty Arkansas Human Development Corporation, Little Rock based non-profit that has initiated student program for small business development. Freeman McKindra, Economic Development Program Officer, Winthrop Rockefeller Foundation Bonnie Nickol, Program Officer, Arkansas Community Foundation James Parins, UALR professor and member of McClellans Community Education Advisory Board Little Rock Chamber of Commerce/Jr. Chamber Arkansas Industrial Development Corporation UALR Small Business Development Center REAL Enterprises, non-profit organization located at the University of Georgia, who work with public schools to initiate small business development planning and operation via curriculum Southwest Little Rock Merchants Association and Southwest Little Rock CAN Southwest Little Rock Ministerial AllianceAppendix B PROPOSED COLLABORATIVE EFFORTS/ACTIVITIES Program Development 1. One representative from McClellans Community Eduation Advisory Council, Business Department Advisory Council, PTSA and UALR Communications Department serving on Magnet Committee. 2. Establish at least one annual major project with Little Rock business/industry that strongly supports the curriculum. Examples: a. Our Neighborhood and McClellans Journalism Department collaborate on production of both the school and local papers. This would involve student training on photography and including the school paper as an insert of Our Neighborhood Newspaper. b. Arkansas Human Development Corporation and McClellans Business Department cooperate to establish a program for individual students to plan and establish their own microenterprises\nsuch as, summer lawn services, pet grooming, et. al. The basic format consists of students designing their businesses within boundaries of a curriculum\npresenting their business plan to a committee of business evaluators who approve and award small loans/grants of $100 - $500\nand assigning a business mentor who works closely with the student. The business is evaluated after 2-6 months of operation to determine repayment of loan and students future credit risk. c. Work with Partners in Education and area industry to establish a program of students , shawowing executives in a variety of business fields. 3. Maintain communication with all groups involved in the initial development and publicity of McClellan via Community Education office and mailings. Extend an invitation to become MCHS Advisory Council members. 4. Develop stronger ties with UALR and other institutions of higher learning so that they will provide classroom resource speakers. 5. Work with Volunteers In Public Schools and identify appropriate resource people to speak at McClellan on various subjects. 6. Establish an agreement with the Small Business Development Center to allow McClellan to share their library and staff. 7. Establish a strong relationship with Arkansas Indusrtrial Development Corporation to identify appropriate resources that may be shared with McClellan. For example, using foreign visitors as classroom speakers. 8. Develop a cooperative agreement with Toastmasters of Central Arkansas to offer their student training at McClellan before or after the school day. 9. Tie McClellans Youth Community Service Learning Program into building relationships with above groups/businesses via collaborative community service projects.IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL filed . I U.S. districtcourt eastern district ARKANSAS APR 2 31992 CARL R. BRENTS, CLERK By: DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS MOTION FOR PHASED IMPLEMENTATION OF MCCLELLAN HIGH SCHOOL BUSINESS/COMMUNICATIONS MAGNET PLAN For its motion, the Little Rock School District (LRSD) states: 1, Following a hearing on February 6, 1992, the district court approved LRSD's unopposed motion to establish magnet programs at McClellan Community High School and Henderson Junior High School. The district court's order, which was filed February 11, 1992, required LRSD to develop a written plan for the new magnet programs and to include certain specific information in that plan. On March 12, 1992 LRSD filed \"Henderson Junior High Health/Sciences Magnet Plan\" and \"McClellan High School Business/communications Magnet Plan\". 2. The \"McClellan High School Business/Communications Magnet Plan\" (hereafter \"McClellan Magnet Plan\") describes required and elective courses for the 10th, 11th and 12th grades. In several of the areas of study described in the McClellan Magnet Plan, courses prescribed for the 10th grade level are prerequisites for courses a a prescribed for the 11th and 12th grade levels. LRSD has therefore determined that the most practical and cost efficient way to implement the McClellan Magnet Plan is to phase in the plan over a three year period. LRSD proposes to offer the program described in the McClellan Magnet Plan for the 10th grade level beginning with the 1992-93 school year, to implement the 11th grade program the following year, and to implement the entire plan beginning with the 1994-95 school year. LRSD may provide certain upper-level courses in advance of the proposed schedule, however, if it is feasible to do so. 3. PCSSD, NLRSD and the Joshua Intervenors have authorized LRSD to say that they do not oppose this motion. WHEREFORE, for the reasons set out above, LRSD prays for an order authorizing it to implement the McClellan Magnet Plan in phases, beginnin\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_597","title":"Little Rock Schools: McClellan Community High, news clippings","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/2006"],"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 discipline","School improvement programs"],"dcterms_title":["Little Rock Schools: McClellan Community High, news clippings"],"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/597"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n^KANSAS DEMOCRAT-GAZETTE *. SATURDAY. MAY 30.1992  7B Police beat BY JIM BROOKS AND UINDA SATTER Democrat-Gazette Staff Wnters McClellan student brings gun to school McClellan High School officials told police that a 17-year-old student brought a gun onto school grounds shortly after noon Friday. Police were called to the school at 9417 Geyer Springs Road about 12:15 p.m. and were told that the student had pulled the gun while running from school officials. School employee Steve Neely told police that he saw the student near the schools main entrance and was escorting the 17-year-old from school grounds when the youth ran. Neely said the student pulled an automatic weapon from inside his clothes and kept running. The student didnt point the gun at him or fire the weapon, Neely said. He said the student got into a gold Chevrolet Monte Carlo with several other men. The car left the parking lot and headed west on Queensboro a Drive, Neely said. Police had made no arrests Friday night. (  THURSDAY, SEPTEMBER 17, 1992 LR teen arrested with gun McClellan student says rifle protection BY JIM BROOKS Democrai-Gazefte Pcxice Reporter Little Rock police arrested an 18-year-old McClellan High School student about 1:30 p.ni. Wednesday for possession of a gun  a .22-caliber rifle found in his car trunk  on school property. It was the Little Rock School Districts second arrest for bringing a gun to school in the 12 days since classes began on Aug. 31. In both cases, the suspects said they were acting out of concern for their own safety. Michael Hornes of 4315 Arapaho Trail was being held on $1,500 bail Wednesday night in the Little Rock Jail. Jodie Carter. McClellan principal, said that an anonymous caller to the school office reported that Hornes had a gun in his car. I asked him if we could look, and he didn't mind. I opened the trunk, saw the gun. closed the trunk, and contacted the central office\" of the school district. Carter said. Police said the rifle's stock had been sawed off. They also found a bag containing several kinds of ammunition in the trunk of the 1977 Ford LTD, which was parked on the schools parking lot. Homes told the principal that he brought the gun to school because he had been threatened. I have never had a problem with Michael Hornes, Carter said. I dont think that he would have brought the gun to school if he hadnt been threatened. Carter said that though Hornes was safe at school, these kids are just terrified. The student didnt have to have the gun here at school, Carter said. Weve got security and personnel trained to make the school safe. But hes going to have some problems when he goes back to the neighborhood, so he protects himself the best way he knows. On Sept. 10, Little Rock police arrested a 14-year-old Mabelvale Junior High pupil for possession of a gun on school property. Police said the eighth-grade boy had a .380-caliber semi-automatic handgun in his locker. The boy told police he needed the gun for protection.Arkansas Demcxzrat (gazette FRIDAY, OCTOBER 9, 1992 B McClellan program critiqued Report cites lack of equipment, shabby looks of school BY CYNTHIA HOWELL Democrat-Gazette Education Writer The new business-communications magnet program at McClellan Community High School has a strong, deeply committed staff but has not been problem- free, according to a short-term status report compiled by the federal desegregation monitors office. The report was submitted to :U.S. District Judge Susan Webber Wright on Thursday. The district is offering enhanced business and communications courses at McClellan to improve the achievement level , of black students and to attract white students to a school that was losing its white enrollment. Ann Brown, the court-appointed desegregation monitor, said the report was done during the first two weeks of school this year to ensure that the high- quality program implied by the magnet designation actually exists. Horace Smith, an associate monitor and principal author of the report, said the school program has a solid foundation. Problems at the school included an overall poor or grubby appearance of the building and a lack of some of the computer equipment and other materials ordered by the school several weeks ago, the report said. The missing equipment made it difficult for teachers to fully teach some of the airbrush and computer programming skills included in the courses, the report said. Electrical wiring for the computers had not been installed. it found. Smith said the school did reverse its declining white enrollment, which increased this year by 17 students, or 5 percent. The black enrollment also rose, by 21 students or 3 percent. Overall, the schools enrollment totaled 994 students, 66 percent black and 34 percent white, the same as last year. Smith also reported that the school filled 63 of its available 200 magnet program seats. Recruitment for the magnet was most successful in the 10th grade, as 46 of the magnet students are sophomores. Only two students from North Little Rock and Pulaski County Special school districts are enrolled at McClellan. On the subject of staffing, the report said the curriculum specialist for the magnet program had not been hired, and neither had one of the computer aides. A few of the staff members were involuntarily assigned to McClellan by the district without demonstrating an interest or commitment to the magnet program, the report stated. The cost for the magnet program is $435,240, less than half the figure projected in March. District officials attributed much of the difference to a change in the way teachers were scheduled to cover the seven class periods each day. Smith praised the program and the school for its strong business education department and its support from the community and businesses. He said students and staff were orderly and the classroom atmosphere was one in which students could learn and teachers could teach.FRIDAY, OCTOBER 30, 1992  Arkansas Democrat Tfr(DazcUc Bernd makes a commitment to SWLR schools BY CYNTHIA HOWELL Democrat-Gazette Education Writer Little Rock Superintendent Mac Bernd told about 50 people at McClellan Magnet High School on Thursday that he is determined to overcome public perception that Southwest Little Rock schools are stepchildren to the rest of the district. The southwest community has great people, he said. Rs a great area. The people here deserve 100 percent from us. McClellan is one of 14 schools annexed in 1987 to the Little Rock district from the Pulaski County Special School District as the result of a federal court order in the ongoing school desegregation lawsuit. Bernd made the comments during a public hearing, the last of seven he has held in recent weeks. As in the earlier forums, parents questioned the superintendent about security measures at the schools. They also had questions about the districts commitment to making the new business and communications magnet program work at McClellan. Staff members said Thursday night that some of the equipment for the magnet classes has not been installed. Also, some of the staff members were transferred involuntarily to the school this . year and are not particularly interested in working with the program, they said. Parents complained about disrepair of some buildings. Bernd agreed, saying there is a disparity in school maintenance in the district. He did say he had made it a priority to repair all school intercommunications systems as a safety measure for teachers. On another matter, Bernd and the group exchanged ideas on incentives for students and staff to improve student achievement. Bernd questioned the feasibility of asking voters for a ta.x increase. the money from which would be used to pay cash awards to schools that excel.Arkansas Democrat ^(Gazelle WEDNESDAY, NOVEMBER 11. 1992  ? Lawyer for suspect in McClellan shooting sees federal loopholt BY LARRY AULT 09n9cm G4j*I RepoYtef A court lest appears likely for the federal charge pending against a Little Rock man accused of violating a firearms law prohibiting possession of a gun on or near a public school, the man s attorney said Tuesday. Derrick Lamoni Campbell. 18. appeared before ITS. Magistrate Henty L Jones Jr. on Tuesday after being charged in an Oct. 26 incident in which a spray of gunfire shattered the glas.s door of a McClellan Community High School classroom In Lil tic Rock, sending 12 students to the floor. No one was injured, but H .S, Attorney Chuck Ranks charged Campbell, of 7.505 Vega Drive, with violating a new federal law that punishe.s people who lake guns on or near .school property. Campbell also faces 14 state rharge.s of felony n.ssnult In the ineideiit. During the preliminary hearing Tuesday, his attorney. Michael Rooker of Little Rock, challeugcd the new federal law zXssisInnt U S. Attorney Robert Govar sai\u0026lt;l .Iones is be ing asked to decide whether the federal law. which exempts weapous on nearby private properly, would apply to Campbell  who Govar said fired the shots while on private property. Police allege that Campbell fired up to five rounds from a .,32 caliber pistol while standing across Geyer Spring.s Road from the McClellan campus. \"Its pretty clear. If there is an exemption, then Mr. Campbell would not be charged.\" Booker said. Tills staliile is poorly writ- ten\" despite having good intentions. Booker said. The rpiestion being raised deals with (he circumstances under which the law applies. Rooker asked whether the statute would apply if someone carrying a gun for hunting or target practice dropped a child off at school. \"This one has the polnl' to go to the t V,S.\u0026gt; Suprer Court. he .said. Even though the law make- \"a crime to discharge a g within l.(HH) feel of a sch\u0026lt;\u0026gt; properly.\" Rooker said, he * dered what happen.s when weapon is lired on private pr* erly that falls within those lilts.THURSDAY, NOVEMBER 12, 1992  5B Federal charges unlikely in case of gun at school BY WARD PINCUS Democrat-Gazene Start Writer U.S. Attorney Chuck Banks said Wednesday he likely will not bring federal charges against a McClellan Community High School student arrested and charged with possession of a weapon on school property Tuesday afternoon. Randall D. Ghere, 16. of 8706 Stanton Road was arrested for brandishing the gun. police said. Vice Principal Cherrie Walker took the gun and a box of pellets from Ghere. police said. It is not known what Ghere intended to do with the .177-cal- iber Marksman Repeater, police said, adding they do not know if the gun was loaded at the time. Banks said he likely will not charge Ghere under a law making it a federal crime to bring ' weapons or drugs within 1,000  feet of school property, both be- , cause Ghere is a minor and because the pellet gun may not ' count as weapon under the law. Ghere will be charged as an adult for possessing the weapon on school property. Ghere had skipped school Tuesday, but had come to the campus so his mother could pick him up. police said. McClellan was the scene Oct. 28 of gunfire that shattered a classroom window, forcing students to hit the floor. A suspect in that incident was charged under the federal law. At another Little Rock officials learned school, Wednesday afternoon that a 14- year-old female student was carrying a 5-inch knife in her . purse on campus, police said. The student was taken from her Southwest .Junior High School class and asked to empty her purse, police said. School officials will discipline the girl, police said. Police reports did not say why the girl was carrying the knife. At North Little Rock High School East Campus, police said they arrested two men Wednesday for carrying two small packets of marijuana and five hunting knives ih a car parked in the school parking lot. Dustin J. Gullickson, 20, of Jacksonville and James D. Justice. 20, of Scott were charged with two counts of possession of a controlled substance and two counts of possession of drug paraphernalia police said. The two men were not students at the school, police said.WEDNESDAY, NOVEMBER 25.1992  5B Teen pleads innocent to federal gun charge McClellan shooting in A man charged with firing gunshots that shattered a classroom door at a Little Rock high school pleaded innocent Tuesday to violating a federal law that prohibits using weapons near schools. Derrick Campbell, 18, of 7505 Vega Drive was indicted by a federal grand jury on charges of firing three shots from a .32-caliber pistol near McClellan Community Education Magnet High School on I Oct. 26. A bullet broke a glass door and entered one classroom where 12 students were taking a test. There were no injuries. The federal law, which was passed in 1990, prohibits possession or shooting of a firearm within 1.000 feet of a public, private or parochial school. , U.S. Magistrate H. David Young scheduled a Jan. 4, 1993, jury trial for Campbell in U.S. District Judge Stephen M. Reasoners court. If convicted, he could be fined $5,000 and sentenced to five years in prison. The federal law prohibits possession or shooting of a firearm within 1,000feet of a public, private or parochial school. U.S. Attorney Chuck Banks said he is using the federal anti-gun law to create gun- free/drug-free school zones in the Eastern District of Arkansas, which includes Little Rock. Campbell also has been charged in state court with 14 counts of aggravated assault in the incident and with rape. He has pleaded innocent.Arkansas Democrat 'W(D?uclle FRIDAY, DECEMBER 11, 1992 Copyright O 1992. Little Rock Newspapers Inc. $20,000 lined up to post officer at McClellan BY CYNTHIA HOWELL Democrat-Gazette Education Writer A city police officer may be assigned to work full time at McClellan Community High School by January, Little Rock Superintendent Mac Bernd said Thursday. The Downtown Rotary Club and the Trinity Foundation each have donated $5,000 for a police resource officer, which will be the first in the district. The city of Little Rock will add $10,000 to that to pay the officers salary and associated costs for the remainder of the school year. Bernd said he received a nearly unanimous request from faculty at McClellan for the resource officer, which prompted him to seek donations for the program. The school board is set to vote on the plan Dec. 17. This will be a test, Bernd told the board Thursday. He said additional donations may be forthcoming and that the city, including the police chief and city manager, seem receptive to the program. Im optimistic, but we have no specific commitment for additional money, he said. The board approved a plan for a police resource officer program in December 1991 and affirmed its support with a second vote in October. The original plan called for a pilot program in five secondary schools. However, the program has not been implemented, although school district and city officials discuss it periodically. One of the reasons for the delay is a question of who will pay the officers. Also next week, the Little Rock School Board is expected to discuss:  A request by the Friday, Eldredge and Clark law firm to raise the hourly rates charged the district from $90 to $105 for partners in the firm and from $75 to $85 for associates. In a letter to the superintendent, Chris Heller, one of the attorneys, said the firm has not sought an increase since June 1989. He said he would like the new rates to begin in January.  The advantages and disadvantages Of requiring students to wear school uniforms. Board member John Moore asked that the issue be put on the agenda. He also asked for a discussion of the districts existing policy of requiring students to have a 2.0 or C average to participate in extracurricular activities. Arkansas Democrat FRIDAY, DECEMBER 18, 1992 Copynght 9 1992. Lime Rock Newspapers Inc. LRSD board votes to put police officer in McClellan halls BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School Board voted 6-1 Thursday to approve full-time assignment of a Little Rock police officer to the McClellan High School staff, probably beginning in January. The officer was requested by the school. Ine request prompted Superintendent Mac Bernd to seek community financing for the program. The Downtown Rotary Club and the Trinity Foundation are each providing $5,000, and the city is paying $10,000. We see this as seed money for a counselor in the hallway and a friend to students, John Ostner, a Rotary Club member, told the board. He indicated that the club is seeking additional money for a second officer at another school. The McClellan officer, who will be armed, will not be a full- time security officer, and will also talk to classes. Board member Katherine Mitchell voted against the proposal. The board also heard reports from staff members on the use of student uniforms and the state Board of Educations vote this week to require high school students to earn a minimum 2.0 grade-point average to participate in extracurricular activities. District Assistant Superintendent Larry Robertson said all Williams Elementary Magnet School kindergarten pupils are required to wear uniforms. The requirement eventually will J be schoolwide-Jlext year, first- graders will have to wear uniforms. In addition, committees at the seven incentive elementary schools have selected uniforms fo\nnext year. Robertson said wearing uniforms will be voluntary at the incentive schools, which have programs to improve the academic achievement of black pupils and to attract whites. Acting Assistant Superintendent Sam Stueart said the district has required a 2.0 minimum grade-point average for students in grades six through 12 since 1988-89. Statistics on how many students are ineligible for participation were unavailable. In other business:  The board met in closed session to evaluate Bernds first six months as superintendent. Board President O.G. Jacov- eiii said the board overall was pleased.  Board member Dorsey Jackson read a statement explaining the history of the boards commitment to raise $50,000 as an incentive to keep Bernd for five years. Jackson said he accepted criticism over the fact that the board never publicized the commitment, but harshly criticized Pat Lynch and Paula Cooper, who reported the arrangement on KARN-AM, 920. He said the broadcasters were irresponsible in reporting the story as an example of racism. They reported that the same offer made to Bernd, who is white, was not made to the leading black candidate for the job, who later withdrew. FRIDAY, JANUARY 29,1993 I Arkansas Oemocrat-Oazene/John Sykes Jr. MCCLELLAN SHOOTING  McClellan Community High School junior Marcus Young, 16, is wheeled past the school by Metropolitan Emergency Medical Services and Fire Department personnel. Young was shot Thursday morning by a small-caliber weapon in a McClellan parking lot ___ Gun attack on crowd hurts 2 at McClellan BY OLIVIER UYTTEBROUCK AND JERRY DEAN Democrat-Gazette Staff Writers A gunman fired into a group of McClellan Community High School students Thursday outside a campus building, injuring two llth-grade boys, police said. The attack marked the second time in three months that students were fired upon in or around the building called the annex. Antonio Hall and Marcus Young, both 16 and of Little Rock, were each shot twice with a small-caliber pistol, Lt. Charles Holladay, police spokesman, said Thursday. Hall was listed in good condition Thursday afternoon at St. Vincent Infirmary Medical Center, a hospital spokesman said. Young was treated at St. Vincents and released Thursday afternoon. Police said Hall was shot twice in the leg  once in the calf and once in the thigh. Young was shot once in the arm and once in the lower leg. The two teen-agers were on lunch break and standing with about a half-dozen other students in a parking lot at Geyer Springs Road and Southwick Drive. The gunman jumped from a pickup that had stopped near the annex and ran toward the group about 11:45 a.m., Holladay said. Police knew of no reason for the attack. The students and occupants of the truck may have exchanged insults, he said. Apparently they had words, Holladay said. Something had happened between them. He got out of the truck, ran over to where these people were standing and randomly fired into the crowd. Im not sure if he had anybody in particular in mind as a target. See SHOOTING, Page ISA Shooting  Continued from Page 1A The gunman was not a student, Holladay said. No arrests had been made Thursday night. He may live in the neighborhood, he said of the gunman. We expect to be able to identify him and seek a warrant in the case. Witnesses said the gunman was a passenger in a small green pickup that turned east onto Southwick Drive off Geyer Springs Road. It stopped behind the annex, a two-story campus building at 9401 Geyer Springs Road. The students scattered as the gunman fired five or six shots into the crowd, Holladay said. The gunman then ran away, he said. .McClellan became the citys first school to receive a full-time patrolman, or school resource officer, about three weeks ago. i District Superintendent Mac Bernd said the officer, Shelley Keel, was on a different part of the campus at the time.\nBernd said Thursdays shooting points to the difficulty of insulating schools from problems. I think the irony is, this is the school where we have a community resource officer, Bernd said Thursday. Even when we have measures like that, were njot going to completely stop people from coming out of the Shooting Shooting site: in parking lot next to annex building McClellan High School o CD CD tn a ca (n I Q. Base Line Rd. Southwick Dr. 3 community and descending on the school and doing things like that. Under a new federal law, part of the Drug-Free/Gun-Free School Zone program, a person who illegally possesses a firearm within 1,000 feet of a school can be fined up to $5,000 and sentenced to as many as five years in prison. U.S. Attorney Chuck Banks could not be reached for comment Thursday about the possibility of federal charges. On Oct. 26,1992, a dozen McClellan students and a teacher ran for cover after two gunshots shattered the glass door of their classroom in the ground floor of the annex on the campus northwest corner. No injuries oc- curred in that attack. In that attack, police said, a gunman fired a .32-caliber handgun at a passing car occupied by members of a rival street gang. Shots struck the classroom door instead. Derrick Campbell, 18, of 7505 Vega Drive was later charged in the attack. Police said he was a member of the 43rd Storm gang. He was charged with aggravated assault in state court and under the federal anti-gun law. The cases are pending. In January 1991, a McClellan student, 17, was arrested after firing a .25-caliber handgun into the air at the school. A McClellan student, also 17, was arrested in October 1991 after an assistant principal found him with a .25-caliber handgun. A month later, a 16-year-old student was charged with carrying ! a semiautomatic handgun at i school. In May 1992, a student, 17, I pulled an automatic handgun while fleeing from school officials. And on Sept. 16,1992, police arrested a McClellan student, 18, whose car trunk contained a .22-caliber rifle with a sawed-off stock. In mid-November 1992, a McClellan student was arrested after brandishing a .177-caliber Marksman Repeater at the school. The campus began offering community education programs in 1991 in such subjects as financial planning, aerobics, weightlifting, adult literacy, sewing and computer technology. The Little Rock School District has since made McClellan a business education and communications magnet school in hopes of reversing declining white enrollment. McClellan's 994-student enrollment is about 66 percent black. It is among 14 former Pulaski County School District schools that a federal court ordered transferred in 1987 to the Little Rock School District as part of the Little Rock districts desegregation lawsuit. U More Arkansas News Every Day Democrat\"^(J5azettcArkansas Democrat v?? (fjazcllc SATURDAY, JANUARY 30, 1993 Copyrighl  1993. Little Rock Newspapers. Inc. Police seek teen in shooting of 2 students LR I8-yeai-old wanted on charges of attempted murder, aggravated assault Police were seeking an 18- year-old Little Rock man Friday in the shooting of two McClellan Community High School llth-grade students on a campus parking lot Thursday. Police issued a warrant for the arrest of Dion Cortez Sheard of 61 19 Queensboro Drive on charge.s that include two counts of attempted capital murder for the 11:45 a.m. shooting. We're out looking for him as we speak,\" LI. Phil Jones said Friday afternoon. Antonio Hall of 8223 Scott Hamilton Drive and Marcus Young of 2409 S. Izard St., both 16, each were shot twice with a small-caliber pistol outside the annex building on the north west corner of the McClellan campus. Hall was released from St. Vincent Infirmary Medical (len- ter on Tl iday after being held overnight for observation, a hospital spokesman said. Young was treated at St. Vincent and released Thursday. Sheard also is being sought on a charge of carrying a weapon on school grounds and I wo count.s of aggravated assault for firing at two other students standing with Hall and Young. Police identified the other students as Brian Broadway of, 4708 Buckingham Place and Kenneth Clay of 5001 W. 65th St., both 16. The shooting allegedly sleninied from an argument between two groups of boys at a Rallys Hamburgers near the school. Sheard and others allegedly followed in a pickup truck as the other group, four McClellan students, walked back to the campus, a police report said. Sheard allegedly stopped tin truck near the annex, ran up t the boys and fired as many as six shots, police said. The annej is located at the intersection ol Geyer Springs Road and South wick Drive. \"I don't know if there was anyone in particular he was shooting at, Jones said. After the shooting, the gunman drove away in the truck, he said. Sheard is not a student in the Little Rock School District, a district spokesman said Friday.Arkansas Democrat (i^azettc SUNDAY, JANUARY 31,1993 Copyright  1993. Little Rock Newspapers. Inc. S   B A GUNMAN FIRED INTO A j group of McClellan Communi- j ty High School students about  11:45 a.m. Thursday on a park- ' ing lot outside a campus build- 4 ing, wounding two llth-grade ' boys, Little Rock police said. It was the second time in three months that students were shot . at in or around the building called the annex. Antonio Hall and Marcus Young, both 16 and of Little Rock, each was shot twice with a small-caliber pistol. Hall was in good condition at St. Vincent Infirmary - Medical Center, and Young was treated at St. Vincent and released. JArkansas Democrat ^TCbazettc SUNDAY, JANUARY 31, 1993 Copyright O 1993, Little Rock Newspapers, Inc. B ttc Free on bond in rape case, teen arrested in McClellan shooting BY JIM BROOKS Democrat-Gazette Police Reporter A teen-ager who was free on bond on a rape charge has been arrested in the Thursday shooting of two students at McClellan Community High School. Deon Cortez Sheard, 18, of 6119 Queensboro Court, Apartment 5, was arrested late Friday on warrants charging him with two counts of attempted capital murder, two counts of aggravated assault and one count of carrying a firearm on school property. Antonio Hall, 16, of 8223 Scott Hamilton Drive, and Marcus Young, 16, of 2409 S. Izard St. were shot as they stood outside a school building known as the annex about 11:45 a.m. Thursday. Hall, who was shot twice in the leg, was treated at St. Vincent Infirmary Medical Center and released Friday morning. Young was shot once in the arm and once in the lower leg, police said. He was treated at St. Vincents and released Thursday night. The shooting was the second at McClellan this school year. While police dont know if the two incidents are related, the teen-agers arrested in both cases apparently knew each other. On Oct. 26,1992, a dozen McClellan students and a teacher ran for cover after two gunshots shattered the glass door of their classroom on the ground floor of the annex, police said. Derrick Campbell. 18, of 7505 Vega Drive was later charged with 14 counts of aggravated assault. The day after police arrested Campbell in the October shooting, he and Sheard were charged in the Oct. 14 gang-rape of a 15-year-old Little Rock girl. The girl told police that while waiting for a school bus, she went to a friends apartment. She said that a boy locked the door behind her and that four teen-agers then held her down while six other teen-agers raped her. She also told police that one of the teen-agers sexually abused her with a screwdriver. She said the teen-agers kept her locked in the apartment throughout the day and raped  her several more times before releasing her about 4 p.m. Sheard was released from the Little Rock Jail on the rape charge after posting bail on Nov. 24, 1992. police said. Police said Thursdays shooting stemmed from an argument between two groups of youths at Rallys Hamburgers near the school. Sheard and others allegedly followed in a pickup truck as the other group, four McClellan students, walked back to the campus, a police report said. Once the students reached the campus, a gunman jumped from the truck and fired several shots from a handgun as he ran toward the group, police said. Sheard was being held on $100,000 bail Saturday night in the Little Rock Jail.1 HUHSUA'r. I ULUUj/\\t t, i I Teen sentenced for firing shots that hit school BY ELIZABETH CALDWELL Oemocrat-Gazette Courthouse Reporter A Little Rock teen-ager wa.s sentenced Tuesday to 12 years in prison for a shooting that shattered the glass door of a classroom full of students. Derrick Campbell, 18, ofT.bO.b Vega Drive was convicted Jan. 15 in a non-jury trial on 12 counts of aggravated assault in the Oct. 12,1992, shooting at McClellan Community High School on Geyer Springs Road. Pulaski County Circuit Judge Chris Piazza sentenced Campbell, noting that the incident was not the teen-agers first brush with the law. Each charge carried a possible sentence of up to six years in prison. Piazza sentenced Campbell to the maximum on all counts, with two of the terms to be served consecutively and the rest concurrently. Campbell, who said at his trial that he was a member of a Crip,s street gang, told Piazza on Tuesday that he was no longer a j gang member.  At the trial, McClellan stu- j dents testified that they were | taking a test when the glass door  was shattered by a bullet, causing 10 of the 12 students to dive for cover instinctively. No one was hurt. Campbell testified that he wa.s not firing at the school, but at a red car passing the school. He said someone in the car, whom he assumed to be a rival gang member, had shot at him first. A teen with Campbell at the time testified that no one fired from the car. Tuesday, Piazza dismissed another count of aggravated assault pending from the same incident. A 14th count was dismissed at trial because an alleged victim failed to show up. Campbell still faces a federal charge of shooting a firearm within 1,000 feet of a school.TUESDAY, MARCH 2, 1993  5B 1st Commercial opens west LR hub branch BY MICK NORMINGTON Democial-Gazelle Business Writer Vice presidents, midlevel managers, loan officers and tellers crammed into the lobby of First Commercial Banks new super branch in west Little Rock on Monday for an office photo. Unlike most branch banks, the pxecutive.s outnumber the tellers at this branch. We arc redefining branch banking in Arkan.sas,\" said First Commercial Bank President Hon Strother. Now you never have to go downtown. rhe west Little Rock bank is First Commercial'.s fourth and final hub \" bank. Like the other hub \" banks, the two story west Little Rock bank can do everything for personal and corporate customers that First Commercials main bank, in a 25-story building downtown, can offer. Were bringing banking to the people, Strother said. By that he means First Commercial is moving its specialized lending officers closer to the businesses and people the bank wants to do business with. Twenty years ago, the Arkansas General Assembly loosened stale laws to allow branch banking. But branching has typically meant small branch office.s in the suburbs, which did little more than cash and deposit checks. Anyone wanting a loan or other banking services had to go to the bank headquarters downtown. But Strolher said that at First Commercials hub banks, cuslomer.s can drive up to lake Old a small personal loan or a corporate loan of up to $7..5 mil lion. The west Little Rock hub bank ha.s vice presidents in charge of commercial lending, small busine,ss lending, real estate lending, mortgage loan origination, piivate banking and more. Strother said First Commercial wanks to attract all the nearby businesses, such as those in the neighboring Koger Center and Financial Centre buildings, and the residents of the growing Chenal Valley area. These banks are called hub banks because of the hub and spoke theory, which is a business with a central hub headquarters and smaller spoke  Ar O' RAMUInr' z-iki ..  Arkansas Domocral Qajene/nick McFarland la ~ McClellan High School Principal Jodie Carter \".S ,rather, president and CEO of First Commercial Bank out-nn  \"ewesU^ility. at 800 S. Shackleford Road in Little Rock nhi,^ nf^Mrr^oH presented Carter teacher grants totaling $1,000 in recognition of McClellan s business magnet school.  offices surrounding and ing the central office. serv- Now First Commercial has four hubs. First Commercial is completing renovations on a hub bank in North Little Rock in the Lakewood Village shopping center. Two other hub banks are in Lonoke County at England and Cabot. Strother said First Commercial has no plans for further hub banks. TUESDAY, MARCH 2. 1993  SB 1st Commercial opens west LR hub branch BY MICK NORMINGTON Democrat-Gazelle Business Writer Vice presidenis, niidlevel managers, loan officers and tellers crammed into the lobby of First Commercial Bank's new super branch in west Little Rock on Monday for an office photo. Unlike most branch banks, the execulive.s oulnumber the tellers at this branch. We are redefining branch banking in Arkansas,\" said First Commercial Bank Iresidenl Ron Slrolher. Now you never have to go downtown. The west Little Rock bank i.s First Commerciiil .s fourth and final hub\" bank. Like the oilier hub\" banks, the two slorv west Little Rock bank can do everything for personal and corporate customers that First Commercials main bank, in a 25-story building downtown, can offer. Were bringing banking to the people, Strother said. By that he means First Com-nicrciai is moving its specialized lending officers closer to the businesses and people the bank wants to do business with Twenty years ago, the Arkansas General Assembly loosened state laws to allow branch banking. But branching has typically meant small branch offices in the suburbs, which did little more than cash and deposit checks. Anyone wanting a loan or other banking services had to go to the bank head(iuarter.s downtown. But Strolhersaid that at FirsI (kunmerciars hub banks, cuslomers can drive up to take out a small personal loan or a corporale loan of up to .$7..5 mil lion. The west Little Rock hub bank has vice presidenis in charge of commercial lending, small busines.s lending, real es talc lending, morlgagc loan origination, private banking and more. Slrolher said First Commercial wants to attract all the nearby businesses, such as those in the neighboring Koger Center and Financial Centre buildings, and the residents of the growing Chenal Valley area. These banks are called hub banks because of the hub and spoke theory, which is a business with a central \"hub headquarters and smaller spoke tfcrt' 'j*' P' BANKING ON EDUCATION  McClellan Arkansas Democrat-GazeHe/nick McFarland Gem ta K /ro c\n?- McClellan High School Principal Jodie Carter side nr.t r^mmf P*** Commercial Bank, out-nn Commercial s newest facility, at 800 S. Shackleford Road in Little Rock nhim omcneuin! teacher grants totaling $1,000 in recog-niiion of McClellan s business magnet school. offices surrounding and ing the central office. serv- Now First Commercial has four hubs. First Commercial is completing renovations on a hub bank in North Little Rock in the Lakewood Village shopping center. Two other hub banks are in Lonoke County at England and Cabot. Strother said First Commercial has no plans for further hub banks. Arkansas Democrat (gazette FRIDAY, APRIL 16, 1993 Copyright 0 1993. Little Rock Newspapers, Inc- ^LR teen-ager who shot Hnto classroom pleads (guilty in federal court I i :BY LARRY AULT .Democrat-Gazette Federal Reporter A Little Rock teen-ager Serving 12 years in state prison ^r firing a bullet that shat- ^red the glass door of a class- jmom full of students pleaded guilty in federal court Thurs- day to violating federal gun -law. Derrick Campbell, 18, of 5505 Vega Drive entered two ^ilty pleas during a hearing iefore U.S. District Judge Stephen M. Reasoner. His at- ^rney raised questions about Ihe legality of one of the 3^arges. Campbell contends he was on private property when Hhe shots were fired. 3- Campbell pleaded guilty to jiQssession of a firearm within -tOOO feet of a public, private Ibr parochial school. He also centered a conditional plea of guilty to a second charge of discharging a firearm within a jlchool zone. Campbell faces up to five years in prison and a fine of 315,000 on each of the two fed- ^al charges. \u0026gt; The federal grand jury in- .jlicted him in November and charged him with firing three shots from a .32-caliber automatic pistol near McClellan Community High School on Oct 26. One bullet broke a glass door and entered a classroom where 12 students were taking a test. No one was injured. Campbells attorney, Michael Booker of Little Rock, ' challenged the law under which Campbell was charged with firing a weapon in a school zone, saying that the teen-ager was standing across Geyer Springs Road from the campus when the shots were ' fired. i The conditional guilty plea permits Campbell to file an ap-' peal later challenging the legality of the weapons charge. The Justice Department contended that Congress intent in passing the school gun law was not to exempt the kind of activity Campbell committed. Pulaski County Circuit Judge Chris Piazza sentenced Campbell to 12 years in state prison in February after he was convicted of 12 counts of aggravated assault in the shooting.TUESDAY, MAY 18,1993  Sentence 24 years in school shooting BVTRACEoteAN Democrat-Gazette Staff Writer After a would-be alibi witnesss testimony Monday actually damaged the defendant, Deon Cortez Sheard was convicted ot assault and sentenced to 24 years in prison in the Sang-related shootings of two McClellan High School students. Pulaski County Circuit Court jurors convicted Sheara, 18, of 6119 Queensboro Court, Apartment 5 of three counts of aggravated assault for firing into a crowd on the McClellan campus Jan. 28, injuring two students and endangering a Sheard was also fined $10,000. He had been charged with der, but the jury decided on the lesser charges instead. He was also convicted of one count each of possession of a handgun on school property and misdemeanor criminal trespass. The shootings occurred when two rival gangs - a set of the Crips known as the 43rd Storm, as well as a Bloods setantagonized each other and exchanged gang hand signals atJast-food restaurants on their school lunch hour. Sheard and fellow Crips then followed in a pickup as their rivals walked back to school Once on campus, Sheard jumped from the truck and fired a ijandgim wounding Antonio Halt and Mar- members were standing near an annex building. Marcus Allen, whom Sheard had earlier identified as his alibi witness, instead testified that he saw the defendant running from the scene that day and that Sheard told him he had committed the shootings. One of Sheards feUow 43rd Storm members. Derrick Campbell was convicted Jan. 15 in another McClellan campus shoot- S Campbell, 18, of 7505 Vega Drive, Little Rock, received a 1^ year prison term in_ ani Oct. 1^ 1992, shooting which shat^rea the glass door of a student-filled classroom.\u0026lt; Arkansas Demcx^ W(|azctte - *'1 X-f SATURDAY, JUNE 12,1993 j Copyright O 1993. Little Rock Newspapers. Inc. I 6 teens take scooter, helmet from student A McClellan Community High School student told Little Rock police that six teen-age boys robbed him of his Honda Elite scooter Tuesday. The student said he was at 3610 Confederate Blvd, when the six, who were from 16 to 18 years old, approached him.I THURSDAY. SEPTEMBER 16,1993  3B . Employee for LRSD : assaulted Robbed at gunpoint in school parking lot BY OLIVIER UYTTEBROUCK  Democrat-Gazette Police Reporter A Little Rock School District employee was robbed at gunpoint Tuesday in a parking lot at McClellan Community High School after she emerged from a classroom building, police said. Susan Chapman, special education supervisor for the district, walked out a rear door of the annex, a building at Geyer Springs Road and Southwick Drive, when a man walked up to her at 11:20 a.m. I was leaving the building, and a man came up and asked me if this was McClellan Community School, Chapman said Wednesday. When Chapman, 42, of Little Rock replied that it\nwas, the man pulled a revolver and ran around to the drivers side of her car. He pulled a gun and put it to my head and said he was going to kill me, she said. The gunman then grabbed a zipper bag Chapman was carrying. ,\nChapman got into her car and locked the door, but the gunman pounded on the drivers window as though trying to break it, she said. Then the robber ran across Southwick Drive and between two apartment buildings. She ran after the robber angrily and called out to two men who had witnessed the robbery. Chapman said, and then the robber re-emerged from between the buildings and jumped into a late-model Buick driven by another person. -  Chapman said she tried to ^et the cars license number but ran away after the robber pointed the gun at her. .  I j 1 I IArkansas Democrat gazette SUNDAY, SEPTEMBER 26.1993 McClellan to offer classes, seminars More than 40 classes and seminars will be offered to the public beginning Monday at McClellan Commimity High School, 9417 Geyer Springs Road. Computer programming, health and fitness, arts and crafts, communication, and public interest issues will be offered. Job search workshops and seminars also will be given. Registration is through the McClellan Community Education office. For information, call 570-4149 or visit the school.TUESDAY, OCTOBER 26, 1993 Copyright O Little Rock Newspapers, Inc. ! McClellan is not a dangerous school You recently reported on a shooting. Although it happened one hour and 55 minutes after dismissal of school at a location approximately two miles from campus, the headline states, McClellan student reports shooting. In the article, the youth is referred to as the McClellan Community High School student. While this information is accurate, it is totally irrelevant to the incident. . Another report about a shooting involving a 13-year-old boy was located just above the McClellan article, but this boys school was not noted in the headline or in the article. We do not think you realize the effect this has on us and our school. Like all high schools in recent years, McClellan has had its problems. However, we are successfully fighting our way back. We have a fabulous, well-equipped magnet program in business and communications. Our 25-computer communications lab is state-of-the-art. Our math department has its own computer lab. Our business department has dozens of computers, and our mass media classroom is equipped with video editing equipment. Our magnet program includes 26 courses that no other LRSD school offers. We teach all the college preparatory courses. Our faculty includes national and state teachers of the year, Stephens Award winners and officeholders in national professional organizations. Over 80 percent of the staff have masters degrees or beyond. However, no one knows these things. The only thing the public remembers is that we have had two shootings on our campus. These two incidents, both of which happened on the very edge of our campus, convinced people that McClellan was a dangerous place. We are asking that you and your paper be more sensitive to our situation. People read headlines and assume that McClellan is a dangerous place. This is simply not the case. STEVE GEURIN Little Rock Aricansas Democrat \"^(Sazcttc  MONDAY, NOVEMBER 15, 1993  9 McClellan pumps up program^ Magnet enrollment still remains small BY CYNTHIA HOWELL Democrat-Gazette Education Writer An award-winning staff, 200 computers, and a wide array of business and communications classes for the college-bound and career-minded are available this year at McClellan Community High School. Only at McClellan can students from throughout Pulaski County choose from dozens of business and communications courses  thanks to two new magnet programs in their second year of operation. The hallways in the Little Rock school have a fresh coat of paint, the journalism department has the latest in video equipment, and McClellan teacher Phyllis Smith was just named Arkansas Business Teacher of the Year by the Arkansas Business Education Association. Tony Hunnicutt, also on the McClellan staft was named Arkansas New Business Education Teacher of the Year by the same group. The only component lacking in the McClellan magnet programs is students. Seventy-four of McClellans 886 students are in the two magnet programs  up from 58 last year. But only 15 sophomores entered the magnet programs this year, compared to 41 last year. The small class dismays Steve Geurin, magnet curriculum coordinator at the school. Although all McClellan students can take the business and communications courses, the Arkansas Oemocrat-Gazette/Staton BreidenthaJ DOWN TO BUSINESS  Carmella Macfoy works on an assignment recently in Phyllis Smiths junior executive class at McClellan Business/Communi-cations Magnet High School in Little Rock. The number of sophomores entering L. See SCHOOL, Page 8B the magnet courses is down from last year. School  Continued from Page 1B schools goal is to persuade at least 200 students to become magnet students, taking specific courses according to their interests in one of six fields of study. We have our act together, and nobody knows it, Geurin said in a recent interview. Connie Hickman Tanner, an associate monitor in the federal Office of Desegregation, agreed. They have a fabulous program, she said. I would hold (McClellan) out as a model on how to recruit students, but the results are not there. Its a shame not more students are participating. Geurin and the McClellan staff will initiate a new recruiting drive next month for the 1994-95 school year. Letters will be written and brochures sent to parents of ninth-graders in all three Pulaski County school districts. McClellan staff and students will visit the area junior highs and, in return, interested ninthgraders can visit McClellan. Plans also call for the McClellan staff to educate junior high teachers and counselors as well as student assignment officers about the magnet programs so they can pass the information on to students. Geurin, who has worked at McClellan for 17 years, hopes to avoid the bad breaks and bad publicity the school got last year. He believes reports about school violence sabotaged the magnet recruiting efforts last year. Just a few days before junior high school students were to visit the McClellan programs in January, a gunman fired into a group of students on the campus and injured two of them. That was the second shooting incident in three months at the school. In October 1992, a teenager in a car fired at another car on Geyer Springs Road. The bullet hit a McClellan annex building at the corner of Geyer Springs and Southwick Drive. The bullet shattered a glass door and caused a geography class to dive for cover. Earlier this school year, a district special education supervisor was robbed at gunpoint in the annex parking lot All three incidents occurred around the annex, an old real estate agency northwest of the main campus. McClellan has taken steps to improve its image and its security. At the request of the faculty, the school was the first in the district to add a Little Rock police resource officer to its staff. The staff also has bought advertising and held events such as football game tailgate parties to promote the school. Besides the shootings, a lack of equipment for some classes plagued the magnet program last year. Those needs have been met, Geurin said. The magnet programs are open to students, black and white, from all three Pulaski County school districts, Geurin said. 'There were only two students from other districts in the magnet programs last year. There are no minimum gradepoint averages required to participate. The program is intended to have a 1-to-l black-to-white ratio. Right now, it is about 60 percent white and 40 percent black. One of the purposes of starting the magnet programs last school year was to racially balance the entire school, which now has a 75 percent black and 25 percent white enrollment. Last year the school was 66 percent black and 34 percent white. For Cedrick Crawford, a junior, the McClellan business program has helped him and his partner operate their own business, Teen Connection, designed to train youth in the construction-related trades and help them find jobs. I lived in North Little Rock and heard about the business magnet program, Crawford said. I came over on a field trip. I want to be an entrepreneur. He is taking economics and Junior Executive Training in the schools very large business department this year. In Junior Executive Training, the students put together their own business plans, including marketing,  staffing, articles of incorporation, and pricing. I highly recommend the magnet program to others, Crawford said. Its excellent. McClellan has gotten a bad rap. It is no different than any other school. Chris Almond, a senior who plays the oboe in the McClellan band, wants a career in music. But the skills he has learned in the business magnet program will benefit him later. He has learned to sell himself better and has a better understanding of the intricacies of economics. He took Superwrite, an alternative to shorthand, so he also has improved his note-taking skills. Magnet students select one of six areas to study: business {)rin- ciples and management, marketing and advertising, economics and finance, written communications, oral communications, and visual and product communications. The programs are designed for those who want to go to college or plan to have careers in those fields. 7 highly recommend the magnet program to others. Ifs excellent. McClellan has gotten a bad rap. It is no different than any other schooL*  Cedrick Crawford The school offers about 26 courses that no other school teaches, including advertising, business etiquette and leadership, desktop publishing, fashion merchandising, insurance, food production and restaurant management, technical writing, an independent mass media project, and screen printing and airbrush techniques. New classes in computer art, architectural drafting, and business statistics are being considered for future years. Still other courses offered include computerized accounting, computer programming and word processing. Students get the chance to learn about busujess firsthand by going to school^part of the day and working the fest of the day. Some business students are responsible for running the schools bookstore and marketing hot cookies. The business magnet program includes interstate business competitions and trips to trade centers and apparel marts in other cities. Students in the communications program have the opportunity to shoot television commercials and will soon do the school announcements over closed circuit TV. Journalism, foreign languages, and public speaking are part of the communications program. Magnet students also get to take classes in the regular cur- riculum at McClellan, including upper-level n^h( Advanced P*Iacem ematics and lent courses, which enable students to get college credit for high school work. The school has a seven-period class day plus an earlybird class, which gives students time to take their courses.Arkansas Democrat (Bazctte | FRIDAY, DECEMBER 3,1993 A real hamburger tax Proposed wish list is foil of fat c itizens of Arkansas, if you have a straight-shooting city government, you should fall to your knees and thank whatever higher power to which you subscribe. Its getting so you cant trust a thing the Little Rock Board of Directors says, particularly when it comes to taxes. For instance, I was all set to vote for the half-cent increase in the so-called hamburger tax on Dec. 14 because it was being touted as a public safety tax, with emphasis placed on expanding the size of the citys police force. Then I took a look the list of projects our public officials want to finance with the anticipated $12.5 million the half-cent tax will raise the first year. As the years pass and the cost of goods and services increases, the additional half-cent would raise quite a bit more. Its projected to raise at least $65.25 million in the first five years. Imagine my chagrin when I discovered that less than half of the long-term revenues  about 39 percent  would go to hire police officers, and only 20 percent of the first-year revenues would be used for that purpose. And thats if the city board doesnt pull another fast one and redraw its priorities  and regardless ofthe agenda for which you think youre voting when you vote in Little Rock, the board always manages to change it once the money starts rolling in. But even as written, there are all kinds of goodies in this public safety pipe dream. Take street lights. Two-thirds of the 526 new street lights proposed for installation during the first year of the tax will be installed in uptown neighborhoods in the Heights and west of University Avenue. East, Central and Southwest, the most crime-ridden areas of the capital city, will share the remaining one- third. Then theres building renovation and rehabilitation: $25,000 in one year and $5,000 in each of the next four years, to renovate McClellan High School and environs, which is likely to land the city board in court\n$495,000 over a two-year period to establish a land bank authority that would buy and sell ramshackle dwellings and a housing partnership that would act as an advocate t, Meredith Oakley 1: i. for new housing programs\nand an estimated $3 million during a five-year period to establish and operate an inspection program for rental property. , None of these should be confused with various and sundry federal programs that provide grants and loans for property renovation and rehabilitation. Then theres creation of an education commission, not to be confused with the Little Rock School Board or the state Board of Education, at a cost of $50,000 the first year and $50,000 in each ofthe next four years. Over a period of five years, a full ^.9 of this half-cent increase in the cdtys hamburger tax will by used for practically everything except additional law enforcement personnel. Be advised, however, that this halfcent increase is permanent Unlike the 1- cent tax proposal that will be included on the Dec. 14 special election ballot the half-cent increase will not sunset at the end of two years. The sunset provision is the only good thing about the 1-cent tax proposal, but thats another column. As for the half-cent increase, hiring police officers isnt even the single largest expenditure on the boards list for the first year. What is? A proposed $3 million renovation of the Wallace Building, located at Second and Main streets, for a new science and history museum. Ive given you only a glimpse of the city boards grand design. Believe me, the entire picture is much, much worse. How bad is it? Let me put it this way. This is a hamburger tax all right  in the sense that theres more fat in it than I thought the city board would have the nerve to propose after the last tax fiasco. -----.\u0026gt;----- Associate Editor Meredith Oakleys column appears every Wednesday, Friday and Sunday.I Arkansas Democrat (gazette  1 THURSDAY, MARCH 3. A coovriBht O Uttle Rock Newspapers. Inc. CUX Lock-In at UALR to help McClellan pupils with ACT Democrat-Gazette Staff A little work and then a little on fun could lead to better scores the ACT college entrance exam for students at McClellan Community High School. Fifty-five students are signed ' up for an ACT Lock-In tonight at the Donaghey Student Center at the University of Arkansas at Little Rock. . . From 6:30 p.m. to midnight, McClellan teachers and counselors will tutor students scheduled to take the ACT in April. From midnight until about 8 a.m., the students will swim in an Olympic-size pool, play basketball and volleyball, use the track, lift weights and watch videos at the brand new student center. The students will then return to McClellan for Friday c1hss6S\u0026gt; The McClellan Community Education Program rented the center and is sponsoring the lock-in, said Brenda Scrimager, director of the community education program. The program, the first of its kind in the area, rewards students who took the test earlier this year and helps those who need to improve their initial scores. High ACT scores can quality students for scholarships and keep them from having to take college remediation courses. As part of the program, students will sign contracts pledging to participate in more afterschool tutoring sessions before the test date. The amount of tutoring will depend on each students need. Volunteer chaperones will include McClellan staff members, parents and community members. Many local businesses are contributing materials and food. Scrimager said the event was developed to encourage students to improve their scores. More traditional ACT preparation courses at McClellan did not attract many students, she If the lock-in is successful, it will be repeated next year and will be opened to students from outside McClellan.Arkansas Demtxrar 7^ (gazette LITTLE ROCK, MARCH 4, 1994 / ' , \\ ft I* kA I \u0026gt; ' I'  -mV j5W*cHa. s**- IJ 'i\n4S.*! t: t 1 IBWSiIa DRIVING LESSON  McClellan Community High School senior Jonas White tests her skills at driving drunk\" Thursday in the Chrysler Drunk Driving Simulator. The simula- Arkansas Oemocral-Gazette/Rick McFarland tor is a 1995 Dodge Neon with a computer on board to delay the cars steering and braking responses to reflect slowed reactions of a driver under the influence of alcohol. Simulator gets students drunk, puts them behind wheel of car BY SHAREESE HAROLD Democral-Gazene Staff Writer Michelle Fairchild mowed down a pedestrian Thursday before destroying the car she drove in the parking lot behind McClellan Community High School. Fairchild wasn't detained or charged. Nor were any of the nearly 100 other students whose short drives also ended in computer- simulated carnage the same day. The 17-year-old McClellan junior was sober, and the computer- operated 1995 Dodge Neon she drove demonstrated what could happen when a 105-pound motorist like Fairchild drinks two beers and drives. It was hard to control the car, said Fairchild, one of 95 students who drove the car through a pylon-lined obstacle course. When I took my first drive sober, I had no problem getting around the track, but when he punched in that I was drunk, the car took over. It was out of control, and I couldnt get it to stop, Fairchild said. Chrysler Corp, built the car, and Mothers Against Drunk Driving sponsors a nationwide tour, planned for 150 cities and 75,000 high school students, that allows students to experience the dangers of drinking and driving without ever taking a sip of alcohol. The car is equipped with a computer that, programmed with a students weight and hypothetical number of drinks, delays steering and braking responses accordingly. This was crazy. I cant believe I killed Fred, Jill Laster, 17, a McClellan senior, told the computer programmer inside the Dodge. The 110-pound student toppled five orange cones on her second spin around the course. I dont drive that great sober, Laster said. Look at what I could do if I drank. Its scary. Laster failed to brake at a point that represented a pedestrian crossing the road. A cardboard figure fell to the ground each time the driver failed to brake. Linda Johnson, a McClellan staff member, said getting behind the wheel of a car thats controlled is a lot different from driving one and thinking youre in control and youre not. It makes you feel so vulnerable, said Johnson, who also hit the figure and totaled the car in her simulated drive. I dont drink, but if I did, I certainly would not drive. North Little Rock High School  East Campus students will experience the simulated drives today from 8:15 a.m. to 3:45 p.m. Arkansas Democrat ^(gazette FRIDAY, MARCH 11,1994 ' Woman, 19, shot near LR high school woman was shot Wednesday night by a youth while walking behind apartments on Valley Drive in Southwest Little Rock. Erica Walker, 19, told police she was walking behind the apartments, which border the McClellan Community High School football field, when group of young men walked up behind her. She told police one youtbshot her in the right thigh. Polled said the bullet grazed her a thigh but did_noenter her leg.Arkansas Democrat ^(gazette THURSDAY, APRIL 28,1994  Funfest scheduled at McClellan school Funfest, a school-community festival of pride, begins at 10 a.m. May 14 on the campus of McClellan Business/Communi- , cations Magnet at 9417 Geyer Springs Road. Several schools, churches and community groups are joining with local business leaders to sponsor Funfest. Some of the special attractions will be live entertainment, animals from the Little Rock Zoo, rides, arts and crafts. arcade games, exhibits and fun booths. Admission is free and everyone is invited. For more information, call 570-4106. iArkansas Democrat IgP (Bazctte FRIDAY, APRIL 29,1994 Student writer, 18, arrested in theft A student identified as a McClellan Community High School senior class president was arrested Thursday on a charge of theft of property, police said. Police said Rodney Anderson, 18, of 2213 Main St. collected at least $200 for T-shirts and a senior trip but never provided the services. Anderson was released Thursday night from the Little Rock Jail on $2,500 bond. . Anderson was writer and director of Welcome to the Hood, a stage production sponsored by New Futures for Little Rock Youth focusing on disturbing aspects of youths ' lives. Two productions ofthe play were canceled this week when Anderson failed to show up. An April 22 news release from New Futures on one of those productions identified Anderson as a former McClellan student now attending North Little Rock High School. According to the police report on the arrest, McClellan Principal Jodie Carter told police Anderson was the schools senior class president.Arkansas Democrat (gazette SATURDAY, APRIL 30, 1994 copynght O Little Rock Newspapers. Teen told I lies, sponsot ) of play says\" BY SHAREESE HAROLD \\ Democrat-Gazette Staff Writer A teen-age playwright charged with theft obtained sponsorship for a play under 11  spokesman for a Little Rock group said Friday. Rodney Anderson, the play^ wright accused of stealing theater equipment and his classmates senior trip money, gave kP *oformation about himself to New Futures for Little Rock Youth, a support group for dt- nsk youth. New Futures said, the group sponsored a motivational play written by Anderson. Anne Clancy, public awareness director at New Futures said Anderson, 18, gave the non- protit agency no reason to be suspicious of details he gave them about his theater and personal background when the organization agreed to sponsor his play. Welcome to the Hood.7 But when news surfaced about Andersons possible in- or- ---------- 111- volvement in a senior trip mon- e  u ey scam at McClellan High ' ...ol and the schools missing neater eajnpment, Clancy said, Anderson had giver .hem false information ato-t tne high school he attended and his nlans. . Inc. Anderson told New Futurtes he attended North Little Ropk High School when he-ajp-\n. proached them about his play! in March. He also told them'he\"* was going to spend a yearlong internship directing with the St. Louis Black Repertory Theatre. Clancy said the St. Louis Black Repertory Theatre has a letter from Anderson expressing his interest in the group but he has not been offered an in- ternship. \nAnderson is identified as senior class president at McClellan in a Little Rock police repqrt Students there complainecLI Principal Jodie Carter that Ai i derson bilked them out of at least $725 in reservation fees they gave him for a senior class trip. Carter said Friday that Anderson has not attended classes there since February. He said students trusted Anderson, who was an ideal student. j Carter said he was forcedjto call police when about 36 students accused Anderson,\nof stealing their money and when $1,500 in theater lighting equipment was taken from a room to which Anderson had a key. Anderson was arresti^d Thursday on the theft charges and is scheduled for a May 5 air- raignment. j When the Arkansas DemocrOft- Gazette visited and called the North Little Rock address He gave police, the newspaper w^s told Anderson no longer lives there. i New Futures canceled productions of Welcome to tlfe Hood, the play Andersiin wrote, directed and produced to highlight teen-age social pressures. ! JArkansas Democrat ^(gazette FRIDAY. MAY 6,7994 Teen playwright denies theft charge Rodney Anderson, an 18- year-old playwright accused of stealing senior trip and T-shirt money from his classmates, pleaded innocent to a charge of theft of property Thursday morning in Little Rock Municipal Court. Anderson was arrested April 28 on the theft charge, police said. Police said Anderson, of 2213 Main St., collected at least $200 for T-shirts and a senior trip from McClellan Community High School students but never turned the money over to school officials. Anderson was writer and director of Welcome to the Hood, a stage production sponsored by New Futures for Little Rock Youth focusing on disturbing aspects of youths lives. He was set for trial June 29.Arkansas Democrat \"gT (gazette  FRIDAY, MAY 27,1994 McClellan program offers college classes The McClellan Community Education program will offer classes for the community starting June 13 at McClellan Community High School, 9417 Geyer Springs Road. More than 64 classes will be offered on Monday, Tuesday and Thursday evenings and on Saturdays. The program offers college credit classes at one-third the cost of major universities. All credits are transferable. Registration is through the McClellan Community Education office. Interested people may call the office at 570-4149 or come by the school.Arkansas Democrat (gazette WEDNESDAY, JUNE 1,1994 LR board to review sales tax spending plan : BY KEVIN FREKING Democrat-Gazette City Hall Reporter Little Rock city directors will review plans today to spend millions of dollars raised through a half-cent sales lax voters approved on Dec. 14. With the $9 million expected this year from the Future-Little Rock-inspired sales tax, the board already ha.s paid for the hiring of 45 new police officers, expanded bus service and the establishment of a third municipal court called the \"Environmental Court. The bus service is expected to begin in November and some of the money now is going toward purchasing new buses to handle the extra workload. Most of the programs to be reviewed were recommended in an 18-month Future-Little Rock study. The study relied greatly on recommendations from cili-ien task forces. After its completion, the city asked voters to fund the study's recomnienda-tioiis through two tax increases. While the voters rejected a sales tax that would go primarily for a new multipurpose arena, they approved the lax that goes mainly toward public safety. Many of the high-priority programs called for in the study undergo board scrutiny today. City staff prepared 13 ordinances for Spot Check on., 'the sales tax' Charles Nickerson V kill board review. They call for spending:  $3 million to develop a new Arkansas Museum of Science and History.  $875,500 for crime prevention and drug treatment programs.  $500,000 to fund the cost of operating and expanding the number of neighborhood alert centers.  $152,000 to hire and equip five code enforcement officers.  $261,000 to put in new or improved street lights, mainly in central Little Rock.  $75,000 to establish a grantwriting office.  $25,000 to remodel McClellan Community High School.  $50,000 to hire a consultant who will provide analysis and plans for a Fourche Creek Regional Park.  $75,000 to expand summer hours at six Little Rock community centers.  $69,000 to pay for three additional police dispatchers.  $100,000 for legal, engineering and appraisal services related to improving Capitol Avenue.  $60,000 to establish a Race Relations Commission.  $35,000 to develop a housing manual and hire a consultant experienced in working with pub-lic/ private housing programs.  $28,000 to begin an Education Commission.  $33,000 to begin or improve an early childhood education program.  $100,000 to hire an assistant city manager and staff to begin a minority economic development program. Comments made in past city board meetings indicate the funding for the new assistant city manager position and the new museum will undergo the greatest review today. Some directors have voiced hesitancy to fund a new assistant city manager position when they believe the job could be accomplished under existing management. City Manager Charles Nickerson also has said the structure of management within the city falls under his guidance. The city's two assistant city managers each supervise several city departments. Some city staff members question the wisdom of an assistant city manager charged solely with minority economic development. One of the things I've tried to do is streamline as much as possible, Nickerson said. At some point in time, there may be a need to ask for additional help, but my basic thrust has been to run the office as thriftily as possible. Also, some directors have said they don't want to fund construction of a new museum until they can see how much money the museum's board of trustees can raise to match the taxpayers' money. A city staff member said the staff anticipates the board will approve spending for the new museum, subject to review when its determined how much money is raised privately for the museum. Arkansas Democrat (gazette ' WEDNESDAY, OCTOBER 26, 1994 BY JIM KORDSMEIER Democrat-Gazette Police Reporter Gun on campus leads to mans arrest Police arrested a College Station man Tuesday afternoon, saying he carried a handgun onto the McClellan Community School campus. High Terrance Davies, 19, of 4003 E, 34th St, was arrested on one count of carrying a weapon on a school campus and one count of theft by receiving. Police also served Davies with a warrant for third- degree battery, a misdemeanor. A accompanying Davies, Racie Phillips, 20, of 9 Althea Circle in Little Rock, was woman arrested on a failure to warrant, police said. appear Davies and Phillips were both in a gold 1980 Oldsmobile Cutlass that drove on and off the campus about 3:40 p.m. without stopping to pick anyone up or drop anyone off. police said. An officer approached the car. which Phillips was driving, and found she had drivers license, police said. no While the officer was arresting Phillips, Davies got out of the car, police said, A school security guard at the scene told the officer Davies had a weapon, and he was arrested, police said.Arkansas Democrat (gazette  TUESDAY, NOVEMBER 29, 1994  McClellan invites grads to big game The Little Rock School Districts McClellan Community High School is calling its graduates home to watch the topranked Lions play for the states Class AAAA championship game at 7\n30 p.m. Thursday at War Memorial Stadium. Steve Geurin, magnet program coordinator at the school, said all McClellan graduates and former faculty members are invited to attend the game in honor of the football teams first undefeated regular season since the school opened in 1966, Geurin said. Also, McClellan students will decorate the school districts administration building at 810 W. Markham St. at 9 a.m. today in preparation for the game against the Pine Bluff Zebras. Graduates and former staff members may contact the school by calling 5704121.Future-Little Rock really puts a tiger in the citys tank Some projects, however, still catnapping as city makes use of extra 1/2-cent sales tax BY DANNY SHAMEER Democrat-Gazerte City Hall Reporter More cops patrol Little Rock than ever before. More street lights shine. And they shine more brightly. Buses run more hours, and they roll seven days a week. But a city-run program to help low-income people buy their first homes remains a dream. These programs  and 12 others  represent what City Hall promised to start doing with money from an extra 'h-cent sales tax voters approved in a special election Dec. 14. 1993. In 1994 the city learned that the more basic the project, the more likely it was to get done and be seen. Like more street lights in high-crime areas. There was nothing out here but darkness, said the Rev. Bobby Marshall, assistant director of the Global Learning and Community Development Center and president of the newly formed East Broadway Neighborhood Association. The new street lights lit up the sky like it was New York City. But some of the more complex programs have been slow to develop. The tax projects grew out of a program called Future-Little Rock. For 18 months, residents from all over Little Rock shared ideas, concerns and hopes for the future of their city. They talked about crime, drug-related violence, deteriorating neighborhoods, public schools, race relations  every topic that touched their lives. Then they came up with an improvements package and passed a sales tax to pay for it. The city administration pro- TSU T T i Arkansas Oerrxxm-Gazene hie photo THE BIG ITEM  City Hall spent $2,195,548 of proceeds from the -'2- cent sales tax to put 45 more police officers on the street. ceeded carefully and slowly. Sometimes weve had. more or less, controversial items, and sometimes we've gotten delayed,\" said Mayor Jim Dailey. But Ive never felt better about the process we used to implement a very extensive, multimillion dollar plan in a forum that involves the public and new board members. It was always intended to be a process that would take several years.\" After the election, committees that included residents, businessmen, neighborhood ac: tivists, elected officials and City Hall staff worked to develop detailed plans for each project. That took months. They presented their recommendations to the Little Rock See TAX, Page 60 Future-Little Rock projects 1994 appropriations and expenditures. SUNDAY, DECEJVIBER 11.1994 EDUCATION DEVELOPMENT Established an education committee and The city decided to leave the work for the {35,000 APPROPRIATION: began discussing possible activities with Greater Little Rock Chamber of the Little Rock School District. APPROPRIATION: $75,200. EXPENDITURE: $10,000. ------------- McClellan community school Expanded services to include Sundays Covered school's weather-exposed courtyard. APPROPRIATION: $25,000 EXPENDITURE: $23,648 ------------- MUSEUM Found new location lor ths Arkansas Museum of Sciencs and History - the Temiinal Building on East Markham Street. An architect and an exhibit design enhancement. firm will be hired, possibly by May. No 1 date has been set lor moving. __ APPROPRIATION\njjBW $3 million EXPENDITURE\nWHHB w-----------------\nCAPITOL AVENUE ! committee is exploring 1 ways to beautify Capitol Avenue. A two-  block area has been chosen lor work ' beginning In the spring. APPROPRIATION: $100,000 EXPENDITURE: $50,000 -------------- MINORITY ECONOMIC DEVELOPMENT Hired an administrator to oversee program and planning Io do a disparity study. ____ APPROPRIATION: $100,000 EXPENDITURE: $5,000 _________ RACE RELATIONS COMMISSION Established a Racial and Cultural Diversity Commission. The commission began several activities, including a Healing Racism Seminar. APPROPRIATION: '$75,000 -EXPENDITURE: -$7,200 ------------------------- : REGIONAL ECONOMIC Commerce, which had begun similar projects. NO FUNDING. CENTRAL ARKANSAS TRANSIT AUTHORITY and nights. APPROPRIATION: $933,328 EXPENDITURE: $914,424 ----------- COURT The city established a 3rd Division of Municipal Court, which deals with health. PREVENTION, INTERVENTION AND housing, fire, building and zoning codes. TREATMENT NBighborhood youth intervention programs were begun, focusing on mentoring, self-esteem and academic APPROPRIATION: $949,500 EXPENDITURE: $698,109*------------ PUBUC SAFETY Hired 45 additional police officers and three additional dispatchers. APPROPRIATION: $2,195,548 EXPENDITURE: $2,195,548 ____ STREET LIGHTS Installed or replaced street lights with ones that illuminate a large area. APPROPRIATION: $261,000 EXPENDITURE: $126,000 ---------------------- ALERT CENTERS Established three alert centers: Upper Base Line, Westwood and South Little Hock. APPROPRIATION: $500,000 EXPENDITURE: $423,000 ----------------------- HOUSING PARTNERSHIP/ LANDBANK AUTHORITY A program designed to help low- and moderate-income first-time home buyers. The program has not begun. The city continues to study the issue. * Of the $698,109, a total of $341,088 was set aside tor specific EXPENDITURE: w $0 ------------------ RENTAL INSPECTION PROGRAM Established a door-to-door inspection program of aH rental units kt the city. APPROPRIATION: $490333 EXPENDITURE: $490,833 --------------------- I APPROPRIATION: $171,700. EXPENDITURE: $171,700 ------------ FOURCHE CREEK PARK The board annexed land and selected a firm that will prepare a site analysis and conceptual design lor creating a Fourche Creek park. APPROPRIATION: $50,000 EXPENDITURE: $0--------------------- FUTURE-UTTLE ROCK PARTNERSHIP Hired grant writer and now soliciting proposals for grant coordination sendees to facilitate access to federal grants. APPROPRIATION: $75,000 EXPENDITURE: $25,000 --------------- FUTURE-LITTLE ROCK SUPPORT SERVICES Established lunds lor Future-Utile Rock meetings and other activities. APPROPRIATION: $15,000. EXPENDITURE: $1,452 ------------ II TOTAL APPROPRIATION: $9,052,109 EXPENDITURE: $5,141,914 Tax  Continued from Page 18 Board of Directors in May. John Pryor, the citys chief financial officer, said Little Rock should get an estimated $9.5 million for the current budget year. Revenues began showing up in city bank accounts in March. The city appropriated $9,052,109 this year. So far, $5,141,914 has been spent on Future-Little Rock initiatives. The city will carry over the $3,910,195 in unspent money for the programs. It also has $547,891 in reserve next year. The city estimates it will receive $13.6 million in 1995 from the tax to continue programs begun in the first year. Many projects have taken the better part of the year to implement because of logistics and practicality. The Little Rock Police Department, for example, hired 45 extra officers this year as planned. However, 10 remain in the police academy. They graduate Dec. 16. The city plans to hire 45 more next year. The city installed 1,129 street lights with broader illumination in high-crime sections as part of a three-phase project. The first phase was completed in October. Night and Sunday bus service began in the city for the first time in 20 years. Two out of three new programs to improve housing opportunities for low- and mod- erate-income people began. A new court to enforce housing, health, fire, building and zoning codes opened. A door-to-door rental housing inspection program also got under way. Inspectors have begun combing the city, making sure apartments are safe and sanitary. The old enforcement system was complaint-driven only. But a companion effort  a program originally intended to help people with low- and become moderate-incomes first-time homeowners  has yet to get off the ground. The program was designed to give people information on buying a house and help them tap into loans. Officials spent the year debating the finer points of a plan to create a Little Rock Housing Partnership and Landbank Authority. But the idea became entangled in legal problems when city attorneys found holes in the plan. Because of the problems, two of the projects basic components  a housing manual to inform potential buyers how to become eligible for loans and classes for prospective homebuyers about repairing bad credit, applying for loans and budgeting  remain undone as the first year ends. Now the city wants to start fresh and hire a consultant who can recommend a legal way to proceed. The projects future remains unknown. I dont think its a negative thing that the initiative is slow in getting started, said Jim Mercado, program director of the Local Initiatives Support Corp., a community develop-  ment support organization. Im interested in seeing it done right. But lame duck City Director Erma Fingers Hendrix said she is disappointed the program isnt under way yet. This program would have the largest impact on poor peo- i pie, and no ones concerned, I Hendrix said. Its appalling. Housing is a crucial issue in this city. The city will have to catch up on that program  as well as start three more:  Fire Department arson and hazardous materials tam  $598,813. J  Mosaic Templars Building Project  $185,000.  Substance abuse treatment and counseling  $2.5 million. Jim Lynch, vice president of J the Coalition of Little Rock- Neighborhoods and a long-time City Hall watchdog, said Fu\n, ture-Little Rock represented a\n' new chapter in the willingness of City Hall to listen to the com- . munity. Future-Little Rock did - a. better job than in the past, Lynch said. But the real challenge will be to see if the city stays focused and applies money where the focus is.Arkansas Democrat ^(gazette TUESDAY, JANUARY 10. 199.S  Scrap at McClellan brings battery count A McClellan Community High School student was charged with third-degree battery after a youth was attacked in front of police and school officials Monday morning. School officials said that after the two 15-year-old boys got into an altercation during their first class, one followed the other to his ne^ class and hit him. Police said the suspect was combative when confronted by teachers and officers. He was escorted to the office, where the victim had also been taken. Police said the boy ran into the office and hit the other again in the throat, this time in front of of-Aricansas Demcxirat (gazette FRIDAY, MARCH 10, 1995 Schools not human zoos I often wonder what the intelligence of Dermcrra-Ga^ette IS. B.S. Carpenters letter (Voices, Feb 111 serves as an excellent indicator rife wit^Za  ^an zoo teachers being punched, kicked, stabbed and shot by children K through six J e -uiiuren A. uirough SIX an^year-olds swinging from the cdling. Th^h*^^ information? incidents of stabbings J\" school this school year, much less an elementary school. My mother works at Chicot ^imary School, and when quizzed about incidents of children swinging from the ceilmg, she said there had been none during her tenure. any Little Rock public She also said there is no 6-year-old at Chicot with the physical acumen to accomplish such a Herculean feat. Reading Carpenters account of public education gives a frightening picture, one that IS completely untrue As a student at McClellan High School, ^ee what the schools are really like daily, r havens of godless, undisciplined heathens. They are places with car- 'Hiey are places with students who work education. They are places ued work and school pride are val- While there are a few troublemakers they are a rather small minority. They only seein to be prevalent because the media omy focuses on negative occurrences in the schools, never the positive ones, which far outweigh the negative. If B.S wants to rant about the public schools, he should visit one, something he obviously has not done in a while, and get a real picture of what they are rather than his distorted, sad hallucination. GARY MARTS Little RockArkansas Democrat J WEDNESDAY. MARCH 6, 1996________________________________________________________________________________ 3 Central students cant join McClellan team now, judge says U.S. District .Judge .James M. .\\lood5' refused Tuesday to allow three Central High School female students to join a McClellan High School soilhall team for the beginning of the season. Parents of the three students sued the Little Hock School District and the Arkansas Activities Association in federal court last week. The parents and students, who are identified only a.s .John Does and Jane Does, sued to get female athletic programs in the Little Rock district that are equivalent to the e.xisting programs for males, and to win immediate placement for Central students on the McClellan team. The soflball for McClellan started season Tuesday. In the lawsuit, the students sought to establish a sotlball team at Central. Unsuccessful in that, they asked to participate in the McClellan program. However, they were barred from participating by an Arkansas Activitie.s Association rule that prohibits students from participating on a team at a school where they aren't en- rolled. -  The parents and students, who the class of all district student: are represented by Little Rock ' ' civil rights attorney .John Walker. asked Moody to issue a prelimi nary injunction to allow the students to play immediately. He denied the preliminaiy request, but the issues will be revisited al trial. That trial dale ha.s not yet been set. Walker is seeking to represen who are similarly denied acces to female athlelie activities.Arkansas Democrat (^jazelte WEDNESDAY, APRIL 10, 1996 i Schools' choirs to perform and Hall high ' i , McClellan ................ : schools will present a concert of i choral music at 7 p.m. Thursday I at Christ Episcopal Church. 509 S.\nScott St. .Admission is free.2B  SATURDAY, APRIL 15. 1995 Arkansas Democrat 'ST (gazette LRSD board to consider Oma G. Jacovelli Auditorium BY CYNTHIA HOWELL Democrat-Gazette Education Writer The auditorium at McClellan Community High School may soon bear the name of the late Oma Glyn O.G. Jacovelli, the Little Rock School Board member who died March 13 at age 49 after a long bout with cancer. The Little Rock School Board will vote at its April 28 meeting on the proposal made by the high school staff and the Community Education Advisory Board. Oma G. Ja- \" Jacovelli covelli perhaps was the best friend  and strongest advocate  that McClellan High School has ever had, the proposal to the board said. during the teachers strike of 1987 when she stopped by the strike lines along Geyer Springs Road to offer encouragement to the strikers, the proposal said. Some of us remember board from 1987 until her death. Her beliefs were strongly held because she carefully considered every issue, the proposal from the McClellan gram in Flint, Mich., has provided children and adults with recreational and academic Many current McClellan teachers first met Mrs. Jacovelli telling her that she should get involved in the issues at hand, and that is just what she did. Later that year, she made the decision to run for a position on the Little Rock School District Board of Directors. She won a seat and served on the staff continued. She won many battles for the schools of Southwest Little Rock. McClellan can thank her for the community education program and many other additions to the school. The community education program, modeled after a pro- courses after school hours. The proposal from the school staff calls for the outside of the auditorium to be labeled The Oma G. Jacovelli Auditorium\" and her portrait to be placed in the lobby with a plaque explaining why she is being honored. The auditorium was built in 1980 for school plays, pageants, assemblies and community ac- tivities. New stage curtains recently were added. Plans for new lighting and sound equipment are being developed. The auditorium, which was never named, will soon be a first-class facility to be used by thousands of people each year, the proposal said. We think that adding the name of Oma Jacovelli will add a new level of class to the hall, while at the same time honoring our friend and inspiring others with her memorj'.Arkansas Democrat (gazette SATURDAY. APRIL 29,1995 School auditorium named for O.G. Jacovelli equipment and furniture out of the building, including some maple furniture in the home economics department that students had bought for the school. A desperate call for help went out to Jacovelli, and it wasnt long before the furniture was returned to the school, Tipton said. Besides naming the auditorium in Jacovellis memory, the district will buy a set of children's books and place them in the Gibbs Magnet Elementary School Library. The Gibbs Parent Teacher Association passed a resolution, read at the board meeting Thursday, that praised Jacovelli for her efforts as a school board member to always put children's interests first. In other business Thursday, the board agreed to invite school board members from the North The McClellan Community ' High Sclool auditorium will soon bear the name of O.G. Jacovelli. The little Rock School Board voted Tkirsday to name the auditorium in memory of Jacovelli, a longtine school board member from Soithwest Little Rock who died Mach 13. Reprsentatives of the school's parent alvisory school, the staff and the community asked the board toapprove the memorial. To yiu she may have been a radical oice, longtime McClellan faculy member Maddie Ruth Tipton bld the board. But she was trul\nour voice. We, the staff and the administration, cherished wlat she did for us and all the schotls in Zone 7. She vas precious to us, Tipton said, ecalling when McClellan was tranlerred from the Pulaski County Siecial School District to the Little Rock district in 1987. The\nounty began moving Little Rock and Pulaski County Special school districts to a joint meeting at 5 p.m. May 22 in the Governor's Conference Room at the state Capitol. Little Rock board members want to discuss modifying their school desegrega- tion plan as well as other topics. The board took no action on a proposed code of conduct describing how board members should operate. Linda Pondexter, the boards president, questioned several of the proposals.Arkansas Democrat (gazette MONDAY .MAY 15. 1995 McClellan High to graduate 240 at Barton McClellan Community High Vanderbilt in Nashville, Tenn,, where he plans University School will graduate 240 seniors at 6 p.m. May 23 at Barton Col- to major in chemical engineering. iseum. Salutatorian Carmella C. Valedictorian Adrien L. Macfoy, 17, earned a 4.0 GPA Lewis 18 has a 4.1 grade point and is the daughter of Sydney average and is the son of Ron and and Melvina Macfoy. Macfoy Karon Lewis. Lewis lettered in was French Club president, Mu football, was Arkansas Future Alpha Theta president and a Business Leaders of America member of the National Honor president, was a member of the Society. She plans to major in National Honor Society, Mu Al- international relations at pha Theta and served as student Georgetown University, Washbody president. He will attend ington, D.C. (Arkansas Democrat (gazette J SATURDAY, AUGUST 19,1995 ** I \u0026gt;*** o*vMr MMruwiw* Inr. McDermott parents told of school routes | The Little Rock Public Works 1 ! Department has identified routes [ for parents of McDermott Elemen- \u0026gt; tary School pupils to take to reach the school despite construction to widen parts of Reservoir Road. i School starts Monday for McDer- I mott children and other students in i the Little Rock School District ! Parents coming from Cantrell j Road will be allowed access to the school. Parents coming from Rodney Parham Road should take Southedge Drive to get to the school. When leaving McDermott, parents should go north on Reservoir Road to Old Forge Drive, which will take them back to Rod- ney Parham. ?Arkansas Democrat C^azctte  SATURDAY, SEPTEMBER 30, 1995 School auditorium to honor Jacovelli A ceremony dedicating the McClellan High School auditorium to the' memory of former Little Rock School Board member O.G. Jacovelli isa scheduled for 3 p.m. Sunday at the school. 1 Jacovelli served on the school board from 1987 until she died of cancer\non March 13. As a board member she was particularly committed to thej schools in Southwest Little Rock, including McClellan, which her son at-\" tended. J The ceremony will conclude with a reception and the unveiling of portrait of Jacovelli. The portrait will hang in the auditorium foyer. a\nw.Arkansas Democrat ^(i^azctte | MONDAY, OCTOBER 2, 1995 ' Oma G. Jacovelli Auditorium honors LRSD board member BY SANDRA COX Democrat-GazaBe Staff Writer O.G. Jacovelli spent a good part of her adult years dedicated to McClellan Community High School in Southwest Little RocL Six months after her death from cancer, her friends, associates and family members gathered Sunday to hold a dedication of their own: naming the schools auditorium the Oma G. Jacovelli Auditorium. A portrait of Jacovelli smiling boldly in a red dress, which was unveiled during the ceremony, will hang in the auditoriums foyer. Her name, in gray letters, is displayed over the buildings entrance. Today, we have come to let her posterity be known through this dedication, said Linda Pondexter, president of the Little Rock School Board. Jacovelli, who died at the age of 49, served on the Little Rock School Board from December 1987 until her death March 14. She served as board president from September 1991 to January 1993, and as vice president from September 1990 to August 1991. She also was a founder of the McClellan Community School, located at the high school, which serves as a community center and j offers various classes to South- j west Little Rock residents. Many on Sunday remembered Jacovellis ability to tell the truth, even when it hurt. They used the K Arkansas Democrat-Gazene/MORRIS RICHARDSON II Jason Jacovelli and his wife. Erica, unveil a portrait of his mother, Oma G. Ja-- covelli, during a dedication ceremony Sunday that named the McClellan Com-munity High Schools auditorium after her. Oma Jacovelli served on the Little- Rock School Board from December 1987 until her death in March. words rebel, devoted and radical as they told tales of Ja-coveili and her different missions while on the board. Ann Brown, federal desegregation monitor, said that when she thinks of Jacovelli, she is reminded of a saying her grandfather used: One busy flea can worry a : whole dog. I came to understand that O.G. wasnt a trouble maker,' Brown said. She was just being like that flea. Arkansas Democrat ^(i^azctte | MONDAY, AO IC TOBER -2-,' ,r1jr9 9In5M Oma G. Jacovelli Auditorium honors LRSD board member BY SANDRA COX Democrat-Gazette Staff Writer O.G. Jacovelli spent a good part of her adult years dedicated to McClellan Community High School in Southwest Little Rock. Six months after her death from cancer, her friends, associates and family members gathered Sunday to hold a dedication of their own: naming the schools auditorium the Oma G. Jacovelli Auditorium. A portrait of Jacovelli smiling boldly in a red dress, which was unveiled during the ceremony, wilt hang in the auditoriums foyer. Her name, in gray letters, is displayed over the buildings entrance. Today, we have come to let her posterity be known through this dedication, said Linda Pon-dexter, president of the Little Rock School Board. Jacovelli, who died at the age of 49, served on the Little Rock School Board from December 1987 until her death March 14. She served as board president from September 1991 to January 1993, and as vice president from September 1990 to August 1991, She also was a founder of the McClellan Community School, located at the high school, which serves as a commimity center and offers various classes to South- j west Little Rock residents. Many on Sunday remembered Jacovellis ability to tell the truth, even when it hurt. 'They used the 1 Arkansas Democrat-Gazett^MORRIS RICHARDSON II Jason Jacovelli and his wife. Erica, unveil a portrait of his mother, Oma G. Jacovelli, during a dedication ceremony Sunday that named the McClellan Community High Schools auditorium after her. Oma Jacovelli served on the LiWe- Rock School Board from December 1987 until her death in March. words rebel, devoted and radical as they told tales of Jacovelli and her different missions while on the board. Ann Brown, federal desegregation monitor, said that when she thinks of Jacovelli, she is reminded of a saying her grandfather used: One busy flea can worry a\" whole dog. I came to understand that O.G. wasnt a trouble maker,\" Brown said. She was just being like that flea. Aikansas Democrat :^(5azctte FRIDAY, OCTOBER 27, 1995  2* * *E ^hi1g h1 -sc hoolers injured during figfir Two tussling Little Rock high school students were injured Tuesday afternoon when they were cut by glass from a library window they shattered, police said. The youths started fighting after a brief argument about 1 p.m. at McClellan High School at 9417 Gey- I er Springs Road, police said. They continued to fi^t until the window shattered, cutting both. I Arkansas Democrat'^C^azcttc | WEDNESDAY, JANUARY 10,1996 | School guards wrist broken\nman charged A Little Rock teen-ager was ar-  rested Tuesday afternoon on a . charge of battery after he assaulted a school security guard, police j said. ' I Jalal Dawson, 18, of 1903 Mar- i shall SL was arrested on a charge ! of second-degree battery about 4 ! p.m. at McClellan High School at ' 9417 Geyer Spring Road. -\nDawson, who is not a McClel- ' Ian student, was on campus to i meet a girl when he started fight- [ ing with a student, police said, i When security guard Steve Neb- i ley, 30, of Jacksonville tried to stop the fight, Dawson broke his right wrist, police said.Arkansas Democrat (^iizcttc FRIDAY, MAY 17, 1996 School guard accused of fondling student BY JIM KORDSMEIER Democrat-Gazette Police Reoorter Police have arrested a Little Rock School District security guard after a high school student reported being fondled by him. Eklon Charles Williams, 35, of 3207 Anna Drive, was arrested at 3:30 p.m. Tuesday at McClellan Community High School on suspicion of second-de^ee violation of a minor, police said. The 17-year- old student complained to Principal Jodie Carter that Williams had fondled her. Williams is on administrative leave with pay pending the outcome of a district investigation. Bobby Jones, the districts director of safety and security, said Thursday. Unfortunately, things like this happen, Jones said. \"We re certainly working with the police as well as conducting our own investigation. The districts safety and security office has requested a copy of the police file of the incident, Jones said. The file won't be released until the police investigation is complete. The student told police Williams took her to the band directors office at 1:40 p.m. Tuesday. They were \"playing a game when he reached under her shirt and fondled her breast, stomach and \"side area. she said. Shortly after the incident, the girl told a friend that Williams had \"made a move on her. police said. School officials said they couldn't comment on the incident because it is still under investigation. Williams has been a guard for the district several years. Jones said. The girls mother took her to , police headquarters Tuesday af- ' temoon for questioning, police said. Detectives also questioned Williams after his arrest. Second-degree eolation of a minor is a Class D felony.I i uk.ih.hIs | MONDAY, JULY 22, 1996 School a summer bummer? Not always, students find r v'sW' BY CHRIS REINOLDS Derrxxral-Gazette Stall WiHer The normally bustling halts of McClellan High School are (juiet, clean and empty. Even the library is deserted. No lockers bang, and no one changes classes. Students get two 15-minute dents are in suniincr school for High School, Mount St. Mai7 remedial classes only. Charles Green, director of secondary education at Pulaski County, said students take enrich- Academy and Arkansas Baptist attended Little Hocks summer school. And youngsters from Bryant, Monticello, Shreveport, r- ment classes so they can graduate and even one student from St. early or enroll in classes during Croix, Virgin Islands, took class- the school year they normally es.' wouldn't have time to take. The breaks a day. They get no lunch countys enrichment classes are period. The rules and the motivations have changed. It's summer school. More than 900 students in the Little Hock School District and separate from the remedial classes. The county ha.s enrolled students from Lonoke, Cabot, Little Hock and North Little Hock, said North Pulaski High School Princi- Of course summer school still pal Manuel Twillie. G(Xt in the Pulaski (bounty Special cheap. contains plenty of students who need to fix that F or try to graduate. The course.s dont come Scliool District are spending their summer vacation in school. Pulaski County Special School District allows students to take classes in summer school for ad- In Little Hock, summer school Most of the summer courses are basics, since there are rarely enough students to Pdl elective classes. The yearlong classes are con- costs $57.50 per semester  $10 densed into two three-week ses- more for out-of-district students. The cost in the Pulaski district is $63 per semester  also $10 more vancement  to graduate early or students out of district. get a head start on the next year. But in the Little Rock district, stu- School Students from Central Arkan- sions. Each class runs four to five hours a day. Students say the classes are harder, but the schedule allows them to conquer one subject in- Arkansas Democrat-Qazatte/RICK McFARLAND Danton HeKon, 16, hits the books in his tOth-grade English class at McClellan I ligh School In Little Rock.  Continued from Page IB studying geometry at summer school because his schedule didn't allow time to learn it last spring. Damon, a talkative 16-year-old from J.A. Fair High School, is serving time for an English class. He had planned to spend the summer working and fixing up his truck. ''Summer school is just a downer, Damon said. This is the last year. He spent last summer studying algebra. He passed with flying colors, compared to his failed attempt during the school year. He made a B in his first summer semester of English this year. He said the fact that his parents paid . for the class and the intensive \\ lessons help motivate him. sas Christian School, Catholic stead of juggling a regular load. I like the security, and there are no discipline problems cause if you mess up in summer school you're gone, he said. Stella Hayes teaches lOth-grade English at summer school. Many of the students are spending their summers in class because they skipped school and didnt receive credit she said. By comparison, attendance is high at summer school. If a student misses one day, thats five hours he has to make up to earn credit. Hayes, who teaches English at Mann Magnet .Junior High during the school year, has worked in summers for several years. George, 17, is a Mills High School student in the Pulaski County District. He is taking senior English this summer so he can graduate early. I will be able to get out early, said George, who plans to join the Navy. He says summer classes are no easier than courses during the normal school year. David is a peppy I'Lyear-old whose mother has taught him at home for the past four years. Hes See SCHOOL, Page 6B The no-frills discipline at summer schools is an added benent. Damon -'aidri^ikansas Demcxzrat (gazette TUESDAY, SEPTEMBER 10, 1996 \u0026lt; LETTERS Proud of progress in SWLR If you are not part of the solution, then you are part of the problem. This is so clearly illustrated in the case of A.M. Rickard (Voices, Aug. 17), who wrote concerning the problems she saw in Southwest Little Rock on one of her rare visits there. The inaccuracies in her outrageous description of SWLR were matched only by the viciousness of her tone. May I address her misconceptions? ? Instead of being in decline, the Geyer Springs area seems to be enjoying a period of new growth. The old Southwest Mall is being transformed into a handsome headquarters for the Arkansas State Police. A new motel has also been built on the site, and Ron Sherman has transformed the old theater there into a stylish home for his video production company. The new Southwest Community Center, the new police station and the new Wal- greens all show growth, as do the recently remodeled shopping centers at Geyer Springs and Baseline. -Xnd McClellan High School is the only area high school to have shown increases in enrollment for every year since 1993. Many parents send their kids to this SWLR school to take advantage of its business/computer program, ranked as the nations best for 19^.  I admit that SWLR has problems. So does (jentral Little Rock. So does West Little Rock. It is admirable when we respond to these problems by joining with others to seek solutions. It is destructive and divisive when we respond by referring to our fellow citizens as having no respect for themselves, their neighbors or for the area they call home. We who work or live in SWLR are proud .. ofthe progress being made here. We hope that the citizens of Little Rock will not let the angry voice of Rickard be the only voice heard.  STEVE GEURIN Little RockI Arkansas Democrat T^pazcltc  WEDNESDAY, FEBRUARY 5, 1997 Police * fc'.' Computer laboratory vandalized at school Little Rock police said someone broke into McClellan Community High School about 11 p.m. Monday and did about S3,000 worth of damage to the schools computer lab. The vandalism was the second such crime at the school in the last six weeks, police said. Investigators said someone had apparently kicked through a glass door to enter the school. School officials are conducting an inventory to see whether anything was stolen.I Arkansas Democrat ^(IpazctU _____________ THURSDAY, MARCH 27. 1997___________________ Ex-guard at school gets 1-year sentence Fondling student violated trust, judge says\nBY LINDA SATTER ARKANSAS DEMOCRAT-GAZETTE A former security guard at Little Rocks McClellan High School was sentenced Tuesday to a year in prison for fondling a student in May in the band directors office. Eklon Charles William, 36, of Little Rock was convicted Feb. 25 of second-degree violation of a minor in a nonjury trial before Pulaski County Circuit Judge Chris Piazza. liWien William returned for sentencing Tuesday, Piazza acknowl- i edged that some really fine, educated people testified at Williams trial about his good character, and others had written letters to the court on his behalf. All had an impact Piazza said. On the other hand, the judge said, the young ladys testimony, I thought, was substantial and convincing. He noted that she was a youngster in a very vulnerable position and that people who work in schools and have contact with children must be trustworthy. I think its a severe violation of that trust Piazza said of Williams crime. He said he wondered what long-term damage the girl might suffer as a result. Deputy Prosecuting Attorney Wanda Wyeth, in asking Piazza to sentence William to at least two years in prison although state sentencing guidelines recommend probation, said, This was a school employee who took advantage of a student at his school, \" Don Thompson, Williams attorney, asked the judge to consider that the charge amounted to what one person says over another person and to impose a sentence that didnt involve prison time, William addressed the court, saying, All my life. Ive been on the good side of the law,... I had aspirations of being a police officer, At first Piazza said he would sentence William to a year in a regional punishment facility, notir^, I think this is the exact t:^e of situation that facility was designed for, -j. But after Thompson pointed out that the law doesnt allow people convicted of sex crimes to serve time at such facilities. Piazza said, Then Im going to give him one year in the Arkansas Department of Correction. When William was arrested May 14,1996. police said the girl, then 17, had complained to Principal Jodie Carter that William took her to the band directors office the previous afternoon and they were playing a game when he reached under her shirt and fondled her breast, stomach and side area, '\"L-Arkansas Democrat (Bazctft  FRIDAY, MARCH 6,1998  Police beat ARKANSAS DEMOCRAT-GAZETTE Student pulls knife in fight at school A McClellan High School student slashed at another student with a homemade knife after the I two started fighting over a dispute that started earlier in the i day, police said. According to a police report, an 18-year-old female student drew a sharp, five-inch metal object with tape on one end during a fight with a 17-year-old male student about 10:45 a.m. at the school on Geyer Springs Road. Both students told police that he bumped into her and made her drop her book bag before second period. He continued walking. After the class the two met in the hallway and she confronted him, the I report said. The woman said he responded by pushing her to the floor. She said that while she was be- ing held, he hit her on the right side of the face and then pushed her into a brick wall. He said she kicked him, then slashed at him with the crude knife before he pushed her to the floor. The boy suffered a six-inch scratch from his cheek to the back of his left ear and several other scratches on his neck and face. The woman suffered a bruise on her right cheek and a knot on her forehead. Police advised each student to seek warrants against the other. The woman was treated at St Vincent Infirmary Medical Center. Both students were taken to the Little Rock Police Department for questioning and then released.Arkansas Democrat (fjazcltc  TUESDAY, JUNE 2. 1998  McClellan High names valedictorian, salutatorian Debbie L. Payne, daughter of Michael and Mary Payne, was named McClellan Highs valedictorian. She will attend Rhodes College in Memphis. Trecia C. White, daughter of Jimmy D. White and Celestine I McRae, was named salutatorian. I She will attend Spelman College.r Arkansas Democrat [  THURSDAY, JUNE 18, 1998 U.S. grant to help LR district expand after-school programs BY CYNTHIA HOWELL ARKANSAS DE.VOCRATCAZETTE ' The Little Rock School District is slated to get about $1 million in federal grant money over the next three years for afterschool and summer learning programs for students and adults. The money will be used to expand programs at McClellan Community High School and Cloverdale Junior High. In all, 315 iimer-city and rural schools in 36 states will share $40 million for after-school programs. President Clinton announced the awards Wednesday. The grants were made available to worry ... or seeing these after Cool 4 School Summer Day Camp school hours as a time to fear, we for children 6 to 12 years old, free should see them instead as a win- clinics for economically disad- dow of opportunity, she said. vantaged students and their fami- Recipients were selected by lies, mental health services for at the U.S. Department of Educa- least 200 children and teen-agers, tion from nearly 2,000 applica- community service and work tions. Little Rock is the only force readiness projects for 75 Arkansas district receiving a teen-agers, and training of litera- grant cy tutors who will work with Lit- The centers will provide tutor- tie Rock students. ing, performing arts programs, _ _ _ . _ At Cloverdale, the grant will summer camp for element^ provide a 25-station computer pupils, employment preparation laboratory and expansion of the training, medical assistance, and after-school program from 55 parenting skills training. teens to 100 per year. Tutoring Partners joining with the and training in the performing school district to provide the ser- arts  including choir, drama through the federal 21st Century vices include University of dance and gymnastics  will be Community Learning Centers Arkansas at Little Rock, Pulaski offered. Twelve additional teach- Program. The president said he hoped Congress would expand funding to as much as $200 million in each of the next five years. These grants will give thousands more children a safe place to go before and after school and good things to do, Clinton said. Statistics show that unsupervised children are more likely to commit a crime or become a victim of a crime during those afterschool hours, first lady Hillary Rodham Clinton said. Instead of permitting parents Enterprise Community, Literacy ers will be used for the expanded Action of Central Arkansas, Fam- activities. ily Service Agency, Philander Still other offerings Smith College, Arkansas Baptist Cloverdale will include at an College, the Martin Luther King evening tutorial program for 75 Jr. Commission and the Arkansas children in kindergarten through Department of Health. sixth grades. College and high At McClellan, the grant will al- school students \\^1 provide low the addition of up to 20 training Additionally, recre- teachers to offer courses for stu- ational activities and snacks will dents and adults, nine high be provided to elementary stu- school teachers and six student dents during after-school hours, tutors. An adult literacy program will be Other benefits of the grant wall offered, as will mental health ser- include the expansion of the 2 vices.Arkansas Democrat l^razclU'  TUESDAY, JUNE 23, 1998 ........................................... ............ .. . .................................................. ........ County may get break on failed summer meal program BY 1 RAC IP DUNUAN ARKANSAS Ol.MlX RAI OAZI-.111- Pulaski County and the U.S. attorneys oflicc have ironed out the details of a iiroposed agreement to end the countys $900,000 liability for a failed summer meal.s program. And the deal wouldnt create a financial crisis for the cash-strapped county. If approved by the Quorum Court at a special meeting tonight, the settlement would allow the county to repay the federal government on a five-year installment plan at 5.41 percent interest, a rate that would kick in July 1. A settlement appears likely. In late May, 14 of the 15 justices of the peace voted to authorize settlement negotiations and recover of losses from other groups or individuals the county may deem liable. Earlier this year, the Justice Department had demanded that the county reimburse what now amounts to $900,(XX) U.S. Attorney Paula Casey said then that without a written settlement offer, she i See MEALS, Page 8A Arkansas Democrat-Gazetle/STEVE KEESEE Community High School cafeteria with other children participating in the Summer food Progiam. Imani Eskew, 6, receives the finishing touch, a carton of milk, r. fter going through the lunch line Monday al the ttcClellan Meals  Conlinued from Page 1A could sue for an added $1.1 million for breach of contract. A U.S. Department of Agriculture inquiry determined that the county submitted 12 false claims for the Summer Food Program, which souglit to feed needy children durand that the milk will have to be thrown away. In 199.5, the county acknowledged its subcontractor didn't precisely track the number of meal.s served. But (bounty officials argued that llic program met the spirit of the rules by feeding children who otherwise might have gone hungiy, the whole point ofthe idlbrt. Three yeans later, alter negotial-pay the entire debI this year, it would have had to make budget cuLs unles.s blessed wilh some sort of sites Io 25 sites, then expand once it grew more comfortable with the revenue wiiidl'all, Comptroller ing summer vacation when they Ing a $275,(XK) claim Irom its risk pool, the county can pay its first in-hmeh program. stallmenl of $180,(XX), due Oct. 15, Using Agriculture Department withoutdipping into unappropriated ... spiuiding resei-ves ifeounty lawmak couldnt benefit from the school Jolcen Hassan said. 'rhal wa.s part of our concern, Burnett said. At least when you can budget for it, its expected. The proposed settlement covers 12 claim.s submitted between July 17,1992, anil Det. 5. 1995. 'Ilie number of years created a slicking point during negotiations belween the risk pool, (T'ulral Arkansa.s Risk Management Assoeialion and (he slringent regulations. But two summers later, the county operates no sites, although it does use program funds to feed juveniles in its juvenile and adult jails. Other organizations, such as the Little Rock School District, have been attempting to fill the void. Al noontime Monday in the Memoney, the county subcontracted with the nonprofit and now-defunct Community Organization for Pover-ty Elimination to run the program. ers so choose, Assistiint County At lorney Karla Buniettsaid Monday. In a memo Friday, Burnett told But COPE failed to document that theQuonmiCourt itcanpaythemin- meals went to poor ch ild r en as i nimum $180,000 this year, the entire tended. The food was prepared in Little Rock School District cafeterias, then taken to community sites for COPE to serve. Federal regulations governing $275,000, or more if members desire. the program are strict. Program operators must provide head counts of children served, if a meal is served without all the re- (HeUan Community High School cafeteria, 128 children dined on deli turkey on wheal, fruit cup, salad and chocolate milk tielore many county, which wanted $4(X),(XX). rushed back to learning ami recre- Initially we said each contract was $100,UtX)  for '92. 93, 94 and School day camp. 95, Burnett said. And they said it \"  was a one time claim for$l(X),(XK). The two sides ultimately agreed on a $275,(XX) claim. 'Ihats because the proposed selllv .i.n.. ...H..M...X.i., t.h..e. county repaid nt he\u0026lt; inent allows the county to make early federal government $11.\u0026gt;,(XX) that paymmiLs without penally and reduce the amount of interest owed. had been s{)ent on the program. ation activitiej al the 2 (.\\)ol 4 Pam. 11. and Ryan, 9. display a lypical childs prejudice against cafeteria food. Pam recalls fondly the way the day camp used to seiwe nachos before the food program County olUcials had been worried about the ellect repayment would have on the 1998 budget, since less than $500,000 in .spending reseiwes remain for tlie re.sl of the year, Thal has to carry us through the then sued COPE to recover the mon-quired nutritional components  for example, a box of milk  the operator isn't allowed reimbursement year on known and unknown ex- ......... ...... - --  ue.wa, County Judge Buddy who werent supposed to get then . Villines said, referring to county de- ...... came along, while nachos or pizza would be just fine by Ryan. But Dorothy Robinson, a school district food service manager, said the children couldnt get a better meal anywhere. As she looked over Mondays head count sheets, Robinson said ey. That suit, later amended to cover Ihe $}XX),(XX) the government now says it is oweil, has not gone to trial. The program also has been the subject ofa federal criminal invest!- ---------- ---------------------- gallon into allegations that tens of (hat without the prograin, many ot thousands of meals went to people th e- c.h ild..r.e...n.. .w...o...u.l.d.. .p...r.o. bably be eat-for that meal. To comply with regulations, an penses, operator must serve the milk knowing that a particular child dislikes it partments. Had the county been forceil to ing junk food while home alone. Here they get a good, balanced meal. Robinson said. I think its a Hammering out the initial settlement two years ago, the county had ..................-- -  hoped to cut back from 50 feeding good support for the parents. Arkansas Democrat J  THURSDAY, JANUARY 21, 1999 _________...-------------------------------, ------------------------------------------------------------- McClellan High named tops in U.S. for business education \\KKA\\SA.-, OlAUX'RAr-liAZrn i McClellan High School's business and marketing education department has once again been named the top high school business education program in the nation by a division of the American Vocational Association. The Little Rock school firet won the distinction in 1995. when the high school award was last given. McClellan will now hold the title for three more years. Smith, depanment Phyllis chairman at McClellan, and Carol Green, career and technical director for the Little Rock School District. were among the school representatives to accept a plaque and a Sl.OOO check for the school during an association conference last month in New Orleans. \"They do have an extremely outstanding program.\" Maty Margaret Hosier, chairman of the National Programs of E.\\cellence Award committee, said about the McClellan faculty. \"They just far exceed any other school that applied. It would be hard to top them with what they do. how they sen e their students and what they offer.\" The McClellan business and marketing department offers 35 courses and the use of up-to-date computer systems. The school is one of four Little Rock schools designated as a model technologj- center. Besides Smith, the business and marketing staff at McClellan are John Bacon. Michele Brown. Shirley Hodges. Jeri Bob King. Nancy Leslie. Angela McCallie. .Xiin Neely and Brenda Stuckey. FRIDAY, FEBRUARY 26, 1999  Arkansas Democrat \"^azcttc Cuningkins death hits school hard BY TIM COOPER .VRK.VNS.AS DEMOCR.VT-G.VZETTE Flags flew at half-staff at Little Rock McClellan High School on Thursday in honor of basketball I Cuningkin  Continued from Page 1C Cuningkins body underwent a medical exam Thursday, but the Pulaski County Coroners Office had not determined the cause of death. \"The outpouring of love from the other coaches has been tremendous. McKinney said. standout Devin Cuni\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_788","title":"Publications","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/2000"],"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"],"dcterms_title":["Publications"],"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/788"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District McClellan Community High's Business/Communications Magnet Is First Of Its Kind In Arkansas \"Award-Winning Departments at McClellan Make Magnet Site A Natural\" JSAcClellan High School was chosen as the site for a new Business/Communications Magnet program because of its outstanding programs. Students and faculty members have been recipients of local, state, and national awards. Opportunities at McClellan include a school store operated by marketing education students, Food/Restaurant Management Program, Junior Executive Training, Future Business Leaders of America, Distributive Education Clubs of America, Youth in Government, Speech and Drama, Quill and Scroll, Computer Club, foreign language clubs. Graphic Arts, math technology organizations, a comprehensive Advanced Placement Program, physics and science-related clubs, and awardwinning music and athletic departments. Locating an innovative business/communi-cations magnet school at McClellan is a natural because all of the necessary resources are in place to expand the emphasis on corporate, economic and mass media education. The magnet program will establish an educational partnership which involves the corporate and media communities, higher education, and the school district. Educational experiences in the business/ communications magnet program at McClellan will launch students to success in international entrepreneurship, communications, and ail related fields. McClellan Business/ x\n,  Communications Magnet Program New in '92 1 First Class Schools For World Class Kids Business/Communications Program Provides Multiple Benefits McClellan High School's Business/Communications Magnet Program has a dual focus, and is the first of its kind in Arkansas. It will provide a solid college prep business/ communications program and prepare students for the world of work. Ongoing collaboration with the University of Arkansas at Little Rock and other nearby institutions of higher education includes proiects directed by guest instructors, shadowing experiences, leadership development workshops, and more. Expanding McClellan's campus throughout the community will allow students to experience the worlds of corporate managers, college professors, and media professionals. A comprehensive business/communica- tions curriculum and the opportunity to network with professionals bring the corporate and mass media worlds to the classroom in a special way. The three areas of study are: Business Principles and Management, Market- ing/Advertising, and Economics and Finance. An interdisciplinary approach adds dimension to McClellan's business/communications magnet program. In addition to the core programs offered by the business and communications areas, related courses and experiences are interwoven throughout the various subject areas. Specialized Courses Include: Food/ Restaurant Management, Business Finance, Business Etiquette, Introduction to Mass Media, Advertising, Radio \u0026amp; Television Production, Advanced Foreign Language, Computer Programming, Economics, Entrepreneurship, and Business Statistics. SPECIAL ATTRACTIONS  College Preparatory And Advanced Placement Courses Across The Curriculum  Hands-On Learning Opportunities - Science and Math technology and research centers - Writing labs - Computerized Business and Graphic Arts labs - Restaurant management  National And International Field Trips  Modeled After The Most Successful Business/Communications Programs In The Country.  Business Partnerships - Local television, radio and newspaper professionals - Small Business Development Center - Local business firms - Advertising agencies  Award-Winning Business Program And National Business Teacher Of The Year  Opportunities For Entrance And Scholarships To Outstanding Universities, $415,000 Awarded in 1990-91  Highly Qualified Staff Of Professional Educators.  Curriculum Enhanced'Through Community Education  Solid Academic Background In The Basics: English, History, Math, And Science  Interdisciplinary Approach To Learning  Seven-period day McClellan Business/Communications Magnet Program 9417 Geyer Springs Little Rock, AR 72209 570-4100 For Additional Information, Call or Visit The Little Rock School District Student Assignment Office 501 Sherman, Little Rock Call 324-2285Little Rock School District \"Windows On the Future is Romine Interdistrict School 3 o nF\u0026gt;T o The Little Rock School District and Pulaski County Special School District offer an innovative alternative to your neighborhood school. It's an interdistrict school with a focus on providing students with the highest possible competence in academic skills and concepts. And its uniquely enriched and enhanced with computerand satellite technology. Romine Computer Science \u0026amp; Basic Skills Interdistrict School is an elementary school conveniently located in west Little Rock near Baptist Medical Center and Parkview Arts \u0026amp; Science Magnet High School. It is open to students who live in the attendance zone for Romine and primarily PCSSD students who are eligible for an M-to-M transfer. The school offers a special emphasis on basic concepts and skills such as reading, writing, speaking, spelling, mathematics, science, social studies, problem solving, art, music and physical education. Integrated learning activities link all curricular areas to the \"real world\" to give your child a realistic understanding of their importance to the childs future. We offer a clear and consistent instructional philosophy which includes developing and nurturing each childs maximum potential and promoting learning for its own sake. We stress order, respect, pride and responsibility, also. o 73 Q I Z p hj O' o Oo 73 o NJ O 73 O 3 Q 73 O 03 Q. 0 n cn n uy z n 73 a 2 n on n x O O O z m n O c m n m z n m Romine Computer Science \u0026amp; Basic Skills Interdistrict School iozi dQQ\u0026gt; m o tQSJ 3 n' cu 3o' z o3 o    First Class Schools For World Class Kids Unique Features Of Instructional Programs Give Students Learning Advantage Teaching techniques at Romine are combined with computer and satellite technology to teach basic skills and expand the curriculum. Language Arts. The language arts program includes instructional television correlated to basic skills, such as journal writing on the computer. These opportunities enable students to develop basic skills and to apply them in reading and research. Science. The science curriculum provides instruction using a technological approach to teaching and learning. \"Windows on Science is a comprehensive science program on interactive videos that brings scientific phenomena to life by using pictures, video clips and extensive hands-on experiments to capture students' imagination and create an early interest and understanding of science. This program enables students to see the relevance of science to everyday life and to develop critical thinking and collaborative-learning skills. Reading and Mathematics. The computer program for reading and mathematics enables students to visit the computer lab at least twice a week. An additional visit by all students is used for keyboard skills and writing activities. Advanced math students receive \"Gifted Math programming (pre-algebra and/ or algebra 1). Physical Fitness, Music, \u0026amp; Art. Physical education, music, and art are also an integral part of the educational program and include a variety of forms and concepts to be studied, such as physical fitness, muscle coordination, and fine motor skills in physical education\nthe concepts of rhythm, melody, and harmony in music\nand drawing, painting, weaving and pottery art forms. Unique Characteristics Of Romine Interdistrict School  Strongly anchored with a traditional basic skills curriculum (social studies, science, math, reading and language arts).  The only elementary school in Pulaski County with a computer science theme.  Hour for hour, your child will experience more hands-on time on computers and satellite technology which enrich learning opportunities.  One of only two schools in the district offering the exciting \"Windows on Science,\" state-of-the-art learning experiences combining interactive video and computer technology to teach science.  Gifted math taught by a certified math specialist using computer-based programs developed by university educators which offers pre-algebra and algebra I to advanced math students in grade six and mathematics to students (grades 3-6) enrolled in the special gifted program.  Multi-components of acceleration, enrichment and micro-computers offered in the gifted math program.  One of three elementary schools west of University Avenue offering a free four-year-old program.  Full-time certified gifted and talented specialists for identified students in all grade levels.  Full-time school nurse.  Before and after school C A R E. Program, 7 a.m. to 5:30 p.m.  Easy access to the west Little Rock campus which is located in close proximity to Interstate 630, Kanis Road and other major transportation arteries in the city.  Focus on developing strong research skills via computer-based research activities interwoven through all subject areas.  More than 100 seats reserved to meet desegregation requirements. For Additional Information, Call (501)228-3086 Lionel '^'ard, Principal If you live in the Pulaski County Special School District, Call 490-2000 about a Majority-to-Minority transfer to Romine School. 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Central lohn Hickman 1500 Park. 02 324-2300 2. I.A. Fair Al Niven 13420 David 0. Dodd. 10 228-3100 3. Hall Dr. Victor Anderson 6700 \"H'. 05 671-6200 Junior High Schools 4. Cloverdale Gayle Bradford 6300 Hinkson Rd.. 09 570-4085 5. Forest Heights Richard Maple 5901 Evergreen. 05 671-6390 6. Mabelvaie Waiter Marshaleck 10811 Mabelvaie w. Rd. Mabelvaie. AR 72103 455-7400 7. Pulaski Heights Ralph Hoffman 401 N. Pine. 05 671-6250 6. Southwest Charity Smith 3301 S. Bryant. 04 570-4070 Elementary Schools 9. Badgett Mary Colston 6900 Pecan Rd.. 06 324-2475 10. Bale Levanna Wilson 6501 W. 32nd.04 570-4050 11. Baseline William Finn 3623 Baseline Rd.. 09 570-4150 12. Brady Mary Menking 7915 W. Markham. 05 228-3065 13. Chicot Otis Preslar IllOO Chicot Rd., Mabelvaie, AR 72103 570-4062 14. Cloverdale Sadie Mitchell 6500 Hinkson Rd., 09 570-4055 15. Dodd Patricia Howse 6423 Stagecoach Rd., 04 455-7430 16. Fair Park Barbara Means 616 N. Harrison, 05 671-6260 17. Forest Park Virginia Ashley 1600 N. Tyler. 07 671-6267 18. Fulbright Mac Hulfman 300 Pleasant Valley Dr.. 12 228-3080 19. Geyer Springs Eleanor Cox 5240 Mabelvaie Pike. 09 570-4160 20. leiferson Frances Cawthon 2600 N. McKinley. 07 671-6281 21. Mabelvaie lulie Davenport 9401 Mabelvaie Cut-off Mabelvaie. AR 72103 455-7420 22. McDermott Michael Oliver 1200 Reservoir Rd.. 07 228-3072 23. Meadowcliff lerry Worm 25 Sheraton Dr.. 09 570-4165 24. Otter Creek Carolyn Teeter 16000 Otter Creek Pkwy., 09 455-7440 25. Pulaski Heights Kay Loss 3I9N. Pine.05 671-6290 26. Terry LaDell Looper 10800 Mara Lynn Dr.. 11 228-3093 27. Wakefield Lloyd Black 75 Westminister Dr.. 09 570-4190 26. Watson Dr. Diana Glaze 7000 Valley Dr.. 09 570-4195 29. Western Hills Scott Morgan 4901 Western Hills. 04 570-4175 30. Wilson Gwen Zeigler 4OI5Stannus Rd . 04 570-4180 31. Woodruff Pat Higginbotham 3010W. 7th. 05 671-6270 Incentive Schools (Elementary Schools! 32. Franklin Franklin Davis 1701 S. Harrison. 04 671-6380 33. Carland Robert Brown 3615 W. 25th. 04 671-6275 34.Ish Stan Strauss 3001 Pulaski. 06 324-2410 35. Mitchell Donita Hudspeth 2410 Battery. 06 324-2415 36. Rightsell Sharon Davis 911 W. 19th. 06 324-2430 37. Rockefeller Anne Mangan 700 E. 17th. 06 324-2385 38. Stephens Lonnie Dean 3700W. 18th. 04 671-6350 Magnet Schools 39. Booker Arts Magnet Elementary Dr. Cheryl Simmons 2016 Barber. 06 324-2482 40. Carver Basic Skills/ Math-Science Magnet Elementary Mary Guinn 2100 East 6th.02 324-2460 41 Central High International Studies lohn Hickman 1500 Park. 02 324-2300 42 Dunbar Magnet lunior High (International Studies/ Gifted \u0026amp; Talented) Nancy Volsen 1100 Wright Ave.. 06 324-2440 43 Cfbbs Foreign Language/ International Studies Magnet Elementary Donna Davis III5W. 16th. 02 324-2400 44 Henderson Health Science Magnet lunior High Clell Watts 401 Barrow Rd . 05 228-3050 45 Mann Arts \u0026amp; Science Magnet lunior High Marian Lacey 1000 E. Roosevelt Rd.. 06 324-2450 4b McClellan Business/ Communications Magnet Senior High lodie Carter 9417 Geyer Springs. 09 570-4100 1. Parkview Arts  Science Magnet Senior High lunlous Babbs. Ir. 2501 Barrow. 04 228-3000 48. Rockefeller Early Childhood Magnet Anne Mangan 700 E. 17th- 06 324-2385 49. Washington Basic Skills/ Math-Science Magnet Elementary Karen Buchanan I15W. 27th. 06 324-2470 50. Williams Basic Skills Magnet Elementary Dr. Ed lackson 7301 Evergreen. 07 671-6363 Interdistrict School 51. Romine Elementary Lionet Ward 34 00 Romine Rd . 04 228-3086 Crystal Hill Elementary (Pulaski County Special School District! 5001 Doyle Venable Dr. North Little Rock. AR 72118 Vo-Tech Center 52. Metropolitan Dr. Doyle Dillahunty 7701 Scott Hamilton. 00 565-8465 Options In Little Rock School District Provide Individualized Education Opportunities Theres a school in the LRSD that's custom-tailored to your child's needs. Area schools are those assigned based on where you live  your district school. Incentive schools promote academic excellence in elementary schools difficult to desegregate. They receive double financial resources and offer computer literacy and programming instniction. extended day. week, and year learning opportunities\nforeign language, pennanent substitute teachers, additional instructional aides and the development of an individualized learning plan lor each student. Magnet schools present exciting opportunities for students with specific Interests such as art, math, science, foreign language, basic skills, international studies, health sciences and business communications. Interdistrict schools with special themes provide another choice and are open to their attendance zones and M-to-M transfers from PCSSD and LRSD. The Little Rock School District offers special education for the handicapped and gifted and talented education. Early childhood education opportunities Include the tuition-free four-year-old programs. HIPPY IHome instruction Program for Pre-School Youngsters), and the Rockefeller Cooperative Eady Childhood Education Magnet School for children ages six weeks through tour years. Welcome to the Little Rock School District and Its world of choices. Cal! 324-2272 about options. AIB I 4 Is S This calenclarls sponsored, in part, by these companies. We sincerely thank them because we couldn't do it without their support Legend -AP\u0026amp;L HI An Entergy Company WORTHEN NATIONAL BANK OF ARKANSAS 0 Senior High Schools  lunior High Schools  Elementary Schools Incentive Schools (Elementary) Magnet Schools A Interdistrict School O Vo-Tech Center The Little Rock School District Calendar'Brochure, designed togive information to staff, patrons and citizens. Is edited by the Communications Department. Dianne C. Woodruff, director\n(eanette Wagner, communications coordinator\nVicki Armstead, secretary. Please call T2\u0026lt;l-2020 for more information. Before And After School Child Care The CARE program operates from 7 a.m. until school opens and from the close of school until 530 p.m.(6 p.m. at incentive schools) and is located In elementary schools where there is a minimum of 15 paiticipants. Obtain registration forms at schools or from the CARE office. 324-2595. Registration fee is $6. Rates are $4.50 for drop-ins, $7 for holidays, and $3.50 a day full-time or part-time. Incentive school fees are on a sliding scale. Little Rock School District v\u0026gt; oo o O FACTS First Class Schools For World Class Kids 1 Little Rock School District [ 00 ( Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child-  1p o o rn C/1 __ (-f XI S- 2 O hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual child's interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the children's cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected for their ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isn't just pre-school daycare  it's much, much more! 3 tn OJ V) td o 03 n 3 X o o C cn n n For Children Ages 6 Weeks through 4 Years 73 o ro 3 z o != o tn OtQu 73  o o QSji eora 3 n' cu o' 2 O 3 O First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. Its just one way the Little Rock School District is assuring that today's kids will have a good start in tomorrow's world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every child's basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal\na vice principal\ncertified classroom teachers\nmedia, music, art, and physical education specialists\na counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the program's ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the District's so-called \"incentive\" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch \u0026amp; Snack Time children arriving prior to 7:20 a.m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules \u0026amp; Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m., also. It operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, just contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of this program, there may not be an opening at first inquiry. If not, your child's name will be put on a waiting list and you will be contacted as soon as an opening occurs. (iP SPECIAL ATTRACTIONS  The only Early Childhood Magnet program in the District accepting children as young as six weeks of age.  Accessible location for working parents.  Exceptional student-to-staff ratio.  Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds.  Well-developed philosophy and appropriate age-related goals.  Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books.  Diverse teachers and students, and a varied curriculum provides many learning experiences.  Each child receives individual attention.  A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a \"learning experience\" at RocHefeller Early Cfiildfiood Magnet School, 700 E. nth, Little Roch 72206. For Information, Call 324-2272 Little Rock School District  22   H 73 o m 2 S n QJ  in 03 (fi ru hj o QJ O 3 o o r-  n Free Program For Four- Year-Olds Applications Accepted April 2 7-May 8 ni 73 o n ni 3 r-t' - \u0026gt; p O c O tn CIO cu -Z. 00 - o in S CTQ O D n' O 73 First class Schools For World Class KidsA Program Of Fun And Learning For Four-Year-Olds  Certified early childhood education teachers  Ratio of two adults to every 18 students (I teacher, I aide)  Structured learning environment  Developmentally appropriate curriculum and activities  Before- and after-school childcare available Tuition-Free The Program for Four-Year-Olds is a tuition-free program for children who will be four years old on or before October 1, 1992. It is available at the following schools during the 1992-93 school year:  Badgett  Bale  Cloverdale \u0026gt; Franklin  Garland  Geyer Springs  Ish  Mitchell  Rightsell  Rockefeller  Romine  Stephens  Washington  Watson  Wilson  Woodruff School Hours The regular school hours are from 8 a.m. to 2:30 p.m. Monday through Friday except for regular school holidays. Childcare Childcare for a fee is available from 7 a.m.to 8 a.m. and 2:30 p.m. to 5:30 p.m. (6 p.m. at incentive schools). For additional information For more information about the Program for Four-Year-Olds, call the Student Assignment Office at (501 324-2272. Put Your Four-Year-Old On Tfie Rig fit Tracfi For Social, Emotional, Physical, And Cognitive Growth. Enroll now for the Little Rock School District's Special Program for Four-Year-Olds. Little Rock School District Student Assignment Office 501 Sherman, Little Rock, AR (501)324-2272 Applications will be accepted at these schools and at the Student Assignment Office April 27 through May 8. Selections will be by lottery whenever the number of applicants for the Program for Four- Year-Olds exceeds the available seats. Enrollment preference is given to children who live within the schools attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 18. Those who cannot be placed will be put on a waiting list. \"J INCENTIVE SCHOOL PROGRAMS LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS  Student Education Plan An individual learning plan is developed to meet each student's learning style, interests, and needs.  Exciting, Themed Focus Each school will have a theme that provides an exciting focus for solid basic skills results.  Computer-Assisted Instruction children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for kindergarten and first grade.  Extended Day, Week, And Year Learning Opportunities Classes after school Ihomework center, special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. it-  Parent Center Parents may obtain materials on parenting skills and other information at each school.  Student Homework Hotline A telephone hotline is available for students to call for assistance Monday through Thursday from 6 to 8 p.m.  Best Pupil-to-Staff Ratio in the District This classroom ratio helps increase interaction between students and trained adults.  Special Skills Program Foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered afterschool.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development. I. Franklin Franklin Davis, Principal i 701 South Harrison 671-6380 2. Garland Robert Brown, Principal 3615 West 25th Street 671-6275 3. Ish Stan Strauss, Principal 3001 Pulaski Street 324-2410 4. Mitchell Donita Hudspeth, Principal 2410 Battery Street 324-2415 5. Rightsell Bobbie Goodwin, Principal 911 West 19th Street 324-2430 6. Rockefeller Anne Mangan, Principal 700 East 17th Street 324-2385 7. Stephens Lonnie Dean, Principal 3700 West 18th Street 671-6350  Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide and an age appropriate curriculum that prepares for kindergarten level learning. FOR MORE INFORMATION AND SCHOOL TOURS, CALL 324-2286 Transfer Options Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. PRE-REGISTRATION FEBRUARY 3-14 FOR NEW STUDENTS AND KINDERGARTNERS 3 Magnet Schools. Themed elementary, junior high and senior high schools available to students from the Little Rock. North Little Rock and Pulaski County schot\u0026gt;: districts. Focus on arts, math/science. language/ international studies, and basic skills. Who Should Register: All students new to the LRSD for the 1992-93 school yearorchildren who will be five years old by October 1.1992. should complete the preregistration process February 3 to 14 to receive a confirmed assignment by March 6.____________________ Interdistrlct Schools. The LRSD has one interdistric! elementary school with a computer-science theme. PCSSD operates an interdistrict school at Crystal Hill. Desegregation Transfers. Students may transfer to another area school as long as the reassignment allow.s the sending and receiving school co comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers lor secondary students will be granted from March 9 to March 20 only. Desegregation transfers also will be granted to the following elementary schools: Badgett. Bale. Baseline, Cloverdale, Fair Park, Geyer Springs, Romine, Watson. Wilson, and Woodruff. M-to-M (Majority to Minority) Transfers. Student-whose race is in the maiority in their home district ma\ntransfer to a district where their race is in the minority Act 609\nInterdistrlct Transfers. Provides the option for a student to attend school in a district other than that in which he or she lives, subject to some restrictions. How To Register\nFollow these two steps for a quick and easy pre-registration process. 1 PicJ^ up a Pupil Information Form from your area school. If you don't know your area school, call the Student Assignment Office. 324-2272, and tell them your address. Of drop by the office at 501 Sherman to look at district maps. 2. When pre-registering, parents or guardians must bring the following information with them: Proof of student's Social Security number, age and verification of home address. Acceptable documentation of age includes a certified birth certificate, visa or passport. 5 S S 2 5 I a- fl eV J m g r-. S - S \u0026gt;0' 0o -5~J0 2s\u0026amp;5 ('f'l 1=1 HOWTO PRE-RECiSTER FOR OPTIONS who's Eligible: Any Student new or reiutning. may request anol her school Options are incentne schools high school lurxlergartens. interdistrici tnagrte(s.tT)aiority-l\u0026gt;raitK)tity iM-Io-Mi transfers, and desegregation transfeis to anotlrer area school isee Transfer OpdonsPaneii How To Pre-Register: Fil I out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office Any appiicant not chosen (or Immediate placeflieni will be placed on a waiting Iisi Sibling Preference\nSibling preference will be granted (or any family whose children arc attending their area (attendance zonel school. Sibling preference assignments are subject to des^iegation requirements andcapacily Beginningin 1992-93. sibling preference will nN be framed to a non-attendance zone school Siblingpreferencedoesnot appiyco magnet schools 'Ji s O  VI e For inlormalion afeoul nni/ of these transfer options, coiilacl the Student Assignment Office, 501 SficrnwH, or call 324-2272. Acceptable documentation of address includes a current utility statement, a sales/purchase contract, lease agreement or personal property tax bill. It is very important to have your correct address on file so we can mail important information to you. I i I I O is I o g \" I INTRODUCTION CALENDAR First Class Schools For World Class Kids The purpose of this brochure is to save your time by assuring that you know how. when, and where to register your child in the Little Rock School District for the 1992-93 school year. If you have other questions about school options or feel that you need more information, please call the Student Assignment Office at 324-2272. Welcome to our first class schools. We know that your world class kid deserves no less. The LRSD has everything your child needs to put his or her best foot forward toward a successful future. OUR MISSION The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end. the LRSD will provide\n(1)3 program of basic education for all students, (2| programs that address the special needs of students (emotional, physical, and mental): and (3) enrichment opportunities such as art, music, and athletics. Through an organized program of studies, each student will experience academic success and will learn to appreciate responsibility and productive citizenship. ALTERNATE PRE-RECISTRATiON DATE If you miss the February 3-14pre-registration. the next pre-registration opportunity will be April 6 to lune 5. February 3-14 Pre-registration for new students, kindergarten and options (incentive, interdistrlct. and magnet schools). March 6 Assignment notification letters to all students. March 9-20 Desegregation Transfer application period. April 6-June 3 Registration resumes at area schools. April 13 Notification letters to Desegregation Transfers. April 27-May 8 4-year-oldapplication period. May 18 Assignment notification letters to 4-year-olds. June 8-|uly 24 Summer Registration at Student Assignment Office. July 27-31 No registration accepted. August 3-7* Registration in all school buildings. OPEN HOUSE DATES (All Open Mouses Begin At 6:30 P.M.) lanuary 27 Area Elementary Schools January 28 incentive and Interdistrlct Schools January 29 Secondary Schools January 30 All Magnet Schools Al! students, new and returning, must confirm their school assignment at this time. Diverse Choices Allow You To Customize Your Child's Education Put them where they'll thrive in a learning environment that's tailored to their personality and talents. With so many options in the LRSD. theres bound to be one that is especially suited for each child. The following is a summary of options now available Area Schools: The ctemcBtory school that is the district school for your home is called an area school. Each area elementary school feeds intoa particular junior high and senior high school. This is square one in ycsir search lor a school that's tight for your child. Area schools offer a strong classroom-based program in basic skills as well as essential skill development necessary for problem solving and critical thinking The elementary program focuses on instruction in reading, language arts, roaihemaiics. social studies and science, it offers computer lab. music instruct ion. PE. certified ccHjnselors. and a gifted and talented education prc^iam for students in grades 3-6. At the juniar ftfjA level, the locus on basicskills and decision making is expanded to a broader range of subjects including art, band, computer education. English, foreign languages, health, mathematics, physical education, practical arts, reading, science, social studies and vocal music Extracurriculai athletic opportunities include basketball, football, golf, tennis, track, volleyball, and. in some schools, soccer. The comprehensive fiigA school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and hi^ expectations for personal achievement. The schools provide a sign ificant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical edixation courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies Elective courses span a wide variety of subjects {S Dimiary of Sckoais Far A List a/ Arm Sdiaab Ami Addresses SetOiJeirziir FwOyWH House Dates) Incentive Schools: TheieareseveniiKeniiveelementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and will havea focus geared toeducaiional achievement. These schools receive enhanced funding and voluntary transfers are available for students who wish to attend an incentive sdrool. Features that distinguish incentive schools from area elementary schools include StudcvKaducalron pfaxi: an individual learning plan is developed to meet each student's learning style, interests, and needs Compufcr-ossisied insirudian children learn computer-based instruction In reading, mathematics, social studies, and science. Writing to Read computer labs are available for kindergarten and first grade. EiirnilAi dag. vh6 Mil yairl/ariiiiij eppurtmilia: classes after school and Saturday enrichment programs enhance learning. ParrnI Oiler parents may obtain materials on parenting skills and other information. Student tonork Mne. a telephone hotline isavailable for siudentstocallforassistance Btsipupil-iif-siall'iilioiiiikfilisliki this latio helps increase interaction between students and trained adults Sjwiaf skills program foreign language, free siring pic^tam, band, choir, dance, gymnastics and aerobics are offered afterschool Pareni uvrksfnjps Piiohlg la learning skills u^ick enktinreifecisiim making, problem exhibit agenuine interest in the program selected Enrollment is open county-wide. Thereare lOinteidistrict magnets Booker Arts (K-6): Visual aits, creative movement, dance, orchestra, gymnastics, drama, music and an 18-slation keyboard lab all serve to complement the regular elementary program Carver {K-61 Computer, math, sclenceand Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academicand critical-thinking skills. Cibbs iK-6) Daily French. German, and Spanish language sohing andcmilM Ikinking skills. Pnur-grariTlifpragrams these programs oiler an early start to help prepare children for the learning process The incentive school program is based on the K-6 core curriculum but uses a modified instructional approach to emphasize more activity and student involvement. Thegoalc^the incentive schools is to promote and ensure academic excel- fence in schools that have been difficulltto desegregate. |S Dinxla^ of Scfioois h UslofiiKCfiliKSckools. Su Calendar For Open House Doiel Magnet Schools: There is a thematic curriculum on which all courses focus in a magnet school-with exciting possibilities for students who wish to pursue specific interests All magnet schools are tuition-free and Special Features The following are some of the special features offered daily by the LRSD throughout the school year Before And After School Child Care: The CARE pre^ram is a nonprofit program of child care olfered to elementary age students in the LRSD. It operates before and afterschoolandalldayonmostschool holidays CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment Hours are 7 a m. until school opens and from the close of school until 5:30 p.m (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants Nutritious Meals: Breakfast is available to students for 50 cents and lunch is Si lor elementary and $1.05 for secondary students who have a choice of menu items. Safe, Free Transportation: School bus transportation is provided for students who live more than two miles from assigned schools and for school field trips Call 570-4000 for more information Safe, Secure Schools\nLRSD schools follow security and safety guidelines It is essential that students and their families be familiar with the Stdeis Rigkis and ResponsiMl es Handbook which details acceptable behavior and consequences of unaaeptable behavior. The LRSD recently adopted 53 points of action to assure that out schools continue to be safe and secure available to students in the Little Rock Sdiool District. North Little Rock School District, and Pulaski County Special School District. Transportation is provided to students who live more than two miles from the magnet school they attend There is no tryout or prerequisite course required for entrance, however a student must instruction, plus an exploration of cultures from a global perspective. enrich the traditional elementary program Williams IK-61: An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program Washington |Pre-K-6) A comprehensive education pregram including a Young Astronauts lab. two science labs. Iwo math labs, a computer lab. IBM Writing to Read program, and a strong emphasis on the hands-on approach to math and science education Dunbar International Studies/Glfted \u0026amp; Talented l7-9): International studies are incorporated into daily seven- period classes including foreign languages, international studies, world issues and soccer program Dunbarstudentswho wish to participate in the gifted and talented program must be identified and recommended for placement Mann Arts \u0026amp; Science 17-91' Two magnet programs, arts and science, are offered Curriculum requirements are combined with extended opportunities in an. music, drama, dance, and science labs Central High International Studies 110-12) Limited magnet program with 175 seats develc^ around an international theme that capitalizes on the school's extensive foreign language program. Parkview Arts \u0026amp; Science 110-12): Expanded and specialized studies in arts and sciences, in addition to standard academic cuniculum are offered Visual arts, theatre, dance, music, microbiology. and human anatomy areamong the offerings. Rockefeller Cooperative Early Childhood Magnet School {six weeks-age3). See Early Childhood Education Section {S Di'rcctory of Schools For Addresses. SuColendar For O/m House Dales) Interdistrict Schools: Thereare two 'interdistrict schools. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. It is c^n to students who live in the attendance zone lor Romine and primarily PCSSD students whoareeligible for an M-to-M transfer. Stronglyanchoredwitha traditional basic skills curriculum in social studies, science, math, reading and language arts, it is one of only Iwo schools offering the exciting 'Windows on Science' program. There's a computer-based gifted math program which offers pie-algebraand algebra 1 to advanced math students. Physical fitness, music, and art are a strong part of the curriculum (See Oiwcionj o/Scfewls For Address SwCaWarFarOjwuHause Dares) Crystal Hill Elementary: In August. 1992. Pulaski County Special School District will open the Crystal Hill Elementary Interdistrict School Located adjacent to W30 north of the Arkansas River, this school will be open to LRSD students whoare eligible for an M-to-M transfer Early Childhood Education: Selected LRSD schools offer one or more of the following early childhood education programs. Four-year-old Program: Tultion-freeprogramsforchildrenwho will befouryearsoldonofbeforeOctrAer 1.1992. iSraDiffltorija/ Sckwis Far A List of Four-^r-oli Programs And Aditeises. Su Calendar For Open Hausr Dales) HIPPY (Home Instructional Program for Pre-school Youngsters)\nA home-based instructional program that recognizes the parent as the child's first teacher and reinforces this idea in order to increase educational achievement and closedisparities in achievement among students Call 324-2266 for more information Rockefeller Cooperative Early Childhood Education Magnet School: A pre-school program that provides educational experiences and child care for children from six weeks through three years of age. A fee for this program may be applicable, based on family income lS Diraewny of Sckoab Far Address Su Calmdar Far O^n Hause Daini SENIOR HIGH SCHOOLS Central loAx HkAxiux 1500 Pari, 02 324-2)00 AiNivrn 13420 DuvidO. Dodd. 10 228-3100 Hall Dr. Virtar \\aUrsO\" 6700-H\". 05 671-6200 McClellan lodd Carlrr O4l7GrYxrSivfxYS, CSO 570-4100 JUNIOR HIGH SCHOOLS Cloverdale Gdylc Drmajord 63IHinfeM Rd.. 00 570-408S NoxtY VohfH IIOaWda\u0026gt;rlAw..06 374-2440 Foreet Heights RVJiflra Muj:lr 5901 Ewryrrrx. 05 671-6390 EiYrrll Horis 401 Borrow R4.. OS 228-3050 Mabelvate CM Woll! 10311 MoMroIr W M Mohrh-olr. AR 72103 455-7400 Pulaski Heights RoloA HoTInon 401 N. Pixr. 05 671-6250 CAontY SnuA 3301 S. BiYoxl. 04 570-4070 Directory Of Schools ELEMENTARY SCHOOLS CvhiM 0900 Prftfx Rm4. 06 6501 W. 32x4. 04 570-4050 3623Bosr!rxr Rd.09 570-4150 MorY MrxAIuY 7915 MorAAOfli. 05 228-3065 Oli! Pirsbr IIIOOCAkM Rd,. MuSrlmlr. 7210) 570'4062 Cloverdate Sedir MrIrArll 6500 HixAsM Rd. 09 570-4055 Mary I4sr COratOan 6423 SluOrilwA Rd . 04 455-7430 Berhuru MruK! 6I6N. Hdrriwx.OS 671-6260 Viryaia AsAVy I6CN3N TYlfr.07 671-6207 Eulbrtght Mur Hutlxnix 300 PIrusuul VuUty. 12 228-3080 GeyerSprlngs 5240 Muhrhvrfr PIAx. 09 570-4160 Icfforson Pruxtrs CevlOoa 2600 N MrKinlrY.O7 671-6281 Mabelvale lulir Onexpurl 9401 MstrJnile Cul-uff MuMmIc.AR 72103 McDermott MxAurlOAirr l200RncnpirRd.l\u0026gt;7 228-3072 Meadowcliff Jrrrv Worar iSStirnUm Or.09 570-4165 Otter Creek CurolYx yrelrr ItMOOlIrrCmliPt.ClO 455-7440 Pulaski Heights 3I9N PixaOS 671-6290 LuDrII Looorr IO8OU Moro Ly4X Dr , 11 228-3093 Wakefield Uoy4 BOitA 75 Wnlxilxslcr. 09 570-4190 Dr. DIoxo Clotf 7000 VotfeY Dr, 09 570-4195 Western Hilts Morair Pvcferll 4901 Wciirrx HIHs.04 570-4175 Cara Zclairr 40I5SWXX1S Rd.. 04 570'4180 Woodruff 30l0W^7lA. 05 671-6270 INCENTIVE SCHOOLS lElroVRlorYl FnluAljx DuvB 1701 S Hurrrsux.O4 671'6380 RuhcrI Brwx 36I5W. 25IA.04 671-6275 Ish Slux SIraais 3001 PiitoiJh.06 Mluhell Duuitu HudsprlA 24IOBulirrY.O6 324-2415 Rlghuell BuOAir CaodaiH 9IIW 19IA.06 324-2430 Rockefeller Axxr Muxdux 700E I7IA.06 Stephens Lexxtr Drun 3700 W I8IA. 04 671-6)50 MAGNET SCHOOLS EtruirxlurY Dr. Cftriyl Simnoas 2016 Burhrr. 06 )24-2482 Carver Basic Skills/ Math-Science Magnet Murg Cuihx 2IOOeu!l6lA. 02 321-2460 Central High loAx HYAxiun 1500 Ps/A. 02 324-2300 Dunbar International Sludlea/Glfted \u0026amp; Talented Magnet 1100 WrtgAI Aw.. 06 Gibbs Foreign Language/ Intemadonal Studies Magnet eitntalary II15W. I6IA.02 324-24913 Mann ArtsS Science Magnet luxlur HidA Muriun LurcY 1000 E. Ruusnvtl Rd. 06 324-2450 Parkview Arts S Science ^xur H\u0026gt;yA luxKXS Bu66! 2501 Burrow. 01 228-3000 Rockefeller Early Childhood Magnet Auxe Munouu 700 E 1710. 06 Washington Basic Skills/ Math-Science Magnet EIrmrxturY Ku'cx BurAuuux 115W 271A )24-24 70 Williams Basic Skills EJrfxrxlurY Dr EdlurAsou 730iewrYiW4. 07 671-636) INTERDISTRICT SCHOOL Romine Lioxrl Word 3400 Rom'xr Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION IS CjMirnUro. Ixcynriw. InKnlisliei. 6 Uslinos Pm PSow NumMy \u0026amp; fijUirsses tlOclixIa 6-Weeks To 3-Vcars ROlifller Early dilldhood raaenet Home Instructional YouMOters (HIPPYl ColHZ'l'ZZOOfor 4-Year-0(d Protram RocXetcller Early Childhood Magnet AfwAMUoNrAlAJI SrJiwh Law UnUrr Incendve Schoola jElementary) tn urV as nJ lAr bSowina Badtcti Cloverdale Geyer Springs Romine Interdlstrlct Washington Magnet Watson Wilson Woodmlf VO-TECH CENTER Metro polltan Dr. Dn/k Oiltoavnly 7701 Sirll HomillOR. 04 565-M6SPRESCHOOL PROGRAM HOME INSTRUCTION PROGRAM FOR FOUR \u0026amp; FIVE LITTLE ROCK SCHOOL DISTRICT 1401 SCOTT STREET YEAR OLD CHILDREN LITTLE ROCK, ARKANSAS 12202 SUPERINTENDENT: Dr. Ruth Steele 324-2266 BOARD OF DIRECTORS: STAFF MEMBERS: PRESIDENT: O.G.Jacovelli PROGRAM SUPERVISOR: MARIAN SHEAD F~ cn VICE PRESIDENT: John Moore COORDINATORS: SECRETARY: Patricia Gee JACKIE RICHARDSON BRENDA HILL ANNETTE ROPER tm HIPPY USA MEMBERS: IN-OFFICE AIDES: ^3 O Robin Armstrong DEBORAH THOMAS LINDA ALLISON J? s W.D. \"Bill\" Hamilton Dr. Katherine Mitchell SECRETARY: DONNA PETTY Dorsey Jackson OFFICE HOURS: 8:30 TO 4:30 MONDAY FRIDAY HIPPY was developed at the National Council of Jewish Women Institute for Innovation at the Hebrew University in Jerusalem, All U.S. HIPPY Programs are affiliates of the national network called HIPPY USA,UHAT 1. QUrSTTCNS rWV ,WStt/EyS ABCIJT THE Hippy PPCGR/\\M Hippy? '.me diitr yoang-i-tc-vi .toon di I . Program PreidiccE a home bcoied edacatton program where a dvcEd di taaght by a po-rent. HOW WAS Hippy VEVELOPEV? HIPPy ho-i been di ope-tatTon -iZiica 1969 and ViCbi deoe.T.oped by Vn.. AvTma Lomba.id, HIPPV Academte. Vdieaton., The NCjW Reieaidi liutdtate ^on. Innooatton .\u0026lt;n Edacatton, the Heb-teai Uiu.oei.idty 04 J at! iaC.z.m. WHAT 7^ I THE COST OF HIPPV? There di no coi Ell ti'ic p.rcg.ram. to eivtedE ycai diddd Odi-t'idat' i The Ldttde Rcc.b. SdwoT. itIO IS MV CUILVS TL\\CHER? w-ttli did H^sions, litCetu ldjn/lie.r Worn on. Vad. di die. du^' 4 ^ut teacher. However, a 4ZfaZng may teach the chdU when Vad or Mom di not avac^abCe. eo^or and cat oat ptetara, ddicoii the ptetarei. HG(il OFTEN ARE HOME VISITS MAOE? Hane vZicti IIC'J/ LESSON? MUCH TIME IS VEVarEO TO d\\CH The -Eci^oiLi take aboat ^yteen to twenty mtnatei a day, HOW VO you GET MATERIALS? A diatned n.e.iponiT.b.e .^n. Pn.ogn.am matendadi. InidLuadconad ATd di Z64uxng cM HIPPV WHET ARE .MATERIALS ISSUED? Ha-cr,ca\u0026lt;.j are dieiaed at g-raaa ,7ic2,\u0026lt;ng4 and adio to the hemei o4 patenti. made I)ie,z.i.ac.tLoaaa. ATdei. Chaptei (j-unctctig .ipon.ic.i.i aie ^undi and the Ldttde Rodz 'WHO WILL TEACH .ME HOW TO USE THE HIPPV MATERIALS? did)i iL'cc.tCy fcy die. WHV SHOULV THE INSTRUCTIONAL AIVE CONTINUE TO VISIT MV HOME ONCE I AM TRAINED TO USE THE MATERIALS? The mcLte'Ua.li diaiige n.eguT.a,z^a, and die Inidlu.adLona^ Aide ma.ditaT.iii eondaet. io oi to a.iidit wddi pn.obILemi uilitdi may andie dtcEd. a.i yoa teadi yean. [VHAT ARE THE MATERIAL CONTENTS? The ccnteitti 04 die .natct-tot are: 1. Lanaaage 2. .Matii 3. Setiiory and Perce^otdon SlecEdi Job Tia.dUn!j Pa-odie-Vihdp Act p.iog.iam. Vou,i liiidiactconad Atde di neipomt-bZe WHAT ARE THE BASIC CHARACTERISTICS OF Hippy? HOW VO I ENROLL .MV CHIES? HIPP'- teaehdng yoa. Haue'je.n., the ^.ocad CtT-CC die Home Imtiaedton JfliEEce Coon.dtnaton. LUTdd pfiooTde Thene core 04 HIPPV: ^oe bcoitc diaraeten.didi.e HOW OLV MUST A CHILV BE TO ENROLL IN Hippy? I WANT TO BE IN THE PROGRAM, BLIT CANNOT ATTENV EVERV MEETING BECAUSE I WORK. WHAT CAN I VO? A parent jedn HIPPV mhen the dic^d di lioar year^i oEd. \u0026lt;11 the pn.ogaa/n and iend I. St-tacu/tcd matercadi 2. Vad/Mom dutnaetcon 3. TutoAxaZ n.ed.adi.Qii-ilup 4. The gn.oap 4etzng 5. Home ba-ie HOW LONG MUST MV CHILV BE IN THE PROGRAM? A dicCd mait remadi di the pn.ugn.am (yo-t nt Ccait two yean. ^amicEy ineinben. m/ien yoa cannot come. (1 MV CHIEU LIKES THE LESSONS .\\NV VOES NOT WANT TO STOP AT THE ENV OF ONE LESSON. WHAT SHALL I VO? HOW LONG HAS THE HIPPV PROGR^UM BEEN IN THE LITTLE ROCK SCHOOL VISTRICT? The Hippy Progriun began Zn Augttit, J9S6. fl} (/oo-i diUd iuoadd ^dze to continue[ Little Rock School District Tucked away in a quiet, residential neighborhood just a few blocks west of the Arkansas State Capitol complex, Woodruff Elementary School offers a small, caring school community in a location that is easily accessible. The school's proximity to Arkansas Childrens Hospital, the University of Arkansas for Medical Sciences, most state government offices, and 1-630 via the Woodrow Street exit, offers many parents the opportunity to be more active in their children's school experiences. Whether it's sharing a lunch date, attending school day performances or simply being closer for those inevitable calls about childhood illnesses, parents will find that having their children attend Woodruff is as convenient for them as it is enriching and satisfying for their children. n\u0026gt; 73 O DTT \u0026gt; 73 s NJ O NJ wn O cn o 3  s faS  s 73 o n ft \u0026gt;(fi (fi n 00 O O  n Woodruff Elementary State Capitol 7th St. W. 1-630  Q3 on fT\u0026gt; oo Q. O S Arkansas Children's Hospital 5 fl) w fl) X 5* 3 m X O \u0026gt; 70 s73 2 z p NJ s 00 5 6 c to s co O z o 3? O 0) 3I o 3 First Class Schools For World Class Kids Woodruff Elementary School opened in 1911. In the ensuing 80 years. Woodruff has provided a rich heritage of educational experiences to many generations of Little Rock students. During 1991 the building and grounds underwent a major addition and renovation project which has resulted in an efficient, up-to-date school environment coupled with the charm and character of a traditional school setting. A new, Early Childhood Wing houses the four-year-old program, kindergarten classrooms, first grade classrooms, and the computer laboratory. A driveway at the entrance permits easy access for dropping off or picking up early childhood students. Improvements to the original school building include an expanded and refurbished media center, an enlarged cafetorium with stage, and new furnishings. Playground improvements feature new equipment selected to meet the developmental needs of both the Early Childhood and elementary students, as well as new basketball courts and an exercise track. A lease agreement permits use of the Billy Mitchell Boys' Club facilities (located next to the school) for special events. ooDRUFF School  Family atmosphere nurtured in a small school setting.  Located in a quiet neighborhood, one minute from 1-630.  Character education program in all classes, kindergarten through sixth grade.  Non-violent problem-solving curriculum including strategies for effective communication, self control and helping each other solve conflicts.  Hands-on math materials in all classes to help children understand concepts and solve problems.  Before and after school C.A.R.E. Program, 7:00 a.m. - 5:30 p.m. FOR MORE INFORMATION, CONTACT Woodruff Elementary School 30low. 7th Street Telephone 671-6270 or Student Assignment Office 501 Sherman Telephone 324-2286 The heart of Woodruff Elementary School's instructional program is an energetic, enthusiastic, well-trained staff who assess all students consistently to determine their learning needs and who plan lessons to meet those needs so that no child is bored or frustrated. Cooperative (team) learning, and independent, small group enrichment projects assure effective, appropriate instruction for all children. Top priorities of the program include mastery of basic skills, development of independent level critical-thinking abilities, and accuracy in problem solving. Students have extensive opportunities to use their skills as they participate in \"units of study\" which require application of learning in reading, math, language arts, science and social studies. Additional enrichment programs include:  One to two hours of individualized instruction per week in the 28 station computer lab.  Music instruction conducted by a certified music specialist one hour per week.  Gifted and Talented Program for identified students in third through sixth grade.  Tutors to provide extra help in reading, math, and language arts for students with remedial needs. Active, hands on instruction Relaxed atmosphere, smaller classes College prep and job prep education Computers and high tech equipment in every class Qualified, experienced staff Interesting people from 23 public and private schools in central Arkansas Flexible scheduling-morning, afternoon and extended day (after school) classes Quality, fully accredited programs No cost to you-free tuition and free transportation (Adults are charged a small tuition fee.) Dont miss the Metro experience! Call us today 565-8465 Ask for Martha Allen, counselor, or See your home school counselor METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER 7701 Scott Hamilton Drive Little Rock, Arkansas 72209 Non*ProlH Organization U.S. Pottage PAID Little Rock, AR 72201 Permit #2608 A place to learn, to grow, to succeed AWESOME Choose from these exciting career options Design If you want to use your artistic and creative abilities to solve technical problems, consider: COMPUTER-AIDED DRAFTING. Prepare for challenging careers in engineering, architecture, and manufacturing as you master Autocad and other software. Create an impressive portfolio of drawings. COMMERCIAL ARTICOMPUTER GRAPHICS. Utilize the tools of commercial artists, including Amiga computers. Create art work, graphics, animation and explore desktop publishing. COMPUTER PRINTING TECHNOLOGY, Build graphic arts skills in composition and desktop publishing, camera and darkroom preparation, platemaking and press operations, and bindery. Use the latest electronic and laser publishing equipment in a professional production shop. (Prerequisite: keyboarding skills for composition area only) RESIDENTIAL CONSTRUCTION. Explore rewarding careers in the construction field, one of the nations largest industries. Develop skills in framing, finishing and cabinetmaking on the job site or with customer projects on campus. Communications If you have good communications skills and think clearly and logically, consider: COMPUTER PROGRAMMING. Write business programs in structured RPG and COBOL on the IBM36 miniframe system. (Prerequisite: Algebra 1 Regular) COMPUTERIZED WORD PROCESSING. Master WordStar, WordPerfect, Lotus 123 and dBase IV on miniffame and personal computers. (Prerequisite: keyboarding skills) RADIO BROADCASTING, Work as a disc jockey, program director, news writer, reporter, sports announcer, copywriter, and traffic director at KMVT, Metro's modem campus station. Reading, writing and speech skills are important for success in this field. TELEVISION PRODUCTION. Produce scripts, direct, perform as on-air talent and gain experience in camera operation, lighting, audio, electronic editing and computer graphics. See your work air locally and intern at television stations. Mechanics and Repair If you like working with tools and equipment and enjoy the challenge of solving mechanical puzzles, consider: AIR CONDITIONING \u0026amp; HEATING TECHNOLOGY. Learn to install, maintain and repair units in recreational vehicles, homes and businesses as you prepare for a financially rewarding career. 4[/TO BODY \u0026amp; PAINT TECHNOLOGY Develop skills in dent removal, sanding, painting, and glass installation as you learn to repair and restore vehicles. AUTOMOTIVE TECHNOLOGY. Develop skills in diagnosing and troubleshooting with one semester courses in Engine Repair\nEngine Performance: Electrical: and Brakes, Suspensions and Steering. The program is nationally certified by ASE. ELECTRONICS. Broaden your possibilities in computer repair, electronics, telecommunications and industrial controls with knowledge and skills in electronics. (Prerequisite: Algebra 1 Regular) MACHINE TECHNOLOGY. Build precision skills in machining as you master the lathe, milling machine, surface grinder, drill press, and precision hand tools. Produce tools, dies and other machine devices. METAL FABRICATION/WELDING, Learn electric arc, plasma arc, MIG and TIG welding. Use the skills developed in a variety of businesses and industries. Services If you have an understanding of human nature and want to make a difference in the quality of people's lives, consider: CASHIERICHECKER, Go where the action is by preparing for the expanding world of retail. Develop skills on electronic and scanning registers and learn consumer behavior, salesmanship, advertising, and marketing. COMMERCIAL FOODS. Learn nutrition, menu planning and purchasing techniques necessary to be a successful chef, dietitian or manager. Develop culinary and creative skills from visiting chefs who share their secrets. COSMETOLOGY. Prepare for a career in beauty as a hair stylist or manicurist. Those who enroll for three years and attend extended day classes can earn the 1500 hours required by the State Board of Cosmetology. (Prerequisites: 10th grade reading level, 15 years of age and completion of 9th grade) HEALTH OCCUPATIONS EDUCATION (HOEL Explore the opportunities in the medical field through computerized instruction and lab activities. You may also choose an on-the- job training experience in a health care agency with an individualized study plan. Ji 8* School Locations I Senior High Schools 1 Central To Be Announced 1500 Park, 02 324-2300 2. |,A. Fair Al Niven 13420 David 0. Dodd, 10 228-3100 3. Hall Dr. Victor Anderson 6700 \"H\", 05 671-6200 lunior High Schools 4, Cloverdale Gayle Bradford 6300 Hinkson Rd,, 09 570-4085 5. 8. Forest Heights Richard Maple 5901 Evergreen, 05 671-6390 Mabelvaie Walter Marshaleck !08l 1 Mabelvaie W. Rd, Mabelvaie. AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Pine. 05 671-6250 Southwest Charily Smith 3301 S. Bryant, 04 570-4070 Elementary Schools 9. Badgett Mary Colston 6900 Pecan Road, 06 324-2475 4 G |azzw 0. J vM***^ 1-690 I Xepsjnijxpuooas ipea uj d  18 S| SuiiaauiaauiuiuiOD pjeog it|ij]uouj aijx \u0026gt; [auueijDaiqo Al-aSST uo axil pasuajai aje sSupaaui pjeog sSuiiaauj pieoq le suoiieiuasajd 3i|qnd joj uojsubOJd e s| aiaiu. puaue 01 paiiAui si oijqnd aqx ujeippen isa^ 018 au!PI?na uoiiEJisiuiuipvaqi JO ujooa pjeog aqi uj lu d 9 le qiuoiu qaea JO A^Kinqi qunoj aqj uo ApejnSaj swam pieog poqog aqi XreKUMS 8tS-0ZS 'Al 'S88|a V uqo| S09-yi liaipiiyt auusqies JO Si-995 IliaAOMI.OO. UO US0-W4 'SSO WlBd i8^ 'uoiiiuieH iiig luapisaJd-aaiA SZt-Si uosipei Xasjoo luapgsajd 9-BX aoow auqol sjopaiiQ JO pjBog aSHl 10. Bale Levanna Wilson 6501W. 32nd, 04 570-4050 11 Baseline To Be Announced 3623 Baseline Rd,. 09 570-4150 12. Brady Mary Menking 7915 Markham, 05 228-3065 13, Chicot Otis fheslar IllOO Chicot Rd., Mabelvaie, 72103 570-4062 14. Cloverdale To Be Announced 6500 Hinkson Rd., 09 570-4055 15. Dodd Patricia McNeil 6423 Stagecoach Rd.. 04 455-7430 16. Fair Park Barbara Means 616 N. Harrison. 05 671-6260 17. Forest Park Virginia Ashley 1600 N. Tyler, 07 671-6267 18. Fulbright Mac Huffman 300 Pleasant Valley Dr., 12 228-3080 19, Geyer Springs Eleanor Cox 5240 Mabelvaie Pike, 09 570-4160 20. lefferson Frances Cawthon 2600 N. 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Mabelvaie lulie Davenport 9401 Mabelvaie Cut-off Mabelvaie, AR 72103 455-7420 22, McDermott Michael Oliver 1200 Reservoir Rd., 07 228-3072 23, Meadowcliff Jerry Worm 25 Sheraton Dr.. 09 570-4165 24. Otter Creek Carolyn Teeter 16000 Otter Creek Pkwy., 09 455-7440 25, Pulaski Heights To Be Announced 319 N, Pine, 05 671-6290 26, Terry LaDell Looper 10800 Mara Lynn Dr 11 228-3093 27. Wakefield To Be Announced 75 Westminister Dr.. 09 570-4190 28. Watson To Be Announced 7000 Valley Dr., 09 570-4195 29, Western Hills Scott Morgan 4901 Western Hills, 04 570-4175 30, Wilson Gwen Zeigler 40I5Stannus Rd.. 04 570-4180 31. Woodruff Pat Higginbotham 30I0W. 7th.05 671-6270 Incentive Schools (Elementary Schools) 32. Franklin Franklin Davis 1701 S. Harrison. 04 671-6380 33. Carland Robert Brown 3615 W. 25th. 04 671-6275 34 Ish Stan Strauss 3001 Pulaski. 06 324-2410 35. Mitchell Donita Hudspeth 2410 Battery. 06 324-2415 36. Rightsell Sharon Davis 911 W. 19th. 06 324-2430 37. Rockefeller Anne Mangan 700E. 17th. 06 324-2385 38. Stephens Lonnie Dean 3700 W. 18th. 04 671-6350 Magnet Schools 39. Booker Arts Magnet Elementary Dr. Cheryl Simmons 2016 Barber, 06 324-2482 40. Carver Basic Skills/ Math-Science Magnet Elementary Mary Guinn 2100 East 6th. 02 324-2460 41. Central High International Studies To Be Announced 1500 Park, 02 324-2300 42. Dunbar Magnet lunior High International Studies/ Gifted \u0026amp; Talented Nancy Acre 1100 Wright Ave., 06 324-2440 43. Gibbs Foreign Language/ International Studies Magnet Elementary Donna Davis 1115 W. 16th. 02 324-2490 44. Henderson Health Science Magnet lunior High Ciell Watts 401 John Barrow Rd.. 05 228-3050 45 Mann Arts \u0026amp; Science Magnet lunior High Marian Lacey i 000 E. Roosevelt Rd.. 06 324-2450 46. McClellan Business/ Communications Magnet Senior High ) )die Carter 9417 Geyer Springs, 09 570-4100 47. E arkview Arts \u0026amp; Science Senior High I inlous Babbs, |r. 2501 John Barrow Rd,, 04 228-3000 48. Rockefeller Early Childhood Magnet Anne Mangan 700 E. 17th. 06 324-2385 49. Washington Basic Skills/ Math-Science Magnet . Elementary Karen Buchanan 115 W. 27th. 06 324-2470 50. Williams Basic Skills Magnet Elementary Dr. Ed [action 7301 Evergreen. 07 671-6363 Interdistrict School 51. Romine Elementary Lionel Ward 3400 Romine Rd.. 04 228-3086 52. Martin Luther King, )r, Sadie Mitchell 907 Martin Luther King, |r. Drive.02 324-2135 Crystal Hill Elementary (Pulaski County Special School District) Wanda RuHin 500) Doyie Venable Dr. No. Little Rock. AR 72118 753-4323 Vo-Tech Center 53. Metropolitan Dr, Doyle Dillahunty 7701 Scott Hamilton, 09 565-8465 This calendar is sponsored, in part, by these companies. We sincerely thank them because we couldn't do it without their support. Legend ^AP\u0026amp;L 89 An Entergy Company WORTHEN NATIONAL BANK OFAI5KANSAS 0 Senior High Schools  Junior High Schools  Elementary Schools Incentive Schools (Elementary) Magnet Schools Olnterdistrict School O Vo-Tech Center The Little Rock School District Calendar/Brochure. designed to give information to staff, patrons and citizens, is edited by the LRSD Communications Department, leanette Wagner, director, Vicki Armstead, secretary. Please call 324-2020 lor more Information, diqeiiBAv s|e9v\\l snopumN Options In Little Rock School District Provide Individualized Education Opportunities There's a school in the LRSD that's custom-taitoied to your child's needs. Aiea Schools ate those assigned based on where you live. Area schools offer a strong classroom-based program in basic skills, as well as essential skills development necessary lor problem solving and critical thinking The elementary level focuses on instruction in language arts, mathematics, sodal studies and science, lunior high and senior high programs are comprehensive and offer diverse oppwtunities and challenges which emphasize teamwork, leadership, and high expectations for personal achievement Incentive Schoofs promote academic excellence with themaO'c emphasis in sdence, language and individualized learning They receive enhanced funding and have a focus geared to educational achievement Incenttve schools offer computer literacy and programming Insmrction, extended day, week, and year learning opportunities\nloreii language, permanent substitute teachers, addidonal instructional aides arid the development of an individualized learning plan for each sturdent Magnet Schools present fixating opportunities for students with spedfk interests such as art, math, sdence, foreign language, basic ^lls. international studies, health sciences and business communications, Inierdistrict Schoch with special themes provide another choice and ate open to dreir attendance zones and M-to-M tratsfers frwn PCSSD and in\u0026amp;a\u0026lt;listiict transfers from other LRSD sdrcds. The Little Rotdt School District offers special education for both handicapped and ^Ited and talented students. Eady childhood education opportunities include the toitiort-free four-year-old programs, HIPf\"f IHome Insnucticsi Program for Pre-School Youngsters), and the Rockefeller Cooperative Eady Childhood Education Magnet School for children ages six weeks thnxrgh four years. Welcome to the Little Rock School District and its world d choices. Call 324-2272 about options. Before And After School Child Care The CARE program operates from 7 a.m. until school opens and from the close of school until 5:30 p.m.|6p.m. at incendve schools! and is located in elementary schools where there is a minimum of 15 participants. Obtain registration forms at schools or from the CARE office, 324-2395. Registration fee is$6. Rates are54.50for drop-ins, $7 for holidays. Monthly, full-time and part-time rates are based on $3,50 per day. Incentive school fees are on a sliding sale. n B M (-  5 o o \u0026lt; 8 3 o 7t V\u0026gt;nX o o 2 a\u0026gt; Q J \n3 I p in I I o S s i .-ft Little Rock School District I  First Class Schools For World Class Kids Date: April 17, 2000 To: Gene, Horace, and Melissa From: Ann Re: Recent LRSD Publications Attached are some LRSD publications that Bonnie Lesley recently sent us, asking for our feedback. Please review each document individually according to the assignments below, answering the seven review questions in writing for each document. Note that these publications are the originals, so please dont mark them up. If youd like to jot notes on them (edits, etc.), work on a copy. Id like to have your reviews by this Thursday. April 20. Thanks. Gene: Horace: Melissa: High Schools\n High School Curriculum Catalog 2000-2001  Guide to Course Selection and Graduation Requirements, 2000-2001 Middle Schools:  b* Grade Standards, Benchmarks  7'*' Grade Standards, Benchmarks  8* Grade Standards, Benchmarks  Middle School Curriculum Catalog 2000-2001  Guide to Learning in Middle School Elementary Schools:  Kindergarten Standards, Benchmarks  1 Grade Standards, Benchmarks  2\"* Grade Standards, Benchmarks  3\"* Grade Standards, Benchmarks  4* Grade Standards, Benchmarks  5\"* Grade Standards, Benchmarks Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? 'Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.\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_912","title":"Reports: Gifted and Talented, 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":["1992/2004"],"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 (Ark.)--History--21st Century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School improvement programs","Students","Gifted persons","Education--Finance"],"dcterms_title":["Reports: Gifted and Talented, 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/912"],"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\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_725","title":"Safety and security","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1996"],"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","School management and organization","School improvement programs","School discipline"],"dcterms_title":["Safety and security"],"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/725"],"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-. t. Dlst OD)1 @002'003 Little Rock School District NEWS RELEASE February 11, 1993 For more information: Dianne Woodruff, 324-2020 LITTLE ROCK. SCHOOL DISTRICT OFFICIALS ANNOUNCE INCREASED SECURITY PROCEDURES FOR ATHLETIC EVENTS Little Rock School District officials announced today the initiation of increased security measures for LRSD basketball games and other District indoor sporting events. All persons now will be videotaped as they enter an event, as well as filmed in the audience during the event. The tape will be used at a later date to identify any person/s who might be involved in a disturbance. The stepped-up procedures include development of a written plan which will cover the placement of security personnel and clarification of their assigned duties. visiting and host administrator are required to be present 311 indoor athletic activities to identify students from A the two participating schools. Students will be required to show a school identification card or offer proof that they are enrolled in one of the participating schools. (MORE) 810 West Markham street  Little Rock, Arkansas 72201  (501)324-2000w TO 324 2032 Wo^O3 LRSD Security Measures February 11, 1993 Page 2 Additional off-duty policemen have been employed to work school sporting events and LRSD school administrators will reserve the right to restrict the admission to all school events. Other requirements are: * Admission will be charged throughout the entire game. * Only parents will be admitted after the start of the fourth quarter. * All small children and those below the age of the participating schools student body must he accompanied by a parent. The District will press charges against anyone who disturbs an athletic event and will do what ever is necessary to insure the safety of those attending the events.C i Little Rock School District NEWS RELEASE April 29,1993 For more information: Jeanette Wagner, 324-2020 LITTLE ROCK SCHOOL DISTRICT OFFICIALS ANNOUNCE SECURTiy PROCEDURES FOR OUTDOOR ATHLETIC 1 Little Rock School District officials announced today the iniriarion of increased security measures for district outdoor sporting events. Persons may be videotaped as they enter an event, as well as filmed in the audience during the event The tape will be used at a later date to identify any person/s who might be involved in a disturbance. Little Rock School District security personnel and off-duty policemen will be assigned specific locations in addition to the entrance gate and parking lot A visiting and host administrator are required to be present at all outdoor athletic activities to identify students from the parricipan-ng schools, Students are required to show a school identification card or offer proof that they are enrolled in one of the participating schools. (MORE)J/29/93 16:38 0301 324 2032 L R School Dlsr ODM @003/1)03 LRSD Security Measures Page 2 Other requirements are:  Admission will be charged throughout the entire event.  All small children and those below the age of the participating schools student body must be accompanied by a parent. The District will press charges against anyone who disturbs an athletic event and will do what ever is necessary to insure the safety of those attendin' the events. S !'ri'! if12/15/93 16:26 501 324 2032 L R School Dlst ODM @002/002 C: 1 Little Rock School District NEWS RELEASE December 14,1993 For more information: Jeanette Wagner, 324-2020 SPECIAL LRSD MEETING SCHEDULED The Little Rock School District will hold the first organizational meeting of the Blue Ribbon Task Force on Safety and Security tonight at 6 p.m. The task force has been assembled by Dr. Henry Williams, LRSD superintendent ,to address the continuation of a safe and orderly climate for students and staff in LRSD schools. ###c -7 SE? 2 1994 Dione D. Doty 1510 Hillsborough Little Rock, AR 72212 September 1, 1994 0HiC9 o! DsSCQi'GQ' i Dr. Russ Mayo Associate Superintendent Little Rock ^hool District Little Rock, AR 72201 Dear Dr. Mayo: Since your office took absolutely no action to reroute our newly reassigned bus route to exclude violent, crime intensive areas, we have nothing to reconsider. We will NOT compromise on safety issues and denial by your office and others of the existence of safety problems will only speed the exodus from the District. After seventeen years of supporting the Little Rock School District, we have withdrawn that support and enrolled our child in private school. The last 5 stops on this \"safe\" route are through one of the most violent areas in the city. Attachment 1 is summarized from a August 7 Arkansas Democrat-Gazette article regarding the 41 Little Rock murders through that date. It only addressed murders, so it is far from being all-inclusive of area crimes. 37% of those murders were in some way related to this area either being the address of the victim, assailant or of the murder (22% of the 37%). Included were 3 drive-by murders (generally being unsolved), numerous shootings, chases, etc., etc. These locations were within blocks of both the bus stops and bus route which you consider \"adequate and safe\" and are certainly an indication of the high probability of being at the wrong place at the wrong time when traveling that route. Also note that the 14 year old assailant in murder # 12 has added a carjacking at gunpoint (3 felonies) and another drive-by shooting to his arrest record between August 14 and August 25. This assailant lives within blocks of one of these \"safe\" bus stops and has not restricted his activities to his home in the past! We understand that the Little Rock School District is large, that it has many students and that transportation is a major logistics problem. Reduced bus-time and optimizing student-to-bus numbers were both cited by the transportation department as objectives for splitting the \"Green\" route, which has been our assigned route since 1990. We understand such objectives, but did not notice significant changes in either of these factors. We realize that the needs of the 6 children in this crime intensive area must also be met. We regret that they, or any children, are subject to the daily risk of living in such areas. However, we cannot and will not support ANY decision or ANY objective that would put ANOTHER 14 children at risk by transporting them twice a day through an urban war-zone! We do have choices!!Page 2 of 2 Doty to Mayo September 1, 1994 We certainly do not dispute that Booker Arts Magnet is an excellent school. We have been more than pleased with Dr. Simmons, Dr. Lacey, other Booker administrators, and Booker teachers and specialist. When we visited Booker to let Dr. Simmons know of our decision and to allow our daughter to say goodby to friends, there were many expressions of regret that she was leaving and best wishes for her at her new school. This decision was not without regrets and tears on our part. However, the magnitude of this safety issue far out weighs the positives that Booker's administration and staff offer. We want to stress that we would NOT have placed our child in a private school had your office, Dr. Cheatham in the transportation department, and/or Dr. William's office indicated any intent to resolve this safety issue. After numerous statements such as \"We feel that the established routes provide adequate and safe service\", there was no doubt that we were being told to \"take it or leave it\"....so we left! We can be contacted at the above address or at (501) 225-6864 if you have questions, comments or would want to further discuss the basis of our decision. Sincerely, (copy) Dione D. Doty Attachment cc (w/attachments): Dr. Henry Williams Dr. Mary Jane Cheatham Dr. Cheryl Simmons Ms. Ann Brown, Federal Monitor Little Rock School BoardLittle Rock School District August 23, 1994 Mr. and Mrs. Jerry Doty 1510 Hillsborough Lane Little Rock, AR 72212 Dear Mr. and Mrs. Doty\nDr. Henry Williams, Superintendent, routing from your address, 1510 Hillsborough Lane School. asked me to review the bus to Booker Magnet I personally reviewed the routing with information supplied by the Transportation Department. As of this date, we do not havp a bna that would follow As of this date, we do not have a bus your requested route to Booker Magnet School. population of the district is currently over 21 000 students. We strive to provide both an efficient and safe educational environment for our students. ------ I am unable to honor your request for alternate bus routing at this time. We feel that the established routes provide adequate and safe service. We feel that I hope that you will reconsider n , ,, - . ----- your choice of private school. Booker Magnet is an excellent school.  *  I feel that if given the opportunity, Erin will be provided a quality education in a safe environment. Sincerely, Dr. Russ Mayo Associate Superintendent RM: dk 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 Attachment 1 Page 1 of 2 Details from the August 7, 1994 Arkansas Democrat-Gazette article of the 41 Little Rock miinkts (at that date) in 1994. DATE LOCATION DETAILS # BLOCKS TO BUS ROUTE LOCATION # BLOCKS TO BUS STOP LOCATION 1-9-94 2 of 41 2-7-94 4 of 41 2-12-94 5 of 41 2-15-94 6 of 41 3-17-94 12 of 41 **AND MORE! AND3- 25-94 14 of 41 4-17-94 17 of 41 2026 W. 18th Murder location In route from basketball game (Central area) to 2213 Valmar Murder location 3310 W. 16th Assailant's address 2421 W. 16th Address of victim of police shooting prosecutors ruled justified 1722 Johnson St. Assailants address Stabbed, CRACK COCAINE in exchange for sex DRIVE BY SHOOTING, FIRED TWO BULLETS, RETRIBUTION FOR AN EARLIER SHOOTING Victim killed by GUNSHOTS in his living room (outside of area) Victim killed after police STAKEOUT, CHASE AND CONFRONTATION. SHOOTING outside of area but stakeout and chase locations not documented Shot victim with .22 CALIBER PISTOL, stolen property sale 4 Blocks 14th \u0026amp; Jones 6 Blocks 14th \u0026amp; Woodrow In route = \"in area of 14th \u0026amp; Woodrow In route \u0026amp; \"in area of NA NA NA **This is the 14/15 year old in Arkansas Democrat-Gazette August 26-30 articles. He was arrested \u0026amp; charged with the 3/17 murder, arrested again in August for carjacking at gunpoint ( 3 felony charges), then arrested again for a drive- by shooting in this area August 26. 3 gun \u0026amp; auto related incidents ..MURDER and CARJACKING and-DRlVE-BY SHOOTING 2509 W. 13th Murder location GUNMAN OPENED FIRE as victim emerged from house\npolice say murder was GANG RELATED 1 Block 14th \u0026amp; Thayer 5 Blocks 14th \u0026amp; Woodrow 5 Blocks 15th \u0026amp; Schiller AND 5 Blocks 14 th \u0026amp; Woodrow 5 Blocks 14th \u0026amp; Woodrow 4 Blocks 14 th \u0026amp; Woodrow AND 6 Blocks 15th \u0026amp; Schiller A 4220 W. 12th Assailants address B. 4310 Maryland Murder location Demanded money from victim\nSHOT SEVERAL TIMES with large-caliber pistol A 4 Blocks 10th \u0026amp; Pine/Cedar B. 3 Blocks Maryland \u0026amp; Pine/Cedar A. 8 Blocks 10th \u0026amp; Valmar B. 8 Blocks 10th \u0026amp; ValmarDATE 4-26-94 20 of 41 5-8-94 23 of 41 5-11-94 24 of 41 5-27-94 27 of 41 5-30-94 28 of 41 6-18-94 33 of 41 6-11-94 35 of 41 7-10-94 37 of 41 Attachment 1 Page 2 of 2 LOCATION 16th \u0026amp; Izard Victim's car found at this location A.351O W 14th Victim's address B. 1608 Park Murder location 3515 1/2 W. 11th Assailant's address (No murder location noted) A. 1520 Oak Victim's address B. 3600 Block of W. 16th Murder location A. 1914 Ringo Victim's address B. 1422 Chester Murder location 1603 Chester Assailants address A. 1911 Cross Murder location B. 1011 W 20th Assailants' address 1000 block of S Elm Murder location DETAILS Victim strangled in her home outside of area\nno assailant address\nvictim's car in apartment parking lot Victim shot with a HANDGUN, ran a short distance and collapsed at 1608 Park Assailant minutes earlier complained to police officer that victim had stolen his tennis shoes\nassailant STABBED victim after a FOOT CHASE. Several men in a car fired a DOZEN OR MORE SHOTS from SEVERAL WEAPONS...UNSOLVED MURDER DRIVE-BY SHOOTING, three occupants, two gunshot wounds in chest\nUNSOLVED MURDER Assailant called police and said had killed a man with a rock after being threatened with a knife (murder outside of area) Victim's neck was broken when choked \u0026amp; robbed at his home DRIVE-BY SHOOTING\nAS MANY AS EIGHT ROUNDS\nSHOOTER GANG-STYLE CLOTHING\nUNSOLVED MURDER # BLOCKS TO BUS ROUTE LOCATION NA NA 1 Block 11th \u0026amp; Valmar A \u0026amp; B 6 Blocks 12th \u0026amp; Valmar A. 5 Blocks 16th \u0026amp; Chester B. 2 Blocks 16th \u0026amp; Chester Exact Location 16th \u0026amp; Chester NA 2 Blocks Pine/Cedfir \u0026amp; lOtli # BLOCKS TO BUS STOP LOCATION Exact Location 16th \u0026amp; Izard A. 5 Blocks 14th \u0026amp; Woodruff B. 2 Blocks 15tli \u0026amp; Shiller 1 Block 10th \u0026amp; Valmar A \u0026amp; B 7 Blocks 10th \u0026amp; Valmar 9 Blocks 14th \u0026amp; Woodruff A. 6 Blocks 16th \u0026amp; Izard B. 3 Blocks 16th \u0026amp; Izard AND 6 Blocks Dr. Martin Luther King \u0026amp; 15th 1 Block 16th \u0026amp; Izard A \u0026amp; B. 6 Blocks 15th Izard AND 7 Blocks Dr. Martin Luther King \u0026amp; 15th 6 Blocks 10th \u0026amp; ValmarL y yckooi Bist Little Rock School District NEWS RELEASE August 17,1994 For more information: Jeanette Wagner, 324-2020 LRSD TO HOLD SECURITY OFFICERS WORKSHOP Little Rock School District as well as Little Rock city officials take part in a workshop for LRSD district security officers on Thursday. August 18 and Friday, August 19 from 8 a.m. until 4 p.m. The two-day workshop, designed for LRSD full and part-time school security officers and resource officers, will be held at Parkview Magnet High School. On Thursday, Mark Stodola, prosecuting attorney for Pulaski County, will address the issue of youth gangs while Assistant Little Rock Police Chief Randy Reed speaks on the LRPD perspective concerning school security. Dr. Henry Williams, LRSD superintendent will present several awards and citations to officers who served during the 1993-94 school year. Darold Maxfield, director of the LRSD Truancy Center will discuss how the center supports school security. ### 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000EASTERN DISTRICT ARANSAS OCT 2 i 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES w. McCormack, clerk DSP cte^ WADE POOLE PLAINTIFF VS. NO. BILL BARNHOUSE, a Former Employee of the Little Rock School District: Individually and in His Official Capacity\nDR. HENRY WILLIAMS, Superintendent of Schools of the Little Rock School District\nand the BOARD OF EDUCATION OF THE LITTLE ROCK SCHOOL DISTRICT DEFENDANTS 1. COM PLAl NT Jurisdiction is pursuant to 28 U.S.C.  1343. Relief is sought pursuant to 42 U.S.C. 1981, 1983, and 2000(e). 2. Plaintiff is an African American citizen of the United States who resides in Pulaski County, Arkansas. He has been employed by the Little Rock School District (hereinafter LRSD) since January 3, 1994 in the position of Supervisor of Security Personnel. He brings this action to secure his rights to equal protection and due process of law guaranteed by the 14th Amendment to the United States Constitution and by the statutes provided herein. He also seeks to require the defendants to adhere to their own rules and personnel selection policies and practices. c\n\\wp60\\poole.cpt Z0d 00I01ZS Oi B'd a3\u0026gt;nBiTn nhot wodd Sfifrl *66I/T3/0l3. Defendant Bill Bamhouse is a former of employee of the LRSD who took or participated in taking the adverse actions which plaintiff challenges in this Complaint. Defendant Henry Williams is the Superintendent of Schools of the LRSD. The Defendant Board of Education is a public body corporate which has the responsibility for setting policy and employing staff to oversee, manage and operate the public schools of the LRSD. 4. This is an action for declaratory judgment and to have the defendants mandatorily enjoined to provide plaintiff a fair opportunity to compete for a job promotion. This is also an action for damages against Defendant Bamhouse for having engaged in acts of job pre-selection which have adverse racial and due process consequences. .1 5. Plaintiff is a graduate of Park College in St. Louis, Missouri with a Bachelors Degree in criminal justice administration. He has a history of public and military employment. He has been employed by the LRSD since January, 1994. 6. In May or June of 1994, the LRSD announced a position vacancy the administrative position of Director of Safety and Security. The position announcement set forth the qualifications for tfie job and included a requirement that applicants have a college degree in a field related to safety and security. The announcement did not indicate that educational qualifications could be substituted or waived. 7. After Plaintiff Poole applied for the position but before Defendant Bamhouse became aware of plaintiffs application, Bamhouse indicated to plaintiff that: \\ve need to fix this [position announcement] so Bobby can get the job.\" As c:\\wp60\\poole.cpt 2 0  d 00I0TZ2 Oi  t)  d a3\u0026gt;nBn  PI nhor woddDefendant Bamhouse was talking, he was rewriting the job description so as to fit the employment qualifications of Bobby Jones. Jones is a white person who is a retired policeman for the Uttle Rock Police Department. When employed by the LRSD, Jones was perceived by many black police officers to be racial in his treatment of black police officers and of black citizens. 8. Jones did not meet all of the objective qualifications set forth in the position announcement or the job description. The defendants allowed Bamhouse to rewrite the job description notwithstanding the fact that Bamhouse had already ' resigned the position. Defendants proceeded to ratify Barnhouses action without there being a formal meeting by the Board on the matter. I 9. The defendants violated their own practice, if not their own policy, in writing or rewriting a job description or in allowing a job description to be rewritten in I order to favor a particular applicant. That the application was written by a white employee to favor a white associate has racial implication. 10. The Defendant Henry Williams indicated to plaintiff that the selection process would be fair and nondiscriminatory. He also indicated that the comparative qualifications of the applicants would be subject to review by a bi-racial panel of I i citizens and/or district employees prior to making a selection for the position. That panel would also interview applicants and make recommendations before the position was filled. Defendant Williams promised Plaintiff Poole an interview before the panel prior to his own action upon any recommendation that panel would make to him. 11. On information and belief, Defendant Williams did not follow through c:\\wp80\\poole.cpt 3 te 'd 00I0I22 01  wd aaxion'o nhot woad It- SM t'66IzT3/0Iwith his promise in that he did not convene a bi-racial selection panel to interview applicants. During this same time, the District was engaged in the process of the selection of principals in the School District Interview panels were also promised for those panels by Defendant Williams and the District for that process as well. Defendant Williams chose not to use panels in some cases and in other cases, such as in principals and other staff members, he chose to use panels. He simply used panels when he wanted to and did not do so when he wanted to\nthus, the districts polices were violated. ' 12. Bamhouse recomm,ended Jones to Williams as Barnhouse's successor and represented that Jones met all applicable criteria. This was not true. Upon the announcement of his retirement, Bamhouse then recommended that Jones act as Director of Security until the position could be filled by the Board. Defendant Williams accepted Bamhouse's recommendation. That action constituted favoritism due to race or color. 13. Plaintiff met the qualifications for the position\nhe applied for the position: the District continued to solicit applicants for the position after plaintiffs application\nand the District changed the qualifications of the position in order to fit and favor a white employee who did not meet the qualifications that certain School District officials wished to have the job. 14. By defendants aforestated conduct, plaintiff has been deprived of due process and equal protection of laws under the 14th Amendment to the United States Constitution by 42 U.S.C.  1981 and 1983, and of his rights to be fairly and equally c\n\\wp60\\poole.cpt 4 0  d 00I0Ii Oi  d * d d 3 \u0026gt; T s m  n H H 0 r w o a 3 8 a : fr I a 6 6 I / I e z 0 Ttreated pursuant to the Districts own policies and procedures. Plaintiff has been denied an opportunity to have his objective qualifications considered by the school board in his quest for a promotion. Plaintiff has therefor been deprived of well- defined, weil-estabiished legal rights which are set forth in the statutes cited herein. He has no effective recourse for the discrimination he has suffered other than this action for declaratory, equitable and injunctive relief. Any other recourse would be so costly, time consuming and uncertain as to deny effective relief. WHEREFORE, plaintiff prays that this matter be set for early hearing and. thereafter, that the Court enter an Order declaring that plaintiff has been subject to employment discrimination due to his race or color. Plaintiff also prays that the Court declare that the employment process was tainted and otherwise rife with overtones of pre-selection and nepotism in violation of law and district policy. Plaintiff further prays that he either be awarded the job position or that the job be declared vacant until appropriate consideration of the initial job requirements. As an alternative, plaintiff prays for damages and a declaration that he is entitled to fill this vacancy or to be paid as if he were holding the position and then that he awarded the next comparable promotional vacancy for which he qualifies. Plaintiff further prays for his costs, including reasonable counsel fees. Respectfully submitted, JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (501) 374-3758 c\n\\wp60\\poole.cpt 5 90d 00T0I22 01 B'd d3\u0026gt;ntin'n nhof wodd strti t-eeizizzei11 o- By: Jdkn W. Walker, Bar No. 64046 Austin 1. 86145 DATED: October 20. 1994 c:\\wp60\\poole.cpt 6  d 00I0ld Oi 0d asMiBPi'n NHor wodd OSit-I f60T/I3/0I JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Tel (501) 374-3758 Fax (501) 374-4187 JOHN W. WAUKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER JR, FAX TO: ANN BROWN FAX#: 371-0100 FROM: JOHN W. WALKER DATE: OCTOBER 21,1994 SUBJECT: POOLE v. BARNHOUSE PAGES: 7 NOTES: :0*d 00101Z2 01 b*d a3\u0026gt;nbn'n nhot woddR son LITTLE ROCK SCHOOL DISTRICT PUPIL SERVICES DEPARTMENT JAN 1 6 1555 January 17, 1995 Office cf Dsse^rc^jdiiCfi /vigniijiibg To: Safety and Security Task Force From: Jo Evelyn Elstdn/uirector, Pupil Services Enclosed is a \"clean\" copy of the Safety and Security Task Force Recommendations Checklist that we reviewed at our January 4, 1995 meeting. Thank you for your comments and suggestions in helping to refine the draft. I will be presenting this information to our Board of Directors at the January 25, 1995 regular board meeting. You are all invited and encouraged to attend. Your support would be appreciated. Thank you again for agreeing to continue to serve on the Task Force. Your commitment to the District and our children sincerely appreciated. is We agreed to meet quarterly. Our next meeting is scheduled for Wednesday, April 5, 1995, 6:00 p.m., in the Boardroom. We hope you can make the January 25th Board meeting. JEE/mabLITTLE ROCK SCHOOL DISTRICT 1994 SAFETY AND SECURITY TASK FORCE RECOMMENDATIONS IMPLEMENTATION CHECKLIST January 12, 1995 *w A. IMPLEMENTED B. PARTIAL IMPLEMENTATION D. NOT IMPLEMENTED [ C. DEFERRED DOE TO BUDGETARY CONSTRAINTS 1. Implement a standardized Violence Prevention curriculum in all schools. 2. Establish Peer Mediation Program in all schools. Violence Prevention Curriculiua Conflict Mediation B B A C D A C D z Central Z z Fair z Z Hall z Z McClellan Z Z Parkview z z Cloverdale J.H. z Z Dunbar z Z Forest Heights z Z Henderson z Z Mabelvale J.H. z Z Mann Magnet z z Pulaski Heights J.H. z z Southwest z z Badgett z Z Bale z Z Baseline z Z Booker zA X B C D A B C D Brady X X Carver X X Chicot/Ish X X Cloverdale X X Dodd X X Fair Park X X Forest Park X X Franklin X X Fulbright X X Garland X X Geyer Springs X X Gibbs X X Jefferson X X King X X MabeIvale X X McDermott X X Meadovcliff X X Mitchell X X otter Creek X X Pulaski Heights X X Rightsell X X Rockefeller X X Romine X X Terry X X Wakefield X X Washington X X Watson X X Western Hills X X Williams Magnet X X Wilson X X Woodruff X -2-A A 3 3 T X I I I J . Frov Conf ide \\ staff. D : cr JC everition ict Mediation Training to all B X X C D 3 C D I I I X A 3 C D X I J 5. I Educate and Sensitize all Teachers and Staff to the correlation between students being fully engaged in a positive educational experience and the low incidence of those students becoming involved in violent or disruptive school behavior. Provide Conflict Resolution Training to parents and students involved in violent or disruptive behavior. a. Require students involved in weapons violations and who commit acts of violence resulting in a L.T. suspension/expulsion to attend conflict resolution training as a reinstatement. ondition for b. Teach conflict resolution skills all students assigned to to in-school suspension because of physically verbally aggressive 6. Expand the District's Alternative School Program to provide a variety of educational options to meet the Educational, Personal/Social and Career needs of At-Risk Students. 7. Locate and utilize additional community resources. Designate one person in the District to be responsible for developing a comprehensive directory of community resources and serve as indistrict contact for referral assistance to Little Rock School District staff. -3-li' ji ir II I 3 T I S T i X I T I I li 'J all secondary r 1 ? 9 4 - B 5 school vear and to all ele.me exten ary schools to the D 5 . II I I A B D Prov Staf a ie Violen e Preventior Devslopr.er.t and Sonool Di ng to all d I.. ttle Reck riot employees. it \u0026gt;1 I X ! ii li ii 10. Stre In VO ngthen Parental I'-'enient in t.he sc.hools. B D 11. Create and maintain an ongoing i X I  I !! Ji 3 d Safe nd Security Task Force. A 3 D n li i X I i I I A B !i J\nI D I X h II I I I J -4- 12. Enhance school bus safety. Utilize transportation departnent security personnel to make random scans on school buses. 13. Develop safe school plans districtwide.f 1 P k\u0026gt;. i np] e.nent\noor po 1 1 Icings. 1 ind n.indate \nn -111 A B r i X 4- X I A B C D a r T I X b. c. X d. e. f. X X X A. Kaquest L tie Rock Police Depart~ent to enforce loitering law round school campuses. B. Request Alert Center assigned police officer be allowed to monitor school grounds in areas where Alert Centers and schools are in close proximity. 15. Establish \"Target Hardening Procedures\". a. Selective fencing around school campus area. b. Locked doors. c. Rearrangement of existing facilities for better security. d. Use of cameras \u0026amp; mirrors. e. Safe environment design for new or remodeled facilities. f. Trimming of large shrubbery and trees to 11 hiding places. A B C D X rn 16. Enhance Metal Scanning Procedure. A B X I C D 17. Study the feasibility and advisability of school uniforms. -5-f. 'J  I a LITTLE ROCK SCHOOL DISTRICT Pupil Services Department 1 3 1995 'hoe u. 5995 5*j U\u0026lt;..\u0026lt;U .nii\nnng May 15, 1995 TO: LRSD Departmen^Heads and Budget Managers FROM: Jo Evelyn Elst' Pupil , Director rv THROUGH: Dr. 'nr- Williams, Superintendent SUBJECT: Safe Schools andtCommunities March, Rally and Carnival The Little Rock School District Peer Helper's Advisory Council launched a Districtwide Safe Schools and Communities Campaign on February 1, 1995, to encourage student, parent and staff participation in school and community-based activities that help to create and maintain schools that are safe and violence free. A number of \"Safe schools\" activities have been implemented during the school year. On Saturday, May 20, a Safe Schools and Communities march, rally and carnival will be held at MacArthur Park to culminate our year long project. All District personnel are invited and encouraged to join with us in this celebration. The march will begin at 10:00 a.m. in front of the District Administration Building and end at MacArthur Park. The rally will begin around 11:15 a.m. A number of community and student leaders, including Governor Tucker and Mayor Dailey, will speak and a variety of entertainment will be provided throughout the day. We need your support of this effort through your attendance at the march and rally on March 20. Please help our Peer Helpers to make a visible statement to the public regarding the Little Rock School District's support and advocacy for safe and secure schools and communities that are free of violence. JEE/lccgHSsaBB 05 1\"'93 17\n03 003.003 !\u0026gt; ft k'\n[I. h'\nV\u0026lt; -   t \u0026gt; May 17,1995 LRSD COSMVXICATI ODM  i-p 0501 324 2023 c \u0026lt;7^ a Little Rock School District News Release For more information: Dina Teague, 324-2020 The Little Rock School District Peer Helper's Advisory Coundl xvill culminate a year long Districtwide Safe SchooE and Communities Campaign  with a march, rally and carnival on Saturday, May 20. The march begins at 10.00 a.m. in front of the LRSD administration building and ends at McArthur Park- Governor Jim Guy Tucker and Mayor Jim Dailey will speak at the rally wiiich begins at 11:15 a.m. in the park. District personnel, students, and community leaders will participate in the event to show the LRSD's support and advocacy^ for safe and secure schooE and communities that are free of violence. Since the campaign launch on February 1, the Peer Helper's Advisory Council has hosted various school and communitv-based activities to help a-eate and maintain schooE that are safe and violence free. /I. 'J 0 J, I 810 West Markham street  Little Rock, .Arkansas 72201  (301)334-2000 J1* I'H lA' 05 17 85 1T\nO3 0*301 321 2023 LRSD COMMINICATI ODM J 0002 -'003 - r H 4 Little Ro( k School District '3' Media Ad\\Tsoiy I \u0026gt;1 I'  I u May 17,1995 For more information'- Dina Teague, 324^2020 1,^ Following is a list of additional events for announcements, neivs coverage and/or photo opportunities in the Little Rock School District for this week: 9-59 a m, - 12:30 p.ni. Sixth grade gifted and talented students compete m the Sixth de Challenge at Parkview Arts and Sciences Magnet High School Competitive events cover the areas of current events, spelling,, vocabulary, math, logic, and hand-on problem solvin\ng\u0026lt;iaY,.Mfiy-19, T.iy - 2\n2Q pan, The Reading Conmiittee at Booker Arts Magnet Elementary School hosts a Celebration of Reading\" to reward students for readin^ a designated number of books. The students have created a bookworm that curies the inside of the building. Guest readers and storytellers in costumes will visit decorated classrooms to visit with studenis. V 7' } 4^' 'v*c!5t \u0026gt; ? :r.. 4 fi -\u0026lt;:k' s'\n 4\"' - ' ,T 810 West Markham Street  LitUe Rock, Arkansas 72201  (501)824-2000 J-n. little rock school district PUPIL SERVICES DEPARTMENT RSCSI'^ 5 1 019% OtiiCb O!iC8 0* Qesegiega'jon f^onaoni-Q MARCH 12, 1996 TO: Safety and Sec ity Task Force Members FROM: Jo Evelyn Elston\nirector of Pupil Services Department SUBJECT: Task Force Meeting A meeting of the Little Rock School District Safety and Security Task Force is scheduled for Tuesday, April 9, 1996, at 5:30 p.m. in the Little Rock School District Administration Building Boardroom We have a number of important issues in at 810 West Markham Street. If you are unable to to discuss and encourage your attendance. attend, please call me (324-2162) at your earliest convenience. I am looking forward to our meeting and continuing our work in helping to make our schools safe, caring and respectful learning communities.1 LITTLE ROCK SCHOOL DISTRICT PUPIL SERVICES DEPARTMENT RECEiVS^ ArH i 6 1996 Office of Dese^reyaiioii April 10, 1996 TO: Little Rock Scho) District Safety \u0026amp; Security Task Force FROM\nJo Evelyn Elstorf, Director of Pupil Services SUBJECT\nScheduled Meeting At the April 9, meeting of the Safety and Security Task Force, an overview of the LRSD Strategic Plan was given by Leon Modeste, special assistant to the Superintendent. Strategy ten of the plan. School Safety, has been assigned to the Safety and Security Task Force to carry through on its implementation. Strategy ten contains seven Action Plans\nTask Force members are asked to volunteer to work on at least one sub committee to develop an implementation plan for the assigned Action Plan. Listed below are the action plans and the individuals who volunteered to chair and/or work to complete the implementation plan: Plan 1 - Provide ongoing conflict resolution training and skill development for students. 1. 2. 3. Chairperson - Kwami Nancy Rousseau Margie Powell Plan 2 - Improve behavior and safety on school buses and bus stops. 1. 2. 3 . 4. Chairperson - Bruce Moore Mary Jane Cheatham Bobby Jones Ed Streeter Plan 3 - Control access to school buildings, grounds and events. 1, 2. Chairperson - Bobby Jones Janet Buford1 Plan 4 - Implement a staff development plan for all school district personnel to fully understand safety policies and procedures. 1. Chairperson - Jo Evelyn Elston Plan 5 - Develop and enhance a system of communication among schools, administration and the public regarding issues of safety and security. 1. Chairperson - Steve Shultz Plan 6 - Inform the public of plan in regard to the following: (a) Control of drug activity, (b) violence prevention, (c) campus and bus security (in language that is direct and easy for all to understand). 1. Chairperson - Kathy Wells 2. Nancy Rousseau 3. Jane Meadows 4. Jo Evelyn Elston 5. Suellen Vann Plan 7 - Develop a credible evaluation plan that will ensure complete and proper implementation. 1. Chairperson - Mary Jane Cheatham 2. Ed Streeter Each chairperson will recruit additional participants from the Task Force members who were absent on April 9, and from the community at large. Subcommittees are asked to meet before the next scheduled meeting of the Task Force on April 29, 1996, at 5:30 p.m, in the Little Rock School District Boardroom. Your willingness to serve on the Task Force is deeply appreciated. Feel free to call if you have guestions.NAME AND ADDRESS OF SAFETY AND SECDRITY TASK FORCE 1995-96 Dr. Victor Anderson Co-Chairperson Safety \u0026amp; Security Force LRSD Task Jo Evelyn Elston Co-Chairperson Safety \u0026amp; Security Task Cory Anderson - UALR 2801 S. University Ave. Force LRSD Little Rock, AR 72204 lobby Jones Director Safety \u0026amp; Security Dept. Little Rock School Dist. Judge Wiley Branton Juvenile Division 3001 West Roosevelt Rd. Little Rock, AR 72206 Ed Streeter 5400 Murray St. Little Rock, AR 72209 Ms. Frances Dedner '224 Valley Drive Little Rock, AR 72209 Mrs. Erma Hendrix LR Board of Directors 921 W. Roosevelt Rd. Little Rock, AR 72209 Dr. Patty Kohler Director-Division of Exceptional Children Little Rock School Dist. Dr. William Lawson Dept, of Psychology Veterans Medical Center 220 Ft. Roots Drive N. Little Rock, AR 7211 Mrs. Neddie J. Nichols 11005 Mara Lynn, Apt. E Little Rock, AR 72211 T. Kevin O'Malley LRSD Board of Directors Tower Building-Suite 700 Little Rock, AR 72201 Mrs. Margie Powell 201 E. Markham-Suite 510 Heritage West Building Little Rock, AR ----- Mrs. Bettye Robinson Transportation Dept. LRSD 72201 Steve Shults 223 Crystal Court Little Rock, AR 72205 Mrs. Minnie Thompson 4323 W. 17th Street Little Rock, AR 72204 Dr. Linda Watson Student Hearing Officer LRSD Mrs. Stella Watson 908 Townsend Little Rock, AR 72202 James Washington Principal Henderson Captain W.W. Williams LRPD 700 West Markham Little Rock, AR Burce Moore 500 W. Markham, Room 203 Little Rook, AR 72201 72201 Jim Fullerton 30 Calais Court Little Rock, AR 72211 Lillie Carter 5405 Southboro Drive Little Rock, AR 72209 Janet Buford 2901 North Pierce Little Rock, AR 72207 Kathy Wells P.O. Box 777 Little Rock, AR 72203 Pat Gee 8409 Dowan Drive Little Rock, AR 72209 Nancy Rousseau 11 River Oaks Little Rock, Ar 72207 Jane Meadows 12514 Colleen Drive Little Rock, AR 72212 Rich Robins 4119 Lee Ave. Little Rook, AR 72204 Mary Jane Cheatham Laidlaw Transportation 5400 Murray St Little Rock, AR 72209 Steve Bradley - UALR Community Revitalization 2801 S. University Ave. Little Rock, AR 72204 Kwami 1622 Peyton Little Rock, AR 72204nay 5 sif3 10:24 P.03 LRSD Safety and Seearftr/ .1 ittcni Gdliup poll shoivs that parents, across the nation are con-'erned ^bnut then cbildtens safetv and ba-tbrin' at suhooi. At the LRSD, we are taking proactive measures to provide .a safe envi- i i nneii for ieaming. here .\\re scm\u0026lt; of the things we are doing, or have done, for you and your children'  i -dcs Police Resource Cfticeis in au seconda-y schools to help provide  balance behc^een crime prevention education, and enforcement and to provide informed positive cor tacts for students. test LKSD LUS tin /ets ioi drug use ror a period of three years before it was mandated by state 'a'.e Cooperate with tlie Littie Rock Police iJepartn*ient on incidents requiring a police report.  .nssjgn .Safe.ty and Securih' Officers to setfondaty sefpois and plaie additional securitv officers in schools dvj-ing fne jast week of sebod. '  Work with .Ne v Futures for Little Rock to suppiort the \\outh Initiative Proiect, a program which provides children with an aherna.tive to gangs jnd vioknte. 9 I i'b.' ''ide personal alarms for teachers and staff members at a reduced cost. J  Employ a bafem and Security Supervisor to mvesdgate smdent and oerent concerns.  imp.'ement ranrton-' \u0026gt; roiahng assignments of security cameras and pepsonrel to school buses. Cooperate 'A-ifi. parent groups io improve .school environments. c Provide training tor teachers and other sthool-ievsl employees to prevent violence and gang aniviixes ] ii w  y * -Minj. ANCt .w FGti (iini rysin: Irece -J I? ' MAY 1 S'W Little Rock School District Pupil Services Department Office of Deseflregaiian Monitonny May 14, 1996 TO: LRSD Safety \u0026amp; curity Task Force FROM: Jo Evelyn Elst' , Director of Pupil Services SUBJECT: June Meeting A Safety \u0026amp; Security Task Force meeting has been scheduled for Monday, June 3, 1996 at 5:30 p.m. in the LRSD Boardroom. Your attendance and support are appreciated.  10:33 6 PAGE 01 Little Rock School District DEPARTMENl OF PUPIL SERVICES 810 West Markham Little Rock, Ar 72201 FAX SHEET FAX #(501) 324-2199 Date: To\nu to, 195^ SL\u0026gt; r(y\\~kn^:. a From. . * Sender's Phone #\na Subject 3 7^^ J SPEC' TRUCTIONS\nbAp//  t I, Number of Pages (including cover page) 4- 510 West Markham Street Fax Number T/iqiqo 1  cutie Rock, Arkansas 72201 * f50152\u0026lt; 2000 . 'A . * . I Mii 0*/ie/1996 10:33 6 PAGE 02 ACTION PLAN strategy #10, Plan #1 This subcommittee is chaired by kwami (Project .5upervisor--Drug-Free Schools \u0026amp; Communities Emergency Grant). Members include Mar^e Powell (Associate MonitorOffice of Desegregation Monitoring), Nancy Rousseau (Assistant Principal-Little Rock Central High School), and SRO Gregory Mobley (Little Rock Police Department). Upon reviewing the LRSD 1994 SafeW and Security Task Force Recommendations Implementation Checklist compiled on January 12, 1995, this subcommittee has determined that 81% of the schools in this district currently have implemented violence prevention curriculum and conflict mediation programs. Ihese curriculum and programs vary in content due to the needs of the school Illis sub-committee also agrees that the LRSD Pupil Services Department currently lias a successful conflict resolution/peer mediation program called the Peer Advisory Council. In addition, this sub-committe is aware of several conflict resolution programs which may serve as models to assist us in our work. Two progiams in particular are L.O.V.E. (Let Our Violence End) and S A V E (Students Against Violence Evervwhere). The latter of which is of special inteiest because, it is a student-based program. Our plan is to first survey all schools to ascertain exactly where each school i.s in the impiemejitation of their violence prevention curriculum and conflict mediation program. We are interested in learning about the different curriculum and programs beuig used and their effectiveness, hi August, we initiate a survey (proposed copy attached) through the Pupil Services Department. I- r 07/10/1996 10:33 6 PAGE 03 The goal of this sub-committee is to proride on-going conflict resolution training and skill development for Students In doing so, we will orgaiuze a team to identify/develop training modules regarding conflict resolution. Team will include students, youth group representatives, law enforcement officials, parents, school district staff, citizens and representatives from judicial system. OBJECTIVE # IConvene student focus groups to review and revise content. Assigned to\nStarting date\nDue date\nCompletion date\nAssistant Principals \u0026amp; Counselors August 26, 1996 September 9, 1996 NOTE. Each school will accomplish this objective for the purpose of reviewing that school's cuiTiculum and program. The student focus group, along with an assistant principal and counselor, will complete the survey we send them. OBJECTIVE #2Complete final draft and prepare for printing and distribution. Assigned to: Starting date\nDue date\nCompletion date\nSub-committee September 9, 1996 September 23, 1996 NOTE: This sub-committee will examuie the data collected from the returned surveys, and recommend actions to each school. OBJECTIVE #3Develop a school-based delivery network. Assigned to: Starting date: Due date. Completion date: Student Focus Groups, Assistant Principals \u0026amp; Counselors September 9, 1996 October 7, 1996 NOTE\nTlie school-based deliveiy network should be inclusive of evetywhere-- students, teachers, administrators, and suppoit faculty. Parents can also be encouraged to participate. (This sub-committee also recognizes the importance of conflict resolution training being implemented on all LRSD properties.) OBJECTP.T: #4Develop a public awarejiess plan to inform students, parents and school district staff of module content and trnning schedule. Assigned to- Starting date\nDue date: Completion date\nSub-committee \u0026amp; Student Focus Groups September 30, 1996 OBJECTIVE #3De.velop a train-the-trainer model that includes youth peer trainers paired with teachers. Assigned to:Ei tjiv555fc 0 10/1996 10:33 6 PAGE 04 Starting date: Due date: Completion date: OBJECTIVE #6Recruit teachers and student trainees and conduct training sessions Assigned to: Starting date: Due date- Completion date\nAssistant Principals \u0026amp; Counselors September OBJECTIVE #7-Develop delivety schedule. Assigned to: Starting date: Due date: Completion date: student Focus Groups September 16, 1996 September 30, 1996 OBJECTIVT #S-Conduct training sessions. Xssigned to\nStarting date\nEhie date: Completion date\nAssistant Principals \u0026amp; Counselors OBJECTIVE #9Evaluate effectiveness of training effort. Assigned to\nStarting date\nDue date: Completion date\n1221 EQUITY- STANCE CTR TEL:1-5O1-682-5177 Jul 10 96 11:33 No.002 P.02 Aikansas ________ DEPARTMENT of EDUCATION 4 STATE CAPITOL MALL  LirfLE ROCK. ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, Oencrel Education Division July 10 1996 Mrs Margie PoM'eIl Ottlcc of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Bldg . Little Rock, Arkansas 72201 Rc. State Department of Education contact persons for counselors in Region VI Deal Margie: Per conversation of ,1uly 10. 1996 regarding contact persons for state Department of Educations in Region VI, please note Ilie following: LojiisifliLaLSlatc DrpaiTincnt uf Lduxiilittn Dr Barry Solar Louisiana State Department of Education P.O 94064 Baton Rouge, Louisiana 70804 Ph # 504-342-3599 OkJiilioniuStale PcparluieuiurEducatum Dr J C Smith, Goordinator 2500 North Lincoln Blvd Oklahoma City, Oklahoma 72105-4599 Ph.# 405-521-3549 Npw Mexico State lleKarlmtiiLotEjucalkm I Ms. Nancy Mandel Education Building 300 Don Gastar Santc Fe, New Mexico 87501-2786 If there are questions, please feci tree to call 682-6094 Sincerely. STATE HOARD OF EDDOATION Chsiitnan  KICn.\\KD C. SMITH, JR., McOelioc   LUKE GORDY, Van Buion  Vico Chftiimm  V\u0026lt;TLL1AM B. FISHES., Partgould. Mwilrm CARL E BAGGEIT, Roeer-r  GARY BEASLEY. Crossett nr^TV PtCKH iT Conwav  . IAMES MCLARTY UI. NcA^rt RAE RICE PERRY A.kndeH^va  BEn SHFRRY walker. Ernie Rock  Mn-Cn LLEWELLYN, JR., Fort Smith JAMES WHITMORE, Spnaedalo ELAINF- SCOTT, LiWo Rock An Equal Opportunity Employer ... EBm Little Rock School District RECEIVED Pupil Services Department JUN 2 0 19961 June 17, 1996 Office of Desegregation Monitoring TO: Safety \u0026amp; Securi Task Force Committee FROM: Jo Evelyn Elston, Director of Pupil Services SUBJECT: July Meeting Many thanks to the following committee chairpersons who attended the June 3rd meeting and made progress reports on their Action Plans. Plan 2 Bruce Moore Chairperson Plan 3 Bobby Jones tl Plan 4 Sterling Ingram - 11 Plan 5 Valerie Hudson tl Final drafts of all Action Plans are due at our next Task Force meeting. Because of a scheduling conflict I have changed the meeting date to July 10th at 5:30 p.m. in the LRSD Boardroom, 810 W. Markham Street, office @324-2162. If this time is not convenient, please call my With your final drafts, please include a roster of all individuals who served on your subcommittee. I am looking forward to our next meeting on 7/10/96. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000Office of Desegregation Monitoring United Stales Districl Court  Eastern Oistrict ot Arionsas 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: t TO: _J(luAu L.R\u0026lt;ib :3.ZVL. nr\u0026gt;)r} NUMBER OF PAGES INCLUDING COVER SH . MESSAGE: kti/ \u0026gt;v-e Th S-/^ Zz\u0026gt;,.^V l/i\\\u0026lt;ULC'_ i leVKgyxr-Jk) klLzJ W 0-^ revKgy^Jk) y- ) 07/10*/1996 10:33 6 PAGE 02 CTIQNFLAN strategy #10, Plan #1 This subcommittee is chaired by kwami (Project SupervisorDrug-Free Schools \u0026amp; Communities Emergency Grant). Members include Margie Powell (Associate MonitorOffice of Desegregation Monitoring), Nancy Rousseau (Assistant PrincipalLittle Rock Central High School), and SRO Gregory Mobley (Little Rock Police Department). TC- Upon reviewing the LRSD 1994 Safety and Security Task Force Recommendations Implementation Checklist compiled on January 12, 1995, this subcommittee has determined that 81% of the schools in this district currently have implemawtad violence prevention curriculum and conflict mediation programs. Tliese curriculum and programs vary in content due to the needs of the school. This sub-committee also agrees that the LRSD Pupil Services Department currently has a successful conflict resolution/peer mediation program called the Peer Advisory Council. \u0026lt;xxc UJ In addition, thi3-3ttb=committcjs aware of several conflict resolution programs which may serve as models to assist us in our work. Two programs in particular are L.O.V.E. (Let Our Violence End) and S.A.V.E- (Students Against Violence Everywhere). The latter af whieh is of special interest because it is a student-based program. Our plan is to first survey all schools to ascertain exactly where each school is in the implementation of their violence prevention curriculum and conflict mediation program. We are interested in learning about the t^ferent curriculum and programs being used and their effectiveness. In August, we'lni^iate a survey (proposed copy attached) through the Pupil Services Department.07/13/1996 10:33 PAGE 03 The goal of this sub-committee is to provide-en-going conflict resolution training and skill development for students. In doing so, we will organize a team to identify/develop training modules regarding conflict resolutionT^eam will include students, youth group representatives, law ^orcement officials, parents, school district staff, citizens and representatives from judicial system. OBJECTIVE #1 \"Convene student focus gixaups to review and revise content/ ? C\u0026gt;\\S \u0026gt; Assigned to: Starting date\nDue date: Completion date: Assistant Principals \u0026amp; Counselors August 26, 1996 September 9, 1996 NOTE\nEa^us^fco^ will accomplish this objective forthe^irpese-ef reviewing that school's curriculum and program. The student focus group, along with an assistant principal and counselor, will complete the survey we send them. OBJECTIVE #2Complete final draft and prepare for printing and distribution. Assigned to: Starting date: Due date: Completion date: Sub-committee September 9, 1996 September 23, 1996 NOTE: This sub-committee will examine the data collected from the returned surveys, and recommend actions to each school. OBJECTIVE #3\"Develop a school-based dehvery networic. Assigned to: Starting date: Due date\nCompletion date: Student Focus Groups, Assistant Principals \u0026amp; Counselors September 9, 1996 October 7, 1996 NOTE: The school-based delivery network should be inclusive of ev^F^ s^alspl 'here^- students, teachers, administrators, and support faculty. Parents'*.___ to participate. (This sub-committee also recognizes the importance of MnWct Is^^ encou raged resolution training beig-npleTented-on all LRSD properties.) 6 7 ^0' OBJECTIVE #4--Develop a public awareness plan to inform students, parents and school district staff of module content and training schedule. Assigned to: Sub-committee \u0026amp; Student Focus Groups Starting date\nSeptember 30, 1996 Due date: Completion date: OBJECTIVE #5--Develop a train-the-trainer model that includes youth peer trainers paired with teachers. Assigned to:07/10^1996 10:33 6 PAGE 04 Starting date: Due date: Completion date: OBJECTIVE #6'-Recruit teachers and student trainees and conduct training sessions. Assigned to: Starting date: Due date: Completion date: Assistant Principals \u0026amp; Counselors September OBJECTIVE #7Develop delivety schedule. Assigned to: Starting date: Due date: Completion date: Student Focus Groups September 16, 1996 September SO, 1996 OBJECTIVE #8Conduct training sessions. Assigned to: Starting date: Due date: Completion date: Assistant Principals \u0026amp; Counselors OBJECTIVE #9--Evaluate effectiveness of training effort. Assigned to: Starting date: Due date: Completion date:RECEIVF'' JUL J 5 1996 Little Rock School District Pupil Services Department July 11, 1996 Office di Des\u0026amp;sregaiion Momtonng MEMO TO: Safety \u0026amp; Securit Task Force Members FROM: SUBJECT: Jo Evelyn Elstort/Director of Pupil Services 1996-97 Meeting Schedule our July 10th meeting, the 199697 school year was adopted: following meeting schedule for the September 5, 1996 December 12, 1996 March 6, 199^7 June 5, 1997 All meetings will be held in the LRSD Administration BoanSSfOoa' at\nThank you again our work. I'm confident that equally as smoothly. Please to give Progress Reports on i for the great job in the action planning phase of the implementation phase will proceed be prepared at the September meeting the implementation of each Action Plan. Committee chairs who were asked to have the final copy of your not present at the July 10th meeting are Action Plan to me on or before July 18/ 1997. Have a great summer!EDITORIALS 4 \u0026lt;I 1 I I men and the hand of Prov- School safety first Dont let it happen here hanks to a couple of good searches. , . Then there was the near-j idence, a shooting was shooting at Rightsell Elementary 1 narrowly averted not long ago at nearly a year ago. No one was Little Rocks historic Central High there to pin that woman to a wall, School, which ought to be known or take her gun away She aimed as a center of academic excel- it point-blank at her sons teacher, lence not for struggles over In the presence of 20 students, she handguns in the halls. Yet a group pulled the trigger. Once. Twice, of frightened students watched in Each time the gun misfired harm-near- panic on that day as the prin- lessly. Providential. cipal, John Hickman, pinned a gun-toting young woman to the wall with the assistance of his vice principal, Michael Peterson. Was this scene necessary? It might not have been if society placed as high a premium on young people as its does on airline passengers. Its routine by now to pass through a metal de-tector on the way to your flight. If Principals, teachers, and students alike must be counting down these last days of the school  year  like front-line soldiers waiting for the hour when the truce goes into effect. Sure, not all schools have this kind of trouble, but those that do are entitled to a little peace, and peace of i mind. Kids  and teachers  one had been in place at the en- concentrate on trance to Central, this sordid lit- oj the prom, or the big. tie drama in a school hallway avoid a fire- \u0026lt; might have been avoided. fight in the hall. i Need any more evidence that There are times w__h_e_n_ P_rovi- * pass-through metal detectors are dence could use a little help, and needed at some schools? Earlier even some modern technology, this month, a shakedown at the Such as the screening devices , high school turned up four bul- ^sed to secure airport lounges. * lets (but no gun) and a set of brass Arent schools at least as impor-knuckles. The search was occa- tant? I I sioned by the discovery of a  firearm .o n the sidew--a--l-k-- -o--u-t-s--i-d--e-. Copy to Mac Bernd, next su- Knives, including a long butcher perintendent of the Little Rock knife, have been seized in other School District. Arkansas Democrat Established 1871 Established 1819 Aikansas Democrat (gazette An Independent Daily and Sunday Newspaper Walter E. Hussman, Jr., Publisher John R. Starr Managing Editor Paul Greenberg Editorial Page Editor Paul R. Smith V.P. / General Manager Lynn Hamilton V.P. /Operations John Mobbs Advertising Director Larry Graham Circulation Director Estel Jeffery, Jr. Director of Promotions SB  ,SATURDAY, MAY 30,1992 1 1 1 J I t Arkansas Democrat WCSazcttc FRIDAY, FEBRUARY 12. 1993 Cooyright 0 1993, Little Rock Newsoaoers, Inc. LRSD to tape game-goers add officers to curb fighting BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School District plans to hire extra police officers and videotape spectators to improve security at junior and senior high school basketball games and other indoor events. The precautions are being taken after fights recently disrupted games at three different schools, officials said Thursday in announcing their plans. Officials said that in all three cases the disturbances were started by people who were not students at the schools. Under the new procedures, only students from the participating schools will be allowed into the games unless accompanied by an adult. xA.nd the district will continue to use handheld metal detectors to scan spectators for weapons. Dianne Woodruff, district director of communications, said the safety measures were decided earlier this week in a meeting between district administrators and the principals of the junior and senior high schools. The new measures, plus others, already are used at some of the schools, but an effort will be made to use them consistently at all schools. Cost of the added security will be about $3,000. most of which will be used to hire 11 more off-duty officers to work at the games. The high schools will have a total of four off-duty officers plus the campus security guards at each event. Each junior high will have three off- duty officers plus campus security guards per event. The exceptions to those numbers will be at Central High School, which uses six off-duty officers, and Dunbar Magnet Junior High, which will use four. One other cost will be the expense of hiring people to videotape the spectators as they enter the school gymnasiums and as they watch the games. The cost will range from between $15 and $18 per night. As many as three games are played per night on game nights at a school. For example, a junior varsity, boys varsity and girls varsity game might be played in one evening. Woodruff said the schools already have video equipment, so new equipment purchases wont be necessary. 'The videotapes will be used to identify anyone who might be involved in a disturbance. The schools will post signs notifying the audiences that taping is being done for security reasons. The stepped-up security procedures also will include development of a written plan for each school that will cover placement of security guards and police officers in the gymnasium and list their assigned duties. A visiting and host administrator from the two competing schools are required to be present at all activities to identify students from the participating schools. Students will be required to show identification or offer other proof that they are enrolled in the participating schools. The Little Rock district also reserves the right to restrict admission to all school events. Among other precautions, the schools will charge admission to the games throughout an entire game. Only parents will be admitted to a game after the start of the fourth quarter of play, and all small children and those under the age of the participating schools student bodies must be accompanied by a parent.Arkansas Democrat (gazette WEDNESDAY, NOVEMBER 3, 1993  Letters School, community safety are related Max Brantley on Arkansas Week referred to the loss of students in public schools, saying, Although the schools are safe, the communities in Little Rock are not. Someone commented on the huge increase in teenage crime. Isn't it obvious there's a correlation between the two problems? Public schools teach an ideology that says man is supreme, laws and morals come from man, and there is no higher authority than man, so we either determine our own morals or submit to someone else's morals. Offering any teaching about the sovereignty of God as creator and supreme authority to whom everyone is accountable is forbidden, so schools are left free to teach the religion of human worship and disdain of God. Teen-agers come out of these schools and practice the self-centered religion they have been taught. They have to find good within themselves using their gut feelings as their standard\nthen theyre expected to obey someone elses laws. When the Judeo-Christian God is rejected, we are accountable for our actions only to some human authority. It makes no sense to say that morals and laws come from mans thinking and then try to persuade anyone that any mans thinking is superior. These teenagers are not stupid\nthey logically conclude that their own thinking is just as valid as yours or mine. Why is anyone surprised? SABRA FARRELL Little RockAuthorities see volatile mix of teens and handguns in the schools BY JOE STUMPE AND JAKE SANDUN Ai Democrat-Gazette Staff Wiiters 15-year-old Southwest Junior High School student is chased down the street by four teens with a .357-caliber Magnum as teachers at nearby Bale Elementary School herd students inside. Security officers who stop a car circling Central High School find three teens, two handguns and a walkie-talkie inside. A 15-year-old Pulaski Heights student pulls a .25-caliber automatic out of his pocket in front of Woodruff Elementary School and points it at a dog. The episodes, culled from just one month of Little Rock police reports . during the last school year, are examples of the kind of violence the Little Rock School District, the states largest. confronts on a regular basis. Years ago, we went to school and could concern ourselves with teaching, Eleanor Coleman, president of the Little Rock Classroom Teachers Association, said. Now youve got to concern yourself with someone in your classroom who is sitting there with a gun or knife and, if you say the wrong t hing, they might attack you or another student , i District records show there were 75 assaults by students on fellow students and 13 assaults on staff during the 1992- 93 school year. Assaults are a more serious offense than fights, of which there were 1,044. Forty-seven weapons  in-eluding 14 firearms  were discovered olence is a growing problem across the on students or sch ool ground s. state, said Grainger Ledbetter, presi- Dr. Henry Williams, the districts new superintendent, said in his first speech since taking the job: The first issue is safety in our schools. Thats the Number 1 thing Ive heard from community groups. In a later interview, Williams said he had not meant to imply that district schools are not safe. Williams said the parents with whom he has spoken have a very comfortable feeling about the schools. But he added, They feel there are certain circumstances that may exist in the community that might cause problems to seep into the schools. Its an urban school district and urban districts have urban problems. Not that school violence is limited to Little Rock. Statewide during the 1991-92 school year, the most recent year for which complete figures are available, 1,071 weapons were found on students or school grounds, 39,807 lights among students were recorded and 812 staff members were assaulted. (The latter figure includes verbal assaults.) Theres a consensus among teachers that discipline is declining and vident of the Arkansas Education Association. Ledbetter said the AEA board is expected to appoint a task force next month to come up with legislation and programs design^ to address the problem of violence in schools. In a survey of 3,386 Arkansas high school students conducted by the state Department of Education during the last school year, 14 percent said they had carried a weapon onto school property. Fifteen percent said they had carried a gun in the 30 days preceding the survey. Students responding to the survey, sponsored by the U.S. Centers for Disease Control and Prevention and released Aug. 17, represent about 3 percent of the states ninth through 12th-graders. Because the states response rate was 41 percent, the figures were not considered indicative of all Arkansas teens. 1 Calvin (not his actual name), a 17- year-old who at one time was active in gang activity in the Little Rock area, said keeping weapons out of schools is impossible. There aint no gun-free schools. Aint no drug-free schools, he said. The only thing the principals can do is to keep them as gun-free and drug-free as they possibly can. But, one way or another, theyre going to get it in there if they want to get it in there, In Pine Bluff, security guards patrol the high school and staff members use hand-held metal detectors on a random basis to check for weapons in grades 7 through 12. Students are prevented from wearing baggy pants, crooked hats or throwing gang signs with their hands. Superintendent Willis Alderson said. We do not tolerate gang activities on our school campuses, Alderson said. In West Memphis, staff members use metal detectors on a random basis in the schools and check everyone who comes to ball games. Little Rocks Williams said the violence by students reflects deeply rooted problems. Theres so much hopelessness on the part of our young people, and they express it as hostility. Arkansas Democrat :r(5azcttc SUNDAY, ocTOBtH a, laaa Arkansas Oemocrat-Gazstts/Staton BrtedenthaJ Guns confiscated by Little Rock police in school-related incidents. LR schools miss target for weapon searches Only 3 comply as district directive loses edge in administrative shuffle 2^^ BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter Only a few of the Little Rock School Districts secondary schools have performed the minimum number of required weapon searches, records show. Central High School has one of the worst records. The districts largest high school is down for only three searches  a fraction of the number required  since school began Aug. 23. District officials said the school has performed two additional searches not yet reflected in records. Even at that, Central ha.s conducted fewer searches than all but one other school in the district. Former Superintendent Mac Bernd issued a secondaryschool search directive in October 1992, about a week after Parkview Magnet High School teacher Debbie Fulbright was stabbed more than 60 times by a student. District ofiicials say the directive, which sets minimum search requirements, has hel'ped curb weapons at schools. Nine weeks into the current school year, only one student has been disciplined districtwide for carrying a firearm onto a campus, according to district data. During the 1992-93 school year, 14 students were suspended or expelled for j,os- session of a firearm. The directive require.^ al least two all-school searches a month. Ideally, in such a search, all .students are scanned with hand held metal detectors and their purses and backpacks are inspected. Records show Central performed all-school searches on Aug. 23 and Aug. 27. A district official said Friday the school performed a third all-school search Oct. 15. The directive also requires at least two random searches a week. School ofTicials select any number of classrooms or buses and quickly search students. Locker inspections also qualify as random searches. Records reflect only one random search on Sept. 20 at Cen- tfal. A Central assistant princi- K Im 11  I li I Arkansas Democrat iiS^CBazcUe Weapons  Continued from Page 1A , Only three of the districts 14 secondary schools comply with a strict reading of the directive. Only four meet the districts c,^Lfor two random searches a week. On the other hand, several Schools have exceeded the number of required searches. Dunbar Junior High School, for example, has done six allschool searches and 27 random searches. Turnovers in top district administrators, including the resignation of Bernd, left the weapon search program with little direct supervision. I Im going to begin monitoring this thing beginning Monday. Bill Barnhouse, the districts security director, said Thursday. .The directive requires the schools to send reports detailing-searches to Barnhouses se- cuirity ofTice and to the associ- at\u0026amp;iSuperintendent of school operations  an ofiice that no longer exists. I LWhen the directive was is- sued a year ago. the office was held by Janet Bernard, who resigned in June. Deputy Superintendent Estelle Matthis assumed Bernards duties at that time.  I was wearing many hats for d while. she said Friday. Matthis said she received a telephone call about three weeks ago from a student who said searches werent being performed at the school. She said she then called Central Principal Rudolph Howard, who acknowledged he wasnt performing the required number of searches. I advised him that he was to begin scanning immediately, Matthis said Wednesday. I was assured by the principal this would take place. 5^ Weapons searches Total number of searches performed af Little Rock School Distnct schools isince Aug. 23, according to district records. High schools Central\nHal1 'd.A. Fair i McClellan \"Parkview ?'Metropoli'an Albschool* Random**  jr. high schools  '.Cloverdale ifDunbar  Forest Heights uHenderson /Mabelvale .'Mann ^Pulaski Heights 2 4 4 4 4 5 3 6 2 4 4 1 5 7 *6outhwest Adult Learning Ctr. 1 ,4\u0026gt;S f^is ^@1 sF FT T J-. .^1^\n\u0026gt; Arkansas Democi a/David uc ON PATROL  Little Rock police officers J.W. Smith (left) and Aaron Johnson keep a watch recently on activities around Central High School in Little Rock. The school has one of the worst records for compliance with the minimum number of weapon searches required by the school district. pal said a second random search was made Wednesday. Central High isnt alone in its apparent disregard for the directive. Horace Mann Art.s and Science M^-:net Junior High School has performed one all-school search and three random searches this school year. And Cloverdale Junior High School has done three all-school searches and 13 random searches. See WEAPONS, Page 13A   SUNDAY. NOVEMBER?, 1993  lift Matthis said Howard, who began as Central's principal in August, apparently was unaware of the directive. She said she sent Howard a copy of the directive on Wednesday. Matthis said she didnt know whether Central has performed searches since her conversation with Howard three weeks ago. If they are not. that will be dealt with, Matthis said. Im taking this seriously. She refused to say what measures she was considering. Howard couldnt be reached for comment. Michael Peterson, an assistant principal at Central, said school staff performed a random search Wednesday of 35 to 40 classrooms. That search 1 6 15 23 11 16 13 27 22 14 e 3 2 9 8 /An-.fchool searches - Schools are ,Aq^ed to perform two all-school searches \u0026gt; permorrth. Ideally, every studer^l Is -scanned with metal detectors and all dait^s are searched. ' Flapdom searches - Schools are required id perform two random searches per week, -^ically. they Involva surprise searches of  Selected dassroome. buses, etc. iSeuroe: LRSD Office of Saleh' * Security brings the schools total for the year to three all-school searches and two random searches. Peterson said school officials also search lockers and scan people entering athletic contests  searches not reflected in reports on file at the security office. We have a safe environment at Central, Peterson said. Peterson pointed to the schools five-man security staff and full-time patrols of two campus parking lots as evidence of efforts at the school. Little-Rock police also are playing a larger role this year, both inside and outside Central. In August the school was as- signed a full-time police officer, called a school resource officer. Also in August, two bicycle officers began patrolling nearby. The bicycle officers  J.W. Smith and Aaron Johnson  have become a familiar sight around the school. They confront carloads of youths in the area, order drivers to turn down stereos and challenge anyone suspicious. Smith and Johnson said fear motivates students to take weapons to school. If police and school officials eliminate . the fear, the weapons disappear, they said. Gunfire is no longer common in the school area as it was last year, the officers said. They also take credit for driving out the operators of a crack house that did business earlier this year on Park Street near the school. I The word is, theyre not going to do it at Central High,* Smith said. Thats the word we put out.\" VJ For whatever reasons, the number of students in the di^ trict suspended or expelled f62 possessing firearms droppSfl last year, according to the Bira* cial Advisory Committee fey port. In the 1992-93 school year, 14 students were suspended or eji pelled for possession of-a firearm, the committee repoHr ed. That compares with 23 fbi* the 1991-92 school year. In the 1990-91 school year, -a students were suspended or pelled for possession firearms.Aikansas Democrat gazette FRIDAY, JUNE 4, 1993 CopyrigM O 1993. Little Rock Newspapers. Inc. Police, personnel take up posts for last day of school BY JAKE SANDLIN Oemocmt*Gazette Staff Writer Secondary schools in the Ut- tle Rock School District will have off-duty police officers on school grounds for the last day of school again this year. The last day has become an annual period for precaution in Pulaski Countys three school districts. Administrators ride school buses, and city police step up patrols to try to ensure that summer vacation begins safely. All three districts finish classes Thursday. Bill Barnhouse, the Little Rock districts director of safety and security, said through a district spokesman Thursday that off-duty police officers will be hired for the last school day to be in the halls and on the grounds at each of the districts eight junior highs and five high schools. Last year, the district hired 10 uniformed off-duty officers and sheriffs deputies to be on selected junior and senior high campuses for the final school day. Each made $15 per hour for a 3'/!-hour afternoon shift. Usually, the last day we patrol pretty heavily around some of the schools, said Lt. Charles E. Holladay, Little Rock Police Department spokesman. Im sure well have additional patrols. The Pulaski County Special School District doesnt plan to hire extra security, but some administrators and volunteers will pull bus duty and every night security officer will work, said Ed Hogan, the districts assistant superintendent of support services. Students are anxious,\" Hogan said. They sometimes get overanxious and get a little bit careless. The North Little Rock School District doesnt plan to hire extra police officers but will have additional staff for the last day and will request increased patrols around schools, Bobby Acklin, assistant superintendent of student affairs, said through a district spokesman.Arkansas Democrat WltOazclle  SATURDAY, JANUARY 15, 1994   LRSD meets on seeurity, bars media BY CYNTHIA HOWELL Democrat-Gazette Education Writer Just hours after a national safety consultant urged the Lit- tle.Rock School Board to be open with the community about school security, district administrators barred the news media from a principals meeting on the subject. George Butterfield, deputy director for operations for the National School Safety Center at Pepperdine University in Los Angeles, told the school board Thursday night that district officials must be \"bone honest with the public about safety and security issues. \"You must offer full disclo- | sure, otherwise you sink yourselves, he said. \"You can turn community skepticism around with disclosure. Butterfield made the comments in response to board member John Riggs IV, who asked how the district could improve the publics perception of school safety in Little Rock. District ofTicials should make their efforts to address safety concerns very clear and invite Ilie community  including law euforcement, government and juvenile court authorities  to help implement plans, Butter- I field said. Butterfield, who has consulted with the Little Rock district since 1989 on security, praised the district for being realistic about the possibilities of vio- J^ice in the schools. Some districts in the country deny they could have problems, he said. -'rButterfield was set to meet with principals and assistant principals at 8:30 a.m. Friday at Parkview Magnet High School to discuss school security and to design school safety plans. Deputy Superintendent Estelle Matthis, through spokesman Jeanette Wagner, barred members of the media from the session. Wagner said the principals wouldnt feel comfortable publicly discussing safety issues. Matthis barred the press although other top-level administrators had earlier said the media would be welcome. Dr. Henry Williams, the districts superintendent, late last year created a community panel to recommend safety improvements to the school board. The panel is the second established by the district since 1989. An earlier task force developed a comprehensive report that included recommendations for establishing a district security office and starting an anti-violence curriculum. The district invited Butterfield to Little Rock. He spent three days touring district schools and the transportation department. He is expected to submit a written recommendations to the district in the next few weeks. There is no fee for Butterfields services.WEDNESDAY, JANUARY 19,1994  3B LRSD board to vote on letting security guards bargain as uiflt The Little Rock School Board will vote next week on whether to recognize the districts security guards as a collective bargaining unit in annual employment contract negotiations. If the board recognizes them as a unit, the district then would conduct an election on whether the Little Rock Classroom Teachers Association would be its official representative in contract talks. Most of the guards have already joined CTA. CTA represents teachers, aides, bus drivers and custodians in contract talks. The.SS- member security guard unit would be the smallest of the bargaining units in the district 1 Dr. Henry Williams, district superintendent, has rec.om- mended that the board recognize the unit at its Jan. 27 meeting.'Armed teens eredo: 'You gotta shoot them before they shoot you BY JAKE SANDLIN Oemocral-Gazette Slall Wiiler Upset over bis parents being called (o Hall High .School, the sludenl boiled from an assislanl principals office. Onlsidc the building that February morning in 1992. James Washington, then a fir.sl- year assistant principal al Ilall, was told by the teenagers inolh- er what every school administrator has come lo fear: The student had a gun. Wasliinglon found him in back of a classroom filled with maybe 29 other students. He motioned for the student lo come outside. The boy's hand was under bis coat. Ue came lo the doorway and he demanded my car keys, Washington recalled. He tried lo stall the boy, but again there wa.s a demand for the keys. Ue then took a step back and started to pull the weapon. Washington lunged, grabbing Hie boy's hand. Ue felt the gun clasped in the boys grip. Ue felt the hammer of the gun cut into ' his own hand. \"There were students in the hallway and I remember hearing someone say, Hes got a Heeding public outcry, Congress appears primed to forbid assault-type weapons BY CAROLYN SKORNECK Assoclnled Press Writer WASHINGTON  Guns weigh heavily on the American psyche, and Congress appears poise(l lo respond by banning the inanufaclurc and sale of new assaull-lype weapons that mimic firearms intended for combat. Tills would be an extraordinary move for an institution known for its long standing resistance lo gun control  and gun!  Washington said. \"I screamed for everyone to get down. We were banging against lockers, rolling around on the ground. ... It was the kind of sluff youd see on TV, actually. The gun finally came loose and into Washington's grasp. A security officer and another school official held the teenager until police arrived. Il was a fully loaded six-shot Colt .38-caliber revolver. An- olhcr seven rounds were in the student's coat pocket. It apparil would be the second time in less than a year that Congress moved to limit the availability of guns. Supporters, and even an opponent. say they expect the voles lo be there lo pass the measure this year. Rut the National Rifle Association says its gearing up for a battle. President Clinton got extended Democratic applause when he called for Hie ban in See WEAPONS, Page 6A ently had been brought from home. The boy was 14. The student received 18 months probation and completed a Juvenile Services Center Alternative School program, according to county officials. The .38-caliber revolver remains in the Little Hock Police Departments property room. Thal case involved one of 496 juvenile arrests for weapons possession in Arkansas that 4 See GUNS, Page 5A Arkaiisas Democrat \"grtSazcKc \u0026gt;  SUNDAY, JANUARY 30, 1994 . in circuit court instead of juvenile court. The Safe Schools Act strengthened criminal penalties for handgun possession on school grounds, added school buses and school bus zones to the handgun possession law, recognized leaching as a protected profession (as are other high-risk professions, such as law enforcement), and raised from misdemeanor to felony status the terrorizing of a teacher or other school employee with threats that cause phy.sical injury or property damage. Carrying a handgun on school property in Arkansas is a Class D felony. Thal means a maximum six years in the penitentiary. A 1990 federal law prohibits the possession or firing of a firearm within 1,000 feet of a public, private or parochial school. Conviction is punishable by a minimum fine of$5,000 and up to five years in prison. However, Stodola said the federal statute is aimed at adults, not armed juveniles. He said Arkansas law provides a tougher standard. Guns  Continued from Page 1A year. But its the juveniles' willingness to use those weapons, handguns in particular, that has reached more shocking proportions nationwide and even locally.\nIn 1993, there were 21 teenagers charged with murder in Little Rock. In the six years dishing a Tec-9 semi-automatic from 1983-88. all of Pulaski pistol. County had just eight. Juveniles are more often the Pulaski County Juvenile Court Judge Rita Gruber, who sees all sorts of weaponry come through her court, has her ideas as to why. \"Ils the old Wild West theory, Gruber speculated one afternoon in her office at the pital treated 177 gunshot countys Juvenile Detention wounds to youths under 18 in Center. where a metal detector greets all comers. 111 meet you at the OK Corral and we'll settle our disputes in that fashion.\" Its a mind-set learned in a juveniles home and neighborhood, she said. They see that kind of lethal handling of confrontations all around them, then have it glorified through violence in movies and on television, she added. , - \"I think it's reinforcing the idea that you just take things .into your own hands, Gruber said.    Most people don't fight any- ^niore. They get a gun, said a 17- year-old male, sitting with three jother teens from a Get Ready the juvenile crime issue literal- Program session fordelinquent ly struck closer to home. youths at the Watershed Human \"  and Community Development Agency. The weekday program provides education, job-application Broadway office, which is be- skills and rehabilitation to juveniles who have been suspended from school or have criminal charges against them. Many are gang members or \"wannabes. They pull a gun on me. I'm going to get a gun and go back,\"  another 18-year-old participant said. \"Then, somebodys going to end up dead. You gotta shoot them before they shoot you. That's how it works\" Juvenile arrests for weapons possession in Arkansas increased 45 percent from 1991 to 1992. The number of murders, rapes, robberies and weapons .possession by juveniles has signifying a gang affiliation. soared 86 percent in the past four years. Arkansas Crime Information Center figures released late last year showed. The teen-agers charged with murder during Lillie Rocks record year of 76 homicides included one involved in three separate slayings and two accused of killing a city police officer. Two others, ages 14 and 15. were killed while trying to rob a liquor store, one branvictims than before, also. From 1985-1990. the nations death rates by firearms among the ages of 15-19 soared 77 percent, the U.S. Centers for Disease Control and Prevention has said. Arkansas Childrens Hos- the last 18 months, the hospital recently reported. Sieve Nawojezyk. Pulaski County coroner for the last eight years, has said he will leave office at the end of his term this year. A major reason: The heavy emotional toll on him from the increasing number of murdered children.    Mark Stodola, Pulaski County prosecuting altorney, helped lead the successful legislative push for stronger criminal penalties for juveniles during the 1993 General Assembly session. On a Sunday night last fall. \"6ne of my neighbors ran up and said, Some kid just stuck a gun in my face! \" Stodola recounted in an interview at his hind locked doors controlled by a receptionist. The neighbor had spotted a teen-ager around cars belonging to dinner-party guests. Confronting the teen, the neighbor suddenly was looking down a gun barrel. When police arrived. Stodola rode with an officer he knew. Shortly after, they spotted two teens. One ran. The other was arrested. \"Sure enough, he had a five- shot, expensive, small revolver, Stodola said. \"It wasnt a Saturday night special. Il was about a $150, $200 gun. ... He was 16 years old. He had a blue rag on, Here was a gun you wouldn't think a 16 year-old would have access to. but he does,\" Stodola said. \"If I wanted a gun and I had $25, $40, $50,1 could have one in 10 minutes depending on how far I am from where they are, the Rev. Hezekiah Stewart, Watersheds executive director, said. If 1 was close, less than that. Some steal or borrow a parents gun. then return it, the parent never knowing it was missing. Gang members and drug dealers have guns available to deal. Crack cocaine addicts are traded drugs for guns bought legally, illegally or through burglaries. Pawnshop break-ins also net a cache of firepower. Gesturing toward a metal trash drum in the Watershed hallway, an 18-year-old said, \"If you give me enough money, and the lime, I could fill that trash can up with .25s and .22s. You go to any housing project,\" a 17-year-old sitting across from (he other said, \"there will be a drug dealer there who'll have three or four guns he wants to sell you. Dope fiends ... they'll do anything just to get that crack.    Asked why a youngster would carry a gun, all four teens sitting in the hallway at Watershed gave the same answer, almost in unison. Protection. A gun  and use of one  is also for show and to achieve status within a gang. The more serious the offense, the bigger the step. Stodola said his office has documented 46 gangs in Pulaski County, categorized through such ways as clothing and general characteristics, as well as their propensity to arm themselves. \"They love to pose with their guns, Stodola said, lowering his chin and crossing his hands across his chest as if they were pistols. Protection is also the No. 1 response Gruber hears in court for why a juvenile had a gun at school. In the usual situation, the gun would be brought from home, she added, taken without a parent's or grandparents knowledge. The adult may have acquired the gun legally and hidden it. Most of the lime, however, the juveniles lie about where they got their guns. \"Theyll say they found the gun. Thal they were just walking down the street and they found it behind a bush or found it in a ditch. Gruber said. Sho didnt remember anyone ever admitting lo an illegal gun buy- on the street.    Many efforts are under way nationally to get guns off the street and out of the hands of young people. When local bail bondsman Bobby Cox followed up on similar efforts across the country for trading guns for money or merchandise, the response was overwhelming. Offering $50 for any working gun turned in Jan. 22, a Saturday afternoon, Cox had to shell out $16,700 for 335 guns  219 of those handguns, some rusty, some polished chrome. At least four later checked had been stolen, but the swap followed a no-questions policy. In another gun swap spon sored by Arkansas Children's Hospital, five other corporations and seven police departments, police officers will collect guns Feb. 5 at War Memorial Stadium in exchange for gift certifi- cales from Harvest Foods, another sponsor.    An Arkansas Department of Education survey of almost 3,400 state high school students from the 1992-93 school year reported that 15 percent said they had taken a gun onio school property in the preceding 30 days. In its 1993 session, the Arkansas Legislature passed the state Safe Schools Act. It included enhanced criminal penalties for handgun possession on school grounds or a school bus. Also, the Arkansas Criminal Gang Organization and Enterprise Act became law. That created several new crime distinctions, including drive-by shootings, based on gang affiliation. Among other effects, the acts made a second-offense handgun possession by a minor a felony. The added teeth also give prosecutors added discretion to look al background and possible gang ties in order to prosecuteI Armed teens credo: You gotta shoot them before they shoot you BY JAKE SANDLIN Democial-Garella Stall Wiiter Upset over his parents being called lo Hall High School, the sludent bolted from an assislant principals onice. Outside the building Hint February morning in 1992, Jtimc.s Wn.shinglon, then a first- year assistant principal al Hall, was told by the teenagers inolh- cr what every school administrator has come to fear: The student had a gun. Washington found him in back of a classroom filled with maybe 20 other students. lie motioned for the student lo come outside. The boy's hand was under his coal. Ue came to the doorway and he demanded my car keys, Washington recalled. He tried lo stall the hoy, but again there wa.s a demand for the keys. He then took a step back and started lo pull the weapon. Washington lunged, grabbing the boy's hand. He fell the gun clasped in the boy's grip. He felt the hammer of the gun cut into ' his own hand. There were students in the hallway and 1 remember hearing someone say, Hes got a Heeding public outcry, Congress appears primed to forbid assault-type weapons DY CAROLYN SKORNECK AssociBiPd Press Wiiter WASHINGTON  Guns weigh lienvily on the American psyche, ninl Congres.s appears poised lo respond by banning the inannfaclnre and sale of new assault-type weapons that mimic firearms intended for combat. This would be an extraordinary move for an institution known for its long standing resistance to gun control  and gun!  Washington said. I screamed for everyone to get down. We were banging against lockers, rolling around on the ground. ... It was the kind of stuff youd see on TV. actually. The gun finally came loose and into Washingtons grasp. A security officer and another school official held the teenager until police arrived. It was a fully loaded six-shot Colt .3R-caliber revolver. An- olher seven round.s were in the sl i^udent's coat pocket. It appar- it would be the second time in less than a year that Congress moved lo limit the availability ofguns. Supporters, and even an opponent, say they expect the voles to be there to pass the measure lids year. But the National Rifle Association says its gearing up for a battle. President Clinton got extended Democratic applause when lie called for Hie ban in See WEAPONS. Page 6A ently had been brought from home. The boy was 14. The student received 10 months probation and completed a Juvenile Services Center Alternative School program, according to county officials. The .30-caliber revolver remains in the Little Rock Police Department's properly room. That case involved one of 496 juvenile arrests for weapons possession in Arkansas that i See GUNS, Page 5A ArkansasDemocrat S(5iizvllc   SUNDAY. JANUARY 30, 1994  in circuit court instead of juvenile court. The Safe Schools Act strengthened criminal penalties for handgun possession on school grounds, added school buses and school bus zones to the handgun possession law, recognized teaching as a protected profession (as are other high-risk professions, such as law enforcement), and raised from misdemeanor to felony status the terrorizing of a teacher or other school employee with threats that cause physical injury or property damage. Cart7ing a handgun on school property in Arkansas is a Class D felony. Thal means a maximum six years in the penitentiary. A 1990 federal law prohibits the possession or firing of a firearm within 1,000 feet of a public, private or parochial school. Conviction is punishable by a minimum fine of $5,000 and up to five years in prison. However. Stodola said the federal statute is aimed at adults, not armed juveniles. He said Arkansas law provides a tougher standard. Guns  Continued from Page 1A year. But its the juveniles willingness to use those weapons, handguns in particular, that has reached more shocking proportions nationwide and even locally.  In 1993, there were 21 teenagers charged with murder in Little Rock. In the six years from 1983-88, all of Pulaski County had just eight. Pulaski County Juvenile Court Judge Rita Gruber, who sees all sorts of weaponry come through her court, has her ideas as to why. \"Its the old Wild West theory,\" Gruber speculated one afternoon in her office at the countys Juvenile Detention Center, where a metal detector greets all comers. I'll meetyou at the OK Corral and well settle our disputes in that fashion. Its a mind-set learned in a juveniles home and neighborhood, she said. They see that kind of lethal handling of confrontations all around them, then have it glorified through violence in movies and on television, she added. think its reinforcing the idea that you just take things into your own hands, Gruber said.     '' Most people don't fight any- -rribre. They get a gun, said a 17- year-old male, sitting with three\nother teens from a \"Get Ready Program session for delinquent youths at the Watershed Human and Community Development Agency. The weekday program provides education, job-application skills and rehabilitation to juveniles who have been suspended from school or have criminal charges against them. Many are gang members or wannabes.' \"They pull a gun on me, I'm going to get a gun and go back,\" another 18-year-old participant said. \"Then, somebodys going to end up dead. \"You gotta shoot them before they shoot you. That's how it works. Juvenile arrests for weapons possession in Arkansas increased 45 percent from 1991 to 1992. The number of murders, rapes, robberies and weapons .possession by juveniles has soared 86 percent in the past four years, Arkansas Crime Information Center figures released late last year sliowed. The teen agers charged with murder during Little Rocks record year of IG homicides included one involved in three separate slayings and two accused of killing a city police officer. Two others, ages 14 and 15. were killed while trying to rob a liquor store, one brandishing a Tec-9 semi-automatic pistol. .1 uveniles are more often the victims than before, also. From 1985-1990, the nations death rales by firearms among the ages of 15-19 soared 77 percent, the U.S. Centers for Disease Control and Prevention has said. Arkansas Childrens Hospital treated 177 gunshot wounds to youths under 18 in the last 18 months, the hospital recently reported. Steve Nawojezyk, Pulaski County coroner for the last eight years, has said he will leave office at the end of his term this year. A major reason: The heavy emotional toll on him from the increasing number of murdered children.    Mark Stodola, Pulaski County prosecuting attorney, helped lead the successful legislative push for stronger criminal penalties for juveniles during the 1993 General Assembly session. On a Sunday night last fall, the juvenile crime issue literally struck closer to home. \"One of my neighbors ran up and said, Some kid just stuck a gun In my face! \" Stodola recounted in an interview at his Broadway office, which Is behind locked doors controlled by a receptionist. The neighbor had spotted a teen-ager around cars belonging to dinner party guests. Confronting the teen, the neighbor suddenly was looking down a gun barrel. When police arrived, Stodola rode with an officer he knew. Shortly after, they spotted two teens. One ran. The other was arrested. \"Sure enough, he had a five- shot, expensive, small revolver, Stodola said. \"It wasnt a Saturday night special. It was about a $150, $200 gun. ... He was 16 years old. He had a blue rag on, signifying a gang affiliation. Here was a gun you wouldn't think a 16-year old would have access to, but he does, Stodola said. \"If I wanted a gun and I had $25, $40, $50.1 could have one in 10 minutes depending on how far I am from where they are.\" the Rev. Hezekiah Stewart. Watershed's executive director, said. \"If I was close, less than that. Some steal or borrow a parent's gun. then return it, the parent never knowing it was missing. Gang members and drug dealers have guns available to deal. Crack cocaine addicts are traded drugs for guns bought legally, illegally or through burglaries. Pawnshop break-ins also net a cache of firepower. Gesturing toward a metal trash drum in the Watershed hallway, an l8-year-old said, If you give me enough money, and the time, I could fill that trash can up with .25s and .22s. You go to any housing project.\" a l7-year-old sitting across from the other said, there will be a drug dealer there who'll have three or four guns he wants to sell you. Dope fiends ... theyll do anything just to get that crack.    Asked why a youngster would carry a gun, all four teens sitting in the hallway at Watershed gave the same answer, almost in unison. \"Protection. A gun  and use of one  is also for show and to achieve status within a gang. The more serious the offense, the bigger the step. Stodola said his office has documented 46 gangs in Pulaski County, categorized through such ways as clothing and general characteristics, as well as their propensity to arm themselves. \"They love to pose with their guns, Stodola said, lowering his chin and crossing his hands across his chest as if they were pistols. Protection is also the No. 1 response Gruber hears In court for why a juvenile had a gun at school. In the usual situation, the gun would be brought from home, she added, taken without a parents or grandparents knowledge. The adult may have acquired the gun legally and hidden it. Most of the time, however, the juveniles lie about where they got their guns. \"Theyll say they found the gun. That they were just walking down the street and they found It behind a bush or found it in a ditch, Gruber said. She didn't remember anyone ever admitting to an illegal gun buy on the street.    Many efforts are under way nationally to get guns off the street and out of the hands of young people. When local bail bondsman Bobby Cox followed up on similar efforts across the country for trading guns for money or merchandise, the response was overwhelming. Offering $50 for any working gun turned in Jan. 22, a Saturday afternoon, Cox had to shell out $16,700 for 335 guns  219 of those handguns, some rusty, some polished chrome. At least four later checked had been stolen, but the swap followed a \"no-questions\" policy. In another gun swap sponsored by Arkansas Children's Hospital, five other corporations and seven police departments, police officers will collect guns Feb. 5 at War Memorial Stadium in exchange for gift certificates from Harvest Foods, another sponsor.    An Arkansas Department of Education survey of almost 3,400 state high school students from the 1992-93 school year reported that 15 percent said they had taken a gun onto school property in the preceding 30 days. In Its 1993 session, the Arkansas Legislature passed the state Safe Schools Act. It included enhanced criminal penalties for handgun possession on school grounds or a school bus. Also, the Arkansas Criminal Gang Organization and Enterprise Act became law. That created several new crime distinctions, including drive-by shootings, based on gang affiliation. Among other effects, the acts made a second-offense handgun possession by a minor a felony. The added teeth also give prosecutors added discretion to look at background and possible gang ties in order to prosecuteV  ^fiK, UP, UP AND fiiVlAX  Casey Pieretti jumps over barrels Thursday morning during a news conference for Prom Arkansas Oemocrat-Gazane/Morris Richardson II Promise at Hall High School. Pieretti, who lost a leg to a drunken driver, is a speaker for the national program. .FRIDAY, FEBRUARY 4, 1994  Prom Promise elicits teen pledges to stay off drugs and alcohol BY SHAREESE HAROLD usoamongjunior and senior Democrat-Gazette Staff Writer Erin Calvin lost a friend who died after inhaling fumes from an aerosol carpet cleaner last year. This year, the Hall High School senior has intensified her commitment to persuade her friends and anyone else wholl listen to stay clean of drugs and alcohol, especially during prom season. We have so many students high school students has increased or remained undrinking and doing drugs here its a shame, Calvin scaaiidd Thursday at a statewide high school pep rally inaugurating Arkansas second annual Prom Promise.  ' Prom Promise is a peer-pres-stire pledge campaign geared to sway teen-agers from using drugs and alcohol during prom season. It is sponsored nationally by Nationwide Insurance Co. Local sponsors include KARK-TV, Channel 4, and radio station KIPR-FM, 92, both of Little Rock. About 100 students from 29 Arkansas high schools acknowledged the programs mission Thursday and agreed to solicit signatures from fellow students committing to spend prom night substance-free. Last year, more than 3 million students in 22 states participated in Prom Promise. In Arkansas, more than half the students from 13 high schools signed pledge forms. A University of Michigan study released earlier this week shows more teen-agers are using drugs and alcohol after a decade of decline. Prom Promise planners released figures showing:   35 percent of high school seniors questioned nationwide admitted having five or more drinks in a row in the past two weeks.  Alcohol is the countrys primary drug problem among teen-agers. :  Led by increases in marijuana and hallucinogens, drug changed over the past year. Although Prom Promise has been taking place nationwide^ for five years, last year was the, first time Hall High School and Little Rock area students took part. Calvin said shes unsure whether this just say no pledge helps alter certain students behavior. Such programs dont stop teen-agers from drinking on weekends or after school each day at area parks or at friends houses, she said. We have people here smoking marijuana in the bathrooms and coming to school drunk every day, said Calvin, a member of Halls TRIBE, a 52-stu-dent anti-drug and alcohol peer counseling group. That kind of stuff isn't reported, but I think if this type of program changes one persons mind about drinking and taking drugs, its working to help save a life. I heard of those pledge forms going around. said Adrian Williams, a 19-year-old Central High School senior. But by the time prom comes around, nobody even thinks about that. Williams said he drinks on weekends mostly and has his older friends buy alcohol for him. From the time he started high school, he said, he's noticed more students drinking. He hasn't seen anyone drinking in school bathrooms so far this year but suspects students still smuggle alcohol to school. Students from 10 schools in northeastern Arkansas counties signed Prom Promise pledge forms in 1992, and state statistics show a decline in the number of 15-to-19-year-olds killed in alcohol-related crashes between 1991 and 1992. During prom season 1991,11 teen-agers died\nin 1992, two died. Democrat , . . TUESDAY, MARCH 1, ^94 Copynght  owe Rock Newspapers. Inc. Police resource officers to serve 13 LR schools Each of the Little Rock School Districts 13 junior and senior high schools should have a police resource officer on campus when schools open for the 1994- 95 school year, Little Rock City Manager Charles Nickerson said Monday. Five of the schools have officers this year as part of a program financed jointly by the school district and the city. The officers serve as speakers in different classes and work to build good relations between students and police. The update on resource officers was one of several brief status reports that members of the Little Rock School Board and the city Board of Directors exchanged Monday. The two boards have met at least four times in recent months to discuss mutual concerns about safety, community use of school buildings and vacant school property. Little Rock police have cooperated with the district not only by participating in the resource officer program, but also by picking up and delivering apparent truants to the districts new truancy center and by serving on the districts Safety and Security Task Force, School board members agreed Monday to explore the possibility of opening some, schools in the summers and after regular school hours for community groups to use.^^Jkansas Democrat :^(gazcttc MONDAY, APRIL 18, 1994 Copyngnt  UWe Rock Newspapera. Inc. Traffic injuries to children soar Weve seen some really demolished kids, hospital doctor says i 1 I I BY JIM KORDSMEIER Democrat-Gazette Police Reporter An unusually large number of children were involved in auto- related injuries in Little Rock last week, and educators and physicians are upset because they say the incidents were all preventable. Weve seen some really demolished kids, said Michele Moss, a staff pediatrics physician with the Intensive Care Unit of Arkansas Childrens Hospital in Little Rock. Childrens Hospital alone has treated 13 children for auto-traffic injuries and eight for autopedestrian injuries since March 29. Two children from Little Rock suffered massive injuries last week and one didnt survive. A car hit Michael Broadway, 7, on Base Line Road about 6:45 a.m. Tuesday. Michael, who was with a group of children waiting for a school bus, died Wednesday night at Childrens Hospital. Kevin Hunt, 9, was hit by a car Thursday morning while crossing Chicot Road in front of Chicot Elementary School. Kevin was taken to Childrens Hospital, where a hospital spokesman said he remained in critical condition Sunday. Two other children were injured in accidents on Markham Street near Brady Elementary, but their injuries were not lifethreatening. Last week. Moss treated the four children from Little Rock as well as children from Pine Bluff and Bentonville who were involved in auto-related accidents. She said parents need to be reminded how important it is to instruct their children on the dangers of playing or walking near streets and roads. We all learned to stop, look and listen when we were children, Moss said. Schools and parents share a responsibility to teach children simple safety rules. Moss said. For early risers, crowds of children huddled in groups waiting for the school bus are a familiar winter morning scene. But winter has ended and those crowds arent so huddled anymore. Moss and many of her associates at Children's Hospital blame spring temperatures and a disregard for safety for the increased number of accidents. We all blame it on warmer weather. ... Those kids have a lot of energy stored up. Their bodies can move faster than their minds can think, Moss said. Schools have always provided programs to educate children of the dangers of playing near traffic, Moss said. She said adults also need to remember to slow down when driving in school zones or residential areas where children play. We cant prevent all kids from getting hurt, but if we slow down, the damage decreases, Moss said. Moss said there are three types of accidents hospital physicians regularly see. The first involves children being hit by cars as they walk to and from school. Sidewalks and crossing guards serve as some protection for children in many neighborhoods but not all. The second type of accident involves vehicles hitting children who are riding bicycles, often to and from school. Moss said children on bicycles should always wear a helmet.  The third type of accident involves children caught inside vehicles during a wreck. Injuries to children in auto accidents can be lessened if adults use proper safety restraints. Moss said. Babies and toddlers in laps become missiles in a wreck. ... They end up hitting everything inside the car. ,.. Its amazing the effect safety restraints have, Moss said. Glen Efird, health coordinator for the Little Rock Public School District, said the number of accidents involving school-age children last week has distressed the administration. Weve been discussing what we need to do and what we need to say to the kids, Efird said. Were trying to find out what it is about our instruction that theyre not hearing.ArkansasDei TOocrat '.^R' (Gazette  TUESDAY, APRIL 19, 1994 Gun-free school zones gomg to be with^us, lawyer predicts^ BY ADAM BIEGEL Democrat-Gazette staff writer Despite legal and political debates in Washington over the constitutionality of federal gun-free school, zones, Arkansas prosecutors and.educators hope to use the zones U.S. Circuit Court of Appeals in December, was surprised at the absent reference. as a weapon against violent crime. I think it does a great deal, Pine Bluff School Su- perintendent Willis Alderson said. Pine Bluff is one of at least 56 Arkansas school districts that promote the zones. It is a clear and visible message to the students and a reminder to the community, he said. Since October 1992, at least five Arkansans have been convicted of violating the federal Gun-Free School Zones Act. The act provides five- year jail terms for people convicted of carrying a gun within 1,000 feet of school property. The Supreme Court announced Monday it will consider whether the statute omitted necessary references to Congress regulation of interstate commerce. Little Rock lawyer Michael Booker, who unsuccessfully challenged a separate provision of the law before the Sth I thought, Surely it musfc be in here,  Booker said? if But (Congress) just failed to. do it This isnt something*' real esoteric.. Its something they know. *7**\u0026gt;4. With Congress considerii^- a corrected version, I think: this statute is going to be with ' us, Assistant U.S, Attorney ' Michael Johnson said. These kinds of cases are national* ^ priorities right now. r The bulk of the problem though is not with adults, iVs with kids bringing weapons to schools, Pulaski County Prosecuting Attorney Mark Stodola said. And generally speaking, the federal-IawF does not deal with people who are considered juve- niles. Johnson said federal juve^ nile prosecutions are rare because incidents must involve violent crimes and certification the state failed to reform  the individual. Federal prosecutions oiSm  are preferable for adults because of tougher sentencing guidelines, he said. Because there is no parole, they serve realtime. Arkansas Democrat (gazette . TUESDAY, APRIL 19,1994 Ban on guns near schools reconsidered The Associated Press WASHINGTON - The Supreme Court stepped into the national debate over gun control Monday, saying it will consider reviving a federal ban on possession of guns within 1,000 feet of any school. The justices agreed to decide whether a federal appeals court erred when it essentially threw out the 1990 Gun-Free School Zones Act as unconstitutional. A three-judge panel of the Sth Circuit Court, which covers Texas, Louisiana and Mississippi, struck down the federal statute as an unconstitutional infringement on powers reserved to states by the 10th Amendment. When Congress wishes to stretch its commerce powers so far as to intrude on state prerogatives, it must express its intent to do so in perfectly clear fashion, Judge William Garwood said in the ruling, which was joined by appellate judges Thomas Reavley and Carolyn King. The Clinton administration is asking the high court to reinstate both the law and the conviction of a former San Antonio, Texas, high school student who admitted he took a gun to school in March 1992. Alfonso Lopez Jr. told authorities she was to be paid $40 for delivering the gun to someone else to use in a gang war. Dennis Henigan of the Center to Prevent Handgun Violence At a glance The Associated Press WASHINGTON  The court Monday\n Said it would consider reviving a federal ban on possession of guns within 1,000 feet of any school after it was thrown out by a federal appeals court as unconstitutional.  Said it will consider reinstating a ban on federal employees accepting pay for any outside speeches and articles. Lower courts said the ban violated executive branch employees free- speech rights.  Left intact a ruling that said a Michigan teacher had legitimate educational reasons for refusing to let a girl show classmates a videotape of her singing a religious song.  Agreed to decide in a California case whether statements made by defendants during failed plea negotiations with federal prosecutors may be used as trial evidence against them. expressed hope Monday the court will reinstate the law. Gun violence at schools has become a national problem, Henigan said, adding that the 1990 law was a sensible public safety measure. More than 200,000 children carry firearms to school every day, according to Sen. Herb Kohl, D-Wis., sponsor of the invalidated law. But Larry Pratt of the Gun Owners of America said the lower court was correct in throwing out the law. The gun-control case asks whether Congress wrote the 1990 law correctly to comply with the Constitutions Commerce Clause, which allows Congress to regulate interstate commerce. The law carries a maximum penalty of five years in prison and a $5,000 fine for anyone caught with a gun near a school. Lopezs conduct already was banned by other state and federal laws, Pratt said, adding, Once again, we are reminded that America does not need more gun laws. Lopez, then a senior at Edison High School, was arrested after school authorities received an anonymous tip. He admitted carrying a .38- caliber handgun and five bullets, and was sentenced to six months in prison. But the Sth U.S. Circuit Court of Appeals ruled that in most\ncases the law was invalid under the Commerce Clause. Other federal gun control laws describe a link between the banned activity and interstate commerce, but the Gun-Free School Zones Act does not, the appeals court said. Because Lopezs indictment also did not describe such a connection, his conviction must be thrown out, the appeals court ruled. The Sth Circuit court suggested that Congress could enact a new law that might pass constitutional muster if it specified a link between guns at school and commerce.MU* r ' Arkansas Demtxrat SATURDAY, APRIL 30, 1994 Copyright  Little Rock Newspapers. Inc. LRSD task force urges more guards, alternative clasps ---------------------..r Bv- nroBrams. ............ dations calls for anti-violence and conflict-resolution training to extend to the school faculty, bus drivers and parents, as well as to the students. The recommendations also call for expanding the alternative education program beyond the one junior high alternative school that serves 75 to 100 students. There are no alternative programs available for elementary or senior higu students who do not function well in the traditional class- by CYNTHIA HOWELL Demoerat-GazeHo Education Writer The Little Rock School District could strengthen safety and security on its campuses with more alternative-education classes for disruptive students, more police and security guards, and training in violence prevention. Those suggestions are among 16 broad recommendations sent to district Superintendent Henry Williams and the Little Rock School Board this week by a districtwide Safety and Security Task Force. Williams appointed llie task force in December 1993 in response to security concerns raised by parents and staff at a series of public hearings. The task force did not try to determine the costs. T Kevin OMalley, a school board member and a member of the task force, said the group realized that there were costs associated with the proposals and that decisions about spending money on the dations have to be made by the school board. The recommendations oi the task force repeat or expand on many of the proposals made by a similar group in 1989. The earlier committee s work led to a school security department, a dramatic increase in the number of security guards at the secondary schools, strengthened school rules and an improved communications system by way of repairing school intercoms and providing staff members with two-way radios. Both sets of recommendations stressed the need for leaching violence-prevention nrograms. Bill Barnhouse, the district s director of safety and security who worked with both committees, said the district has some anti-violence programs, but they are not standardized throughout the district. Were in the teaching profession and we should be teaching this thing in pre-kinder- garten through 12th grades. Barnhouse said. Successful programs exist elsewhere in the country and could be adopted by the Little Rock district. he said. room.Aikansas Demcxiat (gazette THURSDAY AUGUST 18, 199^ THUKbU#^ NepapOT. Inc. ___e I htie LRSD security feel ignored, talk of protest district finished negotiating t^ contracts of the districts 300 BY JIM KORDSMEIER OemocratXSazette Polica Reporter Security officers for the Little Rock School District could vote to waia. uuL VL ------ ---------- Johnson said the security beginning today because district officers would get together this officials have yet to schedule a morning and, see how everybody walk out of training sessions date to negotiate a new contract The districts security officers are scheduled to meet today and Frank Martin, executive ---------------- director of the Classroom Friday at Parkview Magnet Arts -peachers Association, said he \"  wasnt sure what the 36 security a\nHigh School for training sessions. Benny Johnson, selfappointed spokesman for school ! district security officers, said he  wasnt sure what would happen this morning. A lot of guys said they want to walk out, Johnson said. A lot of VO'S i. protest. Some say they want to protest at the administration building, and thats what I would like to do. feels about it officers plan to do. I dont know that they are planning anything, but they are at the bottom of the totem pole. Theyve been hung out there a long time, Martin said. The Little Rock School Board custodians last week. Martin said he was supposed to talk with the districts director of labor relations, Brady Gadberry, to schedule a meeting to discuss security officer contracts before the 1994 school year starts. Classes begin Monday. Bobby Jones, director of school district security, said he was unaware of any pending protest I dont know anything about anybody being upset, Jones said. Johnson said school district security officers are concerned about the security department promotions system, a lack of pay for overtime work and the fact that their contracts have not been ai We want to show some form ofArkansas Democrat ^(j^azette FRIDAY, AUGUST 19, 1994 LRSD guards lack contract but dont skip school Security officers for the Little Rock School District decided Thursday morning not to walk out of a two-day training session at Parkview Magnet Arts High School. Thursdays training session was the first contract day of the 1994 school year for security officers. The districts 40 full-time and 10 part-time security officers are upset because school district officials have yet to negotiate a new contract with the officers representatives. Some threatened to walk out of the training session or protest at district offices. Bobby Jones, director of school district security, said the districts director of labor relations, Brady Gadberry, has been sick and hadnt yet scheduled a meeting with the security officers representatives to negotiate their contracts. Jones said Gadberry planned to meet with security officers today. A school district spokesman said contract negotiations with the security officers would begin Tuesday, a day after classes start. The Little Rock School Board voted in January to recognize union status for school district securily officers. Frank Martin, executive director of the Classroom Teachers Association, said the district finished negotiating the contracts of the districts 300 custodians Monday. Security officers are the last group of district employees without a negotiated contract for the 1994-95 school year, Martin said. if I I I I i I I  Arkansas Democrat ^(i^azcUcJ S MONDAY, AUGUST 22, 1994  CATMiirtjtC I.W1* Newaoaoers. Inc.  caomUbwc l.rtrte Rock | School security: fr -.L.vt. From hickory st i ckz ^. to ducking bullets BY JIM KORDSMEIER Democrat-Gazette PoHce Reporter j Ask most adults to describe ' their first days of school and I the memories most likely will ' be similar  new clothes and I pencils, the first football game, ' the sanitary smell of clean rooms and waxed hallways. I Ask a student in the Little ' Rock School District the same  question and the memories ' -t't - .-IM* .w^ .ris: 44 suspensions or expulsions, for fighting. At Hall High School, 36 students were disciplined for fighting and II students were suspended or expelled for drug-related incidents. There are 40 full-time security officers and 10 part-time officers in the- Little Rock. School District ' They are, charged with protecting 13 sec-\nmight be altogether different  ondary school campuses. locker searches, fights, ran- .25,000 secondary school dom metal detector sweeps, dents. They are supplemented^ guns, the navy blue shirts of se- resource officers, providi^,\n. curity guards. ed by the Little\nl^ck Poli\u0026lt;T Gone are the days when Department. \"reading, riting and 'rith- Bennie Johnson, an outspo\u0026lt;- ? metic were \"taught to the . ken security guard starting hi^- tune of a hickory stick. In the\neighth year at Central HighZ Little Rock School District, said school ^ards have seen S\" 1' school can be a dangerous little bit of everything. place. . \u0026lt; ' Tve been 'through notsj^ L- In the 1993-94 school year, shootings, stabbing i and as-r dom metal detector sweeps, curily guards.\n, Central High School recorded Security  Continued from Page 1B saults on teachers, Johnson said. Last year there were 60 guys fighting at a basketball game. We put our lives on the line at football games. Last year we were ducking bullets. Our job is real, real hard. The kids are constantly fight- ing, Johnson said. But Im here for the kids, about I care them and we get to know them real well. I see them screwing up and I try to help, but the only thing See SEt^Rtpr, Page 38\nthere were 61 suspensions or expulsions. Emphasis on security and additional measures such as random metal detector sweeps and an increased guard presence may have something to do with that improvement, Jones said. To keep guards up to speed, the district security department schedules a two-day training session at the beginning of each Students wearing gang clothes (such as red bandannas or T- shirts with gang slogans) are to be sent home and can return when they change clothes. Poole said. Patience, 4 1 professionalism i and prayer are the qualities that 1 school year. LRSD expulsions _______Fighting Assault Battery Drugs Guards review new district policies with Central J.A. Fair Hall Parkview 44 23 36 24 McClellan* 40 Total 167 3 3 7 1 4 18 15 7 6 1 6 35 19 6 11 0 8 44 veteran and rookie officers. Most of the districts Includes Metropolitan Vo-Tech Education Center thats going to make schools safe is zero tolerance, just like the police are doing. Bobby Jones, interim director of district security, is confident his security guards are making a difference on the districts five senior high and eight junior high campuses. Jones said he spent 24 years with the Little Rock Police De- Arkansas Oemocraf-QazeMe partment before joining the district. People usually only hear the bad things, the violent incidents\nthey dont hear about all the work t\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_832","title":"Court filings: District Court, notice of filing, Little Rock School District (LRSD) four-year-old program long-term plan; District Court, joint notice of appeal; District Court, motion for approval of Forest Heights Junior High School construction project","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-10"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Court records","Education--Arkansas","Educational planning","Educational law and legislation","School facilities","School improvement programs","School integration","Educational statistics","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, notice of filing, Little Rock School District (LRSD) four-year-old program long-term plan; District Court, joint notice of appeal; District Court, motion for approval of Forest Heights Junior High School construction project"],"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/832"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript 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_488","title":"Incentive Schools: ''Little Rock School District, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School integration","School improvement programs"],"dcterms_title":["Incentive Schools: ''Little Rock School District, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/488"],"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\nTO: FROM: SUBJECT: Little Rock School District May 20, 1992 Connie Hickman, Associate Monitor James Jennings, Associate Superintendent for Desegregation 5:5 Monitoring and Community Services Fourth Monitoring Reports - Rightsell and Stephens For your information 810 West Narkham Street Little Rock, Arkansas 72201  (501)374-3361I* Little Rock School District DATE: May 12, 1992 TO: Lonnie Dean, Principal - Stephens Incentive School FROM: James Jennings, Associate Superintendent for THROUGH: Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent SUBJECT: Fourth Monitoring Report - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on April 29, 1992. Please respond to the concern(s) listed below by Friday, May 29, 1992. Please be specific as to how and when the concern(s) listed below will be addressed. Your response(s) should be forwarded to my office. Your response(s) should be forwarded to 10.1 Other areas of school program could use more parent involvement. 10.6 Acorn used building. 12.10 Kitchen door off courtyard area was unlocked. Additional observation relative to the monitoring visit\nDriveway behind cafeteria needs repairing - will make access to playground easier for students in wheelchairs,. Playground needs more equipment, improved surface, etc. cc: Doug Eaton 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361LZmi ROCK SCMOL DIRTRICT BocKnoKM. Boozn nraraoM roa nMBRZvB acaoou KAnnas, bbrahd bvaxjdatzom doaxinivt Llttl* Hoek, AriwaMS Xt*X '. C 1^' -J 1TABLS OP COUTKMTB PASI 1.0 Iquitabla piaoMMnt by Baoa/Oandar ia Behoel Profraaa 1 1 a.s earriaMlaa 3.0 School/Diatrlct Initiated Boners and Awards 4.0 - Onlttaaa 5.0 Bxtaadad Day Bduoatienal Opportonities 4.0 Stadant Acfalvsait/basaasMnt 0.0 Bsaolal Bdaoatlan Iftad and falaatad Bdaoatlaa Staff DavalqpaMMt 10.0 VaraataX ZanralwaMat 11.0 Stadant Diaclpllaa 13.0 Building Leadershlp/Managsaant 10 1,9 I 3 4 4 S ' 7 yj O \" Observation I \" Interview BP \u0026lt; Bobool Profile/ i^f^-/ 7^=2?c/q/ OX/c-e-t:. e- /fC\u0026gt; PUUmiNG, RKSKARCH, AMD KVA LU AT I ON DEPARTMENT LITTLl ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING zvcnriTB acMooLs caooL 1991-92 Grada LwHnh'ifck- OKTB nizwcirju. h/)A.ni y^ mKm or cxAssBs vzszno - y \u0026gt; yif^ \"'' s IIOIIITOR(8) Pleasa print obaarvations and avidanca in sufficiant datail to indicata poaitiva practicaa and araaa in naad of ii^provaaant. Obaairsrs ahaald rariav tha School prafiXo prior to aaapXti*f fims t riiHr- ** ifci\"^ *^niTri n Tba seboel anauraa a\u0026lt;aal oouau and fair traataant in all profrana raaulting in optiaun oonditiMia for atudant laaminf. 1.1 Tba oeapoaitlon ot tb aabool attt lunx^B that atttdanta bava aooaaa to, and contact vith, a variad ttt ot ortiti^A and non-oartifiad paraonnal, miMDICK: ___________________________________________ TB M 2.0 currlcttlM Tba a^ool providas a currlculun that is raflactiva oC cultural dlffaranoas. Local and/or stata**davalopad couraa eontant guidas anbanca aultl-cultural contant in all currieuluB araaa. 0/Z 2.1 In claMrooM obMrvad, the taacbara hava adaqnata atarlala and aquipaant to dallvar and uoa the aulti-cultural eurrieulun maMMbt YM/ M( Incentive Schools Monitoring Page 2 0/z a.a Currtont and coaplata student reco In tka olaasrooa and school offli to are aalntainad to nonltor the progress in aohieveaent ot the individual learner [l.e. grade books, reading folders, aath folders, Peraanent Mecord Cards, Intekla reports, report cards, student BduoatIonel Plans (SBPs) and Aoadaalo Skills (UDPs) DevelopaenV Plans). IPZOeiCBt _________________/______________________________ YU NO / O a.a All tottodmts ara aotlvaly involvad la olaaaKoaa Instruction. BV-----I--U-----N----C-----E-- -:- 0 2.4 Ibere Is evidence that the nultlcultural curriculua is being iaplenented. O 2.4.1 Bttllatin boards, Foblloations, sad pcodastloos throngbout the iflbflflX (lacladlag ths nsdla center) reflect ths BRQtlciQtaml cnrrteuXaB.\" - 0 2.4.2 Bullatin boards, publications, and prodaotleos In the filAMXfiflB raflact tha nultlcultural curriculua BVIDUCS: r - O 2.4.3 Display of student work reflects varying teaching strategies. MVIDUCl: z *0 0 NO Incentive Schools Monitoring Page 3 O/I 2.5 MeM*-**\" discovery and exploration approaches are used to enhance the learning of science and nath *0 oonoepts. BVZ : e. I 2.\u0026lt; O/I 2.7 3.0 8P SP fA\u0026gt;4 ---------- --- . 7aaaa. Special activities such as acadenic clubs, field trips, etc., are uspd r^^nfo^e the aM\u0026lt;l^i^ progran. IVIOCHClt - y7^aj/Q to 1^ rhyL.A^, ZizS\u0026lt; A^ieving students who work well with other students, as well as students with outstanding aoadenio avaragM, ara uaad as CMr tuto: SVIDCIICBl YKS MO J .y/,-------------- ----------- mit^ Wtrnewe end Awards The acbool aneures that no student is denied access to bains eeleeted tor boaoro and awards through sstahlistaant of non-biased and equitable policies and proosAiras. 3.1 3.2 A variety of awards and honors is provided in areas such as scholarship, citisenship, sports, s\u0026lt;dxool and coaminity service, choral and instrunental Music, attendance, clubs, and organisations. XVIMDICB: __ ______ ______________________________________ Procaduras ara avldant to assura that studanta ara apprlsad of ragulraaants governing honors and awards. BVZOBMCS: YS8 Y18 MO MO Incentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of inforaatlon regarding various opportunities in educational progress. BVIDBNCKt ________________________________________ YI8 NC SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to deteraine if new awards are necessary to neat student needs. ITIDCNeB: ___________________________________ YX8 NC IP 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grade level). NVIDENCN: _______________________________________\n_______ YBS NC The sobeel staff ensures that appointsonts to all sobeel beeed oosnlttees are sede In a nesiHBiaaed sad eqalteble sansar in order to have oonsltteea that are kaowladgaabla of educational prograss. SP/Z 4.1 The ooaposltlon of each school based ooanlttee generally reflects the staff/parent population. BVIDKNCB: _____________________________ YU NC 5.0 Kybanded Dav Kduotlonal Qpportunitlaa The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately inforaed about extended day aotlvltles. BVIDKNCB t NC Znoentive Schools Monitoring Page 5 *P 5.2 The Mjority of the student population participates in extended day actlvitlM.  BVZOCHat .. Z 5.3 Bxtended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students./ y EVipSICT:, iL. .o i P HP 8P YU /MO m mo The school staff laplesMnts ni-discrlnlnatory preoednres for adnlnlstration, analysis, and use of standardised tests.  .X  .2 6.3 When test results are exaBlned, overall sahlevasMBt ot (geader/grsde) has rsHSlnsd stshle or IVZOCHCB: .............................................. ...... coals and strategies are developed and laplaaiantaS to inprove student adilevenent using the following neasures: ,,, nom referenced tests ... Arkansas Nlninun Perfomanoe Test ... grade distribution EVIDEHCE: _____________________________________________ Proskotion/retention rates reflect the school population (gender/grade level). KVZDBfCB: ______________________________________ YSS HO TBS HO YB8 NOInoantiva Schools Monitoring Pago C 7.0 Special B^uotion The aehool ensuraa that student plaomant and services provided In the spacial education prograa ara non-dlsorlalnatory. SP/I 7.1 Strategies to aliainata disproportionate student asslgnaant (gander/grade level) to special education ara evident. BVIDBMCB: ______________________________________________ TBS BO O/I 7.2 In spacial education classrooms observed, the teachers have adequate aaterials and equipment to YBS NO dallvar tha ourrleulua BVIDBMCB: Burrlmlua. , / // / A 0/Z Paoliitles for speolal eduostioa are daalgnad to sat the aaeds of the stmSsnta oacvaS. . BPZBBBCB: ------- area- , rj s.o The Bobool anauras that student plaoasMnt and sarvioes provided In the Clftad/Talantad prograa ara non\u0026lt;-discr Inlnatory. 8P/I S.l Strategies to Increase the nuaber ot students assign^ to gifted and talented are evident. BVIDBMCB: ___________________________ YBS MO O/I. In gifted and talented claserocme obeerved, the J teachers have adequate aaterials and oqulpmsnt to deliver the currloulua. . BTIBBNCBt ____________________________________________ /  YBS NO '\u0026amp; Zncentlva Schools Monitoring Page 7 0  .3 Gifted and talented facilities are oonparable to those of the caapus in general. IVZDCMCBt ___________ '_______________________________ YU NO 0/Z . PacilitlM for gifted and talented are designed to neet the needs of the students served. KVZDWCB: _____________________________________________ YU NO 9.0 Staff Dv1nnnt The staff developnent plan for the school dsaonstrates connitnsnt to educational equity. sr/z 9.1 Staff developannt activities related to educational equity have been provided and are ongoing. UZBOCIt  YU 1K\u0026gt; \u0026gt; SP/Z 9.2 Staff developnent activities in teaching strnteqiee t9te nXti-cultuml eurrionlnn delivery heve been YU) NO NwrilU. ITZDCNCB: gP/Z 9.3 Staff davalopnent activities related to effective strategies to enhance the achievenent of a diverse student population have been provided. SVZMNCK: _____________________________________________ YU NO Zncantlva Schools Monitoring Page 1 r/z .4 X najorlty ot the teachers have participated in the following staff developnent activities: ~ PIT ~ TBSX Classroom Management ** Bffective S^xools IVIDCNCBt ______________________________________________ YB* NC 10.0 nrMt*^ ^\"TmiMnr The school provides equitable opportunities for parental Involvement in the district/school activities. SP/I 'Bd.l Xll identifiable groups of parents are aotively involved in school NC fmMtlons. jpnaa^x L^ 10. a Um (Mae, letter, phone, hsae visits) asst te enoemrmge parmtal Invelvoaant la seheel and in hone supported educational aotivities. BVZOBKlt W VC I 10.3 Contact is made regularly with the hoM to onnannieate posltlve/negatlve (as wi^op^iste) information related to student behavior an^or student achievement. BVIDSMCl: ____________ :____________________________ YM NC SP 10.4 School patrons and parents are given an opportunity to aotively participate in developing the local NC a^Mol plan. KVZmCB: z/ i \\ Zncantiva Schools Monitoring Paga 9 r/z 10.5 z 10. Z SP O Parantal involvanant stratagias ara nodifiad as naadv^ to ansura oonaunication with parants who ara difficult BVZDBNCK: __ _\nto roach., _ Naatings with snail groups of parants ara hold at coMunity locations such as churchas, connunity/ YSS NO MO raoraatlon coOQQttaarrss,, hhcoBoMM,, Jtc./ TYTPirat\nIha school aasuras that studant disciplinary polioias and practicaa ara non-discrininatory. 11.1 11.2 11.3 Znfomation, including tha school's anpoetatlon tor tuSsnt oonduetr In tha fom of handbooks and/or paMlo \u0026gt;raMtatloM raaxia  OiMmiMsr pellelM and F^oondoraa la diatrlfeotad to all atndswts and pamnts. BWZDmCK: ___________ Stratagias ara usad to pravant tha occurranca of a dispzcportionata nunbar of suspanslons, aiqpulslons, and/or disciplinary rafarrals involving Idantiflabla groups (gandar/grada). MVZDBMCK: ________________________ _ ____________________ ClasarooB instruction procaads in an ordarly nannar. ivzHaicx YSt MO TBS YXS NO NO Incentive Schools Monitoring Page 10 8P/I 11.4 A Mntorlng prograa is used to seat ths needs of et\u0026gt;risk student^ BVIDBICX: 11.5 Students have access to coMunity based support progress. YI8 YBS Nt I Nt BVIDEMCZ 4 12.0 aunsinfl Le\u0026gt;darship/Manaaeaent In ths desegregated setting the principal aust deeonstrate a strong ccaeitaent to educational equity. S\u0026gt; 12.1 The school has a clear, concise, well-written T^-*\nrrT~*r ot specific iaprovaswit goals la aooordanoe with ths inoentive scdiool plan. BTIPWW*H ___________________________________ :_____ YBS Nt Z 13.2 are actively involved la addvsaslag ths Bssds sf at-risk students and assistisg pavaats, as needed, in obtaining services free cutside agencies. z / / BVIDsra: \u0026gt; fc \u0026lt;ns sir Z f I  IfQ III O/I 12.3 There is evidence that the guidance progras provides equitable services to all students (counselor's schedule/logindividual/group). BVIDBI r O 12.4 TJ The caapus and*building are clean and free of dabris and graffiti. TnxiUKa.\\ t m) Nt YBS N Nc I Incentive Schools Monitoring Page 11 o 12.5 Mailways are orderly. Ttivtanc^ 7' \u0026lt;2. (y^ no O 12.\u0026lt; Th chool office has friendly and helpful NC personnel. EVIDEMCB: I Vi.,1 There is evidence that curriculua Monitoring occurs. EVIDENCE: ________________ __________________________ YES NC SP 12. Strategies to increase the nuaber of alnorlty students enrolled in un^r level courses/class groups are evident. BVZOnCBi______________________________ ____ _______ YBS NC O/I 12.t There is evidence that the guidance prograa provides equitable services to all students (l.e., counselor's schedule/dally log-individual/ group). EVIDENCE: ___________________________________________________ YBS NO I/O/ 12.10 Diatrict and school security guidelines are being SP followed BVIDBMCB YES NC A ai. Z-~\\ JkiDOmOHM. MXj^nvB cfi' r'^ot^ i, 'yz\u0026gt; r / Ci\u0026lt;^ /'c/ ^i? 7/ fi.,. c^  i 4 t-. .Vv , t ji^-' -op ? I ,0 f I - t . jjr Tiaiv -'p .\ncj. f  . I L ..GGA S LRSD INCENTIVE SCHOOLS * EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOL 1991CCm'^H I : t I m A ____ LITTLE ROCK SCHOOL DISTRICT I i-pfinkho, 7 lO/^PI i  .\n'.-I : t I. I ri'7 I*\nki, fTT ^5''' ? I I n'i !b!  ii  'I ! '1  I i'i^S 7* ! ft t .s J1 I ' I 4. I ])r. C-A^(2\u0026lt;9{| EDUCATIONAL EQUITY MONITdRINO 1! 'V (i 7 FOR 17 . !h 't 'i\nINCElitlVE SCHOOLS j Mi I I. ?'   \\^i7'. I II, 'j'i . \"tL .  11' / \" ii 77 I I PLANNING, RESEARCH, AND EVALUATION DEPARTMENT r I Little Rock, Arkansas September 1991 :| i I\nI : i I i: ' I I i I i i I I TABLE OF CONTENTS I 1 \"i I i' i  ! i PAGE 1.0 Equitable Placement by Race/Genderjin ^chool Programs 1 2.0 Curriculum 3.0 School/District Initiated Honord arid Awards 4.0 Committees ?.Ci ! : -1' fl i 1 , J r T?  1 3 4 5.0 Extended Day Educational Opportunities^\nI 6.0 student Achlevement/Assessment JI- Special Education I.  f 1 1.0 4 5 6 8.0 Gifted and Talented Education 'ci 6 f ! . 9.0 Staff Development 7 10.0 Parental Involvement 11.0 student Discipline 1: .r. J '4^   I? i. I 8 I 9 12.0 Building Leadershlp/l^anagemerit J., I / t. I (  I 10 Key: f H.  O = Observation I = Interview SP = School Profile t.  ' t' I J I'  I i: I I i' I 4 ,1 :  I  1 I I I i 'i r\" I Is I 4/' . \u0026lt; I i I I  i ! i i 1I I . 1 i i'-' .i: ! L:fTTLE ROCK SCHOOL DISTRICT PLANNING,1 RESEARCH, AND EVALUATION DEPARTMENT EbUCATIOHAL EQUITY MONITORING INCENTIVE SCHOOLS SCHOOL I 1 I \u0026amp; ' PRINCIPAL Gfade Levql(s .J.3 , . \"i  \\ DATE MONITOR(S) NUMBER OF CLASSES VISITED Observers are raquiy^4-^ ,1 o'provid^ evidence for eaoh orltegloa. Please print observations! ahd evidence in sufficient detail to indicate positive practices arid pteas in need of improvement. Observers should review itiie 0o))o61 Profile prior to completing this form. ill'.  i1li.ll: IBCIiONI 1.0 Equitable Placemeh^ bv Race/Gender In School Programs The school ensiires\nequal-access and fair treatment in all programs resulting in optimum conditions for student learning. I 11 I SP 1.1 The compositiph of the school staff ensures that students liave' access to, and contact with, a varied staff of certified and non-pertifi^ personnel. . EVIDENCE\niu A--//-fR 4- Z4. ------------------------ p\\af\u0026gt;\u0026gt;K  pertifipd 2kL -Ht I YES NO 2.0 Curriculum I I. 1 'fe- The school proyides' a curriculum that is reflective  of cultural di es, ipocal and/or state-developed fferppci ! gu|.iies curriculum course content in all .teas ehhapce mUlti-cuitdral content O/I 2.1 I . ' In classrooms''observed \u0026gt; the teachers have adequate materials' and equipment to deliver and use the NO multi-cultural curriculum.  \\ EVIDENCE 't/iU \u0026gt;^41 --------------------------------------------------- T i' * jilf-H- !:I, Incentive Schools Monitoring Page 2 ! i! _L O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor /the progress in achievement of the individual learner [i.e. grade books, reading folders, imatt folders. Permanent Record Cards, interim reports^ report cards, Student Educational Plans (SEPs)!and Academic Skills (ASDPs) Development Plans). j . EVIDENCE: iadM, eVg^l^\u0026lt;4Kon prC\u0026gt;Cr'Jun'i j e{i^/r,y' 'a{ I I O 2.3 All students are actively involved irt cJl instruction . 1 assroom 2.4 O O O YES NO 3hir lt YES NO 'Z EVIDENCE: There is evidence that'the mUlticultu: is being implemented. 2.4.1 2.4.2 2.4.3 J I ..x. irai curriculum -I Bulletin boards, publication^! and productions throughout the school (including the media center) reflect the multicultural curriculum I I ! ahd productions Bulletin boards, publications, qhu ttuuuvxu in the classroom reflect thejmUlticultural curriculum*'. EVIDENCE:\nf.' . '  iv  .\nni!\n?  t ! f I 1 Display of student work reflects varying - teaching strategies.: stpategie EVIDENCE\n. I I I i\nr' I I . I I YES YES YES NO NO OI Incentive Schools Monitoring Page 3 T O/I 2.5 Hands-on (jlisqpvery an4 exploration approaches are YES NO used to concepts. EVIDENCE enhapce thglearning of science and math\n.------i2__L2_LL----- I  rW  . l\"  --n t,:'' . t\u0026gt; T   I \u0026lt; I-T I 1 'l 'i ' . - ii.. 2,6 Special a\u0026lt;!:t\niYit|es suph ap. pcadgroip clubs, field YES NO O/I 3.0 SP SP trips, etd program. EVIDENCE\nr? al-e 'use^tpir^lnf^ the academic \u0026gt;vn * irl 7 2.1 Achieving as well as 111 students who worjc well with other students, averages, ar^ student^ if|th pytptan4ipg academic arree'j^isse^d aass ^.Deeeerr',. ttuuttoorrss // \u0026gt; EVIDENCE\nI r . ii \n.  \u0026gt; ii /\nf :. ..  1  School/District Tn|tiatect ^iondrs and Awards * jr 'I The school ensures that no student is denied access to being selectedjfor, honors and awards through establishment of non-biased and eguitable policies and procedures. 3.1 3.2 I t I ' ' '*1. * A variety of awards and honors is provided in areas such as scholarship,\"citizenship, sports, school and community^ service, choral music, attendance, c|ubs, apd organizations. EVIDENCE: r c|ioral apd instrumental music. 1 r:li* ' 'l l' I. Mt' ! i'. Procedures a^e evident to assure that students are apprised of requirements goYprping honors and EVIDENCE ......-.... t . +I T  1- : i ii  YES NO YES NO NO I Incentive Schools Monitoring Page 4 11  T  J  J 't . .f.. SP 3.3 Procedures are evident to assure that,students are apprised of information iregardiri^ various f opportunities In educational!programsi ! EVIDENCE:  \\ fi 1 X SP 3.4 SP 3.5 YES NO 1 \\t-\n! . .\n-.1. fferings andprocedures': r^^ardliig_______ 3 ate evaluated tegularI for,fe'^ulty and to determine H ndW awards 'ate :ftecessdty j to, meet' heedsi., 4''\".ri i' '!. ' t The o awards honors and YES NO student needsi.j - -''Jj' 'I.' * 5.1. : ( I.*, -1  - i  The distribution ot ' hbJidtS kw^r^Sj is! generally -\u0026lt; reflective of the school popUlhtidhj'(geh^er/grade 1 ovol \\ ''1 level). evidence: ,' I ! ..I  X 1 ' r  'i  '4 J ( 1 YES NO 4.0 Committees ... i_ tH I rt' I ... '   I ' ' The school staff ensures that appointments'to all school based committees are made, in a non-biased'and equitable manner in order to havhcofcilittees that hte knowledgeabl ational nrdaram^l'' .... of educational program^. e SP/I 4.1 r 5.0 I I, I, The composition^ ofeahh*^\u0026amp;chopi2 fcksfedi,dom^ittee generally ref lectii! ^hhYstatf/Baterii^ pppulatXbh EVIDENCE: 'rr\"ri Extended d^y Mppati.QnaI-QBP.ortmiitisg The school provides arid encoura^ I : I YES NO -.'I I X z',: I'. . -f\n,1   ge^ participation by I students in extended day activities: all 5.1 f'  I it   K'l'' Parents are adequately informed about extended day activities. YES NO TDENCE\nEVID] Xvier  :-r, if 'I liS,' I I d  ' Ii Incentive Schools Monitoring Page 5 I Ivi'' SP 5.2 The majority Mi in extendei \"~F?t7F\" -------\"He.jgtVdent P,PP,V.^?f^9P participates YES NO I 5.3 I 6.0 SP EVJPENCE: 10 Extended objectives]of needs of ........... ' day aBtivltlgi arg'dirpctly relate^ to the Student Actilevei The for tests. YES NO \u0026gt;]jngngj^g,geg^^^pt school staff ifc^OJTjtofl administration '- -t ppn-^i^OfimipatPry procedures a!r|^ ppp'pf standardized f 1 1 6.1 When test resultsaF^^pxaroine^, overall achievement of student J (^!pp\u0026lt;^er/^r|4e) hap fewainetj stable or improved EVIDENCE -  ' I*?-* .. I\u0026amp;t TF i T w IA.i (\u0026gt; ' .i'vii:-\nV -11' ' I SP 6.2 YES NO Goals and' jip improve st^de: VMAAC911VAa* I measures\nSP j m u* jdenj:. achieypwehh usin^ 91)^ implemented to YES tii^ following NO Tpsh  ':?kanS)*' ----------------- kr ... g EVIDENCE: I K ag HinIffiW perfPF^gP^ dfstrl^htion Jdifeii-il. rs:: Ui jW i'fr\n: i Si lOtion/ret^ntion'-r'^tea' rsfleati^the pchool i -............ 6.3 Promi (y^ NO I I rr F\" I , .],...,.  l.\nr..,  1,.. . . X 1  ! ...Eiji'Ji 1 ii\ni TTCi Incentive Schools Monitoring Page 6 'I. \nI.' ' I 7.0 Special Education !' \u0026gt; I i : 11 ! i . I r ,\n'i  \"I ? :\nt)z/ .\nI n,\nl I ' !\nI The school ensures that students placemerit a id provided in the special.education.program are non-discriminatory   4 t \u0026lt; J . , I. . \u0026gt;ir .  1 I ! I SP/I 7.1 Strategies to eliminate disproportionate I O/I 1.2 O/I 1.3 8.0 SP/I / services Wifc Wk W W* A  kWk W W* W* A  kW* |W wi assignment (gShdSr/^rade'^^lev41)^t0 i special education are evident   '' \" ' - EVIDENCE: \\2l' .niiTj Alia J. In special eedduuccaattiioonn'' hcllaassssrroooommss oobbSseerr'vveedd,, tthhee '' teachers have adequate materials and equipment to deliver the ci EVIDENCE: iUrricpl^ii? p YES NO NO . I.' X HU! '  11'I Facilities for specihl education are designed to meet the neei' of* ths. students, ser  YES NO Ev**V*\" I/D ENC E: e^ of ths,, students _ I I 'C i  1 Gifted and Talented Education Hvi\n.J j I. I The school ensures.that studentplacemeht and services provided in the Giftsd/.Taitnted .programlare non-discriminatory. / :^ls\n, \\ sS'i , [   ' tvri-- 3 8.1 Strategies to*'irtcr6aiSiS*th4,jhUmb6rrdi'Students a_s_s_ig_n_e_d__ _t_o_ _g_i_f_teredd'^*^Manndd ..ttaalld4hhtteedd'\u0026lt;a tsftilfe'Vid b  Ir- iii I YES NO O/I 8.2 In gifted and talented classrooms,observed, the teachers have adequate materials ritid equipment to ______ curricula yiDENCE: ^4c4LA deliver the curriculum EVIDENCE YES NO Ul i I .  i*!:-' \u0026gt;- U\ns 'll . I .ili't. ! 'tU 1 \"I I It\nI '1- I I ' 1 Incentive Schools Monitoring 'P' !  Itn O ' ll i?  bi  'I*, t 8.1 Gifted an4 mente\u0026lt;i:fftpiiii,ipa ere comparable to those of thgi campus Jn cfeneFftl, evidence\n  ' , T J -iM,'\u0026lt;}\u0026lt; Vhb F iV'M t i y-^' I jiP 5  \u0026gt; rt ? TTT A ' I i YES NO O/I 8.4 F^ciiitiqi^/t -J\n! uc iib-e I bijiiir meet the peqc _______-Tr,_________________nl  '*' gift8d^^n\u0026lt;}^l)^nte4/ftre designe\u0026lt;l to YES NO 9.0 EVlp^llCE\ntWIJ.T T t. r\u0026gt;W?r:!7'i!S!Bg7?Tr~' V-T------ nwT \n................... staff peygiPPTBent'fiytio 0,1141 i ......... \"T A- f T T ifiid J ti li ii ,'(( 1? i mtf' '?.? ^i.li ' The staff deve|6propnt'p|\u0026amp;nfor t\nh Sphofii dejnopstratoa commitment fi- - SP/I 9.1 Staff devgloplpenti^ sg^iviti^^ to educational equity have'^in'pFp^ded And,ere ongoing, YES J NO SP/I 9.2 SP/I 9.3 EVIDENCE\n V' i . '\u0026gt; ^ I i A V L w TTFr \u0026lt;1 staff devuloppent apt'|vitiep in teaching strategies for jnuitircu:n.turai'PHpiPM5-w* delivery have been provided. ' J-\n. \n - - EVIDENCE: Yp, NO  IF' ' I \u0026lt; H   pt- f staff development apUvities relete4 to effective strategies 4gitenhanfi^r.t^he\n:achieYewent of a diverse student p jpnutienihSve 4?en.pE0X\u0026lt;^^4 . . t?x7TrM?Mr'P  . 'hi t ...A -/! ' Ui f , t 7 tTl i a . . ) yes NO EVIDENCE It  p\nWY+H^4* . 'I miww T T-^rr^ liiygy iwwmniii W  .T  '?\u0026gt; I't :' atLoa'is I I ! . I,-.\nI- I IIncentive Schools Monitoring Page 8 . 1' I . 'p I 4. I SP/I 9.4 A majority of the teachers have participated in' the following staff development\nactivities PET TESA\n.'i I NO  Classroom Management  ,.Jh h\u0026gt;  '-.J  Effective Schools , 1 ! -l-\u0026gt;-1 evidence: ze Schools ' *  ' /VZf4 o rt-'* ' \u0026gt;' f J t-i 10.0 Parental Involvement itft x'G-Sjf-jjt'.j-'-'C  I _______ ____ a__ equitable opportunities ior parental involvement'in the district/school'activities. . -j*, -------- r.f' I The school provides SP/I 10.1  I. ' All identifiable groups of parents .are actively iC O 10.2 I 10.3 SP 10.4 YES NO involved in schlooooll ffuunnccttiioofhidd?.'-- EVIDENp: s^  1 6  Kl  fia* .0 1 ' The school keeps la record of\nthe diffe-r--e--n---t m----e-t-h- ods (memo, letter jj phonehomer,visits)i. iusfed to encourage parental InvolvSmehti ihj:lchbol and in home supported educational-activities'. EVIDENCE: ' ............ . T^i | r i n I Contact is made, regulariy^jwith the. hote to communicate positive/negatlve (aS'Aappropriate) information related to student\nbShSviOr and/or student aacchhiieevveemmeenntt\n' ijn''WSW ! EVpENCE^  * V     Liif.l I i I .:eir-i I YES YES NO NO School patrons and parents\nare:g '' i I ' ' ------- ------------- - ----- 4-i7v.eTn\" an ooppppi ortunity to actively participate in\ndeveloping the local school plan..--------------------------------------------- \u0026lt;\\ ) YES NO evidence: k:- I txi' . I  1 I. r ' : )! ..i t, I I  Incentive Schools Monitor|ng Page 9 I if . I 15 H I t SP/I 10.5 I i 1 M  \u0026lt;' Parental! .involveraepti strategies are modified as needed to epsure communicationwith parents who YES NO I I i difficult to pe^ch. EVIDENCE: are '3  T 10.6 I Heeting community \u0026gt; recreat|op EVIDENC r wi\n^j^2ro9fiTgtPpp\u0026gt; of parents  tettsntosh-\n7|^nter^^\n|omse, stc.\" , _ are held at YES NO li I.-,. ,.0? PhHFCbes, community/ 7 I t'iv 11-0 Student CisciB   '\n5. I I SP O Ki I.\n), J till'-J .\n\\J J t I-Uj I ip The school ensureg^ that .gtli^^ht. disclplinary polici and practices are.inpn7diggj\ni^ip2!tQry, , ,, , 11.1 11.2 11.3 es |pclud\n^ng school's expectation for Informat|.op,i^|pcludj^pg th ^chooi's expectation for student (ponduct, ^p'^l^he form o( handbooks and/or public preseptatiops* regatding student disciplinary policies apd procedures is distributed to all students and-parent^'^\" ' \" i. . EVIDENCEi . lM.xM luji [ I .1 4 1 .\u0026gt;. Strategics 'a*re used to preyent the occurrence of a dispropoptlppate number of-'suspepslons, expulsions, apd/or disQlplinary refppt\u0026lt;ls' ipvolving 'identifiable groups (gepder/gradej i fw/q,i uwt' (?^S9tplipary ptptJ^als EVIDENCE 22|L n-i\nri' I'? ! . 1' YES YES NO NO . I-i-M .1  fl ..Uki*- - ciassroop ipstructlPn procseds ip an orderly manner. il\u0026lt;. EVIDEUCEi- \\ I '  . 1  ir  -i' '  1 I .  '.I ' I' YES NOIncentive Schools Page 10 Monitoring \u0026gt;1 I ' 1J SP/I '11.4 1 i - A mentoring! program is usee} to meet the needs ) I I T  Of at-risk st^e^ent^,^. YES NO I 11.5 EVIDENCE: 1 i Students haveacce^s|t9^community based support programsJ\nEVI PENCE i. v'W YES NO 12.0 Building t SP I O/I O I-I I-  nrrn7\"jt!^^pFn^ ! ili-ftc silt:- f ifS\" ' ,  i^'5 'Jm: lieedgriBhiy/Man^^^lilignt In the desegregate^} sett|pg the principal must demonstrate a strong commitment to educational equity. 12.1 I 12.2 12.3 12.4 4-  I The schoQl has a clear, concise, well-written statement of/specific:Improvement goals in accordanqe wi^h 'th9Hhcentiv^_school plan. EVIDENCE! .yF !'  . I ji 4l-\n  -I......... .  Counselors s^pe actively involved in addressing the needs of at,-|^isk\u0026gt;students and assisting parents, as neede(|, in obtaining incies i ''J i i J' * services from outside YES YES NO NO agencies EVIDENCE r I. I T\" nr There isi evidence phat the guidance program providesreqilitable services to all students (counselpr^j pchedule/logindividual/group). - EVIDENCE\nThe campus ^nd building are clean and free of debris and graffiti.\u0026lt; ' .  EVIDENCE nd 7 ' 1 I I I !*. f iT\" YES NO NO I  I ' . I I 1 I Incentive Schools Monitoring Page 11  . f' I O 12.5 Hallways are orderly\nEVIDENCE: O 12.6 i i i / YES NO I 12.7 SP 12.8 0/1 12.9 -Xi I Li I I Jhe school office has ftiendly arid helpful personnel.. evidence: ? '  Abi'  A\n!' I I . I i There is eviderice thdfc curricUlUni Monitoring occurs. EVIDENCE: d ''! iiL I I H I\n t 5'  . :? I strategies to increase thS htlmber.of minority students enrolled irijUppef'tilevSl OOUrries/class groups are evideht.i L . EVIDENCE: , i 4 I:- -4 .1 i .'Li. _li There is SVidShdd that ffthe J '^UidhhSri: program : - provides etjuihablS\nttarvie4ils.to\nai^ Students (i. e., couftsfelor * S ^.bhsdullS/daily log-J-ind^ group). ' EVIDENCE\n? - . .  ' -individual/  . \u0026gt; YES YES YES YES NO NO NO NO EVIDENCE: if-L. .LLj: i 1 T/O/ 12.10 District and School S^cUriC^ Qdiddi'ihci SP followed. followed. \\\nS ard being t? -1 ) ' V EVIDENCE\nj til !?\u0026lt; I.' J Li fff'  A 'I : fff'J \u0026gt; j'lA\n. . . ADDITIONAL OBSERVATIONS RELATIVE TO TRR ,M01!|ltDRlN} VISIT: JJLi. : I ! v\u0026lt;- ,'11  1 -  J,\n i '' '. I ! YES NOTO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Little Rock, AR 72202 October 22 1991 Franklin Davis, Principal, Franklin School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services 'Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 8, 1991. Please respond to the concern(s) listed below by Friday, November 1, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 2.2 Some of the SEP'S did not have dates initiated, evaluation procedures, and/or parent signatures. Some of the ASDP's did not have instructional strategies to address deficit areas. cc: tarry Robertson Arma HartFRANKLIN INCENTIVE SCHOOL 1701 South Harrison TO: FROM: SUBJECT: Little Rock, AR 72204 December 13, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin Davis, Principal, Franklin School First Monitoring Visit - Concerns Ml A copy of the attached memo was sent to all teachers whose SEPs were found to ha^ areasdeficit. I personally reviewed each teacher's SEPs and I have a copy of what was given to each teacher in his/her file.wed ) LITTLE ROCK SCHOOL DISTRICT PLXMNING, RUXARCH, AND XVALUATZOM DXPARTMXNT XOUCATIOMAL aQUm MMITOaZlIO neaffm sonoM I vnezMkL aaLLlo------ kI- a ll-2  V - Orade Level (s) B*\" NOMBH OP eXASOi TUXTH A I I t Planae obearra^io'na and evidence in sufficient detail to indioete pSBiXlw praetioae and areas in need of iaprovesMst. HMvem ahseld revies the seheel Profile prior to eeapidOW *Bis HiB. ir .5 The seheel ensuroe equal aeeeoa and fair troataant in all Bra*rM rasultinq in eptinun eonditions fr stadont 1.1 Tha poaq Baition of tha aehool staff onsuras that studanta hava accaaa to, and contact with, a varied staff of certified and non-certified persenMl. TH) H 2.0 IVIDHCX: Wf.C4rt A rtlftzvi\n/\u0026gt;\u0026lt; Curriculua ___________ g' ____aF ________________ ____ Ct \u0026gt;n ni\u0026lt;ail-----b-----H37. tf 6r' tta (iryLUiaita H A Tha aehool providaa a curriculua that ia raflactiva of cultural diffarancas. Local and/or atata-davalopad couraa contant guidaa anhanca aulti-cultural contant in all curriculua araaa. QU 2.1 In claaarooaa obaarvad, tha taachara hava adaquata aatariala and aquipaant to dalivar and uaa tha Bulti\u0026gt;cultural curriculua. IVIDI TH t-t i'Ats. .X )id^, i Aq^aa 4 1A. VraaA^' r Incentive Schools Monitoring Page 2 5. n \\ V i.a OunruMt and oengleta student records are naintalned la the elessroce and school office to nonltor the V srogreos In achievesMnt of ths individual learner ri.e. grade hooks, roodlag folders, noth folders, \"\" MMMnt hsoerd Cords, lotorlh rsgsrto, regert ' \" Btudeni^ Bducational Plans (tIPs) and hoadosic t fldlls (XdDPsj Developnent Plans). irf f biT Jil F^- a.3 All BtudentB are actively involved in classrooB instruction ITZOWCS: 0 . t 4 a.4 There is evidence that the eulticulteral oerrioelun tfi t throughout the agtefil (Ineludiwg the eedla center) refleet the sultlmltural curric^i ITZOBKB: O 2.4.2 AAA., - .err' Xa. q d a^''\nBulletin boards, publications, and productions Y NO in the claaeroee reflect the aulticultural curriculua. BVIDKNCE: CA. esyX-ee\u0026lt;A il Z9\u0026lt;W XI\\ \\dL^'' 'itA.r rd: I !  11 fc*j.n I  I  k.\u0026gt;e__ ge-fc-VriWU-lioK: O 2.4.3 Display of student work reflects varying YIB teaching strategies. EVIDENCE: NO Incentive Schools Monitoring I I. JI oWlbl I** BMlB-on \u0026lt;iM)VMry mi4 MiplMratiM pprasnfc  \u0026gt; M\u0026lt; to onhaooo tho loaria of ooionoo oaA mtM 'r IVXBWCB: f ita. : X-nt fn a. S\n-' I. ' apocial aetlvitlaa ooch aa loatMtc claho, tlalA... 3R-V%X\u0026gt; f ozx 1.7 Aailevlng students who work well with ether studaate as well as students with eutataadiav asadiia aver ays, are used as fXOOWl: \"dki BAft tutors. t 1 ' itiii  s. leltlot * aahael ensures that ns stad i* dsniad aanana ta___ _ hnlnt aaleated toe tMooeo and awards thraah eatahlishaant ot nen**hlased and equitahle policies and prBosses. 3.1 K variety of awards and honors is provided in areas such as scholarship, cltiBonship, sports, sa\u0026gt;ool and cossnanity service, choral and instrusMotal suslc, attendance, clubs, and organixations. BVIDBMCE: Me eJKl\u0026amp;r.cr^  P I -Uxoo g\u0026gt; Vl 4U-Me a tit t. g-pr Az\u0026gt; X\n____ ot. uia ni ne. J t r Sl. ik. 3.3' Procoduros are evident to aaeure that students YH are apprised of requireaents governing honors and awards. BVIDBMCE: jyfi jL,kliA^iL JZi2 JEi22^ 't*' k v b I \u0026gt; J drS X\u0026gt;? A?, \u0026lt;\u0026gt; ici J. lacantiva Schoola Monitoring Faqa 4  i-A . j|^fl\nl9li^\u0026gt;.3 ' Vraaadarao ara aaldont ta aaaara that atadanta \" . I arra aaapaprrllaaaadd ott IInffomattllan rayardllnyg aaaarr\u0026amp;ldadnBa' Sffartaaltlaa la adaoatlsnal prayrana- \"0 0\" T 4\n1 i \u0026lt;4^ . ?r- OTUMCBt m\nC.lLr 1' ^'j v 3.4 Dm eCfariMva an* proeataraa aManta ara aaalaata* ratal arXy ICVIdS^\n____I Sdinl 3.5 fha diatrlbtttlon ot honors and anards la raflaetiva of tha aohoal pepnlatlon (yantar/frats laval). VZOaKB: ^io LiU La. iifkaa I i ? ... fbs schsol otott snaaraa that appalntnanta ta all aslMai-haaad oonnlttaas ara nods In a non-blaaad and aqultahla naanar In ordar to hava eeanlttaao that ara knovlatyaahla ot aducational prograna. /l 4.1 t The conpoaition of aach achool baaad eoonittaa ganorally raflacta the ataff/parant population. IVIDIHCE: iCld g-Jt A en ce. ir\u0026gt; I nJLfcti 5.0 Kattandad Dav Educational Opportunltiaa Tba achool providas and ancouraqaa participation by all atudanta in axtandad day aetivltlaa. 1 5.1 Paraata ara adaquataly inforaad about aataadad 9Kf aetivltlaa. KVIDBMCK: 5f\n I Mi 1 ?. 1 Znoentlve Schools Monitoring Page 5 t TIM osjorlty { the stodsot pspoXotioo sr)^|\u0026lt;d t ia satswdsd day aotivitioo. ie irZMBKB: U). grJiii \u0026gt;4' V.. 'ij B.) BxtendM ay activiti aw Airaetly ralatat to tta ofeloetiv^ t tail W aa* a41oto\u0026lt; to aaot tbo . 4i. iti lite  1 o\n* aolMol staff lawXsosats non-discriataotory for analysis, and aoo of otandardlsod tooto. VZMMBt t  .2 goals and stratogioo are dovelopod and Iwpl aaasitad to laprove student artiieveoent using the following neasures: ... nor* referenced tests ... Arkansas Minlsusi Perforoanoe Tost BF \u0026lt;.3 ... grade distribution ftM Pt Clfi- Deeres ilt  \u0026lt;.uXfl^ XVIDCMCE: tfetK Wt\u0026lt; tn Aih D/tf ^CtrC-i fl Proootlon/ratantion rates reflect the school population (gender/grade level). 1VID*59I*CCEK:: L^o 0 JidP /\\r^- l**^***** iScktaa I vUko I' z YIS WO 1 Incentive Schools Monitoring Page 6 (' Ths school ensures that student plaoemnt and servioes pree\u0026amp;ded in the special education proqraa are mardiesr isinatery. en 7.1 dtrategies tb elisinate disproportionate student assignsMnt (gender/grade level) to special eduoation V are evident. . VZOMCBx - '5- j. /-  f' . bhtX r w  A4 O/I In special education classrooM observed, the teachers have adequate saterials and equipmet te .'I deliver the iriDBICX: lUB. hr ' VtaUitiM t9r P1\u0026gt;1 tlBMtt'w *  ~ met the needs o: BTZDBICX: 1 A-\" t.o eive^ \u0026gt;jd Talented Iducatian The eohool ensures that student plaeeaent and servioes provided in the Gifted/Talented progras are non-diserieinatory. ** SP/I 8.1 strategies to increase the nusber of students assigned to gifted and talented are evident. EVIDENCE: gw '2\u0026gt;y CvJl- SDO juiA. jZ\u0026gt;v S O*f o \"IV-ita-----X- .f---------- --------- YKS H( O/I 8.2 In gifted and talented classroees observed, the teachers have adequate saterials and oquipsMnt to deliver the eurrieulun. IDKNCE: sA^.n-^p-e.. I. i\nwc V .'?. w 1 o f 4^ e. Vse f  -4^^ L Q 4 i Incentive School* Monitoring M/v* S.\u0026gt; ifted entf taXente\u0026lt; feellitiee ere eeapoMMa WXOBKBt .r 1 S. PacilitlM for gifted and talented are dMigaed to is\u0026lt;. sat tBe .. .WttOWi \u0026lt;2 *** Pbs staff davelopBent plan for the ocSmoI dasMMtratos MBBitaaot to edoeatlenal ofaity. */Z ..! 9^tt AevelopMnt eetivitiee related tc eAteatieMl  Sl\naio tib^tAxXi XJL 1 ') \u0026gt; - fli 1 5 'i:a^ lAr'iail '/?S \"'t\u0026gt; ^\\'XvO |iL ler mlti-eeltwal Msrrlmlwi teUwtr BM 1 presided. BVIDBfCB: SP/I .3 Staff developnent activitiee related to effective trategiee to enhance the achievenent of a diverse student population have EVIDENCE: /e been provided. N\u0026lt;?_____f V \u0026gt; d g. 'J '\u0026lt;.\u0026lt;.*\u0026gt; A\u0026gt;elW 'i 1^.*------ C flk ' 3? YBS \u0026lt; .. r ^..y laOentive Schools Monitoring rage B J h aalerity ot the teeehers have partiaipatad ia UM taXlaatag staff davalepMnt aativitiaai  rir  nsh CaTi A. I -t^ ri' Um school provides equitable opportunities for parental lavelvaaMnt in the district/school aotivities. IS.l hll identifiable grovqps of parents are aotively iavelved in school functions. riDBKB: lUO fe, (MBBs, letter, piMae, hoas vlalta) aaad ta aaaaarage parental iirvalvsaaaM la ashaal and la (MBO Cj^ aA\u0026gt; sr ( .h 10.3 10.4 Contact la aada regularly with the hoaa to coBBunlcata poaitlve/negative (aa appropriate) inforaation related to atudent behavior and/or student achiavaeent. kvidence: lb YBSiMO School patrona and parenta are given an opportanlty to actively participate in developing the local aehool plan F.-TL, tJLx I IV 190 jt-- Z 213^ IMM fliif*rteA : A 0 Q P.^ f u\ni4^r. V Inoentiv* Schools Monitoring Mrental IweelveMank needad te saMure ere diffieult te 0ZMKB\u0026gt; Mr mMM m 7 \u0026gt; X r. (   O'ih-i *a aabeel enaures that student diasiplinery paliaiaa aad praatioea ere non-discriainetery. Ut' XafcnMtiMi I foMUi fvemitatieM vvM\u0026lt;ia aMH* pelieiee end \u0026gt;rNP\u0026gt;OgM i* diatrlMMd t* al atadata awd YZMdCBt 0 0 11.2 Strategies are used to prevent the ooeurrenee ot a disproportionate nuaber of auoponeiens, expulsions, and/or disciplinary referrals involving identifiable YM \u0026lt; M( 11.3 groups (gender/grads). EVID0CE: et\u0026gt; Classroos instruction proceeds in an orderly YM NC e '41 ?. t/IG f A  'K^nnT. 0IDMCE: I Incentive Schools Monitoring Page 10 Otw/I V11.4 A Ben tor Ing prograa la used to seat the needs 0t at-risk I^DIMCE: udenl .o aeev wie neeas 4X^V\\ I 11.5 Students have access to cossRinlty based support prograas. r -\u0026gt;^1^ f vnoaiCB: I ^envdrb , MMJh 13.0 suildina Leaderahin/Manaaesant Zn the desegregated setting the principal sust desonstrate a strong ooasitnent to educational equity. 12.1 The sohool has a clear, concise, well*\u0026gt;vrltten TM IK I statasset of specific isprovasant goala in eoeacdesoe with the, inoestive ectel plan. 12.2 Counselors afd \u0026lt;a otlvely Involved in addressing the needs of at-risk students and aaaiating parents, needed, in obtaining servioes fros outside agencies. EVIDENCE: Aze tt.fcir , Hr. There is evidence that the guidance progra* wc NC EVIDENCE: L la caspua and building are clean and free of provides equitable services to all students (counselor  s schedule/logindividual/group). O/I 12.3 } Incentive Schoole Monitoring Page 11 0V O 12.S Mallweys are orde: BEVVIZDDBBMMCCBB:: \"It-L bsid'.rft St. irly. I. IK 12. Dm school sfflos has friendly and helpful personnel. BVIDBMCB: NC I SfiV 2dl .1 .Ad.jjddsilUl LhA__ hiwr: I 12.7 12. 2kabA Al jLdi  a k There Is evidence that curriculua sonitoring occurs. BVIDBMCB tVv\u0026lt;r __ bJL Btretegles to Increase the nueriBsr of slnerity stsdonts enrol led la wper level ooerses/eXsso frfs ere BTZBflVCBt ers evident. f.- : -   tifl 12.0 There Is evidence thet the guidance progren provides squltahle sorvloes a. judents (i.e., counselor's schsduls^teily lo^-lndlvldual/ group).  .BVIDBNCZ: ___________________________________________________ YBS  JK If Of 12.10 SP District and school security guidelines are being followed. EVIDENCE\ng. r-e~^ ABOZTZUHhL OMBRVATI ..Add la bih QjuexvJl OJrvU. xIm.* I \\ vcpe-''*^ c S  F._________ -Li 1  TivB TO nn ITOKZMG BZTt ii ed.1 \u0026gt;e^ ZIT MC CiBrjc Wdu? a (1 LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 \\ DATE\nMarch 27, 1992 TO: FROM: Franklin Davis, Principal - Franklin James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH\n^ony Wood, Deputy Superintendent SUBJECT: Second Monitoring Report - Concem(s) Your school was monitored by a team from the Little Rock School Dxstrict Biracial Advisory Comnittee on February 17, 1992. concern(s) listed below by Monday, April Plse concem(s) listed below wxll be addressed. Please be specific as to how and jwhen the warded to my office. Yo\\w response(s) should be for2.4.1 Media center should have more evidence of multicultural aspect. The condition of the playground is unsafe, students are injured regularly by rocks and bricks, attention ASAPI Needs 3.2 No evidence in school profile. 7.2 Need grade level reading, math and social studies materials. 7.3 Need more of a setting which would be conducive to teaching fxinctional skills and community based instruc- txon. Facilities could be a lot hettar. to 9.2 better. No evidence of activities. passage and no usage of same. No training for rites of 12.4 One class had several large holes in na-rpat-, 12.10 Some doors were unlocked, lighting (unsafe.) School needs outside ITO: FROM: SUBJECT: DATE: ilecU Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services ,Jifi^rank 11 n A. Davis, Principal, Franklin Incentive Second Monitoring Report - Concern\u0026lt;s) April 17, 1992 My school was monitored by Mr. Robert Jones, a member of the Little Rock School District Biracial Advisory Committee, on February 17, 1992. Mr. Jones made it clear to me that no one else would be monitoring with him on this particular day. This visit by Mr. and I. Jones was an unpleasant one for both. he Mr. Jones began the pre-conference by making, what I felt were, personal attacks on my beliefs, ideas. philosophy, leadership, and management styles. I was j ust as. If not more. wrong than Mr. Jones for acting unprofessional towards him in the form of defensiveness and retaliation. about Mr. Jones Several staff members made complaints to me mannerism and attitude. I hope that you remember that immediately after Mr. J ones left my office, happened in the pre-conference. I phoned you to inform you of what had I think that it is in the best Interest of Franklin Incentive School and the Little Rock School District that I include, in the response to this Report, the statements listed above explaining Mr. J ones behavior during the pre-conference. and my unprofessional I do not want the School or the District to receive unfair marks for what I term, A SERIOUS PERSONALITY CLASH BETWEEN TWO MEN THAT HAVE NEVER SEEN EACH OTHER, BEFORE FEBRUARY 17, 1992. Response\u0026lt;s) to Mr. J ones concern(s): 2.4.1 Media center should have more evidence of multicultural aspect. RESPONSE: Franklins Media Center Includes a wide variety of multicultural materials and books. If you will look at Mr. Jones handwritten report. It says, Also, more evidence of African/Amerlean contributions and books. The reason Mr. J ones did not see more books and materials in the Media Center, was because the majority of them were being used by the majority of our students andteachers preparing for the most beautiful Black History Program in the District. The condition of the playground is unsafe, students are injured regularly by rocks and bricks, attention ASAP! Needs RESPONSE: The Franklin playground is full of rocks and bricks. rocks and bricks. Students are sometimes injured by the This is something that I have discussed with the PTA and the Partner in Education, and we are all realistic that we are going to need District support\u0026lt; Plant Services ) in improving our playground. This is one reason I was saddened by the news of Summer School being held at Franklin. There is SO much work that MUST be done at Franklin, inside and outside, and it cannot be done (EFFECTIVELY) with students in the school year-round. 3.2 No evidence in school profile. RESPONSE: 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. Franklin Incentive School has an Honors Assembly for all students at the end of each nine weeks grading period. This assembly honors students for Academic, Behavior, Citizenship, Artistic, Gifted and Talented, Media, and a host of other achievements. The day Mr. Jones visited. our School Profile was not available. Ms. Sharon Brooks and Ms. Bettye Davis had monitored the school a few days earlier, and had mistakenly took our School Profile with them. I called Ms. Brooks, while Mr. Jones was monitoring, to ask her if she would have our Profile ready when I send someone to pick it up. I was told that Ms. Brooks was out of the office for day, and the Profile was in her files. Mr. I explained this to Jones and told him that he was welcome to our working copy of the Profile, which was very much Incomplete, he agreed and apparently based his written report on Its contents. 7.2 Need grade level reading, math and social studies materials. RESPONSE: 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum.7.3 I am unaware of either special education classroom at Franklin being without needed materials. I ask, on a frequent basis, teachers to put any needs and/or concerns in writing to me as soon as they are detected. I have not received a need or concern list from either special teacher. However, I will check with them to see if there are needs/concerns. Need more of a setting which would be conducive to teaching functional skills and community based instruc- tion. Facilities could be a lot better. RESPONSE: I am not sure what Mr. Jones mean when he refers 9.2 to the setting. The setting at Franklin is conducive to learning, and learning does occur. I agree that the facilities could be a lot better. I was, and I am in hopes that some im- provements will be made this summer. No evidence of activities. passage and no usage of same. No training for rites of RESPONSE: Mr. Jones visited the school from 11 a.m. until about 1:30 p. m. THE FRANKLIN SCHOOL LUNCH PERIOD. The only two activities he would have seen evidence of, during this time, been EATING AND RECESS. would have 12. 4 On January 27, 1992, we receive 45 minutes of inservice on the Rites of Passage. Ms. Faith Donavan conducted the inservice and did the best she could in the given. small amount of time she was However, this was not enough training to begin to know how to teach and implement the Rites of Passage. to use it, should be. There are some teachers trying but it is not as effective as it One class had several large holes in carpet. RESPONSE: I am very pleased to say that by 7:00 p. m. today, room 3 will have new carpet in its ent irety. 12. 10 Some doors were unlocked, lighting \u0026lt; unsafe.) School needs outside RESPONSE: All staff members have been doing an excellent Job of keeping their doors locked. I have been including the reminder to do so, in my daily announcements and walkthrough visits. The monitoring visits have made me more aware andconscientious of the importance of ensuring that all doors are locked. The school does badly need outside lighting. Mr. Bill Barnhouse has been very helpful, recently, in trying to help us secure lighting.LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING IMCIMTIVI SCHOOLS 1991-92 CHOOl* Grada Laval (s) k-6) DATE PRINCIPAL  ... I I ..I.,!........ NUMBER OF CLASSES VISITE6 t2 \u0026gt;|IITOR(S) . X. '. csJuZ 'Vvvoj^P^j-q/xJ gG4\u0026lt;y^. Obaarvera are raouirad to provide avidanea for aaeh arlfriQa. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of Improvement. Observers should review the School Profile prior te oompleting thio form. KZXSBZ\u0026amp; r4'iT..Mq . OMI 1.0 eniitable Placement bv Race/Gender in School Program . 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 YES staff of ca^iflad and cartifiad parsoi EVIDENCE: iertlfled non-certxfled pi __________ ~fo 1 \u0026gt;nnal. Ciju{djta.~h\u0026gt; l\u0026lt;UL n tLf t/v (LI L 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multi-cultural curriculum.. (Uc CvJbJLkj fvv\u0026gt;xjJZtjJc Cxcw. EVIDENCE: I YES NO uUa iltf }Incentive Schools Monitoring Page 2 . O/I. a.a f Current and complete student records i^re maintained in the classroom and school office to 'ibcNiltor the progress in achievement of the individual learner [l.e. grade books, reading folders, math folders, Permanent Record Cards, Interim reports, report cards. Student Educational Plans (SEPs) and Academic Skills (ASDPs)X Development Plans). EVIDENCE:_______________________________,_____________________ A 0 YBS NO 2.3 All BtudentB are actively involved in claesrooa y: NO instruction. EVIDENCE: itSi, 2.4 There is evidence that the multicultural curriculum is being Implemented. O 2.4.1 Bulletin boards, publications, and productlmia throughout the school (Including the media Y BS center) reflect the eulticultural currlculvn. E^DENCE: Ot\nlkcAxxWaJ, . O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES Nd' O 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE:  Zhifir, traJi le txgn.---------------------------------------------------- EVIDENCE YES N\u0026lt; ?Incentive Schools Monitoring Page 3 ' O/I\n\u0026lt;h-MWtands-on discovery and exploration approaches are used to nhanca the learning of science and sath YIS concepts. EVIDENCE: \u0026amp; I Special activities such as acadenic clubs, field  trips, etc., are used to reinforce the acadealc - ' F progran.  EVIDENCE: A rvv\\ 0/1 2.7 faunA A. Achieving students who work well with other students, as well as students with outstanding acadealc averages, are. used as peer tutors. EVIDENCE: I\u0026amp; 3.0 IrtMT'* strict Initiated Honors and Awards The school ensures that no student is denied access te being selected for honors and awards through establishaent of non-biased and equitable policies and procedures. SP A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and conuaunity service, choral and instrunental nusic, attendance, clubs, and organizations. EVIDENCE: a.A.\\ \u0026gt;C.^ jr lA A ijJ - iX SP 3.2 Procedures are evident to assure that students are apprised of requiresents governing honors and awards. EVIDENCE: _________________________________________________ YES^Xg) : YES YES \u0026lt; NO NO NO -A .'li-Incentive Schools Monitoring Page 4 \u0026lt;(r. SP 3.3 Procedures are evident to assure that student* are apprised of inforaatlon regarding various opportunities in educational programs. EVIDENCE: __________________ ________ YlS' MO A- V.' SP A. SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to dtenina ~lf .nw award* ar* nao***nary \u0026lt;o Msit student needs. EVIDENCE: 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grad* level). EVIDENCE YES YBS MO NO 4.0 Comlttaa* The school staff ensures that appointaents to all school based coaalttees are aade in a non-biased and equitable aaimer in order to have coaalttees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE\n5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. 5.1 Parents are adequately inforaed about extended day activities. EVIDENCE\nES NO ES. NO r\\ 1\\  I 6^ \u0026lt;Wgt^.zOJ t 'z Incentive Schools Monitoring Page 5 Oh BP y t)ii 5.2 The majority of the student population.participates in extended day activities. EVIDENCE: 5.3 Extended day activities are directly related to the \u0026lt; objectives of each SEP and adjusted to neet the nds ot the.students. iwiottCB: J , xUhiauxULu /\u0026gt; SiSsee nrrrSrTtife ai dk NO NO '\u0026gt;/ V A Z I I .'TUtft flJl^  \u0026lt;\u0026lt;\u0026gt;1 L. a \u0026gt; 4^ Y 6.0 student Achieveaent/Assesssent J*  The school staff i^pleaents non-discrlainatory procedures for adalnistration, analysis, and use of standardised . tests. SP 6.1 When test results ere exealned* overall echievesMnt ot students (gender/grede) has reaained stable or YBS Isproved. BVIDBNCE: lOcjQAxa  b zvAluk. f-  C grv Q-t Ib -9 : . erv aa. L. 1^7. b-^ - E  , 71?r b ,.^ A SP 6.2 Goals and strategies are developed and lapleaented to improve student achievenent using the following measures: ... non referenced tests ... Arkansas Mininun Perfomance Test ... grade distribution EVIDENCE: pLoL,-.\\^ ~V- Vsx_ 'lx. VX-t-^y-a-A. . ______________________________________ \u0026lt; SP 6.3 Pronotion/retention rates reflect the school population (gender/grade level). EVIDENCE: 15 YBS NOIncentive Schools Monitoring Page 6 0.7.0 Special Education S, . The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to Eliminate disproportionate student asslgraent (gender/grade level) to special education are evident. EVIDKNCE In special education classrooms observed, the teachers have adequate materials and equipaMnt to deliver the curriculum. EVIDENCE: VVVAp 0^ L_:i_H h ______________________________---------------------------------- V. O/I Facilities for special education are designed.to I of the students served- meet the ne\u0026lt; EVIDENCE: U wHw VUvt*e1Vw M\u0026amp;WUe YIS) NO S8 NO \"r..iit O/I 1,2 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: (2\n/T YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. YEJ NO ^ID^CE: Qx?~g. l-C p 0\u0026gt;-^.q rIncentive Schools Monitoring Page 7 0 t.s Gifted and talented facilities are coaftarabla to those of the canpus in general. EVIDENCE: I irT I campus _ .________ C ni vrirfr \u0026lt;  X-K O  maaA -------tr Qll Facilities for gifted and talented are designed to Meet the \"nee^ of the students EVIDENCEt L^UJUli yilDMO YES NO 9.0 staff Development The staff development plan for the school demonstrates oosmltnent to educational equity. SP/I Staff development activities related to educational vCt equity have been provided and are ongo BVMENCE: flliiJMMiiia SP/I 9.2 Staff development activities in teaching atrataglaa for multi-cultural curriculua delivery have bean provided. EVIDENCE: YES  V YU) IN) SP/I 9.3 staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NOIncentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities: '  PET  TESA  Classroom Management ~ Effective Si^hools EVIDENCE: f'-i?- \nI 11 i3a \u0026gt; ~tP. Q-AC Ua- YES [0 10.0 Parental Involvement The school provides equitable opportunities for parental Involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively Involved in school functions. YES NO O 10.2 I 10.3 SP 10.4 EVIDENCE: Cl. fit Ti ___________________'_______________________________________ T fl .X  -'ipfiif*r\"'\"^ \u0026lt; '*\" itT^ : ~i. JI. - ^\u0026lt;-0 ----------- The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in hone supported educational activities. EVIDENCE: j Lnrrt^ /\\k lA rr:fcl Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or Student achievement EVIDENCE gyyJL. + School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE\n( kC 1 yi --------*. . - Jk ______G-  o. j\u0026gt; a io Vx- YES ES YES NO NO \u0026gt;0.Incentive Schools Monitoring Page 9 10.5 Parental Involvenent strategies are npdified as needed to ensure connunication with parents who are difficult to roach. y\n10.6 Wrq EVIDSNCE: . , rm I_____ A a^Wr Pftp Meetings with snail groups of parents are held at connunity locations such as churches, cosnunity/ .. recreation centers, hcsMs, EVIOBNCE: YMJ MO r I A 'r ^5 I 1 A .'.S'v. Aac.,i\u0026gt;tA.^ rll.O atudnt Diclplln The school ensures that student disciplinary policies and practices are non-dlscrlnlnatory. z 11.1 Inforaatlon, including th* spool's xpactatlMi tor ? ( 'student conduct, in the fora of handbook* and/or nay HO public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. I BVIDBNCE: SP 11.2 Strategies are used to prevent the occurrence of a disproportionate nuaber of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). YBS NO EVIDENCE: P V 4 a.  /. 1 0 11.3 Classroon instruction proceed* in an orderly YES NO Manner. EVIDENCE:Incentive Schools Monitoring Page 10 r iP/I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: ______________________________________ YK: NO I 11.5 Students^ have access to connunity based support YES NO I programs: EVIDENCE: 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific Improvement goals in accordance with the incentive school pl ''-----TJ UJLCcbs\n, 4- EVIDENCE: IJ ftPfl 4 I 12.2 Counselors are actively Involved in addressing the needs of at-risk students and assisting parents. as needed, in obtaining services fros outside agencies. EVIDENCE: JL- CX_/\\Jc sui. X- a. O/I 12.3 There is evidence that the guidance program provides equitable services to all students (counselors schedule/logindividual/group). EVIDENCE:  ' - c I VKAl O The campus and building are clean and free of debris and graffiti. * 't' YBS YES YES YES EVIDENCE: C. isa^^ A NO NO HO NOIncentive Schools Monitoring Page 11 1 0 12.5 Hallways are orderly. EVIDENCE: O I I I YES NO 12.6 The school office has friendly and helpful personnel. evidence! r ______ ES NO 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: cJL^'Q.C-a.. ES NO A 12.8 Strategies to increase the nuiBber of minority students enrolled in upper level courses/class . groups are evident. EVIDENCE: _______ ____ :/   8P YES NO 0/1 12.9 There is evidence that the guidance program provides equitable services to all students group). EVIDENCE: counselor's schedule/daily logindividual/ YES NO I/O/ 12.10 SP District and school security guidelines are being fXoUlXlXoVwWeVdU* EVIDENCE: k)QC\u0026gt;n.2\u0026gt; \\Z) f 1 rCAX YES NO Sdk ary I I An aDonzQKXL^PBsnvATioMs REiATivE IO 'TiiE M6in9mtMaXvz\u0026lt;i\u0026lt;tj in flftrku -i d i wises *,-X)|^23SSS^ t. JLJl. 'Al X 2 A t A * C LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN LITTLE ROCK, AR 72202 ' DATE: March 2 7, TO: Franklin Davis, Principal - Franklin FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: -Ji Tony Wood, Deputy Superintendent SUBJECT: Third Monitoring Report - Concern(s) Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on March 23, 1992. Please respond to the concern(s) listed below by Wednesday, April 22, 1992. -P-l ease -be specific as to how and when the concern(s) listed below will be addressed, warded to my office Your response(s) should be for- 2.1 Hallways and classrooms are nearly devoid of multicultural exhibits. Some teachers are confused as to methods used in multicultural education, but are eager to learn. 2.5 Virtually none. 2.6 Teachers told money and transportation are limited, teachers are using their own money and cars. Some 3.1 No display of honor roll/citizenship. Teachers and administration are restricted due to lack of support, concern for children in category \"other.\" Some 2.4.3 Virtually no exhibition of student work and those few were graded 100%. No variation. 7.3 Observation disclosed little tfhands on. tf environment and a good cleaning are needed. A more stimulating Incentive School Monitoring Mitchell Page 2 Q.li Observation disclosed the environment not to be.conducive to learning. 9.1 Insufficient training, although discussed in staff meeting 12.4 The 11 newer\" portion is clean. in disrepair. The remainder is dirty and Barbed wire on roof resembles a prison. 12.10 Door to some classrooms were unlocked and even standing open in some instances. ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Building is inadequate, playground is rocky and dangerous, almost no equipment. as supplies. Teachers often new and need support as well Carpets are torn and dirty. Aids are assigned too many places to be effective with the increased class size. Lunchroom monitor uses a microphone and is constantly yelling and complaining--very noisy and distressing during lunch--again resembles a prison environment.TO: FROM: SUBJECT: DATE: fjdd Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin A. Davis, Principal, Franklin Incentive Response\u0026lt;s\u0026gt; to Third Monitoring Report Concerns April 20, 1992 Our school was monitored by a team from the Little Rock School District Biracial Advisory Committee on March 23, 1992. Several concerns were listed In their report to you. I am responding to their concerns as specifically and honestly as possible. 2. 1 Hallways and classrooms are nearly devoid of multicultural exhibits. Some teachers are confused as to methods used in multicultural education, eager to learn. but are RESPONSE: During faculty meeting, April 13, 1992, I talked with the staff about the importance of evidencing multiculturalism in their classrooms and hallways. As mentioned by the monitors, several teachers are totally confused in regards to multicultural education. Ve have several first year teachers and teachers new to the District. We just cannot provide adequate training in 45 mlnutes/month for inservice and staff development. However, my. assistant principal and I will continue to assist the teachers in need as much as possible. I have also contacted Ms. 2.5 Paula Greer, assistance. Virtually none. staff development specialist, for 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. RESPONSE: I am sorry that the classroom(s) visited did not use hands-on discovery and exploration approaches to enhance the learning of science and math. Mrs. Phillips and I have observed several teachers using these approaches to teaching science and math. Ve have purchased a large quantity of math and science manlpulatives for the teachers this year. in addition to the many science and social studies materials we purchased last year with money from our Area School Grant. 2.6 Teachers told money and transportation are limited. Some teachers are using their own money and cars. RESPONSE: I do not know what person or authority is telling them this. It sure is NOT their Principal. I do not answer staff members request\u0026lt;s) verbally. I require all wants, needs, and requests to be put in writing to me. Then I answer their request in writing. Which means, anyone or anything that I have turned down or not approved, they should have it in writing. I feel safe in saying that only about 10% of the staff ever request anything outside of their monthly supply allocation. Several teachers have told me that they have a problem with having to put everything in writing. They do not like the three weeks advance notice required for field trips. They do not like having to explain, on the field trip form. how the trip relates to the curriculum, have arranged, through VIPS, a couple of field trips for grades and classes that I thought would be beneficial. We have adequate budget documentation of money we have spent upon the teachers' re- 3. 1 quest Ing. and cars, If they are using their own money IT IS STRICTLY BY CHOICE. Our copier print-out from purchasing Is the first indicator that teachers' needs are being met. As of last week, we are already at 99% of our yearly allocation. In summary. those that are willing to follow the policies and procedures are not facing this ALLEGED problem. No display of honor roll/cltizehship. Teachers and administration are restricted due to lack of support. Some concern for children in category \"other.\" 2.4.3 RESPONSE: Virtually no exhibition of student work and those few were graded 100%. No variation. Beginning with the third nine weeks honor roll/ citizenship, we will post it in the hallway as we do the superstars for each month. Teachers have expressed they feel restricted due to lack of\" adequate quality training in operating and managing an effective Incentive School classroom. I The lack of support that I have felt has been mainly In the area of the faclllties/bullding renovations. I fully understand the Districts position financially and manpower wise. However, that is something that monitors and parents have a difficult time accepting. I am unable to respond to the concern for children in category \"other\" without knowing what the specific concern is. I will be glad to respond if it can be resubmitted more specifically. 2.4.3 This has been discussed with the teachers during the April 13, 1992 faculty meeting. I expect to see Improvements immediately. The teachers were very receptive to this concern. 7.3 Observation disclosed little hands on. A more stimulating environment and a good cleaning are needed. RESPONSE\nThe same as 2.5 above. 8.4 Observation disclosed the environment not to be conducive to learning. RESPONSE: I am in hopes that the observation of the environment not conducive to learning, was in a particular classroom or area. We have a couple of troubled areas that we are working diligently to improve. Ms. Greer, Incent Ive School Staff Development Specialist, is currently working in the two areas that we are having problems with. I am confident that we will soon have the environment, to learning. in those areas. conducive 9. 1 Insufficient training, meeting. although discussed in staff RESPONSE\nThis is true. The training that the Franklin Incentive School Staff has received all year long, has been insufficient. I think the different departments that have provided us training, did the best they could in the small amounts of time given. There never seems to be enough time to thoroughly inservice or teach the lessons that are needed. 12.4 The newer\" portion is clean. The remainder is dirty and in disrepair. Barbed wire on roof resembles a prison. RESPONSE: The new wing is beautiful. It was added to the 12. 10 school in August, 1989. The first three wings or levels were built in 1949, and to the best of my knowledge, there has been no major renovations. We have a custodian on each level that does his/her best to keep the building clean. I am in hopes that we will get some roof work soon. Mr. Larry Robertson, Assistant Superintendent, has been trying to speed up the process of getting our roof repaired. Door to some classrooms were unlocked and even standing open in some instances. RESPONSE: All staff members have been doing an excellent Job of keeping their doors locked. I have been including the reminder to do so, in my daily announcements and walkthrough visits. The monitoring visits have made me more aware and conscientious of the importance of ensuring that all doors are locked at all times. ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Building Is Inadequate, playground is rocky and dangerous. almost no equipment. well as supplies. Teachers often new and need support as Carpets are torn and dirty. Aides are assigned too many places to be effective with the increased class size. Lunchroom monitor uses a microphone and is constantly yelling and complainingvery noisy and distressing during lunchagain resembles a prison environment. RESPONSE: Building is inadequate: The monitors were concerned about the overall condition of the building. The building is old and would benefit greatly from a major renovation. I would be happy to get smaller things taken care of. The smaller things I am referring to are playground renovation, carpet in the majority of the classrooms, paint, and repairing of the roof. new Playground is rocky and dangerous, almost no equipment: The Franklin playground is full of rocks and bricks. Students are sometimes injured by the rocks and bricks. This is something that I have discussed with the PTA and the Partner in Education, and we are all realistic that we are going to need District support \u0026lt; Plant Services \u0026gt; In improving our playground. This Is one reason I was saddened by the news of Summer School being held at Franklin. there is SO much work that MUST be done at Franklin, Inside and outside, and it cannot be done ( EFFECTIVELY ) with students in the school equipment. -rqund. There is relatively no playground Teachers oft Answered in 2.6, 3.1, and and need/support as well as sipplles: x*' The carpet in room 3 ( by far Carpets are torn and dirty: the worst in the school ) was changed Friday, April 17, 1992. The carpet in all rooms. on the first three levels. need changing. Aides are assigned too many places to be effective with the Increased class size: The majority of our discipline problems were occuring on the playground at recess, was due to inadequate supervision on the playground. This Three adults were trying to supervise over 100 students at a Assigning the instructional aides to the recess period.  _ playground. Increased the supervision and decreased the number of discipline problems. Lunchroom monitor uses a microphone and is constantly yelling and complainingvery noisy and distressing during a prison environment: There is a iunch--again resembles particular aide that is very loud and raises her voice on a The aides rotate when it comes to using the frequent basis. I will continue to remind the aide. microphone. her voice. that raises to keep her voice tone at a professional level.LITTLE ROCK SCHOOL DISTRICT I i I i I r I i EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS I I 1 I I I I I PLANNING, RESEARCH, AND EVALUATION DEPARTMENT I Little Rock, Arkansas September 1991 I I I TABLE OF CONTENTS I 1 I PAGE 1.0 I Equitable Placement by Race/Gender in^ School Programs 1 2.0 Curriculum I 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 1 4 5.0 Extended Day Educational Opportunitiek 4 6.0 Student Achievement/Assessment 7.0 Special Education I 5 6 8.0 Gifted and Talented Education 6 ! i 7 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 8 I I 9 I i I Key: I  O = Observation I = Interview SP = School Profile I i I I I !1 . LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT ,1 EDUCATIONAL EQUITY MONITORING I INCENTIVE SCHOOLS 1991-92 SCHOOL i Grade Level(s)K*-^ DATE PRINCIPAL NUMBER OF CLASSES VISITED \"7 MONITOR(S) Observers are required to' pyovlde evidenoe for each criterion. I Please print observations and evidence in sufficient detail to indicate positive practices an^ areas in need of improvement. Observers should review the School Profile prior to oompleting this form. I ,1 1.0 _____________CRITERIA__________________________________ Equitable Plaseyent.bv Race/gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. CIRCLE ONE 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: L'.-fe ES NO 2.0 Curriculum I I The school provides a curriculum that is reflective __ of cultural differences. Local and/or state-develope^d course content guides enhance multi-cultural content in all curriculum ^reas. I O/I 2.1 In classrooms 'observed, the teachers have adequate materials and equipment to deliver and use the YES NO multi-cultural curriculum. EVIDENCE:\nural curriculi exz?2 7^A l\\ li'Ke A. c I I IIncentive Schools Monitoring Page 2 I O/I 2.2 Current and complete student records are maintained in the classroom and School office to monitor/the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs)\nand Academic Skills (ASDPs) Development Plans). i j I 21DENCE\na 4* It fw iw luWi fOM Qvi O 2.3 2.4 O O O YES NO rtvn. lOiorf .s 'uriei e iTkere were na \u0026lt;h\u0026lt;4c. .Vt irx\n^ cH-'fi\u0026gt;e. -Kt4 u/f\u0026lt;te All students are 'actively' ihvolvedvin'classroom instruction. EVIDENCE\n.YES NO V X wctn i . O o There oil ^g? A__f ____________ I \u0026lt; SVe tg anje. 't X j\n).sA7rV/c is evidence.that the .multicultural curriculum is being implemented.. /.'I  2.4.1 2.4.2 2.4.3 I. I Bulletin boards, publications, and productions throughout the school (including the media center) reflect.the inulticuAtural curriculum. evi\ndence:^ IDENCE: /VVcAM C A c e JiT^/L. 4ee. I YES Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: ' .1 NO YES NO I I i  i t Display of student workreflects varying ~ teaching strategies. EVIDENCE: , I-'  I YES NO tIncentive Schools Monitoring Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math YES NO I 2.6 O/I 3.0 SP SP * concepts. EVIDENCE:  I I Special activit^ies such ag ppademiq clubs, field trips, etc., aye used to reinforce ths academic ,, program. ! . i , , . r EVIDENCE\ni e A q S **\u0026lt;*-^  r J 2.1 Achieving ptudepts who.work well with other students. as well as' students with outstapdlpg academic averages, pre used as peer tutors. . ' Evce: ' schQol/Pistrict' Initiated Honors and Awayds The school ensures that ng student is denied access to being selected for honors and awards h^fough establishment of non-biased and equitable policies and procedures. 3.1 3.2 YES ^ES NO NO A variety pf awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and 'instrumental music, attendance, club^ and organizations.  EVIDENCE: i -----________________________________________________ ailM W. djcce__ApjJ\u0026gt;4 1 \u0026lt;____- \"1 Asc L:^_U_ Procedures^ arp evident to assure that students are apprised pf requirements governing honors and awards. EVIDENCE i o'/ ..............~ YES YES NO NO I i IIncentive Schools Monitoring Page 4 I SP 3.3 Procedures(are' evident to assure that students are apprised of information regarding various 'es in-veducational programs. YES SP 3.4 SP 3.5 opportuniti EVIDENCE\nv eaucaironax progra j /OoZ* e\u0026gt;/\nA The offerings'and' procedures Regarding honors and awards .arei evaluated regularly for equity and to determine i-j- ---------------------------- student ne^ EVIDENCE: .1 YES NO if pew ' awards^are necessary to meel^  A/yc.*\u0026lt;s- __fa/Ti V .d I i The distribution'of honops and awards is generally reflective'of the school population (gender/grade level). 1 EVIDENCE\nI it O ' t r\u0026gt; i A ft. . ' t I YES NO 40 Committees i I ! 'r- J The school stafjf ensures \"tihat appointments to all school based committee^ are made in a pop-biased and equitable manner in orderi to |iave committees that are knowledgeable of educational programs. SP/I 4.1 The composition of eacp school based committee generally reflects the sta'ff/par^t^ population. /IDENCE: ' 5.0 I ES NO EVIDENCE I Extended Pav E^jieatlonal Opportup|ties The school provides and epcopr^^ge^s par^iicipation by all students in extehdied day aPtivities. . 5.1 Parents are adequately informed about extended d^Y activities, n / EVIDENCE: I if TKiA-f ^o-r ~f \u0026lt; 4^ YES NO p.1.1 I I tr A IIncentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: ^/\u0026gt;7o IIA.' I J. I I 5.3 Extended day activities are directly related to the objectives of each SEP and adjusted to ineet the needs of the si_ IDENCE: EVIDENC .tudents JL^ A CA I 6.0 Student Achievement/kssessinent I I The school staff implements non-discrimiriatoiry procedures for administration, analysis, and use of,standardized tests. I I SP 6.1 I I  I When test results are examined, overallj achievement of students (gender/grade) has remaihed' stable or improved. ' ' EVIDENCE: c f i 2 -t Y /o Kjje A. I SP 6.2 Goals and strategies are developed and implemented to improve student achievement using the following measures: ' i / ... norm referenced tests ... Arkansas Minimum Pdirtormance'Test ... grade distribution\nEVIDENCE: ex. I T SP 6.3 Promotion/retention rates rfetlect the school population (gendi ier/grade level). . _________ EVIDENCE: . I ! V ' !. H- I T 1 ! YES NO YES YES YES YES iNO [0 'NO NO .! I 1 I I IIncentive Schools Monitoring Page 6 7.0 Special Education r The school ensures that student placement and services provided in the:special education program are non-discriminatpry. SP/I 7.1 Strategies^ to eliminate disproportionate student assignment! (gender/grade level) to special education are evident.  iiji.. y j EVIDENCE: J I . 0 zJ  0 YES NO O/I 1.2 O/I 1.2 8.0 SP/I O/I I T In spdcialj education classrooms observed, the teachers have adequate materials and equipment to deliver thp curriculum. EVIDENCE:\nI Facilities for special'education are designed to meet the n'eeda of thd students served. EVIDENCE\n| !______ ' __________________________ I I Gifted and Tale'nte\u0026lt;^ Education\nI The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. 8.1 8.2 ES NO CXES \u0026gt;0 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE\nk In gifted andtalented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: ________________________________________________ YES ES NO NO I i I i iIncentive Schools Monitoring Page 7 I O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: ' ____ I I YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served, i EVIDENCE:   ' i YES NO 9.0 1 I Staff Development  The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: /p o\n_______________ I I ES NO SP/I 9.2 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided, i EVIDENCE: 1 I ES NO SP/I 9.3 Staff development activities related to effective strategies to enhance the.achievement of a diverse student populaticn^ave b6eh' provided. ! EVIDENCE: /o ________  ?' ! YES NO i I I I IIncentive Schools Mon:|.toring Page 8 i I I SP/I 9.4 A majority\nof the teachers have participated in the following staff development activities\n PET jf'o fo  TESA loo K  Classroom Management  Effective Schools EVIDENCE: ' YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. 1 SP/I 10.1 All identifiable groups of parents are actively involved in school functions EVIDENCE: lool functions. .''f. YES O 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in t?ome supported edu,cational activities. EVIDENCE?  I I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student ^chievemep EVIDENCE\nyemept. , i T SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: .r. YES YES YES NO NO NO I I IIncentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO 10.6 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, home EVIDENCE\n07 A-f esj etCx~ YES NO I I I i 11.0 student Discipline I The school ensures that student disciplihary policies and practices are non-discriihinatory. i I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all YES NO students and parents. EVIDENCE\nVcX-y __A.dj' A. O rHg $ SP 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable YES NO O 11.3 groups (gender/grade). EVIDENCE: jO CYK I Z Classroom instruction proceeds in an orderly manner. EVIDENCE\ni YES NO IIncentive Schools Monitoring Page 10 I I i SP/I 11.4 A mentoring progran, is used to meet the needs of at-rrislc student^.''    i \\  I YE NO I 11.5 EVIDENCE:I 4 I I\n\u0026gt; Students |iave access to community based support ES NO programs. EVIDENCE\n1 . IZn-'/He- I i  i UQ.j 4-j\n12.0 Building Leadership/Me|nactemept 5 TV 1 'ii In the desegregate^ setting the principal must demonstrate a strong commitjnenti to ecjyc^tional equity.  - T .' . .   f ! SP 12.1 I The school has a clear, doncise, well-written statement^of specific improvement goals in accordance with the incentre school/plan. EVWENCE: AJor : 'Cte !. ' I 12.2 I Counselors are actively involved in addressing the needs of at-risk students and assisting parents. as needed\nIry obtaining services from outside agencies.\nEVIDENCE\n! C O I S f ^1L mj4S i\"_a. 7^.4 J O .J YES YES NO NO 0/1 12.3 There is evidence that the guidance program provides equitable services to all students (counselors\"schedule/logindividual/group). _ EVIDENCE: ! S'atM.e- \u0026lt; 2- O 12.4 The campus and building are clean and free of debris and graff VIDENCE: g ' A EVIDENCE: tcA j- ( _____ T Afear.., Ket L Y* YES YES NO NO I I 1 I IIncentive Schools Monitoring Page 11 O 12.5 Hallways are EVIDENCE: derli 1\nO 12.6 The school oStfice has friendly and helpful personnel. EVIDENCE: ce. hk^\\. LV*J T K/e YES ES NO NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE X I YES NO SP 12.8 Strategies to increase the number of minority students enrolled in Upper level courses/class NO O/I 12.9 1/0/ 12.10 SP groups are evident EVIDENCE: , i 9 7% 7^4 Oo I. IS I There is evidence that the guidance program provides equitable services to all,students (i.e., group). EVIDENCE\ncounselor's schedule/daily logindj^vidual/ O 'I *' 1/ ' ... 19. A ii-X \u0026amp; (J District and school security guideline's are being followed. EVIDENCE\n^9,0 /Vj\nk a :- O 1. O I ADDITIONAL OBSERVATIONS A YES YES NO NO z % _____________ATIONS RI 1  Log .ELATIVE .TO T1 MONITORING VISIT: eX-e. VO .e. zUcoj ___aLITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET TO: FROM: THROUGH: SUBJECT: LITTLE ROCK, AR 72201 Robert Brown, Principal, Garland Incentive School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services xA Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 9, 1991. Please respond to the concern(s) listed below by November 1, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, office. Your response(s) should be forwarded to my 2.1 Some teachers would like to have an additional Black History course. 2.2 Interim reports appeared to be in order. Most SEP'S did not have parent signatures or dates of initiation. most SEP'S did not have evaluation procedures. There Also, were no instructional strategies listed on any of the ASDP's that were reviewed. 2.4.1 Media center needs more bulletin board space. Library needs remodeling. 3.2 Did not see evidence of requirements in profile. 4.1 Limited parent involvement and participation. 5.1 Students must remain during the full extended day. 12.1 cc: 10.1 10.4 10.6 Limited parent involvement. Not reflected in profile. Not at this time. Not in profile. However, in discussion with principal, he has very definite goals for this school. Larry Robertson Arma Hart TTO: a* Garland 3615 W, 25th Little Rock, AR 72204 'Simply TWin\u0026lt;for7national'* tii \u0026gt;lP m' fjiij piifa December 5, 1991 Incentive Mr. Robert L. Brown, Jr,, Principal Phone: (501)671-6275  Associate Superintendent for James Jennings, Desegregation Monitoring and Community Services FROM:|*^^obert L. Brown, Jr., Principal, Garland Incentive School SUB J: Response to First Monitoring Visit Concerns The following responses reflect an update of what has occurred since the Biracial Advisory Committee's monitoring visit. 2.1 An attempt was made to assess staff support for the purchase of an African American Video Encyclopedia Program. staff vote produced only three (3) responses in favor of purchasing the program. The staff feels that the Little Rock School District does not approve of, or support those The programs recommended by this administrator\ntherefore they express discomfort in supporting that which they feel that the District does not support. A few books have been ordered that will provide teachers with access to some information that has been suppressed concerning the African/African American struggles.  '!!b!\n\u0026lt; 2.2 4% SEP'S were not completed or properly initiated and still Teachers have been reflect serious deficits to this date. informed of their requirements to meet the obligations stated in the Desegregation Plan. Providing an adequate assessment of SEP'S by this administrator is hampered by a lack of inservice time needed to fully understand the essential components of a proper SEP. Some ASDP's contained instructional strategies from the previous year, but strategies developed by the current teachers The teachers have been made aware of the had not been done, concerns.J Garland 3618 W, 35tfi UM* Rode. AR 73304 Boboat* Incentive Mr. Robert L. Brown, Jr. Principal fftone: POD 671-6375 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 12.1 cc: School The needs of the Library are correct. The facility is too small to conduct a full size staff meeting with an appropriate setting. The individual in charge of awards had not communicated the requirements to the students. and the situation is being corrected. The concern has been shared There is limited parent involvement and participation. Parent involvement has been significant at three events. PTA Meetings are held each month, but the attendance has been low. Students were required to remain during the full extended day program. This requirement has been eased since it doesn't meet the approval of the team. Equitable opportunities exist for parents to be involved in school activities, but few parents choose to become involved . Some of the school patrons reflected on the profile are also employed in various capacities within the school. Two meetings with parents have been held at a local community church. Documentation and dates are available. Although the school's plan does not reflect specific improvements in line with the Incentive School plan, recommendations for programs that would address several aspects of educational equity has been made by this administration. However, those recommendations have not been approved by Central Office Administration. Larry Robertson Arma Hart Tony Wood r 1 LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rack, Arkansas September 1991 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 6 9.0 Staff Development 7 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING IMCENTIVE SCHOOLS SCHOOL PRINCIPAL ^7 anj-Qrt MONITOR(S) 1991-92 Grade Leve 1 (s) DATE Oak her NUMBER OF CLASSES VISITED QofoRAK__CdikLtyTO r\\ Observers are required to provide evidence for eaoh grit^ridP* Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form CRITERIA CIRCLE f 1.0 Equitable Placement bv 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 YES ) NC certified at^ non-certified personnel. ,\nSchc/}/ 6 staff of EVIDENCE\nJ, 2.0 Curriculum The school provides a curriculum that is reflective Local and/or state-developed of cultural differences. course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the ES N( multi-cultural curriculum --------------------ral curriculum. , / EVIDENCE: C r \u0026lt;4^, -\u0026lt; fM K c\u0026lt; 4 u 1  2 / /-u y/ z/g zz A 4^r-T:E.V.L..ii)i...- LLL I ry\\f/^t-iC{U4 Incentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs) and Academic ES r 0 2.3 2.4 0 O o Skills (ASDPs) Development Plans). EVIDENCE:: red/)'rds ijCiCre. bu 2ho\u0026gt;l * --^o vv\\t'3 All students are actively involved in classroom instruction. EVIDENCE\nCjji. /rbfbtb dr. 4'KjL. There is evidence that the multicultural curriculum is being implemented. 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculj^. EVIDENCE rdt, YES ES 1 J 2.4.2 2.4.3 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum.^ . . . EVIDENCE: bjiddc/ldd Jyy, ddbo. ............ ........................... Display of student work reflects varying teaching strategies. EVIDENT I YES 1 YES r uVis e/^dP-rd O.l^jsses y'/rfen'is h)e\\-^ q^DLtbfa dr. d.. ~ EVIDENCE: ______ _____ ____ , ... risCi^d / .. .. Z drd Incentive Schools Monitoring Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE\n___________ g^//iQ/R $trcii an'\u0026lt; finals j '4^s:ua! C(\u0026gt; . maih.. damPJ, 4i^r4i^Cri\u0026gt;it^r Q --------- .. ..and'^ rP lj\u0026lt;/-4-Cd -!\u0026gt; rni^ I 2.6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE r^re cliLl}^ {f^A: ard (^^rial /\u0026gt;.4^ YES !0 O/I 2.7 3.0 SP SP YES NO II . ------ Achieving students.who,work well with other students, as well as students with outstanding academic averages are usei YES, NO EVIDENCE\n-ni Diber cl- 'Ome 'rGcrrt'. as peer tutors. / , , , KaVfi Carine IZjHSZ2SaZ^ZZ2*2 rtr'b qrabfikti tiCg-rOA/yg ^ reezr/Tnc^j IPiL^ I. n School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music. attendance, clubs, and organizations. EVIDENCE\n-'/rd sch bifi tn'i ar, I 'i'^ ,9ftrrh. i-he, h cr. I ff'ar'Lr ir\\Qhr..Ci in. bu4 ^ire /tirrA! I Oir:CLrd^^y\\i^yriis area LMnhu nncrSj 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE\n________, A/o u r^e^s Cjdut-A ta i-i\\e~sc hoc ----- YES 'i^SIncentive Schools Monitoring Page 4 SP 3.3 Pj^ocedures are evident to assure that students apprised of information regarding various YES/ NO SP SP ar opportunities in educational programs. . a  u 3.4 3.5 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student nneeeeddss.. . i' EVIDENCE: A/b \u0026lt;Sn-Kr\u0026lt;g\u0026lt;^ fc e i/z? h 1 n rP J u (g t'ly. : ~ r'/d'jdgr^ ' a r\u0026lt;:fs g/^ YES NO QOJQ 'fig L\u0026gt;\nf\\P J-The distribution of hohors and awards is generally reflective of the school population (gender/grade YES level). EVIDENCE: 4.0 Committees The school staff ensures that appointments to all school based committees are made in a nonbiased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: SaJ/lOa I \u0026gt;\u0026gt;zgs\u0026lt;J CLeyysVU ( 4-.^ QS Ve.\u0026lt;iift4-p j r I e ah irJ. -ptA pOjOul S^ah^joCiJi^rg rt./fi------- EVIDENCE: as igre^-^L 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: i 1\nYES YES NC NC Qfrr\u0026lt;ML/r. d\u0026lt;ri____ Incentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: 'The mainnhj rA rne. A)nauia/j^f YES N I 5.3 6.0 SP SP SP I~^ )r(}4^l'P0.^d J izx 0 /pnpii 7| Ay jPfyj^m J}/AiEL S.c/^)r:) I 'Pr\u0026amp;'f-ji^J  ^ ..... zZi Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. EVIDENCE: Pek.r\\d\u0026lt;?p cb , Cl a -h Cor\u0026lt;Pir\u0026gt;a'C ~i mnr. YEl N n\n/-1 Vt-h Qrg- hd. IC I IS 44 UIl student Achievement/Assessmgnt. The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. 6.1 6.2 6.3 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: ~Be, h^. V e Tu fK I v\\ p.d s^-Akt g. Goals and strategies are developed and implemented to improve student achievement using the following measures: ... noirm referenced tests ... Arkansas Minimum PerformaAce Test ES, K ES K grade distribution .i. z u EVIDENCE: 2 ----- 444LX\u0026lt;y // n /^rriAa i Schrc l....My}pri i\nC EVIDENCE: riDENCE: * /^LX A-r K/if2 Promotion/retention rates reflect the school YES K (gender/grade level). ZIDENCE: 44\u0026lt;2ljW_2Z2_2^A population EVIDENC: a EX. Sc Apr / Pf'dAz/^' 1 y -3 ' tX /\u0026lt; - f I ) y t .! i I /^S 'Incentive Schools Monitoring Page 6 7.0 Special Education - The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I .7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident EVIDENCE C)ni\\'kiXr\\i:i'h\u0026gt; hf., nr-e. niC/(^P.------ YES N O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to YE: N O/I 1.3 d__e_l_i_v_e_r tthhee curriculum. EVIDENCE: CdPoijn M r u rriC.Lt I ij Facilities for special education are designed to Beds of the students served. , . , _________ --------- ------------------------ meet the needs EVIDENCE: YES K 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigneedd ttoo ggiifftteedd .and talented are evident. YES I \u0026lt;1 O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. / EVIDENCE: A/f)'h P vC \u0026lt;A_________________ YES- K Incentive Schools Monitoring Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general., EVIDENCE\n_____________________ YES NC O/I 8.4 Facilities for gifted and talented are designed to NC meet the needs of the students served. EVIDENCE: eds student\nYES y 9.0 Staff Development The staff development plan .for the school demonstrates commitment to educational equity. SP/I 9.1 staff development activities related to educational equity have been provided and are ongoing. ^IDENCE: -M ry/g4/-!\u0026gt;-/ '(duCaSit SP/ SP/I 9.2 SP/I 9.3 YES .piCLCij. Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. -E-V-I-D-E-N-C-E-: .A. .Uer-u-Aiv?)/ -kda I ceHifi\u0026amp;i S'/c T,^n A . . staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. 'E^'L'QTXiZ-Z-. 6'zY7pZ/fi^iC\u0026gt;te 'iflCc^rV'CF jS.p' c-bl I Cl CH 1-^V\" \u0026gt; n nt+ C\u0026amp;rY)ivivym' nf-. '* YES YE\nNC inQ/Cii^n^riiaiiCn :________________ J,_____ i- j on Incentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities:  PET  TESA  Classroom Management  Effective Schools EVIDENCE: -  * dd ofa-^ ES Nt CIS re 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable grogps of parents are actively involved in school functi EVIDENCE: n school, f unct^ns, hr Ide O 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: Ct V XwmVJu  ____ hrrr\\'Q didrir c^rc^ 'ry-M I n Sr h^rf ^c/ u y-iyj ii~i^S L I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achieve\nSP 10.4 YES YES YES Nt NC NC achreveMnt. EVIDENCE: d CAve. YYlr, d I IS , L School patrons and parents are given an opportunity to actively participate in developing the local YES school plan. EVIDENCE: (Incentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who YES Ni I 10.6 u] to rea^ \u0026lt;L, anri r^s -f ta rds . ?6 t.^tcb are difficu^ reach. ,i n , , EVIDENCE: co.lied, r\\7^\u0026lt;a. (2rc anflr^s-f gre. .gent 7d..... inurram rZSSSSSx Meetings with small groups of parents are held at community locations such as churches, community/ YES recreation centers homes etc centers, nomes, etc. , . , rt . Sgt\\^r\\ l d(d QD-j n f I\u0026gt;iCyZrahbc^.MS/ or\\i..'ty r.C42ggLZi^ EVIDENCE: Z)/Mm6z/7//v rigcng^ i- 11.0 Student Discipline , . , The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's 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. 4^ -etjn YEl N rl/5'iribki'f SP 11.2 Strategies are used to prevent the occurrence of a \\disproportionate number of suspensions, expulsions, r^..)and/or disciplinary referrals involving identifiable YES N /*,z-\\/z,ji/iand/or : /groups (gender/gradeY . .EVIDENCE: r}H-_0d .  . :^\\sC-h?z. f V-t dr^.f.rrh.:ae...'S^ -\nScgj^sT CLr}b. IS, r r / cV- 1. 0 11.3 I Classroom instruction proceeds in an orderly YES N\u0026lt; manner. EVIDENCEIncentive Schools Monitoring Page 10 SP/I 11.4 A mentoring program is used to meet the needs YES 'NC of at-risk studMts EVIDENCE: -hc. W)*P Cfryd Phe bp(pPC:grants I^sea /r, I 11.5 Students have access to community based support YES NC programs EVIDENCE: 12.0 Building Leadership/Management In the desegregated setbih9. the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in YES NC I 12.2 O/I 12.3 0 accordance with the incentive school plan. schoo. ^IDENCE: \u0026gt;4\u0026lt;^ 'm i-h(^ (Yy'P ^lan, -Z Counselors are actively involved in addressing the needs of at-risk students and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: Ct 1^-/ 4 7-gr I ng C'.u^ cP CiCl i -f-. There is evidence that the guidance program provides equitable services to all students (counselor' EVIDENCE: a-i--binef ^schedule/logindividual/gro\\w) . s^-f' fnr bCiO c Ct 7 H g bi^i in\u0026lt;-i YES YES NC NC 12.4 The campus and building are clean and free of 'YES NC debris and EVIDENCE: raffiti. XXXUXe I '  cP dbPc./^, bina.-^ _ p cP- J rci U I ij.Incentive Schools Monitoring Page 11 12.5 Hallways are orderly. EVIDENCE . ,\n/ :: Ig6/, Na II tjOa_Ui ----------L 'c YES NO O 12.6 The school office has friendly and helpful personnel. , , , r\\p. : /h(^3c-/}/^a)l^l-A H I n \u0026gt;Qrt Oi-S . ------ YES NC I 12.7 There is evidence that curriculum monitoring YEi NC SP 1_2_._8 I J. O/I 12.9 1/0/ 12.10 SP occurs. EVIDENCE: zfe C^'____ in Strategies to increase the number of minority students enrolled in upper level courses/class ggrroouuppss aarree eevvxidueeniiut . . i a / i rviin/?ri'W -- There is evidence that the guidance program provides equitable services to all students (i.e., counselors schedule/daily log~individual/ group). EVIDENCE: District and school security guidelines are being followed EVIDENCE: /ZI.z I/_/l ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: YES 'LZ3 ES NC NC LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas 72202 November 11, 1991 TO: FROM: THROUGH: 5 Stan Strauss, Principal, Ish School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Ji Tony Wood, Deputy Superintendent, LRSD SUBJECT: First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 10, 1991. Please respond to the concern(s) listed below by Friday, November 29, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 3.2 No evidence of the procedures found in the school profile. 3.4 No evidence is offered in the school profile showing that honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. 3.5 Cannot be determined from the school profile. 9.1 The staff development program participation level of certified staff does not demonstrate commitment to district desegregation education plan. 9.2 A very few of total certified staff have completed multicultural curriculum which is designed to help staff implement the districtwide desegregation plan. Ish School First Monitoring Visit-Concerns Page -2- 10.4 10.6 After reviewing school plan, was not able to see evidence of parent participation in developing local school plan. Records at school did not reflect that parents participated in school meetings at local churches, community or recreation centers, etc.ISH INCENTIVE SCHOOL 3001 S. Pulaski.Street Little Rock, AR TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Coranunity Services FROM:^Stan Strauss, Principal DATE: December 2, 199 1 RE: First Monitoring Visit - Concerns 3.2 The Parent/Student Handbook is being revised to Include honor requirements. At the first honors program, requirements for academic honor roll, academic achievement award, behavior honor roll, and perfect attendance award were explained verbally to all students. 3.4 Honor awards are checked each nine weeks by the principal and are recorded in the School Profile. the first nine weeks was October 31. The monitoring team came October 10. The end of All studentSt those working at or above grade level and those working below grade level have the opportunity to achieve at least one of the awards mentioned In 3.2. In addition to the school awards, individual classroom teachers have been instructed to present classroom awards in order to provide a greater opportunity for a student to be presented with an award. 3.5 Honor awards are recorded in the School Profile each nine weeks. The monitoring team visited October 10. was October 31. The end of the first nine weeks 9.1 All certified staff participate in two building level staff development meetings. One meeting Is addressed to the entire staff and focuses on an area of Instruction based on teachers' individual Improvement plans. The second meeting focuses on Instruction and methodology, but is directed at primary teachers one time and intermediate teachers another time, second meetings also discuss current concerns and issues dealing with curriculum and instruction. These 9.2 All certified staff members have participated in District meetings concerning content and delivery of the multi-cultural curriculum guides. 10.4 The School Improvement Plan for Ish was written by the staff and the previous administration. When the new administration took office, the plan was reviewed and revised by the principal and the staff. It was Important for the staff and administration to understand each other and the plan before parents were brought in to help write. Parents will be included on any future revisions and the writing of the plan for next year. 10.6 At this time no meetings have been held at community locations outside the school. LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AID EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1991-92 SCHOOL Ish Grade Level(s)PK-6 DATE 12/09/91 PRINCIPAL Stan Strauss NUMBER OF CLASSES VISITED 12 MONITOR(S) Mr. Bennie Smith________ Mr. Larry Davis______ Mr. Kenyon K. Lowe, Sr. Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to conpleting this form. CRITERIA CIRgLS QNg 1.0 Ecfuitable Placement bv 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: 61% Afro-American, 397o White: Only 1 certified and non-certiied black male statt member. The District recruitment ot the category ot these type of employees IS a must. YES 2.0 Curriculum O/I The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multi-cultural curriculum. EVIDENCE: All teachers stated that they have adequate materials available. NO Incentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards, Student Educational Plans (SEPs) and Academic Skills (ASDPs) Development Plans). EVIDENCE: Referred to Mr. Jennings YES NO O 2.3 All students are actively involved in classroom instruction. EVIDENCE\ncross Art class hag active participants from section of boys and girls._____________________ 2.4 There is evidence that the multicultural curriculum is being implemented. O 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: Media Center needs improvement on bulletin board. O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: A wide variety on display O 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: YES YES YES YES A wide range and variety of applica :ions of math and reading on display. NO NO NO NOIncentive Schools Monitoring Page 3 O/I Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE: Same as 2.4.3 NO 2.6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE: Field trips are being planned and activites outside the school are also Clubs are evident. being planned. O/I 2.7 Achieving students who work well with other students, as well as students with outstanding academic averages, are used as peer tutors. EVIDENCE: Little evidence of i principal has discussed plans peer tutoring, but for this activity. 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music. attendance, clubs and organizations. __________ Profile being updated\nStudent of the week, stud ent honors math and reading grade and Wd^tery of grade-level material. EVIDENCE: SP 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE: J this verbally! NO YES YES NO NO Procedures are not in writing, but has done\n2.5 I Incentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. EVIDENCE: SP 3.4 SP 3.5 YES NO Students are appraised about school programs, district, and city-wide competitions. The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: Student work is often displayed bulletin boards in the cafeteria. on The distribution of honors and awards is generally reflective of the school population (gender/grade level). EVIDENCE: The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: According to the school pprrooffiillee, only 8 parents are involved and a maiority of employees___ are on those committees, but plans include Incentive school comm., chap 1, and speakers bureau. 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. at 9-week intervals, children decide which extended day~activity that he/she would like to EVIDENCE: participate. YE NO NO YES YES NO Incentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. There seems to be NO I 5.3 6.0 SP SP SP EVIDENCE: a high percentage of student paticT^ation and a wide range of activities. Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. Certified staff is assigned to students who need heTp in the extended day program. EVIDENCE: Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. 6.1 6.2 6.3 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: MPT scores are lower in the 3rd ^rade. comparison oT grades in the profile ol previous y Procedures are being updated in the school profile. test. No ears Goals and strategies are developed and implemented to Improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution Staff development on the upcoming Stanford Test and the~objectives are re-iterated in class. EVIDENCE: Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: 6/7oblack male, 337biack female\nin the firsf~and second grades. Gender on retention suspected to be higher. Based on test scores NO YES y YES NO YES Incentive Schools Monitoring Page 6 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. Teacher communicates with parents often and on changing attitudes. EVIDENCE: O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculxim. EVIDENCE: Classroom and materials are very adequate. O/I 7.3 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: Same as 7.2 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: New G/T teacher testing 3rd graders to identify strengths and weaknesses?~ 30 min/week per class. O/I 8.2 In gifted and talented classrooius observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: Classroom and materials are very adequate NO YES YES NO YES NO NO NO Incentive School Page 7 Monitor ing O 8.3 Gifted and talented facilities are comparable to those of the campus in general. ES NO O/I 8.4 9.0 EVIDENCE: school Just as or more capable than a magnet Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YE, New teacher based on interviews will, afterV visiting all classes, identity students tor the program. Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: Very lif  the school profile. NO SP/I 9.2 little during '91-92 school year per  Individual improvement goals from the teachers are used as a basis for on-going staff development and the traing is being updated schools profile. . in Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. EVIDENCE: See 9.1 YES SP/I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: See 9.1 YES YES Incentive School Page 8 Monitoring SP/I 9.4 A majority of the teachers have participated in the following staff development activities:  PET  TESA  Classroom Management  Effective Schools EVIDENCE: See 9.1 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: Based on school profile, limited involvment. Principal requested that some We parent meetings in the district be held at his facility. O 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities.  Principal has called, sent memos, kept a list of events EVIDENCE: I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: Counselor makes numlerous home visits. SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: ES YES YES Principal new to this school and is making changes, modificdtidrig,' and updating' the school profile . ------------ ---------------------------------- YES YES NO NO tNO Incentive Schools: Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. NO EVIDENCE: Same as 10.2 I 10.6 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, homes, etc. EVIDENCE: YES 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's 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: NO Seen when entering the building. SP 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). ES NO EVIDENCE: has a modified in-house discpline program. 0 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: ES 0 Jflicswtii'ye Sicto)! Jfcsnitcirflinig ^'a(5(e J 11,4 A centering pregraon is utsed tc oieet the needs at'risk stndents, WIII3\u0026gt;EWC:\nNeeds being identified and being initiated. I 11.^$ have access tc ccoxnuandltj based sa^pport W?5 w progrsHS, EVIOEHCE\nDARE, Boys \u0026amp; Girls Scouts. Art Center. 12,0 Building T^^d^shioZMaaaqeiniett In tlx desegregated setting the fsrincipal nost desonstrate a strong eosnitsmt to edocational egoity. 12,1 The school has a clear, concise, well-written statenent cf ^xoific iapcovssMnt goals in accordance with the ince^iva school plan. EVIDSICE: _______ submitted by the administration and provided tn the parents. J 12,2 Coonselors are actively involved in addressing the needs of at-risk stndents and assisting parents,  needed, in (rt^ining services from outside agencies, EVIOEHCE: Same as 10.3____________________________________ O/I 12,3 There is evidence that the guidance progran provides equitable services to all students (counselor's schedule/logindividual/group). EVIDEWCE: Same as 12.2 O 12,4 The caspus and building are clean and free of debris and graffiti, EVIDENCE: Building leaks, stress cracks are evident around the skyiinebeams, holes in the walls outside the DuiiUing, playground equipment needs repair, lanascaping needs to done, and needs a new root. BK D YES HO Incentive Schools Monitoring Page 11 o 12.5 Hallways are orderly. EVIDENCE: Orderly, cleaned, and well dPr.nratPd ^YEsj/NO 0 12.6 The school office has friendly and helpful personnel. EVIDENCE: Very helpful and friendly t NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: NO SP 12.8 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. NO EVIDENCE: 98% Afro-American O/I 12.9 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's schedule/daily logindividual/ group). EVIDENCE: Same as 12.2\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_977","title":"Desegregation: ''North Little Rock School District Desegregation Plan as Modified''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-07-22"],"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","Education--Arkansas","Educational law and legislation","Educational planning","Educational statistics","School enrollment","School employees","School facilities","School improvement programs","School integration","Student assistance programs"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan as Modified''"],"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/977"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District v. Pulaski County Special School District\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SC lN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS' WESTERN DIVISION L DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL PLAINTIFF DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED JULY 22, 1991 SP-00699 TABLE OF CONTENTS HISTORY OF NLRSD DESEGREGATION PLAN SECTION 1: STUDENT ASSIGNMENT PLAN SECTION 2: STAFF RECRUITMENT PLAN SECTION 2A: STAFF RECRUITMENT PLAN SECTION 3: SPECIAL EDUCATION PLAN SECTION 3A: SPECIAL EDUCATION SECTION 4: COMPENSATORYE DUCATION SECTION 5: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION SECTION 6: EXTRACURRICULAR ACTIVITIES SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE 902 910 919 924 926 938 939 960 963 966 SECTION 8: GIFTED AND TALENTED EDUCATION 968 SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES 973 SP-00700 HISTORY OF NLRSD DESEGREGATION PLAN The desegregation plan approved by the Court of Appeals for the Eighth Circuit in its decision in Little Rock School Dist. v. Pulaski County Special School Dist. No. 1, et al, 921 F.2d 1371 (8th Cir. 1990) on December 12, 1990 (hereinafter \"NLR Plan\") is actually to be found in several documents beginning with its original submission in March, 1986 and culminating with the stipulation regarding compensatory education filed on October 25, 1989. The purpose of this document is to consolidate all the elements of the Plan into a single document for ease of reference. The NLR Plan was initiated by the filing on March 17, 1986 of the \"Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as It Applies to the North Little Rock School District\" ( hereinafter \"March Plan\") . See Joint Designated Record Vol. 1 at 67-69\nVol. 2 at 81-364\nand Vol.3 at 365-535 (hereinafter'' __ JDR __ \"). The purpose of this initial submission was to address the interdistrict violations addressed by the Court of Appeals in LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985). The district court, however, required the NLRSD to provide a plan to address its intradistrict violations as well, and in response the NLRSD filed on October 14, 1986, its \"Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as It Applies to the North Little Rock School District\" (hereinafter \"October Supplement\"). 3 JDR 536- 634. 902 IILRSD SP-00701 In its Order of February 27, 1987, the district court approved the NLR Plan as described in these two documents. LRSD v. PCSSD, 659 F. Supp. 363, 367-68 (E.D. Ark. 1987)\nsee also, LRSD v. PCSSD, 921 F.2d at 1387. Subsequently, some modifications to the NLR Plan were made either by petition to and approval by the district court or by operation of the settlement among the parties which has now been approved. LRSD v. PCSSD, Order (E.D. Ark., January 18, 1991). The first modification occurred as a result of the NLRSD's motion of July 21, 1987 to add an addendum to the NLR Plan to address the impact of Acts 624 and 762 of 1987 which was approved by the district court by its Order of July 27, 1987. Copies of the Addendum and the district court's order have been attached as Addendum lE to Section 1 of the NLR Plan which addresses student assignment. The next modification occurred as a result of the NLRSD's \"Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School\" filed on July 20, 1988 ( 4 JDR 910) (hereinafter \"NLR Secondary Reorganization\") and approved by the district court by its Order of September 1, 1988. 5 JDR 1032. This modification provided for the reorganization of NLRSD secondary schools beginning in the 1990-91 school year and resulted in a single high school for the NLRSD with grades 9-10 at the former Northeast High School campus and grades 11-12 at the former Ole Main campus. Additionally, Central Junior High School was closed and the student assignment zones for the remaining three 903 RLRSD SP-00702 junior high schools for grades 7 and 8 redrawn to ensure comparable racial balance. These modifications were implemented at the beginning of the 1990-91 school year, i.e., August, 1990. The remaining modifications occurred as a result of the settlement among the parties. First, the parties agreed to the NLRSD's \"Petition to Modify NLRSD's Desegregation Plan\" (hereinafter \"NLR 2/89 Petition\") submitted to the Special Master in February, 1989 and incorporated into the parties' \"Interdistrict Desegregation Plan\". See 8 JDR 1737-46. The provisions of the Petition dealing with interim efforts to desegregate Lakewood Junior High School pending the secondary reorganization to be implemented in the 1990-91 school year (8 JDR 1737-39) were satisfied and are no longer applicable since the secondary reorganization has now been accomplished. The other provisions of the Petition have now been incorporated into the NLR Plan. The final modification of the NLR Plan occurred as a result of the \"Stipulated Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies\" (hereinafter \"NLR Comp. Ed. Stip.\") filed on October 25, 1989 (14 JDR 3584-91) which satisfied paragraph VIII D. of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989) (14 JDR 3483) (requiring a description of the compensatory education programs to be implemented by the NLRSD with funds to be received from the Settlement Agreement). This Stipulation also gave effect to and now supersedes that portion of the original NLR Plan which described additional compensatory education programs 904 RLRSD SP-00703 which could be implemented only with additional State funds. See 3 JDR 562-574. In organizing the original NLR Plan and these modifications into a single plan document, the March Plan has been used as the base document. Thus, Sections 1, 2 and 3 of the October Supplement, which involve the same topics as Sections 1, 2 and 3 of the March Plan, have been relabeled Sections lA, 2A and 3A and placed immediately after Sections 1, 2 and 3 respectively of the March Plan language. Sections 4 through 9 of the October Supplement have then been added as Sections 4 through 9 of this consolidated plan document. The addenda which immediately followed the respective sections of the March Plan and October Supplement have been moved to a separate volume for attachments. Commentary - is included through the use of footnotes or parentheticals\nomissions are reflected by\"[***]\" with an explanatory footnote as appropriate\nand new language is identified by footnote or by underlining as appropriate (except for this History, all of which is new). These steps were taken to minimize the amount of editorial change and to retain as much of the original language as possible since that is the language approved by this Court and the Court of Appeals. SP-00704 905 IILRSD PLAN FOR IMPLEMENTING THE REMEDIAL ORDER OF THE COURT OF APPEALS FOR THE EIGHTH CIRCUIT AS IT APPLIES TO THE NORTH LITTLE ROCK SCHOOL DISTRICT 1 1ariginally submitted on March 17, 1986, supplemented on October 14, 1986 and approved by the Court in LRSD v. PCSSD, 659 F. Supp. 363, 367-68 (E.D. Ark. 1987). 906 RLRSD SP-00705 - [***]2 INTRODUCTION I I 3 In its decision of April 13, 1984, this Court found the North Little Rock School District (NLRSD) to have committed the following segregative acts: 1. The NLRSD constructed and renovated schools in a manner which sought to preserve the racial identification of North Little Rock neighborhoods. Little Rock School Dist. v. Pulaski County Special School District No. 1, 584 F. Supp. 328, 343, Paragraph 39 (E.D. Ark. 1984) (LRSD I). 2. Blacks were underrepresented on the administrative staff and teaching faculties of the NLRSD schools. Paragraph 91. Id. at 348, 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD has failed to have blacks coaching at the senior high school level. Id., at 348-49, Paragraph 93. 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Id., at 349, Paragraph 94 and 99. Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks 'The March Plan Introduction was rendered irrelevant by the requirement to file a plan to address the NLRSD's intradistrict as well as interdistrict violations and has therefore been deleted. See 2 JDR 83-84. ~ource: October Supplement, 3 JDR 541-43. 907 IILRSD SP-00706 were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) \u0026amp; (l)(g). 6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 \u0026amp; Paragraph 103(l)(a). 7. A disproportionate number of blacks drop out of school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from school. Id., Paragraph 102. 9 . The NLRSD does not provide education programs for black students. 103(l)(c). adequate compensatory Id. at 350, Paragraph 10. A disproportionate number of black students were bussed in the NLRSD with \"less than satisfactory desegregation results.\" Id. at 351, Paragraph 103(5)(a). However, only four of these violations were found to have had a continuing interdistrict effect. Specifically, the NLRSD \"(a) failed to assign blacks to its central administration or to high school principalships and coaching positions\n( b) concentrated whites in schools north of Interstate 40 and blacks in schools out of it\n(c) assigned students to special education classifications on a discriminatory basis\nand (d) failed to apportion the burdens of transportation equally on black and white students.\" Id. at 353, Paragraph 10. The NLRSD's remedial plan, submitted as NLRX R-1, was directed toward remedying those segregative acts determined to have 908 RLRSD SP-00707 interdistrict segregative effects and did not address those violations which were intradistrict in their effect under the assumption that remedial efforts directed to intradistrict violations would be addressed in proceedings in Davis v. Board of Educ. of NLRSD, No. LR-68-C-151. The Court, however, directed that North Little Rock supplement its remedial plan in the present case to address the intradistrict violations that were not determined to have an interdistrict effect and that is the purpose of this document. 909 RLRSD SP-00708 SECTION 1: STUDENT ASSIGNMENT PLAN4 HISTORY OF STORM PLAN5 Elementary students within the District are assigned according to the Storm Plan in grades 1-6. The Storm Plan pairs a school in a predominately black area with one or more schools in a predominately white area. These schools are grouped so that each group's racial make-up represents the racial make-up of the District. This plan is based on two primary premises: first, that it accomplish total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible, students were initially - selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically. ELEMENTARY SCHOOLS6 The North Little Rock School District desegregation plan, 4rhe Court found in LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987) that the NLRSD had corrected any violations relating to student assignment. ~ource: March Plan, 2 JDR 85 ~ource: March Plan, 2 JDR 85 910 RLRSD SP-00709 - approved by the Court of Appeals, see Davis v. Board of Ed., 449 F.2d 500, 501 (8th Cir. 1971) and revised with the approval of the district court, see Davis v. Board of Ed., Order (E.D. Ark., May 12, 1978), incorporates the following features 7: 1. Since the total student population of the elementary schools in the North Little Rock School District is approximately 42 percent black and 58 percent non-black students, each elementary school in the district must have a student population which approximates as nearly as is feasible these percentages. 2. To assure that each school will have a student population which is composed of approximately 42 percent black students and 58 percent non-black students, schools are placed in groups so that students within each group can be assigned to schools in such numbers as is necessary to achieve the desired racial composition in each school. See Addendum lA. 3. Children entering the first grade after May 1, 1978, as well as all children entering the district from another school district after May 1, 1978, will enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is entering from another ~tatistics in this section reflect the school population of the NLRSD in the 1985-86 school year since this part of the Plan was submitted in March, 1986. As of October 1, 1990, the elementary student population in the NLRSD was 49. 2% black and 50.8% non-black. 911 RLRSD SP-00710 school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F. Supp. 730 (E.D. Ark. 1973). S. Black students living in predominately white areas and white students living in predominately black areas are not bussed or transferred. The questions and answers concerning the District's student assignment plan (Addendum 18) are published in August of each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student - population in the District have a racial composition within 25% of the racial composition of the District as a whole. Mem. Op. at 62\n778 F.2d at 435. The NLRSD has 4,620 elementary students of whom 2,467 (57.9%) are non-black and 1,793 (42.1%) are black. Thus, in order to meet the~ 25% standard, each school must have a non-black population between 42.4% and 73.4%, i.e., 57.9% ~ 15.5%. All the elementary schools in the District are presently in compliance with this standard. 8 JUNIOR HIGH SCHOOLS9 \u0026amp;rhese data and the use of the present tense related to data provided in March, 1986. 9source: March Plan, 2 JDR 87 and NLR Secondary Reorganization, 4 JDR 910. 912 IILRSD SP-00711 Junior high schools, grades seven and eight, 10 are also assigned by zones. [***) Each junior high school reflects the racial make-up of the District. These zones will be changed, if and when necessary, to maintain the racial balance within the District. [***)11 SENIOR HIGH SCHOOLS [ * * * ] 12 For twenty years, the NLRSD had two senior high schools - Northeast and Ole Main. Beginning in the 1990-91 school year, however, these schools were consolidated into a single school - North Little Rock High School - with two campuses. All students grades 9-10 are assigned to the East campus (formerly Northeast High School} and all students grades 11-12 are assigned to the West campus ( formerly Ole Main) . 13 STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 1As a result of the NLR Secondary Reorganization, 4 JDR 910, Central Junior High School was closed. The remaining three junior high schools were converted to grades 7-8 rather than 8-9 and their attendance zones were redrawn to ensure racial balance. The language of this subsection has been modified to reflect these changes. 11Addendum lC, 2 JDR 94, which was referenced in the deleted language has also been eliminated. 14.l'he section in the March Plan, 2 JDR 88, dealing with senior high school assignment has .been deleted since it has been superseded by the NLR Secondary Reorganization, 4 JDR 910. Addendum lD, 2 JDR 95, which was referenced in this language has also been deleted. 1~ource: NLR Secondary Reorganization, 4 JDR 910. 913 RLRSD SP-00712 [***]14 VOLUNTARY TRANSFERS BETWEEN NLRSD AND PCSSD 15 To a.uoid thi. poti.ntia.l that any NL.RSO :.i.conda.ry :.chool:. might thi. othi.r :.i.conda.ry achool:., and to a.:.:.i:.t thi. Fu.la.a.Id Cou.nty Spi.cia.l School Oi:.trict in thi. gff,-ctiui. impl,-mi.nta.tion of it:. propoai.d long tgrm d,-:.,-gr,-ga.tion plan, th,- North L.ittli. Rock School Oi:.trict will a.:.:.ist th,_ FCSSO in it:. i.ffort:. to rgcru.it black :.tu.d,-nt:. from Ridgi.roa.d, Roa'- City a.nd Ci.ntra.l Junior High School:. to a.tt,-nd Oa.k Groui. Junior High School on a. voluntary ba.:.i:. In addition, th,- NL.RSO will pgrmit black :.tud,-nt:. from Ol,- Ma.in High School to a.tt,-nd thi. :.i.nior high :.chool a.t Oak t\nrovi. prouidi.d no :.chool a.nd that :.a.id tra.n:.f,-r:. do not rg:.ult in a lo:.:. of rgv,-nui. to th,- NL.RSO North L.ittl,- Rock will a.l:.o a.cc,-pt thi. tra.n:.fgr of 1-ihit,- stud,-nt:. from Oak t\nrovi. Junior and Si.nior High School:. to Oli. Ma.in High School a.nd Ro:.,- City, Ridg,-roa.d and Ci.ntra.l Junior High School:. undi.r thi.:.,- :.a.mi. condition:. To aid in the desegregation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County Special School District will cooperate in each other's efforts to recruit 1~he language in the March Plan regarding student distribution north and south of I-40 has been deleted since it does not describe any plan, policy or procedure governing student assignments and any violation in this regard has been found to be corrected. See LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987). 1~ource: NLR 2/89 Petition, 8 JDR 1739-40. 914 RLRSD SP-00713 black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to attend NLRSD schools on a voluntary basis provided no transfer negatively affects the desegregation status of any NLRSD or PCSSD school. 16 COMMUNICATION OF ANTICIPATED SCHOOL ENROLLMENTS Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. INTERDISTRICT TRANSFERS OF TEACHERS' CHILDREN. 17 In the 1987 Legislative Session, the Arkansas General Assembly passed two Acts which either directly affect or could affect the 16source: NLR 2/89 Petition, 8 JDR 1739 -40. The language limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been modified to reflect the adoption of the Public School Choice Act, A.C.A.  6-18-206 (Supp. 1989), passed after the NLR 2/89 Petition was agreed to by the parties and submitted to the Court, which permits such interdistrict transfers to any school in another district provided only that one is moving from a greater racial proportion to a lower racial proportion. 17Source: Proposed Addendum submitted by NLRSD on July 21, 1987 and approved by the Court's Order of July 27, 1987 regarding Acts 624 and 762 of 1987. See Addendum lE. 915 RLRSD SP-00714 desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached as part of Addendum lE, 18 directs that no school district may permit or accept transfers of students from other school districts if either school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subject to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 1987, copy attached as part of Addendum lE, which states that \"the children or wards of anyone who is a public school teacher in one school district entitled and a resident of another school district ... shall be to attend school in either ... district ... \". This is seemingly inconsistent with the \"no transfer\" requirements of Act 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent conflict. In Opinion No. 87-190, copy attached as part of Addendum lE, the Attorney General opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the NLRSD has no discretion regarding the admission of the children or wards of non- 1~hile Addenda lC and 10 have been deleted, see notes 10 and 11 supra, this has been designated lE to avoid any possible confusion. 916 RLRSD SP-00715 resident teachers and this situation could result in an interdistrict segregative effect on the racial composition of the LRSD and NLRSD. Specifically, the NLRSD has 578 teachers of whom 141 live in the LRSD, the great majority of whom are white. 19 Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negative impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teachers' children has been minimal and the race of those applying has been so balanced as to have no adverse effect on either school district involved. However, to protect against the potential adverse interdistrict effect that such enrollment makes possible, the NLRSD will report to the Court annually regarding the - number and race of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district in which they reside. Should a problem develop, the NLRSD will ask the Court for relief. Until that time, however, the NLRSD will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No. 87-190. 1'These numbers were accurate as of July, 1987 when the - Addendum was submitted to the court for approval. 917 IILRSD SP-00716 SECTION lA: STUDENT ASSIGNMENT20 Section 1 of NLRX R-1 21 addressed issues relating to student assignment and established a plan for assigning students in the NLRSD which remediated any concentration of whites and blacks north and south of Interstate 40 and achieved a racial balance in each school well within the standard of plus or minus one fourth of the District-wide racial make-up. These student assignment provisions were not criticized at trial or in the proposed findings submitted by the parties and the NLRSD believes these provisions fully remediate the effects of any violation related to student assignment. 22 2Source: October Supplement, 3 JDR 544. 21NLRX R-1 is the March Plan. 24I'he Court held in LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987) that all deficiencies related to student assignment had been corrected. 918 RLRSD SP-00717 - SECTION 2: STAFF RECRUITMENT PLAN23 The Eighth Circuit directed the North Little Rock School District to develop a plan to comply with earlier decrees regarding increasing the representation of blacks as principals and administrators in the North Little Rock School District. To ensure that a greater number of black applicants are attracted to teaching positions which would improve the pool of qualified applicants for administrative positions, and in order to meet the standards set by applicable law, the North Little Rock School District proposes the following components of a comprehensive recruitment plan. INTERNAL ACTIVITIES 24 1. The District will develop a budget that anticipates activities related to all components of the plan and provides the necessary funding for these activities. 2. North Little Rock School District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. 3. Periodically, the North Little Rock School District will conduct an interest survey among its teachers and administrators with the purpose of identifying those individuals who would be interested in advancement to administrative or principal positions. COLLEGE AND UNIVERSITY CONTACTS25 23source: March Plan, 2 JDR 96 24source: March Plan, 2 JDR 96 25source: March Plan, 2 JDR 97 919 IILRSD SP-OO718 College and universities are perhaps the qualified applicants for teaching positions. District will contact these institutions for recruiting qualified black applicants. best source Therefore, the purpose of the of 1. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 2. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 3. The district will contact those institutions identified in paragraphs 1 and 2, as well as others, using a letter of introduction (Addendum 2A) and will provide them with a brochure containing brief information about the District, occupational opportunities and employee benefits\nan Equal Opportunity Employer statement\nand a kit containing other pertinent information. 4. District personnel will visit institutions expressing interest, those teacher training with special emphasis on established career days or special events sponsored by the institutions and with special attention given to institutions that have historically produced great numbers of black educators. S. District personnel will attend visitation seminars at interested institutions at times agreed upon by the 920 RLRSD SP-00719 6. institution and the District. Prearrangements and announcements would be made through the appropriate officials at the institutions. The District will develop appropriate materials for distribution to institutions and their interested students, including an introductory letter (Addendum 2B)\na description of employee benefits (Addendum 2C)\na District brochure (Addendum 20)\nan application\nspecific informational items on teaching, coaching, and administrative positions\nnotices on current job vacancies\na schedule of visitations and seminars\nand the brochure described in paragraph 3 above. COMMUNITY ACTIVITIES 26 Another excellent source for recruitment can be found in community programs and activities. To this end, the District will ensure that its participation in community programs and activities is consistent with its commitment as an equal opportunity employers. 1. Black community leaders will be invited to talk with the North Little Rock School District concerning the employment of black administrators. 2. The District will also contact community organizations, such V as the Urban League of Greater Little Rock, which provide employment referrals for black professionals. PROFESSIONAL ASSOCIATIONS 27 2t:source: March Plan, 2 JDR 98. 2~ource: March Plan, 2 JDR 99. 921 BLRSD SP-00720 Placement services provided by professional associations for their members is an additional method of recruitment. 1. The District will identify those educational organizations which could serve as a source of black applicants for administrative positions. 2. The District will contact those organizations which provide employment information and will provide them with relevant materials regarding employment with the NLRSD. 3. Where appropriate, District personnel will attend regional or national conferences sponsored by professional associations for the purpose of recruiting administrative personnel. OTHER OUTSIDE ACTIVITIES 28 1. Recruitment activities will be administered by those fully aware of the District's non-discrimination and equal employment opportunity policies. 2. Recruitment programs may be held in hotel/motel conference rooms in cities considered a promising source of applicants - for example, Memphis, Tennessee\nJackson, Mississippi\nBaton Rouge, Louisiana. Such programs would be preceded by extensive local publicity. 3. It will be the policy of the North Little Rock School District to notify in writing all recruitment sources and to state in all recruiting materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer\". 4. The District will produce a 10-minute slide show or videotape 28source: March Plan, 2 JDR 99. 922 SP-00721 IILRSD presentation describing the District and occupational opportunities in the District for use at recruitment sites. 5. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts. SP-00722 923 RLRSD SECTION 2A: STAFF RECRUITMENT PLAN29 In Section 2 of NLRX R-1 30 the NLRSD enumerated the steps it will take to improve the recruitment and selection of black faculty and staff. Included in these are job posting and an employee interest inventory intended to improve promotional opportunities for black employees, with particular emphasis on placing blacks in administrative and principal positions. These efforts are all related to remediating violations 2 and 4 which related to the underrepresentation of blacks principal and coaching positions. in administrative, teaching, At trial, there was criticism of the failure to provide for numerical goals and timetables. In the NLRSD's Proposed Findings of Fact and Conclusions of Law, the District addressed this criticism by incorporating requirements that the District develop numerical goals and timetables. NLRSD F.O.F. \u0026amp; C.O.L. #20. A labor economist will be employed to conduct an analysis of the pool of qualified applicants in the relevant labor market for each job classification. 31 In addition, the vacancies in the District for the last five years, anticipated new positions and positions it is anticipated will be eliminated will be considered in determining the vacancies reasonably anticipated in the future. The 29source: October Supplement, 3 JDR 545-46. 3:rhe March Plan. 31This labor market analysis was completed in 1988 and submitted to the Special Master. See 5 JDR 1451-78. 924 RLRSD SP-00723 availability data and vacancy information will then be utilized in developing reasonable goals and timetables for each classification. The NLRSD proposes that these be submitted to the Court no later than March 1, 1987. NLRSD F.O.F. \u0026amp; C.O.L. No. 23. When fully implemented, the NLRSD believes these recruitment efforts and selection goals will fully remediate any violations related to the underrepresentation of blacks in administrative, teaching, principal or coaching positions. 925 RLRSD SP-00724 SECTION 3: SPECIAL EDUCATION PLAN32 INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" Mem. Op. at 61, 778 F.2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. First, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of special education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide special education to a black child who did need it would be a violation of Public Law 94-142 and Arkansas Act - 102 of 197 3. Recognizing the tension between these important public policies, the District considers that the emphasis of its special education plan must be on ensuring the accuracy of its evaluation programs and the elimination of any masking influence caused by cultural of socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with the classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional practices related to its mental retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant 32source: March Plan, 2 JDR 117. 926 RLRSD SP-00725 - changes have been implemented in the State and federal regulations governing evaluation and placement in special education programs, many of which were specifically aimed at safeguarding against the misclassification of students as needing special education. See generally, Referral, Placement \u0026amp; Appeal Procedures: For Special Education and Related Services (Ark. Dept. of Educ. 1985) ([***]\nhereinafter referred to as \"Referral Procedures\".) and Program Standards and Eligibility Criteria for Special Education (Ark. Dept. of Educ. 1985). \"Program Standards\".) ( [ ***] 33\nhereinafter referred to as With these factors in mind, the North Little Rock School District proposes the following plan for implementing a race neutral special education program. STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS REQUIRED BY STATE GUIDELINES 34 The Arkansas Department of Education, and the Regulatory Agency Responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 u.s.c.  1401 et seq., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were first issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981) and \"Program Standards\" 33since these are published documents available from the Arkansas Department of Education and are quite voluminous, they have been deleted as Addendum 3A and 3B and, references to Addendum 3A or 3B have been deleted. 3'1source: March Plan, 2 JDR 118 927 RLRSD SP-00726 - ( 1981) contained in NLRX 28. [ *** J 35 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. DUE PROCESS PROTECTIONS36 In \"Referral Procedures\" ( 1981 \u0026amp; 1985), the Department of Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3C. For a complete understanding of all the details of these procedures, one is referred to the procedures themselves. A summary of some of the more important features follows: 1. Parents must be notified of every step in the referral, evaluation and placement process and given the opportunity to attend and participate in all meetings and conferences. 2. Parents must give their consent before any formal evaluation or testing of the child may be done. 3. The parent has the right to be represented by the person of their choice at all proceedings. While not required by State or federal regulations, the NLRSD provides the parents of children being evaluated with a list of independent agencies who provide assistance to parents in this process. See 35Reference to Addendum 3A and 3B deleted. 3~ource: March Plan, 2 JDR 119 928 lfLRSD SP-00727 Addendum 3D. 4. No child can be placed in a special education program without either parental consent or court order. 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies. See Addendum 3E. While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found to be incorrect, the NLRSD has nonetheless paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits. 6. Finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. See \"Referral Procedures\" at 24-33 (1985). 7. In any appeal, the burden of proof as to any placement is upon the school district. See \"Referral Procedures\" at l.B, p. 24 (1985). 8. The NLRSD advises parents of these rights in writing at the beginning of the referral and evaluation process. ---SAFEGUARDS AGAINST IMPROPER USE OF TEST INSTRUMENTS37 In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. 3~ource: March Plan, 2 JDR 120. 929 RLRSD SP-00728 The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer. c. Include materials tailored to assess specific areas of educational need 9nd not merely those which are designed to provide a single general intelligence quotient. 2. No single procedure is used as the sole criterion for determining an appropriate educational program for a child. 3. The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability. 4. The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. 5. Intellectual ability must be measured by an individual intelligence test appropriate to the student and such testing may only be done by a certificated educational examiner, licensed psychologist or licensed psychological examiner. See \"Referral Procedures\" at 3-4 (1985). STATE REGULATIONS SPECIFY WHICH TESTS MAY BE USED IN MENTAL RETARDATION ASSESSMENT38 38source: March Plan, 2 JDR 122. 930 RLRSD SP-00729 In furtherance of the requirement that tests must have been validated for the purpose for which they are used, the Arkansas Department of Education, in its \"Program Standards\" specifies by name, which tests may be validly used for what purpose. This is done for each handicap category. The provisions relating to mental retardation assessment are found at pages 13-1 through 13-7 of the \"Program Standards\" (1985). The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNATIVE ASSESSMENT PROCEDURES AND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTATION OF MINORITY STUDENTS IN EMR PROGRAMS39 In addition to maintaining its compliance with all State and federal regulations governing special education, particularly those provisions designed as safeguards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to address the problem of overrepresentation of minority children in EMR programs. [ * * * ] 40 39source: March Plan, 2 JDR 122 4References to SOMPA found in the March Plan, 2 JDR 123, have been eliminated pursuant to the NLR 2/89 Petition, 8 JDR 1740-41. 931 RLRSD SP-00730 CANTALICIAN STUDY41 In 1984, the Cantalician Foundation, published a booklet entitled \"Technical Assistance on Alternative Practices Related to the Problem of the Overrepresentation of Black and Other Minority Students in Classes for the Educ ably Mentally Retarded\" (Cantalician Foundation, Inc.: 1984). (Addendum 3F\nhereinafter referred to as \"Cantalician Study at __ \"). This publication was commissioned by the Office of Civil Rights, United States Department of Education in an effort to provide technical assistance to state and local educational agencies in the reduction of the overrepresentation of minority students in EMR programs. As a result of its study, the Cantalician Foundation identified six alternative instructional practices, two alternative referral practices and two alternative assessment practices which appeared to be effective in reducing minority placement in EMR classes. The alternative instructional practices were endorsed by the Foundation because, if implemented successfully, they would enable some students at risk of EMR placement to improve their performance to the extent that referral for special services would not be necessary. The six practices identified were: 1. Direct Instruction with DISTAR (Cantalician Study at 10) 2. Exemplary Center for Reading Instruction (Id. at 13) 3. Precision Teaching (Id. at 20) 4~ource: March Plan, 2 JDR 123. 932 RLRSD SP-00731 4. Peer Tutoring (Id. at 20) 5. Adaptive Learning Environment Model (Id. at 23) 6. Computer Assisted Instruction (Id. at 26) 42 At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide - school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to 42A detailed description of these practices is contained in the Cantalician Study attached hereto as Addendum 3F and will not be repeated here. [This footnote is in the original Plan. See October Supplement, 2 JDR 124.) 933 RLRSD SP-00732 implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A Attached Addendum 3J). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching nonhandicapped students. The North Little rock School District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. 43 CANTALICAN STUDY -- ALTERNATIVE ASSESSMENT PRACTICES 44 The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 4~ource: NLR Petition, 8 JDR 1741-43. 44source: March Plan, 2 JDR 124-25. 934 RLRSD 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) 4. Interactive Model for Professional Acticn and Change for Teachers (Id. at 46) The alternative referral and assessment practices listed above will be closely studied by the NLRSD. If there are critical attributes within the above referenced practices that are not currently in use in the North Little Rock School District and the addition of these attributes will lower referral and placement rates in the District without compromising educational quality, these attributes will be added or used to replace current practices. OTHER ALTERNATIVE PRACTICES45 In addition to the alternative instructional practices endorsed by the Cantalician Foundation, the NLRSD has also implemented a Chapter I Project for Elementary schools designed to identify children in grades K - 2 who lack the basic learning skills necessary for successful performance in the regular classroom. Teacher aides are assigned to the regular classroom specifically for the purpose of working with the students in this program and provide these students with intensive, individualized instruction designed to develop the learning skills needed. When successful this program avoids the need to place a student in a special education program and permits advancement through the 4~ource: March Plan, 2 JDR 125. 935 RLRSD normal curriculum. A more detailed description of this program is contained in Addendum 3G, entitled \"North Little Rock Public Schools: A Chapter I Project for Elementary schools\". INCREASED REVIEW BY INDEPENDENT PARTIES 46 State regulations provide that the Department of Education will conduct a review of each school district's special education program at least once every three years to determine compliance with all State and federal regulations. The North Little Rock School District's last compliance review was completed on April 18, 1984 and the District was found to be in compliance. See NLRX 30 \"Monitoring Checklist and Compliance Letter'' attached as Addendum 3H. All suggested improvements were implemented by January 31, 1985. See Letter to Ark. Dept of Education dated 1/31/85 attached as Addendum 3 I . In addition to this regularly scheduled compliance review, the District will invite the following organizations to conduct inservice training and/or periodic review of the district's policies, practices and procedures related to special education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of Education 46source: March Plan, 2 JDR 126. 936 RLRSD 5p-00735 As a further effort to open the District's assessment process to outside review and constructive criticism, child advocates will be invited to attend conferences where children's needs are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock School District will also appoint a committee whose members will include, but will not be limited to, parents, patrons, students, teachers, licensed examiners, counselors, principals, speech therapists and special education administrators which committee will be charged with reviewing student records and special education procedures and whose members will be asked to attend student conferences. Additionally, this committee will be asked to monitor all phases of the District's special education program and its compliance with State and federal regulations at least every 18 months. 937 RLRSD SP-00736 SECTION 4: COMPENSATORY EDUCATION49 The North Little Rock School District believes that each student can learn and encourages each student to achieve according to his or her best abilities. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. The curriculum in the elementary schools places primary emphasis on the basics of reading, spelling, language, mathematics, writing, social studies, science and health. Students also participate in music, art, and physical education activities. Mastery of skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The junior high program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-curricular, and social. At the junior high level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, junior high students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music, and band. Introduction to competitive athletics, student government, spirit clubs, and special interest organizations encourage self-development and preparation for high school. The senior high schools provide a comprehensive course of 49source: October Supplement, 3 JDR 548. 939 RLRSD SP-00738 study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocationaltechnical skills offer a multitude of options to high school students. The District recognizes, however, that the regular curriculum is often insufficient in aiding disadvantaged students, particularly disadvantaged minority students suffering the effects of centuries of societal discrimination, to achieve mastery of basic skills. Therefore, within the framework of a comprehensive curriculum which meets and exceeds state standards and which is structured to meet the varying individual needs of all students, the North Little Rock School District must address identified remedial needs of disadvantaged minority students. The following compensatory programs and compensatory components of programs will be provided to help students overcome the segregative effects of a nonunitary school system. Like the Little Rock School District, however, the North Little Rock School District lacks sufficient resources to implement all the compensatory programs it would like to have available and still provide a regular program of instruction which is educationally adequate. The District is aware that Little Rock contends that the State is obligated, pursuant to the Court of Appeals decision in this case, to provide additional funds to all three school districts for additional compensatory education. The NLRSD does 940 RLRSD SP-00739 not necessarily share this interpretation but should Little Rock's position be the correct one, there are compensatory programs beyond the District's present means which should be implemented if the State is obligated to provide the additional funding. Because of this ambiguity in the availability of resources, the NLRSD has provided two lists of compensatory programs. The first lists those programs which the District has implemented or will implement from its present funding base and without additional funding from the State. The second lists those compensatory programs the District would like to implement but cannot without additional State aid. [***)~ PROGRAMS IMPLEMENTED WITHOUT ADDITIONAL STATE ASSISTANCE EARLY CHILDHOOD PROGRAM Kindergarten programs will be implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. Two diagnostic tests, the Boehm-R Test of Basic Concepts and the [***) Early Prevention of School Failure Test 51 , will be administered to all kindergarten children at the first of each school year. The Boehm test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal 5Addendum 4A and, thus, references to Addendum 4A have been eliminated since Add. 4A has been deleted and superseded by the NLR Comp. Ed. Stip. regarding compensatory programs to be implemented with the settlement funds from the State. See 14 JDR 3584-91. 51The Early Prevention of School Failure Test has replaced the Dallas Preschool Screening Test included in the October Supplement (3 JDR 550-51) pursuant to the NLR 2/89 Petition, 8 JDR 1743. 941 IILRSD SP-00740 instruction and are essential for early school achievement. [***] 52 Teachers will use the data from these two tests to design a prescriptive learning program for each child. They will assume the responsibility for implementing the instructional learning programs. Intensified Instruction. At levels kindergarten through second grade, teacher aides will be assigned to assist teachers in providing learning experiences for selected students who exhibit deficiencies in reading, language, and basic concepts. Third grade students in selected schools will also receive special instruction from paraprofessionals. The paraprofessional will provide supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis. The instructional lessons provided by the paraprofessional will be correlated with the instructional lessons provided by the teachers. BASIC SKILLS INSTRUCTION53 The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. s2I d. 5~ource: October Supplement, 3 JDR 552. 942 RLRSD SP-00741 In grades 8-12, continued emphasis will be placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. 1. PACIR. A curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) will be developed to insure that classroom learning meets the expectations of parents and students. In this program, objectives will be developed\nstudents' progress will be measured\nstudents' needs will be identified\nany programs, practices, and resources will be adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District will continue to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. 2. Early Childhood Program. First and second grade students, as well as third grade students in selected schools, who have identified reading deficiencies will receive supplemental reading instruction as described in the Early Childhood section. This instruction will be in addition to the regular reading instruction and will be planned and directed by the classroom teacher. The program will include one-to-one tutoring by a trained paraprofessional. 3. Additional Reading Instruction. Generally, District elementary students will be involved 943 RLRSD sp-00742 in only one small group classroom instructional reading lesson per day. Selected elementary students will be involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing difficulty in reading will be prime candidates for this additional instruction. 4. Academic Skills Development Plans. State Minimum Performance Tests will be administered to students at the third, sixth, and eighth grade levels. Teachers will work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for all students who do not pass the Minimum Performance Tests. Each individual student plan will include a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers will be required to indicate the date when mastery of each skill has been reached. 5. Remedial Reading at the Junior High School Level. Remedial reading classes will be provided at each junior high school for students with deficiencies in reading. The classes will be staffed by reading specialists. Special emphasis will be placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. PUPIL SERVICES 54 54source: October Supplement, 3 JDR 554. 944 RLRSD SP-00743 In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their individual physical, social, intellectual, and emotional growth. The special needs of identified disadvantaged and minority students will be met in a variety of ways. 1. Guidance Services. A guidance program will be provided in each school to aid students in educational, personal, social, and vocational development. All students will have access to a guidance counselor. The ratio for secondary schools will be one counselor for every 450 students. For elementary schools, the ratio will be one counselor for every 600 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. 2. Diagnosis and Prescription. A comprehensive assessment program will permit the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program will include standardized tests in grades 2-10\nMinimum Performance Tests in grades 3, 6, and 8\naptitude tests\nsubject area mastery tests\ndiagnostic tests, such as the Boehm Test\nteacher-made tests\npsychological tests\nand heal th screening. Test data will be used in planning appropriate compensatory programs and services for 945 RLRSD SP-00744 students. Again, particular emphasis will be placed on the needs of minority and disadvantaged students. 3. Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home, and community and will assist students in overcoming academic, social, and behavior problems. 4. Homebound Services. Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. LEARNING RESOURCES55 1. Library/Media Program. The library/media program is a key component of the instructional program. The District Instructional Materials Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand and enrich the curriculum. The media specialist, recognizing students' unique learning abilities, performance levels, learning styles, and interest, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantaged students as their specific learning needs are matched to 5~ource: October Supplement, 3 JDR 556 946 RLRSD SP-00745 appropriate learning materials. 2. Computer Assisted Instruction. For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language, and mathematics, computer assisted instruction will be provided. Computer activities will be integrated into the instructional program so that classroom instruction will be reinforced by concentrated ontask learning on the computer. All schools will use computers and computer assisted instruction and computer managed instruction software. 3. Basic Skills Computer Laboratories. Basic Skills Computer Laboratories have been established at Argenta Elementary School, Central Junior High School, and Rose City Junior High School. The basic skills computer laboratories provide supplementary computer assisted and computer managed instruction in reading, language, and mathematics for all students on a regularly scheduled basis. Utilizing IMPAC software and course materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly from this individualized program. SUMMER LEARNING EXPERIENCES56 To extend students' opportunities for the mastery of the basic skills and for enrichment, a program of summer learning experiences 5'Source: October Supplement, 3 JDR 558. 947 IILRSD SP-00746 will be established. 1. Summer School for Secondary Students. A summer school program will be offered on a tuition basis for students in grades 9-12. Students may elect to take remedial or enrichment courses. 2. Pilot Project for Eighth Grade Students. During the summer of 1987, a pilot summer program funded by JTPA (Job Training Partnership Act) will be conducted to remediate the learning deficiencies of eighth grade students who did not pass the Minimum Performance Test. The procedure will be to assess learning deficiencies, plan for and provide individualized instruction, and utilize the best learning approaches available in a concentrated time frame. Transportation will be provided for the students. If the pilot project is successful and if JTPA continues to fund the project, the eighth grade summer school will be implemented each summer. PARENTAL/COMMUNITY INVOLVEMENT57 Parents will be encouraged to become informed about the District's educational program and involved in their children's instructional program. Opportunities for involvement will include: PTA\nChapter 1 Parent Advisory Committee\nDistrict committees such as Curriculum, Textbook, Discipline, Gifted, Special Education, and Six-Year Planning\nand local school committees such as Six-Year Planning, 5~ource: October Supplement, 3 JDR 558. 948 RLRSD SP-O0747 - PTA, and NCA Self-Study. Steps will be taken to assure that there is biracial participation in this committee work. A part-time coordinator will work with Volunteers in Public Schools (VIPS) which serves as a vehicle to involve parents directly in the instructional process. Parents will serve as resource persons, do one-to-one tutoring for students not achieving mastery of the basic skills, and perform other volunteer tasks. Parents will be kept well-informed of their children's progress in school. Conferences will be scheduled at least twice each year for parents of elementary students and at least once each year for parents of secondary students. This parental involvement, while important for all students, is extremely critical to the success of many disadvantaged and minority students, and special - attention will be paid to these students. Report cards will be issued at the end of each nine week grading period. Written interim progress reports will be sent home to parents if a student is making unsatisfactory progress. Parents will be asked to confer with teachers throughout the year concerning the student's progress. For minority students who are participating in other compensatory education programs extra steps will be taken to involve parents or guardians in the student's educational experiences. Through the Classmates Program, the business community will become more informed about and more involved in the educational process. Efforts will be made to extend Classmates, which provides the opportunity for a business and a school to become community 949 RLRSD SP-00748 partners, to all North Little Rock schools. STAFF DEVELOPMENT58 The North Little Rock School District Staff Development Program is designed to assist each staff member in performing at his/her optimum level in every area of the total teaching act. The District programs which will impact greatly on compensatory education are the Program for Effective Teaching (PET) and Classroom Management Training. 1. Program for Effective Training. The Program for Effective Training (PET) teaches the teacher the key elements which must be present in any instructional lesson if student mastery is to occur. A training cycle consists of: seven full days of instruction for the teacher\nfive practice lessons taught by the teacher while being observed by a trained observer\nand follow-up conferences by the observed and teacher. Since all present staff members have completed PET training, new teachers will receive the training each spring. Students with learning deficiencies will profit as the instructional proficiency of teachers is increased. 2. Classroom Management Training. In the training sessions, Classroom Management is approached as a matter of preparation, organization, and instruction. The program stresses that effective classroom managers are successful, not so much because they are more 5~ource: October Supplement, 3 JDR 560. 950 RLRSD SP-00749 effective in responding to problems of inattention or disruption, but because they are more effective in preventing such problems. Each training cycle consists of two days of training for each teacher and three classroom observations. Following each observation, the trained observer confers with the teacher to commend areas of strength and to provide assistance in overcoming deficiencies in classroom management. All elementary teachers have completed this training. New elementary teachers and all secondary teachers will receive Classroom Management Training. Since many students who are encountering learning problems are often inattentive or disruptive, this program impacts positively on these students as teachers learn to manage classrooms more efficiently and effectively. 951 RLRSD SP-00750 STIPULATED COMPENSATORY EDUCATION PROGRAMS TO BE IMPLEMENTED BY NORTH LITTLE ROCK SCHOOL DISTRICT WITH SETTLEMENT MONIES59 The programs listed below will be implemented with settlement monies pursuant to paragraph VIII. D, at page 39, of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989, as amended. The District cannot presently implement these programs without funds from the Settlement Agreement due to the financial condition of the District. In its October, 1986 Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District, approved by the Court in its Order of February 27, 1987 (LRSD v. PCSSD, et al., 659 F. Supp. 363, 367-68 (E.D. Ark. 1987), the NLRSD described in Section 4: Compensatory Education, certain educational programs needed to address achievement disparity of black students which could be implemented only with additional funding from the State. With the settlement monies from the State, the NLRSD will now be able to implement those programs as described below. SETTLEMENT PLAN FOR COMPENSATORY EDUCATION Programs to be Implemented with Settlement Monies I. Learning Resources 59source: NLR Comp. Ed. Stip., 14 JDR 3584-91. These stipulated programs were approved by the Court of Appeals in LRSD v. PCSSD, 921 F.2d 1371, 1387-88 (8th Cir. 1990). This stipulation gave effect to and now replaces that portion of Section 4 of the October Supplement describing programs which could only be implemented with additional state funds. Therefore, 3 JDR 562-574 has been deleted and replaced by this stipulation. 952 RLRSD SP-00751 Goal: Provide technology based remedial basic skills instruction to reduce the achievement disparity between black and non-black students. A. Basic Skills Computer Laboratories The first priority of this Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. B. Diagnostic and Prescription Diagnostic and prescriptive services will be 953 HLRSD SP-00752 available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive test and the use of the Curriculum Management software that IBM has under development or some comparable alternative. 60 The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and releases the Curriculum Management software in early 1990. 61 II. Pupil Services (and Program Monitoring) Goal: To assess student achievement and monitor the reduction of achievement disparity between black and non-black students. A. Diagnosis and Prescrietion Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential 6~BM has withdrawn the Curriculum Management software and the status of its development and likelihood of release is unknown. The NLRSD is presently seeking a suitable alternative. 954 RLRSD SP-00753 and comprehensive data for curriculum assessment and individual student mastery. Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. Beginning in year one of the Settlement Plan, the District will provide up to $5,000.00 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. III. Staff Development Goal: Provide teachers with additional skills and awareness which will more greatly involve minority students into the mainstream of classroom activities and reduce teacher preconceptions which might hinder learning by black students. A. Teacher Expectations and Student Achievement (TESA) Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. 955 NLRSD SP-00754 It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteen interactions are presented in the program. The training program consists of five workshop sessions and five classroom observations per teacher. The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan. IV. Early Childhood Goal: To better prepare disadvantaged and minority four and five year old students for school success. A. Pre-Kindergarten Program To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Glenview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students is a component of the program. One attendance zone will be added each year beginning in 1989-90 school year and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after 956 RLRSD SP-00755 V. year four of the Settlement Plan. Summer Learning Experiences Goal: Provide tuition grants and transportation to low socio-economic students to attend summer school. A. Summer School for Secondary Students To meet the summer school needs of educationally disadvantaged students, tuition scholarships and transportation will be provided to those students who would be unable to attend without assistance. Regulations governing the free and reduced lunch participants will be the guide in awarding scholarship tuition and transportation for secondary summer school. Tuition scholarships and transportation will be made available the second year of the implementation plan. B. Summer School for Elementary and Junior High School Students Goal: To enable low achieving opportunity to receive small instruction. students the group remedial Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and the data from the Minimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings 957 RLRSD SP-00756  through both computer assisted and teacher directed instruction. Summer school activities are currently on-going for grades 1, 3, 6 and 8. An evaluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion for the second year of the implementation plan. VI. Basic Skills Instruction Goal: A. B. Provide remedial instruction mastery to reduce achievement black and non-black students for basic skills disparity between Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed by a reading specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. Remedial Reading and Mathematics Supplementary Instruction at the Elementary Level Remedial reading and/or remedial mathematics 958 IILRSD SP-00757 supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. VII. The implementation of the District's compensatory education programs will also be monitored by the State pursuant to Section III A of the Settlement Agreement and nothing in this plan is intended to limit that monitoring responsibility. 959 RLRSD SP-00758  SECTION 5: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION62 In North Little Rock, as in any urban school district today, at least 25 percent of the students could be categorized as potential dropouts. Characteristics of these \"at risk\" students may include: poor self-concept, a high degree of frustration with school work, possession of values that are in direct conflict with those of the school, and difficulties in verbal and nonverbal communication. All compensatory programs address those symptoms, even at the early elementary level\nhowever, if the problems have not been corrected as the student enters the secondary schools, the risk of dropout intensifies . A number of intervention programs which address the \"at risk\" student will be implemented. WIN PROGRAM63 The WIN Program (We Intervene Now), designed to identify and modify student behaviors which interfere with educational progress, is being piloted at Lakewood Junior High School during 1986-87. If the program is successful, it will be implemented in other secondary schools. The intent of the program is to provide an intervention process that involves the student, parent, and school personnel. This intervention process will be especially beneficial for disadvantaged students. 62source: October Supplement, 3 JDR 575. 6~ource: October Supplement, 3 JDR 575. 960 RLRSD SP-00759 STUDENT ASSIGNMENT CLASSES (SAC) 64 Student Assignment Classes (SAC) will be established for oncampus suspension of secondary school students. Students involved in this program will continue academic work under the supervision of the SAC teacher during the time of suspension. ALTERNATIVE SCHOOL65 Suspension to the North Little Rock Boys Club is an alternative to out-of-school suspension that will be provided for selected secondary school students. This program will be available for students whose behavior is unmanageable both at school and at home and who cannot function in the on-campus suspension program. Students involved in this program will continue their academic work, and receive counseling services at the Boys Club Alternative School. VOCATIONAL SERVICES 66 Compensatory services in the area of vocational education will also be provided through the Carl Perkins Project, which is specifically targeted for students who are potential dropouts. An individualized written vocational plan will be completed for each student identified for inclusion in this program. Services will include the assessment of interests, learning modes, and individual needs by a vocational education evaluator and the use of a computerized Job Opportunity Based Search System to place students 64source: October Supplement, 3 JDR 576. 65source: October Supplement, 3 JDR 576. 66source: October Supplement, 3 JDR 576. 961 RLRSD SP-00760  in the most appropriate vocational courses. STUDENT ATTENDANCE67 When possible, parents of senior high school students will be notified each day that a student is absent from one or more classes. To aid in this effort, an automatic phone calling system will be installed in each of the senior high schools. A computer will call the home of each absentee at night and ask for a response from a parent. Follow-up calls will be made the next day by school personnel . 6~ource: October Supplement, 3 JDR 577. 962 SP-00761 RLRSD SECTION 6: EXTRACURRICULAR ACTIVITIES 68 The North Little Rock School District recognizes that clubs and student organizations are an important part of the total educational experience for students. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership in student organizations and clubs shall not be restricted on the basis of race, sex, national origin, or other arbitrary criteria. Further, entry shall not be by decision of the current membership of the organization. Eligibility requirements for participation in cheerleading,  drill teams and athletic activities are determined by the Arkansas Activities Association. Other extracurricular activities and/or organizations related to special interests or subject areas do not have a minimum grade requirement, except those clubs and organizations that are governed by charters from parent organizations. In order to assure greater participation by minority students the following actions will be taken: 1. Principals, counselors, sponsors, and teachers will inform and encourage minority students to become more active in all extracurricular activities. 2. Schools will publicize and inform minority students and 68source: October Supplement, 3 JDR 578. 963 NLRSD SP-00762  their parents well in advance of the selection process so that they will know what to expect and when to apply. 3. All selection committees will be biracial in make-up. 4. The District recognizes that one impediment to minority participation in extracurricular activities is the lack of transportation before or after normal school hours. Unfortunately, the NLRSD lacks the resources to provide extracurricular transportation for its students and, therefore, has requested that the Court direct the Department of Education to provide such transportation, not only for majority-to-minority transfer students but for all students. See NLRSD F.O.F. \u0026amp; C.O.L. Nos. 10 \u0026amp; 11. Absent funding by the State, however, the NLRSD will be unable, with its present resources, to provide such additional transportation and still provide a regular program which is educationally adequate. 5. Principals and sponsors will monitor participation in all extracurricular activities and, where such participation is racially identifiable, special efforts will be made to promote minority participation in any such racially identifiable clubs and/or organizations. 6. The District will annually review try-out procedures and eligibility requirements to identify and eliminate any practices that discourage or adversely affect minority participation. 7. Each school will prepare a summary report for all clubs, 964 RLRSD SP-00763  organizations and other extracurricular activities reflecting the racial composition of the officers in each activity, the total membership, and all those who tried out or sought membership. This report will be prepared in April of each year which provides sufficient lead-time to permit planning, publication and recruitment of minority participation for the following year. See Addendum 6A. These reports will be compiled in a District summary for all extracurricular activities which will be completed and presented to the Board of Education at its May meeting each year . 965 RLRSD SP-00764 SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE 69 Disciplinary polices are periodically reviewed to ensure fundamental fairness and the absence of bias. In this effort all District policies relating to student conduct and discipline were revised in the 1985-86 school year. See Addendum 7A. To ensure that parents and students are advised of expected student conduct, bases for discipline and all disciplinary procedures including any right of appeal, District-wide handbooks were developed in the 1985-86 school year and given to each student. Students are annually required to have their parents read the handbooks and sign a statement acknowledging that both the parents and the student have read the handbook. Additionally, the handbook  is reviewed with the students in all schools during class time. SUSPENSIONS 70 The NLRSD student population is 40% black and 60% white. 71 In the 1985-86 school year 48% of those students suspended were black. While the District does not believe this is significantly disproportionate, it has taken additional steps to ensure fairness and the absence of bias. First, as discussed above, it has revised its policy to provide clear standards of expected behavior as well as guarantees of due process including the right of appeal. Second, each 69source: October Supplement, 3 JDR 582. 7Source: October Supplement, 3 JDR 582. 71This was the population in 1985-86. 966 RLRSD SP-00765  suspension is reviewed by the Assistant Superintendent for Student Affairs and the Superintendent to ensure that District policies are followed. Third, a summary of suspensions showing the number and race of students suspended in each school will be compiled by the Assistant Superintendent for Student Affairs and will be provided to the Board of Education at its July meeting each year. A review of all suspensions will be conducted for any school that has a disproportionate number of suspensions of minority students to ensure that race has not been a factor in the suspensions. EXPULSIONS 72 The North Little Rock School District has expelled only twenty students during the last three years. 73 Of this number ten have been black. Seventeen of these expulsions have been because of serious offenses relating to drugs or the possession and/or use of weapons. Given the very small number of expulsions and the extreme seriousness of the offenses involved, the District believes that any violation relating to expulsions has been corrected. Further, all expulsions are made by the Board of Education and then only after a hearing. 7~ource: October Supplement, 3 JDR 583. 73The data in this section were accurate as of the 1985-86 school year. 967 RLRSD SP-00766 SECTION 8: GIFTED AND TALENTED EDUCATION74 The Court based its determination that the NLRSD denied black students access to its program for gifted and talented students on data from 1980. LRSD I, 584 F. Supp at 349, Paragraph 100. Since that time, significant changes have been made in the District's identification procedures designed specifically to improve the identification of gifted minority students. These efforts, which are detailed below, have been described by Dr. Emily Stewart, an expert in gifted and talented education, as comparing favorably with the state of the art for identifying minority gifted students. T. 2692. She also testified that the referral and placement of minority children in the NLRSD gifted program for the 1983-84  school year, NLRX 22 and 23, were consistent with the national norm and were reflective of a concerted effort to identify gifted minority students. T. 2689. [ * * * ] 75 CALLAHAN/TREFFINGER STUDY76 During the 1982-83 school year, the District's concern was the identification of all gifted students, but an overriding concern was the identification of the culturally disadvantaged. Through a 7'tlctober Supplement, 3 JDR 613 75References to SOMPA found in the October Supplement, 3 JDR 613, have been eliminated pursuant to the Petition to Modify NLRSD's Desegregation Plan, 8 JDR 1740-41, which was in the Interdistrict Desegregation Plan. 76source: October Supplement, 3 JDR 614 968 RLRSD SP-00767 Title IV-C Grant, the District was afforded the opportunity to hire two consul tan ts in the field of gifted education, Dr. Donald Treffinger from State University College at Buffalo, New York, and Dr. Carolyn Callahan, University of Virginia. The plan was to develop a methodological case-study/placement procedure. The casestudy method provides information from a variety of sources and also summarizes strengths and weaknesses for instructional programming. Dr. Callahan evaluated the District's case-study placement procedures. She found that although the identification of minority students was uneven across the District, the selection of minority students had increased by 43% districtwide. Recommendations in Dr. Callahan's study were used by the District to implement other  strategies to increase identification and selection of culturally different students as well as to even out the process across the District. CREATIVE POSITIVES FOR IDENTIFYING DISADVANTAGED YOUTH77 During the same year, Positives of Disadvantaged Torrence. See Addendum BA. the District utilized the Youth and Children,\" by \"Creative E. Paul The District also adopted the Torrence Test of Creative Thinking. This test has been even more useful in discovering giftedness among the culturally different. The District continues to use the test, and special scoring of strengths is used in the creativity test for purposes of screening and identification of 7~ource: October Supplement, 3 JDR 614. 969 RLRSD SP-00768 culturally disadvantaged students. MULTIPLE REFERRAL SOURCES78 As a safeguard against bias, nominations for placement in the gifted program are sought from a wide variety of sources including parents, other students, and the individual student himself or herself as well as from teachers and principals. This ensures that everyone who might see a different facet of the nominated student perhaps not seen by others is encouraged to nominate that student if he or she feels the student might be gifted. MULTIPLE PLACEMENT CRITERIA 79 Student placement decisions are based on multiple criteria. See Addendum 8B. No single criterion or cut-off score is used to exclude a student from placement. Teacher ratings may override  poor test scores\nhowever, good normative information may outweigh negative teacher ratings. Creative Positives Among the Culturally Different by E. Paul Torrence is used to assist in identification of the culturally different. GROUP DECISION-MAKING 80 Another safeguard against bias and a further assurance that no student is overlooked lies in the fact that no single individual makes a placement decision. Each school has a case study/placement committee made up of the principal or assistant principal, counselor, resource teacher for gifted and talented, and two 78source October Supplement, 3 JDR 615. 79source: October Supplement, 3 JDR 615. 8Source: October Supplement, 3 JDR 616. 970 RLRSD SP-00769 classroom teachers. On the elementary level, one teacher is primary\nthe other is intermediate. On the secondary level, one classroom teacher is a current teacher of the student being referred. The principal is responsible for the total process and serves as chairman of the case study/placement committee. The resource teacher of gifted and talented will be actively involved in the committee work. The supervisor of gifted and talented assists as needed. student. No single person can decide to place or not to place a PARENTAL INVOLVEMENT AND APPEAL81 Parents are involved throughout the referral and placement process. They are invited to refer their children for placement.  They are required to complete the Parent Questionnaire, Addendum 8C, which is an important source of information not obtainable by other means. They meet with the case study/placement committee concerning placement recommendations. Finally, parents have the right to appeal the decision of the case study/placement committee to the Director of Elementary or Secondary Education. The Director and the Supervisor of the Gifted and Talented Program then review all identification instruments, Addendum 8B, and meet with the parents to review all placement criteria. If an error has occurred an appropriate correction will be made. MONITORING AND INTERVENTION 8~ource: October Supplement, 3 JDR 616. 971 RLRSD SP-00770 Reports are submitted to the Central Administration showing the race and grade of all students referred and placed in the gifted programs in each school. Where there is an unevenness of nominations, referrals, and placements of the culturally disadvantaged students, the permanent folders are carefully examined by the Supervisor for Gifted and Talented Education. As a result of such additional reviews, minority students who might be gifted are identified and follow-up procedures are initiated to observe and document the student's actions which would justify referral, evaluation and possible placement. Also, additional in-service training regarding the use of the creative positives in identifying minority gifted students is conducted for teachers in those schools. 972 RLRSD SP-00771 SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES 82 The North Little Rock School District was established in 1901 with all students housed in a single building. As the population increased during the next several years, schools were added to accommodate student growth. The District made an early commitment to neighborhood schools as evidenced by the relatively small size and geographic location of school buildings. Such commitment prevailed until recent times. Constructed in the 1950 's, the Belwood Elementary School, for example, contains only seven classrooms and small spaces for library, offices, and cafeteria. Most elementary schools were originally designed to house two hundred or less pupils. Almost all of the existing school facilities have been expanded since their original construction. Although facility expansion has increased pupil capacity in most North Little Rock Schools, the neighborhood school concept has remained evident in the location of elementary schools. No elementary pupil within the District is assigned to a home school which is located two or more miles from his place of residence. From its inception in 1901 until the 1969-70 school year, student population grew at a steady rate until reaching the alltime high of 14,000. Since the 1969-70 school year, student population has, consistently declined. The October, 1986, enrollment was 9,686 students, an overall decrease of 4,414 since 8~ource: October Supplement, 3 JDR 632. 973 IILRSD SP-00772 1969-70. Through its history, various school facilities have come into and gone out of existence. During the 1970-71 school year, elementary and secondary students attended school on twenty-eight separate school campuses. Twenty-three regular schools and two special schools currently serve students in the twenty-six square mile district. Beginning with the 1972-73 school year, all North Little Rock schools have been fully integrated in accordance with the \"Storm Plan\" approved by the Federal District Court ( Judge Henley). Attendance zones have been established and racial quotas established to ensure that the racial composition in all elementary and secondary schools is within plus or minus twenty-five percent of the percentage of the minority school population. Beginning with the rebuilding of Amboy Elementary School (fire) in 1970, the North Little Rock School District has sought Court approval of all openings, closings, and additions to school facilities. The most recent such action was a request (granted) to close the Levy Elementary School prior to the 1985-86 school year. In light of the declining to stable student population, it does not appear likely that new school construction will be necessary in the near future. If new facilities or additions to existing facilities become necessary in the future, the District shall rely on the standards contained in Swann v. CharlotteMecklenburg Bd. of Educ., 402 U.S.l (1977). The overall condition of school facilities in the North Little 974 RLRSD SP-00773 Rock School District is excellent. A rather well-financed maintenance program has kept facilities in a very serviceable and attractive condition. This is evidenced by the fact that since the 1982-83 school year every school in the District has been reviewed as part of the ongoing North Central Accreditation process and all have satisfied NCA standards. No building is in need of major renovation. All buildings are well ventilated and heated. Over fifty percent of the students attend school in air-conditioned facilities. The overall condition of buildings shows only minor variations throughout the District. Certainly, no building condition bears a relationship to its geographical location within the District. 975 RLRSD SP-00774 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED JULY 22, 1991 Appendix 5p-Q0775 ,:  l Addendum lA Addendum lB Addendum lE Addendum 2A Addendum 2B Addendum 2C Addendum 2D Addendum 3C Addendum 3D Addendum 3E Addendum 3F Addendum 3G Addendum 3H Addendum 3I Addendum 3J Addendum 6A Addendum 7A Addendum 8A Addendum 8B Addendum 8C TABLE OF CONTENTS NLRSD Racial Count as of 10/1/85 Questions and Answers Addendum to Section 1 Notice Regarding Applicants Notice Regarding Positions. Schedule of Benefits NLRSD Brochure Due Process Steps for Appraisal NLRSD Special Services Dept. List of Agencies 63 Cantilician Study 69 Chapter I. Project 101 . A.D.E. Monitoring Checklist Letter to Arkansas Dept. of Educ. Recommendations Activities Report Policies and Procedures Gifted/Talented Program Instruments of Identification 1050 1051 1054 1064 1065 1066 1069 1080 1112 1113 1119 1151 1168 1191 1197 1198 1200 1228 1238 Parent Questionnaire . . . 1239 SP-00776 Pages 976 - 1049 are Reserved for Future Use RLRSD SP-00777 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED MAY 1, 1991 Appendix SP-00778 Addendum lA Addendum lB Addendum lE Addendum 2A Addendum 2B Addendum 2C Addendum 2D Addendum 3C Addendum 3D Addendum 3E Addendum 3F Addendum 3G Addendum 3H Addendum 31 Addendum 3J Addendum 6A Addendum 7A Addendum 8A Addendum 8B Addendum SC TABLE OF CONTENTS NLRSD Racial Count as of 10/1/85 Questions and Answers Addendum to Section 1 Notice Regarding Applicants Notice Regarding Positions. Schedule of Benefits NLRSD Brochure Due Process Steps for Appraisal NLRSD Special Services Dept. List of Agencies 63 Cantilician Study 69 Chapter I. Project 101 A.D.E. Monitoring Checklist Letter to Arkansas Dept. of Educ. Recommendations Activities Report Policies and Procedures Gifted/Talented Program Instruments of Identification 1050 1051 1054 1064 1065 1066 1069 1080 1112 1113 1119 1151 1168 1191 1197 1198 1200 1228 1238 Parent Questionnaire . . . . . 1239 SP-00779 -. :. - NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1985 EXCLUDING KINDERGARTEN STUDENTS ADDENDUM lA SCHOOLS GROUP A LAKEWOOD CRESTWOOD BELWOOD PINE TOTALS GROUP B PIKE VIEW ARGENTA TOTALS GROUP C GLENVIEW LYNCH DRIVE TOTALS GROUP D AMBOY INDIAN HILLS SEVENTH STREET BOONE PARK TOTALS GROUPE PARK HILL NORTH HEIGHTS REDWOOD TOTALS GROUP F MEADOW PARK ROSE CITY TOTALS BARING CROSS* DISTRICT TOTALS NONBLACK No.(%) 143 (63.6) 100 (57.l) 61 (55.0) 93 (53.l) 397 (57.9) 234 (60.6) 97 (53.9) 331 (58.5) 104 (58.8) 123 (51.0) 227 (54.3) 172 (58.1) 209 (63.5) 169 (57.1) 239 (54.8) 789 (58.1) 116 ( 61. 7) 238 (63.2) 133 (54.l) 4 8 7 ( 61. 0) 117 (56.5) 116 (53.5) 233 (55.0) 3 (30.0) 2,467 (57.9) BLACK No. ( % ) 82 (36.4) 75 (42.9) 50 (45.0) 82 (46.9) 289 (42.1) 152 (39.4) 83 (46.l) 235 ( 41. 5) 73 (41.2) 118 (49.0) 191 (45. 7) 124 (41.9) 120 (36.5) 127 (42.9) 197 (45.2) 568 (41.9) 72 (38.3) 127 (34.8) 113 (45.9) 312 (39.0) 90 (43.5) 101 (46.5) 191 (45.0) 7 (70.0) 1,793 (42.1) TOTALS 225 175 111 175 686 386 180 566 177 241 418 296 329 296 436 1357 188 365 246 799 207 21 7 424 10 4,260 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and mult~isD handicapped. (/) \"O I 0 0 \"-J CXl 0 001050 QUESTIONAS NDA NSWERS ADDENDUM 1B CONCERNINTGH E REVISEDE LEMENTARSYCH OOLD ESEGREGATIPOLNA N FORT HE NORTHL ITTLE ROCKS CHOOLD ISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the district on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate. Special consideration cannot be given to families whose members have different last names. 2. Q. After the number of assignments have been made in the spring to achieve the proper racial balance, what provisions will be made to protect that balance from losses resulting from moving during the summer? A. An additional 10 percent will be selected as a standby list. 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to prevent st~dents fro~ having to wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered time schedule causes only slight differences in school schedules. ~. Q. Can a student avoid being transported if he/she attend~ a private school during the year(s) he was assigned to a school outside his neighborhood? A. Any movement within the District will place the student in the rotation plan or assignment presently in effect in the attenda~ce zone where he will be residing. If a student attends a private school during the years(s) he is to be bused he is auto~aticallv buse~ ~hen te ret~c~~ to the ~orth Little Rock Puhlic Schools. SP-00781 HLRSD 0010 fj l 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. 'No stops vill be made to receive or discharge pupils at any other point. It is the parent's responsibility to deliver children to the neighborhood school\nit is the district's responsibility to return the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in two schools. The zones were revised so that some students who would have attended Crestwood Elementary will now attend Indian Hills, Some students who would have attended Crestwood will now attend Lakewood, and some students who would have attended Seventh Street will no~ attend Redwood. SP-00782 HLRSD 0 0 1 0 r- 'J J ,) ,_ 9. Q. How were the groupings of schools determined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrollment of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial composition such that their race is in the ~inority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of the district to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special education program which may not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enrollment in special education classes be small enough to allow for as much individual attention as is needed for each child. Exceptions may also be made for children with a medical disability if the situation warrants. These must be considered on an individual basis. SP-00783 HLRSD 0010~53 I -1- i I l . ADDENDUMlE FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKAl'ISAS JUL 211987 IN THE UNITED STATES DISTRICT COttfARLR . BRENTSC LE EAS'l'ERN DISTRICT OF ARKANSAS ' RK WESTERN DIVISION Sy: ____ ~-- oEP.cLtRK LITTLE ROCK SCHOOL DISTRICT PLAil'ITI:fF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEF.HlDANTS ADDENDUMT O STUDENT ASSIGNMENT PROVISIONS Of SECTION 1 OF THE PLAN FOR IMPLEMENTING THE REMEDIAL ORDER OF THE COURT OF APPEALS FOP. THE EIGHTH CIRCUIT AS IT APPLIES TO THE ~ORTH LITTLE ROCK SCHOOL DISTRICT (NORTH LITTLE ROCK FLAN) In the 1987 Legislative Session, the Ark~.r).S~.s G\u0026lt;.=n\u0026lt;.=ra.l Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Littl\u0026lt;.= Rock School , District. Act 762 of 1987, copy attached as Exhibit \"A\", directs that no school district may permit or a.cc\u0026lt;.=pt tra.nsfers of students from other school districts if \u0026lt;.=ither school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subj\u0026lt;.=ct to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 198,, copy attached as Exhibit \"B\", which states that \"the children or wards of anyone who is a public school teacher in one school district ... and a resident of another school district ... shall lfLRSD 001054 03-009 (/) \"Cl I 0 0 '-J (X) ,p,.  be entitled to attend school in either ... district This is seemingly inconsistent with the no transfer requirements of Act 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent c~nflict. In Opinion No. 87-190, copy attached as Exhibit c, the Attorney General opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the !lLRSD ha.s nc discretion regarding the admission of the children 0r wards 0 non-resident teachers and this situation could result in an interdistrict segregative effect on the racial coroposition of the LRSD and NLRSD. Specifically, the NLRSdhas 578 teachers of whom 141 live in the LRSD, the great majority of whom are white. Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negative impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teacher's children has been minimal and he race of those applying has been so balanced as to have nc adverse effect on either school district involved. Howe~er, to protect against the potential adverse interdistrict effect that SQCh enrollment makes _possible, the NLRSD will report to the Court BLRSD (/) 'U I 0 0 '-J Cl) 0, -2- 0010[5~-j I '  annually regarding the number and race.of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district in which they reside. Should a problem develop the NLRSD will ask the Court for ielief. Until that time, however, the NLRSD will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No 87-190. July 21, 1987 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Tower Capitol at Broadway Little Rock, AR 7220! (501) 375-1122 . STEE'HEl'l W. JONES, Attorneys for the North Little Rock School District CERTIFICATE OF SERVICE I hereby certify that a true and correct copy 0f the foregoing Addendum was mailed to the attached. list '2 counsel on this 21st day of July, 1987. SP-00786 HLRSD 00105t\u0026gt; -3- 0 3-0'J 9 , 2 3 State of Arkan5a5 76th General A55embly Regular Se5sion, 1987 ACT7 62 l~d7 A Bill By: Reps. Towosend, I. Brown, Walker For An Act To Be Entitled HOUSE BILL 1790 \"AN ACT TO ALLOWT HE TRANSFERO F CHILDRENF ROHO NE SCHOOL DISTRICT TO ANOTHER\nAND FOR OTHER PURPOSES.\" 4 BE IT ENACTEDB Y THE GENERALA SSEHBLYO F THE STATE OF ARKANSAS: 5 6 SECTION 1. Upon the petition of a 5tudent residing in one school 7 district (resident district), to transfer to another school district (receiving 8 district)\nthe Board of Directors of the resident district may enter into an 9 agreement with the Board of Directors of the receiving school district trans- 10 ferring the 5tudent to the receiving district for purposes of education. 11 Forms for use in transferring children from one school district to another  12 shall be provided by the State Department of Education. After the petition 13 has been approved by the Board of Directors of th~ resident district and the 14 Board of Directors of the receiving district, copies of approved transfers 15 shall be filed by the receiving district with the office of the County Clerk, 16 with the administrative offices of the respective 5chool districts, and with 17 the State Department of Education. This legal transfer of a student from one 18 district to another places the responsibility for the education of the student 19 on the receiving district and permits the receiving district to count these 20 children in average daily memb~rship for state aid purposes. This- section '- 21 does not transfer the local tax money from the resident district. -:\"----..-.._ 2 2 ~  I 23 SECTION 2. Boards of Directors of local ~chool districts are prohib~ted 24 from granting legal transfers in the following situations: ~'-~\\ ~5 (a) where eith~r the resident or the receiving district is under.a ~ 26 desegregation related court order or has ever been under such a court o~e i 27 and , \\ 28 (b) the transfer in question would negatively affect the ra~~a~ 2: of ,that di~trict which 1 ~en unrlA uch a court order. , \\ ~,' 3 /4(/1,~'fi- .I BIT -...........S.P.-0-0787 00105'1 mih227 '.  , 2 3 !i 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 H.B. SECTION 3, Each form filed with the State Department or Education reporting a legal ~tudent tran~fer must be accompanied by an affidavit 8igned by each member or both ~ch~ol boards 8tating that the transfer does not violate the prohibition ~et forth in Section 2. SECTION 4. The Arkansas Department or Education ~hall w~thhold state aid in an amount equal to that to be generated by the student in Question in the respective districts from each district, if the transfer fails to comply with Section 3, SECTION 5, (a) Any di~trict not currently unde~ a desegregation related court order but which bas been under such a court order in the past may apply for a waiver of the prohibition ~et forth in Section 2. (b) The State Board of Education may grant ~uch a di~trict a v.aiver from the provisions of Section 2 if it is determined that the district's desegregation status would cot be adversely affected by allowing a legal transfer which would negatively affect tbe district's racial balance. 22 23 2~ 25 SECTION 6. Act 275 of 1959 as a.mended, the,~ame being Arkansas Statutes 80-1518.1, 80-1518.2 and 80-1525 through 80-1528, is hereby specifically repealed along with all other laws or par . of laws in conflict with this Act. . . lif fr( \u0026gt;1,,,(I( I( J7\n.M: f f?// ..  .,' :-\n', .~. ,-:, .. . 26 ,,..,\n. , .. /:, . SP-00788 NLRSD onio,~_c' \\ J l 2 3 4 5 6 7 8 9 10 -11 12 13 14 15 16 17 18 \"'I, 19 '20 :~ 22 ,, 23 (\\ 24 \u0026gt; 2S ~\n~~-8 ' 9 ' \\ 30 State of Arkanau  76th General .laaembly hgular Seaaion. 1987 !y: kpreaentative Thomason ACT6 24 1987 A Bill ROUSE !ILL167 4 For An Act To Be Entitled \"AN ACT TO PROVIDE ni.AT liU: CHILDREN OR WARDS OF A PERSON \\,/HQ IS A PUBLIC SCHOOL TEACHER IN ONr SCHdbL DISTRICT AND A RrSIDEh'T OF ANOTHER SCHOOL DISTRICT SHALL !E Eh'TITLED TO ENROLL IN AHD A.ITEND SCHOOL IN EITHER TrlE DISTRICT IN \"7HICH THE PARrh'T OR GUARDIAN RESIDES OR IN nu: DISTRICT Di lir'RICH THE PARENT OR GUARDIAN TE.ACHES\nAND FOR OTHER PURPOSES.\" :BE IT ENACTEDB Y '11:ITG ENERALA SSEMBLYO F 'IRE STATE OF ARKANSAS: ) SECTION l. The children or vards of any person vho is a public achool teacher in one school district in this State and a resident of another achool district in this State ahall be entitled to be enrolled in and to attend school in either the district in which the parent or guardian resides or the district in vhich the parent or guardian is a public achool teacher. SECTION 2. All lavs and parts of lavs in conflict vith this Ar:.t are hereby repealed. _ C), _0 J-~., ,r J.ef'-~ {A~~ SP-00789 EXHIBIT B STATE OF ARKANSAS OFFICE OF THE ATTORNEY GENERAL 201 EAST MARKHAM STREET STEVE CLARK TORNEY GENERAL HERITAGE WEST BUILDING LITTLE ROCK. ARKANSAS 72201 (501) 371-2007 Opinion No. 87-190 May 29, 1987 The Honorable John Ward Representative, District 6S 2705 Donaghey Drive North Little Rock, AR 72116 Dear Representative Ward: This is in response to your opinion request wherein you posed the following inquiries ~hich appear to result from the apparent conflicts between Act 624 and Act 762 of 1987, to-wit: 1. By virtue of Act 624, is i school district required to enroll the children of teachers who reside in other districts and whose children have been attending in another district if the receiving district is currently under a desegregation order? 2. Would it be considered a \"transfer\" under Act 762 for children who have been attending another district to enroll in another under the provisions of Act 624? 3. Would it be considered a \"transfer\" under Act 762 for the receiving distriet to enroll children of teachers who reside in other districts (by virtue of Act 624) which children have not been enrolled in any district (e.g., first graders)? Act 624 of 1987 provides in pertinent part as follows: SECTION 1. The children or wards of any person who is a public school teacher in one school district in this State and a resident of another school district in this State shall be entitled to be enrolled in and to attend school in either the district in which the parent or guardian resides or the district in which the parentHLRS or guardian is a public school teacher. D 0010GO Cl) 'U I 0 .0. .., (0 0 Representative John Ward May 29, 1987 Page 2 Act 762 of 1987 limits legal transfers among school districts to those situations where such transfer would not adversely impact the racial balance of either the sending or receiving district if one of the districts were under a court ordered desegregation plan. Because Act 624 of 1987 entitles children of public school teachers to attend school in either their resident district or the district wherein their parent or guardian teaches, it is the opinion of this Office that such children are not transfers and would not come under the limiting provisions of Act 762 of 1987. Thus, in response to your question 1, the school district wherein the parent or guardian teaches would be required to accept the child of the parent or guardian. As stated above, the answer to your question 2 is that a child coming under the provisions of Act 624 would not be considered a transfer under Act 762. And, new students (e.g., first graders) availing themselves of the special provisions of Act 624 would also not be considered transfers under Act 762. The foregoing opinion, which I hereby approve,. was prepared by Assistant Attorney General C. Randy McNair III. JSC:CRM:jk SP-00791 NLRSD 00108.l FILED U.$. DIHRICT . (ASTfRN D.  COURT ISTRICT ARKANSA!\" IN THE UNITED STATES DISTRICT COURT JUL 2 'l 1987 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DI STRICT PLAINT I FIi. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS ORDER The North Little Rock School District (NLRSD) has requested this Court's approval of an addendum to its desegregation plan which was approved in the Order of February 27, 1987. The NLRSD has expressed the concern that Arkansas Act 624 of 1987, which provides that teachers residing in one school district but teaching in anothe~ have the right to enroll their children in either district, could have an interdistrict segregative effect on student enrollment in the Little Rock School District (LRSD). Since 141 of the NLRSD's 578 teachers live in the LRSD and most of these teachers are white, these concerns are legitimate although the problem is merely prospective and no such interdistrict segregative effect has occurred to date. In its plan addendum, the NLRSD corrmits to report to this Court annually regarding the number and race of students being enrolled in the NLRSD from other districts and in other districts - from the NLRSD. No further action is contemplated unless a segregative effect actually occurs at which time this CourtH,UU\nD 0010 E\n!, I (/) 'ti I 0 .0. .., lO I\\J be asked for appropriate relief. The scope of the NLRSD's proposed addendum to its desegregation plan is appropriate in light of the speculative nature of the problem. The NLRSD proposes to comply with the State law until such time that this compliance actually results in a segregative effect. Until that time it will keep the Court apprised of the impact of Act 624. Such reporting compromises no party's rights and is entirely consistent with rulings of this Court and the Court of Appeals requiring the school districts in this case not only to remediate past interdistrict segregative effects but also to avoid further such effects.  For these reasons, the NLRSD's Motion to Approve Plan Addendum is approved and it is directed to report to the Court on an annual basis the number and race of children enrolled in the NLRSD or removed from the NLRSD and enrolled in other districts pursuant to Arkansas Act 624 of 1987. IT IS SO ORDERED this ,J._7 day of July, 1987. SP-00793 HLRSD -- i I I -  ADDENDUM 2A ADMINISTRATIVEO FFICES 2700 POPLAR STREET January 14, 1986 MEMTOO : Officers of Teacher Training Institutions FROM: Doyle Crownover, Assistant Superintendent for Administration SUBJECT: Employment Applications The North Little Rock Public Schools seeks to staff its schools with the best teachers available. To be able to do this, we covet opportunities to consider your teacher candidates. Toward this end we have prepared material that gives prospective teacher applicants information concerning employment in the District. We are eager to have this information placed in the hands of all potential teachers, and solicit your assistance in this effort. We would welcome calls or visits from your teacher candidates, and would be happy to visit your campus to talk with groups of prospects if it appears this would be mutually beneficial. SP-00794 NORTHLI TTLER OCKS CHOODLI STRICTIS ANE QUAOL PPORTUNIETMY PLOYER HLRSD P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/758-1760 00108'1  ADMINISTRATIVE OFFICES 2700 POPLAR STREET The North Little Rock (Arkansas) School District is seeking an opportunity to consider for employment the most outstanding teaching and administrative candidates available. If you desire to be a part of the professional staff of a public school district that is recognized as being a state leader in learning opportunities and student performance, we earnestly solicit your application. We ask you to examine the enclosed materials to acquaint you with the advantages and desirability of employment with tre North Little Rock School District. If becoming associated with this District appeals to you, we encourage you to complete and return the application form, ADDENDUM 2B SP-00795 NLRSD P.O. BOX 687, NORTH LITTLE ROCK. AA 72115/0687 501 /758-1760 0010 6\n_) ADDENDUM 2C Salary NORTHLI TTLER OCKS CHOODLI STRICT North Little Rock, Arkansas Benefits of Teaching in North Little Rock School District Teachers are paid on an indexed salary scale that recognizes training and experience. Increments are provided for each 12 hours of graduate study beyond the Bachelor's Degree, and for each 15 hours beyond the Master's, and for each year's experience up to eight years at the Bachelor's Degree level, and up to 15 years at the Specialist's Degree level. For the 1985-86 school year the salary for a regular classroom teacher of 187 days of employment with a Bachelor's Degree and no previous experience is $14,530. A teacher with a Specialist's Degree and 15 years experience receives $25,611. Fringe Benefits Each teacher is provided a fully paid Blue Cross-Blue Shield Major Medical Coverage, a dental insurance coverage, and a hospital indemnity plan, with the option of having f~nily members included through payroll deduction. We provide $21,000 life insurance coverage on each teacher. Each teacher is provided an amount of $15.83 per month which may be applied to the cost of family coverages, or for additional life insurance. The total value of these coverages is $91.93 per month. All teachers must be members of the Arkansas Teacher Retirement System. Beginning on July 1, 1986, they will have the option of joining the contributory plan (6% of salary) or non-contributory plan (05~ of salary). Those choosing the contributory system will qualify for a greater annuity upon retirement. Deferred tax options are also available for retirement planning. Teachers also participate in the Social Security retire1ilent system. Sick Leave Teachers in the North Little Rock system receive nine days per year sick leave for the first four years in the District. These days per year then increase for each of next six years until 20 days per year are awarded for the tenth year and thereafter. Unused sick days are accumulated up to 100 days. Personal Leave Teachers of the District are awarded one day per year of leave for personal reasons. There is an accumulation provision for these days if they are unused. HLRSD en \"O I 0 0 \"-I (0 C]) 00108ii - Page 2 (Benefits of Teaching in North Little Rock School District) Inservice Training The North Little Rock School District maintains an ongoing, indepth program for increasing the competency of its staff. The program is constantly revised and adapted to the needs of the staff. Professional Leave Upon approval of request, teachers are granted professional leave for a wide variety of activities. SP-00797 NLRSD ADDENDUM 2D NORTH LITTLE ROCK PUBLIC SCHOOLS-- moving in the right direction, helping every child achieve 001osn SP-00798 From the Superintendent .. We arc pleased that you want to know about public schools in Nonh Little Rock. This brochure will give you some basic facts about our schools, students, teachers and educational programs. We hope you will also visit our schools to see for yourself why we have one of the state's best school systems. Quality education has been a standard in the Nonh Little Rock School District since the first school door opened in 1901. Since then, the District has grown to approximately 30 square miles with 25 schools serving nearly 9,500 students, the founh largest in Arkansas. Along with growth in siz.c and enrollment, the District has also grown in educational stature to become a recognized leader in learning opponunities and student performance. To ensure individual student growth, school curriculum is broad in scope while emphasinng basic skills in reading, communication and computation. All schools have earned accreditation status by the Nonh Central Accreditation Association, and all are rated \"A\" by the State of Arkansas. Public suppon for our schools is reflected through Parent Teacher Associations (PT A), the District PT A Council, advisory committees and other groups. The District enjoys the help of patrons through the Volunteers in Public Schools program. Through these and other efforts, community members are involved in the education of our children. The School Board and the staff agree with the\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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