{"response":{"docs":[{"id":"bcas_bcmss0837_984","title":"''Status Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992-07/1992-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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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_1526","title":"Court filings: District Court, notice of filing, Little Rock School District (LRSD) Academic Support Program; District Court, reply to response of Pulaski County Special School District (PCSSD) to Knight intervenors' motion to quash subpoena duces tecum","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["77 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_804","title":"Desegregation: ''Desegregation Plan,'' 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":["1992-04-29"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational law and legislation","Educational planning","School employees","School facilities","School improvement programs","School integration","Student assistance programs","School discipline"],"dcterms_title":["Desegregation: ''Desegregation Plan,'' 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/804"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nDESEGREGATION PLAN North Little Rock School District April 29, 1992 North Little Rock School District Desegregation Plan Table of Contents History of NLRSD Desegregation Plan Introduction Section 1: Student Assignment Plan Section 2: Staff Recruitment Plan Section 3: Special Education Plan Section 4: Compensatory Education Section 5: Compensatory Programs Aimed at Dropout Prevention Section 6: Extracurricular Activities Section 7: Discipline, Expulsions and Suspensions Section 8: Gifted and Talented Education Section 9: School Construction and Inadequate Facilities Section 10: Desegregation Monitoring Page 1 Page 5 Page 7 Page 12 Page 16 Page 24 Page 37 Page 39 Page 41 Page 43 Page 46 Page 48 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. 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''). The purpose of this initial submission was to address the interdistrict violations addressed by the Court of Appeals in LRSD v. PCSSD. 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''). In its Order of February 27, 1987, the district court approved the NLR Plan as described in these two documents. 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. 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 (hereinafter ''NLR Secondary Reorganization'') and approved by the district court by its Order of September 1, 1988. This modification provided for the reorganization of NLRSD secondary Page 1 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 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\". 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 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 which satisfied paragraph VIII D. of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989) 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 which could be implemented only with additional State funds. 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 IA, 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. Page 2 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. Page 3 PLAN FOR IMPLEMENTING THE REMEDIAL ORDER OF THE COURT OF APPEALS FOR THE EIGHTH CIRCUIT AS IT APPLIES TO THE NORIB LITILE ROCK SCHOOL DISTRICT Page 4 INTRODUCTION 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. 2. Blacks were underrepresented on the administrative staff and teaching faculties of the NLRSD schools. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. 4. The NLRSD has failed to have blacks coaching at the senior high school level. 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Furthermore, the NLRSD classified white students as '1earning disabled\" while blacks were classified as \"mentally retarded.\" 6. Blacks were underrepresented in the NLRSD's gifted and talented program. 7. A disproportionate number of blacks drop out of school. 8. Blacks were disproportionately expelled from school. 9. The NLRSD does not provide adequate compensatory education programs for black students. 10. A disproportionate number of black students were bussed in the NLRSD with 1ess than satisfactory desegregation results.\" 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 south 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 interdistrict segregative effects and did not address those violations which were intradistrict in their effect under the assumption that remedial Page 5 efforts directed to intradistrict violations would be addressed in proceedings in Davis v. Board of Educ. of NLRSD. 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. Page 6 SECTION 1: STUDENT ASSIGNMENT PLAN History of Storm Plan 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 Schools The North Little Rock School District desegregation plan, approved by the Court of Appeals, see Davis v. Board of Ed., (8th Cir. 1971) and revised with the approval of the district court, see Davis v. Board of Ed., Order (May 12, 1978), incorporates the following features': 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 1Statistics 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 492% black and 50.8% non-black. Page 7 birth certificate (or his previous school record if he is entering from another 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 .. 5. 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 lB) 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. 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% ._ 155%. All the elementary schools in the District were in compliance with this standard when the Court approved the NLR Plan in 1987: LRSD v. PCSSD, 659 F Supp 363,367 (E.D. Ark. 1987). Junior High Schools Junior high schools, grades seven and eight.2 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. Senior High Schools 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). Voluntary Transfers Between NLRSD and PCSSD 2As 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. Page 8 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 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. 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 In the 1987 Legislative Session, the Arkansas General Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached as part of Addendum lE, 3 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 ... and a resident of another school district ... shall 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 conflict. 3While Addenda lC and lD have been deleted, this has been designated lE to avoid any possible confusion. Page 9 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-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.4 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. 4These numbers were accurate as of July, 1987 when the Addendum was submitted to the court for approval. Page 10 SECTION IA: STUDENT ASSIGNMENT Section 1 of NLRX R-15 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.6 5NLRX R-1 is the March Plan. 6The 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. Page 11 SECTION 2: STAFF RECRUITMENT PLAN 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 for furthering the number of black administrators. Internal Activities 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 Contacts Colleges and universities are perhaps the best source of qualified applicants for teaching positions. Therefore, the District will contact these institutions for the purpose of recruiting qualified black applicants. 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 those teacher training institutions expressing interest, with special emphasis on established career days or special events sponsored by the Page 12 institutions and with special attention given to institutions that have historically produced greater numbers of black educators. 5. District personnel will attend visitation seminars at interested institutions at times agreed upon by the institution and the District. Prearrangements and announcements would be made through the appropriate officials at the institutions. 6. 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 2D)\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 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 employer. 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 as the Urban League of Greater Little Rock, which provide employment referrals for black professionals. Professional Associations 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 1. Recruitment activities will be administered by those fully aware of the District's nondiscrimination and equal employment opportunity policies. Page 13 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 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. Page 14 SECTION 2A: STAFF RECRUITMENT PLAN In Section 2 of NLRX R-17 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 in administrative, teaching, principal and coaching positions. 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. 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.8 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 availability data and vacancy information will be utilized in developing reasonable goals and timetables for each classification. 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. 7The March Plan. 8This labor market analysis was completed in 1988 and submitted to the Special Master. See 5 JDR 1451-78. Page 15 SECTION 3: SPECIAL EDUCATION PLAN 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.\" 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 1973. 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 or 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 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 and Appeal Procedures: For Special Education and Related Services (Ark. Dept. of Educ. 1985), hereinafter referred to as \"Referral Procedures\", and Program Standards and Eligibility Criteria for Special Education (Ark. Dept. of Educ. 1985, hereinafter referred to as \"Program Standards\". 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 The Arkansas Department of Education, and the Regulatory Agency Responsible for the enforcement of the Education of the Handicapped Act of 1975, PL. 94-142, 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\" (1981) contained in NLRX 28. Page 16 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. Due Process Protections In ''Referral Procedures\" (1981 and 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 maybe 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 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. 7. In any appeal, the burden of proof as to any placement is upon the school district. Page 17 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 Instruments 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. 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 and 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. State Regulations Specify Which Tests May be Used in Mental Retardation Assessment 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). Page 18 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 Programs 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. Cantalician Study9 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 Educably Mentally Retarded\" (Cantalician Foundation, Inc.: 1984). (Addendum 3F\nhereinafter referred to as \"Cantalician Study\"). 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 DIST AR 2. Exemplary Center for Reading Instruction 3. Precision Teaching 9Source: March Plan, 2 JDR 123. Page 19 4. Peer Tutoring 5. Adaptive Learning Environment Model 6. Computer Assisted Instruction 10 At page 7-8 of its March 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 DIST AR 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 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 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 non-handicapped 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 10 A detailed description of these practices is contained in the Cantalician Study attached hereto as Addendum 3F and will not be repeated here. Page 20 is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students.11 Cantalician Study - Alternative Assessment Practices The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program 2. Rapid Exam for Early Referral and Classroom Learning Screening 3. Reclassification and Declassification 4. Interactive Model for Professional Action and Change for Teachers 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 Practices 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 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 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 \"Source: NLR Petition, 8 JDR 1741-43. Page 21 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 31. In addition to this regularly scheduled compliance review, the District will invite the following organizations to conduct in-service 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 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. Page 22 SECTION 3A: SPECIAL EDUCATION The provisions of the NLRSD's plan for remediating violations related to the overrepresentation of blacks in special education programs is fully set forth in Section 3 of NLRX R-1. In its Proposed Findings of Fact and Conclusions of Law, the NLRSD did provide that the District would maintain records sufficient to identify and tabulate separately the total number of students by race in each school and grade level and by type of placement who are (a) referred for consideration for placement in a special education program\n(b) evaluated for such placement\nand (c) actually placed in a special education program. This data will be maintained in the central administrative offices although separately from each student's individual file. This data is to be reviewed by the central administrative staff and reported to the Court annually. Furthermore, it is suggested that the Arkansas Department of Education monitor compliance with all classification procedures and safeguards on an annual basis rather than once every three years. Also, the NLRSD would establish an intradistrict review committee to monitor the District's special education programs and, particularly, its classification procedures. The Joshua Intervenors may appoint a representative to this committee. Page 23 SECITON 4: COMPENSATORY EDUCATION 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-\u0026lt;levelopment and preparation for high school. The senior high schools provide a comprehensive course of 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 vocational-technical 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 District also recognizes that achievement disparity does exist between the black and white student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. Page 24 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 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 these 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, 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 instruction and are essential for early school achievement. 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. Page 25 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 Instruction 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. 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 By the end of the 1991-92 school year, 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\nand 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 By the end of the 1991-91 school year, 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 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 Page 26 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 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 Page 27 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 health screening. Test data will be used in planning appropriate compensatory programs and services for 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 Resources 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 interests, 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 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 on-task learning on the computer. All schools will use computers and computer assisted instruction and computer managed instruction software. Page 28 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 Experiences To extend students' opportunities for the mastery of the basic skills and for enrichment, a program of summer learning experiences 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 Involvement 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: PT A\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, PTA, and NCA SelfStudy. Steps will be taken to assure that there is biracial participation in this committee work. Page 29 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 partners, to all North Little Rock schools. Staff Development 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. Page 30 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 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. Page 31 STIPULATED COMPENSATORY EDUCATION PROGRAMS TO BE IMPLEMENTED BY NORm UTILE ROCK SCHOOL DISTRICT Wim SETTLEMENT MONIES The programs listed below will be implemented with settlement monies pursuant to 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 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. SETILEMENT PLAN FOR COMPENSATORY EDUCATION Programs to be Implemented with Settlement Monies I. Leaming Resources 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. Page 32 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 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. 12 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 P ACIR objectives and diagnostic tests using the Curriculum Management software, individual education plans (IEP) will be made available for students. As technology progresses, the District goal is to provide individual educational plans to teachers and parents as a guide to enhance the students achievement level. 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. II. Pupil Services (and Program Monitoring) Goal: To assess student achievement and monitor the reduction of achievement disparity between black and non-black students. Diagnosis and Prescription Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential 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. 12IBM 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. Page 33 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. m. 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. 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. Page 34 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 year four of the Settlement Plan. V. 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 students the opportunity to receive small group remedial instruction. 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 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: Provide remedial instruction for basic skills mastery to reduce achievement disparity between black and non-black students Page 35 A. 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. B. Remedial Reading and Mathematics Supplementary Instruction at the Elementary Level Remedial reading and/ or remedial mathematics 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 (MA T-o) 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. Page 36 SECTIONS: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION 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 Program 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. Student Assignment Classes (SAC) Student Assignment Classes (SAC) will be established for on-campus 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 School 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 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. Page 37 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 in the most appropriate vocational courses. Student Attendance 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. Page 38 SECTION 6: EXTRACURRICULARA CTIVITIES 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 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. 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. Page 39 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, 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. Page 40 SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS 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 7 A. 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 The NLRSD student population is 40% black and 60% white.13 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 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 The North Little Rock School District has expelled only twenty students during the last three years. 14 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 13This was the population in 1985-86. 14The data in this section were accurate as of the 1985-86 school year. Page 41 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. Page 42 SECTION 8: GIFTED AND TALENTED EDUCATION The Court based its determination that the NLRSD denied black students access to its program for gifted and talented students on data from 1980. 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. She also testified that the referral and placement of minority children in the NLRSD gifted program for the 1983-84 school year, were consistent with the national norm and were reflective of a concerted effort to identify gifted minority students. Callahan/ Treffinger Study 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 Title IV-C Grant, the District was afforded the opportunity to hire two consultants 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 case-study 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 by43% 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 Youth During the same year, the District utilized the \"Creative Positives of Disadvantaged Youth and Children,\" by E. Paul Torrence. See Addendum 8A. 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 culturally disadvantaged students. Page 43 Multiple Referral Sources 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 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 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 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. No single person can decide to place or not to place a student. Parental Involvement and Appeal 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, Page 44 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 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. Page 45 SECI10N 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES 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 all-time 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 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 twentyeight 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 twentyfive 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. Page 46 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. Charlotte-Mecklenburg Bd. of Educ. (1977). The overall condition of school facilities in the North Little 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 airconditioned 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. Page 47 SECTION 10: DESEGREGATION MONITORING 1. It will be the responsibility of the District's Desegregation Team to monitor progress toward accomplishment of tasks included in the District's Desegregation Plan. 2. The District Desegregation Team will consist of the Superintendent, Assistant Superintendents, and one member of the local Board of Education appointed by the President and approved by the Board. 3. The Assistant Superintendent for Personnel will serve as Chairman of the District Desegregation Team. 4. The District Desegregation Team will meet at least once each month to review specific tasks included in the District's Desegregation Plan. 5. All administrators assigned responsibilities for implementing the desegregation plan will regularly report to the District Desegregation Team .  6. The District Desegregation Team will design a detailed reporting/ monitoring system describing the information to be collected and reported, the format of reports and the frequency of reports. 7. Each school will establish a desegregation team to review campus desegregation activities. 8. School Desegregation Teams will consist of the principal, teachers, patrons (and students at the secondary level.) 9. School Desegregation Teams will meet at least once each quarter and report their findings to the District team. 10. The District Desegregation Team will routinely review all monitoring reports and will report to the School Board the status of the District's plan. 11. The District Desegregation Team will seek advice from the Arkansas Department of Education, other agencies and individuals when problems necessitate technical assistance. Page 48 Addendum lA Addendum 1B 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 BA Addendum 8B Addendum BC APPENDIX 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 P=ocedures Gifted/Talented Program Instruments of Identification Parent Questionnaire . . . . . .. 1050 1051 1054 1064 1065 1066 1069 1080 1112 1113 1119 1151 1168 1191 1197 1198 1200 1228 1238 1239 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 HEIGH'l'S REDWOOD TO'fALS GROUP F MEADOW PARK ROSE CITY TOTALS BARING CROSS* DISTRICT TOTALS NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1985 EXCLUDING KINDERGARTEN STUDENTS NONBLACK No. ( % ) 143 (63.6) 100 (57.l) 61 (55.0) 93 (53.1) 397 (57.9) 234 (60.6) 97 (53.9) 331 (58.5) 104 (58.8) 123 (51.0) 227 (54.3) 172 (58.l) 209 (63.5) 169 (57.1) 239 (54.8) 789 (58.1) 116 ( 61. 7) 238 (63.2) 133 (54.1) 487 (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 (46.1) 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) ADDENDUM lA TOTALS 225 175 111 175 686 38 6 180 566 177 2 41 418 29 6 3 29 296 436 1357 188 365 246 799 207 217 424 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 multiply handicapped. QUESTIONSA NDA NSWERS ADDENDUM 18 CONCERNINTGH E REVISEDE LEMENTARSYC HOOLD ESEGREGATIOPNL AN FOR THE NORTHL ITilE 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 from having t0 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. 4. 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 attendar.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 ~e ret~,~s to the ~orth Little Rock Puhlic Schools. S. 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 will 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 now attend Redwoor.. 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 minority. 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. . ADDENDUMlE FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS JUL 211987 IN THE UNITED STATES DISTRICT COl.IB:\\RRL. BRENTSC LERK EASTERN DISTRICT OF ARKANSAS ' WESTERN DIVISION Sy: _____ :-:--:--- orP.cLrRK LITTLE ROCK SCHOOL DISTRICT PLAHlTifF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al ADDENDllM TO STUDENT ASSIGNMENT PROVISI01'1S OF SECTION 1 OF THE PLAN FOR IMPLEMENTI~G THE REMEDIAL ORDER OF THE COURT OF APPEALS FOB THE EIGHTH CIRCUIT AS IT APPLIES TO THE ~ORTH LITTLE ROCK SCHOOL DISTRICT (NORTH LITTLE ROCK FLAfl) In the 1987 Legislative Session, the Arkansas General Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached' as Exhibit \"A\", 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 1387, copy attached as Exhibit \"B\", which states that \"1:.he chilclxen cir wards of anyone who is a public school teacher in one school district ... and a resident of another school district shaJ.J. 03-1)1)9 be entitled This is requirements to attend school in either ... district seemingly inconsistent with the no tr?nsfer of Act 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent c0nflict. In Opinion No. 87-190, copy attached as Exhibit \"C\", ths 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 IILRSD has no discretion regarding the admission of the children or wards of non-resident teachers and this situation could rssult in an interdistrict segregative effect on the racial coroposition 0f the LRSD and NLRSD. Specifically, the NLRSd has 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 negativs 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 ihe race of those applying has been so balanced as to havs nc adverse effect on either school district involved. However, to protect against the potential adverse interdistrict effect that sDch enrollment makes possible, the NLRSD will report to the Court -2- 03-009 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 NLRSO 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 72201 (501) 375-1122 JONES, Attorneys 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 C!f counsel on this 21st day of July, 1987. -3- 0 3-0() 9 State of Arkansas ACT7 6 2 l~d7 A Bill 76th General Assembly Regular Session, 1987 HOUSE BILL 1790 2 3 By: Reps. Townsend, I. Brown, Walker For An Act To Be Entitled \"AN ACT TO ALLOW THE TRANSFER OF CHILDREN FROH ONE SCHOOL DISTRICT TO ANOTHER\nAND FOR OTHER PURPOSES.\" 4 BE IT ENACTED BY THE GENERAL ASSEHBLY OF THE STATE OF ARKANSAS: 5 6 SECTION 1. Upon the petition of a student 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- 1O ferring the student 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,e 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 school 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 membership for state aid purposes. This section 21 does not transfer the local tax money from the resident district. 22 . ' 23 SECTION 2. Boards of Directors of local school districts are prohibi\\ed 24 from granting legal transfers in the following situations: J\\'-~.\\ 25 (a) where eith_er the resident or the receiving district is under.a ~ 26 desegregation related court order or h2s ever been under such a court o~e ~ 27 and ~. \\ 28 (b) the transfer in question would negatively affect the racial ba~, .. 29 of that di~trict which is or reen unn ~uch a court order. \\ '::,- J0/4/lrt ~~~IBIT _ A , ,, mih227 \\, H.B. SECTION 3. Each form filed with the State Department or Education 2 reporting a legal 3tudent tran3fer mu3t be accompanied by an affidavit 3igned 3 by each member of both 3Ch~ol board3 ~tating that the tran3fer doe3 not ~ violate the prohibition 3et forth in Section 2. 5 6 SECTION~- The Arkan3as Department of Education 3hall w~thhold 3tate aid 7 in an amount equal to that to be generated by the 3tudent in question in the 8 re3pective distri.ct3 from each dhtrict, if the tran3fer fail3 to comply with 9 Section 3. 10 11 SECTION 5. (a) Any di3trict not currently unde~ a de3egregation related 12 court order but which has been under 3uch a court order in the past may apply 13 for a waiver of the prohibition set forth in Section 2. 1~ (b) The State Board of Education may grant such a di3trict a \\.laiver from 15 the provisions of Section 2 if it is determined that the district's desegrega- 16 tion status would not be adversely affected by al)owing a legal transfer which 17 would negatively affect the district 13 racial balance. 18 19 SECTION 6. Act 275 of 1959 as amended, the,same being Arkansas Statutes 20 80-1518.1, 80-1518.2 and 80-1525 through 80-1528, is hereby specifically 21 repealed along with all other laws or par ,of laws in conflict with this Act. =., :~77/8\n-,PROVEBDY State of Arkan1a1 ACT6 24 1987 76th ~neral M embly A Bill kgular Se11ion, 1987 ROUS\"B ILL1674 1 2 3 4 5 6 7 !y: Representative Thomason For An Act To Be Enlltled \"AN ACT TO PROVIDE !HAT nn: CHILDREN OR \\lARDS OF A PERSON WHO IS A PUBLIC SCHOOLT EACHER1 N ONE SCHdbL DISTRICT AND A RESIDENT OF ANOTHERS CHOOLD ISTRICT SHALL! E DiTITLED TO ENROLL IN AND ATTEND SCHOOL rn EITHER nn: DISTRICT rn VHICH THE PARENTO R GUARDIANR ESIDES OR I.N 11Il: DISTRICT Ill VHICH THE PARENTO R GUARDIANT E.ACHESA\nND FOR OTHERP URPOSES.\" 8 BE IT ENACTEDB Y THE GENERALA SSEMBLYO F IBI STATE OF ARKANSAS: 9 10 ) SECTION 1. The children or vards of any person vho is a public  chool 11 teacher in one school district in this State and a resident of another school 12 district in this State shall be entitled to be enrolled in and to attend 13 \u0026amp;chool in either the district in ~hich the parent or guardian resides or the 14 district in vhich the parent or guardian ia a public  chool teacher. 15 16 SECTION 2. All la~s and parts of la~s in conflict vi.th this Act are 17 18 19 20 23 24 25 '26 17 30 EXHIBlT B  // A I - . i ' ,- JE CLARK STATE OF ARKANSAS OFFICE OF THE ATTORNEY GENERAL 201 EAST MARKHAM STREET HERITAGE WEST BUILDING ATT iEY GENERAL LITTLE ROCK. ARKANSAS 72201 (501) 371-2007 I Opinion No. 87-190 May 29, 1987 The Honorable John Ward Representative, District 65 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 a 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 wnich the parent or guardian is a public school teacher. rate x:,c, .. , ,, Representative John Ward May 29, 1987 - Page 2  t ctt lt X ... ,,.,) .... 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 IN THE UNITED STATES DISTRICT OJURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVIS ION FILED U.s. DISTfll tASTRN 0\nCT COURT STRICT ARXANSA!' JUL 2 'l 1987 LITTLE ROCK SCHOOL DISTRICT PLAINTIFF 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 Courts 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 NLRSD1 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 comnits 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 furthe1 action is contemplated unless a segregative effect actually occurs at which time this Court will --2 30 be asked for appropriate relief. The scope of the NLRSD1 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 ,tate 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 partys 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 NLRSD1 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 Arkensas Act 624 of 1987. IT IS SO ORDERED this ,J._7 day of July, 1987.  ,-- 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. NORTHLI TTLER OCKS CHOODLI STRICTIS ANE QUAOL PPORTUNIETMY PLOYER P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/758-1760 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 tr~ North Little Rock School District. If becoming associated with this District appeals to you, we encourage you to complete and return the application form. P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/758-1760 ADDENDUM 2B Salary NORTHLI TTLER OCKS Cl~OLD ISTRICT North Little Rock, Arkansas Benefits of Teaching in North Little Rock School District ADDENDUM 2C 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 family 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 1vill have the option of joining the contributory plan (6% of salary) or non-contributory plan (0% 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 accwnulated 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. p~ge 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. ADDENDUM 2D NORTH LITTLE ROCK PUBLIC SCHOOLS-- moving in the right direction, helping every child achieve From the Superintendent ' We are pleased that you want to know about public schools in North 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 North 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 fourth largest in Arkansas. Along with growth in size and enrollment, the District has also grown in educational stature to become a recognized leader in learning opportunities and student performance. To ensure individual student growth, school curriculum is broad in scope while emphasizing basic skills in reading, communication and computation. All schools have earned accreditation status by the North Central Accreditation Association, and all are rated \"A\" by the State of Arkansas. Public support 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 public that schools are places for learning, and they believe in strong, fair discipline in the schools. The result is the lack of serious disciplinary problems that disrupt the educational process. We like to think of our district as responsive to community needs. Please feel free to call upon me, our principals or any of our staff for information or to express your concerns. I believe that when schools and homes work together, life improves for everyone within school district bounqaries. I urge you to examine our schools and join us in support of our public school system and our community. Sincerely, Joe Austin, Ed.D. Superintendent of Schools m~\n.~~~::\n~. ~:-~-~~~:~~~ l_\n ,\" -~~=2::~~~~- ~ Twelve ways we help children achieve .  a comprehensive, coordinated curriculum that stresses basic skills in reading, communication and computation  an experienced, highly trained and dedicated staff, nearly half of whom hold master's degrees  a regular program of curriculum renewal and textbook evaluation  guidance and counseling services at all elementary and secondary schools  a gifted and talented program for elementary and junior high children  computer assisted instruction projects with more than 300 microcomputers available to students  a range of high school course offerings for vocational, college-bound and handicapped student~  a range of speciai education services with mdividual education pl:rns  advance placement classes for secondary students  active parent involvement through PTA's, PTA Council, advisory committees and booster clubs  an effective disciplinary program ~ith parental input  low student/teacher ratios and high per-pupil expenditures for effective classroom learning . . moving 1n the right direction, helping every child achieve Educational Programs North Linle Rock teachers believe that all children may learn - the vocational student, the coUegebound student, the student with special gifts and the handicapped student. They recognize that each child has an individual learning pattern, and they encourage each to progress according to his or her best abilities. Careful appraisal, frequent evaluation and flexible grouping ensure that each child will receive instruction according to identified strengths and needs. The curriculum at seventeen elementary schools places primary emphasis on the basics of reading, spelling, English, mathematics, writing, social studies, science and health. Children also participate in music, an and physical education activities. Mastery of learning skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The junior high provides a period of transition from the elementary school to senior high schools. The transition covers all areas of school life: academic. ce\u0026gt;-\u0026lt;:urricular and social. All seventh-grade students atlend Central Junior High. Three other junior high schools serve students in grades eight and nine. 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, an, communications, choral music and band. Introductions to competitive athletics, student-government, spirit clubs and special interest organizations encourage self-development and preparation for high school. Two high schools serve students in grades ten through twelve with a comprehensive course of 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. A teaching staff of more than 550 classroom instructors provides for an effective average teacherstudent ratio of one to seventeen. moving zn the right direction, helping every child achieve Gifted Education More than 500 students participate in special programs for gifted and talented children in kindergarten through grade nine. Placement is based on case studies of students who demonstrate outstanding intelligence, ability, creativity and task commitment. Pla\nement is documented by test data, teacher input and parent input. Gifted elementary students are assigned to regular classrooms for basic instruction and receive additional instruction from a gifted/talented resource teacher. Junior high students are placed in cluster classes usually in the areas of English, mathematics, science and social studies. Additional instruction is also available from resource teachers, and a separate gifted math program provides auxiliary opportuni: ties for elementary and junior high students two evenim:: sessions per \\'.:ek. Se-:ondary students at the junior and senior high leveb may be placed tn honors classes based on grades, teacher recommen\u0026lt;l\n,.rion~ and ~tandardized test scores. The tOlal gifted program ensures the mastery of basic skills while offering flexibility, independent inquiry, enrichment, ac1:eleration and higher level learning a:.:tivities. Special Education Special education services enable approximately 1,500 handicapped students to receive maximum educational benefits through individual programs. Learning needs are detennined by a trained staff of special education teachers and school psychologists. They work closely with students and parents to develop individual education plans. The North Little Rock schools are dedicated to the proposition that the student with special needs should not be isolated from peers. Handicapped students are placed in special classes or regular classes, depending on the be:\nt interest of the students. Placement is based on handicapping conditions and \u0026lt;1ccompanyin2 educational deficits. Every effort is made to ensu\ne students feel a part of the school environment. A wide range of programs includes classes for students with learning disabilities, behavior adjustment classes, classes for mer.tally handicapped students, servil:es for orthopedically handicapped students and speech therapy classes. Handicapped students may attend the Skills Center, a separate facility -.,,ich vocational programs sening secondary students in halfday sessions. Children ages 5 to 21 with multiple handicaps who cannot function in the regular classroom are served at the Baring Cross Center, where functional academic instruction includes a focus on \\ ocational preparation. Students whose medical .:onciition-. require inqru,tion at home are sen ed by a h1,mc:bounJ t.:8,hcr. Computer Education Recognizing the tremendous impact of computer technology on learning styles, teaching techniques, occupational skills and career choices, the district is committed to a comprehensive program of computer education. More than 300 microcomputers are available to students districtwide. Computer literacy in grades kinderganen through twelve introduces students to the fundamental skills necess:iry to live and w0rk in a high-tc-:h SlX:it:t\\'. Cvmputer litt:racy is developed through seconda\n,, ,curses in computer science, as well as computer-assisted instruction ir. a:.::ide:n::a: reas a, all grade le,e:5. Computer science courses include instruction in computer languages and programming skills. They prepare students for post-secondary experiences in computer-related fields through college edui:ation, vocational education or on-the-job training. Computer assisted and computer manal!ed instruction are viewed as vital assets in many cu\nricular areas. Microcomputers assist students in masten of basic skills in mathematics, ...reading and lang~age arts. Computer assisted instruction supplements regular classroom activities but does not replace basic instruction, classroom test~ or homework. As a result of the district's commitment to computer instruction, a No((h Little Rock junior high was selected as a site for a two-year pilot program throu11h the \\1i,r0computer Proiect for Arkama~ Cla,,roL,\n1, \u0026lt;I \\11'.-\\CJ. ,1p.:1: rnni\nunJ,,, fin,111-1~a1l\n, 111,. Vocational Education Vocational education is another way Nonh Little Rock schools prepare students for life after graduation. Educators believe that those students who seek employment after high school should have entry-level job skills to accompany their basic academic knowledge. The combination bener prepares them for productive citizenship. Students may elect to attend vocational education courses in business education, home economics, marketing and industrial arts. Practical arts courses include computer oriented accounting, intensive office laboratory, shonhand, typewriting, marketing, merchandising, child care, home economics, auto mechanics, construction, electronics, graphic ans and power mechanics. Exploratory courses begin at the junior high school level. Cooperative programs, involving on-the-job training, are featured at the high school level. Th~e include cooperative office education, marketing. distributive education, occ11pMional home economics and industrial cooperative training. Athletics Athletics for both boys and girls are an imponant pan of school life in Nonh Little Rock. Secondarv students may participate in football, ba\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_924","title":"''Status Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992-03/1992-06"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School discipline","School enrollment","School facilities","School improvement programs","Student assistance programs","Gifted persons"],"dcterms_title":["''Status Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/924"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\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_210","title":"Academic Programs","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","Student assistance programs","Education--Arkansas"],"dcterms_title":["Academic Programs"],"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/210"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["prints (visual works)"],"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\nf A received IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS JUL 1 1992 WESTERN DIVISION Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of its Academic Support Program as required by the May 1, 1992 Order of the District Court. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: Christopher lerT CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 30th day of June, 1992. -Os f*: ^4 Christopher Heller Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Chri ipher HellerLITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM Overview The future of urban schools is the primary issue facing the Nations educational system. If the system is left as it is, the social and individual costs of inadequate schooling will severely corrode the social fabric of the Nation. The students in these schools, like students everywhere, bring strengths to their classrooms and dream dreams of academic achievement. Drawing on practitioners wisdom accumulated through experience and research findings, we have sufficient knowledge to make changes in schools and classrooms. But, no pat formula to \"grow\" effective schools exists. Curriculum and teaching must be substantially different with individualization, clear objectives, prompt feedback, concrete evidence of progress, and an active role for students. To succeed, we will need to take maximum advantage of the tools and techniques that can support the process. We will need creative and well-integrated uses of technologies of many kinds. Provided is the Little Rock School Districts proposal for Academic Support Programs directed by the Courts. The following process was used to develop the document: as Several urban school districts such as Buffalo, New York, Hartford, Connecticut, and Long Beach, California were contacted regarding how they provided support services to targeted students. A committee composed of principals met several times and provided input for the document. Given the severity of the problem at the secondary level, designated supervisor and the Associate Superintendent for Curriculum met with all the jumor and senior high school principals to discuss their concerns and secure their recommendations. The ?\\ssociate Superintendent for Curriculum also met with the principals of the four restructuring junior high schools to gain additional suggestions and to make sure that our proposal met the needs of all students. Representatives of the Classroom Teachers Association were contacted for their suggestions.Academic Support Program Page 2 Program Name Academic Support Program The Little Rock School District recognizes the need for coherence among improvement initiatives, but we also recognize that no single strategy is likely to solve the diversity of academic problems that the District must remedy. Using the Academic Support Program as the center of our plan, a combination of strategies will be used to increase achievement for all students, which will result in reducing the disparity between minority and non-minority students. Location All schools will implement the proposed Academic Support Program model but will be able to select the option(s) that they deem appropriate for meeting their students needs. Program Goal The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Program Objectives To identify and serve but not to label (stigmatize) students who are at-risk in reading and mathematics using multiple criteria and to prescribe for each identified student a personalized intervention plan that reduces or eliminates potential \"pullout\" away from mainstreamed learning. (The following will be involved in the identification process and implementation of the program: teaching team, school counselor, parents or guardians, student, and appropriate central office technical assistance including the director of reading, the language arts supervisor, mathematics supervisor, the director of staff development, and the coordinator of library media services.) Criteria for Consideration for Academic Support Serxdces Students who are performing below the 50th Normal Curve Equivalency (NCE) on the Stanford Achievement Test, Eighth Edition, or other appropriate standardized tests, will be screened by using multiple criteria to determine if academic support services ar needed as well as the kind and duration of such sen-ices. The screening/identification process will be divided into two categories: Indirect and Direct Services.Academic Support Program Page 3 Indirect Services: Students scores on standardized achievement tests ranging from the 50th - 25th NCE. Student profile will be developed to include the following: * The students strengths/weaknesses * The students letter grades * The students attendance records * The students medical records * Teacher/parent/student recommendation * The students classroom performance * The students social skills * Other relevant data Direct Services: Student scores on standardized achievement tests ranging from the 24th - 1 NCE. Student profile information will be developed to include the following: * The students strengths/weaknesses * The student is unable to read/understand grade level content materials * The students letter grades * The students attendance * The students classroom participation   The students medical records The students social skills * Teacher/parent/student recommendation  Other relevant data Students who are eligible to receive academic support services will have a prescribed personalized intervention plan that is cooperatively developed including the parents and appropriate District staff. Services provided as Indirect in which language arts and math assistance teams teach in the regular classroom at the elementary and secondary levels are to be viewed as transitional. Such services should be phased out over a two-year period of time. This transitional arrangement would provide adequate time to provide intense, quality inservice to all regular classroom teachers. By the 1994-95 school year, regular classroom teachers will provide the necessary support services to their own students.Academic Support Program Page 4 Program Learner Outcomes The learner will: - Function successfully within a regular classroom. - Improve organization and study skills. - Develop critical and creative thinking skills. - Improve basic skills in language arts and math. - Enhance self confidence and motivation. Program Description Elementary Academic Support Program Indirect Services: Reading and math specialists will be paired with classroom teachers to assist in implementing accelerated learning experiences for students with identified reading and mathematics skill deficits a minimum of three days per week. Instructional practices involving both the classroom teacher and the reading/math specialists will include small group instruction, cooperative learning, and individual instruction. An emphasis will be placed on mastery learning for all students, using appropriate materials that assist in varying learning experiences. Direct Services: For students identified with severe reading problems, a reading class will be available to assist them in mastering fundamental reading skills and to stimulate their interest in reading. Reading teachers will focus on mastery learning and use of listening labs and computer labs to diagnose, remediate, and assess specific language problems, using exclusively audio and computer programs correlated to the LRSD language arts and mathematics curricula. This arrangement will promote program continuity, connected learning, student/teacher bonding, and shared accountability.Academic Support Program Page 5 Program Description Secondary schools are to implement the Academic Support Program according to one or a combination of the following three optional approaches: Secondary Academic Support Program - Approach One Indirect Services: The Secondary Academic Support Program is intended to provide connected language arts and math learning for targeted students in a single classroom setting, which brings together appropriate expertise and experiences to support student needs. The driving premise is that targeted students will not succeed simply by repetition of experiences or by separation of experiences spread out over several class periods each day. The academic team approach will, by design, restructure the current secondary language arts staffing by pairing language arts classroom teachers (including English and Learning Foundation teachers) and reading specialists. (Math teachers are already paired for instruction.) Teams will jointly plan appropriate whole group instruction, small group instruction, and individual instruction for learning experiences. Direct Services: For students identified with severe reading problems, a reading class will be available to assist them in mastering fundamental reading skills and to stimulate that interest in reading. Reading teachers will focus on mastery learning, and use of listening labs and computer labs to diagnose, remediate, and assess specific language and math problems, using audio and computer programs correlated to the LRSD language arts and mathematics curricula. This arrangement will promote program continuity, connected learning, student/teacher bonding, and shared accountability.Academic Support Program Page 6 Program Description Secondary Academic Support Program - Approach Two Direct Services: The regular classroom teacher serves as his/her own assistant to meet the needs of targeted students. Smaller class loads will be scheduled for regular language arts and/or mathematics teachers to allow them to provide more individual assistance for targeted students during each class period. Program Description Secondary Academic Support Program - Approach Three (Language Arts Only) Indirect Services: The Language Arts Plus Program is intended to reinforce regular classroom language arts instruction exclusively and to focus on specific student deficits. The Language Arts Plus Program approach will restructure the current secondary language arts program by reducing the number of separate reading classes, reducing language arts class size, and adding an enrichment class to schedules of targeted students. The concept will add an elective credit to student course work and will utilize the services of teachers in whose language arts classes the targeted students are enrolled. These teachers will teach only four out of five class periods and during the fifth period will provide accelerated learning experiences for all students targeted from each of their four classes. Extended Services - Elementary and Secondary: To support and extend learning opportunities for students, the academic team concept will be supported by making available to targeted students before school, at lunch, and after school computer lab instruction. Additionally, some sites may schedule periodic extended weeks in order to provide a practice and review session on Saturdays. Principals may use flexible scheduling of staff in providing some of their extended day services.Academic Support Program Page 7 Targeted Students Learning deficits easiest to remediate are those that never occur in the first place. Increased intensive services in the early grades reduce or eliminate the need for remedial and/or academic support services later on. Prevention programs will focus on preschool, kindergarten, and first through third grades in our district. High quality pre-school programs can give disadvantaged students a leg up in their education. Pre-school is seen as a means of getting students off to a good start in school. Kindergarten classes will start students off with good language skills and school readiness. Full-day kindergarten programs can produce positive effects on first grade readiness and performance. Prevention will mean that the District will offer developmentally-appropriate pre-school and kindergarten programs so students enter first grade ready to succeed and provide regular classroom teachers with effective instructional programs, curricula, and staff development to enable them to make sure that most students are successful the first time they are taught. Early intervention means providing supplementary, accelerated instructional services such as Writing To Read, Math Readiness, use of manipulatives, hands-on approach to science as well as existing language arts software. Language arts and math teachers will also provide support and technical assistance to kindergarten and first grade. We will direct all aspects of school and classroom organization toward the goal of preventing academic deficits from appearing in the first place, recognizing and intensively intervening when any deficits do appear and providing students with a rich and revised comprehensive curriculum to enable them to build on their firm foundation in basic skills. The Little Rock School District will flag all students performing below the 49th Normal Curve Equivalency (NCE) on the Stanford Achievement Test, Eighth Edition. Using multiple criteria, identified earlier in this plan, schools will select students that will participate in our Academic Support Programs. (See attachments for individual school targeted populations.)Academic Support Program Page 8 Coordination of Services: The Districts revised curriculum has been sequentially developed by a cadre of K-12 scholars (master teachers). The objectives have been correlated to the skills in the Arkansas Minimum Performance Test and the Stanford Eight norm-referenced tests.\nwill be aligned with our existing computer-assisted instructional software. Resource guides have been developed for each revised content area. The resource guides will identify appropriate resources that are needed to support daily instruction. Resources It found in the curriculum guides are aligned with objectives and concepts identified in our revised curriculum. All teachers, including those who provide academic support services, will be required to implement the revised curriculum. The Instructional Management System permits the storage and retrieval of information on available resources (books, films, videotapes, courseware, etc.). The District will have the ability to better manage resources in a more efficient manner. The installation and implementation of an Instructional Management System this fall will enable us to track progress of individual students and provide corrective prescriptions to improve learning. Teachers will be able to respond to individual student needs and influence acaderm'c growth. The Instructional Management System will provide ways to help make parents an integral part of their childs learning process. Technology Technology will play a critical role in the delivery of instruction in the Academic Support Program primarily through the use of computer-assisted instruction and video technology. The computer lab will provide support for targeted students during the regular school day as well as during extended day, extended week, and extended year activities. Computer and audiovisual software used in this program will be directly correlated to the revised curriculum and classroom instruction. Use of some of our existing software, which is not applicable for use in supporting our revised curriculum at the secondary level, will not occur during the 1992-93 school year. At the elementary level, targeted students will attend the computer lab along with the regular class. Additional computer-assisted instruction for targeted students may be provided in the areas of reading and math. The reading and math specialists will work closely with the computer lab attendant to determine appropriate lessons. Lessons will be used that reinforce basic skills, higher-level thinking skills, and problem solving strategies. The computer lab will be used to diagnose, reinforce, and assess student progress.Academic Support Program Page 9 At the secondary level, the use of computer-assisted instruction will be closely connected to classroom instruction. In the area of language arts, lessons will reinforce writing skills through literature-based writing activities, process writing activities, word processing, and research strategies. Other appropriate software that reinforces objectives in the revised curriculum may also be used. In the area of mathematics, the computer lab may be used to diagnose problems, review and reinforce specific skills, and assess results. Videotapes and other audiovisual software will be used in instruction for targeted students. Such software will also be directly correlated to classroom instruction and used to teach and reinforce objectives in the curriculum of the District. Parent Involvement The district recognizes that parents serve as an invaluable resource in the process of educating children and believes that a childs education is a responsibility shared by family and school. To assure a collaborative partnership, the Board of Directors, administration, and staff are committed to: 1. Encouraging programs to help parents develop parenting skills and foster conditions at home that support childrens efforts in learning. 2. Providing parents with the knowledge of techniques designed to assist children in learning at home and at school. 3. Providing support and resource information for school staff and parents to enable them to implement and sustain appropriate parent involvement at all grade levels (Pre-K-12). 4. Maintaining communication between parents and schools in regards to school programs and childrens progress. 5. Identifying and involving parents in instructional and support roles at the school. 6. Supporting parents roles in decision-making and encouraging their participation in governance, advisory, and advocacy roles.Academic Support Program Page 10 In support:of the districts commitment to parent involvement, all schools will provide parent involvement activities which are of sufficient size, scope, and quality to promote an effective home-school partnership which will ensure that all participating children (a) succeed in the regular program, (b) attain grade level proficiencies, and (c) achieve basic and advanced skills. The parent involvement activities shall address the following goals: 1. Inform parents of participating children of (a) the reasons their children are participating in the program and (b) the specific instructional objectives and methods of the program. 2. Support the efforts of parents, including training of parents, to the maximum extent practicable to (a) work with their children in the home to attain the instructional objectives of the program and (b) understand the program requirements. 3. Train parents, teachers, and principals to build a partnership between the home and the school. 4. Train teachers, principals, and other staff members to work effectively with the parents of participating children. 5. Consult with parents, on an ongoing basis, concerning the manner in which the school and parents can work together to achieve the programs objectives. 6. Provide a comprehensive range of opportunities for parents to become informed, in a timely way, about how future programs will be designed, operated, and evaluated, allowing opportunities for parental participation so that parents and educators can work together to achieve the programs objectives. 7. Ensure opportunities, to the extent possible, for the full participation of parents who lack literacy skills or whose native language is not English. 8. Provide information to administrators and teachers about how to work effectively with parents from diverse backgrounds.Academic Support Program Page 11 Parents As Learners/Educators To ensure.jjiat parents have the knowledge and skills needed to promote the education of their children at home, schools will address parent education in their school improvement plans according to the following guidelines: B. C. Parent education sessions will be scheduled to provide parents with the training necessary to reinforce academic learning and social behaviors at home. 1. 2. 3. Parents will have an opportunity to identify their needs for parent education. Schools will schedule parent education sessions each year to address the areas of greatest need as identified by parents. Parents will have an opportunity to evaluate the parent education sessions. The results of the evaluations will be used for future planning. Parents will be provided materials and/or suggestions on ways to help their children at home. 1. 2. 3. The schools newsletter may highlight ways parents can be partners in educating their children. Parents will be informed about community resources which can extend and enrich their childrens education. Other activities may be included to support parents as determined by the Parent/Teacher Association (P.T.A.). Parents will be informed about the Adult Education offerings available through the districts schools for adults, parks and recreation, library programs, community school, and local colleges. To ensure that all the parent involvement activities provided by the district are effective, schools will, on an annual basis, evaluate the effectiveness of all activities provided. Each spring, parents and teacher will be asked to complete an evaluation of parent involvement activities provided throughout the year. The results of the evaluation will be shared with the school community through the newsletter and other relevant ways.Academic Support Program Page 12 The district and parents will review the results of the survey and make recommendations for strengthening the parent involvement program. Evidence is growing that extra care in fashioning and maintaining partnerships between schools and families is paying off. Parents who are trained to reinforce academic and social behavior at home help their children learn more effectively. Parent education programs provide parents with the training to become strong and vital partners with the school in educating their children. The need for support of public education has never been more crucial than at the present time. Informed parents who are involved in educational decision pertaining to their children are likely to be supportive of the schools programs. Parent advisory committees and consultation activities provide opportunities for parents to be informed and involved in the education of their children. Staffing Academic Support Program staff will be teachers whose behavior convey high expectations for their students. Research indicates the relationship between teacher behaviors which convey high expectations and student achievement is positively correlated. What teachers expect, student are likely to learn. This phenomenon is called \"self-fulfilling prophecy.\" The belief that all students can learn must be exhibited on a daily basis by teachers. Intense staff development will be provided to staff in order for them to be able to set appropriate and positive expectations for their students. See Attachment B for specific staffing of Academic Support Programs. Monitoring and Evaluation Formal monitoring during inmlementation wall provide evidence that the curriculum is actually being implemented designed. Ongoing monitoring will ensure continuing review and revision of the instructional program. - To schedule not less than two \"intervention\" meetings (regular academic team meetings) each nine weeks to review student progress and to plan appropriate intervention strategies.Academic Support Program Page 13 - To schedule quarterly meetings by school for academic teams, the school counselor, the school principal, and appropriate central office personnel in order to assess and review program progress and to establish quarterly goals for students gains via improved classroom climate, varied instructional techniques, and ongoing learning enrichment experiences. V - To communicate on a regular basis with parents through conferencing, progress reports, and telephone calls as necessary. Student Evaluation Evaluation at the classroom level will include teacher assessment determined by teacher made tests, informal observation, and alternative assessment forms including portfolios, learning folders, performance/exhibition assessments, and parent conferencing. Additional assessments will be provided through use of computer lab instruction and correlated software programs. At District and State levels, assessments will include appropriate criterion referenced testing, state mandated minimum performance testing, and norm referenced achievement testing. Program Evaluation All sites will plan and host quarterly meetings to assess progress and to formulate new quarterly goals. These meetings will involve the academic teams, counselors, building principals, and appropriate central office staff. The evaluation process focus will include formulating instructional units, coordinating extended day activities, identifying staff development needs, soliciting parental involvement, and reviewing student progress.Academic Support Program Page 14 Implementation Timeline Beginning date: July, 1992 - Duration: Ongoing Outcome: The Academic Support Program will be successfully operating in the elementary, junior high, and senior high schools of the District. Date Step Responsibility Activity Begin End 1. Assoc. Supt. for Curriculum Explain the Academic 8/92 Support Programs options to local school administrators 8/92 2. Local school administrators Select the local schools appropriate Academic Support Program. (Indirect/ direct/extended services.) 8/92 8/15/92 3. Local school teams Identify students targeted for participation in each program by school/grade level 8/15/92 4. Principal Select staff (identified by position) responsible for delivering Academic Support Program 8/15/92 5. Principal Schedule the Academic teams staff 8/15/92Academic Support Program Page 15 6. Principal and staffImplement selected school options at local level 8/3/92 's 9f=S- 7. Directors of Staff Development and Reading\nSupvs. of Lang. Arts and Mathematics Cluster schools and develop a staff development schedule for the Clusters 9/5/92 8. Directors of Staff Development and Reading\nSupvs. of Lang. Arts., Mathematics, and Computer Specialists Train all staff responsible for delivering each Academic Support Programs 8/15/92 1 II Team Building 11/92 II II Interactive Teaching/ Learning 11/92 II II Mastery Learning 12/1/92 II II Learning Styles 12/92 II II Cooperative Team Learning 12/92 II II Specialized Content Area Strategies 2/93 9. Principals, District-wide staff development team and Computer Specialists Monitor the implementation of the above OngoingAcademic Support Program Page 16 10. Principals, District-wide staff development team, and Computer Specialists Provide technical assistance and and maintenance workshops as needed in the above staff development area Ongoing after initial workshops are delivered V 11. Principal Schedule local level quarterly meetings to access program Middle/end end of each nine weeks 12. Principal and staff Collect appropriate data for end of school program evaluation including pre and post standardized test scores, student grades and attendance, samples of student work, and parent/ teacher/student recommendations 6/15/93 13. Assoc. Supt. for Curriculum, Asst. Supts., and principals Analyze the above data to evaluate program effectiveness 6/15/93 14. tl II Identify modification for the Academic Support Program for 1993-94 7/1/93Academic Support Program Page 17 Anticipated/Projected 1992-93 Costs Content Area Level Staffing No. Needed Salaries/Fringes Reading/ Language Arts Elementary Teachers Aides Substitutes (5) (revised contracts) 40 4 $1,826,650.00 51,000.00 43,177.00 Math Elementary Teachers Substitutes (5) (revised contracts) 24 $1,102,135.00 35,009.00 Reading/ Language Arts Secondary Teachers 31 $1,167,080.00 Mathematics Secondary Teachers 30 $1,339,981.00 Elementary and Secondary Supplies $30,000.00 Extended Day $34,730.00 Extended Week $33,446.00 Parent Involvement $10,000.00 Transportation $25.000.00 Projected Grand Total $5,698,305.00 Funding Sources\nLRSD Local School Budgets, Chapter 1, Compensatory Education, and DesegregationAcademic Support Programs Page 18 Staff Development The staff development component is critical to the successful implementation of the Academic Support Program. Since the various elements of the Program require that teachers use approaches and strategies that emphasize the interrelationship of teacher/student behavior with the major focus on resultant accelerated student learning, all participating teachers will be trained in the following areas: Team Building - Because the regular classroom teachers will not be working in isolation with the targeted students but will be assisted by reading and/or mathematics specialists, all parties will receive training in collaborative planning, team teaching, and partnership building. Interactive Teaching/Learning - With the emphasis of the program on meaningful student learning experiences as opposed to isolated seat work, teachers will be trained in classroom skills for planning and delivering motivational learning activities, giving information, asking questions, providing feedback, and keeping students on task. Mastery Learning - To ensure that learning actually occurs for idi students, teachers will receive inservice on the Mastery Learning Model that includes developing learning objectives based on identified LRSD learner outcomes, delivering large group instruction according to targeted objectives, assessing students performance, designing corrective activities that differ from the original instructional strategies for students who did not master the objective, assessing again for mastery, and designing enrichment activities that extend the objectives for students who demonstrated mastery on the first assessment. Learning Styles - Teachers will receive training in administering a learning styles inventory to all targeted students, interpreting the results to determine if a student learns more effectively auditorially, visually, kinesthetically, or a combination of the three styles, and designing instructional strategies that relate to the identified learning styles. .Cooperative/Team Learning - Because teachers in the Academic Support Program will be expected to actively involve all targeted students in the classroom learning process, the teacher will receive training in the Cooperative/Team Learning process  that organizes students into small heterogeneous teams which work together toward a common, meaningful learning objective.Acadenu'c Support Program Page 19 Spedalized Content Area Strategies - The regular classroom teachers, the reading spedalists, and the mathematics specialists will receive training on instructional strategies and alternative assessment methods that are unique to the respective content area. Also, the teachers will be inserviced on using appropriate computer software to diagnose and remediate students learning needs. -Air After initial training is provided in the above areas, maintenance activities will be conducted as needed. Some of the training will be conducted on a Districtwide level, some in cluster meetings, and some on the local school level. This training wnll be accomplished through the joint efforts of the local school staff and District-wde staff development specialists, reading director, English supervisor, mathematics supervisor, and other appropriate District-level personnel.TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics S'* School: CENTRAL HIGH Academic Support Program Numbers to Be Screened Grade Level Reading Math 10 332 367 11 316 370 12 234 256TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics Sa School: J. A FAIR HIGH Academic Support Program Numbers to Be Screened Grade Level Reading Math 10 255 285 11 187 215 12 154 144TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics if- School: HALL HIGH Academic Support Program Numbers to Be Screened Grade Level Reading Math 10 117 149 11 153 189 12 154 183TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: MCCLELLAN HIGH Academic Support Program Numbers to Be Screened Grade Level Reading Math 10 179 214 11 168 174 12 158 153TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics \u0026gt;r School: PARKVIEW HIGH Academic Support Program Grade Level Numbers to Be Screened Reading Math 10 0 0 11 120 175 12 113 136TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: CLOVERDALE JR. HIGH Academic Support Program Grade Level' Numbers to Be Screened Reading Math 7 134 99 8 149 145 9 152 171TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: DUNBAR JR. HIGH Academic Support Program Grade Level Numbers to Be Screened Reading Math 171 94 127 113 116 136 7 8 9TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: FOREST HEIGHTS JR. HIGH Academic Support Program Numbers to Be Screened Grade Level Reading Math 119 117 124 127 151 137 7 8 9TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: HENDERSON JR. HIGH Academic Support Program Numbers to Be Screened Grade Level Reading Math 7 152 129 8 163 151 9 143 132TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: MABELVALE JR. HIGH Academic Support Program Numbers to Be Screened Grade Level Reading Math 7 124 91 8 144 139 9 111 102TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics ft Ti School: MANN MAGNET JR. HIGH Academic Support Program Grade Level Numbers to Be Screened Reading Math 7 0 0 8 132 144 9 120 136TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: PULASKI HEIGHTS JR, HIGH Academic Support Program Grade Level Numbers to Be Screened Reading Math 7 98 87 8 123 115 9 119 146s^- TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: SOUrm^'EST JR. HIGH Academic Support Program Grade Level Numbers to Be Screened Reading Math 7 143 129 8 153 154 9 128 132TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: BALE Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 33 30 3 30 30 4 35 26 5 81 87 6 41 30TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: BADGETT Academic Support Program Numbers to Be Screened Grade Level Reading Math 20 16 14 12 17 13 83 54 34 30 2 3 4 5 6TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: baselint: Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 43 50 3 35 30 4 43 27 5 67 43 6 34 19TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: BRADY Academic Support Program Grade Level Numbers to Be Screened Reading Math 2 36 34 3 42 31 4 34 28 5 71 53 6 73 64TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: CHICOT Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 67 52 3 50 37 4 47 39 5 73 59 6 72 62TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: CLOVERDALE Academic Support Program Grade Level Numbers to Be Screened Reading Math 2 20 10 3 29 19 4 33 16 5 65 35 6 62 40School: DODD Grade Level 2 3 4 5 6 TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics Academic Support Program Numbers to Be Screened Reading Math 38 29 24 64 61 33 30 19 45 39 TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: FAIR PARK Academic Support Program Grade Level Numbers to Be Screened Reading Math 34 29 26 19 25 20 66 50 83 73 2 3 4 5 6TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: FOREST PARK Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 31 26 3 16 19 4 23 17 5 46 34 6 59 34TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: FRANKLIN Academic Support Program Grade Level Numbers to Be Screened Reading Math 2 59 57 3 57 41 4 59 46 5 81 76 6 85 79TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: FULBRIGHT Academic Support Program Numbers to Be Screened Grade Level Reading Math 40 38 33 34 32 21 46 40 62 58 2 3 4 5 6TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: GARLAND Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 17 23 3 27 22 4 27 24 5 87 61 6 86 66TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: GEYER SPRINGS Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 37 21 3 18 10 4 18 14 5 79 67 6 79 64TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: ISH Academic Support Program Numbers to Be Screened Grade Level Reading Math 31 31 19 14 16 13 75 45 83 73 2 3 4 5 6TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores  Range 1-49 Total Reading and Total Mathematics School: JEFFERSON Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 35 27 3 36 24 4 29 17 5 47 40 6 48 29TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: MABELVALE Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 52 52 3 51 45 4 43 38 5 67 56 6 76 63TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: MCDERMOTT Academic Support Program Numbers to Be Screened Grade Level Reading Math 29 28 31 18 26 13 41 29 52 42 2 3 4 5 6TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: MEADOWCLIFF Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 51 46 3 47 34 4 45 37 5 73 60 6 75 74TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: MITCHELL Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 29 33 3 40 27 4 33 23 5 85 71 6 76 48TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: OTTER CREEK Academic Support Program Numbers to Be Screened Grade Level Reading Math 30 25 26 11 28 13 40 41 65 39 2 3 4 5 6TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: PULASKI HEIGHTS Academic Support Program Numbers to Be Screened Grade Level Reading Math 50 38 23 14 22 12 54 47 56 56 2 3 4 5 6TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: ROCKEFELLER Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 38 38 3 31 29 4 35 30 5 84 66 6 74 50TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: RIGHTSELL Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 24 23 3 22 8 4 30 22 5 78 46 6 88 65School: ROMINE Grade Level 2 3 4 5 6 TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics Academic Support Program Numbers to Be Screened Reading Math 29 41 35 56 61 19 42 26 47 64TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: STEPHENS Academic Support Program Grade Level Numbers to Be Screened Reading Math 2 32 24 3 26 24 4 19 13 5 88 78 6 93 69TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Soring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: TERRY Academic Support Program Numbers to Be Screened Grade Level Reading Math 27 19 37 26 28 20 47 34 55 61 2 3 4 5 6TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: WAKEFIELD Academic Support Program Grade Level Numbers to Be Screened Reading Math 2 58 57 3 33 34 4 50 39 5 70 52 6 83 75TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics A School: WASHINGTON Academic Support Program Grade Level Numbers to Be Screened Reading Math 2 82 61 3 75 44 4 69 52 5 54 39 6 67 37TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: WATSON Academic Support Program Grade Level Numbers to Be Screened Reading Math 2 54 51 3 39 32 4 35 27 5 69 57 6 73 36TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: WESTERN HILLS Academic Support Program Grade Level Numbers to Be Screened Reading Math 2 33 27 3 27 16 4 26 15 5 70 49 6 68 44TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Range 1-49 Total Reading and Total Mathematics School: WILSON Academic Support Program Numbers to Be Screened Grade Level Reading Math 12 33 19 42 24 72 59 78 72 2 8 3 4 5 6TARGET STUDENTS PROJECTION 1992-93 Needs Assessment - Spring 1992 Stanford Eight NCE Scores - Ranee 1-49 Total Reading and Total Mathematics School: WOODRUFF Academic Support Program Numbers to Be Screened Grade Level Reading Math 2 14 16 3 16 11 4 19 15 5 77 63 6 65 20RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MAR 2 6 1993 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of the attached \"Academic Support Program\" to replace the document which was filed June 30, 1992 in accordance with the May 1, 1992 Order of the district court. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 ChrTstopher Helle4^ J kathyVNot-Filing.ASP CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 24th day of March, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 ristopher Heller' / lathy \\Not*FiUng. ASP RECEIVED MAR 2 6 1993 Office of Desegregation Moniicring LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM 1992 - 19931. 2. 3. LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT PROGRAM Name and Location of Academic Support Programs The name of all district remediation programs will be Academic Support Programs. All school programs will be located at each school site, except Metropolitan Vocational-Technical Education Center. Goals and Objectives for Academic Support Programs The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences that will increase achievement for all students, which will result in reducing disparity among students. The Program will include the following objectives: \u0026lt;   To identify and serve students who are at risk in language arts and mathematics. To prescribe a personalized intervention plan for eligible students. To reduce or eliminate pull-out academic support programs. To provide parents the knowledge and skills needed to promote the education of their children at home and at school. A Comprehensive Description of Each Programs Components and Activities Elementary Academic Support Program Indirect Services: Reading and math specialists will be paired with classroom teachers to assist in implementing accelerated learning experiences for students with identified reading and mathematics skill deficits a minimum of three (3) days a week Instructional services and duration are established for each student in order to address individualized needs. The revised curriculum is used by the regular teacher and the reading/math specialists in order to provide a uniform and integrated approach to learning. Schedules are developed in cooperation with the regular teacher in determining appropriate time for the specialists to provide services in the regularElementary Academic Support Program Page 2 classroom. Time is allocated for the specialists to plan/consult with the regular teacher ensiuing consistency in student learning . This cooperative planning allows for a team effort to best meet the needs of students and prevents fragmentation in teaching and learning. This approach improves and enhances educational opportunities for these students to experience academic success in the regular classroom. Pull-out programs result in students missing out on other relevant classroom activities. By developing alternative methods in service delivery, students increase their time on task, make greater gains, and maintain progress. Direct Services: For students identified with severe reading problems, a reading class will be available to assist them in mastering fundamental reading skills and to stimulate their interest in reading. Reading teachers will focus on mastery learning and use of listening labs and computer labs to diagnose, remediate, and assess specific language problems, using exclusively audio and computer programs correlated to the LRSD language arts and mathematics curricula. This arrangement will promote program continuity, connected learning, student/teacher bonding, and shared accountability. Data secured through individual assessment and other relevant records is used to develop the students program and establish the duration of services. All academic support programs are site-based. Staffing is driven by student needs and is in accordance with local, state, and federal guidelmes. Secondary Academic Support Program Secondary schools are to implement the Academic Support Program according to one or a combination of the following three optional approaches: APPROACH ONE Indirect Services: The academic team approach will, by design, restructure the current secondary language arts staffing by pairing language arts classroom teachers (including English and Learning Foundation teachers) and reading specialists. (Math teachers are already paired for instruction.) Teams will jointly plan appropriate whole group instruction, small group instruction, and individual instruction for learning experiences.Secondary Academic Support Program continued Page 3 Math assistants: Assist/tutor individual or small groups of students\nActively monitor work and behavior of targeted students\nKeep a daily log/joumal of classroom activities and services noting special improvements or concerns\nand Assist the classroom teacher in monitoring students learning and assignments. Direct Services: For students identified with severe reading problems, a reading class will be available to assist them in mastering fundamental reading skills and to stimulate their interest in reading. APPROACH TWO Direct Services: Regular classroom teachers will work to meet the needs of their own targeted students. Smaller class loads will be scheduled for regular language arts and/or mathematics teachers to allow them to provide more individual assistance for targeted students during each class period. APPROACH THREE (Language Arts Only) Direct Services: TDie Language Arts Plus Program is intended to reinforce regular classroom language arts instruction exclusively and to focus on specific student deficits. The Language Arts Plus Program approach will restructure the current secondary language arts program by reducing the number of separate pull-out reading classes, reducing language arts class size, and adding an enrichment class to schedules of targeted students. The concept will add an elective credit to student course work and will utilize the services of regular English teachers in whose language artsSecondary Academic Support Program continued Page 4 classes the targeted students are enrolled. These English teachers will teach four regular periods and during the fifth period will provide tutorial and remedial learning experiences for all academic students enroll in each of their four regular language arts classes. Average class sizes range from 15 to 20 students per period. The approaches that schools are currently using are identified on the following chartINSTRUCTIONAL APPROACH ONE SENIOR HIGH SCHOOL: Central J. A. Fair Hall McClellan Parkview Magnet JUNIOR HIGH SCHOOL: Cloverdale Dunbar Magnet Forest Heights Henderson Magnet Mabelvale Mann Magnet Pulaski Heights Southwest SECONDARY ACADEMIC SUPPORT PROGRAM READING/MATHEMATICS APPROACHES ONE, TWO THREE, COMBINATION READING INDIRECT/ DIRECT X X X X X X X X X X MATHEMATICS TWO DIRECT THREE LANGUAGE ARTS PLUS COMB COMB X X X ONE INDIRECT/ DIRECT X X X X X X X X X X TWO DIRECT X X COMB COMB XExtended Services - Elementary and Secondary Page 6 Extended Services - Elementary and Secondary To support and extend learning opportunities for students, the academic team concept will be supported by making available to targeted students before-school, at lunch, and after-school instructional services. Additionally, some sites may schedule periodic extended weeks in order to provide a practice and review session on Saturdays. Principals may use flexible scheduling of staff in providing some of their extended day services. The following schools have planned for extended day programs. Elementary schools not listed will provide tutorial services to meet the needs of their at-risk students before or during regular school hours as identified in their Aimual School Improvement Plans. School Program Elementary Badgett Bale Baseline Carver Chicot Cloverdale Forest Park Geyer Springs Gibbs Mabelvale Elem. I*ulaski Hgts. Elem. Wakefield Incentive schools: Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Extended Day Tutoring Extended Day Tutoring Summer Reading Program Summer Reading Program Extended Day Tutoring Extended Day Tutoring Extended Day Tutoring (6th grade) Extended Day Tutoring 2nd Grade Reading Club Peer Coaching (recess) Extended Day Tutoring (K-2) Extended Day Tutoring (3rd \u0026amp; 6th grades) Extended Day, Week, Year n H It M N n H It N NExtended Services - Elementary and Secondary continued Page 7 Sssomiffry Central High Fair High Hall High McClellan High Parkview High Tuesday, Thursday and Saturday tutoring program Before- and after-school tutoring by teachers\npeer tutoring during school day Before- and after-school tutoring by teachers\n\"Project Promotion\" mentoring program (six teachers and one counselor) Math - before- and after-school tutoring\nreading - during school day Study Hall tutoring program-both teacher and peer tutoring Cloverdale Jr. High Dunbar Jr. High Forest Heights Jr, High Henderson Jr. High Mabelvale Jr. High Mann Jr. High Pulaski Heights Jr. High Southwest Jr. High New Futures after-school tutoring program UALR tutoring program after school\nbefore- and after-school tutoring by volunteer teachers New Futures after-school tutoring program\nPartner-in-Education (State Health Department) reading tutors\n\"Eagles Nest\" peer tutors Before- and after-school tutoring program\npeer tutors Cornerstone after-school tutoring program\nbefore- and after-school tutoring program by certified staff Before- and after school teacher and peer tutoring New Futures after-school tutoring program UALR tutoring program before school\nNew Futures after-school tutoring program All schools Grades 9-12 All schools Grades K-12 Cornerstone (after-school tutoring) English as a Second Language (ESL) tutoring programCritical Program Attributes Page 8 Critical Program Attributes The major stakeholders in the school community must have valued input regarding the Academic Support Program approaches selected to implement in their schools. Although the approach may differ from school to school, in design, philosophy, and implementation, the following critical attributes will be evident in every Academic Support Program: Instructional Leadership * Principals will monitor instruction and learning. * Principals will clearly articulate the design and implementation of the Academic Support Program.  Principals will analyze data and use the results to improve learning. Principals will establish staff development as a priority that supports academic performance.  Principals will provide needed resources for teachers.  Principals will set high standards for teachers and students. Varied Instructional Strategies * Teachers will involve students in a variety of classroom activities that address learning styles and cultural diversity. * Teachers will select methods and strategies that capitalize on students interests and experiences. * Teachers will demonstrate creativity and resourcefulness in delivering instruction. * Effective classroom strategies, such as tutors, small-eroup instruction, and extended day/week programs, will be used to maintain the gains students have made.Critical Program Attributes continued Page 9 * Teachers will modify and/or change instructional strategies for students who do not make adequate progress. Time on Task * Students will be provided adequate time on task to demonstrate mastery. Students will be actively involved in learning. * Teachers will monitor students progress regularly and modify instructional strategies accordingly. Higher Order Thinking Skills * Students will be provided opportunities to transfer learning from one discipline to another discipline.  Students will be taught to critique their own thinking from the perspective of others.  Students will engage in collaborative and discovery learning. Curriculum and Alignment * Teachers will be provided locally developed uniform written curriculum guides for core content areas for all grade levels. * Teachers will teach the approved curriculum.  District staff will use a variety of assessment (testing) approaches in determining the effectiveness of the planned, written, and taught curriculum. Materials and Resources * Teachers will ensure that materials and resources are aligned to the curriculum.  Teachers will utilize a variety of materials and resources to involve and assist students in active learning.Critical Program Attributes continued Page 10 * Computer assisted instruction that is aligned with the curriculum will be used to reinforce objectives. At the secondary level, the use of computer-assisted instruction will be closely connected to classroom instruction. In the area of language arts, lessons will reinforce writing skills through literature-based writing activities, process writing activities, word processing, and research strategies. Other appropriate software that reinforces objectives in the revised curriculum may also be used. In the area of mathematics, the computer labs may be used to diagnose problems, review and reinforce specific skills, and assess results. Videotapes and other audiovisual software will be used in instruction for targeted students. Such software will also be directly correlated to classroom instruction and used to teach and reinforce objectives in the curriculum of the district. Positive School aimate * Teachers behavior will convey high expectations for all students. * Teachers will interact with students in a caring manner. * Teachers will inform learners of their achievement on a regular basis. * Teachers will make efforts to ensure that students have a positive feeling of success about school. Parent Involvement * Parents will be provided timely information regarding students achievement and behavior. * Parents will be involved in informative and effective conferences concerning their childs education.  Teachers will involve parents as partners in their childs educational process.Critical Program Attributes continued Page 11 Parent Involvement The district recognizes that parents serve as an invaluable resource in the process of educating children and believe that a childs education is a responsibility shared by family and school. To assure a collaborative partnership, the Board of Directors, administration, and staff are committed to: 1. Encouraging programs to help parents develop parenting skills and foster conditions at home that support childrens efforts in learning. 2. Providing parents with the knowledge of techniques designed to assist children in learning at home and at school. 3. Providing support and resource information for school staff and parents to enable them to implement and sustain appropriate parent involvement at all grade levels (Pre-K-12). 4. Maintaining communication between parents and schools in regards to school programs and childrens progress. 5. Identifying and involving parents in instructional and support roles at the school. 6. Supporting parents roles in decision making and encouraging their participation in governance, advisory, and advocacy roles. In support of the districts commitment to parent involvement, all schools will provide parent involvement activities which are of sufficient size, scope, and quality to promote an effective home-school partnership which will ensure that all participating children (a) succeed in the regular classroom, (b) attain grade level proficiencies, and (c) achieve basic and advanced skills. The parent involvement activities shall address the following goals: 1. Inform parents of participating children of (a) the reasons their children are participating in the program and (b) the specific instructional objectives and methods of the program 2. Support the efforts of parents, including training of parents, to the maximum extent practicable to (a) work with their childrenCritical Program Attributes continued Page 12 in the home to attain the instructional objectives of the program and (b) understand the program requirements. 3. Train parents, teachers, and principals to build a partnership between the home and the school. 4. Train teachers, principals, and other staff members to work effectively with the parents of participating children. 5. Consult with parents, on an ongoing basis, concerning the manner in which the school and parents can work together to achieve the programs objectives. 6. Provide a comprehensive range of opportunities for parents to become informed, in a timely way, about how future programs will be designed, operated, and evaluated, allowing opportunities for parental participation so that parents and educators can work together to achieve the programs objectives. 7. Ensure opportunities, to the extent possible, for the full participation of parents who lack literacy skills or whose native language is not English. 8. Provide information to administrators and teachers about how to work effectively with parents from diverse backgrounds. Parents As Learners/Educators To ensure that parents have the knowledge and skills needed to promote the education of their children at home, schools will address parent education in their school improvement plans according to the following guidelines: A. Parent education sessions will be scheduled to provide parents with the training necessary to reinforce academic learning and social behaviors at home.Critical Program Attributes continued Page 13 1. Parents will have an opportunity to identify their needs for parent education. 2. Parent education sessions will be scheduled each year to address the areas of greatest need as identified by parents. 3. Parents will have an opportunity to evaluate the parent education sessions. The results of the evaluations will be used for future planning. B. C. Parents will be provided materials and/or suggestions on ways to help their children at home. 1. The schools newsletter may highlight ways parents can be partners in educating their children. 2. Parents will be informed about community resources which can extend and enrich their childrens education. 3. Other activities may be included to support parents as determined by the Parent/Teacher Association (P.T.A.). Parents will be informed about the Adult Education offerings available through the districts schools for adults, parks and recreation, library programs, community school, and local colleges. To ensure that all the parent involvement activities provided by the district are effective, schools will, on an annual basis, evaluate the effectiveness of all activities provided. Each year, parents and teachers will be asked to evaluate parent involvement activities provided throughout the year. The results of the evaluation will be shared with the school community through the newsletter and other relevant ways. The district and parents will review the results of the survey and make recommendations for strengthening the parent involvement program.Critical Program Attributes continued Page 14 Problem Analysis * Schools will collect analyze, and disaggregate appropriate data needed to assess student performance and determine program effectiveness. * Schools will review findings to make judgements about change concerning curriculum, support materials, and staff development. Monitoring and Evaluation * Academic teams will meet at least twice each nine weeks to rgvjgw smdght progress and plan appropriate intervention strategies. * Appropriate school-based staff will meet at least once a semester to review and assess program effectiveness. Teachers will use individual and class mastery reports, informal observations, and alternative assessments (including portfolios) to determine student achievement. Monitoring and Evaluation Data gathered by school-based staff will be used by appropriate staff to revise, modify, and/or change students programs in order to effectively meet our students needs. These data will be reviewed on an aimual basis to determine if the academic support program is being implemented as designed and is an effective program. Data will be used to improve the delivery of instruction school and district wide. Staff Development * Teachers will use approaches and strategies that emphasize the interrelationship of teacher/student behavior. * Regular classroom teachers will receive additional training in the delivery of instruction in core content areas.Critical Program Attributes continued Page 15 New Teacher Initiative (New Teacher Mentor Program) The district has had a cooperative arrangement with Henderson State University to provide graduate credit to new teachers and their mentors. The districts instructors, with some assistance from Henderson State, provide all appropriate staff development activities for our new teachers. Given the change in administration and staff reductions for LRSD and Henderson State University, we did not utilize their services this school year. Dialogue has begun to re-establish the collaborative effort for the 1993-94 school year. 4. An Overview of How All the Individual Academic Support Programs Will Be Coordinated for Continuity of Services to Children and Efficient Use of Resources * All schools will implement the Board-approved uniform curriculum. * The established critical attributes of the Academic Support Program will be evident in each school. * The revised curriculum (K-12) has been sequentially developed and the objectives have been correlated to the skills in Arkansas Minimum Performance Test Stanford Achievement Test-Eighth Edition, and existing computer- assisted instructional software. * To provide for continuous improvement of teachers, records will be maintained on staff development activities. * New staff members will be targeted for appropriate staff development activities as well as participation in the districts \"New Teacher Initiative.\" 5. The Number of Students Targeted for Participation in Each Program by School and Grade Level for the 1992-93 School Year (see the following)5. ACADEMIC SUPPORT PROGRAM THZ MUMBZR 07 STUDKKTS TAROITBD TOR PARTICIPATION IM BACH PROGRAM BY SCHOOL AMD GRADB LBVBL TOR THB 1892-93 SCHOOL YBAR school: central HIGH SCHOOL Grade Level No. Students - Reading No Students - Math 10 91 145 11 123 12 12 TOTALS 284 158 7ACADEMIC SUPPORT PROGRAM THl MUNBER OF STUDENTS TARGETED TOR PARTICIPATION IN EACH PROGRAM BY SCHOOL AND GRADE LEVEL TOR THE 192\u0026gt;93 SCHOOL YEAR scHOOLt J. A. FAIR Grade Level No, Students - Reading No Students - Math 10 12 16 11 15 13 12 TOTALS 31 32ACADEMIC SUPPORT PROGRAM THB MUMBBR OF STUDENTS TARGETED FOR PARTICIPATION IN EACH PROGRAM BT SCHOOL AND GRADE LEVEL FOR THE 1992-93 SCHOOL YBAR school: hall HIGH SCHOOL Grade Level No, Students - Reading No Students - Math 10 13 11 17 12 TOTALS 38 0 0 0ACADEMIC SUPPORT PROGRAM THK mniBBR or STUDBMTS TAHOBTXD rOR PARTICirATIOH IB BACH PROGRAM BY SCHOOL AMD QRAOB LBVBL TOR THB 1992-93 SCHOOL YBAR SCHOOL: MCCLELLAN HIGH SCHOOL Grade Level Nq, Students - Reading Wo Students - Math 10 36 93 11 31 10 12 TOTALS 85 103ACADEMIC SUPPORT PROGRAM THE MUMBBR OF STUDEMTS TARGETED TOR TARTZCIPATIOM IM EACH PROGRAM BY SCHOOL AMD GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR school: parkview HIGH SCHOOL Grade Level No, Students - Reading No Students - Math 10 31 64 11 38 94 12 TOTALS 103 222ACADEMIC SUPPORT PROGRAM THZ WUNBBR OT STUDZMTS TAROBTZD TOR PARTICIPATIOM IM ZACH PROGRAM BY SCHOOL AMD GRAOZ LBVZL POR THZ 1992*\u0026gt;93 SCHOOL YZAR SCHOOL: CLOVERDALE JUNIOR HIGH Grade Level Wo. Students - Reading Wo Students - Math TOTALS 67 68 78 66 208 197 7 8 9ACADEMIC SUPPORT PROGRAM THB MUMBBR OB STUDENTS TARGETED BOR PARTICIPATION IN BACH PROGRAM BY SCHOOL AMD GRADE LEVEL BOR THE 1992-93 SCHOOL YEAR school: DUNBAR JUNIOR HIGH Grade Level No, Students - Reading- No Students - Math TOTALS 64 44 79 76 173 153 7 8 9ACADEMIC SUPPORT PROGRAM THK MUMBER OZ STUDBMTS TARGETED TOR PARTICIPATION IM BACH PROGRAM BY SCHOOL AMD GRADE LEVEL POR THB 19*2-93 SCHOOL YEAR SCHOOL t FOREST HEIGHTS JUNIOR HIGH Grade Level yo. Students - Reading No Students - Math TOTALS 68 42 56 99 170 225 7 8 9ACADEMIC SUPPORT PROGRAM THS NUMBER 07 STUDENTS TARGETED TOR PARTICIPATION IN EACH PROGRAM ET SCHOOL AND GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR school: HENDERSON JUNIOR HIGH Grade Level No, Students - Reading No Students - Math 7 8 73 79 97 80 9 TOTALS 215 221ACADEMIC SUPPORT PROGRAM THS VUMBSR OH STUDHHTS TAROBTHD TOR PARTICIPATION IN RACH PROGRAM BY SCHOOL AND ORADB LBVIL POR THE 1992-93 SCHOOL TEAR school: mabelvale JUNIOR HIGH Grade Level No. Students - Reading No Students - Math TOTALS 73 49 13 44 172 158 7 8 9ACADEMIC SUPPORT PROGRAM THB MDNBIK 07 STUDBHTS TARGETED TOR PARTICIPATIOM IE EACH PROGRAM BT SCHOOL AMD GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR school: MANN JUNIOR HIGH Grade Level Nq. Students - Reading No Students - Math 7 8 38 26 43 68 9 TOTALS 99 169ACADEMIC SUPPORT PROGRAM THB MUKBSR OF BTUDEMTS TARQBTBD FOR FARTICIFATIOM IH BACH PROGRAM BY SCHOOL AMD GRADE LEVEL FOR TRE 1992-93 SCHOOL YEAR SCHOOL: PULASKI HEIGHTS JUNIOR HIGH Grade Level No, Students - Reading No Students - Math TOTALS 13 49 93 37 44 7 8 9 7 __0ACADEMIC SUPPORT PROGRAM THE HUMBER OF STUDENTS TARGETED TOR PARTICIPATION IM EACH PROGRAM BY SCHOOL AMD GRADE LEVEL FOR THE 1992-93 SCHOOL YEAR scHOOLt SOUTHWEST JUNIOR HIGH Grade Level No. Students - Reading No Students - Math TOTALS 77 68 77 84 211 237 7 8 9 7ACADEMIC SUPPORT PROGRAM THS NUXBER 07 STUDENTS TARaSTED TOR PARTICIPATION IM EACH PROGRAM BY SCHOOL AND GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR SCHOOL: BADGETT Grade Level No, Students - Reading No Students - Math TOTALS 14 12 \u0026lt;0 10 14 IS. 53 1 2 3 4 5 6 6 0 6 7 5 6ACADEMIC SUPPORT PROGRAM THS mJMBIR or STUDEMTS TARGETED TOR PARTICIPATION IN EACH PROGRAM BT SCHOOL AMD GRADE LEVEL FOR THB 1992-93 SCHOOL YEAR 8CHOOI1X BALE Grade Level No. Students - Reading No Students - Math TOTALS 14 18 17 23 92 13 14 10 19 12 7C 1 2 3 4 5 6 4 3ACADEMIC SUPPORT PROGRAM THK NUMBKR OK STUDEMTS TARGETED TOR PARTICIPATION IN EACH PROGRAM BY SCHOOL AND GRADE LEVEL POR THB 1992-93 SCHOOL YEAR SCHOOL X BASELINE Grade Level No, Students - Reading No Students - Math TOTALS 17 12 19 13 73 17 14 10 54 1 4 4 2 3 4 5 6 4ACADEMIC SUPPORT PROGRAM THS NUMBER OS STUDENTS TARGETED TOR PARTICIPATION IN EACH PROGRAM BY SCHOOL AMD GRADE LEVEL POR THE 1992-93 SCHOOL YEAR SCHOOL: BOOKER Grade Level No, Students - Reading No Students - Math TOTALS 38 31 25 18 27 30 14 18 IS IS 114 109 1 2 3 4 5 6 0 2ACADEMIC SUPPORT PROGRAM THE NUMBER OF STUDENTS TARGETED TOR PARTICIPATION IN BACH PROGRAM BY SCHOOL AND GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR SCHOOL t BRADY Grade Level No. Students - Reading No stvdente_--.Meth TOTALS 19 19 11 21 16 19 17 21 21 101 73 1 0 0 2 8 3 4 5 6ACADEMIC SUPPORT PROGRAM THS NUMBIR OT STDDBIITS TAROETID TOR PARTICIPATION IN BACH PROGRAM BY SCHOOL AMD GRADE LEAHSL FOR THE 1992-93 SCHOOL YEAR SCHOOL: CARVER Grade Level No, Students - Reading No Students - Math TOTALS 10 16 68 46 1 5 1 2 6 4 3 9 4 8 5 6 9 6 22 12ACADEMIC SUPPORT PROGRAM THl XXTMBSR OH STXJDEMTS TARGSTED TOR PARTICIRATIOH IM BACH PROGRAM BY SCHOOL AMD GRADE LEVEL POR THB 1992-93 SCHOOL YEAR SCHOOL: CHICOT Grade Level No. Students - Reading No Students - Math TOTALS 30 27 24 18 18 108 15 19 14 12 99 1 6 6 2 3 4 5 6 12ACADEMIC SUPPORT PROGRAM THS MUNBKR OT STUDENTS TAROBTID TOR PARTICIPATION IN EACH PROGRAM BY SCHOOL AND GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR SCHOOL: CLOVERDALE Grade Level No. Students - Reading No Students - Math TOTALS 14 19 12 67 16 12 10 65 1 1 3 2 3 4 5 6 5 9ACADEMIC SUPPORT PROGRAM TKX HUMBER OT STUDENTS TARGETED TOR PARTICIPATION IM EACH PROORAN Br SCHOOL AMD GRADE LEVEL POR THE 1992-93 SCHOOL YEAR SCHOOL: DODD Grade Level No, Students - Reading No Students - Math 1 0 1 2 3 4 17 19 16 14 13 6 5 9 8 6 12 TOTALS 67 57ACADEMIC SUPPORT PROGRAM THX MUXBIR or STUDKHTS TAROITBD TOR rARTICirATIOM IM KACH PROORAM BY SCHOOL AMD ORAOB LBVBL TOR THB 1992-93 SCHOOL YBAR school: fair PARK Grade Level No. Students - Reading No Students - Math TOTALS 11 15 19 12 iQ. 71 12 15 12 59 1 4 3 2 9 3 4 5 6ACADEMIC SUPPORT PROGRAM THB MUMBIR OV STUDENTS TARGETED TOR PARTICIPATION IN EACH PROGRAM BY SCHOOL AND GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR SCHOOL: FOREST PARK Grade Level No. Students - Reading No Students - Math TOTALS 11 10 10 23 14 1 7 49 1 2 3 4 5 6 4 3 5 7 8 21ACADEMIC SUPPORT PROGRAM THB HUMBER 07 STUDENTS TARGETED TOR PARTICIPATION IN BACH PROGRRN nr SCHOOL AND GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR SCHOOL! FRANKLIN Grade Level No, Students - Reading No Students - Math TOTALS 11 24 37 23 10 21 126 10 17 22 21 15 11 98 1 2 3 4 5 6ACADEMIC SUPPORT PROGRAM THS MUKBBR Of STUDBHTS TAMBTSD TOR PARTICIPATION IM BACH PROGRAM BY SCHOOL AMD ORADB LBVBL POR THB 1992-93 SCHOOL YBAR school: FULBRIGHT Grade Level No, Students - Reading No Students - Math TOTALS 15 16 13 17 19 12 8C 13 20 11 75 1 2 3 4 5 6 5 4 8ACADEMIC SUPPORT PROGRAM THB VUNBBR OF STUDENTS TARGETED EOR PARTICIPATION IN EACH PROGRAM BT SCHOOL AND GRADE LEVEL POR THB 1992-93 SCHOOL TEAR SCHOOL: GARLAND Grade Level No. Students - Reading yp gtMd^ntS-r Jiatb TOTALS 19 13 23 13 75 53 1 6 6 2 7 8 3 4 5 6 7 5 IIACADEMIC SUPPORT PROGRAM THl VnXBKR or STUDKHTS TAROBTID TOR rARTICZPATIOM IM lACH PROGRAM BT SCHOOL AMD GRADE LEVEL POR THB 1992-93 SCHOOL YEAR SCHOOL: GEYER SPRINGS Grade Level No. Students - Reading No Students - Math TOTALS 19 13 11 10 15. 73 54 1 5 4 2 9 3 8 4 5 6 9 6 1ACADEMIC SUPPORT PROGRAM THS NUMBER OE STUDENTS TAROETEO TOR PARTICIPATION IN EACH PROGRAM BY SCHOOL AND GRADE LEVEL POR THB 1992-93 SCHOOL YEAR SCHOOL: GIBBS Grade Level yp, gtudgntp - Reading No Students - Math TOTALS 12 11 52 12 38 1 4 2 3 4 5 6 4 9 7 3 3 3 3ACADEMIC SUPPORT PROGRAM THE HUMBER OE STUDENTS TARGETED TOR PARTICIPATION IN BACH PROGRAM BY SCHOOL AND GRADE LEVEL POR THE 1992-93 SCHOOL YEAR SCHOOL: ISH Grade Level No, Students - Reading No Students - Math 1 3 4 2 3 4 21 20 12 10 6 7 5 9 4 6 12 TOTALS \u0026lt;8 45ACADEMIC SUPPORT PROGRAM THE HDNBER OF STUDENTS TARGETED FOR PARTICIPATION IN EACH PROGRAM BY SCHOOL AND GRADE LEVEL FOR THB 1992-93 SCHOOL YEAR SCHOOL: JEFFERSON Grade Level No, Students - Reading No Students - Math TOTALS 21 15 25 14 13 10 10 81 11 12 62 1 2 3 2 3 4 5 9 6ACADEMIC SUPPORT PROGRAM THB trXJXBSR or STUDKHTS TARGBTBD FOB PARTICIPATION IM BACH PROGRAM BY SCHOOL AMD ORADB LBVBL POR THB 1992-93 SCHOOL YEAR SCHOOL: MABELVALE ELEMENTARY Grade Level Mo, Students - Reading Mo Students - Math TOTALS 31 28 32 30 157 15 19 30 25 99 1 0 0 2 3 4 5 6 22ACADEMIC SUPPORT PROGRAM THB NUMBER 07 STUDENTS TARGETED TOR PARTICIPATION IN BACH PROGRlOt BY SCHOOL AND GRADE LEVEL POR THE 1992-93 SCHOOL YEAR SCHOOL t MCDERMOTT Grade Level No. Students - Reading No Students - Math TOTALS 14 11 16 10 12 11 12 11 75 59 1 2 3 4 5 6 8 8 8 7ACADEMIC SUPPORT PROGRAM TBS MDHBBR OF STUDBMTS TARQBTED TOR PARTICIPATION IB BACH PROGRAM BY SCHOOL AMD GRADS LBVBL TOR TBS 1992-93 SCBOOL YBAR SCHOOL X MEADOWCLIFF Grade Level No. Students - Reading No Students - Math TOTALS 33 23 26 19 19 16 112 23 22 113 1 2 3 4 5 6 6 7 12 12ACADEMIC SUPPORT PROGRAM THK VnXBER Or STUDHHTS TARGETHD TOR PARTICIPATION IN EACH PROGRAM BY SCHOOL AMD GRADE LEVEL POR THE 1992-93 SCHOOL YEAR SCHOOL: MITCHELL Gradg Lgvel 1 2 3 4 5 6 No. Students - Reading No Students - Math TOTALS 19 17 15 15 7\u0026lt; 20 12 17 65 4 3 7ACADEMIC SUPPORT PROGRAM THB MUXBBR OB STUDBMTS TARGBTBD FOR PARTICIPATION IN BACH PROGRAM BY SCHOOL AND ORADB LBVBL POR THB 1992-93 SCHOOL YBAR school: otter CREEK 1 2 3 4 5 6 No, Students - Reading No Students - Math 12 TOTALS 10 12 II CO 49 6 4 9 6 9 9 9ACADEMIC SUPPORT PROGRAM THE NUKBBR 07 STUDENTS TARGETED FOR FARTICIPATZOH IN EACH PROGRAM BY SCHOOL AMD GRADE LEVEL FOR THE 1992-93 SCHOOL YEAR SCHOOL: PULASKI HEIGHTS ELEMENTARY Grade Level No. Students - Reading No Students - Math TOTALS 25 19 11 10 75 13 64 1 2 3 4 5 6 7 7 7 7 7 11ACADEMIC SUPPORT PROGRAM THX MUMBKR OT STUDEMTS TARGKTBD TOR PARTICIPATION IN HACH PROGRAM BY SCHOOL AND GRADE LBVBL TOR THE 1992-93 SCHOOL YBAR SCHOOL t RIGHTSELL Grade Level No. Students - Reading No Students - Math TOTALS 12 14 15 21 70 10 10 10 42 1 3 3 2 3 4 5 6 5 3ACADEMIC SUPPORT PROGRAM THK HUMBER OF STUDHHTS TAHaKTID FOR PARTICIFATIOH IM EACH FROORAM BY SCHOOL AMD ORADX LBVXL FOR THX 1992-93 SCHOOL YXAR SCHOOL t ROCKEFELLER Grade Level No, Students - Reading No Students - Math TOTALS 22 16 11 12 20 18 14 17 11 88 78 1 5 4 2 3 4 5 6ACADEMIC SUPPORT PROGRAM THX MUMBXR Of STtJDEMTS TAROHTHD TOR PARTICIPATION IN EACH PROORAN BT SCHOOL AND ORADB LEVEL TOR THE 1992-93 SCHOOL YEAR SCHOOL! ROMINE Grade Level Mp. Students - Reading MO-Students - Math TOTALS 12 19 22 13 12 57 57 1 2 3 4 5 6 2 2 3 8 7ACADEMIC SUPPORT PROGRAM THX MUNBKR OF STUDBMTS TAROBTBD FOR PARTICIPATION IM BACH PROGRAM BY SCHOOL AMD GRADB LBVBL FOR THB 1992-93 SCHOOL YBAR SCHOOL: STEPHENS Grade Level No, Students - Reading No Students - Math TOTALS 23 15 21 21 82 81 1 2 2 2 3 4 9 7 5 6 8 5 12ACADEMIC SUPPORT PROGRAM THS NX7MBSR 07 STTOKNTS TARGETBD TOR PARTICIPATION IM BACH PROGRAM BY SCHOOL AMD GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR SCHOOL: TERRY Grade Level No, Students - Reading No Students - Math TOTALS 13 19 11 12 11 70 12 13 22. C2 1 1 0 2 3 4 5 6 8 9ACADEMIC SUPPORT PROGRAM THH MUMBSR 07 STUDHHTS TAROKTHD TOR PARTICIPATION IM KACH PROORAM BT SCHOOL AMD ORADB LBVBL TOR THB 1992-93 SCHOOL YBAR school: WAKEFIELD Grade Level No. Students - Reading No Students - Math TOTALS 27 19 19 21 15 124 16 13 15 21 95 1 8 8 2 3 4 5 6 11ACADEMIC SUPPORT PROGRAM THB HUMBBR OB STUDBHTS TARGETED BOR BARTICIBATIOM lit BACH PROGRAM BY SCHOOL AMD ORADB LBVBL BOR THB 1992-93 SCHOOL YEAR school: WASHINGTON Grade Level Ho, Students - Reading No Students - Math TOTALS 10 35 36 42 32 192 28 14 28 27 116 1 0 2 3 4 5 6 22 12ACADEMIC SUPPORT PROGRAM THX HUMBER OX STUDENTS TARGETED TOR PARTICIPATION IN EACH PROGRAM BY SCHOOL AND GRADE LEVEL POR THB 1992-*93 SCHOOL YEAR SCHOOL: WATSON Grade Level No. Students - Reading No Students - Math TOTALS 32 17 25 23 lie 19 12 18 21 12 SC 1 6 6 2 3 4 5 6 12ACADEMIC SUPPORT PROGRAM THX HDHBBR 07 STUDEHTS TAROBTED TOR PARTICIPATION IN BACH PROGRAM BY SCHOOL AMD GRADE LEVEL TOR THE 1992-93 SCHOOL YEAR school: western HILLS Grade Level Ho. - Students - Reading No Students - Math TOTALS 14 15 18 14 17 12 81 CO 1 2 3 4 5 6 0 4 8 7 9ACADEMIC SUPPORT PROGRAM THH HUMBER OF STUDHHTS TARGETED HOR PARTICIFATIOH IH EACH PROGRAM BY SCHOOL AMD ORADB LEVEL POR THB 19*2-93 SCHOOL YEAR SCHOOL t WILLIAMS MAGNET Grade Level No, Students  Reading No Students - Math 00 TOTALS 11 33 2S 1 0 2 3 4 5 6 7 5 6 4 3 6 6 5ACADEMIC SUPPORT PROGRAM THX NUXBXR OX STUDBMTS TAROBTED BOB PARTICIPATION IM BACH PROGRAM BT SCHOOL AMD GRADE LBVBL POR THB 1982-93 SCHOOL YEAR SCHOOL: WILSON Grade Level No. Students - Reading No Students - Math TOTALS 12 14 10 11 21 SI 58 1 1 1 2 6 6 3 9 4 5 7 6ACADEMIC SUPPORT PROGRAM THS NUMBBR OT STUDENTS TARGETED FOR PARTICIPATION IN BACH PROGRAM BY SCHOOL AND GRADB LBVBL POR THB 1992-93 SCHOOL YEAR SCHOOL: WOODRUFF Grade Level No. Students - Reading No Students - Math TOTALS 11 11 12 12 15. IS 55 55 1 2 3 4 5 6 4 4 8 5 8 5Number of Teachers or Other Staff Page 16 6. nie Number of Teachers or Other Staff (Identified by Position) Responsible for Delivering Each of the Academic Support Programs Content Area Level Position Total No, Positions Language Arts Elementary Teachers 39 Aides 8 Mathematics Elementary Teachers 30 Language Arts Secondary Teachers 34 Mathematics Secondary Teachers 27 Total Teachers Aides 130 8 Language Arts Elem. Specialists 3 Mathematics Elem. Lab Attendants 37 Language Arts Sec. Specialists 1.5* Language Arts Sec. Lab Attendants 13 Total Specialists Lab Attendants 4.5* 50 ESL Cornerstone Parent Support K-12 Tutors Tutors Coordinators Support/Secretary 8 1 1 1 Jostens Learning Corporation reimburses LRSD for 2.5 salariesImplementation Timeline Page 17 7. Implementation Timeline Beginning date: July, 1992 - Duration: Ongoing Responsibility Adiyiiy Begin Date End 1. Assoc. Supt. for Curriculum Explain the Academic Support Programs options to local school administrators 1st Quarter/ FY92 Ongoing* 2. Local school administrators Select the local schools appropriate Academic Support Program. (Indirect/ direct/extended services.) 1st Quarter/ FY92 Ongoing* 3. Local school teams Identify students targeted for participation in each program by school/grade level 1st Quarter/ FY92 Ongoing* 4. Principal Select staff (identified by position) responsible for delivering Academic Support Program 1st Quarter/ FY92 Ongoing* 5. Principal Schedule the Academic teams staff 1st Quarter/ FY92 Ongoing* 6. Principal and staff Implement selected school options at local level 1st Quarter/ FY92 Ongoing*Implementation Timeline continued Page 18 7. Directors of Staff Development and Reading\nSupvs. of Lang. Arts and Mathematics Cluster schools and develop a staff development schedule for Curriculum Clusters 1st Quarter/ FY92 Ongoing* 8. Directors of Staff Development and Reading\nSupvs. of Lang. Arts., Mathematics, and Computer Specialists Begin training staff responsible for delivering each Academic Support Program 1st Quarter/ FY92 Ongoing H n Specialized Content Area Strategies (Curriculum Cluster) 1st Quarter/ FY92 Ongoing* M Team Planning 2nd Quarter/ FY92 Ongoing* n Learning Styles/ Cultural Diversity (Review) 2nd Quarter/ FY92 Ongoing Interactive Teaching/ Learning (Curriculum Cluster) 2nd Quarter/ FY92 Ongoing* 9. w If (1 Mastery Learning Cooperative Team Learning (Review Curriculum Cluster) 1st Quarter/ FY93 (Fall) 3rd Quarter/ FY93 (Spring) Ongoing* Ongoing* Principals, District-wide staff development team and Computer Specialists Monitor the implementation of the above 1st Quarter/ FY92 Ongoing*Implementation Timeline continued Page 19 10. Principals, District-wide staff development team, and Computer Specialists Provide technical assistance and and maintenance workshops as needed in the above staff development areas Ongoing after initial workshops are delivered 11. Principal Schedule school based meetings to assess program effectiveness One per semester Ongoing* 12. Principal and staff Collect appropriate data for end of school program evaluation including pre and post standardized test scores, student grades and attendance, samples of student work, and parent/ teacher/student recommendations 1st Quarter/ FY92 4th Quarter/ FY93* 13. Assoc. Supt. for Curriculum, Asst. Supts., Curr. Supervisors, and principals Analyze the above data to evaluate program effectiveness 4th Quarter/ FY93 Ongoing* 14. H Identify modification for the Academic Support Program for 1993-94 4th Quarter/ FY93 Ongoing* 8. Anticipated Costs (see the following)8. ACADEMIC SUPPORT PROGRAM ANTICIPATED COSTS 1992-93 ] IMG SOURCE CONTENT AREA NO. POSITIONS TOTAL BUDGET Reading/Math/ Language Arts Elem./Sec. Aides Substitutes 99 8 $3,919,882.00 123,770.00 84,363.00 Parent Advisory Program Reading/Math Reading/Math/ Language Arts Reading/Math/ Language Arts Reading/Math/ ESL Reading/Math Parent Advisory Program ' Academic Support  Partnership Read ing/Math/ Language Arts Reading/Math Language Arts Coordinator/ Support Supplies Elen./Sec. Ext. Day/Week Secondary Supplies/Materials Secondary Specialists Lab Attendants Support Supplies/Materials Secondary Secondary 1.5 88 28 9 4.5 Reimb. 50 .5 6 4 Sub total Re Imbursement 32,979.00 45,939.00 41,880.00 576,362.00 21,883.00 278,360.00 112,416.00 588,908.00 7,465.00 10,000.00 30,000.00 222,534.00 135,253.00 6,231,994.00 112.416.00 $6,119,578.00Overview of Necessary Staff Training Page 21 9. Ah Overview of the Necessary Staff Training by Content, by Year, and by Number of Training Participants The staff development component is critical to the successful implementation of the Academic Support Program since the various elements of the Program require that teachers use approaches and strategies that emphasize the interrelationship of teacher/student behavior. Designated teachers will be trained in the following areas: Overview/Content. 1992-93 No. of Participants Specialized Content Area Strategies - TTie regular classroom teachers, reading specialists, and mathematics specialists will receive training on instructional strategies and alternative assessment methods that are unique to the respective content area. Also, the teachers will receive inservice training on using appropriate computer software to diagnose and remediate students learning needs. 1st Quarter/ FY92 130 Learning Styles/Cultural Diversity - Teachers have received training in administering learning styles inventories and designing instruct- tonal strategies that relate to identified learning styles 2nd Quarter FY92 (Review) 130 Staff Training The schedule for staff training is as follows: 25 teachers/staff per session. At least six (6) sessions are needed to accommodate all 130 teachers. Training is provided only one time during the indicated quarter. Follow-up inservice may be provided on an \"as needed/requested basis.\" Provisions are made either through new teacher initiative or LRSD Staff Development Department to provide the needed inservice for our new teachers.Overview of Necessary Staff Training continued Page 22 Interactive Teaching/Leaming - With the emphasis of the program on meaningful student learning experiences as opposed to isolated seat work, teachers will be trained in classroom skills for planning and delivering motivational learning activities, giving information, asking questions, providing feedback, and keeping students on task. 2nd Quarter/ FY92 130 Team Planning - Reading and/or math specialists will receive training in collaborative planning, team teaching, and partnership building. 2nd Quarter/ FY92 130 Mastery Learning - To ensure that learning actually occurs for students, teachers will receive inservice on the Mastery Learning Model that includes developing learning objectives based on identified LRSD learner outcomes, delivering large group instruction according to targeted objectives, assessing students performance, designing corrective activities that differ from the original instructional strategies for students who did not master the objective, assessing again for mastery, and designing enrichment activities that extend the objectives for students who demonstrated mastery on the first assessment. 1st Quarter/ FY93 (Fall) 130 Mastery Learning A number of teachers (regular and academic support) have been trained in Mastery Learning. We would provide a minimum of six sessions, three hours per session, for 25 participants per session totaling 130 teachers per quarter.Overview of Necessary Staff Training continued Page 23 Cooperative/Team Learning - Because teachers in the Academic Support Program will be expected to actively involve all targeted students in the classroom learning process, the teacher will receive training in the Cooperative/Team Learning process that organizes students into small heterogeneous teams which work together toward a common, meaningful learning objective. 3rd Quarter/ FY93 (Spring) 130 Components of all staff development programs will be reviewed annually. New teachers will be provided intensive inservice in order to maintain program continuity and effectiveness. Staff receiving and staff delivering staff development activities will review the design, delivery, and quality of services provided on an annual basis. This evaluation data will be used to improve the quality and quantity of inservice for academic support programs. Annually beginning school year 1993-94Evaluation Criteria Page 24 10. Evaluation Criteria That Will Indicate How Effectively Teachers Are Implementing New Instructional Approaches Principals will monitor instruction and learning in Academic Supoort Program settings on a regular basis and will observe: Teachers involving students in a variety of classroom activities that address learning styles and cultural diversity.  Teachers selecting methods and strategies that capitalize on students interests and experiences.  Teachers demonstrating creativity and resourcefulness in delivering instruction. Teachers utilizing effective classroom strategies, such as tutors, small-group instruction, and extended day/week programs, to maintain the gains students have made.  Teachers interacting with students in a caring manner. Teachers recording of students data that shows increased student achievement and social skills (letter and citizenship grades, standardized test scores, attendance). 11- Evaluation Criteria That Will Measure the Degree to Which Each Academic Support Program Is Successful in Meeting Its Particular Programmatic Goals and Objectives of Remediating Student Achievement and Contributing to the Overall Reduction of Disparity Between Black and White Students Program Evaluation Academic Support Programs will be successfully operating in all district schools evidenced by: as * Improvement on standardized test scores. Increased numbers of students moving from bottom quartile to the next quartile. Increased numbers of students moving above the 50th percentile.Evaluation Criteria continued Page 25 * Grade distribution reports (by semester) reflecting an increase in letter grades of \"C\" or better in the core areas for each student.  Grade distribution reports (by semester) by class and grade level reflecting an increase in attainment of letter grades of \"C or better in the core areas. 12. Utilization of Resources Invested in the PAL Remediation Approach, Staff Positions. Computer Hardware. Software Programs, and Other Equipment and Materials Previously Devoted to PAL Should be Properly Reallocated Toward the New Approach to Remediation. All existing staff (positions), computer hardware, software programs, other equipment and materials are and will be used extensively in the Districts Academic Support Program. Curriculum-assisted instructional software has been aligned with the Districts revised curriculum and is being used to reinforce curriculum objectives. 13. Provision for Removing Ineffective Teachers Provisions for removing ineffective teachers are outlined in the Professional Negotiations Agreement Between the Board of Directors and the Little Rock Classroom Teachers Association (Article VI).KCkaTXlZ SUPPORT PROGRAM PROGRAM EVALUATION Procrram Description Purpose The purpose of the Academic Support Program is to provide support for participating students in grades one through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievement of these targeted students. The support will be provided by certified reading specialists, English and mathematics teachers in the regular classroom, additional classes, and labs. Scope and Content The name of all district remediation programs will be Academic Support Programs. All school programs will be located at each school site, except Metropolitan Vocational-Technical Education Center. The Academic Support Program offers a variety of options to the individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing either direct or indirect services to identified students through additional classes, smaller class sizes, or in-class assistance at the secondary level and in-class assistance or limited pull-out at the elementary level. Elementary Academic Support Procrram At the elementary level, the primary delivery method in the area of mathematics is in-class assistance for grade levels 1 and 2, and limited pull-out as a possible second strategy for grade levels 3-6. In the area of reading/language arts, limited pullout is used to provide for the learning needs of students with identified reading deficits for grade levels 1-6. Indirect Services Reading and math specialists are paired with classroom teachers to assist in implementing accelerated learning experiences for students with identified reading and mathematics skills deficits. An instructional program and duration of services are established for each student in order to address individualized needs. TheAcademic Support Program Fast Track Evaluation Page 2 revised curriculum is used by the regular teacher and the reading/mathematics specialists to provide a uniform and integrated approach to learning. Schedules are developed in cooperation with the regular teacher to determine appropriate time for specialists to provide services in the regular Time is allocated for the specialists to plan and classroom. consult with the regular teacher in order to ensure consistency This cooperative planning allows for a team in student learning. effort to best meet needs of students and to prevent In addition, this fragmentation in teaching and learning. approach improves and enhances educational opportunities for these students to experience academic success in the regular classroom. By developing alternative methods for delivery of instruction, students increase their time on task, make greater gains, and maintain progress. Direct Services. For students identified with severe reading problems, a reading class is available to assist them in mastering fundamental reading skills and to stimulate their interest in reading. Reading teachers focus on mastery learning and use of listening labs and computer labs to diagnose, remediate, and assess specific language problems, using a variety of curricular approaches including computer technology. This arrangement will promote program continuity, connected learning, student/teacher bonding, and shared accountability. Data secured through individual assessment and other relevant records is used to develop the student's program and establish the duration of services. Secondary Academic Support Program Secondary schools implement the Academic Support Program according to one or a combination of the following possible approaches: APPROACH ONE Indirect Services The academic team approach restructures the current secondary language arts staffing by pairing language arts classroom teachers (including English and Learning Foundation teachers) andAcademic Support Program Fast Track Evaluation Page 3 instruction.) reading specialists. (Mathematics teachers are already paired for instruction.) Teams will iointlv plan appropriate whole group instruction, small group instruction, and individual instruction for learning experiences. Direct Services For students identified with severe reading problems, a reading class will be available to assist them in mastering fundamental reading skills and to stimulate their interest in reading. APPROACH TWO Direct Services Regular classroom teachers will work to meet the needs of their own targeted students. Smaller class sizes will be scheduled for regular language arts and/or mathematics teachers to allow them to provide more individual assistance for targeted students during each class period. APPROACH THREE (Language Arts Only) Direct Services The Language Arts Plus Program is intended to reinforce regular classroom language arts instruction exclusively and to focus on The Language Arts Plus Program specific student deficits. approach will restructure the current secondary language arts program by reducing the number of separate reading classes, reducing language arts class size, and adding an enrichment class to schedules of targeted students. The concept will add an elective credit to student course work and will utilize the These English services of regular English teachers in whose language arts classes the targeted students are enrolled. teachers will teach four regular periods and during the fifth period will provide tutorial and accelerated learning experiences for all academic students enrolled in each of their four regular Average class size will not exceed 15 language arts classes. students per period in the teachers' fifth periods.Academic Support Program Fast Track Evaluation Page 4 EXTENDED SERVICES ELEMENTARY AND SECONDARY To support and extend learning opportunities for students, the academic team concept will be supported by making available to targeted students before-school, at lunch, and after-school instructional services. Additionally, some sites may schedule periodic extended weeks in order to provide a practice and review session on Saturdays. Principals may use flexible scheduling of staff to provide some of their extended day services. The implementation of academic support programs may vary from school to school in design and philosophy. However, the following common critical elements will be evident in every program: instructional strategies including higher order thinking skills, close observance of time on task, use of the District's approved curriculum with appropriate materials and resources, a positive school climate that includes conveying high expectations for all students, parent involvement designed to assure a collaborative partnership between parents and school, problem analysis consisting of collecting, analyzing and disaggregating student data, and monitoring/evaluation. New staff members will participate in development activities that will assist them in use of curriculum guides as well as appropriate staff development activities for targeted students. Participants/Beneficiaries Target students are initially identified from the student population scoring in the lower quartiles in the annual student assessment. Multiple criteria, including student grades, teacher recommendations, and student records are used to select students from the eligible population to participate in the Academic Support Program. Progrzun Goal The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstream setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity.Academic Support Program Fast Track Evaluation Page 5 Specific objectives have been developed in order to designate what is to be accomplished to implement the adopted goals, program will include the following objectives: The 1. 2. 3. 4. To identify and serve students who are at-risk in language arts and mathematics. To prescribe a personal education plan for targeted students. To reduce or eliminate pull-out academic support programs. To provide parents the knowledge and skills needed to promote the education of their children at home and at school. Evaluation Criteria The Academic Support Program will be evaluated by comparing data from Spring 1992 through Spring 1994. evaluation will consist of: Specifically the 1. 3. Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students. 2. Personal education plans of targeted students reflect implementation of the selected school option (s). Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and recommendations to provide individual/group/school progress are maintained for continuous student and program progress. 4 . Parental involvement will show an increase in the numbers of parents attending parent conferences and parent training sessions and visiting schools. Evaluation Results Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results, presented in correspondence with each previously stated objective.Academic Support Program Fast Track Evaluation Page 6 Objective 1 To identify and serve students who are at-risk in language arts and mathematics. The Academic Support Program options were explained to local school administrators and they were provided an overview of how all the individual Academic Support Programs were to be coordinated for continuity of services to children and efficient use of resources. Local school administrators selected the appropriate Academic Support Program. Students eligible for participation in the Academic Support Program were identified from the District-wide printout of the Stanford 8 results. Identified students were those with total reading and/or mathematics scores falling within the lowest quartile on the Stanford 8 (total NCE of 35.8 or below). Multiple criteria, including student grades, teacher recommendations, and student records, were used to select targeted students from the identified population to participate in the Academic Support Program. Staff assignments were determined at the building-level and schedules were completed to ensure implementation of the selected school options. Discussion For the 1992-93 school year, thirteen secondary schools chose the Reading/Language Arts/Mathematics Indirect/Direct Approach, while one secondary school chose the Language Arts Plus Approach and three secondary schools chose the Direct Mathematics Approach. All elementary schools chose the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-1) For the 1993-94 school year, fourteen secondary schools chose the Reading/Language Arts/Mathematics Indirect/Direct Approach, while seven secondary schools chose the Language Arts Plus Approach and All six secondary schools chose the Direct Mathematics Approach, elementary schools chose the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-1) The District-wide printout of the Stanford 8 results for the 1992-93 school year revealed that 11,955 students were eligible for participation. For the 1993-94 school year, 11,044 students were eligible. (Appendix A-2)Academic Support Program Fast Track Evaluation Page 7 For the 1992-93 school year, uniform multiple criteria were used to identify 8,173 targeted students from the eligible population to be served by the Academic Support Program. For the 1993-94 school year, 7,466 students were selected. (Appendix A-3) 2,525 students at the secondary level were served by the Indirect/Direct Approach during the 1992-93 school year. 26 students were served by the Language Arts Plus Approach and 287 students were served by the Direct Mathematics Approach, elementary level, 5,385 students were served by the At the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-3) During the 1993-94 school year, 2,212 students at the secondary level were served by the Reading/Language Arts/Mathematics Indirect/Direct Approach. 466 students were served by the Language Arts Plus Approach and 622 students were served by the Direct Mathematics Approach. At the elementary level, 4,655 students were served by the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-3) For the 1992-93 school year, a total of 52 teachers staffed the Reading/Language Arts/Mathematics Indirect/Direct Approach, while .6 teachers staffed the Language Arts Plus Approach and 6.1 teachers staffed the Mathematics Direct Approach. At the elementary level, a total of 82.4 teachers staffed the Reading/Language Arts/Mathematics Indirect/Direct Approach. (Appendix A-4) For the 1993-94 school year, a total of 40.6 teaches staffed the Reading/Language Arts/Mathematics Indirect/Direct Approach, while 8.2 teachers staffed the Language Arts Plus Approach and 15.3 teachers staffed the Mathematics Direct Approach. At the elementary level, a total of 71.6 teachers staffed the Reading/Language Arts/Mathematics/Indirect/Direct Approach. (Appendix A-4) Objective 2 To prescribe a personal education plan for targeted students. The Stanford 8 Individual Record Sheet for each targeted student served as the basis for developing a personal education plan for each student. The Little Rock School District Curriculum, which is correlated to the Stanford 8 objectives, was used as theAcademic Support Program Fast Track Evaluation Page 8 curriculum in each program option at each school site. Schools were clustered for delivery of staff development and a schedule was developed to provide training to the staff responsible for delivering each Academic Support Program. Workshops were provided on the topics of specialized content area strategies, team planning, learning styles/cultural diversity, interactive teaching/learning, mastery learning, and cooperative team learning. been addressed. Workshops were monitored to ensure that all topics had Instruction and learning in the Academic Support Program settings were monitored regularly to determine student involvement, appropriateness of learning strategies and cultural diversity, creativity and resourcefulness, use of tutors, small group instruction, and extended day/week programs, teacher-student interaction, increased student achievement and social skills. Technical assistance was provided on an as-needed basis in each of the areas monitored. TABLE B YEAR \u0026amp; CLASSIFICATION SCHOOL VISITS TECHNICAL ASSISTANCE SCHOOL BASED MEETINGS 1992-93 Totals ELEMENTARY SECONDARY 413 97 40 6 24 13 1993-94 (to 12/15/93) ELEMENTARY SECONDTkRY 183 70 104 62 4 9 Discussion A comparison of the total number of training sessions conducted during the 1992-93 school year to the to-date number of sessions conducted during the 1993-94 school year reveals that there has been an increase in the number of training sessions requested and offered. During the 1992-93 school year, 593 monitoring visits were made to review personal education plans and to observe teacher strategies. visits have been made to date. For the 1993-94 school year, 332 monitoring (Appendix B-1)Academic Support Program Fast Track Evaluation Page 9 Objective 3 To reduce or eliminate pull-out Academic Support Programs. Appropriate data were collected for end of school program evaluation, including pre and post standardized test scores, student grades and attendance, samples of student work, and parent/teacher/student recommendations. These data were analyzed to evaluate program effectiveness in meeting its particular programmatic goals and objectives of remediating student achievement and contributing to the overall reduction of disparity between black and white students. After reviewing the 1992-93 data, modifications were identified for the Academic Support Program for 1993-94. Learning opportunities were supported and extended for students by making available to targeted students before school, at lunch, after school, and periodic extended week computer lab instruction. Discussion A comparison of the 1992-93 Stanford 8 test data for the students being seirved to the 1993-94 test data for the same population revealed that students achieved growth at all grade levels except grades 1, 4, and 10 in reading. Tn the area of mathematics, negative growth occurred at grades 2, 4, 6, 7, and 8. Cl - C4) (Appendix For the 1993-94 school year, the number of secondary schools choosing the Language Arts Plus Approach increased from only one during the 1992-93 school year to six. Six secondary schools also chose the Mathematics Direct Approach, representing an increase of three schools over the 1992-93 school year. These changes represent a trend at the secondary level away from an exclusive Reading/Language Arts/Mathematics Indirect/Direct Approach toward the Direct Approaches. (Appendix A-1) During the 1992-93 school year, approximately 50% of the elementary and secondary schools offered targeted students extended learning opportunities before school, at lunch, after school, and extended week. A number of these schools kept signin sheet to validate student participation, but no hard data exist on the success of this endeavor, compiled for the 1993-94 school year. No data have beenAcademic Support Program Fast Track Evaluation Page 10 Objective 4 To provide parents the knowledge and skills needed to promote the education of their children at home and at school. Parents were assisted in obtaining the knowledge and skills needed to promote the education of their children at home and at school through provision of information about students' achievement and behavior, conferences about their children, and the establishment of parent/school partnerships. Discussion A comparison of 1992-93 parent activity documentation to the 1993-94 parent activity documentation reveals there has been an increase in the number of participating parents. The number of parents involved during 1993-94 increased two and a third times the rate of parental participation during the 1992-93 school year. Twenty-eight of the twenty-nine schools where data were collected showed positive gains in parent participation. (Appendix D) Obstacles to Goal Attainment The obstacles to goal attainment encountered are indicated by specific objectives: 1. To identify and serve students who are at-risk in language arts and mathematics. Although this objective is achieved, it has not been achieved in a timely manner. Printouts of the eligible students in each building for reading, mathematics, and language arts need to be available at the end of the school year to begin the identification process for the next year. Additionally, printouts of District-wide eligible students need to be in each school at the beginning of the school year to facilitate identification of students new to each building.Academic Support Program Fast Track Evaluation Page 11 2. To prescribe a personal education plan for targeted students. This objective is largely achieved\nhowever, some folders are not complete because teachers do not have sufficient information to develop the plans. Individual Test Records (Stanford 8) for all Academic Support students are needed in order for teachers to develop the personal education plans. 3. To reduce are eliminate pull-out Academic Support Programs. Progress has been made in reading and language arts, however, additional time is needed in mathematics. As well, delayed funding from outside sources has hampered plans for providing extended services. 4 . To provide parents the knowledge and skills needed to promote the education of their children at home and at school. Although this objective is largely achieved at the elementary level, there is a need for strengthening efforts at the secondary level. Recommendation 1 It is recommended that District printouts identifying the eligible students be forwarded to each building prior to the close of the school year in order to facilitate the identification process for the next school year. As well, District-wide printouts need to be disseminated to every school at the beginning of the new school year in order to identify new students to the schools who might be eligible for the Academic Support Program. Additionally, at least three copies of the Student Record Sheet for each targeted student need to be forwarded to the schools from the Office of Planning, Research, and Evaluation in order to ensure that program teachers have the appropriate record forms needed to design the personal education plans.Academic Support Program Fast Track Evaluation Page 12 Objective The objective of this recommendation is to ensure timely identification and selection of students to participate in the Academic Support Program and to serve targeted students by developing personal education plans based on their Stanford 8 Individual Test Records. Evaluation Criteria Documentation will indicate that the selection and identification processes occur in a timely and efficient manner and that program teacher record keeping is complete. Expected Benefits The District will meet its commitment of reducing academic disparity and pull-out programs. Impact Analysis This recommendation will assist the District in providing appropriate instructional opportunities for students with identified needs in reading/language arts and in mathematics. As the students are served, pull-out programs and learning disparity will be reduced. Resource Analysis The Planning, Research and Evaluation Department and the Data Processing Department will generate the necessary forms. The Office of Federal Programs will gather and report data so that analysis can be made. Force Field Analysis The primary supporters of this recommendation will be central office supervisors, director of federal programs, building principals, program teachers, students, and parents, no known detractors. There areAcademic Support Program Fast Track Evaluation Page 13 General Implementation Plan Date Activity Person(s) Responsible 6/1/94 District SAT-8 printouts forwarded to schools Director of Planning, Research, and Evaluation 8/1/94 Updated District SAT-8 printouts forwarded to schools Director of Planning, Research, and Evaluation 9/1/94 Student record forms for selected students are forwarded to program teachers Director of Planning, Research, and Evaluation Recommendation 2 It is recommended that change in the delivery of academic support in secondary mathematics be made by providing additional instructional time for targeted students rather than by providing assistance within the regular class time. Objective The objective of this recommendation is to provide the necessary support in mathematics that is needed to reduce the learning disparity. Evaluation Criteria Targeted students will be assigned to an additional math class or lab. Comparative data as measured on the Stanford 8 (Spring 1995) will show increased achievement. Expected Benefits The District will meet its commitment of increasing achievement and reducing academic disparity.Academic Support Program Fast Track Evaluation Page 14 Impact Analysis This recommendation will provide instructional time needed for teaching and learning mathematics. Resources Analysis Although this may require some additional staff, for the most part existing staff can fill the necessary positions. Force Field Analysis The primary supporters of this recommendation will be central office supervisors, the director of federal programs, building principals, programs teachers, students, and parents, not known detractors. There are General Implementation Plan Date Actiyjty Personfs) Responsible 6/1/94 Analysis of Staffing Needs/Staff Selection Mathematics supervisor, principals 7/15/94 Identify schedules/ add classes Principals, counselors 8/30/94 Schedule students into classes Principals, counselorsAPPENDICESAPPENDIX A-1 ACADEMIC SUPPORT PROGRAM READING/LANGUAGE ARTS/MATHEMATICS APPROACHES ONE, TWO, THREE 1993-93 READIHG/LANGUAGE ARTS MATHEMATICS INSTRUCTIONAL APPROACH ONE TWO THREE ONE TWO Indirect/ Direct Direct Language Arts Plus Indirect/ Direct Direct SENIOR HIGH SCHOOLS Central X X J. A. Fair X X Hall X X X McClellan X X Parkview Magnet X X JUNIOR HIGH SCHOOLS Cloverdale X X Dunbar Magnet X X Forest Heights X X Henderson Magnet X X Mabelvale X X Mann X X Pulaski Heights X X Southwest X X Alt. Learning Ctr. ELEMENTARY SCHOOLS All X X 1993-94 READING/LANGUAGE ARTS INSTRUCTIONAL APPROACH ONE TWO THREE I mathematics ONE q TWO B Indirect/ Direct Direct Language Arts Plus Indirect/ Direct Direct SENIOR HIGH SCHOOLS Central X X X J. A. Fair X X X Hall X X McClellan X X X Parkview Magnet X X X JUNIOR HIGH SCHOOLS Cloverdale X X Dunbar Magnet X X Forest Heights X X Henderson Magnet X X Mabelvale X X X Mann X X X X Pulaski Heights X X X Southwest X X Alt. Learning Ctr. X ELEMENTARY SCHOOLS All X XTotal Tested: APPENDIX A-2 READING/LANGUAGE ARTS/MATHEMATICS STANFORD ACHIEVEMENT TEST 1992 Number of students scoring within the lowest quartile (1-25 PR) GRADE TOTAL TESTED READING SPRING 1992 MATH SPRING 1992 GRADE READING SERVED 1992-93 MATH SERVED 1992-93 1 2 3 4 5 6 7 8 9 10 11 2,094 1,881 1,783 1,904 1,922 1,843 1,795 1,573 1,554 1,602 1,472 Total tested: 804 707 649 524 685 473 668 599 494 495 357 625 418 358 324 406 332 544 621 728 672 472 2 3 4 5 6 7 8 9 10 11 12 STANFORD ACHIEVEMENT TEST 1993 Number of students scoring within the lowest quartile (1-25 PR) GRADE TOTAL TESTED READING SPRING 1993 MATH SPRING 1993 GRADE 1 2 3 4 5 6 7 8 9 10 11 700 599 560 505 570 428 432 282 142 137 69 READING SERVED 1993-94 531 455 491 467 507 284 276 254 360 95 29 MATH SERVED 1993-94 1,941 1,912 1,770 1,715 1,821 1,855 1,716 1,571 1,506 1,587 1,383 686 714 575 486 623 466 603 548 471 403 392 584 405 411 197 329 303 555 539 691 547 516 2 3 4 5 6 7 8 9 10 11 12 514 584 499 435 475 457 503 407 195 190 110 366 334 360 218 324 305 354 422 335 72 7APPENDIX A-3 ACADEMIC SUPPORT PROGRAM READING/LANGUAGE ARTS/MATHEMATICS APPROACHES ONE, TWO, THREE STUDENTS 1992-93 READING/LANGUAGE ARTS MATHEMATICS INSTRUCTIONAL APPROACH ONE Indirect/ Direct TWO Direct THREE Language Arts Plus ONE Indirect/ Direct TWO Direct SENIOR HIGH SCHOOLS Central J. A. Fair Hall McClellan Parkview Magnet JUNIOR HIGH SCHOOLS Cloverdale Dunbar Magnet Forest Heights Henderson Magnet Mabelvale Mann Pulaski Heights Southwest Alt. Learning Ctr. ELEMENTARY SCHOOLS Badgett Bale Baseline Booker Magnet Brady Carver Magnet Chicot Appendix A-3 (page 1 of 4) 191 33 22 87 15 198 162 100 150 108 127 149 148 0 63 88 70 120 108 33 135 26 95 99 48 121 29 155 110 129 106 102 97 91 0 50 75 66 115 86 27 118 140Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff Appendix A-3 (page 2 of 4) 68 86 64 65 99 77 76 72 52 57 84 142 78 120 69 58 85 66 85 50 56 74 124 132 123 87 36 68 64 55 64 71 55 97 69 59 55 35 30 67 128 62 122 62 47 63 38 72 54 38 68 93 118 85 61 28 64 54ACADEMIC SUPPORT PROGRAM READING/LANGUAGE ARTS/MATHEMATICS APPROACHES ONE, TWO, THREE STUDENTS 1993-94 READING/LANGUAGE ARTS MATHEMATICS INSTRUCTIONAL APPROACH ONE TWO THREE ONE TWO SENIOR HIGH SCHOOLS Central J. A. Fair Hall McClellan Parkview Magnet JUNIOR HIGH SCHOOLS Cloverdale Dunbar Magnet Forest Heights Henderson Magnet Mabelvale Mann Pulaski Heights Southwest Alt. Learning Ctr. ELEMENTARY SCHOOLS Badgett Bale Baseline Booker Magnet Brady Carver Magnet Chicot Cloverdale Indirect/ Direct Direct Language Arts Plus Indirect/ Direct Direct 58 36 10 203 92 152 203 127 71 187 202 12 57 78 89 135 81 39 133 62 124 91 87 63 28 31 42 * 110 131 59 90 246 20 203 0 29 41 30 92 53 19 94 25 144 112 40 48 75 80 123 Appendix A-3 (page 3 of 4)* Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff 71 72 53 94 79 60 80 52 79 80 131 80 152 66 66 72 44 82 67 44 84 159 140 156 65 78 44 62 44 31 31 69 52 34 30 26 43 46 99 39 88 42 29 36 16 42 35 27 45 81 80 50 32 60 28 51 Approach One is provided in small class settings (App. 2). Appendix A-3 (page 4 of 4)APPENDIX A-4 ACADEMIC SUPPORT PROGRAM READING/LANGUAGE ARTS/MATHEMATICS APPROACHES ONE, TWO, THREE STAFF (FTE per school) 1992-93 READING/LANGUAGE ARTS MATHEMATICS INSTRUCTIONAL APPROACH ONE TWO THREE ONE TWO Indirect/ Direct Direct Language Arts Plus Indirect/ Direct Direct SENIOR HIGH SCHOOLS Central 3.0 2.0 J. A. Fair Hall 1.0 1.0 0.6 1.0 1.0 McClellan 1.4 3.0 Parkview Magnet 0.6 1.0 JUNIOR HIGH SCHOOLS Cloverdale 4.0 3.0 Dunbar Magnet 2.0 2.0 Forest Heights 3.0 Henderson Magnet Mabelvale 3.0 2.0 3.0 2.0 3.0 Mann 2.0 4.1 Pulaski Heights 3.0 2.0 Southwest 3.0 2.0 Alt. Learning Ctr. 0.0 0.0 ELEMENTT^Y SCHOOLS Badgett Bale Baseline Booker Magnet Brady Carver Magnet 1.0 1.4 1.0 1.6 1.6 0.0 0.6 1.0 0.6 1.5 1.4 0.0 Chicot 2.0 1.0 Appendix A-4 (page 1 of 4)Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff 1.0 1.0 1.0 0.6 *2.0 *1.0 1.0 1.0 1.0 1.0 *1.0 2.0 1.0 2.0 1.0 1.0 1.0 1.0 *1.0 1.0 1.0 1.0 2.0 *2.0 2.0 1.0 1.0 1.0 *2.0 * Part-time instructional aides Appendix A-4 (page 2 of 4) 1.0 1.0 1.0 0.6 1.5 1.0 1.0 0.6 1.0 0.5 1.0 1.0 1.0 1.0 1.0 0.6 1.0 0.5 1.0 1.0 1.0 1.0 1.4 2.0 1.4 1.0 1.0 1.0 *2.0ACADEMIC SUPPORT PROGRAM READING/LANGUAGE ARTS/MATHEMATICS APPROACHES ONE, TWO, THREE STAFF (FTE per school) 1993-94 READING/LANGUAGE ARTS MATHEMATICS INSTRUCTIONAL APPROACH ONE TWO THREE ONE TWO Indirect/ Direct Direct Language Arts Plus Indirect/ Direct Direct SENIOR HIGH SCHOOLS Central J. A. Fair Hall McClellan Parkview Magnet 1.0 0.6 0.4 2.0 1.2 2.2 1.0 0.6 3.6 1.0 2.0 1.8 1.4 1.2 JUNIOR HIGH SCHOOLS Cloverdale 4.0 2.8 Dunbar Magnet 2.0 2.0 Forest Heights 3.0 2.8 Henderson Magnet 3.0 2.4 Mabelvale Mann Pulaski Heights 2.0 2.0 0.6 0.6 0.8 1.4 2.0 3.0 3.3 Southwest 3.0 3.0 Alt. Learning Ctr. 0.4 0.0 ELEMENTARY SCHOOLS Badgett Bale Baseline Booker Magnet Brady Carver Magnet Chicot Cloverdale Dodd 0.8 1.0 1.4 2.0 1.6 0.0 2.0 0.6 1.0 0.5 0.7 0.7 1.5 1.0 0.0 1.2 0.7 0.5 I Appendix A-4 (page 3 of 4)* Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff 1.0 1.0 1.4 1.4 1.0 1.4 1.0 1.0 1.0 2.0 1.0 2.0 1.0 0.6 1.0 0.6 1.4 1.0 0.6 1.4 2.0 2.0 2.0 1.0 1.0 0.6 *2.0 Part-time instructional aides Appendix A-4 (page 4 of 4) 0.5 0.5 1.1 0.8 0.7 0.5 1.0 0.7 0.6 1.2 0.7 0.9 0.5 0.7 0.7 0.5 0.5 0.5 0.5 0.7 1.2 0\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_275","title":"Chapter 1 Programs of Public Law, 100-297","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","Arkansas. Department of Education","Educational planning","Student assistance programs"],"dcterms_title":["Chapter 1 Programs of Public Law, 100-297"],"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/275"],"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  SLIP SHEET FOR REGULAR MEETING ON JUNE 25, 1992 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 25, 1992 RECEIVED JUN 2 6 1992 Otfice of Desegregation Monitoring TO: Board of Directors FROM: Estelle Matthis, Associate Superintendent for Educational Programs THROUGH: Ruth S. Steele, Superintendent of Schools SUBJECT: Program Application, Chapter 1 of Public Law 100-297 The ESEA Chapter 1 Application is being prepared for submission to the Arkansas Department of Education by the June 30, 1992, due date. Please fine attached a copy of the Program Abstract. When completed, copies of the Application will be provided for your review. The 1992-93 allocation is $4,376,161, which is based on a total of 10,164 eligible students. This represents an increase in funding in the amount of $1,001,279. The additional funds will be used to provide added services to our secondary students. The largest portion of Chapter 1 money will be utilized for paying the salaries for reading and mathematics teachers. We are continuing to work toward the completion of the Chapter 1 Application. It is recommended that you authorize the administration to submit the 1992-93 Chapter 1 Application to the Arkansas Department of Education.CHAPTER 1 APPLICATION FOR 1992-93 SCHOOL YEAR PROGRAM ABSTRACT The purpose of assistance under the Chapter 1 Program is to improve the educational opportunities of educationally-deprived children by helping such children succeed in the regular program of the local educational agency, attain grade-level proficiency, and improve achievement in basic and more advanced skills. These purposes shall be accomplished through such means as supplemental education programs, schoolwide programs, extended day/week, and the increased involvement of parents in their childrens education. Based on the annual needs assessment, which included a program survey, it was determined that our program should be expanded to the secondary level and provide remedial services in the areas of reading and mathematics. To this end, the greater portion of the program budget will be earmarked for paying the salaries for reading and mathematics teachers. While the major part of the budget will cover these personnel, other authorized activities include the following:  Acquisition of equipment and instructianal materials Employment of special instructional personnel, school counselors, and other pupil services personnel  Extended day/extended week tutorial services  Parental involvement activities A major change in Chapter 1 regulations in recent years is the increased emphasis on allocation of resources and the selection of students for the program. Chapter 1 guidelines specify that districts must utilize uniform criteria for selecting and serving students of greatest need. Utilizing the normal curve equivalent scores (NCEs) for each student, we are able to identify appropriate students to be served in a manner that is comparable from school to school. The process used to identify students to be served for the 1992-93 school year will allow the Little Rock School District to be in compliance with Chapter 1 guidelines. This Program Abstract should provide you a summary of the 1992-93 Chapter 1 Application. The Application will be forwarded to you for your review in the very near future.I ' Arkansas Democrat (gazette  THURSDAY, MARCH 3,1994 Coovncnt /S Little Rock Newsoaoe^- Application errors by LRSD hold up\n$4.2 million in aid One problem remains to be solved been resolved, Lovell said. Information on the final issue is e.xpected to be delivered to the Education De- BY CYNTHIA HOWELL Democrai-Gazene Education Writer State officials have withheld more than $4.2 million in federal compensatory education money for the Little Rock School District because of problems with the application. The districts initial Chapter I apolication had incomplete of conflicting information when it was submitted to the department in August 1993, said Clearance Lovell, associate director for fed^al programs in the state Department of Education. Federal Chapter I money partment this week. The final issue centers on Woodruff Elementary School and whether it is eligible for a schoolwide Chapter I pro- is used by districts to supplement mathematics and reading instruction. The ject. Lovell said Wednesday the department has problems , with the Little Rock district s application yearly, but the problems have not been^se- rious enough to cause the district to lose its funding. The district is one of two' in the state that has not re- j ceived its funding this Y^^r- The other is the Earle School District in east Arkansas.. I monVyts allotted based on The Little poverty rates of the families grant is the largest Chapter of children in a school. How- I grant awarded by the state. eUf seMces are provided Lovell said he doesn t be to any individual pupil based lieve the size of thedistnjit on academic need and not so- or the gra Rocks cioeconomic status. All Lit- shou d cause Little Rock s tie Rock elementary schools problems, since the ann 1 get at least some Chapter I grant money, although not all funds to pay administrati buildings have schoolwide costs. In addition to the Chapter I application problems, the Education Department had problems with the Little Rock districts accreditation report earlier this school year. As a result, the department was delayed in mining whether Little Rock schools complied with state education standards. The reporting problems were cor- a projects. . The fact the district had not received its money for this year became public last Friday during a federal court hearing on the Little Rock districts budget. Superintendent Henry Williams said the services are being provided to pupils despite the lack of funding. All but one of Little Rocks application problems have rected..-.i- * Arkansas DEPARTMENT of EDUCATION FEDERAL PROGRAMS 4 STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201-1071 . (501) 682-4475 GENE WILHOIT. Director, General Education Division fl n n *^771-^ id' SEP 9 1994 MEMORANDUM Oifics oi L TO\nFROM: Ms. Ann Brown, Office of Desegregation Anita R. Farver, Program Advisor, Chapter 1 DATE: September 7, 1994 SUBJECT\nLittle Rock School District Please find enclosed a copy of the letter dated July 25, 1994, that was sent to the Little Rock School District concerning their cancellation of Chapter 1 school improvement meetings. STATE BOARD OF EDUCATION\nChiinnin . ELAINE SCOTT, Little Rock  Vice Oiaiman  RICHARD C SMITH JR.. Tillar Membera: CARL E BAGGETT, Rogers  WILLIAM B. FISHER, Paragould a JAMES M. LLEWELLYN, JR, Fort Smith  JAMES A McLARTY III, Newport a RAE RICE PERRY. Arkadelphia a SHERRY WALKER, bttle Rock a NANCY M. WOOD. Little Rock An Equal Opponunicy Empioyer I Arkansas DEPARTMENT of EDUCATION FEDERAL PROGRAMS 4 STATE CAPITOL MALL . UTTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, General Education Division July 25, 1994 J 1 -^RX LEA Code No: 60-01 SEP 9 iqqa Mr. Leon Adams, Coordinator Little Rock School District 810 West Markham Street iHico of :r\nLittle Rock, AR 72201 Dear Mr. Adams: Mrs. Farver and I were disappointed to hear that the Chapter 1 school improvement meetings planned for July 27-29 have been cancelled by your district. Unfortunately, we will not be able to reschedule these meetings until late September. This of course means that Chapter 1 funds will not be available to the Little Rock School District until those plans are submitted and approved. In addition, the law is clear that these plans must be in place when school starts so delaying them any longer could cause problems. Sincerely, Elizabeth Gaston Program Advisor Chapter 1 )r- EG/mbm cc: Estelle Mathis Bob Kerr Clearance Lovell STATE BOARD OF EDUCATION\nOuirron  ELAINE SCOTT, Little Rock  Vee Ouimun  RICHARD C SMITH JR.. Tillar Members CARL E BAGGETT, Rogen  WILLIAM E HSHER, Paragould  JAMES M. LLEWELLYN, JE, Fort Smith  JAMES A McLARTY III, Newport  RAE RICE PERRY, Arkadelphu  SHERRY WALKER, Uttle Rock  NANCY M. WOOD, Little Rock * Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 9, 1994 Anita R. Farver, Chapter 1 Program Advisor Arkansas Department of Education 4 State Capitol Mall Uttle Rock, AR 72201-1071 Dear Anita: Thank you for your memo letting me know that the Uttle Rock School District cancelled its summer Chapter 1 school improvement meetings. 1 am very concerned about both the financial and educational consequences of the districts action, and will follow up immediately. I very much appreciate your keeping me informed. Sincerely yours, Ann S. Brown Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (SOI) 376-6200 Fax (501) 371 -0100 September 12, 1994 Mark Milhollen Manager for Support Services Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Dear Mark: I have just become aware that the Chapter 1 funds will not be available to the Little Rock School District until the district complies with the federal regulations regarding them. Apparently the scheduled July 27-29 1994 school improvement meetings that are a prerequisite for approval were not held. Recalling the late approval process that the district went through last fiscal year I am sure that you will give this matter your prompt attention. If this office can assist you please call upon us. Sincerely yours, Bob Morgan Associate Monitor Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 12, 1994 Mark Milhollen Manager for Support Services Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Dear Mark: I have just become aware that the Chapter 1 funds will not be available to the Little Rock School District until the district complies with the federal regulations regarding them. Apparently the scheduled July 27-29 1994 school improvement meetings that are a prerequisite for approval were not held. Recalling the late approval process that the district went through last fiscal year I am sure that you will give this matter your prompt attention. I will be calling you soon to discuss your plans. Sincerely yours, Bob Morgan Associate Monitor Encl: Itr. Elizabeth Gaston to Leon Adams July 25,1994 /] * \u0026gt; 1 . I DENI IrI CAT I OU: a. LEA: t). c. 2 . 3. NU I !Gh OF GRANT AWARD FOR AN APPROVED PROGRAM UNDER CHAPTER 1 OF TITLE I, ESEA AS AMENDED Little Rock School District Name of Applicant Agency 60-01 LEA Code No. 801 West Markham Address Grant: Source 61 Class 4411 Program\nCONDITIONS: 6 f\nNOV 1 0 1994 Office of Desegregation Monitoring Little Rock, Arkansas C i ty State 72201 Zip Code Amount $ 4,456,721.23 Term - From July 1,1994 to June 30,1995 Program No. 93-3 Effective Dates F rom Approval Period July 1, 1994 to June 30, 1995 August 15, 1994 to June 30, 1995 Approval No. 95-293 Ihe above local educational agency (LEA) is hereby awarded a grant of funds under Chapter I of Title I of the Elementary and Secondary Education Act of 1965, as amended for the purpose of providing assistance to meet the special needs of educationally deprived children served by it. The award is made to the LEA on the condition that it be used to support the program identified above and described in its original application and approved The applicant must develop and implement the program and projects described in its applications in accordance with the Assurances it has made to support its applications and in compliance with the provisions of Chapter I of Title I and the federal regulations and state policies for administration of amendments thereto. Chapter I. The amount of the grant identified above includes Chapter 1 funds as follows: A1 I Cash on Hand All Allotment Balance F rom $ $ Reallocation Funds $ From the 1995 Allotment . 168,511.23 25,212.00 -0- $ 4,262,998.00 AUTHORIZATION: Authorization for the above grant is based upon the information contained in the LEA's application relating to the above identified program which applications have been reviewed and determined to be in compliance with all applicable laws and regulations\nhowever, neither the approval of the applications by the State Education Agency nor the issuance of this grant shall in any way relieve the ITA of its responsibility to comply with all applicable requirements. In confirmation of the foregoing, we attest by signature. Recommended by: Approved by: Coordinator, Chapter 1 Pjblic Law No. 100-297\n20 use 2701 ' Date ssociate F Ass ate Director for Federal Programs ADE Form No. FED-01-00-014 ////^ /! Date 6-91Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 13, 1994 To: Hank Williams CONnODniAL From: Subject- m Brown Delays in Chapter 1 funds to the LRSD I wanted to let you know that 1 recently received a copy of the attached fetter from ADE. Although Mrs. Elizabeth Gaston signed the letter, it was a supervisor, not Mrs. Gaston, who forwarded the letter to me. Bob Morgan is \"formally\" following up the delayed Chapter 1 funds with Mark Milhollen, but I wanted to privately make sure that you knew about this. 1 dont know why the meetings were cancelled, but I cant imagine circumstances that should have resulted in their cancellation and the resulting m.oney delays. Enc.I Arkansas DEPARTMENT of EDUCA.T1ON FEDERAL PROGRAMS 4 STATE CAPITOL MALL  UTTLE ROCK. ARKANSAS 72201-1071 . (501) 682-4475 GENE WILHOIT, Director. General Education Division July 2S, 1894 7^33 i 7 LEA Code No: 60-01 SE? 9 iQOi Mr. Leon Adams, Coordinator Little Rock School District 310 West Markham Street Little Rock, .AR 72201 of i Liear Mr. Adams: Mrs. Far'/er and I were disappointed to hear that the Chapter 1 school improvement meetings planned for July 27-29 have been cancelled by your district. Unfortxxnateiy, we will aox. be able to reschedule these meetings until late September. This of course means that Chapter 1 funds will not be available to the Little Rock School District until those plans are submitted and approved. In addition, the law is clear that these plans must be in place when school starts so delaying them any longer could cause problems. Sincerely, Elizabeth Gaston Program Advisor Chapter 1 ,1^ EG/mbm cc: Estelle Mathis Bob Kerr Clearance Lovell STATE BOARD OF EDUCATION: Chiinnin  ELAINE SCOTT, Little Rock . Vm Ouirnuti  RICHARD C SMITH JR, TllUr Membax CARL E BAGGETT. Root . WILLIAM B. FISHER. Paragould . JAMES M. LLEWELLYN. JR, Fort Smith  JAMES A MclARTY HL Newport(c: .s: Arfonsas DEPARTMENT of EDUCATION FEDERAL PROGRAMS 4 STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, General Education Division September 14, 1994 Dr. Henry P. Williams Superintendent of Schools Little Rock School District 810 W. Markham Street Little Rock, AR 72201 received SEP 1 6 1994 Dear Dr. Williams: Ofiics CI usascrcgaiion Moi Thank you for your letter of September 2, 1994, and your expression' of appreciation. The Chapter 2, ESEA, staff has been working in a spirit of cooperation with the Little Rock School District by approving your district's requests to waiver excessive carryover in fiscal years 1989 ($84,386.54), 1990 ($41,061.03), 1991 ($55,438.79) and 1992 ($55,914.25). I., il__ 1 district was cautioned (see attached letter dated September 3, 1992) that excessive carryover could not be approved for a fifth consecutive year. In fiscal 1993, the 3, At the end of fiscal 1993, the Little Rock School District had balance of $90,919.70. - - ___ a carryover This was $69,767 over the 10% limit allowed. TLa Handbook for Chapter 2, ESEA, page 4, #7 states: \"Excess balance will be defined as ten percent of the LEA grant or $2,500, whichever is greater. voiiuequentxy, * , fxscal 1994 Grant Allotment of $192,433.00 was decreased to a Grant Award of $122,666.00. Even with that reduction in monies and a May, 1994 expenditure of nearly $6,000 in Professional Development tapes, the Little Rock School District has an excessive balance for fiscal 1994. The t Consequently Annual Financial Report is $39,354.59. percent limit. The total carryover reported on the Thia is $20,111.29 over the allotted ten The sig- nificant carr.y over f-o-r - sixth\" consecutive year, even after a $69,767 reduction xn fiscal 1994 grant monies a tt reauctxon xn fxscal 1994 grant monies, appears to indicate that the district needs less money to operate its Chapter 2, ESEA, programs. Your letter stated you ^Te \"putting into place strategies that will prevent thia situation from takxng place in the future.\" Our office recognizes the Little Rock District's problems and will evaluate another waiver request if you will detail these strategies for fiscal 1995 and tell how they are different from past, unsuccessful efforts to reduce the excessive carryover. ESEA, programs. 1995 how they are different If you have any questions or if I can be of further help, please call the Chapter 2 office at 682-4278. Sincerely, Bernadine Hoffman Program Administrator Chapter 2, ESEA BH:rh attachment cc: Ann Brown STATE BOARD OF EDUCATION\nChainmn  ELAINE SCOTT, Link Rock  Vice Chaintun  RICHARD C SMITH JR.. Tillar Memub er. /C'AADRIL nE n A  B. FISHER---.- --P---a-ri^mKuouniwd w.k J AM 'E S M . LLEWEUYN, JR. Fo r(t\\ iSLm,niAthA .U J AMOEMS I A1 n. M I tctL,A lRllTUYr HI. Newport lAnonsas_____________________ DEPARTMENT of EDUCATION FEDERAL PROGRAMS 4 STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 Burton L. Elliott, Director, General Education Division September 3, 1992 Mr. Leon Adams Project Director Little Rock School District 310 W. Markham Street Little Rock, AR 72201 Dear Mr. Adams: Records in the Chapter 2 office verify that for the past five years. the Little Rock School District has extenuating circumstances and submitted a letter stating policy relating to excessive carryover. ESEA, pg. 4, #6 and #7 state: tl requesting a waiver on Chapter 2 The Handbook for Chapter 2, When an LEA has been determined to have excess balance on hand, payment from the current grant will be delayed until assurances are received as to the disposition of the balance. 6 . 7. Excess balance will be defined as ten percent of the LEA grant or $2,500, whichever is greater. letter will serve to notify the Little Rock School District a all monies in excess of 10% of the district's allocation as of June 30, 1993, will be withheld from current (1993-94) grant. If you have questions, please call the Chapter 2 office at 682-4276. Sincerely, Glenda Peyton Coordinator Chapter 2, ESEA GP:rjb cc: C. M. Bernd Superintendent An Equal Opportunity Employer cr Aikansas DEPARTMENT of EDUCATION FEDERAL PROGRAMS 4 STATE CAPITOL MALL . LITTLE ROCK, ARKANSAS 72201-1071 . (501) 682-4475 GENE WILHOIT, Director, General Education Division RECEJVPO October 3, 1994 OCr 7 f994 Dr. Henry P. Williams Superintendent of Schools Little Rock School District 810 West Markham St. Little Rock, AR 72201 Office of Desegregation Monitoring Dear Dr. Williams: Thank you for your letter of September 29, 1994. The Chapter 2, ESEA, appreciative of your efforts to meet federal guidelines in the expenditure of your Chapter 2, ESEA, grant In your letter you have outlined some viable steps which agree will reduce the carryover balance at the end of office is 1994. monies. your 2 we ayxee reouce tne the fiscal Completion of the strategies mentioned in the letter will indeed guarantee that monies are spent in a timely manner. Therefore, we are pleased to be able to approve the entire fiscal 1994 carryover of $39,354.59. carried into your year. the strategies current fiscal year. This money is to be fiscal 1995 project for expenditure in the Sincerely, Program Administrator Chapter 2, ESEA BH:rjh cc: Ann Brown BOARD OF EDUCATION: Chairman  ELAINE SCOTT, Little Rock  Vice Chairman  RICHARD C. SMITH JR. Tillar Members: CARL E BAGGETT, Rogers . WILLIAM B. FISHER, Paragould . JAMES M. LLEWELLYN, JR, Fort Smith . JAMES A. MclARTY III Newport  RRAAEF RRIICCEF PPEFRRRRYV, AArrLkta./d4eal\u0026gt;plnhkiua * ScHuEcRdRdYv uWzA a Lr KveEnR , Little Rocik . vN, Aa NCY aM e. WOOiD lU, L, iitNtlCeW RpoOcrtk An Equal Opportunity Employer (PC.' LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation TO: Ms. Estelle Matthis, Deputy Superintendent Dr. Russell Mayo, Associate Superintendent Mr. Dennis Snider, Assistant Superintendent, Secondary Dr. Richard Hurley, Director of Human Resources y Ms. Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney RECEIVED FROM/ r. Robert Glowers, Director APR 7 1995 RE: Chapter 1 Information for Secondary Schools from School Profiles OtIiCQ of Oosogrcgalion Monitoring DATE: April 6, 1995 Enclosed is the Chapter 1 enrollment information for those LRSD secondary schools tliat have Chapter 1. (Some secondary schools do not have Chapter 1 programs). As you may recall, Chapter 1 information for secondary schools was not available on February 20, 1995, when the school profiles for the second semester were provided to you. This data is current as of the printing date of March 17, 1995. As you know, the eru'ollment for these programs is constantly changing, and updates are made periodically as the information becomes available from the schools. If you have any questions regarding this data, please contact Dr. Paul J. Smith at 324-2120. RLC:pjs Enclosure cc: Dr. Elenry P. Williams SchoPr 2.Doc01 LRSD GIFTED , CHAPTER/PROGRAMS ENROLLMENT 03/17/95 SCHOOL\n007 DUNBAR INT'L STUDIES MAGNET JH Program Black Male Black White White Other Other Total Female Male Female Male Female Count % Black Gifted/Talented 38 50 39 77 5 3 212 41.5% Chapter 1 Reading 78 49 6 3 1 0 137 92.7%01 LRSD GIFTED S, CHAPTER/PROGRAMS ENROLLMENT 03/17/95 SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL Program Black Male Black White White Female Male Other Other Female Male Total Female Count % Black Gif ted/Talented 34 65 22 15 0 2 138 71.7% Chapter 1 Reading 58 55 2 5 0 0 120 94.2%01 LRSD GIFTED \u0026amp; CHAPTER/PROGRAMS ENROLLMENT 03/17/95 SCHOOL: 010 PULASKI HEIGHTS JUNIOR HIGH Program Black Male Black White White Other Other Female Male Total Female Male Female Count % Black Gi fted/Talented 36 51 69 85 3 0 244 35.7% Chapter 1 Reading 72 54 4 0 0 0 130 96.9%01 LRSD GIFTED \u0026amp; CHAPTER/PROGRAMS ENROLLMENT 03/17/95 SCHOOL: on SOUTHWEST JUNIOR HIGH SCHOOL Program Black Male Black White White Female Male Other Other Female Male Total Female Count % Black G1fted/Talented 30 37 4 10 2 0 83 80,7% Chapter 1 Reading 45 55 5 2 3 3 113 88.5%01 LRSD GIFTED \u0026amp; CHAPTER/PROGRAMS ENROLLMENT 03/17/95 SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL Program Black Male Black White White Other Other Female Male Total Female Male Female Count % Black Gifted/Talented 62 73 34 31 3 4 207 65.2% Chapter 1 Reading 77 55 3 0 1 0 136 97.1% I01 LRSD GIFTED \u0026amp; CHAPTER/PROGRAMS ENROLLMENT 03/17/95 SCHOOL: 015 CLOVERDALE JUNIOIt HIGH SCHOOL Program Black Male Black White White Other Other Female Male Total Female Male Female Count % Black Gi f ted/Talented 21 35 9 2 0 0 67 83.6% Chapter 1 Reading 87 68 11 5 0 0 171 90.6% - i IR LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, ARKANSAS Jlii 19' June 29, 1995 Cffics ci Dassgi tVjor p.c MEMORANDUM TO\nTitle I (Chapter 1) Reading and Math Specialists FROM: Dr. Rici iuri^ Director of Human Resources SUBJECT: ELIMINATION OF CHAPTER 1 SPECIALISTS POSITIONS Due to changes in regulations regarding ESEA, Title I (Chapter 1) funding, the delivery of services will also change. As a result, the District has eliminated Title I reading and math specialists positions and established a new job title and job description under which these services win be provided by persons who are qualified to teach both reading and math.. The job description and a copy of the position announcement is attached. If you wish to be considered for this position, send a letter to Shirley Ridgel, Office of Human Resources, no later than the July 7 deadline. If you do not wish to be considered, or if you are not selected for a new position, you will be placed in a pool of teachers to be reassigned. On Tuesday, July 18, 9:00 a.m., in the Board Conference Room, you will be able to choose, by seniority , from a list of known vacant elementary teaching positions in the District.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST June 30, 1995 The Little Rock School District is now accepting applications for the following positions for the 1995-96 school year: POSITIONS\nTitle I Instructional Specialists - Thirty-Seven (37) Positions QUALIFICATIONS\n1. A bachelor's degree in elementary education. 2. Must meet Arkansas certification requirements. 3. 4. Minimum of three (3) years successful teaching experience with specific emphasis in the content area of teaching reading or mathematics. Consideration will be given to applicants with Chapter 1 experience. Evidence of successful teaching experiences with computers in a classroom or lab setting. 5. Evidence of successful experience in working with curriculum development and implementation. 6. Evidence of a strong commitment to quality desegregated education. 7. Evidence of strong interpersonal skills and a record of successful interaction with students, teachers, parents, and supervisory personnel. 8. Evidence of knowledge and skills in integrating reading and mathematics with each other and with other subject areas using an experimental approach. (K-4 Crusade Completion is desired). 9. Evidence of successful academic intervention with educationally disadvantages students. 10. Evidence of experience in working with other teachers as a trainer, coach, or mentor. note\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW.Title I Instructional Specialists REPORTS TO\nPrincipal JOB GOAL: To provide direct instruction to Title I students in reading and mathematics, to provide assistance to students in the District's instructional computer program, and to conduct staff development at the building level. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. 5. 6. 7. 8. Provides academic support to target students in reading and mathematics. Plans and uses effective teaching strategies for Title I students in reading and mathematics - focus on use of reading and mathematics technology, manipulatives, cooperative team learning. Shows an understanding of early childhood practices in reading and math. Assesses the accomplishments of students on a regular basis, and provides progress reports as required. Maintains Title I records on target students in assigned schools. Guides the learning process toward the achievement of instructional obj ectives. Conducts staff development for teachers through building level inservice meetings, demonstration lessons, team teaching, and joint lesson planning. Attends District level inservice on successful strategies for teaching reading and mathematics and serving students with educational needs in these areas. SALARY AND TERMS: Salary based on a teacher's nine and one-fourth (9.25) month salary schedule, plus benefits package. EVALUATION\nPerformance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Professional Personnel.Title I Instructional Specialists APPLICATION DEADLINE\nJuly 13, 1995, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO\nDr. Richard E. Hurley Director, Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.VACANT7.XLS i Elementary scools vacancy list 6/16/95 3/4 EXCESS EXCESS I TITLE lAUX PS I ELEM. - (ELEM.-1ST lELEM. - 1ST I ELEM. - IST I ELEM. - 1ST I ELEM. - 1ST I ELEM. - 2ND I ELEM. - 2ND !ELEM. - 2ND I ELEM. - 2ND I ELEM.-2ND iELEM.-2ND I ELEM. - 3RD (ELEM. - 3RD I ELEM. - 3RD (ELEM. - 3RD (ELEM. - 3RD (ELEM.-3RD (ELEM.-3RD (ELEM.-3RD (ELEM. - 3RD (ELEM.-4TH (ELEM.-4TH (ELEM.-4TH (ELEM. -4TH (SCHOOL (MITCHELL (CLOVERDALE - (BALE_________ (BRADY CHICOT FULBRIGHT GEYER SPRINGS EXCESS ELEM. - STH ELEM. - STH ELEM. - STH IELEM.-STH_________ (ELEM.-STH_________ IELEM. - STH_________ (ELEM. - STH_________ (ELEM. - STH/6TH (ELEM.-STH_________ IELEM. - STH_________ (ELEM. - STH lELEM.-STH_________ (ELEM. - ART_________ IELEM. - ART_________ lELEM.-K___________ IELEM. -K___________ (ELEM.-LIFE SCIENCE (BOOKER_________ (CARVER (DODD (FULBRIGHT (MITCHELL (RIGHTSELL (BOOKER (MEADOWCLIFF (PULASKI HEIGHTS (RIGHTSELL (ROCKEFELLER 'TERRY (WAKEFIELD (WASHINGTON (WOODRUFF (DODD (FRANKLIN (MABELVALE (GARLAND________ I BOOKER (FAIR PARK (GARLAND (GEYER SPRINGS (MEADOWCLIFF (ROCKEFELLER (WOODRUFF {forest PARK I BALE (CARVER_________ IFOREST PARK (WASHINGTON M.L.KING RIGHTSELL IFOREST PARK WATSON WASHINGTON |G \u0026amp; T__________ ' LIBRARIAN (LIBRARIAN (LIBRARIAN [math spec (.20) (MATH SPEC (.20) (MABELVALE/BADGETT (BADGETT___________ (ROCKEFELLER (WOODRUFF_________ [garland (JEFFERSON Page 1VACANTT.XLS MATH SPEC (.30) MATH-CHAPTER 1 MATH-CHAPTR 1 MATH-CHPTR 1 (.60) MUSIC MUSIC____________ ORCHESTRA READ CHPTR 1 READ - CHPTR 1 READING READING (.40) I READING (.40) EXCESS EXCESS READING (.40) SPE LD (.20) SPE-LD SPE-MP/HND SPEC EDUC SPEC EDUC N-CATEG SPEC EDUC N-CATEG SPEECH (.50) FOREST PARK FULBRIGHT BRADY/PUL.HGTS. WESTERN HILLS CHICOT GEYER S/WDRUFF BOOKER CHICOT TERRY GARLAND BRADY RIGHTSELL M.L.KING PUL. HEIGHTS ELEM MABELVALE WILSON GARLAND/McDERM BADGETT CARVER BASELINE BASELINE BASELINE WASHINGTON Page 2July 5, 1995 Shirley Ridgel Office of Human Resources Little Rock School District Little Rock, Arkansas Dear Ms. Ridgel: I wish to submit my letter to be considered for the job of Title I Instructional Specialist. I have been a teacher in the LRSD for 22 years, been a Chapter I - Math Teacher for 8 years. I have Thank you for your consideration of my request. Sincerely Janet Adams cc: LRCTA 929 W. Colonel Glenn Rd. Little Rock, AR 72210 821-2173\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_427","title":"HIPPY program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["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","Student assistance programs","Educational planning"],"dcterms_title":["HIPPY program"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/427"],"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 810 West Markham - Little Rock, Ar. 72201 HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS lAOl Scott - Little Rock, Ar. 72202 RECEIVED OCT 2 8 1991 TO: Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: Estelle Matthis, Associate Superintendent of Educational Programs from: Parian Shead, Supervisor of HIPPY DATE: October 17, 1991 SUBJECT: General Information For Office Of Desegregation Monitoring For the 1991-92 program year, HIPPY areas of concentration are Southwest Little Rock and the shadow area of the Major Incentive Schools (central Little Rock). The projective participation hundred twenty (420) families. gender per area serviced. for the 1991-92 program is four Included is a chart of race and (Attachment)t OF t t OF suL\n!Husr TAKr T*?\nIcxE S VCZZ 5 S TEAS 'ar 'TT' wi^Hw? OF yworr.'^ gyntAL H WHHK CF MAT5^ TOTAL 128 208 19 21 36 ly6 6 3 n 1 25 2k 53 53 t OF k 31 38 51 t OF WT-TT 4 ^'Ar C'?' 1 6 8 10 k ICTAL TEAS 38 57 61 frrHnt 0 0 2(5yr.\u0026gt; l(4yr.) TOTAL 63 68 110 .120 361PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST March 31, 1992 The Little Rock School District is now accepting applications for the following position for the 1991-92 school year: POSITION: Coordinator - Home Instruction Program for Preschool Youngsters (HIPPY) QUALIFICATIONS: 1. Elementary certification preferred or major experience and primary responsibility in working with younger children. hildren. 2. Evidence of a strong commitment to parent involvement in the education of his/her child. 3. Evidence of a strong commitment to quality desegregated education. 4. Evidence of good written and oral conununication skills. 5. Evidence of interest in the main profclems/educational care in disadvantaged areas. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS to\nProgram Supervisor - Home Instruction for Preschool Youngsters (HIPPY) BASIC PERFORMANCE RESPONSIBILITIES\n1. Conducting home interviews of mothers. 2. interviewing and selecting community aides. 3. Dealing with specific problems concerning the conduct of the program in the home. 4 . Instructing the aides in the course of their work. 5. 6. Planning and guiding group meetings. Coordinating between the various community elements involved with the program. 7 . 8. Keeping budgetary records. Regular reporting to the Program Supervisor and/or the Department of Curriculum and Instruction.Coordinator HIPPY SALARY AND TERMS: 53-0001 Salary Schedule - A Twelve (12) Month Position, plus Benefits Package. EVALUATION: Performance of this job will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Support Services Personnel. APPLICATION DEADLINE\nApril 8, 1992, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO\nLynda C. White Director, Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 Phone 324-2085 NOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN IN- DIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation Monitoring and Program Development.07/13/93 16:34 501 324 2032 L R School Dlst ODM 002/002 July 13,1993 ^3 Little Rock School District NEWS RELEASE a For more information\nJeanette Wagner, 324-2020 PRE-REGISJ ration FOR HOME BASED PRE-SCHOOL PROGRAM. The Little Fock School District announces the pre-registration of four and five year-old children for HIPPY program for the 1993-94 vear. The Home Instruction Program for Preschool Youngsters or HIPPY is a home-based education program where children are taught by parents. The HIPPY curnoilum provides the skills needed for children to be successful first in Kindergarten and throughout their education experience. m If you are interested in assisting your child in preparing for school or applying for possible job training employment, come to the HIPPY office at 1401 Scott Street, Room 208, Little Rock or call 324-2266 for more information.07/13/93 16:34 501 324 2032 L R School Dlst ODM @001/002 DATE: TO: FROM: SENDER'S PEONEii\nSUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 -Al) 3 1 SPECIAL INSTRUCTIONS: -Ro^.a 1 f- Number of Pages (include cover page Speed Dial ' Fax Phone Number^^Ol ?  n :i i J If R b i-CKCBB8S Little Rock School District NEWS RELEASE May 16,1994 For more information: Jeanette Wagner, 324-2020 LRSP HIPPY GRADUATION PROGRAM PLANNED LITTLE ROCK - Students of the Little Rock School District Home Instruction Program for Preschool Youngsters (HIPPY) wiU participate in commencement exercises Sunday, May 22. The graduation ceremony wiU be held at 3:00 p.m. in the auditorium of Horace Mann Arts and Sciences Magnet Junior High School. The graduates, aU 4 and 5-year-olds, will be dressed in caps and gowns to receive their diplomas. The guest speaker for the afternoon will be Reverend Hezekiah Stewart. HIPPY is a home-based education program where children are taught by their parents. The program strives to effectively improve self-image and attitudes toward education of the child as well as the parent. As effective home educators, parents learn the importance of being actively involved in their child's learning. ### 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000' * *) ijo I .i(OAUG-28-95 HON 11:47 SUSAN U WRIGHT FAX NO. 5013246576 P.Ol EXILED U.S. DISTRICT CQUnT eastern district Arkansas IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS AUG 2 3 1595 WESTERN DIVISION JAM6S W. WcCCRMACK, CLuAK By: LITTLE ROCK SCHOOL DISTRICT, ET AL. Oi?CU.XK PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ST AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, AL. INTERVENORS LRSD^5 MOTION FOR PARTIAL UNITARY STATUS The Little Rock School District (LRSD) for its motion states: 1. LRSD moves that this Court withdraw supervision with regard to the following aspects of the LRSD Desegregation Plan: a. Home Instructional Youngsters (HIPPY)\nProgram for Preschool b. c. d. Rockefeller Early Childhood Program\nParkview Science Magnet Program\nand, Job Training Partnership Act/Summer Learning Program (JTPA). 2. LRSD has substantially complied in good faith with the requirements of the LRSD Desegregation Plan with regard to those aspects of the plan identified in paragraph 1. for a reasonable period of time. 3. Continued judicial supervision of those aspects of the LRSD Desegregation Plan identified in paragraph 1. is not necessary to achieve compliance with other aspects of the LRSD Desegregation Plan.AUG-28-95 HON 11:48 SUSAN H WRIGHT FAG{ NO. 5013246576 P. 02 4. LRSD has demonstrated to the public and to black parents and students its good faith commitment to the whole of the LRSD Desegregation Plan and to a course of action that gives full respect to the equal protection guarantees of the Constitution. 5. LRSD has eliminated to the extant practicable the vestiges of past discrimination with regard to those aspects of the LRSD Desegregation Plan identified in paragraph 1. 6, There are additional aspects of the Plan with which LRSD has substantially complied LRSD Desegregation in good faith, and LRSD reserves the right to move that this Court withdraw supervision with regard to additional aspects of the LRSD Desegregation Plan in the future. LSSd has prepared for the presentation of evidence with regard to only those aspects of the plan identified in paragraph 1, because of the limited amount of time scheduled by the Court. Although the Court has scheduled three days for the submission of evidence, LRSD, PCSSD and NLRSD have agreed (subject to this Court's approval) to allow one day for each district. LRSD will begin on August 30, 1995. WHEREFORE, the Little Rock School District moves that thia court withdraw supervision with regard to the following aspects of the LRSD Desegregation Plan: w uxa a. b. c. d. Home Instructional Youngsters (HIPPY)\nProgram for Preschool Rockefeller Early Childhood Program\nParkview Science Magnet Program\nand, Job Trailing Partnership Act/Summer Learning Program (JTPA). 2AUG-28-95 MON 11:48 SUSAN H WRIGHT FAX NO, 5013246576 P. 03 Respectfully suhwt Christopher Heller John C. Fendley, Jr. FRIDAY, ZLDRZDGE i CLARK 2000 First Comnercial Building 400 West Capitol Avenue Little Rock, Arkansas 501/376-2011 72201-3493 Attorneys for LRSD By\nChristopher HeUair/ Bar No. 31083 ( 3AUG-28-95 HON 11:4S SUSAN W WRIGHT FAX NO. 5013246576 P. 04 CgRTITICATB OP aBRVICg a copy of the foregoing motion has on the following counsel on this 23rd day of August,\nI been served 1995. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (MAILED) Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 (MAILED) Mr. Steve Jonas JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Reck, AR 72201 (MAILED) Mr. Richard Roachell Roache11 and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 (MAILED) Ms. Ann Brown Heritage West Bldg., Suite SIO 201 East Markham Street Little Rock, AR 72201 (MAILED) CHRISTOPH HEL^ir / ----------_ 1mnr. 123 4Evaluation of HIPPY Program Little Rock, Arkansas A Look at Outcomes for Children at the End of Grade and 6th Grade Dr. Ed Williams, Evaluation Specialist Planning, Research, and Evaluation Department Little Rock School District Dr. Les Camine, Superintendent July, 1999Introduction This report describes an evaluation of the HIPPY Program administered by the Little Rock School District Planning/Research and Evaluation Department. HIPPY is a home-based educational enrichment program. HIPPY is designed to prepare 3, 4, and 5 year-old children for school readiness. Home Visitors work with parents weekly using packets of preplanned activities and storybooks. They demonstrate use of the activities, which the parents are to use with their child. The Little Rock School District was one of the four sites in Arkansas where HIPPY was first implemented. Children who participate in HIPPY enter the program with one or more of the following criteria qualifications: Low birth-weight Low income Education of parent Substance abuse Teenage mother Developmental delayed Other referrals The question addressed in this evaluation is whether participation in HIPPY has long-term benefits for children. More importantly, do children who participate in HIPPY do better in school than children who have no formal schooling experience prior to kindergarten? Or do children who participate in HIPPY do as well as children who have participated in a group-based formal preschool experience? Study Design Participants Hippy Students in 3^*' and 6**' Grade. At the time of this study, school year 1998-99, there were 102 3* and 48 6* grade enrolled in the District who had participated in HIPPY. Demographics for the 3\"* grades are 47% female, and 88% Black, 9% White, and 3% Other Ethnicity. Demographics for the 6* graders are 54% female, and 96% Black and 4% White. 2Description of Sample for Achievement Studv. Current 3\"^ and 6* grade students participating in the HIPPY program (see above description) were matched to Non-HEPPY students on gender, birth month, race, and SES as measured by those receiving fi'ee or reduced lunch. In addition to these variables, students had been matched on same school, however the sample size was to small, 19 and 8 respectively. Sample participants were 3 (N = 79) and 6* (N= 30) graders enrolled in the Little Rock School district (LRSD) during the 1998-99 school year. The 3*^ grade sample was 48% female and 99% Black, and 1% White. The 6* grade sample was 57% female and 100% Black. Measures This evaluation focused exclusively on student outcomes in third grade. Five categories of outcomes were examined: 1) school attendance\n2) official actions taken by the school district that affect the students experience in school (i.e., suspensions, retentions in grade, placement into special education\n3) classroom grades\n4) achievement test scores\nand 5) school behavior. Information on the first 4 categories was available through school record. Information about school behavior was obtained from the childs third grade teacher. Attendance, Suspension, Retention in Grade. Placement into Special Education. Information regarding actions on suspension, attendance, retention in grade, and special education placement were obtained through a review of individual childs teacher and information kept by the principal at the school building level. Grades. Year-end grades in Reading, Math, and Language Arts were used for purposes of this evaluation. In addition, an overall grade-point average was computed. Achievement Test Scores. LRSD administers the Stanford-9 Achievement Test (SAT-9) battery during the fall of each school year. Scaled scores (SS) in Reading, Math, and Language Arts were used for purposed of this evaluation. Scaled scores are the only scores generated by the SAT-9 that can measure growth. Two years of SAT-9 data were used to determine if any differences existed between groups (i.e., HIPPY v. Non-HEPPY). The 3\" grade sample was compared on current year and 2\"' grade SAT-9 scores. The 6* grade sample was compared on, since they did not take the SAT-9 during the 98-99 school year, 4* and 3\"^^ grade SAT-9 scores. Third grade students did not take the SAT - 9 during the grade and 6** grades were administered the SAT-8 in the 2^ grade, thus limiting the analysis to the above years. Using and controlling for previous years scores is analogous to a pre/post-test design. Analysis of covariance (ANCOVA) adjusts the means on the dependent variable based on the differences between the two group means (HIPPY v. Non-HIPPY) on the covariate. The dependent variables for the two samples are the 3\"^ and 5* grade SAT-9 scores. The covariates for the samples are the 2\"'^ and 4* grade scores. In comparing only the dependent means, the comparison does not account for how participants scored on a similar measure at a previous point in time. 3Teacher Ratings of Student Behavior. Items in this section of this evaluation were\n1. 2. 3. 4. 5. 6. 7. 8. 9. Enjoyment of books and reading Listening and paying attention Task orientation Self direction Seeking and using assistance Curiosity Initiative Interest in school work Abihty to get along with peers 10. Overall adjustment 11. Overall academic performance Results School Attendance Retention, Suspension. Special Education Classroom Grades For each student, final grades for the year were obtained in Reading, Math, and Language Arts. These grades were converted to the traditional 4-point system (A=4, B=3, C=2, D=l, F=0) for purposes of analysis. An overall grade point average (GPA) was then computed from the three grades. Table 1 shows the means and standard deviations for each of these grades. It also displays the results of the Analysis of Variance (ANOVA) run on the final grade for each subject. The results show that both HIPPY children and non-HIPPY children reveal similar outcomes, however HIPPY children show a difference in reading and math in the 3rd grade and a difference in reading, math, and language in the 5* grade. Achievement Test Scores The HIPPY students had higher mean/average scaled scores on all subject areas except the 3* grade students in language (see Table 2). In addition, 3\"* grade HIPPY students had significantly higher scores in reading and 5* grade HIPPY students had significantly higher scores in math than Non-HIPPY students. Significance indicates that any difference is not by chance. Given the matching of students by a number of variables, it can be presumed that participation in the HIPPY program contributes significantly to the variance in scores. 4Not only did the HIPPY students have higher scores on the dependent variable (i.e., 3\"^ and 4* grade scores)\nthese students also demonstrated more growth than the Non-HIPPY students. In all subject areas, the HIPPY students had lower scores than Non-HIPPY students on the covariate (i.e., 2\"* and 3\"* grade scores). Lower scores on the covariate and higher scores on the dependent variable, while not significant in several of the subject areas, is indicative of a trend towards faster growth among HIPPY students than Non-HIPPY students. Table 2 Student Mean Scaled Scores on the SAT-9 3\"^^ Grade Students * HIPPY Reading' 2nd/3nl 515/568 Non-HIPPY 523/562 Math Qiid 507/550 513/549 Language 2*/3\". 541/572 546/573 5* Grade Students HIPPY Reading 4th/5th 587/621 Non-HIPPY 589/619 Math* 4*/5* 569/603 578/601 Language 4th/5th 591/618 594/610 * p # .05 Teacher Rating of Student Behavior They vary fi'om student to student. However, HIPPY students appear to be curious, self-directed, have improved listening skills, initiative, and has the ability to get along with their peers. Conclusions A. School attendance - Showed no significant difference between the groups 5B. Retention - It appears the HIPPY students are less likely to be retained - only 1% was noted C. Grades - The statistics indicate the non-HIPPY student may have had a slight edge at the beginning of the 2\"'^ grade, but the HIPPY students did have considerable gains by the end of the 3\"^ grade as well as the 5* grade. D. HIPPY students are growing faster in reading, math, and language subject areas than Non-HEPPY students. In two subject areas (i.e., 3*^ grade reading and 6* graders in math), HIPPY students are growing at a statistically significant faster rate than Non-HIPPY students. E. classroom behavior CAVEATS 1. 2. 3. The design used in this study was not a true experimental design with randomized assignment of children to HIPPY, other formal preschool, and no formal preKindergarten educational experience groups. Therefore the internal validity of the study is potentially compromised. The methods of identifying and selecting eligible Students for the program may have resulted in a selection bias that could account for all observed differences. Although there is no evidence to support any particular selection bias, the children who had no preschool experience may have had parents who were less motivated or competent. There could even have been a passive discouragement of some parents because they were considered less good candidates for the program. The children with no preschool experience may also have come from neighborhoods or contexts that are generally less supportive of school performance. These possible selection factors (and a host of others not described) are unknown and probably unknowable. However, selection bias remains a potential alternative explanation for the differences observed. The sample size was relatively small, meaning that the study had low power to detect first, Small effects (i.e. differences between groups.) This limitation cuts two ways\nit may obscure even a greater number of differences between HIPPY and comparison groups. Second, it may obscure some differences between HIPPY children and children with other formal preschool experience (however, the observed differences between these two groups were always small and inconsistent with respect to direction). No effort was made to determine whether the HIPPY program differentially benefited one sub-group more than another (i.e., makes more than females, all participants were black). Given that there were no prior hypotheses suggesting that gender or race or anything else would make a difference in 6program effects and given the size was relatively small, it seemed that testing for such differential effects may lead to unreliable results. Nonetheless, future studies of the HIPPY program should consider resting for such moderating effects. 4. The study was done only on children who received HIPPY from the Little Rock School District. Even though the children from the cohort who were students in the Little Rock School District at third grade also, in terms of race, family income and school, it is difficult to know how generalizable the findings are. 5. It is not appropriate, from a statistical point of view, to assume that each of the statistical tests done on these data represent independent tests of program effects. Running a larger number of tests increases the odds of capitalizing on some chance difference between groups. Nevertheless, we did not make corrections in the p-values used to establish differences between groups given limited power we had to detect differences of even a moderate size (i.e., 14 standard deviation). Therefore, it is possible that some of the differences represent chance finding. Nevertheless, the consistency of findings for HIPPY students makes it appear likely that a significant difference between HIPPY and comparison groups were observed on both math and science achievement test scores. 7REFERENCES Table 1 (3*^^ Graders) Differences in grades between children who participate in HIPPY, Children who attended preschool, and comparison children with no preschool experience Mean Standard Deviation F-Value P-Value Reading HIPPY Comparison Mathematics HIPPY Comparison Language Arts HIPPY Comparison Grade Point Average HIPPY Comparison 8 1 2Table 2 (6* Graders) Difference in achievement test scores between children who participated in HIPPY, children who attended preschool, and comparison children with no preschool experience Mean Standard Deviation F-Value P-Value Reading HIPPY Comparison Mathematics HIPPY Comparison Language Arts HIPPY Comparison Composite Scores HIPPY Comparison 1. 9I *^2A  ARKANSAS DEMOCRAT-GAZETTE  WEDNESDAY, MAY 27. 1992 HIPPY enrolling 4-year-olds in LR The Little Rock School Districts Home Instruction Program for Preschool Youngsters is now enrolling 4-year-olds for the 1992-^3 school year. HIPPY lets parents prepare children for school by providing information and supplies to work with children at home. For more information, call the HIPPY office at 324^ 2266. 20A  ARKANSAS DEMOCRAT-GAZETTE  SUNDAY, JULY 5,1992   SPECIAL REPORT: BILL CLINTON  PROMISES \u0026amp; PERFORMANCE 75 preschoolers learn ABCs of education School districts, enrollment The number of public school districts and average daily membership has declined since the 1978-79-School year In Arkansas: Districts:  385 I I I i I I with summer school BY CYNTHIA HOWELL Democrat-Gazette Stall Writer Members of the Cave City School Districts Class of 2005 are spending this summer in school so they will be ready for kindergarten in the fall. The children go to preschool for a full day, eat lunch, take naps and learn the basics for becoming a successful 4- or 5-year-old - such as identifying shapes and colors, differentiating between left and right, reciting the Pledge of Allegiance, telling a story, using good manners and even standing in line. The public-school preschool program in Cave City is free. It is among about 75 preschool programs that were offered this past school year through the Arkansas Better Chance program, which is administered by the states Early Childhood Commission. About 4,400 children were served last year by 63 ABC grant recipients. The number of children served could grow to as many 7,400 in 1992-93. The ABC program was treated by Act 212 of 1991 to provide grants to any non-profit early childhood program that serves educationally deprived children ages 3 to 5. The ABC program was adopted by the Legislature at the urging of Gov. Bill Clinton, who is seeking the Democratic nomination for president. In his national campaign, Clinton has called for preschool programs for all who need them and for full funding for Head Start, a federally financed education program for 4- and 5-year olds. Arkansas ABC program is an effort to ensure that all children enter school ready to learn, which is one of six National Education Goals for 2000. Glenda Bean, executive director of the Early Childhood Commission, said that about 12,000 children are served by ABC and Head Start in Arkansas. Its not the total answer, Bean said about ABC. It wont solve all the problems of poverty, but it does provide a level playing field for children the small children during the when they start school.* The more we can do to prepare a child for school, the greater our success will be with our students, David Green, superintendent of the Cave City district, said recently. ABC is designed to be flexible. About a third of the ABC pupils participate in centerbased programs. Two-thirds are served in their homes by their mothers through the six- year-old Home Instruction Program for Pre-school Youngsters (HIPPY). The early childhood education programs are offered by school districts, cities, universities, day-care centers, educational cooperatives, and community development agencies. Bean said. Greens district is offering a summer program this year because the district didnt have adequate classroom space for 375 365 355 345 335 325 315 Ox ENROLL, (thousands) 455 450 445 440 435 430 425 0 1452,6101 School year\n78-79 79-80 80-81 61-82 62-83 83-64 64-65 65-86 66-67 87-86 88-69 89-90 90-91 91-92 SOURCE: Annual Report of the public schools of Arkansas regular school year. The space is now available and the program will be offered to 20 pupils during the coming year. Green has a $53,000 grant for the summer program and $55,000 for 1992-93. The money enabled the district to meet requirements for a certified teacher and an aide, as well as provide instructional materials and do some renovation work. The district had to provide funds and services equal to 40 percent of the grant request to get the grants. Five million dollars was budgeted for ABC last year and $10 million will be available in .fiscal year 1993, Bean said. Some of the money will be used to evaluate the ABC programs, and to give technical assistance to those programs and to private childcare providers who serve more than 60,000 Arkansas children. We want all children to be 321 1429.7611 T M. STOREY / Democrat-Gazette prepared for school, Bean said. ABC provides up to $2,500 per child. With the matching money and services provided by a school district or other agency, the amount spent per child can be as much as $4,000, Bean said. The program includes health screenings for the children. ABC programs must serve children whose families meet requirements related to low income, low education level, or low baby birth weight. Not all children in the programs have to meet the requirements, however. In the Little Rock School District, for example, preschool programs are open to all children but not all children are funded by ABC. The Little Rock district uses ABC money for preschool programs at selected schools and for HIPPY.Arkansas Democrat WC^azcttc WEDNESDAY, MAY 19, 1993 Copyhght O 1993, UWe Rock NowsBapers, h Inc. a Graduation today for HIPPY youths Graduation ceremonies begin at 7 p.m. today at Horaice Mann Magnet Junior High School, 100 E, Roosevelt Road, for 4- and 5-year-olds enrolled in the Little Rock School Districts Home Instruction Program for Preschool Youngsters Pulaski County Circuit Judge Marion Humphrey will be the commencement speaker. HIPPY is a home-based edu- 1 cation program in which school district aides train parents to teach their children the academic skills needed for success in school.Aikansas Democrat (gazette WEDNESDAY, MAY 18,1994 I HIPPY plans graduation for children The Rev. Hezekiah Stewart will be the guest speaker Sunday at a Little Rock School Dis- J trict program honoring children and families who completed the districts Home Instruction Pro- gram for Preschool Youngsters. The commencement ceremonies for the 4- and 5-year-olds will be at 3 p.m. in the auditorium of the Mann Arts and Sciences Magnet Junior High School. The children will wear caps and gowns to receive their diplomas. HIPPY is a home-based education program where children are taught by their parents. The parents get help and materials from instructional aides who visit the parents in the homes.1 1 Arkansas Democrat j FRIDAY, MAY 19, 1995 Copyright  Uttle Rock Newspapers. Inc. hippy graduates to march at Mann Rock school Distrwt-S Home CbUd,aPned..beb^^. Instruction Program graduate in commencement pxercises at 2 p.m. Sunaa.y in vne \u0026gt; Magnet Junior High and sciences  6n.du..es, ail Mear-clds J11 'S and Bacb^ra Gillie,, the reglo.al n'isThomf^based pro^m where district-employed - to show parents make penodic aisj,\" S?,eild cSaiT,^, S pn\u0026lt;SS.'cSSTls-aet childs learning.A p r i I 5. 2 0 0 1 Arkansas Democrat-Gazette/STEVE KEESEE side Gov. Mike Huckabees office at the state Capitol, state protesting a plan to cut millions from the HIPPY program. Barbara Gilkey of the states Home Instruction Program for along with a crowd of preschool workers from around the Pre-school Youngsters talks to reporters Wednesday out- $7.1 million cut from HIPPY cues chorus of protests from advocates BY SETH BLOMELEY ARKANSAS DEMOCRAT-GAZETTE Gov. Mike Huckabee may have picked the wrong time to announce a $7.1 million cut to in-home preschool programs for low-income Arkansans. The nonprofit advocacy group Home Instruction Program for Pre-School Youngsters (HIPPY) just happened to be holding its national convention Wednesday at Arkansas Excelsior Hotel in Little Rock Of the 600 or so preschool advo- HOUSE OKs bill to halt self-dealing in schools. Page 8A. cates and caseworkers assembled, about 50 of them based in Arkansas, all women, went to the state Capitol and planted themselves in folding chairs in front of Huckabees office to voice their outrage. One even hollered through the door from the lobby to the staff offices in the governors office suite to complain about the cuts. The governor didnt stop to chat. Huckabees state police security guards and the State Capitol Police whisked him through the crowd upon returning from his Wednesday morning radio call-in show in Little Rock. Huckabee ducked into the Governors Conference Room, which leads to a side door to his personal office. One officer said the preschool workers didnt notice the governor until he was safely See PROTESTS, Page 4A Protests  Continued from Page 1A tucked away. Democracy is sometimes a messy process, Huckabee said later. Its not always pretty. Its never pleasant when you dont get what you want for Christmas. Theres no way to make everybody happy. Weve got to make some tough decisions. I dont want to tell anybody no. The Joint Budget Committee on Wednesday received more details about the governors $63 million cuts in his proposed budget for 2002 and $84 million for 2003. The administration has blamed a souring national economy for the governors overestimated projection in his original budget proposal for those two fiscal years. The committee plans to further discuss the cuts today. Some preschool workers in the HIPPY program say they dont understand the funding priorities of the Legislature and the governor. Both branches of government firmly support a plan to give teachers $3,000-a-year raises by the end of the coming biennium. We definitely support teachers raises, but it has to be done a different way, said Carolyn Cross of Russellville, a HIPPY coordinator. Cutting other services to children and families is not the right way to do it. Cross said the cut for HIPPY represents more than half of the programs budget in Arkansas. She estimates job losses in the hundreds for preschool workers statewide that serve 8,000 Arkansas families. While waiting for Huckabee, some HIPPY workers sang Happy Days are Here Again under the watchful eyes of Capitol police. But the state coordinator for the program, Barbara Gilkey of Little Rock, soon broke up the gathering. She said she wanted to state the groups case privately with administration officials. Then members of the group formed a circle and held hands, bowing their heads in prayer. Rich Huddleston of Arkansas Advocates for Children and Families said the program is essential for helping toddlers prepare for kindergarten and elementary school. If this program goes, I dont know what itll do for school readiness in this state, he said. Huckabee didnt offer any olive branch to HIPPY but did talk to some preschool workers later as he walked through the Capitol. He said hes committed to state scholarships and teacher raises, which he contends will lead to better teacher recruitment and keep college- educated students in Arkansas. We can respectfully disagree, Huckabee said of those opposing his priorities. Department of Education Director Ray Simon said he wasnt giving up the idea of funding the program if other budget items in his department dont need as much money during the next two Ray Simon years as hes projected. He said he has nothing bad to say about the HIPPY program. He said the department received dozens of phone calls and faxes from unhappy in-home preschool workers who didnt like Huckabees proposed cut. The program is doing good things, Simon said. The issue here is the availability of revenues and the two priorities of protecting teacher raises and protecting [money to school districts]. Other cuts for 2002 include $18.5 million from the Department of Human Services, which handles a variety of welfare programs and had a proposed general revenue budget of $680 million. Of the cuts, $7 million comes from Medicaid. Were trying to protect as many recipients as we possibly can, department Director Kurt Knickrehm said. He said he wants to first make up the money through decreased staff travel, not filling vacant job slots and buying fewer computers. He also wants to see if theres any duplication in services that can be eliminated. Lawmakers have complained that the governor is shortchanging the Department of Human Services, which helps the poor in Arkansas, to shore up the Governors Distinguished Scholarships, given to students with a 32 ACT score but not restricted by family income limits. Knickrehm declined to comment. Huckabee acknowledged late Wednesday that he may lose the fight to inject another $5 million into the Academic Challenge Scholarship program for students with at least a 2.5 grade point average provided their family incomes do not exceed $70,000 a year. Earlier Wednesday, a Senate committee overwhelmingly voted to reduce funding for that scholarship. Department of Health Director Fay Boozman, who had a proposed $54 million budget, will lose $2.1 million for grants to community programs. He said the department runs dozens of programs, and he may not make the decision until July 1, the beginning of the 2002 fiscal year, which to cut. Fay Boozman The Department of Finance and Administration proposed cuts based on information from state agencies about the importance of various programs. The governors priorities are set forth in the proposed Revenue Stabilization Act. The state expects the top categories in the act  A and B  to be funded. If theres a greater revenue shortfall than expected over the next two years, all B category programs will be cut by an equal percentage. In 2002, the funding (and, therefore, spending) projected in the A and B categories totals $3.39 billion, up from the current fiscal years projected funding-and-spending total of $3.25 billion. In 2003, the A and B funding and spending totals will rise to $3.54 billion. In the A category, Huckabee has placed money for teachers raises, which will cost $122 million when fully funded in 2003, and a 2.6 percent annual cost-of-living raise for state employees, among other priorities. The proposed Revenue Stabilization Act also contains a B-1 category and a C categoiy. They contain programs that were cut from the original budget, such as the HIPPY preschool service. State officials dont expect money to come in for these programs, but they would be eligible for funding if revenue exceeds expectations. Senate President Mike Beebe, D-Searcy, has said he expects the Legislature to go along with most of the governors recommended cuts with the possible exception of the additional scholarship money. House Speaker Shane Broadway, D-Bryant, said hes giving up his proposal for adding another scholarship program, this one to help working adults returning to college.\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_682","title":"Little Rock Schools: McClellan Community Education (community classes held at McClellan)","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":["1992/1998"],"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","Advertising","Student assistance programs","McClellan Magnet High School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: McClellan Community Education (community classes held at McClellan)"],"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/682"],"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\nTake a Peek at McClellan Community Education's Menu. COMPUTERS FOR BEGINNERS A - Sept. 27-Nov. 1 - Mondays, 6-8:30 p.m. - $40 - disk required B - Sept. 28-Oct. 14 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $40 - disk required C - Oct. 2-Oct. 23 - Saturdays, 9 a.m.-l p.m. - $40 - disk required INTRODUCTION TO MS-DOS A - Oct. 2-Oct. 23 - Saturdays, 9 a.m.-l p.m. - $40 - book \u0026amp; disk required B - Nov. Il-Dec. 7 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $40 - book \u0026amp; disk required INTRODUCTION TO WINDOWS Nov. 8-Dec. 6 - Mondays, 6-8:30 p.m. - $40 - disk required PAGEMAKER FOR THE PC Oct. 19-Nov. 23 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $70 - book and disk required WORDPERFECT A - Sept. 27-Dec. 6 - Mondays, 6-8:30 p.m. - $65 - book \u0026amp; disk required B - Oct. 19-Nov. 23 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $65 - book \u0026amp; disk required C - Oct. 30-Dec. 11 - Saturdays, 9 a.m.-l p.m. - $65 - book \u0026amp; disk required Advanced WordPerfect Oct. 9 \u0026amp; 16 - Saturdays, 9 a.m.-l p.m. $25 - book \u0026amp; disk required INTRODUCTION TO LOTUS 1 -2-3 A - Sept. 28-Oct. 14 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $40 - book \u0026amp; disk required B - Oct. 19-Nov. 4 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $40 - book \u0026amp; disk required Intermediate Lotus 1 -2-3 Oct, 30-Dec, 11 - Saturdays, 9 a.m.-l p.m. - $65 - book and disk required Microsoft works Sept. 27-Nov. 29 - Mondays, 6-8:30 p.m. - $65 - book and disk required We recommend some WordPerfect with a little Lotus on the side. For more information on these or one of our 36 other fall classes, call the McClellan Community Education office at 570-4149. To register for classes listed, see the registration form on the back of this page.McClellan Community Education Class Registration Form Name: Home #: Address: 1 Work #: City: State: Zip: ForOMic* U. Ontv CD: CD: CD: CD: Class Name: Class Name: Class Name: Class Name: Mail for with payment to: McClellan Community Education 9417 Geyer Springs Road Little Rock, AR 72209 For Office Use Only Date\nck#: RCPT#\nDate: Date: Date: Date: Cost: Cost: Cost: Cost: Cost of books not included in fee unless otherwise noted I Call 570-4149k 1 W J fy COMMUNITY EDUCATION 1992 Spring Classes SCHOLARSHIPS AVAILABLE FOR all CLASSES! THINGS TO KNOW ABOUT COMMUNITY EDUCATION CLASSES PRE-REGISTRATION/REGISTRATION Many classes have limited enrollment and fill rapidly. PRE-REGISTER TODAY! TO PRE-REGISTER 1. MAIL-IN the completed class registration form NO LATER THAN JANUARY 28 with your check to: McClellan Community Education 9417 Geyer Springs Road  Little Rock, AR 72209. Checks are payable to McClellan Community Education. Registrations postmaiked later than January 28 will be returned to registrant asking you to register on-site before February 8. WALK-IN PRE-REGISTRATION January 6-February  Monday-Friday, 9am-5:30pm, At Community Education Office, 9401 Geyer Springs.Corner of Southwick and Geyer Springs. Part of McClellan campus. OR EVENINGS January 21,23,28,30 Tues \u0026amp; Thurs\n5:30-8:30pm. At McClellan Community High School main campus. 9417 Geyer Springs. TO REGISTER Come on-site to complete forms and make payment. Saturday, February 8,10am-2{Mn. At Community Education Office, 9401 Geyer Springs. Comer of Southwick and Geyer Springs. Part of McClellan campus. NON-PROFIT ORGANIZATION U.S. POSTAGE PAID LfTTLE ROCK, AR Permit No. 2608 DESECRATION MONITORING 210 W MARKHAM STE 501 LITTLE ROCK, AR 72201 We want you \u0026amp; your children to join US this spring! Call 570-4149! APPRECIATION OF PARTNERS IN EDUCATION McClellan Community High School takes this opportunity to say thank you to our Partners in Education who support McClellan students in numerous ways! Pizza Hut Golds Gym Southwest Hospital The Willis Group, Inc. Freds Discount Store Smokey Hollow Foods Wal-Mart Arkla Partners in Education is a program of Volunteers in Public Schools, Little Rock School District. 324-2290 I Z SPRING PROGRAM'S DIRECTORY CLAS LISTINGS JOB SKILLS Business Matters FITNESS For Health and Fun HELP YOUR CHILDREN LEARN CRAFTING SKILLS LEARNING FOR LIFE r I Special Interests McClellan community REGISTRATIONS AFTER FEBRUARY 8 INCUR AN ADDED FEE OF 5.00. | CALL 570-4149. REGISTRATION FOR YOUTH ACTIVITIES/CLASSES All youth activities and classes require that you register as walk-in or on-site February 8 since health and field trip forms must be completed. SCHOLARSHIP APPLICATIONS Please complete the scholarship application form. Mail with: 1. A separate sheet on which you BRIEFLY describe need. 2. A copy or original of check stub, food stamps, or other authorization of your annual household income. 3. Completed class registration form. to: McClellan Community Education Scholarships DEADLINE - 9417 Geyer Springs Road  Little Rock, AR 72209 JANUARY 28,1992. I EDUCATION CLASS REGISTRATION FORM I NAME:___________ I I ADDRESS:_______ I I CITY, STATE, ZIP:. II HOME#: WORK#: FEES The Little Rock School District supports education for all! Therefore, Community Education class fees are kept to a minimum. Take advantage of these quality, educational opportunities. FEES ARE PAYABLE IN FULL AT THE TIME OF REGISTRATION, REFUNDS OF REGISTRATION FEES CAN BE MADE BEFORE THE THIRD CLASS MEETING ONLY. A CANCELLATION FEE OF $5.00 WILL BE CHARGED. CLASS CANCELLATION  A minimum of ten (10) paid registrations is required for the class to be held.  If for some reason, such as bad weather or an ill instructor, a class does not meet, the class will be re-scheduled by the instructor.  If class cancellation is anticipated due to inclement weather, call McClellan Community Education (570-4149)\nlisten to KLRE/KUAR FM\nor watch cable Channel 4. I I I I II I I I CLASS NAME:. CLASS NAME:. CLASS NAME:. CLASS NAME:. TOTAL DUE:. COST:. COST:. COST:. COST:. FREE CLASSES/ACTIVITIES Although some activities are free, you still must register. This is our only way of knowing whether or not the class will have ten participants, the minimum number required. CLASS LOCATION Unless otherwise noted in the class description, all classes will be held on the McClellan Community High School Campus at 9417 Geyer Springs Road. I MAIL WITH PAYMENT TO: I McClellan community education I I I 9417 Geyer Springs Road Little Rock, AR 72209 No later than JANUARY 28,1992. FOR OFFICE USE ONLY: DATE:___ -___  CK #: RCPT #: J NO CLASSES MARCH 30-APRIL 3 mggg------------- JOB SKILLS Business Matters MANAGING PEOPLE Tuesdays, 6-8pm February 18-March 24 $20 How you can go from laborer to leader. In a safe, nonthreatening environment, practice management techniques. Learn skills to interview. motivate, solve problems, resolve conflict and initiate change. Develop self-management tools while increasing individual, team[ MAKING A and organizational! DIFFERENCE [experience required. performance. TYPING/ KEYBOARDING Mondays \u0026amp; Tuesdays, 6-8:30pm Lab available Thursdays. February lO-April 20 $50 Want to learn word processing but cant type? Or, just need to improve your speed and letter formatting? Come away with proper keyboarding techniques and knowledge of punctuation and letter writing. Personal instruction geared to individual students need WORD PROCESSING/ WORD PERFECT 5.0 Tuesdays, 6-9pm February ll-April 21 $50 OR Mondays, 5\n45-8:45pm February 10-April 20 $50 For those with beginner or intermediate word processing skills. Gain entry level skills that can be McClellan Community High School! Where Teachers Care! applied to any word processing program while learning WordPerfect 5.0. on IBM and Tandy equipment. Each student is assigned a computer and leaves with extensive hands-on experience in the production of business documents. LOTUS 1-2-3 Mondays, 6-9pm February 10-April 20 $50 You will learn the fundamentals of spreadsheet modeling, graphing, data management, calculations, and techniques specific to Lotus 1-2-3. You will leave searching and sorting, justifying and commanding, graphing and formatting like pros. |No previous computer J INTRODUCTION TO MS-DOS Thursdays, 6-9pm April 9-April 23 $25 Become acquainted with the heart of computer operations, the disk operating system (DOS). Computer terminology will become familiar to you while you learn to use root directories, subdirectories, trees\nformat and copy disks\nload software onto the hard disk and proper subdirectory\nand other general file and disk management techniques. TAME A COMPUTER TODAY! COMPUTER PROGRAMMING WITH BASIC Tuesdays \u0026amp; Thursdays, 6-7:3()pm February Il-March 19 $40 McClellan community education  spring classes 1992 Beginners All-purpose Symbolic Instruction Code (BASIC). BASIC is a fun way to become familiar with computers and the universal program language for IBM computers. Hands-on computer experience in program development enables you to write your own computer program after completion of this course. Previous knowledge of computers is not necessary. MICROSOFT WORKS Thursdays, 6-9pm February 13-March 26 $40 Microsoft Works software gives you all the home and office tools you may ever need, in one package. Its easy. Learn to utilize the word processor, spreadsheet and database\nto transfer your work to and from other programs such as Lotus 1-2-3 and dBase III. No previous computer experience is required. FUNDAMENTALS OF COMPUTERIZED ACCOUNTING Thursdays, 6-9pm February 13-April 23 $50 Is it a debit or a credit? Basic accounting skills and use of computers in accounting will become familiar to you. Learn terminology and procedures for use in home or small businesses such as proprietorships and partnerships. Each student will be assigned a computer for classroom use. COMPUTERIZED ACCOUNTINGINTERMEDIATE Mondays, 6-9pm February 10-April 20 $50 With fundamentals of accounting as your base, concentrate on computerized entries and problem solving. Emphasis is on accounting used in merchandising businesses. SUPPORT YOUR CHILDS EDUCATION JOIN PTA! SUPERWRITE FOR BEGINNERS Mondays, 5\n45-8:45pm February 10-April 20 $40 Increase your earning and learning power! l^arn to take dictation or simply have more accurate notes. For secretaries, reporters, business executives, or students to use in personal or business matters. SuperWrite is an abbreviated writing system based on long-hand and phonetics, using only the alphabet and standard symbols. SUPERWRITEINTERMEDIATE Tuesdays \u0026amp; Thursdays, 4:45- 7:15pm February 11-March 19 $40 Held at Adtansas Highway Dept.. 1-30 This course is offered to students who have successfully completed SuperWrite 1. You will review SuperWrite theory: reinforce and increase your speed. Emphasis is on keyboarding style, punctuation, spelling and vocabulary. COMPUTERS FOR BEGINNERS Saturdays, 9-noon February I5-April 18 $45 This class is designed for people who desire but lack computer experience. From plug-in to programming, learn with others in the same situation. Work at your own pace through hands-on experience. Typing skills are not necessary. GET ON THE FAST-TRACK TO LEARNING McClellan community education  spring classes 1992 HARVARD GRAPHICS Tuesdays, 6-9pm February 11-April 21 $50 Step up to a graphics program that gives you everything you need to produce high quality and unique visuals on paper. Make the ordinary look extraordinary with visuals, charts, and text professionally designed. It interfaces with Lotus 1-2-3\nASCII files, PFS:Graph\nPFS\nProfessional Plan Charts. BUSINESS LAW Mondays, 6-9pm February lO-April 20 $40 A consumer oriented/friendly course designed to take you step by step through contracts, wills, Arkansas business laws and emphasis on participants special concerns. Discover your Rights and Obligations in todays market place. OFFICE MANAGEMENT SKILLS FOR OLDER ADULTS Mondays, 6-8pm February 17-May 23 No fee.* Sponsored by Arkansas ABLE. Call David at 374-1318 for infonnaiion and registration. For those 50 and over to develop advanced office skills for employment. General clerical and interpersonal skills such as office human relations\nrecords management\nbusiness machines\nbusiness math\nbanking, payroll and tax procedures: business communications and introduction to word processing. FITNESS for Health and Fun! TAEKWONDO Grades 1-6 Mondays \u0026amp; Thursdays, 6-7pm February 10-March 26 $15 Learn the basic moves of the Korean form of karate. This is an excellent opportunity to combine a fitness program with self-discipline and self-defense. This class will prepare you for testing. An additional fee would be charged. No special costume/clothing is necessary. UOH POWEH! \\ Attend all 'vqj, McClellan Athletic Events! For schedule, call 570-4100 o TAEKWONDO Teens-Adults Mondays \u0026amp; Thursdays, 7-8pm February 1 O-March 26 $15 Same as above. CHEERLEADING See Southwest YMCA activities. Call 562-5932. Limited scholarships provided by McClellan Community Education. TENNIS FOR BEGINNERS Saturdays, 10-noon April 11-May 23 $20 Oriented to your level of playing, instruction includes development of the backhand stroke, forehand stroke, the serve and net play. You will leave with a comprehension of scoring and rules related to singles and doubles games. VOLUNTEER NOW! There is a child waiting for you in the Little Rock School District Call 324-2290 AEROBICS See Southwest YMCA activities. Call 562-5932. BASKETBALL-FREE PLAY Saturdays, 9-noon March 14-May 23 $5, one-time fee. Supervisors of free play determine maximum number of ' players, enforce discipline and rules. Participants play halfcourt. Only two games going on at one time. Balls are furnished. McClellan SPRING TRACK CLINIC Grades 5-9 Saturday, 9am-lpm March 7 $10 Learn the basics of starts, sprinting, hurdling, relay races, long jumps and shot/discus throwing. Track shoes not necessary. Help Your Children LEARN ACT PREP Saturdays, 9-noon February 15-March 28 $160 Build your confidence and knowledge. Improve your ACT scores! Designed and delivered by Stanley H. Kaplan Educational Center, this course better prepares students for the ACT college entrance exam through mock ACT exams and teaching study methods, test-taking skills and strategies particular to this test. LEARN WITH US PARENTING TEENS Tuesdays, 6:30-8:30pm February 18-March 24  $10 When youre not getting through...what can you do? Using STEP  (Systematic Training for Effective Parenting), you will discuss ways to build positive relationships with children\nbuild your and your childs confidence\napply natural and logical consequences to typical challenges posed by children\nguide behavior without using rewards and punishment\nand more. PARENTING - EARLY CHILDHOOD Mondays, 6:30-8:30pm February 17-March 23 $10 STEP (Systematic Training for Effective Parenting) for parents and individuals who work with children 6 and under. Learn why children misbehave and how to deal with misbehavior. Find new ways to encourage children and build self-esteem while letting them experience the consequences of their decisions. Discover methods of dealing with shyness, tantrums, messiness, and other challenges posed by children. GRASP YOUR FUTURE THROUGH EDUCATION! McClellan Community High School  The Place to Grow Together! ---------------------------------- GANG VIOLENCE-WHAT YOU SHOULD KNOW, DO AND TELL Tuesday \u0026amp; Thursday, 6:30- 8:30pm February 25 \u0026amp; 27 No fee. Be an informed citizen! Trained experts in this field presents, information about gang activity\nprevention\nprotection for your family and neighborhood. Use this information to educate others. STUDY SKILLS BEGIN AT HOME Tuesday, 6:30-8pm March 24 No fee. Co-sponsored by VIPS. Help your child improve his/her academic performance. Discover that learning is an active process and how to provide a positive learning environment. You can use these tools^to motivate learning in any age child. CRAFTING SKILLS SOUTHWEST LITTLE ROCK COMMUNITY THEATER Tuesday, February 11,7pm OR Saturday, February 15,10:30am No fee. Be a star! How about a community theater in Southwest Little Rock? Join us in starting our own theater by attending a short informationgathering session. Any interested person please come by. No experience necessary! SEW WHAT! Tuesdays \u0026amp; Thursdays, 6-8pm February Il-March 26 $45 Want to know which thread is appropriate for which fabric and how to avoid the bias? How about hems and alterations? Why do they always pucker? You will construct one or more garments during these class hours. For beginners and those with intermediate sewing skills. T-SHIRT DESIGN Saturday, 9-noon March 14 $15 Bring a pre-washed t-shirt and leave with your own unique creation, Leam techniques in painting and embellishing clothing. Assistance in art form will be provided. INTERIOR DECORATING Tuesdays, 6:30-8:30pm February 11-March 24 $15 Basics of interior decorating. Discover your eye for color, shape, and style. Leam what decorating techniques will complement your home, apartment, or office. CERAMICS Tuesdays, 6-9pm February 18-March 24 $40 A beginners course which introduces ceramics from start to finish - slip to mold. Leam how to clean and fire a kiln and the fundamentals of glazing, underglazing and stain. Leave with your own finished product. BASIC 35MM PHOTOGRAPHY Mondays, 6-7:30pm February 10-March 16 $15 A practical, how-to class for the beginner which includes a 3-hour McClellan community education  spring classes 1992 McClellan community education  spring classes 1992 weekend field trip. Learn camera operation, accessories, close-up and telephoto lenses, artificial and outdoor lighting and composition. Bring your 35mm, a notepad and a roll of your favorite film. ADVANCED 35MM PHOTOGRAPHY Thursdays, 6-9pm April 9-23 $15 Designed for the serious yet non-professional photographer. Emphasis will be on theory, composition, and quality of your photographs. THINGS HAPPEN WHEN YOU LEARN! DRAWING FOR BEGINNERS Tuesdays, 7-9pm February II-April 21 $20 plus materials Untapped talent? Bring it to the surface this spring. Learn the fundamentals of drawing using pencil, crayon, and charcoal. For adults and teens. CALLIGRAPHY I Saturdays, 10-noon February 15March 7 $20 Some call it artwork, some call it pretty writing. Either way, it is very impressive and communicates feelings differently from print'ng or cursive writing. Leam how to write with flare and use it for very special occasions and gifts. CALLIGRAPHY II Saturdays, 10-noon March 14-April 18 $20 Take your basic alphabet to narrative writing. Calligraphy I or previous experience recommended. POTPOURRI BY YOU Saturday, 9-1 lam March 21 $15 Combine spice and aromatics to make your own personal fragrances. Great for gifts - great for the spirit! Includes materials. SPRING FLOWER ARRANGEMENTS Saturday, 9-Noon April 11 $20 Bring spring indoors by learning to create a beautiful dried and fresh flower anangement. Leave with an arrangement designed by you for your home. Supplies provided. MAKE YOUR CHILDRENS SCHOOL A BETTER PLACE TO LEARN Volunteer Today! Partners in Education Building the Future Together For more information on how you can partner with a school, call 324-2290. DESIGNING HAIR BOWS Ages 12-adults Saturday, 10-noon April 25 $10 Create hair bows from ribbon and other materials. Learn to make them at a fraction of the cost. Take home your own creations. Supplies provided. COOK UP A NICE FUTURE FOR YOURSELF! EASTER CANDY MAKING Tuesday, 6:30-8:30pm April 14 $15 Just in time for the holiday. Bring your sweet tooth and leam how to make bunnies, eggs, and suckers. Take home your finished product along with ideas for filling up your Easter baskets. Includes materials. CAJUN COOKING Thursdays, 6-8pm March 12-26 $15 GAW-RON-TEED to make your mouth water. A Cajun chef teaches you how to simply prepare dishes Listen to KBIS Radio Station 1010 AM 10:30-11:00 am for \"McClellan Now! Program and breads\ngumbos, etouffes, rouxes, French bread. Learn the basic ingredients in all Cajun recipes. HOT! ITS MAGIC Saturdays, 10-ll:30am February 15-March 21 $15 plus materials Leam how to turn ordinary, everyday materials into great magic tricks with a slight of the hand. Bend silverware. Stack the deck. Acquire the magical touch and secrets of the magician. For teens and adults. MAGIC FOR YOUTH Grades 1-6 Thursdays, 6-7pm February 13-March 19 $15 plus materials ABRACADABRA. Is the hand quicker than the eye? Impress your family, friends and teachers with magical skills and techniques. Learn with a real magician and become one yourself. JUGGLING Mondays, 6-7:30pm February 1 O-March 23 $15 plus materials Laugh and learn with others. Amaze yourself with your abilities to keep objects in the air. Start with basic training and before you know it, you will be juggling for fun. A professional juggler will guide you to new heights. For 5th graders to adults. SCHOLARSHIPS AVAILABLE Application on Page 8 DEADLINE: January 28,1992 Fill out your application today! LEARNING FOR LIFE Special Interest TOASTMASTERS SPEECHCRAFT Thursdays, 6-7:30pm March 5-April 23 $10 Improve your verbal communication and public speaking skills through a 7-week course designed for your participation. Shake (he common fear of public speaking. Say what you mean and feel comfortable doing it. YOUTH LEADERSHIP WORKSHOP Saturday, 9am-3pm April 11 $10 Leaders arent bom. They learn to lead. You can too. Learn about the characteristics, traits, ethics and values of leadership\nwhy you make the decisions you do. Develop your own leadership style and skills through roleplaying exercises. Discover how life events and global issues affect leadership. For grades 9-12. / PAY FOR YOUR NEXT VACATION! LEARN A NEW SKILL! WRITING FOR FUN AND PROFIT! Mondays, 7:30-9pm February 10-March 16 $15 Fun. Fame. Fortune. The motivations for writing. This beginnerlevel course focuses on writing newspaper, feature and filler material for publication. Know your market before you write. Leam in a few hours tips that the instructor has accumulated over 25 years of experience. Please note that this is NOT an English composition/ grammar class. CREDIT MANAGEMENT: URGE TO SPLURGE Monday, 6:30-8pm March 2 co-sponsored by Consumer Credit Counseling Services No fee. Personal finances can sometimes get out of hand. Dont let them. Become more disciplined in budgeting, saving and investing. If they have gotten out of hand, learn what to do through consumer credit and debt management. GIVE YOUR CHILDREN OPPORTUNITY! Call SWLR YMCA Today! HUNTERS EDUCATION March 16, 17, 19 5:45-9:15 No fee. Service of Arkansas Game \u0026amp; Fish Commission Required for anyone born after 1/1/69 who wishes to hunt alone. Leam about hunting ethics, firearm safety, wildlife identification, game care, rifles, pistols, shotguns, muzzleloading, ammunition and bow hunting. Your Hunters Education card signifies successful completion of the course. Children under 16 must be accompanied by an adult. \\\\\\ KEEP YOUR FUTURE educated' McClellan Community High School! Educating for today \u0026amp; the future McClellan Community High School ~ Where the whole community can learn McClellan community education  spring classes 1992 RfflN^EROLOGY Mondays, 6:30-8pm February 1 O-March 16 $15 A fascinating class on the study of how to make it through the jungle of life without being eaten alive !!! Skills and techniques acquired through this class will'allow you to successfully manage relationships with difficult people. SMALL APPLIANCE REPAIR Saturdays, 9-Noon February 15-March 28 $25 plus materials Learn when you can make the repair or when to take it to the shop. This course is designed for adults who want to acquire those skills necessary to safely repair small household appliances. Blenders, vacuum cleaners, mixers, tools, coffee pots and more. Materials approximately $10. A BETTER YOU Thursdays, 6:45-8:45pm February 13-April 23 $30 How do women participate in society and who determines how they participate? What is a healthy relationship? How do women set life goals? A forum to discuss and unravel issues related to womens survival in our society. Sex roles, economics, violence and self-esteem. CONVERSATIONAL TURKISH Tuesdays and Thursdays, 7:30- 9pm February 11-April 16 $10 Emphasis will be on the social aspect of the Turkish language, customs and culture. Learn the alphabet, counting and word pronunciation from a native. Gain an insight into Arabic-based language. McClellan community education  spring classes 1992 ARKANSAS RIVER BOAT TRIP Saturday, 10:30am-lpm March 28 $25 SHIP AHOY! Rain or shine join us for a narrative history of the Arkansas River. Climb aboard and enjoy the sights from the Spirit Paddle Wheel Boat. Bring your camera, bring a friend or the family. Meet us at Riverfront Park on the North Little Rock side of the Arkansas River, across the river from downtown Little Rock. Box lunch included. McClellan Community High School: KEEPING YOUR FUTURE EDUCATED ACADEMICS VOLUNTEERS NEEDED TO SUPPORT COMMUNITY EDUCATION CLASSES Please call 570-4149 to volunteer your help with on-site registration, Feb. 8 AUTOMOTIVE INDEPENDENCE WORKSHOP Saturday, 1 O-Noon March 21 $10 EDUCATION! Your Future and Mine Can YOU change a flat tire on your car? Can YOU check your oil, break, and radiator fluid levels and then fill them? Can YOU determine proper tire pressure for your car? Can YOU use your battery cables safely? If you answered NO to any one of these questions join us for an informative, fun, hands-on experience. Wear old clothes!! SIGN LANGUAGE FOR BEGINNERS Thursdays, 6-8pm February 13-April 23 $20 Sign language is a valuable asset. Starting with the alphabet and progressing to conversational sign language learn to communicate with the deaf. This course will also introduce you to deaf culture. MASTER GARDENING SERIES Thursdays, 6:3O-8pm March 12-April 23 No fee. A six-part series sponsored by the Arkansas Cooperative Extension Service. Learn and share with the experts. Topics include: selecting and preparing a garden\nmaintaining the perfect garden\ngrowing your best vegetables\ncorrect use of lawn and garden pesticides and fertilizers\nnurture shrubs, fruit trees, and flowers\nlawn and garden field trip. EDUCATION! YOUR FUTURE \u0026amp; MINE! I\\o PARENTAL INVOLVEMENT MOTIVATES LEARNING Volunteer for your child today! COME LEARN WHH US ] ADULT GENERAL EDUCATIONAL DEVELOPMENT Tuesdays \u0026amp; Thursday, 6-9pm January 21-May 28 No fee. OR Saturdays, 9-noon February I5-May 30 No fee. Service of Adult Education Center, LRSD Improve or get on the path to complete your education (GED). Reading, spelling, math, Diglish and English as a Second Language (ESL). For adults 16 years old or older. Individualized assessments are made to provide the learning that you need. Dont miss the first class. But, if you do, come join us at any point in time. Just be sure to come and start a new road now! * BASIC ALGEBRA -PART I Tuesdays, 6-9pm February 11-April 21 $30 Do you suffer from algebra anxiety? Overcome it with this basic algebra course. Work.your way up from where you are to where you would like to be. Solve equations and word problems. We have divided this semester, college level class into two parts. Part II will be offered during the summer and fall sessions. m 2 O tZ) X 2 aGO  O m CD 50 MATH SKILLS FOR ADULTS Thursdays, 5:45-8:45pm February 13-April 23 $30 Build math skills necessary to MCCLELLAN COMMUNITY HIGH SCHOOL ADVISORY COUNCIL! Join us at our monthly meetings. Open to the public. First Monday of every month, 6-8pm McClellan Media Center. bridge the gap between where you are and preparatory College Algebra. Progress at a pace you are comfortable with. Learn mathematical problem-solving after a review of the basics. GED graduates are encouraged to enroll. MCCLELLAN COMMUNITY HIGH SCHOOL ___________ ADVISORY BOARD___________ MAKING A DIFFERENCE William Anderson Nancy Reedy Shirley Atkins Willie Edwards Linda Russenberger Ruby Scott William Fields Eric Staten Tammy Keeton Steve Tedder Jeri Bob King Jim Parins Jean Weems Jo Powell Mattie Ruth Tipton Parents. Citizens. Students. Faculty. Business people. McClellan Community High School ~ Building a better community through education ENGLISH SKILLS FOR ADULTS Mondays, 6-9pm February 10-April 20 $30 Dont let your fears of English grammar hold you back. Build the English skills necessary to bridge the gap between high school and college-level English. Progress at a pace you are comfortable with. GED graduates are encouraged to enroll. INTERMEDIATE ALGEBRA Thursdays, 6-9pm February 13-April 23 $30 Prepare for college algebra, the minimum math course required for college graduation. If you scored below 18 on the math portion of ACT or just need a refresher course, relax and know this is designed for you. Pre-requisites are completion of an elementary algebra class or a working knowledge of it. NEIGHBORHOOD CRIME WATCH Tuesday, 6-7pm March 17 OR Tuesday, 6-7pm April 21 No fee. We can deter crime in our homes and neighborhoods. Participate in a one-hour session and learn how to work with your neighbors and the police to combat crime in your area. ARE YOU ' BEING CHASED BY THE FUTURE? 0 , e PUBLIC SERVICES JOIN US AT McClellan COMMUNITY HIGH SCHOOL Lifelong Learning \u0026amp; Lifelong Friends H.E.A.T. Tuesday, 7-8pm February 25 OR Tuesday, 7-8pin April 14 No fee. A service of Little Rock Police Dept. HELP END AUTO THEFT: This program is designed to stop auto theft by use of auto decal registration, which will be available during this presentation. Find out how you can participate in this program and protect your auto. A LITTLE OF YOUR TIME CAN MAKE A BIG DIFFERENCE TO YOUR COMMUNITY! THANKS TO ALL WHO CONTRIBUTE THEIR TIME AND ENERGY MAKING McClellan A FINE SCHOOL!! McClellan Community High School Citizens Advisory Council:  Strengthens the unification between the school and the community. * Exercises the communitys proprietorship in the school. * Provides leadership and support for McClellan community education activities. VOTER REGISTRATION Third Tuesday \u0026amp; Thursday of each month February-May Exercise your right to vote! Participate in decisions that impact your life! Your vote makes a difference. Come by the Community Education Office on the main campus of McClellan to register to vote today! All you need is proof of age, 18 or older. JEDUCATION! k THE A FUTURE 'I FOR J YOU AND  ME! LITTLE ROCK SCHOOL DISTRICT The Place for Your Children DONT LET TIME RUN OUT! SCHOLARSHIPS AVAILABLE Application on Page 8 DEADLINE: January 28,1992 McClellan Community High School ~ The only one with community in it Pas-c 8 McClellan community education  spring classes 1992 OTHER EDUCATIONAL RESOURCES IN YOUR COMMUNITY LITTLE ROCK SCHOOL DISTRICi HIPPY: Learn how to help your pre-school youngster learn. Call 324-2266. ADULT EDUCATION CENTER: Enroll in English, reading, math, spelling, English as a Second Language (ESL) classes. Get your GED. Call 324-2260. VIPS (Volunteers in Public Schools): Volunteer your time and experience for Little Rock students. Call 324-2290. PARENT ADVISORY COUNCIL: Get training that will help you McClellan community education SCHOLARSHIP APPLICATION PLEASE COMPLETE ONE FORM FOR EACH INDIVIDUAL REQUESTING A SCHOLARSHIP. Call 570-4149 for additional copies. NAME: ADDRESS: help your child learn. Call 671- 6325. CARE: Register for before or after school child care on regular school days. Call 324-2395. METROPOLITAN VOCATIONAL TECHNICAL EDUCATION CENTER: Advance or change your career through excellent training and education. Call 565-8465. PARTNERS IN EDUCATION: Help build the future. Develop a partnership between your busi- ness/company and a Little Rock Public School. Call 324-2290. HEAD START: Still has openings for your children. Call 664-1025 for more information and registration. *If you are 50 years old or older and economically disadvantaged or a dislocated worker, Arkansas ABLE may be able to pay for your attending McClellan Community Education classes. For more information, call David at 374-1318. OTTENHEIMER COMMUNITY CENTER LITTLE ROCK PARKS AND RECREATION Call 565-0140 for information on classes. ARKANSAS ABLE JOB SHOP: For persons 55 and older. Call 545-ABLE for information on developing skills to find employment as an older adult. HOME #: WORK #: YOURE READING THIS! DO YOU KNOW SOMEONE WHO CANT? CALL ARKANSAS LITERACY COUNCIL 663-4321. SOUTHWEST HOSPITAL For class registration, call 455-7073. AARP 55 ALIVE DRIVING COURSE: March 25 and 26,9am-1pm $8 WATERCOLORS: January 20-February 25 Mondays, 6:30-9pm $36 plus supplies WATERCOLORS: March 2-April 6 Mondays, 6:30-9pm $36 plus supplies Southwest Hospital needs several volunteers who have health care experience. Call 455-7073 for more information. (across from McClellan) Unlimited attendance at any/all of above classes. $20, YMCA member $22, non-member ALIVE \u0026amp; KICKIN SENIOR FITNESS CLASS: Parkview Christian Church (across from McClellan) Mondays, 9:30-10:30 am Tuesdays \u0026amp; Thursdays, 8:30- 9:30am Monthly fees 2 classes/week, $2 YMCA member, $7 non-member 3 classes/week, $4 YMCA member, $10 non-member PRYME TIME AFTER SCHOOL ACTIVITIES: Elementary ages, 5-12. Monday-Friday, school pick-up - 6pm. Registration fee of $20, non- refundable. $20 per week, YMCA member. $25 per week, non-member. SPRING SOCCER: Ages 5-13, boys \u0026amp; girls Registration begins February 3. SUMMER T-BALL: Ages 4-6, girls \u0026amp; boys Registration begins in April. CITY, STATE, ZIP: DATE: MARTIAL STATUS: SINGLE: (check one) NUMBER IN HOUSEHOLD: MARRIE,:_____ DIVORCED:_____ DATE OF BIRTH: AGE:___________ EDUCATION COMPLETED: SOUTHWEST YMCA WHAT IS YOUR ANNUAL HOUSEHOLD INCOME? (Proof of income required. Attach copy of paycheck stub and/or food stamps authorization) RANK IN ORDER OF PREFERENCE COURSE/COURSES YOU WANT TO TAKE: 1. COST: 2. COST: SOUTHWEST YMCA HAS MOVED! Now conveniently located on McClellan Community High School Campus, 9401 GEYER SPRINGS Sharing Space! Sharing Resources! Keeping Program Fees at a Minimum! SUMMER DAY CAMP: Ages, kindergarten-6th grade. Monday-Friday, 7am-6pm $40/week, YMCA member. $50 week, non-member. 10% discount on 2nd child. Registration begins in April. SUMMER TEEN CAMP: Ages 13-14, boys \u0026amp; girls. Monday-Friday, 7am-6pm. Registration begins in April. 3. COST: ON A SEPARATE SHEET, WRITE A FEW SENTENCES EXPLAINING WHY YOU NEED THIS SCHOLARSHIP. PLEASE ATTACH TO SCHOLARSHIP APPLICATION. Call 562-5932 for class registration. Have you previously enrolled in a community education class? Unless noted otherwise, ail activities are on McClellan Community High School campus. Which class? When? Signature of Applicant NOTE: BOOKS AND OTHER MATERIALS ARE NOT INCLUDED IN SCHOLARSHIP. SOUTHWEST YMCA FAMILY MEMBERSHIP: $68 per year. GYMNASTICS: Monthly registration. Classes begin February 3. Boys \u0026amp; girls, ages 3-4 Mondays, 3:50-4:30pm Boys, ages 5 and up. Mondays, 4:30-5:30pm Girls, ages 5-9 Wednesdays, 4-5pm Girls, ages 10-12 Wednesdays, 5-6pm RETURN WITH REGISTRATION FORM TO: McClellan Community Education 9417 Geyer Springs Road Little Rock, AR 72209 DEADLINE: Applications must be mailed by JANUARY 28, 1992 U PON RECEIPT OF SCHOLARSHIP, YOU WILL BE ASKED TO VOLUNTEER A MINIMAL NUMBER OE HOURS FOR MCCLELLAN COMMUNITY HIGH SCHOOL. AEROBICS: January 6-March 14 Mondays, 6-7:15pm Tuesdays \u0026amp; Thursdays, 5:15- 6:15pm Tuesdays \u0026amp; Thursdays, 6:30- 7:30pm Saturdays, 9-10:15am Mondays, Wednesdays, Fridays, 8:30-9:30am* Parkview Christian Church CHEERLEADING: 4-week sessions, begins February 3. Junior High Girls Mondays, 5:30-6:30pm Thursdays, 6:30-7:30pm Senior High Girls Mondays, 6:30-7:30pm Thursdays, 5:30-6:30pm $20, YMCA member. $30, non-member. SCHOLARSHIPS A VAILABLE! McClellan Community High School * The place for you - your kids - your familyClintons address on causes of unrest strikes right notes BY NOEL OMAN Democrat Gazene Capllol Bureau NEW ORLEANS - Gov. I Bill Clinton hit almost all the light notes Saturday in a call to solve the underlying f -.causes of social unrest highlighted by the Los Ange- ' Jtes riots. It was a subject rife with the potential for discordancy, but, lets face it, when Clinton is on, he is on. Wow, marveled U.S. Sen. John Breaux, D-La., after Clinton spoke. He gets better and better. His speech represented the now familiar weave of conservative and liberal political philosophies that underlie his presidential candidacy. , His forum Saturday was fa-\n, miliar ground for Clinton -  ..the Democratic Leadership 1 Council.  The DLC was formed seven years ago by a group of brea- . . kaway conservative and moderate Democrats, mainly from the South and West. They sensed a party in peril after the defeat of their party's nominee in 1984, Walter Mondale. Long-ostracized as a group of closet Republicans, it was sweet, indeed, for them to see one of their own in Clinton. As the partys presumptive nominee, Clinton returned to them and validated their place in what they hope is a reformed national party. So it was not uncharac- . teristic for Clinton to place some of the blame for the countrys problems on the failed liberalism that has come to represent the Democratic Party. But, also characteristically, Clinton managed to borrow the words of a frequent DLC opponent, Jesse Jackson, to underscore the nation's deep racial divi- I Analysis  Related article 9B ] sions. A member of the large Arkansas delegation to the DLC annual meeting here, Rep. Irma Hunter Brown of Little Rock, who is black, heard in Clinton a voice that crossed racial and political lines. It was a very positive presentation to an audience thats crying for true leadership that will unify people across all lines,\" she said. But Clinton can only cut the line so fine. While he could inspire many with his pledge to crack down on deadbeats who do not pay child support, he can ruffle a powerful group with his support of the Brady bill, a gun control measure he sees as a way to reduce violence in the streets. Members of the National Rifle Association and the many hunters in a state such as Arkansas see the bill as an assault on their way of life. Ironically, the NRA in part underwrites the DLC. Clinton's speech, sprinkled with examples of his personal experiences with racial problems, also served to help a continuing effort by the Clinton campaign to show the governor in a personal light far different than the one found in the tabloids. That was a deep look at this guys soul, Clinton adviser Paul Begala said. This is who Bill Clinton is, this is what he is all about. Precious few of this has penetrated to the American public. ARKANSAS DEMOCRAT-GAZETTE  SUNDA'.t -si'S, 1992  7B Clinton searches for electoral strategy In any equation, winning votes in California is essential BY JOHN KING AP Political Wnter WASHINGTON - Gov. Bill Clinton's search for a successful electoral vote formula begins with this simple math: Dukakis plus California. But if Clinton is to win the White House, he has a long way to go from there. Winning everywhere 1988 nominee Michael Dukakis won plus California, which Dukakis narrowly lost, would translate into 161 electoral votes - 109 shy of the 270 needed to capture the White House. Getting the rest would require Clinton to revive Democratic strength in the big industrial states and pluck several other wins fVom a varied basket of states, many of them reliably Republican in recent presidential races. Democrats dont win without California, veteran party strategist Ann Lewis said. From there, the key is the industrial heartland. It's no easy task for a challenger to begin with, and Clintons search for an electoral formula could be complicated by the expected independent candidacy of Texas billionaire Ross Perot At this early date - before Clinton has a mathematical lock on the nomination, before he has selected a running mate and before a reliable prediction about the economy can be made - any Democratic formula to cobble together 270 electoral votes is little more than a rough outline. Still, drawing from the lessons of the Dukakis defeat and simple electoral math, Clinton STOP SMOKING LOSE WEIGHT Ask about our other programs available. yiunt\u0026amp;r \u0026amp; Associates 400 oner Creek Perk (exit 128 oH 1-30) 455-4994 advisers and Democratic strategists agree on several target areas - the industrial states of Pennsylvania, Illinois, Michigan and Ohio chief among them. A point of considerable debate within the party is whether Arkansan Clinton can break through in the South, or whether his chances of picking oft the surprises he would need to win are better in Democratic- leaning Western states. Right now, we view the whole country as competitive, Clinton deputy campaign manager George Stephanopoulos said. Its too early to count anything in or out. It may prove overly optimistic, but many Democratic strategists believe Clinton, because of his moderate views and Southern roots, will enter the general election with broader potential than Dukakis, allowing him to tai^et more states early and refine his targeting as the campaign moves on. The beauty of this for Clinton is youre not looking at a narrow window where you have to win everywhere on your list to just make 270, said John Sasso, who ran a Dukakis campaign that had virtually no room for error in its electoral strategy. Any Democratic strategy begins with the states Dukakis CPC PINNACLE POINTE HOSPITAL \"IENVIRONMENTAL ILLNESS\" SEMINAR SPEAKER: Penny Fox  Tuesday, May 12th, 1992 6:30-8 PM at Pinnacle Pointe Hospital 11501 Financial Center Parkway  Little Rock, AR 72211 This is a free community service Reservations are requested To Register, please call 223-3322 (CEU's will be given) won or barely lost. In the first group are Massachusetts, Rhode Island, New York, West Virginia, Minnesota, Wisconsin, Iowa, Oregon, Washington, Hawaii and the District of Columbia - a combined 107 electoral votes. I dont see any reason why Clinton can't carry any one of those states,\" Sasso said. Using 48 percent of the vote or better as the cutoff for states in which Dukakis came close, the second group includes the major prizes of California, Pennsylvania and Illinois. The others are Vermont, Maryland, Missouri and New Mexico. Combined, these states carry 235 electoral votes - 35 short of the magic number. To have any chance, Clinton would have to win almost all of those states. But to make up the difference, and for any losses in this ^oup, Clinton would need additional wins as well. Texas, Florida, Ohio and Michigan are the biggest remaining prizes - but alt were won handily by Bush in 1988. Most Democrats view Florida as a GOP lock and Texas a near-lock, although a Perot candidacy would confuse ticularly on the deep South.\" things in his home state. This is a wild campaign, a wide open, weird race down here,\" Ed Martin, executive di-rector of the Texas Democratic Party, said. Clinton won the Michigan primary and tough economic times should make it a competitive fall battleground, with 18 electoral votes at stake. Ohios primary is June 2, and Clinton's showing then could shed light on whether he has any hope of getting its 21 electoral votes come November. . Other possibilities mentioned by Clinton aides and Democratic strategists include Clintons home state of Arkansas, nearby Tennessee and Kentucky, Colorado, Montana and Vermont, which all told have 39 electoral votes. Lewis and Sasso offered Arkansas, Tennessee and Kentucky as potential Clinton states. But another party strategist, Tony Podesta, took a Western view. Democrats did a lot better in Montana and New Mexico and California and Colorado in 1988 than in any of the Southern states, Podesta said. Clinton makes the South more competitive but I think its very hard to break the grip the Republican Party has, par- SYLVAN THIS SUMMER HAPPINESS NEXT FALL! Beginning Reading WriKng Acodemic Reading Study Skills BosicMath ACT/SATPrep .Al^ebro Enricliment n Sylvan f ^ming ^nter' Iklpiag kids be Ikarbesl.  227-3bn  Scholarships Now Available Scholarships Now Available Scholarships Now Available h'lcClellan Community Education Summer Classes 1992! Little Rock Schoo! District EMERGING SCHOLARS GRADES 6,7,8 570-4149 CALL TO RECEIVE CLASS BROCHURES FOR UPCOMING SESSIONS IKTROOUCTTON TO COMPUTER UTERACT Monday-Friday. lOam-noon June 15-July 3 $40 TYPING AND KEYBOARDING Mond! Junel $35 OR day-Friday '1S-July2 10-l2i\u0026lt;oon Monda^-Frid^ 1-3pm COMPUTER PROGRAMMING WITH BASIC Monday-Friday, 1 -3pni Juns IS-July 17 SSO OR Monday-Friday. 1 -3pm J^ 20-August 14 CREATIVE MATH Morxfays, 9-11am June IS-JuN 10 $15 GLOBAL ADVENTURES Monday Friday, lOam-noon June 15-July 2 $25 OR TENNIS FOR BEGINNERS GRADES 5-9 Saturdays, 10-11am June20-Augusl6 $20 PAINTS, DYES AND T-SHIRT DESIGN Monday-Thursday. 9ant-noon June 15-18 $20 CREATE PAPIER-MACHE CREATURES Monday-Friday, 3-4:30pm June 16-19 $10 PHOTOGRAPHY FOR KIDS GRADES 3-5 Mondm-Fridm, 1:3O-3pm June 15-July2 $10 T-SHIRT SWAP Wednesday, noon June 24 8 July 15 No fee. CIRCUS CAMP GRADES 3-12 Monday-Friday. 1 -3pm JunelS-Julyz $25 INTRODUCTION TO PHOTOGRAPHY Tusd^, 9-1\u0026lt;am June 16-Augusl 11 $25 BEGINNING SPANISH Tuesdays 8 Thursdays. 4-6pm July 14-Augus113 $25 MAGIC Tuead^.2\n30-4pm Jiaw 18-July 7 $16 JUGGUNG Monday-Friday. 1 -Spm Ji^6-i0 CLOWNING I JMiioyoi d^-Fridw, tOam-ooon $15 BEGINNING FRENCH Tuesd^ 8 Thursdays, June 16-July 2 1-2\n30pm CIRCUS SHOWTIME Monday, lOem-noon July 13 Noles. Must have McCMen Circus Csmp experience. KIDS' STUFF ciowNma unvm with reacinq Ages 5-6. Kindergartsn Required MMoorr^^ddiNn--FFrniddrawy.. 9am-noon June 15-July 2 $40 OR Monday-Friday, 9am-12 July13-July 31 $40 INTRODUCTION TO DRAMA GRADES 3-9 Monday-Friday, 9sm-ttoon 20-July 31 COMPUTER CAMP GRADES 1-2 Monday-Friday, 9-11:30sm June K-26 $20 COMPUTER CAMP QRADES3-4 Monday-Fnday, 9-11:30am June 15-19 $20 COMPUTER CAMP GRADES 5-6 Mondey-Fnday, 12-2:30pm June 15-19 $20 TAEKWONDO GRADES 5 and up Mondays. 6-7pm June 1S-August 3 $15 DARE TO DRAW Monday-Friday, 1-2:30pm June 15-19 $10 CALLIGRAPHY FOR STUDENTS Ages 8-13 Monday-Friday, 2:30-4pm June15-19 $10 GLASS PAINTING MonOay-Friday, i -2:30 June ^-26 $10 DRAWING IN PASTELS Monday-Friday, 2:3O-4pm June 22-26 $15 ORIGAMI Monday-Friday 1-2\n30pn -6-10 PEN a INK DRAWING Monday-Friday. 2:30-4pm iiS' -6-10 CERAMICS FOR KIDS Wedrtesdays, 1-3 June 17-July 29 $20 INTRODUCTION TO BALLET Tuesdays 8 Thursdays, 3-4pm Jutre 16-July 28 $20 NATURE UNIVERSITY HUNTERS EDUCATION Tuesday 8 Thursday Sam-3pm July14816(1 hourlunchbreak) FISHING DERBY Tuesday \u0026amp; Wednesday, 9am-naon Jufy148 15 Fiefdtrip COMPUTERS FOR BEGINNERS Saturdays. 9-noorr Jure 20-July18 $25 OR Mondays. I June tS-jL 6-9pm $10 NATURE WALK AT PINNACLE MOUNTAIN Wednesday 9arn-noon June 17 Field Thp $5 DIAMOND DIG GRADES 5-8 Wednesday 9ain-4pm July 15 ReWTdp $15 SUMMER DAV CAMP Ages 5-12 Monday-Friday. 7am-6pm June 8-August 28 Southwest YMCA SUMMER TEEN CAMP Ages 13 S 14. and girls Mixxjay-Friday. 7am-6pm Jurte 6-August 2S Southwest YMCA JOB SKILLS! BUSINESS MATTERS! rvPINQZKEVBOARDINQ Mondays \u0026amp; Tuesdays. 6-8:3Oom Lab available Thursdays. Juns 15-August 11 $50 WORD PERFECT 5.0/6.1 Mondays. 6-9pni June IS-August 10 $50 OR Saturdays. 9am-3pm July 11-Augu3t 15 $50 LOTUS 1-2-3- WORKSHOP Monday. Tuesday 8 Thursday. 6-9pm June15.16.18 $20 OR Saturday. 9:00-3pm June 20827 $20 INTRODUCTION TO MS-DOS Thursdays. 6-9pm June 18-July 9 $30 OR Thursdays. 6-9pm J^ 16-Auguste MICROSOFT WORKS Tussd^. 6-%xn June 23-Juty 28 $40 OR Saturdays. 9ani-3pm June 20827 $35 OR Saturdays. 9XI0-3p\u0026gt;n '11\u0026amp;t8 SUPERWRITE FOR BEQINNERS Mondays. 5:45-8 Juns 15-Auauel $40 . S:4S-8:45pm io $25 OR Mondays. 6-9pm s' 13-August 3 BASIC COMPUTER KEYBOARDING Thursdays. 6-8pm \u0026amp; Saturdays. 9-11am June 18-July 11 $35 m Thursddeays, 6-8pni \u0026amp; SatuRJays, 9-1 lam S-August 6 OR Tuesday 8 Thursday. 6-8:30p Juns 23 8 25 $20 OR Tussday 8 Thursday. 6-6:30pm July789 $20 MOP DOLLS Tuesday, 6-9pm June 23 $20 CREATE AN ANGEL Tuesday, S-9pm June 30 $20 ELEGANT PHOTO ALBUMS Tuesday, 6-9gm BUYING YOUR FIRST HOME Contracts, mortgages, agents. Tuesday. 6-8pm June 23 $5 BUYER BEWARE Property and construction. Thursday, 6-8pm June 25 $5 THE HISTORY OF MABELUULE HIGH SCHOOL Thursday, 6-7:30p(n July 14 INTRO TO DESKTOP PUBLISHING Tuesdays. 6-9pm June 16-July 7 $30 OR Tuesdays. 6-9pm 14-Aug4 BASIC SPEED READING FOR BUSINESS Tuesdays 8 Thursdays. 6-8pm Jutre 16-July 23 $30__________________________ FITNESS AND DANCE FOR HEALTH ANO FUN! TAKEWONDO Teens-Adults Monday. 6-7pm June 15-August3 $15 TENNIS FOR BEGINNERS Saturdays, 9-10sin Juns 20-\u0026gt;^ust 8 $20 ELEMENTARY BALLET Mond^.. 66-'3300--88p m June 15-Augusti $20 t3 JAZZ DANCING Tuesdsm, 6:30-8pm June 16-August 4 $20 BASKETBALL-FREE PLAY Saturdays, 9-noon Juns 20-August 1 $5, one-time tee. CRAFTING AND ACTING V/ORKSHOPS SOUTHWEST UTTLE ROCK COMMUNITY THEATER Mondays. 7-8:30pm June 1S-August 10 Ho fee. so YOU ALWAYS WANTED TO ACT! Tueedm. 6-9pm June 16-July 21 $25 ELEGANT SWEATSHIRTS Tuesdays. 6-9pm June 16 $25 CALLIGRAPHY Tuesd^., 66:\n3300--S8 :30pm June lo-Augusi  $40 CAJUN COOKING Tuesday S Thursday, 6-8:30 June 23 8 25 $20 -21 READING. WRITING. ARITHMETIC. STUDY SKILLS BEGIN AT HOME Tuesday. 7-8:30pm June 23 No fee. MATH FOR LMNQ Income taxes, check books, records. Tuesdays, 6:3O-8prn June 16-July 7 $10 SIGN LANGUAGE FOR BEGINNERS MondM \u0026amp; Thursdays, 6:30-8pm June 15-July 16 $20 BEGINNING CONVERSATIONAL SPANISH Tuesdays 8 Thursdays, 6-8om 14-August13 ADULT GENERAL EDUCATIONAL DEVELOPMENT Tuesdays, Wednesdays. 8 Thursdays 9am- 12:30pm June 30-August 6 No fee. OR Tuesdays 8 Thursdays, 6-9pm June 30-August 6 No fee. BASIC ALGEBRA-PART II Mondays, 6-9pm Juns 15-August 10 ENGLISH GRAMMAR MADE EASY Tussdays 8 Thursdays. 6-8pm July27.Augustl3 SPECIAL INTERESTS PHOTOGRAPHY-TAKE BETTER PICTURES Moodl^, 6-7:30pm June 15-July 13 $25 BASIC VIDEO PRODUCTION Saturdays, 9-noor Juns 20-July 18 $25 on Saturdays. 9-noon ^^25-Augu8t IS POSITIVE IMAGES FOR WOMEN Mondays, 6-8pm June 22-July 20 $16 OR Saturdays, 9-11am July 18-Auguat 1S PUBLIC SERVICES HELP END AUTO THEFT Tuesday, 6-7pm July 2 No fee. NEIGHBORHOOD CRIME WATCH Thursday. 6-7pm June 25 Notes. VOTER REGISTRATION Third Tuesday 8 Thursday of each month July-August McClellan BUSINESS/ COMMUNICATIONS MAGNET For more information call 570-4100 A Community Celebration May 9th Join Us For A Day of Fun McClellan Community High School 9417 Geyer Springs Road Little Rock. Arkansas FOR MORE INFORMATION CALL 570-4149 83d mcclel sun mcaellan communitv education sun Srtj rose.,.dal 8B  ARKANSAS DEMOCRAT-GAZETTE  SUNDAY, MAY 3,1992 Deaths/Funerals Wilbur D. Mills, 825 former congressman Deaths, funerals Steve Dewayne Barnett, 40, former school board member HAMBURG Steve KENSETT Wilbur D. Mills, 82, of Kensett, a 39-year veteran of the U.S. House of Representatives, died Saturday morning in Searcy. Mills started his political career in 1934 when he was elected White County and probate judge. Four years later, he moved on to Congress, where he was elected to the Banking and Currency Commission in 1939, appointed to the House Ways and Means Committee in 1M2, and named chairman of the committee in 1958. In 1974 he resigned after 32 years on the committee and in 1977 resigned from Congress. Mills was a member of the Kensett Methodist Church and a Grand Cross in the Masonic Lodge. He graduated from Hendrix College in 1930 and attended Harvard Law School until 1933. Funeral will be at 2 p.m. Tuesday at Kensett Methodist Church. Burial will be in Kensett Cemetery by Roller-Daniel Funeral Home of Searcy. Survivors are his wife, Clar-ine Polly Billingsley Mills: two daughters, Martha Sue Dixon of West Simsbury, Conn., and Rebecca Ann Yates of Wayne, N.J.\na brother, Roger Mills of Kensett\na sister, Emma Gene Yancy of Marianna\nsix grandchildren and two great-grandchildren. PULASKI COUNTY Don Alvin ''Baba\" Beulah, 45, of 2100 MadlaoitSL Mrs. Pinky CMckeraort, 97, of 811 Reichardt. Mrt. Mable ArMna Droke, 70, of 2 Hibberd Drive, North Little Rock. Chrlatlna Griffin, 77, of Ltttlo Rock. John Robert Holloway. 62, of Alexander. Prance* Elizabeth Lytl*, 83. of 6701 RI loy Drive. Marlm P. \"Red\" McFarland Jr., 65, of 10007 Geyer Spriitgt Road. Mary Jane Pierce, 74, of Little Rock. Mr*. Willie Ma* Tum*r. 69. of North LK-ttoRock. Mr*. Nona Alberta Wbb. 81. of 3108 Spring St Mr*. Oil* Ka* WItIKm*, 63, of 1101 E-Dewayne Barnett. 40, of Hamburg, a former member and secretary of the Hamburg School Board, died Saturday. Barnett was a member of the Administrative Board at First United Methodist Pulaski County Don Beulah Funeral for Don Alvin Bebe Beulah, 45, of 2100 Madison St, who died Wednesday, will be at 1 p.m. Monday at Greater St. John Baptist Church. Burial will be in Rest in Peace Cemetery, Hensley by Miller-Elston Mortuary. Pinky Dickerson Funeral for Mrs. Pinky Dickerson, 97, of 611 Reichardt, who died April 27, will be at 1 p.m. Monday at Zion Hill Baptist Church. Burial will be in Haven of Rest Cemetery by Wills Funeral Home/Little Rock. Mrs. Mable Droke Mrs. Mable Arlene Droke, 70, of 2 Hibbard Drive, North Little Rock, widow of Carl W.C. Droke, died Friday. Funeral will be at 2 p.m. Monday at North Little Rock Funeral Home. Burial will be in Rest Hills Cemetery. Memorials may be made to the American Lung Association, 211 Natural Resources Drive, Little Rock 72205. Survivors are two sons, Adrian Carl Droke and Alan J. Droke, both of North Little Rock\na brother, Clifford Spencer of Missoula, Mont\nand a grandchild. Christine Griffin Christine Griffin, 77, of Little Rock, died Saturday, Funeral will be at 2 p.m. Monday at Griffin Leggett/Rest Hills. Burial will be in Keo Cemetery. Survivors are a son, Don Griffin of Little Rock\na daughter, Yvonne Thompson of Little Rock\na sister, Lucille Banks of Jacksonville\nfour grandchildren and two greatgrandchildren. John Holloway John Robert Holloway, 62, of Alexander, husband of Christine Holloway, died Saturday. Funeral will be at 2 p.m. Monday at Rumph-Owers Funeral Home of El Dorado. Burial will be in Smackover Memorial Park Cemetery. Memorials may be to the Multiple Sclerosis Foundation. Survivors are a brother, Clyde Holloway of Memphis\nand a sister, Betty Johnson of Inglis, Fla. Frances Lytle Frances Elizabeth Lytle, 83, of 8701 Riley Drive, a secretary for Veterans Administration, died Friday. Funeral will be at 2 p.m. Monday at The Bible Church of Little Rock. Burial will be in Bellwood Cemetery by Ralph Robinson and Son Funeral Home of Pine Bluff. Memorials may be made to the church. Marion McFarland Marion F. Red McFarland Jr., 65, of 10007 Geyer Springs Road, a self-employed masonry contractor, husband of Julia McFarland, died Friday, Graveside service will be at 2 p.m. Monday at Forest Hills Memorial Park. Arrangements are by Griffin Levett Healey \u0026amp; Roth. Other survivors are six sons. Dr. Marion McFarland III of Columbia, S.C., David B. McFarland, Stephen McFar-  land, Timothy McFarland and John McFarland, all of Little Rock, and Jerry McFarland of Greenbrier\nthree daughters. Cynthia McFarland of Conway, Susan Martin of Little Rock and Theresa Vardaman of Bryant\na brother, Herbert McFarland of Conway\n15 grandchildren and a greatgrandchild. Mary Pierce Mary Jane Pierce, 74, of Little Rock, wife of George Pierce, died Friday. Funeral will be at n a.m. Monday at Roller Drummond Southwest Funeral Home. Burial will be in Forest Hills Memorial Park. Memorials may be made to American Cancer Society, Temple Baptist Church debt retirement fund or Immanuel Baptist Church faith for the future ftind. Other survivors are two sons, Donald Howard Pierce and John Stephen Pierce, both of Little Rock\na brother, Robert Casey of Raleigh, N.C.\nand four grandchildren. Willie Turner Mrs, Willie Mae Turner, 69, of North Little Rock, died Friday. Arrangements are by Wills Funeral Home/North Little Rock. Survivors are five Eddie sons, Lee 7th st.. North Little Rock. ARKANSAS ALTUS - Madeline Andert, 74. ATKINS - Ella Ruth Gray, 57. BATESVILLE Wada, 76. CENTER POINT Raaaa, 69. Thomas Crocektt Willis \"Bit'' Rty CLARKSVILLE - G.B. Patty. 70. CLEVELAND Mr. Alana Bowling, 70. CONWAY - Jamea Richard Hudgens, 59. FORT SMITH - Robert Frank Harrlaon, 66. GRAPEWNE Ole Fielding ShMon, 86. QREENBRIEn Mum, 63. Troy Varlon Quattla- HAMBURG - Stava Dewayna Barnett, 40. HAZEN - Betty M. Meaby, 63. HOT SPRINGS VILLAGE Norma Jo BarMr, SS. KENSETT V LEACHVILLE Lovctody. 87. LESLIE ' ( MALVERN Wilbur D. Mills, 62. E - Mrs. Marla Elizabeth Oavk) L Sandlin, 71. ........... - Roy Martin Langley, 79. J{*SNVILLE Billy Ray Stokes, *Q. NASHVILLE Troy Staphant Tumar, 76. PINE BLUFF dereon, 93. NIoM Thompkint An-nOGERS - J.BrlcaHaad,. RUSSELLVILLE Loulu Bruca Har-key, 83. STAR CITY Letha W. May McDanM, 71. STUTTGART LllllaV. Boutwall, 79. STUTTGART - Mary Magallne Lock, 86. TUCKERMAN - Sammy Dtwey Smith, 36. WEST MEMPHIS moods, 91. WYNNE \\ Mary Ciao Ed- Wlllla Bratchat. 70. worker, died Saturday. Arrangements are by Kings \u0026amp; Queens Mortuary. Survivors are five sons, Wayne Cardel! Russ and Billy Clyde Johnson, both of Kansas City, Mo., James Paul Johnson of Arkadelphia, Larry Darnell Johnson of North Little Rock and SERVICES BY Griffin Le^tt Heal^^Roth PEOPLE TO DEPEND ON 5800 WEST 12TH STREET 661-9111 Marion F. McFarland Mon. 2 p.m. Graveside: Forest Hills Memorial Park Bryant and Wlllie Mae Turner Junior Earl Turner, both of Little Rock, and Johnny Turner, Willie Turner and Amos Turner, all of North Little Rock: three daughters, Florence Hunter, Lorene Johnson, and Maxine Cling-mon, all of North Little Rock\na stepdaughter, Lizzie Jackson of North Little Rock\nfour brothers, Leroy Whitfield of Fort Pierce, Fla., Roosevelt Whitfield and Terry James Whitfield, both of North Little Rock, and Curtis Bernard Whitfield of Scott\n21 grandchildren and nine great-grandchildren. Nona Webb Nona^^^^^^m Church, Hamburg Cemetery Association, Arkansas Florist Association, Arkansas Funeral Directors Association, and past president of Southeast Arkansas Funeral Directors Association. He was also a former chairman for the Ashley County Library Board, its Historical Society, and former president and owner of Jones-Barnett Funeral Home- Visitation will be from 6-8 p.m. today at Jones-Barnett Funeral Home. Graveside service will be at 10 a.m. Monday at Hamburg Cemetery by the Rev, Walter Smith. Burial will be by Ruebel Funeral Home ofLittle Rock. Memorials may be made to the First United Methodist Church of Hamburg Building Fund or Choir Fund. Survivors are his wife, Patricia Foote Barnett\na daughter, Nan Barnett of Hamburg\na son, Kyle Barnett of Hamburg\nhis parents, W.F. and Lois Barnett of Hamburg\ntwo brothers, Willard Barnett of Edmond, Okla., and James Barnett of Shreveport, La.\nand his grandparents. Mrs. Kate Venters and Bert Barnett, both of Hamburg. Griffin Legeett/ Rgt Hills 7724 Landers road NORTH LITTLE ROCK. ARK. 835-3515 Betty Skinner Mon. 11 a.m. Park Hill Christian Church Memorials: the church. Arkansas Childrens Hospital or the Baptist Memorial Medical Center Volunteer Scholarship Fund Alberta! Webb, 81, ofl 3108 Springl St., widow ofl Fred Webb,I died Friday. I Arrangements | are by Ruffin \u0026amp; Jarrett Funeral Home. Survivors are five nieces.  Christine Griffin Mon. 2 p.m. Rest Hills Chapel for National Welding Supply Inc., died Friday. Funeral will be at 2 p.m. Monday at Eastside Pentecostal Church. Burial will be in Egner Cemetery by Crouch Funeral Home. Survivors are three daughters, Linda Nelson, Glenda May and Brenda Skinner, all of Batesville\ntwo brothers, Estes M. Wade of San Mateo, Calif., and John Kenley Wade of Half Moon Bay, Calif\na sister, Genora Brightwell of Batesville\nseven grandchildren and a great-grandchild. Clarksville G.B. Patty, 70, of Clarksville, owner of Trusty/Patty Tire Co., husband of Monteray Patty, died Friday. Funeral will be at 10 a.m. Monday at Edwards Funeral Home. Burial will be Roselawn Cemetery. Memorials may be made to the Southern Christian Home or the Morrilton/Clarksville Church of Christ Other survivors are a daughter, Connie Barth of Columbus, Ohio\nhis mother, Lizzie Kendall Patty of Eufaula, Okla.\nand three grandchildren. Cleveland Smith\ntwo daughters, Ruth Martin of Fort Smith and Barbara Smith of Mulberry: two brothers, James D. Foster of Warner, Okla., and John Patrick Harrison of Riverside, Malvcm Rogers of Middletown, R.I,, and Lena P. Smith of Carlisle\n25 grandchildren and three great-grandchildren. Leachville Mrs. Marie Elizabeth Lovelady, 87, of Leachville, a retired grocer, widow of R.L. Lovelady, died Friday. Funeral will be at 2 p.m. today at Howard Funeral Service. Burial will be in Leachville Cemetery. Survivors are a son, Wilburn Lovelady of Leachville: a daughter, Mary E. Wheeler of Leachville\nfour grandchildren and 13 great-grandchildren.' Leslie David L. Sandlin, 71, of Leslie, a retired merchant seaman, husband of Mrs. Nell L. McKee Sandlin, died Friday. Funeral will be at 10 a.m. Monday at Coffman Funeral Home of Marshall. Burial will be in Trace Ridge Cemetery. Other survivors are two sons, David R. Sandlin of Little Rock and Ronald E. Sandlin of Houston\na brother, Lawrence Sandlin of Kingsland, Texas: three grandchildren and five step-grandchidren. -...................... -................. -  Mrs. Alene Bowling, 70, of Timmothy Conley Johnson of Cleveland, died Friday. Fu- Little Rock\nfour brothers, ..................... - ... Leroy Johnson of Texas, Marvin Johnson of Stuttgart, Paul James Johnson of Little Rock and John Mark Johnson of Kansas City, Mo.\nand seven neral will be at 2 p.m. Monday at Pleasant Grove Church. Burial will be in Pleasant Grove Cemetery by Harris Funeral Home of Morrilton. Survivors ---------- ........................... are five sons, Joe Bowling and sisters. Clotie Daphus, Doris tarry Bowling, both of Fort Jean Tate and Connie Sue Carter, all of Little Rock. Joyce E. Turner and Mable Ruth Austin, both of California and Georgia Mae Johnson and Ollie Fay Smith, both of Kansas City, Mo. Altus Madeline Andert, 74, of Altus, died Friday. Funeral will be at 1 p.m. Tuesday at Clarksville Grace Lutheran Church. Burial will be in St. Paul Lutheran Cemetery by Shaffer Funeral Home of Ozark. Memorials may be made to the church. Survivors are two daughters, John Andert of Idaho Falls, Idaho, and Lawrence Andert of Ozark\ntwo daughters, Kathleen Beard of Lakeland, Minn., and Mary Oquist of Altus\n16 grandchildren, 31 great-grandchildren and six great-great-grandchil-dren. Atkins Ella Ruth Gray, 57, of Atkins, wife of Thurman Gray, died Friday, Funeral will be at 10 a.m. Monday at Bells Chapel Assembly of God Church. Burial will be in Bells Chapel Cemetery by Humphrey Funeral Service of Russellville. Other survivors are five sons, Donald Gray of Jacksonville, Fla., Steve Gray of Hartman, Rickey Gray of Clarksville, Timmie Gray of Pottsville and Robbie Gray of Dardanelle\nfour daughters, Lavonda Ramey of Casa, Pamela Johnson of Atkins, Anna Devore of Russellville and Tina Miller of Dardanelle\na stepson, Paul\nAllen Towier of Purcell, Okla.\nNona Alberta Webb Otia Williams Mrs. Otia Mae Williams , 63, of 1101 E. 7th St, North Little two brothers, Eddie Ham of Las Vegas and Robert Ham of Knoxville\nfour sisters, Alice Smith, Betty Holiman, JoAnn Hambrick and Brenda Dodson, all of Fort Smith: and 22 grandchildren. Batesville Thomas Crockett Wade, 76, of Rock, a retired food service Batesville, a retired employee Smith, Bob Bowling. Bill Bowling and Jim Bowling, all of Morrilton\ntwo brothers, Arnold Lefier of Morrilton and J.W. Lefler of Marshall, Texas\na sister, Mable Swain of Morrilton\n10 grandchildren and a great-grandchild. Center Point Willis Bit Ray Reese, 69, of Center Point, a purchasing agent for Tyson Foods, died Friday. Funeral will be at 11 a.m. Monday at Latimer Funeral Home of Nashville. Bu-rail will be in Center Point Cemetery. Memorials may be made to the American Cancer Society, P.O. Box 3822, Little Rock, 72203. Survivors are his mother. Bertha Westbrook Reese of Center Point\nfour sons. Ronald R. Reese of Harrison, Alan H. Reese of Kilgore, Texas, Walter R. Reese of Midland. Texas and Daniel R. Reese of St. Marys, Ga.\ntwo daughters, Debra Reese Haak of Texarkana and Susan Reese Wiley of Austin, Texas\nand 13 grandchildren. Conway James Richard Hudgens, 59, of Conway, manager of a hair styling salon, husband of Judy Hudgens, died Friday. Memorial service will be at 1 p.m. Tuesday at Peace Lutheran Church. The body will be cremated. Arrangements are by Roller-McNutt Funeral Home. Memorials may be made to Lutheran Camp, Petit Jean Mountain, c/o the church. Other survivors are two daughters, Susan Hudgens and Wendy Hudgens, both of California: and several grandchildren. Fort Smith Robert Frank Harrison, 66, of Fort Smith, retired savings and loan examiner, husband of Virginia Harrison, died Saturday. Funeral will be at 1 p.m. Tuesday at Edwards Funeral Home. Burial will be in Fort Smith National Cemetery. Other survivors are a son, Thurmon Harrison of Fort Calif.\na sister, Frances Anderson of Moreno Valley, Calif.\nand six grandchildren. Grapevine Roy Martin Langley, 79, of Malvern, retired from Geophysical Oil Exploration Troubleshooter, husband of Sadye Ola Fielding Shelton, 86. of Langley, died Thursday. Fu- Grapevine, widow o\"f Charles neral will be at 10 a.m. Monday B. Shelton, died Friday. Funeral wil be at 2:30 p.m. today at Buie Funeral Home of Sheridan. Burial will be in Ain Cemetery, Grapevine, Survivors are two sons, Vincent Baugh of Clarks Hill, S.C., and - -................... . Bobby D. Smith of Lucerne grandchildren. at Atkinson Funeral Home. Burial will be in Memorial Oaks Chapel, Houston. Other survivors are a son, William Roy Langley of Houston\na daughter, Suzanne Langley Ahrens of Houston\nand six Valley, Calif.\na daughter, Mflchville Zelona Smith of Pine Bluff\ntwo brothers, John Fielding of Grapevine and Jethro Fielding of Pine Bluff\na sister, Verna Wilson of Sheridan\n11 grandchildren, 18 great-grandchildren and three great-great-grandchildren. Greenbrier CABOT FLORIST Specialist in Sympathy Flowers 945-1461 1-8M-334-3418 No Delivery Chg.  E. Broadway, NUt tiptonfhurstS I 24-HOUR PHONE SERVICE | 666-3333 1-8(H)-63J-.3O36 BAXLEY-DeLAMAR MONUMENTS, INC A FarnilY Business  HGOIRRISATS lOTFC6ADllSOAStl!S..I AII^T^TIOI (^ RSOI'. lk.l . 1SJ. 6I II ncmarra-rxi Billy Ray Stokes, 40, of Nashville, driver for Mount Aire Poultry, died Friday. Funeral will be at 2 p.m. Tuesday at Latimer Funeral Home. Burial will be in Columbus Cemetery, Columbus. Survivors are three brothers, Emmett Stokes, Junior Stokes and Jimmy Stokes, Troy Verlon Quattlebaum, all of Dierks\nthree sisters, 63, of Greenbrier, a dispatcher Athlene Short and Lavonne \"  ... - Thompson, both of Dierks, and Troy Verlon Quattlebaum, for Conway Corp., husband of Cloedene Loveless Quattle-baum, died Saturday. Funeral Nsshvillc will be at 1 p.m. Monday at Roller-McNutt Funeral Home of Conway. Burial will be in Crestlawn Memorial Park. Memorials may be made to Needs Creek Missionary Baptist Church. Other surviors are two sons, David Quattlebaum of Conway and Paul Quattlebaum of Modesto, Calif: two daughters, Brenda Quattlebaum and Jody Montgomery, both of Greenbrier\nhis mother. Myrtle Quattlebaum of Christine Minx of Horatio. Troy Stephens Turner, 76, of Nashville, a heavy equipment operator, husband of Lorene Green Turner, died Friday. Funeral will be at 2 p.m. Monday at Latimer Funeral Home. Burial will be in Bluff Springs Cemetery. Other survivors are a son. Windell Gene Billy Turner of Rancho Cordova, Conway: two sisters, Charlene v Blakey of Irving, Texas, and Pine Bluff Mary Blalock of Little Rock\nand two grandchildren. Hot Springs Village Norma Jo Barber, 65, of Hot Springs Village, a retired teacher, wife of Hubert E. Barber of Hot Springs Village, died Friday. Memorial service will be at 2 p.m. Tuesday at Village Methodist Church. Arrangements are by CedarVale Calif\na daughter, Amy Sue Turner Dobbs of Chattanooga, Tenn.\n11 grandchildren and nine great-grandchildren. Funeral Home. Memorials may Rogers be made to the church. Other survivors are three sons, David V. Barber of Mobile, Ala., Thomas A, Barber of Memphis and Paul J. Barber of Delavan, Wis.\na daughter, Dene Anne Bourn of Plover, Wis.\na brother, Richard Don Young of Alden, Kan.\nseven grandchildren and a great-grandchild. Hazen Betty M. Mosby, 63, of Hazen, wife of Dan Mosby, died Thursdy. Funeral will be at 2 p.m today at Prairie Chapel Missionary Baptist Church, Hazen. Burial will be in Hazen Cemetery by Anthony Funeral Home of West Memphis. Other survivors are five sons, Nathaniel Mosby and Daniel Mosby, both of Oklahoma City, William Curtis Mosby of Marietta, Ga., and Mark A. Mosby and Christopher 0. Mosby, both of Hazen\neight daughters, JoAnne Mukette and Ma-trina Mosby, both of Moore, Okla., Zelma F. Owens of Long Beach, Calif., Doris M. Mosby Peterson of Macon, Ga., Jacqueline S. Allen of Marietta, Ga., Hazel M. Cooksey of Little Rock, Pamela K. Mosby of Hazen, and Shawn R. Ro-zanus of Hubert, N.C.\nfour sister, Zelma B. Walker of Oklahoma City, Rose Marie Mitchell of Little Rock, Ozzie B. UUMe *HB cUkUAiHnu2iMp|l ' mOKC MMODI I| Roselawn Cemetery ZROI Asher* 66,M248 1-ots. Monuments \u0026amp; Markers For Sale. .Arkansas' Lai^est Perpetual Care Fund Niobe Thompkins Anderson, 93, of Pine Bluff, room mother for Hillcrest Children's Home, widow of Jack Anderson, died Saturday. Funeral will be at 10 a.m. Monday at Ralph Robinson and Son Funeral Home. Burial will be in Memorial Park Cemetery. Survivor is a sister. Viva Jenkins of Pine Bluff. J. Brice Head, 95, of Rogers, a postal registrar, widower of Margaret Anne Jones Head, died Friday. Graveside service will be at 10 a.m. Monday at Greystone Mausoleum. Arrangements are by Callison- Lough Funeral Service. Survivors are two daughters, Margaret Anne Pou of Shreveport, La., and Marlin Robertson of Rogers\nfive grandchildren and seven great-grandchildren. Russellville Louise Bruce Harkey, 83, of Russellville, former English teacher for Dardanelle High School, widow of Dr. Don Harkey, died Friday. Memorial service will be at 2 p.m. Monday at Christian Church Disciples of Christ. Arrangements are by Humphrey Funeral Service. Survivor is a brother, W.A. Bruce of Alma. Obituary policy Because of limited space, the Democrat-Gazette must restrict the amouni cl obituary intcrmation used. The Democrat-Gazette publishes otxtuaries as a service to our readers. We regrel any inconvenience. Undaimed photographs will be dsposed of alter two monihs. _^(^own^Mernory of My Father V_ r Jteaesesee, j.I MM.  TTtiffffiinn Thank you for your legacy of love Though nothiira can bnng back the hour of nothing splendor in the grass, of glory In the flower...\" you are in my Jieart forever. _____ Your daughter. Lincia^^ Hl(g(Saia.LL^H NON-PROFIT ORGANIZATION U.S. POSTAGE PAID LITTLE ROCK, AR Permit No. 2608 1 r/ COMMUNITY EDUCATION 1992 Summer Classes : DESEGRATION MONITORING . 210 W MARKHAM STE 501 LITTLE ROCK, AR 72201 L SCHOLARSHIPS AVAILABLE FOR ALL CLASSES! THINGS TO KNOW ABOUT COMMUNITY EDUCATION CLASSES REGISTRATION 1. COMPLETE AND RETURN THE REGISTRATION FORM WITH FULL PAYMENT TO: McClellan Community REGISTRATION FOR YOUTH ALL! Therefore, Community Education Education 9401 Geyer Springs Road Little ACTIVITIES/CLASSES MUST BE ON- ____\n__________\n_______\n_______ 7 2 since health and field trip forms must advantage of these quality, educational be completed. opportunities. Rock, AR 72209 2. CHECKS ARE PAYABLE TO McClellan COMMUNITY EDUCATION. 7. RECEIPT OF FULL PAYMENT AND 2. 3. MAIL-IN REGISTRATION NO LATER THAN MAY 26. 4. ON-SITE REGISTRATION Mondays-Fridays, 9\n30am-5:30pm, MAY 1-MAY 29\nAt Community Education Office, 9401 Geyer Springs. Corner of Southwick and Geyer Springs. Part of McClellan campus. OR MAY 12, 14, 19 6-8:30pm: At McClellan Community High School main campus. 9417 Geyer Springs. OR Saturday, MAY 30, 10am-4pin\nAt McClellan Community High School main campus. 9417 Geyer Springs. 5. REGISTRATIONS AFTER MAY 30 FFFS INCUR AN ADDED FEE OF $5.00. Save * by registering early. REGISTRATION FORM CONFIRM Although some activities are free, you still YOUR REGISTRATION UNLESS OTHERWISE NOTIFIED. SCHOLARSHIP APPLICATIONS DEADLINE - MAY 26,1992. PLEASE COMPLETE THE SCHOLAR- Community Education, 9417 Geyer SHIP APPLICATION FORM AND MAIL Springs Road, Little Rock, AR 72209. TO: McClellan Community Education, 9417 Geyer Springs Road Little Rock, AR 72209 ALONG WITH a completed class registration form. See page 5. 1. THE LITTLE ROCK SCHOOL DISTRICT SUPPORTS EDUCATION FOR 1. A MINIMUM OF TEN (10) PAID class fees are kept to a minimum. Take REGISTRANTS IS REQUIRED FOR THE CLASS TO BE HELD. FREE CLASSES/ACTIVITIES. must register. This is our only way of knowing whether or not the class will have ten participants, the minimum number required. REFUNDS 1. REQUESTS FOR REFUNDS MUST BE IN WRITING. Mail to McClellan 2. ALL CANCELLATIONS ARE SUBJECT TO A $5 CHARGE. 3. REQUESTS FOR REFUNDS POSTMARKED AFTER THE FIRST CLASS SESSION AND NO SHOWS ARE NON-REFUND ABLE. CLASS CANCELLATION 2. IF FOR SOME REASON, SUCH AS BAD WEATHER OR AN ILL INSTRUCTOR, A CLASS DOES NOT MEET, YOU WILL BE NOTIFIED AND THE CLASS WILL BE RE-SCHEDULED BY THE INSTRUCTOR. 3. IF CLASS CANCELLATION IS ANTICIPATED, CALL MCCLELLAN COMMUNITY EDUCATION AT 570- 4149. CLASS LOCATION UNLESS OTHERWISE NOTED IN THE CLASS DESCRIPTION, ALL CLASSES WILL BE HELD ON THE MCCLELLAN COMMUNITY HIGH SCHOOL CAMPUS. rMcClellan community education class REGISTRATION FORM 1 NAME: HOME #: ADDRESS: WORK#: CITY, STATE, ZIP: MAIL WITH PAYMENT TO: McClellan COMMUNITY EDUCATION 9417 Geyer Springs Rd Little Rock, AR 72209 CLASS NAME: COST:. CLASS NAME: COST: FOR OFFICE USE ONLY: CLASS NAME:. COST: DATE: CLASS NAME: COST: TOTAL DUE: NO CLASSES JULY 3 CK#: RCPT#: McClellan community education  summer classes iw2 McClellan community education- summer classes iw2 SUMMER PROGRAM DIRECTORY CLASS LISTINGS EMERGING SCHOLARS PROGRAM KIDS STUFF JOB SKILLS FITNESS CRAFTING \u0026amp; ACTING READING. WRITING. ARITHMETIC SPECIAL INTERESTS PUBLIC SERVICES EMERGING SCHOLARS PROGRAM (Grades 6-8) Siiuienls in ihe sixth through eighth grades are encouraged to participate in this exciting educational environment. Students wilt become involved in every aspect of. learning experience. ihe TYPING AND KEYBOARDING Monday-Friday, lOam-noon Tune 15-July 2 $35 OR Monday-Friday, l-3pm June 15-July 2 $35 Learn how to type and keyboard in just 3 weeks. This skill will help you with computers, school and life. Proceed at your own pace, and you will be surprised at just how many words you can type a minute. INTRODUCTION TO COMPUTER LITERACY Monday-Friday, lOam-noon June 15-July 3 $40 Be a leader of the pack. Involve yourself with computers. You will become familiar with the basic functions of computer operations, plug-in to plug-out\nnew languages and software. Load, boot and copy will be old hat to you when this course is over. CREATIVE MATH Mondays, 9-11 am June 15-July 13 $15 Use your experiences as a guide to open your mind and imagine a creative method of designing and solving math, algebra or geometry problems. You start at your present level of knowledge, review it, and then stretch your mind as far as you want. A WHOLE X NEW WORLD A IS OPEN WITH AN k EDUCATION \\ GLOBAL ADVENTURES Monday-Friday, lOam-noon June 15-July 2 $25 OR Monday-Friday, l-3pm June 15-July 2 $25 Investigate and discuss the impact of local issues and problems on the world and the impact of global events on your life. Ecology, environment, war, cultural differences and similarities, populations and economies will be researched. Individual and group projects will reveal problems and action necessary to insure our future. BEGINNING SPANISH Thesdays \u0026amp; Thursdays, 4-6pm July 14-August 13 $25 If you speak English you can learn how to speak Spanish. Your instructor will guide you in conversation. You will learn how to count numbers, say the alphabet and with little effort develop a basic Spanish vocabulary. BEGINNING FRENCH TAiesdays \u0026amp; Thursdays, l-2:30pm June 16-July 2 $15 If you can speak English why not learn French. Designed along the lines of our Conversational Spanish class. You will learn in a friendly and fun environment all the basics of the French language. COMPUTER PROGRAMMING WITH BASIC Monday-Friday, l-3pm June 15-July 17 $50 OR Monday-Friday, l-3pm July 20-August 14 $50 Solve math problems while learning Beginners All-purpose Symbolic Instruction Code (BASIC). A beginners fun way to become familiar with computers and BASIC, the universal program language for IBM computers. Through hands-on experience in writing your own computer program, you will simultaneously learn to solve mathematical problems. A wonderful opportunity! II NEWSKILLS EARN MONEY! INTRODUCTION TO PHOTOGRAPHY Tuesdays, 9-1 lam June 16-August 11 $25 Learn the ABCs of a camera and the fundamentals of quality picture-taking. You will learn to load, handle and focus a camera with ease. Through hands-on experience, develop techniques for taking professional quality pictures. KIDS STUFF GLASS PAINTING Monday-Friday, 1-2:30 pm June 22-26 $10 Learn to hand paint glass and create your own beautiful masterpiece. You will learn al! the basics of this wonderful art form. T-SHIRT SWAP Wednesday, noon June 24 \u0026amp; July 15 No fee. Heres a chance to collect T-shirts that are new to you. Bring your old, clean T-shirts\ntrade with a friend or stranger\ngo home with a new treasure. CREATE PAPIER-MACHE CREATURES Monday-Friday, 3-4:30pm June 15-19 $10 Imagine and create your own creatures. Let them entertain you and your new friends. Tell a story and let your new creation come to life. INTRODUCTION TO DRAMA Grades 3-9 Monday-Friday, 9am-noon July 20-July 31 $25 Your child will develop speaking skills while experiencing personal expression. He/she will receive personalized instruction in improvisation, staging, music, and mime. Guest speakers include a professional director and actor. TAEKWONDO Grades 5 and up Mondays, 6-7pm June 15August 3 $15 Learn the basic moves of the Korean form of karate. This is an excellent opportunity to combine a fitness program with self-discipline and selfdefense. This class will prepare you for testing. An additional fee would be chaiged. No special coslumelclolhing is necessary. INTRODUCTION TO BALLET Tuesdays \u0026amp; Thursdays, 3-4pm June 16-July 28 $20 Learn the basic ballet steps and become poised and graceful. You will amaze yourself with the enjoyment and skill you develop. Your talented instructor will assist you each step of the way. PARENTAL INVOLVEMENT MOTIVATES LEARNING! Volunteer For your Child Today! CIRCUS CAMP Grades 3-12 Attend one or all three of these classes and then perform in the McClellan' Circus Showtime. MAGIC Tuesdays, 2:30-4pm June 16-July 7 $15 Learn how to turn ordinary, everyday materials into great magic tricks with a sleight of hand. Bend silverware. Stack the deck. Acquire the magical touch and secrets of the magician. JUGGLING Monday-Friday, l-3pm July 6-10 $15 Amaze yourself with your abilities to keep objects in the air. Start with basic training and before you know it, you will be juggling for fun. A professional juggler will guide you to new heights. CLOWNING Monday-Friday, lOam-noon July 6-10 $15 Bozo will be jealous if he sees you. Learn all about make- up, costumes, skits and what makes people laugh. You will learn to work in small groups and have a great time clowning around. CIRCUS SHOWTIME Monday, lOam-noon July 13 No fee. Must have McClellan Circus Camp e.xperi- Show your \"stuff by performing all the stunts and tricks you learned from Circus Camp, the McClellan \"Big Top.\" PAINTS, DYES AND T-SHIRT DESIGN Monday-Thursday, 9am-noon June 15-18 $20 Bring a clean T-shirt and paint your original design on it No drawing or painting skills necessary. You will learn all you need to know. CLOWNING AROUND WITH READING Ages 5-6, Kindei^arten Required Monday-Friday, 9am-noon June 15-July 2 $40 OR Monday-Friday, 9am-noon July 13-JuIy 31 $40 Your child will experience art, music, creative drama, story telling, writing and reading. This will allow him/her to enhance reading skills while having great fun. Be prepared to hear about the Circus that came to class. Daily snacks will be served. PHOTOGRAPHY FOR KIDS Grades 3-5 Monday-Friday, 1:3O-3pm June 15-July 2 $10 Learn the ABCs of photography. Bring any type of camera and you will learn when and how to take great pictures. COMPUTER CAMP Grades 1-2 Monday-Friday, 9-11:30am June 22-26 $20 COMPUTER CAMP Grades 3-4 Monday-Friday, 9-11:30am June 15-19 $20 COMPUTER CAMP Grades 5-6 Monday-Friday, 12-2:30pm June 15-19 $20 This is it! An exciting way to enhance your childrens skills and interest in computers. Your child will learn keyboarding skills and the fundamentals of computer program writing. Educational software will be used to introduce your child to varied uses of computers. Give your children a head start by developing skills they can use the rest of their lives. DARE TO DRAW Monday-Friday, l-2:30pm June 15-19 $10 Learn the basics of drawing by learning to recognize new ways to look and see as you learn to draw. Develop self-confidence and discover the fun of drawing. drawing in PASTELS Monday-Friday, 2:30-4pm June 22-26 $15 Using pencils and pastels, learn the basics of shape, texture, and design. Your artist instructor will guide you in a fun-fiUed class. TENNIS FOR BEGINNERS Grades 5-9 Saturdays, lO-llam June 20-August 8 $20 Oriented to your level of playing, instruction includes development of the back-hand stroke, forehand stroke, serve and net play. You will also leave with an understanding of scoring and rules related to singles and doubles games. McClellan Business/ Communications Magnet Call 570-4100for more information! ORIGAMI Monday, l-2:30pm July 6-10 $10 Learn the ancient Japanese art of paper-folding. Make exotic fans and other wonderful creations by hand. CERAMICS FOR KIDS Wednesdays, 1-3 June 17-July 29 $20 A beginners course which introduces ceramics from start to finish. You will learn all the basics and leave with a finished work of art PEN \u0026amp; INK DRAWING Monday-Friday, 2:30-4pm July 6-10 $15 Discover new horizons or expand your creativity by learning a new hobby. Explore the possibilities that exist through pen and ink drawing. COME LEARN WITH US CALLIGRAPHY Ages 8-13 Monday-Friday, 2:30-4pm June 15-19 $10 Its beautiful writing! Using two pencils and a rubber band your child will turn writing into a picture. He/she will learn shape and dimension as well as develop sponger writing skills. McClellan Community High School! Where teachers care! McClellan Community High School - The place to grow together! McClellan community education  summer classes 1992 McClellan community education  summer classes 1992 NATURE UNIVERSITY KEEP YOUR FUTURE EDUCATED HUNTERS EDUCATION Tuesday \u0026amp; Thursday, 9am-3pm July 14 \u0026amp; 16 Required for anyone born after 1/1/69 who wishes to hunt alone. Learn about hunting ethics, firearm safety, wildlife identification, game care, rifles, pistols, shotguns, muzzleloading, ammunition and bow hunting. LUNCH IS NOT SERVED! One hour allowed. FISHING DERBY Monday \u0026amp; Tuesday, 9am-noon July 14\u0026amp; 15 $10 Learn all about waterlife, fish, frogs, laws, and safe boating. Then fish the morning away catching bream and catfish. You must attend Monday session if you plan to enjoy the Fishing Derby. We need volunteers who are not afraid of worms and crickets! Field trip. NATURE WALK AT PINNACLE Wednesday, 9am-noon June 17 $5 A guided hike up Pinnacle Mountain to explore nature and share camp stories. Bring a lunch\nwater\ngood walking shoes\nand a tall tale to tell. Field trip. DIAMOND DIG Grades 4-9 Wednesday, 9am-4pm July 15 $15 Your diamond is waiting for you at the Crater of Diamonds State Park in Murfreesboro. After a short introduction and history of the park you will dig for your hidden treasure. Bring a lunch and water. Volunteers needed. SUMMER DAY CAMP Ages 5-12 Monday-Friday, 7am-6pm June 8-August 28 Call YMCA of Southwest Little Rock, 562-5932. SUMMER TEEN CAMP Ages 13 \u0026amp; 14, boys and girls Monday-Friday, 7am-6pm June 8-August 28 Call YMCA of Southwest Little Rock, 562-5932. JOB SKILLS Business Mailers MICROSOFT WORKS Tuesdays, 6-9pm June 23-July 28 $40 Mini-Sessions Saturdays, 9am-3pm\nJune 20 \u0026amp; 27 $35 OR Saturdays, 9:00-3pm July 11 \u0026amp; 18 $35 Microsoft Works software gives you all the home and office tools you may ever need, in one package. Its easy. Learn to utilize the word processor, spreadsheet and database\nto transfer your work to and from other programs such as Lotus 1-2-3 and dBase III. No previous computer experience is required. I MAKING A difference] TYPING/ KEYBOARDING Mondays \u0026amp; Tuesdays, 6-8:30pm Lab available Thursdays. June 15-August 13 $50 Want to learn word processing but cant type? Or, just need to improve your speed and letter formatting? Come away with proper keyboarding techniques and knowledge of punctuation and letter writing. Personal instruction geared to individual students needs. WORD PROCESSING/ WORD PERFECT 5.0/5.1 Mondays, 6-9pm June 15 - August 10 $50 OR Saturdays, 9am-3pm July 11 - August 15 $50 For those with beginner or intermediate word processing skills. Gain entry level skills that can be applied to any word processing program while learning WordPerfect 5.0/5.1. on IBM and Tandy equipment. Each student is assigned a computer and leaves with extensive hands-on experience in the production of business documents. BASIC COMPUTER KEYBOARDING Thursdays, 6-8pm \u0026amp; Saturdays, 9-llam June 18-July 11 $35 OR Thursdays, 6-8pm \u0026amp; Saturdays, 9-llam July 16-August 6 $35 This class is designed for NONTYPISTS. Learn the basics of keyboarding using computers. Personal instruction geared to individual pace. You will be able to use a computer keyboard when you complete this course. Gain familiarity and confidence with computers without having to learn a particular software package. TAME A COMPUTER TODAY! COMPUTERS FOR BEGINNERS Saturdays, 9am-noon June 20-July 18 $25 OR Mondays, 6-9pm June 15-July 6 $25 OR Mondays, 6-9pm July 13-August4 $25 This class is designed for people who desire but lack computer experience. From plug-in to programming, learn with others in the same situation. Work at your own pace through hands-on experience. Typing skills are not necessary. INTRODUCTION TO MS-DOS Thursdays, 6-9pm June 18-July 9 $30 OR Thursdays, 6-9pm July 16-August6 $30 Become acquainted with the heart of computer operations, the disk operating system (DOS). (Computer terminology will become familiar to you while you learn to use root directories, subdirectories, trees\nformat and copy disks\nload software onto the hard disk and proper subdirectory\nand other general file and disk management techniques. GIVE YOUR CHILDREN OPPORTUNITY! Call McClellan Community Education: 570-4149 SUPERWRITE FOR BEGINNERS Mondays, 5:45-8:45pm June 15-August 10 Certification-August 11, 5:45-8:45pm $40 Increase your earning and learning power! Learn to take dictation or simply have more accurate notes. For secretaries, reporters, business executives, or students to use in personal or business matters. SuperWrite is an abbreviated writing system based on long-hand and phonetics, using only the alphabet and standard symbols. LOTUS 1-2-3 WORKSHOP Monday, Tuesday \u0026amp; Thursday, 6-9pm June 15,16,18 $20 OR Saturday, 9:00-3pm June 20 \u0026amp; 27 $20 A basic introduction to a commonly used spreadsheet software. You will learn basic concepts about creating and saving a spreadsheet as well as basic commands to allow you to manage your information more quickly. INTRO TO DESKTOP PUBLISHING Tuesdays, 6-9pm June 16-July7 $30 OR Tuesdays, 6-9pm July 14-Aug 4 $30 A 12-hour basic skills course using the popular First Publisher desktop publishing software. You will gain invaluable workplace skills. For all level employees--secretaries, administrators, supervisors, corporate communication specialists. Basic typing skills necessary. MAKE YOUR CHILDRENS SCHOOL A BETTER PLACE TO LEARN! Volunteer Today! FITNESS For Ilealtli \u0026amp; Fun TAEKWONDO Teens-Adults Mondays, 6-7pm June 15-August 3 $15 Learn the basic moves of the Korean form of karate. This is an excellent opportunity to combine a fitness program with self-discipline and selfdefense. This class will prepare you for testing. An additional fee would be charged. No special costumelcloihing is necessary. TENNIS FOR BEGINNERS Saturdays, 9-lOam June 20-August 8 $20 Oriented to your level of playing, instruction includes development of the backhand stroke, forehand stroke, the serve and net play. You will also leave with a comprehension of scoring and rules related to singles and doubles games. ELEMENTARY BALLET Mondays, 6:30-8pm June 15-August 3 $20 This class is designed for beginners who want to learn in a fun and friendly atmosphere. Develop the skills of grace and poise. Learn the basic ballet steps. Ballet is an excellent way to exercise, have fun, and meet new people. THROW YOURSELF INTO YOUR EDUCATION BASKETBALL-FREE PLAY Saturdays, 9am-noon June 20-August 1 $5, one-time fee. Supervisors of free play determine maximum number of players, enforce discipline and rules. Participants play half-court. Only two games going on at one time. Balls are furnished. JAZZ DANCING Tuesdays, 6:30-8pm June 16-August 4 $20 Bring yourself. No partner required. Laugh, dance and learn the basic steps of jazz. Develop movement and body rhythm while dancing to top tunes. AEROBICS See Southwest YMCA activities. Call 562-5932. McClellan community education SCHOLARSHIP APPLICATION PLEASE COMPLETE ONE RMtM FOR EACH INDIVIDUAL REQUESTING A SCHOLARSHIP. Call 570-4149 for additional copies. NAME:________ ADDRESS: _____ WORK PHONE#:. QTY. STATE, ZIP: DATE:__________ MARTIAL STATUS: SINGLE: (check one) MARRIED: DIVORCED: NUMBER IN HOUSEHOLD: WHAT IS YOUR ANNUAL HOUSEHOLD INCOME? (Proof of income required. Attach copy of paycheck stub and/or food stamps authorization) RANK IN ORDER OF PREFERENCE COURSE/COURSES YOU WANT TO TAKE: 2. 3. WRITE A FEW SENTENCES EXPLAINING WHY YOU NEED THIS SCHOLARSHIP. Have you previously enrolled in a community education class?_______ Which class? When?_____ Signature of Applicant RETURN TO: McClellan Community Education, 9417 Geyer Springs Road Little Rock. AR 72209 UPON RECEIPT OF SCHOLARSHIP, YOU WILL BE ASKED TO VOLUNTEER A MINIMAL NUMBER OF HOURS FOR MCCLELLAN COMMUNITY HIGH SCHOOL. '111^^911 CRAFTING \u0026amp; ACTING Workshops CREATE AN ANGEL Tuesday, 6-9pm June 30 $20 Create an elegant looking angel decorated and designed by you. A wonderful gift or decoration for your home. Its easy too. This class is recommended for children and adults. HOME PHONE#: DATE OF BIRTH: AGE: EDUCATION COMPLETED: COST: COST: COST: NOTE\nBOOKS AND OTHER MATERIALS ARE NOT INCLUDED IN SCHOLARSHIP. DEADLINE: Applications must be postmarked by MAY 26,1992 McClellan Community High School! Educating for today \u0026amp; the future McClellan Community High School ~ Where the whole community can learn McClellan community education  summer classes 1992 McCLELLaN COMMUMTY education  SUMMER CLASSES 1992 MOP DOLLS Tuesday, 6-9pm June 23 $20 Create a beautiful mop doll with READING. WRITING. ARITHMETIC. SOUTHWEST LITTLE ROCK COMMUNITY THEATER Mondays, 7-8:30pm June 15-August 10 Group will negotiate schedule. No fee. doll-like features. The face, hands, and body are created by you. Step- BASIC SPEED by-step instructions and demonstra- tions will guide you from the beginREADING ning to the end. This class is recom- Tuesdays \u0026amp; Thursdays, 6-8pm MATH FOR LIVING Tuesdays, 6:30-8pm June 16-July 7 $10 Review of the basics. Learn how to compute your income tax returns, maintain an accurate checkbook record, and much more. Proceed at your rate and pace. VOLUNTEERS NEEDED TO SUPPORT COMMUNITY EDUCATION CLASSES Please call 570-4149 to volunteer. BUYING YOUR FIRST HOME tA Tuesday, 6-8pm June 23 PUBLIC SERVICES mended for children and adults. ELEGANT SWEATSHIRTS Tuesdays, 6-9pm Be a star! How about a community June 16 theater in Southwest Little Rock? June 16-July 23 $30 Improve your job performance! Read newspapers faster! Keep current on adult general educational DEVELOPMENT EDUCATION! Your Future and Mine $25 Join us in establishing our own theater by attending a session. Any Bring a sweatshirt and create your interested person please come by. No own original Battenburg lace design. experience necessary! No special skills necessary. The SO YOU ALWAYS WANTED TO ACT! Tuesdays, 6-9pm June 16-July 21 $25 instructor will guide you every step of the way. Supplies provided. COOK UP A NICE FUTURE FOR YOURSELF! professional literature! Learn the Tuesdays, Wednesdays, \u0026amp; fundamental techniques of efficient Thursdays, 9am-12:30pm speed reading while improving your June 30-August 6 reading rate and comprehension. fgg Bring out your natural acting ability through Method Acting. Participate in skits and interact with other beginning actors. This is a user friendly class. Meet and make new friends ^fore they leave for Hollywood or CAJUN COOKING Tuesday \u0026amp; Thursday, 6-8:30 pm June 23 \u0026amp; 25 $20 OR Tuesday \u0026amp; Thursday, 6-8:30pm July 7 \u0026amp; 9 $20 ELEGANT PHOTO ALBUMS Tuesday, 6-9pm July 21 $10 Bring to class an 8x10 inch photo album. You will decorate and design a beautiful wedding, baby, or Mothers Day gift. Just bring the idea, leave with a finished album. This class recommended for children and adults. McClellan Community High School Citizens Advisory Council:  Strengthens the unification between the school and the community.  Exercises the communitys proprietorship in the .school.  Provides leadership and support for McClellan community education activities. * Join us at our monthly meetings. Open io the public First Monday of each month, 6-8 pm. McClellan Media Center GAW-RON-TEED to make your mouth water. A Cajun chef teaches you how to simply prepare dishes and breads: gumbos, etouffes, roux-es, French bread. Learn the basic ingredients in all Cajun recipes. HOT! CALLIGRAPHY Tuesdays, 6:30-8:30pm June 16-August 4 $40 Application of speed reading methods in everyday life will surprise you. BEGINNING CONVERSATIONAL SPANISH ,. - .. plete your education (GED). Tuesdays \u0026amp; Thursdays, 6-8pm Reading, spelling, math, English and July 14-August 13 English as a Second Language (ESL). For adults 16 years old or older. Individualized assessments are made to provide the learning that you need. Dont miss the first class. But, if you do, come join us at any point in time. Just be sure to come and start a new road now! $25 If you can speak English, you can learn Spanish. This course is designed for those who always wanted to learn a foreign language without relying on grammar. Learn the alphabet, numbers, and enough Spanish to survive a summer in Mexico. STUDY SKILLS BEGIN AT HOME Tuesday, 7-8:30pm June 23 No fee. Co-sponsored by VIPS OR Tuesdays \u0026amp; Thursdays, 6-9pm June 30-August 6 No fee. Service of Adull Education Center, LRSD Improve or get on the path to com- ENGLISH GRAMMAR MADE EASY TXiesdays \u0026amp; Thursdays, 6-8pm July 27-August 14 $15 Dont let your fears of English gram- Help your child improve his/her aca- mar hold you back. Build the demic performance. Discover that English skills necessary to bridge the learning is an active process and how gap between high school and col-to provide a positive learning envi- lege-level English. Progress at a pace ronment. You can use these tools to you are comfortable with. GED motivate learning in any age child. ACT PREP Monday-Friday, 9am-noon June I8-July 24 To register call 324-2162 No fee! Service of AR Depl. of Ed. graduates are encouraged to enroll. Some call it artwork, some call it Prerequisite: Must have scored 19 or pretty writing. Either way, it is very below on a previous ACT and current-impressive and communicates feel- ly a high school junior or senior. The ings differently from printing or cur- course prepares students for the ACT sive writing. Izam how to write with college entrance exam through mock flair and use it for very special occa- ACT exams and teaching study meth-sions and gifts. ods, test-taking skills and strategies particular to this test PARTNERS IN EDUCATION BUILDING OUR FUTURE TOGETHER! For more information on how you can partner with a school, call 324-2290 McClellan Community High School ~ Building a better community through education SIGN LANGUAGE FOR BEGINNERS Mondays \u0026amp; Thursdays, 6:30-8pm June 15-July 16 $20 $5 Thinking about buying your own home? Paper, paper, paper. This workshop will help you sort through the bargaining and negotiating process. Learn about the role of real estate agents, lawyers, bankers\nlearn about co-ownership and insurance. PHOTOGRAPHYTAKE BETTER Sign language is a valuable asset. Starting with the alphabet and pro- PICTURES gressing to conversational sign language learn to communicate with the deaf. This course will introduce you to deaf culture. This class is also rec- $20 ommended for those with basic sign langu^e skills. BASIC ALGEBRAPART II Mondays, 6-9pm June 15-August 10 $30 McClellan Community Education divided this college-level course into two parts. With Basic Algebra-Part I as your foundation, proceed slowly to a higher level of algebra. Solve equations and word problems confidently. SPECIAL INTERESTS BUYER BEWARE Tuesday, 6-8pm June 25 $5 Be a knowledgeable homebuyer. If H.E.A.T. y Tuesday, 6-7pm July 2 EDUCATION IS THE ROAD TO SUCCESS Mondays, 6-7:30pm June 15-July 13 Discover all the functions of your $15 camera. Learn about the techniques qr to better picture taking. Put these techniques into practice. Bring any kind of camera and sample photographs. JOIN US AT McClellan COMMUNITY HIGH SCHOOL Lifelong Learning \u0026amp; Lifelong Friends THE HISTORY OF POSITIVE IMAGES FOR WOMEN Mondays, 6-8pm June 22-July 20 Saturdays, 9-11 am July 18-August 15 $15 How do women participate in society and who determines how they participate? What is a healthy relationship? How do women set life goals? A forum to discuss and unravel issues related to womens survival in our society. Sex roles, economics, violence and self-esteem. No fee. A service of Liiile Rock Police Dept. HELP END AUTO THEFT. This program is designed to stop auto theft by use of auto decal registration, which will be available during this presentation. Find out how you can participate in this program and protect your auto. NEIGHBORHOOD CRIME WATCH Thursday, 6-7pm June 25 No fee. We can deter crime in our homes and neighborhoods. Participate in a one-hour session and learn how to work with your neighbors and the police to combat crime in your area. BASIC VIDEO JEDUCATION! k THE A FUTURE ^1 FOR J YOU AND ' ME! MABELVALE HIGH PRODUCTION SCHOOL Tuesday, 6-7:30 pm July 14 $5 Saturdays, 9am-noon June 20-July 18 $25 OR Saturdays, 9am-noon Visit with old friends! Enjoy a fasci- . , ne'. nating evening learning about the his- -^J'AuguSt 15 , . . . - , . - tluoriyy of iMviaabueclivvaaliec nHiiughii aaniiud $25 you are Bunking about buying a new Southwest I ante Rook. We iiaiantee oArr oAlidrieerr hhoAmine^ , learn uw/hhtaatt ttAo IlaoaoVk ffAorr ...  in construction, property, and value. this will be an informative and enjoy- Thinking about buying' able evening. APPRECIATION OF PARTNERS IN EDUCATION McClellan Community High School takes (his oj^rtunity to say thank you to our Panners in Education who support McClellan students in numerous ways! Dominos Pizza Wal-Mart #124 Arkla The Willis Group, Inc. Freds Discount Store Smokey Hollow Foods Southwest Hospital Partners in Education is a fsogram of Volunteers in Public Schools. Linle Rock School District. 324-2290 VOTER REGISTRATION Third Tuesday \u0026amp; Thursday of each month, July-August Exercise your right to vote! Participate in decisions that impact your life! Your vote makes a difference. Come by the Community Education Office on the main cam- . _ 1^0 you pus of McClellan to register to vote presently own home video equip- today! AU you need is proof of age, ment? Save time and money by dis- 18 or older. covering what to look for and how to operate home video equipment. Learn the basics of video production step-by-step. The class will be conducted at Arkansas Horizons, 9108 North Rodney Parham Road. Thanks to all who contribute their time and energy making McClellan a fine school!! McClellan Community High School ~ The only one with community in it Pages McClellan community education  summer classes 1992 OTHER EDUCATIONAL RESOURCES IN YOUR COMMUNITY YMCA OF SOUTHWEST LITTLE ROCK SUMMER PROGRAMS Call 562-5932 Unless otherwise noted, all activities are on McClellan Community High School campus. AEROBICS June 1-August 31 Mondays, 6-7:30pm Tuesdays and Thursdays 5:15-6:15pm Tuesdays and Thursdays 6:30-7:30pm Saturday, 9-10:15am Mondays, Wednesdays, Fridays 8:30-9:30am classes held at Parkview Christian Church (located across from McClellan) ALIVE \u0026amp; KICKIN SENIOR FITNESS CLASS Mondays, 9\n30-10:30am Tuesdays and Thursdays 8:30-9:30am Monthly Fees classes held at Parkview Christian Church (located across from McClellan). SUMMER DAY CAMP Ages 5-12 Monday-Friday 7:00am-6:00pm June 8-August 28 *5 year-olds must have completed kindergarten SUMMER TEEN CAMP Ages 13 \u0026amp; 14 (boys and girls) Monday-Friday 7:00am-6:(X)pm Weekly fees space limited must sign up early SUMMER T-BALL Ages 4, 5, \u0026amp; 6 (boys and girls) June 1-July 30 Registration Deadline May 9 Scholarships Available SOUTHWEST HOSPITAL FOR CLASS REGISTRATION, CALL 455-7073. Southwest Hospital needs several volunteers who have healthcare experience. Call 455-7073 for more information. OTTENHEIMER COMMUNITY CENTER LITTLE ROCK PARKS AND RECREATION Call 565-0140 for information on classes. McClellan Business/ Communications Magnet Call 570-4100for more information! LITTLE ROCK SCHOOL DISTRICT SUMMER SCHOOL Students may elect to attend summer school for failure/makeup of class credit, enrichment, audit or advancement. It is divided into Senior High Summer School and Elementary/Jr. High Summer School. SENIOR HIGH SUMMER SCHOOL  (Grades 9-12) ' SITES Parkview High School  Central High School DATES First Semester - 3 weeks - June 18-July 9 Second Semester - 3 weeks - July 10-July 30 NOTE: No classes held July 3. HOURS 7:45am-noon, Monday - Friday TUITION Regular classes: $50 per 1/2 unit of credit (3 weeks) $100 per 1 unit of credit (6 weeks) Laboratory classes: $110 for 1 unit of credit Driver Education: $155,1/2 unit of credit (3 week course) Students who did not reside in Little Rock School District during the 1991-92 school year will be charged an additional $10 tuition. ELEMENTARY/JUNIOR HIGH SUMMER SCHOOL (Grades 1-8) SITES Southwest Junior High - grades 7, 8, and Summer Learning Opportunities Cloverdale Elementary, grades 1-6 Washington Elementary, grades 1-6 Franklin Elementary, grades 1-6 DATES June 18-July 30 NOTE: No classes held July 3. HOURS 8am-12:15pm, Monday-Friday TUITION Elementary students - $100 Junior High students - $100 Students who did not reside in the Little Rock SchoolDistrict during the 1991-92 school year will be charged an additional $10 tuition. REGISTRATION June 11-15 Late registration June 16 $10 late registration fee No registration allowed after June 16. FOR MORE INFORMATION CALL YOUR SCHOOL COUNSELOR! YOURE READING THIS! DO YOU KNOW SOMEONE WHO CANT. CALL ARKANSAS LITERACY COUNCIL 663-4321. McClellan Community High School - The place for you - your kids  your familyMcC ELLAN COMMUNITaY EDUCATION 19 9 2 FA] CLASS E S JOB SKILLS! BOSmSSS MATTERS! TYPING/ KEYBOARDING Tuesdays \u0026amp; Thursdays, 6-8:00 pm Lab available Sat. \u0026amp; Mon. Oct. 6-Nov. 24 $65 Want to learn word processing but cant type? Or, just need to improve your speed and letter formatting? Come away with proper keyboarding techniques and knowledge of punctuation and letter writing. Personal instruction geared to individual students needs. BASIC OFFICE MANAGEMENT SKILLS Monday, 6-8:30 pm Oct. 26- Nov. 23 $35 Gain confidence in business! Learn business protocol- how to give an informational business lour- how to make introductions- telephone etiquette- how to schedule appointments. Often, the most basic business behavior can cause us to fumble. Become acquainted with basic office machinery. COMPUTERS FOR BEGINNERS Tuesdays, 6-8:30 pm Oct. 6-Nov. 3 $40 OR Tuesdays \u0026amp; Thursdays, 6-8:30 pm Nov. 5-19 $40 This class is designed for people who desire but lack computer experience. From plug-in to programming, learn with others in the same situation. Work at your own pace through hands-on experience. Typing skills are not necessary. WORD PROCESSING/ WORD PERFECT 5.0/5.1 Mondays, 6-8:30 pm Oct.5-Dec.7 $65 OR Thesdays \u0026amp; Thursdays, 6-8:30 pm Oct.l3-Nov.l2 $65 OR Saturdays, 9 am-1 pm Oct.l7-Nov.21 $65 For those with beginner or intermediate word processing skills. Gain entry level skills that can be applied to any word processing program while learning WordPerfect 5.0/5.1. on IBM. Each student is assigned a computer and leaves with extensive hands-on experience in the production of business documents. LOTUS 1-2-3 WORKSHOP Tuesdays \u0026amp; Thursday, 6-9 pm Oct.6, 8,13 $35 OR Tuesdays \u0026amp; Thursdays, 6-8:30 pm Dec. 1,3, 8,10 $35 A basic introduction to a commonly used spreadsheet software. You will learn basic concepts about creating and saving a spreadsheet as well as basic commands to allow you to manage your information more quickly. LOTUS 1-2-3 - INTERMEDIATE Saturdays, 9 am-1 pm Oct. 24-Nov. 21 $55 If you have laid your foundation for Lotus, advance a little further. Learn formulas for repetitious functions\nmacro graphics\nshortcuts for spreadsheet applications\nformulas for calculations\nadvanced spreadsheet maneuvering. INTRODUCTION TO MS-DOS Saturdays, 9 am-3 pm Oct. 10 \u0026amp; 17 $35 OR Saturdays, 9 am-3 pm Dec. 5 \u0026amp; 12 $35 Become acquainted with the heart of computer operations, the disk operating system (DOS). Computer terminology will become familiar to you while you learn to use root directories, subdirectories, trees\nformat and copy disks\nload software onto the hard disk and proper subdirectory\nand other general file and disk management techniques. MICROSOFT WORKS Mondays, 6-8:30 pm Oct. 5-Dec. 7 $65 Microsoft Works software gives you all the home and office tools you may ever need, in one package. Its easy. Learn to utilize the word processor, spreadsheet and database\nto transfer your work to and from other programs such as Lotus 1-2-3 and dBase HL No previous computer experience is required. SUPERWRITE FOR BEGINNERS Mondays \u0026amp; Thursdays, 4:45-7:15 pm Oct.l7-Nov.l9 *localed al Arkansas Highway Deparimenl $65 Increase your earning and learning power! Learn to take dictation or simply have more accurate notes. For secretaries, reporters, business executives, or students to use in personal or business matters. SuperWrite is an abbreviated writing system based on long-hand and phonetics, using only the alphabet and standard symbols. INTRO TO DESKTOP PUBLISHING Tuesdays, 6-8:30 pm Oct. 27-Dec. 1 $50 A 15-hour basic skills course using the popular First Publisher desktop publishing software. You will gain invaluable workplace skills. For all level employees-secretaries, administrators, supervisors, corporate communication specialists. Basic typing skills necessary. BASIC QUICK Thursdays, 6-9 pm Oct. 8-29 $40 Beginners All-purpose Symbolic Instruction Code (BASIC). BASIC is a fun way to become familiar with computers and the universal program language for IBM computers. Hands-on computer experience in flow-charting and program development enables you to write your own computer program after completion of this course. Previous knowledge of computers is not necessary. FUNDAMENTALS OF COMPUTERIZED ACCOUNTING Mondays \u0026amp; Thursdays, 6-8:30 pm Oct.l5-Nov. 23 $65 Is it a debit or a credit? Basic accounting skills and an introduction to the. use of computers in accounting. Learn terminology and procedures for use in home or small business such as proprietorships and partnerships. COMPUTERIZED ACCOUNTINGPEACHTREE Saturdays, 9 am-1 pm Oct. 24-Nov. 21 $55 With fundamentals of accounting as your base. concentrate on Peachtree, a widely-used software ideal for all types of small businesses. It covers the full cycle of accounting-general ledger, accounts receivable, accounts payable, inventory, billing, budgeting, management reporting, auditing, calculation of taxes. MEDICAL OFFICE ADMINISTRATION Mondays Thursdays, 6-8:30 pm Oct. 26-Nov. 12 $40 Strengthen your skills in general management of a medical clinic and staff. Learn CPT diagnosis coding\nhow to complete insurance forms\npublic relations via the receptionist desk\nmedical terminology\nand how to market your practice. MANAGING PEOPLE Tuesdays, 6:30-8:30 pm Oct. 6-Nov. 24 $40 In a safe, non-threatening environment, practice management techniques. Learn skills to interview, motivate, solve problems, resolve conflict and initiate change. Develop selfmanagement tools while increasing individual, team and organizational performance. BUSINESS CALCULATIONS Saturdays, 9 am-3 pm Dec. 5 \u0026amp; 12 $35 oooo Dont let the basics throw you and prevent improved job performance and advancement. Increase your speed on 10-keys while becoming proficient al figuring percentages, discounts\nbalancing accounts and checkbooks\nand basic math problems. BUSINESS WRITING Tuesdays \u0026amp; Thursdays, 6-7:30 pm Oct. 20-Nov. 19 $40 Writing frightens many of us. Dont let it! Express your thoughts in written form with confidence. Move from sentences to paragraphs to essays to documents. Learn to format business letters\nresume cover letters. Review report document formatting. TEEN HOT LINE 570-4030 TEENS HELPING TEENS Call Fridays: 4-6 pm Saturdays: 10-i 0 NON-PROFIT ORGANIZATION U.S. POSTAGE PAID LITTLE ROCK. AR Permit No. 2608 Page 2 READING. WRITING. ARITHMETIC. SIGN LANGUAGE FOR BEGINNERS Thuisdays. 6-8:30 pm Oct. 8^Nov. 19 $30 Sign language is a valuable asset. Starting with the alphabet and progressing to conversational sign language learn Io communicate with the deaf. This course will introduce you to deaf culture. This class is also recommended for those with basic sign language skills. ADULT GENERAL EDUCATIONAL DEVELOPMENT Tuesdays \u0026amp; Thursdays. 6-8:30 pm Oct. 6-Dec. 17 No fee. Service of Adult Education Center, LRSD Improve or get on the path to complete your education (GED). Reading, spelling, math. English and English as a Second Language (ESL). For adults 16 years old or older. Individualized assessments are made to provide (be learning that you need. Don't miss the first class. But. if you do. come join us at any point in lime. Just be sure to come and start a new road now! BASIC ALGEBRA-PART I \"niesdays. 6-9 pm Oct. 6-Dec. 1 $50 McClellan Community Education divided this college-level course into two parts. With Basic Algebra-Part 1 as your foundation, proceed slowly to a higher level of algetea. Part II will be offered in spring session, 1993. Whether in preparation to begin college or to improve your skills, learn to solve equations and word problems confidently. HELP YOUR CHILDREN LEAHH! THEATRE FOR CHILDREN ( Grades 3-9 5 Saturdays, 9 am-noon \u0026lt; Oct. 10-Dec. 19 $35 Your child will develop speaking skills while experiencing personal expession. He/she will receive personalized instruction in in^rovisa-lion, staging, music and mime. HOMEWORK AND RECREATION 3:1 Tuesdays, 5:30-8 pm Saturdays. 9 am-noon $25 monthly No fee wilh parenl attendance. Your child can work with volunteer tutors and/or parents lo improve understanding in particular courses. For grades K-9, no advance notice of subject area is required. For grades 10-12, u leasi a 3-day advance notice of subject area is required. This program is built mi voluntarism. Lend your help. After homework is complete, kids will have access to reoeation. McClellan Community High School-A Business/Communications Magnet! GANG VIOLENCE-WHAT YOU SHOULD KNOW Thursdays, 6-8:30 pm Oct.l5\u0026amp;22 $5 Be informed about gang activity\nprevention\nprotection for your family and neighborhood. Learn the signs of gang involvement De-code the graffiti. This is someihii^ you need to know for yourself, your children, your nei^borhood. CHILDPROOFING YOUR HOME Monday, 6-7:30 pm Nov. 16 No fee. \"What seems safe to an adult may kill a child. Learn to adapt your environment to child safely. One of the highest ranking reasons for childrens death is accident in the home. Prevent this in your family. PARENTS IN LEARNING niesday \u0026amp; Thursday, 6-8 pm Oct. 6-15 No fee. co-sponsored by VIPS, LRSD For parents, guardians of elementary-age children. Become an active part in your childs learning process which goes beyond schooling. Learn how to help your child study better, read and do math better. Communicate with your child and make day-to-day living a learning experience. MY CHILD IS IMPORTANT TO ME Saturdays, 9 am-noon Oct. 17 \u0026amp; Nov. 7 No fee. Two sessions filled with information on educational and care options for your child\nchild development and how to recognize problems\nyour child's health: things and ways your child will team in LRSD kindergartens\nutilizing home settings as places of learning. Easy, laid-back discussions. For parents, guardians of children S and under. MARTIAL ARTS see Step Up Center on back page PUBLIC SERVICES NEIGHBORHOOD CRIME Tuesday, 6-8:30 pm Oct. 27 No fee. We can deter crime in our homes and neighborhoods. Participate and learn how to work with your neighbors and the police to combat crime in your area. VOTER REGISTRATION Tuesday \u0026amp; Thursday Sept. 8-Oct. 2,5:30-7:30 pm Oct. 5-OcL 13.5:30-8:30 pm YOU MUST REGISTER TO VOTE 20 DAYS BEFORE THE NOVEMBER 3 ELECTION ! ExCTcise your right to vote! Participale in decisions that impact your life! Your vote makes a difference. Come by the Community Education Office on the main campus of McClellan to register to vote today! Alt you need is proof of age. 18 or older. McClellan community education  fall classes 1992 McClellan community education  fall classes 19 LEARNING FOR LIFE. SPECIAL INTERESTS. EASY CAR MAINTENANCE Saturday, 10-noon Oct. 10 $5 Can you change a flat tire? Check your oil, brake and radiator fluid levels? Determine proper lire pressure? Use battery cables safely? Bring oil, filters and a container to empty your oil in. You will actually change your oil in this session. TOASTMASTERS SPEECHCRAFT Riesdays, 6-7:30 pm Oct. 6-Nov. 24 $10 Improve your verbal communication and public speaking skills through this course desisted for your participation and practice. Shake the common fear of public speaking. Say what you mean and feel comfortable doing iL Books and supplies provided. MIND-BODY CONNECTIONS Monday, 7-8:30 pm Nov. 9 $5 Learn how to stimulate your body's own feelgood biochemistry. Learn your body's responses to stress and use of natural stimuli to prevent disease and to join in your own healing process. Explore the power of your mind in relation to your physical and mental health. Wear comfortable clothing. INVESTMENTS IN THE 9OS Tuesdays \u0026amp; Thursdays, 6-8 pra Oct. 6-22 $20 Discover the fundamentals of investment. Learn criteria for decision-making involving stocks and bonds and how to select investments prudently. And, don't be left out. You will be able to read the Wall Street Journal upon completion of this course. Books and supplies provided. BUYING/RE-FINANCING YOUR HOME Monday, 6-8:30 pm B'' 5  Be a knowledgeable home buyer. Know what to look for in the physical home and in the deal itself - construction, properly, value. Become more confident with negotiating. Learn about the re-financing process and whether or not its a good move for you. PARLIAMENTARY PROCEDURE Mondays, 6-8 pm Oct. 26-Nov, 2 $15 Rules, rules, rules. They may not be exciting, but they are necessary for smoothly run meetings. Appropriate rules of order are a must in most corporations, associations or organizations. After finishing this program, you will be able to effectively lead and participate in parliamentary discussions. Books and supplies provided. PRODUCTIVE MEETINGS Monday, 6-8 pm Oct. 19 $15 Learn the techniques and dynamics for conducting productive meetings of any group. What are the secrets to opening and concluding successful meetings. Is the meeting running smoothly? You will know how to lead various types of meetings after completing these sessions. Books and supplies provided. DEVELOPING YOUR LEADERSHIP SKILLS Tuesday, 6-8 pm Nov. 10 $10 This Toastmasters module leaches the skills and techniques needed to be an effective leader, such as contracting for excellence, team-building, motivation and coaching. Books and supplies provided. CURBING THE URGE TO SPLURGE Thursday, 6-7:30 pm Nov. 19 $5 co-sponsored by Consumer Credit Counseling Services Personal finances can sometimes get out of hand. Don't let them. Become more disciplined in budgeting, saving and investing. If they have gotten out of hand, learn what to do through consumer credit and debt management RE-CYCUING, RE-USING, REDUCING Tuesday, 6-7:30 ran Oct. 20 $5 Learn how to save money while doing your part Io contribute to a safer environment. Compost Save eleciricitv. Avoid landfills. TIPS FOR USING YOUR CAMCORDER Saturday, 10-noon Nov, 14 $5 The camcorder can record your familys his-iory, or, it could if you knew how to focus better. Learn how to lake action shots while moving. Close ups. composition, lighting - it all makes for belter history. HUNTERS EDUCATION Thursday, Saturday Oct. 15.5:30-9 pm Oct.l7.8:30 am-5:30 pm No fee. Required for anyone bom after 1/1/69 who wishes to hunt alone. Learn about hunting ethics, firearm safety, wildlife identification, game care, rifles, pistols, shotguns, muzzle-loading, ammunition and bow hunting. Your Hunters Education card signifies successful completion of the course. Children under 14 must be accompanied by an adult. THINKING POWER Mondays, 6-8 pm Oct. 5\u0026amp;t2 $15 Approach situations with mental flexibility while you become a better listener, a keener observer and a mote effective proWem-solvo'. This course will also clarify (he basic principles of creative thinking and explore specific techniques that can make you a more effective idea producer. Books and supplies provided- A TOUCH OF HEALTH Monday, 7-8:30 pm Oct. 19 $5 The body's road maps to health are easy to learn. Recognize and practice the basic principles of acupressure, touch therapy, and massage techniques. Learn which buttons to press for natural pain relief. Wear comfortable clothing. LOW CHOLESTEROL, LOW FAT Tuesday, 6-7 pro Oct 27 $5 No more excuses! Select low cholesterol foods. Learn menu planning and recipes. Learn whats in your food and when and whether or not you should eat iL Ca\u0026amp;FTIgG \u0026amp; ARTS CALLIGRAPHY Tuesdays, 6-8 pm Oct. 27-Dec. 8 JV $40 Some call it artwork, some call it pretty writing. Either way, it is very impressive and communicates feelings differently from printing or cursive writing. Learn how to write with flare and use it for very special occasions and gifts. BASIC 35MM PHOTOGRAPHY Thursdays, 6-8:30 I OcLlS-Nov. 19 I $30 A practical, how-to class for the beginner whuch includes a 3-hour weekend field trip. Learn camera operation, accessories, close-up and telephoto lenses, artificial and outdoor lighting and composition. Bring your 35min, a notepad and a roll of your favorite film. CAJUN COOKING Tuesdays, 6-8 pm Oct. 6-20 $25 OR Thursdays, 6-8 pm Nov. 5-19 $25 GAW-RON-TEED to make your mouth water. A Cajun chef teaches you how to singly prepare dishes and breads: gumbos, eiouffes, rouxes, French bread. Learn ihe basic ingredients in all Cajun recipes. HOT! CAKE DECORATING DEMONSTRATION Monday, 6-8:30 pm Ocl5 $10 Make that birthday cake yourself and make it even more special! Learn techniques in Icing and decorating cakes fw all occasions. Stars, leaves, borders and rims. HAIRBRAIDING Thursdays, 6-7 pm Oct 15 $5 Tired of the same old hairdo? Cel ideas on classic and noi-so-classic hair designs. Learn the multitude of directions in which you can take a French braid - front Io back\nback to front\nzig-zag\nacross the head\nand more. Pun for you and your children. McClellan Community High School-A Business/Communications Magnet! HALLOWEEN WITCHES Saturday, 10-noon Oct. 10 $10 A quick, easy design to use in Halloween decorating. Its a great activity for you and your children. Supplies ate provided . Please bring glue and hot glue gun ! ! !! AUTUMN \u0026amp; HOLIDAY WREATHS Saturday, 9:30 am-noon Oct. 17 $5 A demonstration of how to decorate a wreath for autumn and to change the decor for each season and holiday. Learn how to make specialty bows. Utilize everyday items and outdoor materials to add touches to your home wreath. Join us and leave with a variety of ideas and crafting recipes. DECORATING YOUR,. HOME FOR CHRISTMAS Saturday, 9:30 am-noon Nov. 14 $5 Spruce up your fireplaces, windows, and doors with beautiful Christmas swags. Learn to turn materials from your yard and attic into attractive, seasonal decor. A demonstration by a talented florist and decorator. VICTORIAN CHRISTMAS ORNAMENTS Saturday, l()-ll:30am Nov. 21 $10 Supplies are provided for you to design and craft tree ornaments from the past This is a great activity for you and your children to get into the Christmas spirit together. Leave with your ornaments and hang them proudly on your tree. Make more at home ! Please bring glue and glue gun!!! 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