{"response":{"docs":[{"id":"usm_oh_mus-coh-johnstone2","title":"Oral history with Mr. Erle Johnston","collection_id":"usm_oh","collection_title":"Oral History","dcterms_contributor":null,"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":["Johnston, Erle","Katagiri, Yasuhiro, 1960-"],"dc_date":["1993"],"dcterms_description":["Oral history.; Interview conducted on August 13, 1993 with Mr. Erle Johnston at his home in Forest, Mississippi.Johnston was born on October 10, 1917 in Garyville, Louisiana. In 1941, he moved Forest, Mississippi and bought the fledgling newspaper, Scott County Times.Johnston served as publisher until the paper was sold in 1983.Between 1942 and 1959, Johnston was involved in numerous statewide political campaigns including John Stennis's senatorial campaign and Ross Barnett's campaign for governor in 1955 and 1959. In 1963, Johnston was elected to the position of director of the Sovereignty Commission, which he held until 1968.Johnston became the mayor of Forest, Mississippi in 1981 and held that position until 1985.He is the author of three books: I Rolled With Ross, Mississippi's Defiant Years, and Politics: Mississippi Style.","Electronic version made available through a National Leadership Grant for Libraries from the Institute for Museum and Library Services.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["University of Southern Mississippi. Center for Oral History and Cultural Heritage."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights workers","Civil rights movement"],"dcterms_title":["Oral history with Mr. Erle Johnston"],"dcterms_type":["Text"],"dcterms_provenance":["University of Southern Mississippi. Center for Oral History and Cultural Heritage"],"edm_is_shown_by":null,"edm_is_shown_at":["https://usm.access.preservica.com/uncategorized/IO_8b604cc1-109d-410c-9eff-4dd5ec3c63f2"],"dcterms_temporal":["1950/1969"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["University Libraries provides access to these materials for educational and research purposes. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. When possible, we have provided information regarding the copyright right status of an item; however, the information we have may not be accurate or complete. Obtaining permissions to publish or otherwise use is the sole responsibility of the user."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Johnston, Erle--Interviews"],"dcterms_subject_fast":null,"fulltext":null},{"id":"usm_oh_mus-coh-saxong","title":"Oral history with Mr. George Saxon","collection_id":"usm_oh","collection_title":"Oral History","dcterms_contributor":null,"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":["Derr, Reid","Saxon, George, 1927-"],"dc_date":["1993"],"dcterms_description":["Oral history.; Interview conducted on June 3, 1993 with Mr. George Saxon, formerly of the Mississippi Highway Safety Patrol as an investigator, at his home in Gulfport, Mississippi.Saxon was born on March 30, 1927 in Waynesboro, Mississippi.After his discharge from the military at the end of World War II, he began his career with the Mississippi Highway Patrol as a dispatcher.Saxon graduated from the FBI National Academy in 1964 and was then assigned as a criminal investigator with the highway patrol. In 1986, he retired from the Mississippi Highway Patrol as chief and assistant commissioner of public safety.After retiring from the Highway patrol, Saxon served as director of public safety for Biloxi, Mississippi until 1989.","Electronic version made available through a National Leadership Grant for Libraries from the Institute for Museum and Library Services.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["University of Southern Mississippi. Center for Oral History and Cultural Heritage."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights workers","Civil rights movement"],"dcterms_title":["Oral history with Mr. George Saxon"],"dcterms_type":["Text"],"dcterms_provenance":["University of Southern Mississippi. Center for Oral History and Cultural Heritage"],"edm_is_shown_by":null,"edm_is_shown_at":["https://usm.access.preservica.com/uncategorized/IO_824e7b74-be6e-4316-85e3-10c958b39d77"],"dcterms_temporal":["1960/1969"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["University Libraries provides access to these materials for educational and research purposes. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. When possible, we have provided information regarding the copyright right status of an item; however, the information we have may not be accurate or complete. Obtaining permissions to publish or otherwise use is the sole responsibility of the user."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Saxon, George, 1927- --Interviews"],"dcterms_subject_fast":null,"fulltext":null},{"id":"usm_oh_mus-coh-branchr","title":"Oral history with Mrs. Raylawni Branch","collection_id":"usm_oh","collection_title":"Oral History","dcterms_contributor":null,"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":["Adams, Kim","Branch, Raylawni, 1941-"],"dc_date":["1993"],"dcterms_description":["Oral history.; Interview conducted on October 25, 1993 with Mrs. Raylawni Branch.Branch was born in Hattiesburg, Mississippi, in 1941.After graduating from high school, she married and had three children. In 1965, Branch attended USM for one year.She was one of the first African Americans to attend USM.Branch returned to USM in 1988 and began working on a master's degree.She served as secretary of her local chapter of the NAACP; was a member of the Council for Federated Organizations, Student Nonviolent Coordinating Committee, and Southern Christian Leadership Conference, in addition to attending the March on Washington.She was the first African American to be hired at the Big Yank factory and the telephone company to a position other than that of housekeeping personnel.She helped integrate the Greyhound and Trailway bus stations.Also, Branch participated in the anti-Vietnam War movement and the storming of the Pentagon.","Electronic version made available through a National Leadership Grant for Libraries from the Institute for Museum and Library Services.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["University of Southern Mississippi. Center for Oral History and Cultural Heritage."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights workers","Civil rights movement"],"dcterms_title":["Oral history with Mrs. Raylawni Branch"],"dcterms_type":["Text"],"dcterms_provenance":["University of Southern Mississippi. Center for Oral History and Cultural Heritage"],"edm_is_shown_by":null,"edm_is_shown_at":["https://usm.access.preservica.com/uncategorized/IO_6e0ea481-0396-4c8c-89ea-ec194d7d7185"],"dcterms_temporal":["1950/1969"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["University Libraries provides access to these materials for educational and research purposes. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. When possible, we have provided information regarding the copyright right status of an item; however, the information we have may not be accurate or complete. Obtaining permissions to publish or otherwise use is the sole responsibility of the user."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Branch, Raylawni, 1941- --Interviews"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_586","title":"Organization and learning equity/recruitment","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration","Student assistance programs"],"dcterms_title":["Organization and learning equity/recruitment"],"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/586"],"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\nLittle Rock School District M Scj  r*Z March 3, 1993 MAR 3 1993 Otfice of Desegregation .MoniLcring Ms. Ann Brown Office of Desegregation and Monitoring West Heritage Building 201 E. Markham St., Suite 510 Little Rock, Arkansas 72201 Dear Ms. Brown, Attached are several reports that have been requested by your office. The first report is a summary of the activities that will be facilitated by the Office of Organizational and Learning Equity/Recruitment. These activities will contribute toward recruiting for the district as a whole and for the specific types of schools which we seek to promote. The second report is submitted by the Communications Office and summarizes the activities that have been completed during the 1992-93 school year in support of the Office of Organizational and Learning Equity/Recruitment. These activities also support the LRSD recruiting effort for the district and specific schools. In addition, the Communications Office has supplied their Desegregation Plan Implementation Timeline. Information you requested about New Futures For Little Rock Youth is also attached as the third report. Reports which your office requested concerning the 4-Year-Old Program and Academic Support are forthcoming. Sincerely, Marie Parker Associate Superintendent Organizational and Learning Equity 810 West Markham Street Little Rock, Arkansas 72201  (501)324-20001992/93 RECRUITING ACTIVITIES LRSD COMMUNICATIONS DEPARTMENT January 26, 1993 lA /aca A If' o February 1992 MAR 5 1593 Citica of Desegregation Monito\nJ Realtors Guide providing Realtors, Chamber of Commerce, City of Little Rock, corporate relocation officers and other targeted groups with a comprehensive tool showing all schools and their programs, extracurricular offerings, faculty information and maps showing the areas from which the schools draw their student population. February 1992 Arnold Schwarzenegger visit to Rockefeller to represent the President's Council on Physical Fitness and Sports. February 1992- International and national press requests came to the Communications Office for coverage concerning the President and Mrs.Clinton's role in education in Arkansas.This opportunity allowed the District to present some of its finest programs and promote severe of our schools. Internationally we worked with journalists from France, Germany, England, Japan, Korea, Switzerland, and Australia to name a few. National coverage included affiliates from ABC, NBC, CBS, the Boston Monitor, National Public Radio and many more. April 1992 Premiere of \"LRSD Today\" a new promotional video produced by the Office of Communications, which uses live video and animation to present the LRSD to parents, new residents and community leaders. The video was deliver^ to the same targeted group as the Realtors Guide. In addition it was delivered to four major video stores to be placed in their community service free rental sections. May 1992 New school brochures were written for four schools, three of which have experienced recruiting problems. The fourth school paid for its own brochure but took advantage of a group printing price because of the volume in printing for four schools at one time.Brochures are being distributed by the Communications Office, Student Assignment and the schools. April 1992- January 1993 Cooperative efforts began with the Arkansas Motion Picture Office to bring Disney Studios to Little Rock to film \"The Ernest Green Story\" at Central High School. The fUm was completely filmed in Little Rock and on January 4,1993, the film premiere was held at Central High. President-elect Clinton, Ernest Green and his family, Benjamin Hooks, NAACP national president, Disney officials and many other city dignitaries attended the event which received national media coverage. June 1992 Incentive school promotional video produced July 1992 An incentive school hotline was set up by the Communications Department for use by the Student Assignment Office. The line assists parents with information about LRSD Incentive Schools. The parents may leave their phone number and receive a call from Student Assignment with further information. July 1992- Sept. 1992 Production and completion of CAT bus ads, bUlboard ads and bus bench advertising for registration and promotion of incentive, interdistrict, 4-year-old and two new magnet schools. July 1992 recruitment Meeting called by LRSD with PCSSD for Crystal HUI MagnetPage 2 Recruiting Report LRSD Communications Department 1-26-93 August 1992 School calendar produced and distributed to all student households. Sept. 1992 Production began on Curriculum Updates via Cable Channel 4. The purpose of the updates was to inform the public of the new curriculum in place for the 1992/93 year. Sept. 1992 - for information Miscellaneous group presentations (3) currently requested by public October 1992 Dr. Bernd began seven Community Forums throughout the community to gather information from the public. October 1992 October 1992 Production of HIPPY brochure Dr. Bernd began his weekly show at KARN allowing the District to talk about school programs, special events, etc. Among the many schools mentioned were Stephens, Garland, Rockefeller and RightseU incentive schools\nRomine and King interdistrict schools. October 1992 Dr. Bernd began the filming of a 4-part public affairs series on LRSD on Fox Channel 16. The programs covered information on the incentive schools, magnets and general information on the District. October 1992 Craig O'Neill (KURB Radio) began doing weekly school announcements from District schools. Each school has announced its special events, awards and programs over the air. Incentive schools taking part in the program are Rockefeller and Franklin. Rightsell is scheduled during February 1993. All schools will be given the opportunity to make their school announcements. November 1992 findings from the seven community forums. Dr. Bemd gave a report over Cable Channel 4 concerning his November 1992 School tours for the Greater Little Rock Chamber of Commerce were arranged by the Communications Office during American Education Week. All (40) participants were surveyed about their perception of the LRSD before and after the visit. The surveys showed that perceptions can be changed if we can get people in to the schools. November 1992 The VIPS Office and the Communications Office surveyed all parents/students who had left the District (those not returning from the 92-93 year) to find out the reasons for leaving. November 1992 Production of registration advertising for Chamber of Commerce publication. The ad featured the Superintendent and the twenty-two 1992 National Merit Scholars from the district. November 1992 Principal cluster meetings training principals on event selection for coverage, proper media reporting and providing them with a comprehensive report of what was covered in the local media month by month.Pages Recruiting Report LRSD Communications Department 1-26-93 December 1992 Groundbreaking ceremony for Martin Luther King Jr. Elementary Interdistrict was organized by the Communications Office. Key constituency invited  PCSSD, ODM, etc.The event was highly visible for the promotion of the location which was the key objective. January 1993 Communication Office assisted in promotion of 1993/94 registration by producing the registration brochure distributed to all LRSD student households and quantities to Student Assignment Office for distribution to private schools, PCSSD, etc.\nproducing a 30-second Public Service Announcement video for television, placing PSAs on nine local radio stations, placing registration information on all television community calendars, and taping a new registration message to be played on the District phone when callers are placed on hold. January 1993 media coverage resulted. Hillary Clinton visit to Rockefeller. Local, national, internationalA RSCEi 'U {i ijcT- MAR 3 1993 Oifica of Desegregation Moniionng Little Rock School District Organizational and Learning Equity Office February 26, 1993 TO\nAnn Brown, Monitor Office of Desegregation and Monitoring FROM\nMarie Parker, Associate Superintendent for Organizational and Learning Equity SUBJECT\nRecruiting Report The attached report summarizes activities that will be facilitated by the Organizational and Learning Equity/Recruitment Office that will contribute toward recruiting for the district as a whole, and for the specific types of schools which we seek to promote.LITTLE ROCK SCHOOL DISTRICT ORGANIZATIONAL AND LEARNING EQUITY RECRUITMENT OFFICE BUDGET/EXPENDITURES ANALYSIS 1991-92 During the 1991-92 school year records for the Office of Desegregation indicated that a total of $45,254 was spent for recruitment activities. Housed in the Student Assignment Office are two recruiters. The salaries are not included as part of these monies. The major recruitment focus, as evidenced by dollars spent, is reflected in the categories listed below: ACTIVITY AMOUNT SPENT Incentive school advertising and equipment Registration brochures Incentive school brochures Arkansas Democrat advertising Retail display Incentive School booth (Park Plaza) Advertising via helium balloons Production for Incentive Schools Woodruff brochures Romine brochures Rockefeller brochures/Four-Year-Old Program Postage for mailing brochures Henderson/McCellan Plan Bumper stickers for Cloverdale Travel - Recruiter Bale recruitment 18,000 3,450 1,800 1,300 1,322 900 139 3,724 1,046 3,631 6,134 1,007 1,507 551 500 153 $ 1992-93 During the 1992-93 school year records for the Office of Organizational and Learning Equity (OLE) formerly, the office of Desegregation, indicated that salaries for two Parent Recruiters have been allocated within the OLE office. The 1992-93 budgeting process indicate the funds previously allocated to the Office of Desegregation are now reflected as Recruitment in the Office of Communications or other program managers budget allocations. The report submitted by the LRSD Communications Office will reflect recruitment activities/expenditures for the 1992-93 school year.Conclusion The LRSD administration recognizes and is in total agreement that a more efficient, effective, and an accountable job can be done with recruiting. To accomplish this will require a more concentrated and coordinated effort of the various umbrella groups and individuals described in the Desegregation Plan. It will also require revisiting, rethinking, and restructuring our current recruitment strategies. We must develop a strategic plan that shows, 1) where we are\n2) where we want to be\nand, 3) how we will get there. To that end, the Recruitment Section of the Organization and Learning Equity Office is recommending to the LRSD Cabinet that the following steps be adopted and implemented immediately. This renewed effort would require us to: 1. 2. 3. 4. Designate a recruitment coordinator to coordinate all recruitment efforts. Develop a strategic plan to ensure the different individuals, groups, and/or activities function in a coordinated and collaborated manner. Develop specific strategies to ensure the most effective and efficient use of all human and financial resources. Develop strategies for tracking and documentation of all recruitment efforts.LRSD DESGREGATION PLAN Implementation Timeline Area: Parent Recruitment (Private Schoois, incentive Schoois, Area Schools) Goal: To develop a comprehensive plan to ensure coordination of all parent recruitment activities described in the plan. Page Objective Strategy 135 216 To promote the effective and efficient use of Interdistrict and intradistrict recruitment strategies. Designate a parent recruitment coordinator. Establish a planning/impiementation recruitment team representing the various groups described in the plan. Convene recruitment teams to share and discuss LRSD vision, goals, roles, responsibilities, timelines, and expectations for each group, in order to determine each group's commonalities and uniqueness. Designate a contact person at each school to report to an established information center (Parent Recruitment coordinator). Clearly define the role of existing parent recruiters. Conduct a formal and informal survey to assess status of recruitment activities, and collect evidence of those activities which may or may not be working. Meet bi-monthly with representatives from various groups to monitor recruitment activities. Assess the effectiveness of recruitment strategies on an annual basis. Develop strategies for tracking and documentation of all recruitment efforts. Seek court approval of alternative strategies. Beginning Date March 93 Comp. Date April 93 Cost Responsibility Assoc. Supt., Deseg. Feb. 93 March 93 April 93 Jan 93 Aug 92 March 93 June 93 July 93 March 93 Ongoing Ongoing April 93 May 93 Ongoing Ongoing Annually Evaluation PRC appointed PRC/Assoc. Supt., Deseg. PRC Bldg, prin./ local PTA/PRC Assoc. Supt., Deseg. Assoc. Supt., Deseg.\nPRT\nTeam appointed Minutes of meeting Designated Job description Surveys Completed/ Analyzed PRCZ Biracial Team/Assoc. Supt., Deseg. Daily, weekly documentation PRE/Biracial/ PRT Assoc. Supt., Deseg. Annual reportLRSD DESGREGATION PLAN Implementation Timeline Area: Parent Recruitment (Private Schools, Incentive Schools, Area Schools) Goal: To coordinate all private school recruitment activities and provide necessary suuport via the parent recruitment coordinator. Page Objective Strategy Beginning Date Comp. Date Cost Responsibility Evaluation To actively recruit private school students to the Little Rock School District. 95 95 95 95 95 95 95 95 95 Share and network recruitment strategies with PTAs. Provide direct assistance to the PTAs. Meet bi-monthly with PTA Council and or various PTA representatives to monitor recruitment activities. Obtain and forward to each school, computer printouts of students on the data base you are not presently enrolled in the district. Contact these parents and encourage them to reconsider their public school option. Continue to foster relationships with area realtors to access those families with school-age children who are relocating to the Little Rock area. Assess the effectiveness of recruitment strategies on an annual basis. Share and discuss the assessment with all parties. Seek court approval of alternate strategies. Jan 93 March 93 March 93 Jan 93 Jan 93 Jan 93 July 93 July 93 March 93 Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Annually Ongoing Annually PRTs/PC PRC/PR Biracial/PRC/PRT PRC/PR PRT/PRC/PR PRC/PR PRTs/Biracial/ Assoc. Supt., Deseg. PRTs/ Biracial/ PR/PC Assoc. Supt., Deseg. Doc. of activites Doc. of assistance Doc. of activities Doc. of activities Daily/wkly documentation Daily/wkly documentation Comp, doc./critical analysis Doc. shared information Report filedArea: Parent Recruitment (Private Schools, Incentive Schools, Area Schools) P. 2 Goal: To coordinate all private school recruitment activities, provide necessary suuport via the parent recruitment coordinator. Page Objective Strategy Beginning Date Comp. Date Cost Responsibility Evaluation 135 135 135 142 Utilize parents in marketing of educational programs and benefits that will result from desegregation of all three districts. Develop a resource list of all parents who are willing to talk with potential patrons. Establish a parent recruitment team in each school to encourage families to enroll in the public schools. Work through local parent/teacher organizations to encourage media coverage. Conduct recruitment via Student Assignment Office (SAO). March 93 March 93 March 93 March 93 March 93 Ongoing Ongoing Ongoing Ongoing Ongoing PRTs/PRC/PR PTA Councils/ PRs/PRC PTA Councils/ PR/PRC Local PTAs PR/SAO Staff Doc. of activites Available resource list List on fiie Doc. of assist./ Public survey Daily/wkly doc. of activitiesLRSD DESGREGATION PLAN Implementation Timeline Area: Parent Recruitment (Private Schools, Incentive Schools, Area Schools) Goal: To encourage voluntary assignments of white students to the incentive schools that will enable the schools to comply with the desegregation requirements. Page Objective Strategy Beginning Date 218 218 218 220 223 223 223 223 223 To provide general Information to the community about the incentive program. To monitor and evaluate the effectiveness of the recruitment programs in the incentive schools. Actively seek out special interest groups and seek their assistance in disseminating information to the general public. Conduct special information campaign in the black community. Distribute information to parents and community. Utilize a variety of marketing strategies to recruit white students to the incentive schools. Provide a special inservice for the LRSD Biracial advisory committee on the incentive school program and the longterm desegregation plan. Utilize the volunteer services of individuals with expertise in marketing/advertising. Develop procedures for monitoring implementation of the recruitment program. Recommend any changes needed in recru itme nt st rateg ies/act ivifies. Evaluate the incentive school recruitment program. Prepare quarterly reports and submit to the Board of Directors. March 93 Jan 93 Jan 93 July 93 April 93 April 93 April 93 March 93 March 93 Jan 93 Comp. Date Ongoing Ongoing Ongoing Annually June 93 Ongoing July 93 Ongoing Ongoing Quarterly Cost Responsibility Assoc. Supt., Deseg./attnys./ PRC/PR/SAO Assoc. Supt., Deseg./PRC/PR Assoc. Supt., Deseg./PRC/PR PRC/Relev. admin, staff/PRC Assoc. Supt., Deseg./Principals./ Coordinators Assoc. Supt./ Biracial Assoc. Supt., Deseg./PRE/ Biracial/PRC PRC/PRT/Biracial Assoc. Supt., Deseg./Biracial/ PRC/PRT Assoc. Supt., Deseg./Biracial/ PRC/PRT Evaluation Doc. of activites Doc. activities Doc. of activities Comprehensive documentation/ critical analysis Doc. of inservice Doc. of activities Procedures developed Doc. of recs./ implementation of Monitoring report Report of progress x  rec'S i MAR 3 1993 New Futures For Little Rock Youth Office of Dessgregaiion Woniioring New Futures for Little Rock Youth is an initiative that creates new citywide systems that enhance the ability of all youth to become successful, productive adults. New Futures envisions institutions working together to create a powerful community commitment to help young people achieve success and move beyond the poverty and frustrations that so often constrict their dreeuns. New Futures also seeks change within institutions as well. It is a vehicle for reviewing and revamping practices and policies that have not previously worked well with our young people. New Futures is based on the premise that it institutions simply become stronger collaborators. is not enough that It is also necessary that each Institution become stronger and better at working with youth and that organizations themselves and make the changes necessary to effectiveness with young people. look deep increase inside their New Futures is guided by the following principles: Every youth must have a supportive, encouraging adult help guide him/her through adolescence. Every youth must have solid academic skills. Every youth must have access to basic health and social services. Every youth must have opportunities to experience success. Working from these guiding principles, comprehensive methods for developing implementation strategies to attain these goals are based on: Developing collaborative efforts between schools, social service agencies, government, businesses, churches, civic groups, parents, and other concerned community members.  Promoting responsive, youth-focused public policy. Creating public awareness of youth issues. Developing model programs for direct service to youth.  Researching and evaluating data about youth. New Futures has developed programmatic strategies within each component area that seek to provide solutions to the complex problems that face many Little Rock Youth. The Little Rock SchoolNew Futures District is by far the largest youth serving institution in the city and has worked in full partnership with New Futures to achieve effective collaboration with a range of organizations that can bring the full array of the city's resources to bear on youth problems. The programmatic strategies currently being implemented in the component areas of health, youth-violence prevention, and youth employability are listed below. SCHOOL-BASED EFFORTS (See narrative pages 3-11) HEALTH School-based health care.  Mentoring for pregnant teens. Student forums and performance groups. School-based health committees with parents, teachers, and nurses. Family-life education curriculum. School-based Early Periodic Screening Diagnosis and Treatment. YOUTH-VIOLENCE PREVENTION Gang-alternative programs. Youth development and adult mentoring. Establishment of youth centers city-wide.  Team problem-solving by city government, law enforcement, and social services agencies. Team efforts with established drug and alcohol-abuse programs. YOUTH EMPLOYABILITY  Building relationships between business community and youth. Summer youth-employment programs. Job fairs. 2New Futures Pre-employment training. Career mentoring. School-to-career linkage.  Mini-grant to youth-enrichment programs. student Schools must believe in their ability to ensure that every succeeds in productive adulthood. learning the basic skills needed for a Given the complexity of the problems facing youth today, it is also necessary for schools to utilize the range of resources available in the community to develop intricate approaches that are comprehensive and creative yet still have a connection to concrete problems. The LRSD New Futures approach to restructuring for effective schools has developed with these ideas in mind. Four junior high schools, Cloverdale, Forest Heights, Pulaski Heights, and Southwest have been involved in this process. in a long-term process that will The focus has been to engage enhance entire schools and maximize their effectiveness for all students not just those immediately identified as at-risk. Through restructuring, teachers and administrators have had the opportunity to expand their thinking and engage in basic and fundeunental changes around issues that affect how they teach and support all students. Specifically, the purpose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to supporting students' development by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience a sense of belonging and community through team leadership and open communication conducive to innovative interventions which ensure student success. A more effective transition in the school experience is needed between elementary and high schools. Students in junior high schools are young adolescents facing significant turning points in their lives. Early adolescence is characterized by significant change and growth complicated by unprecedented societal pressures and choices. Schools which serve these students can and should be organized in such a way to be developmentally supportive to ensure academic success as emotional growth. well as positive physical. social. and 3New Futures These needs are addressed through the process of whole school restructuring which includes organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques, reduction of frontal teaching practices, student team projects and class discussion. students actively in the learning process. Teachers are encouraged to engage Listed below are key structural, programmatic changes that have been implemented. organizational, and  Teachers are organized into interdisciplinary teaching teams. Each grade level is composed of two heterogeneous teams of 120-150 students served by a core team of teachers. A common group of students will share a common group of teachers, common space, and common blocks of instructional time.  Bells are used only to indicate the beginning and ending of the school day. Some schools do utilize a lunch bell. This strategy creates conditions that allow for teaching teams to utilize flexible scheduling when appropriate for effective instruction. An academic day consisting of seven blocks of instructional time allowing for flexible scheduling techniques was developed. Seventh and eighth grade student schedules are composed of five core subjects, (English, math, science, social studies, and Learning Foundations) and two related arts courses (in some specific cases, Reading). Ninth grade student schedules are composed of English, math, science, social studies and either health/FE or Computer technology and two related arts courses (in some specific cases, Reading).  Two planning periods daily (one team planning period and one personal planning period) were provided for all teaching staff. The daily team-planning period provides teachers the opportunity to plan together as a group, develop interdisciplinary units, plan incentive programs, discuss individual student needs, hold joint parent conferences, discuss instructional issues, establish cross curricular connections between sxibject areas, and provide collegial support opportunities.  Writing skills, thinking and reasoning strategies. 4New Futures study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications, the reading/writing process, and team learning are stressed through an interdisciplinary approach that characterizes Learning Foundations, a core course at the 7th and Sth grade levels. I School management system functions in an organizational style that utilizes school-based leadership/improvement and shared-decision making techniques.  The guidance and counseling function of each staff member is emphasized. An on-going process of school-based self-assessment continues at each school.  An extended day program is operational three days each week. It includes a component to enhance academic achievement, reduce disparities among subgroups, improve student attendance, and promote social development. Activities include homework and tutorial assistance, career explorations, club activities, and health/fitness/nutrition programs. Transportation and a nutritious snack are provided. In-school suspension programs are operational in all four schools. Initiated planning has taken place toward development of an outcome-based process for assessment of student achievement.  A review of existing accelerated learning programs for at-risk youth and development of appropriate recommended strategies for local accelerated programming was conducted. There is frequent monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, faculty study committees, school management teeuns, and school-based assessment processes. Parent to parent support groups called TOUCH, 5New Futures (Together Our Understanding Can Help), have been developed, training has been provided for parents who serve as the facilitator of the groups has occurred, and the groups are meeting regularly at a local church. This is open to all parents in these schools.  The Feunily \"Support Net\" System has been developed and is functioning. This system is an intervention strategy developed to provide families of chronically truant students with the skills necessary to become independent problem solvers. It has three levels of operation ranging from an intensive all-day retreat and weekly support groups to a seminar series designed to address the special needs of students and parents. It is part of the Truancy Review Committee process (TRC) which is a collaborative community program to address chronic truancy.  A simple guide to understanding the attendance policy of the LRSD was developed and shared with parents at registration. A video was also produced and shown to parents at registration.  All schools hold special 7th grade orientation programs for students and parents at each school.  At each school a steering committee composed of team leaders, administrators, parents, and students. meet on a weekly basis to discuss issues and make decisions that guide many school activities and the annual school plan. Each team has a unique team name, logo, goals, and objectives.  The consulting teacher model is utilized to mainstream resource students onto interdisciplinary teams, students belong to a team. All Cloverdale, Forest Heights, and Pulaski Heights applied to the Arkansas State Department for status as official restructuring schools and were accepted. Southwest is currently completing the process. Restructuring schools have common characteristics. The following characteristics provide a focus for the restructuring initiative in the LRSD/New Futures schools. Each school: (1) Features a program designed to ease student 6New Futures transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. (2) Utilizes educational programming techniques that respond to the physical, intellectual, and social- emotional needs of the early adolescent learner. (3) Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. (4) Employs teachers and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process and emphasize the development of students higher order thinking skills. (5) Emphasizes the guidance and counseling function of each staff member. (6) Recognizes the importance of affective education by providing for a home-base of teacher/advisory program stressing the importance of self-concept in the curriculxim and working as a staff to foster a positive climate for learning. (7) Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. (8) Provides access to increased support services that are available for at-risk youth. (9) Functions in an organizational style that utilizes school-based leadership/improvement and shared- decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustment and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. 7New Futures The restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not \"quiclc fix\" solution educational challenges that face our school district. to the It is. however, an effective and well substantiated process to be used in creating school enviroiunents that ensure student success. Recognizing that restructuring is a process that is ongoing, the most critical factor in the process is that everyone at every level must understand the direction in which they are moving and be committed to the process. on the vision for This requires a constant sense of focus each individual school. Discussions and decisions must be based on the established vision of the school. Local schools must be empowered and supported as they proceed through this process. a To provide a guide for the restructuring initiative, these schools have \"bought into\" certain strategic imperatives that were developed by the Center for Leadership in School Reform. These imperatives provide a framework for schools to undertake the process of self-examination and self-direction. They help provide a sound philosophical base from which schools can begin the restructuring process. The strategic imperatives are listed below with specific activities and programs that have been developed and implemented in these schools that address these imperatives. SHARED VISION  Participation in the CLSR self-assessment process. Development of a shared vision at each school. Staff development activities which have served to create a common understanding of the issues and practices for effective junior high instruction. PARTICIPATORY LEADERSHIP Steering committee composed of teeun leaders, students, parents, and principals. This committee provides the process for collaborative decision making at the local level. 8New Futures Leadership training for principals.  Principals' collegial support group.  Leadership training for assistant principals.  Assistant Principals' collegial support group.  Leadership training for Teacher Team Leaders. The organization of teaching staff into teams, teams provide the structure for collaborative decision making for student-based teams. The Principal's encouragement of staff to have major decision making authority in the hiring of new staff members. MANAGEMENT BY RESULTS Participation in the Glendale Effective School Assessment Instrument. Student-centered learning focus. Staff development to support creation of teaching strategies that engage students in the learning process.  Team planning and discussions in which individual student needs are identified and addressed by the team. Exploration and implementation of alternative methods of discipline to reduce suspensions and expulsions (e.g. in-school suspension, lunch detention, student contracts, peer mediation). Increased parental involvement through tezun parent conferences, often adjusted to times that accommodate working parents. Specific staff development focused on increased teacher understanding of the student population. Incentive programs to reward student success. 9New Futures Staff development opportunities for teachers to listen to \"student perceptions\" of schools and teaching practices. Staff development opportunities for teachers to understand the high-risk student population. INNOVATION AND IMPROVEMENT Staff development activities in which teachers are provided information on new ideas and practices that have proven to bring about student success and are encouraged to try innovative techniques and strategies and evaluate them based on the results they produce for students. Development and training on authentic assessment strategies. Staff development on cross-curricular and interdisciplinary instructional strategies. CONTINUITY AND INSTITUTIONALIZATION  Continual reassessment toward established goals. CTA/LRSD/NF Joint Committee on School Restructuring. Collaboration between LRSD Board of Directors and New Futures Board of Directors.  Training for LRSD Board of Directors on restructuring issues.  New teacher orientation and team mentoring programs. FLEXIBILITY Stated commitment by building principals to permit changes in the rules, roles and relationships that govern the local schools to allow for growth, build capacity, and encourage innovation. 10New Futures SUPPORT  Local business support through mentoring prograuns. Use of the New Futures grant to obtain resources to support innovative teaching.  High quality staff development opportunities that are shaped in response to teacher requests. Case management service teams at each school which provide school-based, collaborative social service efforts for at-risk students.  Homework hot-line for homework assignments at Forest Heights Junior High. Community Outreach Program to increase public awareness of local school programs. Enhanced health services at each school. Specific programming for at-risk youth: - Teacher Advisor Program - After school programming - Summer Experiential Program - Truancy Review Committee - Mentoring programs - \"Family Net\" Support System - Community Study Center for students on long-term suspension Day-care for children of students. Emphasis on increased parental involvement. - TOUCH program for parents - Parent meetings with school staff held at community locations. - Flexible hours utilized on district parent conference days to accommodate working parents (e.g. FHJH parent conference schedule 12:00 - 7:00 p.m.)  Advisor/Advisee programming. dcMgre 11Page 56 - 68 Page 59 - 68 Page 95 Parent Involvement Public Relations Recruitment Private School received Page 131 -138 Parent Involvement Page 149-223 Incentive School LRSD Desegregation Plan Implementation Timeline MAR 3 1993 1 Area: Public Relations Office of Desegrsgaiion Monitoring Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation Page 59 Page 62 Page 59 Page 62 Page 67 Page 60 Page 67-11 Page 59 Page 62-2 Page 63 Page 215,1 Page 216, K Page 132,3b * *** Augument professional staff in Communications Department Use public relations programs to educate all publics to all aspects of the desegregation plan Bold type refers to wording in Desegregation Plan 1. Recruit volunteers/two interns from UALR, etc., journalism/radio-TV/public relations program for 1991-92 school year. Vicki Taylor (June-August. 1992) intern 2. Contract for consultant/outside services on project-by-project basis where feasible. Bromberg \u0026amp; Associates, etc., for calendar, brochures, etc. 3. Promote relationship with other public relations professionals for volunteer services and in-kind support to Department for overall planning and project-by-project needs. Chamber visits lABC-VIPS 4. Create public relations advisory council for Communications Department 1. Stress special features and District achievements of magnet, area, incentive, early childhood, community school, etc., programs. \"LRSD-Today\" video, premiere Incentive school video* Districtwide marketing brochure Incentive school brochure* Romine brochure Brochures for Bale, Cloverdale, Geyer Springs, Bale, Terry, Sept. '91 Ongoing Ongoing Oct. '92 Spring '92 Oct. '91 April '92 June '92 Feb. '92 Feb. '92 Fall '92 May '92 Ongoing Ongoing Ongoing Oct. '92 Ongoing Ongoing -0- -0- Commun. Dept. Commun. Dept. Commun. Dept. Commun. Dept. Interns at LRSD Quality/Quantity of projects delivered, cost Active support Results from advice receivedArea: Public Relations LRSD Desegregation Plan Implementation Timeline 2 Goal: Support the education mission and all of the goals and objectives of the Little Rock School standing and confidence in order to undergird the desegregation process. District through improved community awareness, under- Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation Page 62, 3a Page 215, II A Page 215,1 B Page 215,1 C Early childhood magnet brochure HIPPY program brochure Henderson brochure McClellan brochure Early registration brochure New curriculum brochure LRSD Cable 4 programming (Curriculum updates Forum report) Arnold Schwarizenneger visit to Rockefeller incentive Hillary Clinton visit to Rockefeller incentive school Ernst Green movie assistance PSAs Pat Lynch radio show weekly news items Weekly news release to local news media on upcoming school activities coverage Weekly school announcements on KURB radio by Craig O'Niell KEZQ/Coleman Dairy 30-second highlights of SO LRSD schools Public presentations Realtor's Guide Fall '91 June '92 Feb. '92 Feb. '92 Annually Jan. July '92 Fall '92 Nov. '92 Feb. '92 Spring '92 Dec. '92 March '92 March '92 for a. General information brochure on each of above programs Districtwide marketing brochure Incentive school brochure Romine brochure Brochures for Bale, Cloverdale, Geyer Springs, Bale, Terry, Woodruff HIPPY program brochure Henderson brochure Jan '93 Spring '92 Ongoing Sept. '92 Ongoing Oct. '92 Spring '92 Ongoing March '92 Aug. '91 Jan. '93 Ongoing Ongoing Ongoing June '92 Jan. '91 Commun. Dept CompletionArea\nPublic Relations LRSD Desegregation Plan Implementation Timeline 3 Goal\nSupport the education mission and all of the goals and objectives of the Little Rock School standing and confidence in order to undergird the desegregation process. District through improved community awareness, under- Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation Page 132,3d Page 62, 3b Page 57, B3 Page 59 Page 62 Page 63-4 Page 215,1 E Page 57, B 3 Page 59 Page 62-3 Page 132,3b, c Page 215,1, E Page 57, B3 Page 62,3 ^McClellan brochure Early childhood magnet brochure New curriculum brochure b. General promotion printed piece about LRSD, including reasons for positive support \"LRSD-Today\" video, premiere c. Newsletter to parents d. Production of television news and feature programming on LRSD-TV, Cable 4 LRSD Cable 4 programming (Curricu lum updates, Forum report) e. Positive media coverage Pat Lynch radio show weekly news items Weekly news release to local news media on upcoming school activities for 'coverage Weekly school announcements on KURB radio by Craig O'Niel KEZQ/Coleman Dairy 30-second highlights of 50 LRSD schools Channel 11 Education Report feature stories f. General information (positive tone) statistical fact sheet about LRSD June '91 Oct. '91 May '92 Oct. '91 July '91 Aug. '91 Ongoing Ongoing Ongoing Nov. '91 -0- Commun. Dept. Commun. Dept. Commun. Dept. Commun. Dept. Distribution Year-end survey Year-end survey Compile positive/ negative/neutral listing coverageLRSD Desegregation Plan Implementation Timeline 4 Area: Public Relations Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation Districtwide marketing brochure/ highlight fact sheet Page 62, 2 \u0026amp; 3 Page 216, G Page 62. 2 \u0026amp; 3 Page 216, F g. Promote registration open houses through various media for dissemination to Key Community People Television PSAs Radio PSAs Registration brochure to all student households, private school lists, PCSSD distribution, etc. District telephone hold message Fliers, posters Newspaper ads LRSD Cable 4 TV Pat Lynch weekly radio news Weekly news release to all news media Jan/Feb '92 Commun. Dept. \u0026amp; Student Assign. Attendance Numbers h. Produce a special issue of FOCUS for registration covering all pertinent programs and options. (Registration/ Marketing Brochures replaced FOCUS) Jan/Feb '92 Commun. Dept. \u0026amp; Student Assign. Distribution response numbers Page 62, 2 \u0026amp; 3 a Page 215, HA Registration brochure to ail student households, private school lists, PCSSD distribution, etc. 1. M-M, Act 609, deseg. transfers 2. 4-Yearold applications Jan/Feb '92 Jan/Feb 92 Commun. Dept. \u0026amp; Student Assign. Commun. Dept. \u0026amp; Student Assign. Response numbers Response numbersArea: Public Relations LRSD Desegregation Plan Implementation Timeline 5 Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies 3. Kindergarten registration 4. Open house dates Page 216K Page 62,2 \u0026amp; 3a Page 216 8, C, F, K, N, E Page 62,2 \u0026amp; 3 Page 62,3 \u0026amp; 3a Page 95 Page 216, M Page 132, B Page 132, d Beginning Date May/June '92 Completion Date Costs Responsibility Evaluation Jan/Feb '92 Commun. Dept \u0026amp; Student Assign. Response numbers i. Use various media to promote and distribute school-based registration information Television PSAs Radio PSAs Registration brochure to all student households, private school lists, PCSSD distribution, etc. District telephone hold message Fliers, posters Newspaper ads Bus ads Bus bench ads Billboards LRSD Cable 4 Pat Lynch weekly radio news Weekly news release on positive events to all news media j. Promote HIPPY HIPPY (Early Childhood) brochure k. Use various media to promote parent recruiter services \"LRSDToday\" video Incentive school video Districtwide marketing brochure PSAs (radio and TV) Registration brochure Public presentations Realtor's Guide July/Aug '91 Ongoing Ongoing Commun. Dept HIPPY Coord. Commun. Dept. Student Assign.LRSD Desegregation Plan Implementation Timeline 6 Area: Public Relations Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness under- CtanHin/l on/i AAnfirlAnAA in _______  standing and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Page 62,3 \u0026amp; 3a Page 62, 3a Page 216 G Page 215 I, D, E, I Page 62, 3a Page 215,1, HA Page 62,3a Page 63, 4 \u0026amp; 4a Page 215 G I. Inform all students and patrons of co-curricular, extracurricular activities available ????????? m. Disseminate info, on and promote focused activities Weekly news release to media Media tog Coverage tracking sytstem/reports Promotion of each Mall events Workshops Open houses n. Brochure on each incentive school Brochure general information on entire incentive program p. Incentive school information hotline Set up with SAO Beginning Date Ongoing Ongoing Dec. '91 Dec. '91 Completion Date Jan. '91 Ongoing Costs Responsibility Commun. Dept. Principals, staff, PTA, Board, Educ. Programs, Schoolbased Director of extra-curricular activities Commun. Dept Staff Development Assoc. Supt., Deseg., Commun. Dept. Parent Recrurter, Commun. Dept. Evaluation Complete Number of calls Page 63, 6a \u0026amp; c Page 66, 9b, c, d 2. Address concerns over security and safety to reassure parents, public, staff and students over desirability of LRSD Pat Lynch Show Rotary Public presentations Supt. update Community forums District Dialogue with staff Speakers Bureau Evidence of improved confidence levelArea: Public Relations LRSD Desegregation Plan Implementation Timeline 7 Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation Page 66, 9 and 9d Page 66,10 Page 67,12 Page 65, e, f Page 66, 9 Page 66, 9d Page 65. e, f Page 66, 9 Page 65, e, f Page 66, 9 Page 65, e, f Page 66, 9 Page 65, e, f Page 66, 9 a. Public opinion/input survey on attitudes, expectations and values ExiX survey of former student's parents Community Forums Chamber Leadership Institute survey b. Provide communications support to LRSD Security Task Force Working plan Notify public Member of Task Force Supt. update News release Statements Position papers c. Conduct crisis communications train ing to key District personnel Crisis Plan Principal cluster training d. Update District written crisis communication plan e. Clarify media/communications dept, roles and procedures f. Update list of District and building level personnel who have roles in crisis procedure g. Obtain input from LRPD and Pulaski County Prosecuting Atty on appropriate comments, procedures, in event of inci dents, accidents, crisis July '91 Ongoing Oct. '91 July '91 July '91 Sept. '91 July91 Aug. '91 -0- 0- -0- -0- 0- -O- -O- Commun. Dept Commun. Dept. Commun. Dept. Commun. Dept. Commun. Dept. Commun. Dept. Security Evidence of improved confidence level Evidence of improved confidence level Workshop held Procedure written Procedure written List prepared Meet information obtainedLRSD Desegregation Plan Implementation Timeline 8 Area: Public Relations Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness under- efanrISnzi onH in _x:______ standing and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation h. Develop news articles periodically on security/safety status News releases Statements Promote broad contact with staff and parents to highlight accomplishment i of students, staff and volunteers 1. Superintendent breakfast meetings monthly with community leaders and patrons Rotary 2. Superintendent/executive staff 30-min weekly news briefing on LRSD-TV, Executive Staff Cable 4 to general public Page 65, 8a-8f, Page 66, 9d 3. Employee briefing and Q \u0026amp; A call-in program monthly on Cable 4, LRSD-TV Survey results Page 62, 3 \u0026amp; 3a Page 63, 6a Page 215 I Page 67,12 4. Operation Involvement program Superintendent monthly employee meeting with administrative/executive staff District Dialogue Principal Roundtable 5. Provide annual calendar information folder to each student household 6. Present citations to reward staff, students and community for achievements during monthly televised board meetings Superintendent's citations Nov. '91 Aug. 91 Ongoing Ongoing Annually -0- Superintendent Commun. Dept. Commun. Dept. Commun. Dept. Oelivered Number presentedLRSD Desegregation Plan Implementation Timeline 5 Area: Public Relations Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Page 59 Page 62, 3 \u0026amp; 3a 7. Provide community and patrons an annual report update on the state of LRSD Beginning Date Aug. 91 Completion Date Annually Costs Responsibility Evaluation Commun. Dept. Distributed Annual report Page 215,1 Page 216, K Page 215 I Devise innovative ways to to communicate with hard-to-reach publics 1. Make better use of non-traditional communications media and target audiences more specifically on topics such as incentive schools, magnets, safety issues, etc. LRSD Today\" Mortimer Swartzenager Hillary Clinton Craig ONeill weekly school feature Page 63 - 4 a. Develop monthly articles for minority media Oct. '91 Monthly $2,000 Commun. Dept. Executive Staff Articles published Weekly release to State Press PSAs to minority stations Black access channel b. Develop a series of 2-minute information modules for use on radio stations, especially KLRE Sept. '91 Commun. Dept. Page 63 - 4 c. Develop and promote programming on LRSD-TV, Cable 4 Oct. '91 Ongoing Commun. Dept. Increased viewership Curriculum update, 4-part seriesArea: Public Relations LRSD Desegregation Plan Implementation Timeline 10 Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process.  Plan Reference/Page Objectives Strategies Beginning Date Page 63, 4,4a Page 215 I Page 63 - 4 Page 216 N Page 63-4 Page215 1, C\u0026amp;D Page 216, B, C d. Record and periodically update taped information to play on District telephone system when caller must be placed on hold Special incentive message tape, registration message tape e. Implement speakers bureau of LRSD executive staff for Central Arkansas circuit Make public presentations f. Develop parent involvement calendar to distribute to community agencies g. Information booths at malls Incentive mall booth h. Place highlight sheets/flyers on incentive programs at local businesses i. Information \"hotline for incentive schools j. Use billboards \u0026amp; bus bench ads to promote incentive schools (strategically placed) Advertisement on billboards, bus, bench '92 LRSD Calendar Show \"LRSD Today\" Show Incentive video June '91 Sept. '91 Oct. 91 Jan. '92 March '91 March '91 Oct. '91 Completion Date Ongoing Ongoing Ongoing Annually Annually Ongoing Costs $100 -0- -0- $700 Responsibility Commun. Dept. Commun. Dept. VIPS, HIPPY. PTA Commun. Dept. Parent Recruiters, Commun. Dept. Parent Recruiters, Commun. Dept. Parent Recruiters, Commun. Dept. Commun. Dept. Evaluation Caller response survey # speeches requested, delivered Distributed Completed Enrollment figuresLRSD Desegregation Plan Implementation Timeline 11 Area: Public Relations Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community av/areness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date k. Use LRSD-TV to promote incentive schools Cable 4 calendar 2. Establish a systematic approach to effective communications between home and school to teach parents system for advancing support and concern for schools a. Teach parents the system for advancing support and concern for the school through programming on LRSD-TV Oct. '91 March '92 Page 132 B, 3, b Page 63,5 Page 133, 111 A Develop a school communication network to assure accurate, ongoing information flow 1. Design a process to assist the building leader in each school to monitor and address public needs at each building. Oct. '91 Completion Date Ongoing Ongoing Ongoing Annually Costs -0- $5000 $12,500 Responsibility Commun. Dept. VIPS Commun. Dept. Commun. Dept. Evaluation Enrollment figures Survey Established and functioning Event Notification Form Weekly Release Pat Lynch Page 63 * 5a ,b, c, d, e a. Conduct public relations training Principal cluster meetings Oct. '91 Oct. '91 Ongoing Ongoing Commun. Dept. Commun. Dept. Established and functioning Established and functioning b. Conduct crisis communications training Principal cluster meetings Oct. '91 Ongoing Commun. Dept. Established and functioning c. Conduct media relations training principal cluster meetingsLRSD Desegregation Plan Implementation Timeline 12 Area: Public Relations Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation Page 133 III, A d. Establish and maintain regular, routine two-way communications between the school communication coordinators and the Communications Department on District activities , goals and school concerns Sept. '91 Ongoing Commun. Dept Established and functioning district dialogues e. Develop articles from schools for use in various media (radio, TV and print) for broad community outreach. Ongoing Ongoing Commun. Dept. Established and functioning Weekly Releases Pat Lynch Channel 11 TV spots feature stories Page 95 Page 215 I, II Page 132, B, 3a f. Work with representatives of PTA and staff in each building to help them improve image and produce necessary support materials for communication network Sept. '91 Ongoing Commun. Dept. Established and functioning School brochures, i.e, Terry, etc. Event notification form Page 57 Ensure that outreach to the community is broad and consistent 1. Use various, appropriate media to reach specific audiences on programs general District information Ongoing Established and functioning a. District-wide video presentation \"LRSD Today\" Incentive Video Dec. '91 $5000 Commun. DeptArea: Public Relations LRSD Desegregation Plan Implementation Timeline 13 Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date Page 63, 6a Page 64, 6b Page 215 I Page 63, 6a Page 62, 3 Page 63, 6a Page 64,7 Page 215, E Page 63, 6a Page 216, C Page 65 Page 216, N Page 67,11 a Page 133, II, 3 Page 132, D b. Catalog profiling every school and their boundaries for use by Realtors, and business recruiters Realtors Guide c. Evening meetings by superintendent with community representatives Community Forums d. Minority media articles/radio coverage Weekly release to media Pat Lynch radio show Craig O'Neill Radio PSAs e. Radio information segments to targeted audiences Craig O'Neill KEZQ features Pat Lynch Radio PSAs f. Strategically placed bus bench and billboard messages g. Use of District speakers bureau including staff and parent members speaking engagements 2. Support organization of an independent non-profit Positive Parents of Little Rock organization supported by PTA, Chamber of Commerce, business interest to promote the successes in the district Nov. '91 Sept. '91 Monthly Sept '91 Aug. '91 Fall '91 Fall '91 Completion Date Nov. '91 Monthly Ongoing Ongoing Costs -0- $700 -0- Responsibility Commun. Dept. Commun. Dept. Superintendent Commun. Dept. Executive Staff Commun. Dept. Commun. Dept. Parent Recruiters Student Assign. Commun. Dept. Parent Recruiters, PTA Superintendent, PTA, Chamber of Commerce, Evaluation Established and functioningLRSD Desegregation Plan Implementation Timeline 14 Area: Public Relations Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation Page 64-7 Page 67 - 2 Page 64 - 7 Page 67-12 a. Recognize staff through appreciation days so they will know they are valued by District Teacher/Staff Appreciation Day during National Education Week Superintendent's Citation March '92 Annually PPLR b. Recognize student achievement Pat Lynch Show Weekly news releases Superintendent's Citations March '92 Annually PPLR 1. Letter sweater program 2. Honor former graduates Page 64 - 6b 3. Provide accurate, factual information about LRSD to patrons, persons inquiring about enrollments Ongoing Ongoing PPLR Registration brochure Marketing brochure Ad in Arkansas Times Newcomers Guide Bus, Bus Bench, billboards Page 64, 6b Page 95 4. Provide minigrants to schools for public image improvement programs 5. Develop school profile book for Realtors Realtor's Guide Marketing brochure \"LRSD Today\" Fall '92 Nov. '92 Annually Annually PPLR PPLRLRSD Desegregation Plan Implementation Timeline 15 Area: Public Relations Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation Page 65 a Ensure that staff has adequate information with which it can support District-wide goals and objectives, priority issues. 1. Formalize an internal communications program using various media and recognition activities to assure staff they are all team members Fall '91 Commun. Dept. District Dialogue Page 64 - 8 Page 66, 9d a. Newsletter b. Monthly LRSD-TV, Cable 4, briefing and call-in program 0. Implementation of Operation Involvement program to provide mechanism for ongoing face-to-face flow and feedback/ staff and community input Fall '91 Fall '91 Fall '91 Ongoing Ongoing Ongoing Commun, Dept. Commun. Dept. Superintendent Executive Staff Commun. Dept. Survey Survey Survey District Dialogue Community Forum Budget Committee Page 60 Page 67-11 Strengthen the link with the business community 1. See P.6 Positive Parents Organization Fall '91 Ongoing -0- Commun. Dept. Page 57D Page 67 -11 a Page 132, D Pago 216 I Page 64-7 2. Work with Greater Little Rock Chamber of Commerce Education Committee to maintain link with it and interests of NLRSD and PCSSD. Chamber of Commerce Leadership Institute Visits A. Teacher Appreciation National Education Week Superintendents Citation Fall '91 Annually 0- Commun. Dept. CompletedLRSD Desegregation Plan Implementation Timeline 16 Area: Public Relations Goal: Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies B. Excellence in Education Awards Beginning Date Spring '92 Completion Date Annually -0- Costs Responsibility Evaluation Page 67-12 Maintain ongoing awareness of public, student and staff needs and values to provide needed services and information 1. Conduct periodic community surveys and focus groups \"dose of reality\" on general and specific issues (i.e., incentive and safety) Ongoing 0- Commun. Dept. Commun. Dept. Eval. \u0026amp; Planning Completed Survey, focus group completed Chamber of Commerce Tour Survey Community Forums Superintendent Update Exit Survey Page 64 - 8 Page 66. 9d 2. Conduct periodic staff surveys on general and specific issues Ongoing Commun. Dept. Eval. \u0026amp; Planning Survey, focus group completed District Dialogue Page 67-12 Page 95 3. Conduct periodic student surveys and focus groups on general and specific issues. Ongoing Commun. Dept. Eval. \u0026amp; Planning Exit Survey (VIPS assisted) Chamber of Commerce Survey Page 65 f Provide review, consultation and planning services on public relations/ communications activities undertaken by all program areas, departments of work 1. Periodically confer with and review materials from Departments or program directors with reference to their individual public relations/communica tions plans and needs Ongoing Commun. Dept. Number of meetings, results of recommendations usedLRSD Desegregation Plan Implementation Timeline 17 Area: Public Relations Goal. Support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference/Page Objectives Strategies Beginning Date Completion Date Costs Responsibility Evaluation Page 56, A2 2. Provide workshops, seminars as needed to assist with improved and coordinated techniques Ongoing Commun. Dept. Number shops/ seminars,results of improved techniques Principal clusters Incentive Workshops Page 62, 2,3a Page 63, 5 Page 63, 6a Page 215 I 3. Schedule into District-wide media apropriate information to promote and communicate about individual programs Ongoing Commun. Dept. Completed PSA Incentive \"hold\" message News releases Incentive workshop bus, bench, billboards HIPPY brochure 4-year old brochure New curriculum brochure\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":"guan_1283a_101-024","title":"Peeler, Annie Laurie - Folder 4, 1993","collection_id":"guan_1283a","collection_title":"Lillian Eugenia Smith Papers (circa 1910-2001)","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":null,"dc_date":["1993"],"dcterms_description":null,"dc_format":["image/jp2"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":null,"dcterms_title":["Peeler, Annie Laurie - Folder 4, 1993"],"dcterms_type":["Text"],"dcterms_provenance":["Hargrett Library"],"edm_is_shown_by":["https://dlg.usg.edu/record/guan_1283a_101-024#item"],"edm_is_shown_at":["https://dlg.usg.edu/record/guan_1283a_101-024"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Preferred Citation: Lillian Eugenia Smith papers, ms1283a. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School principals"],"dcterms_title":["Principal selection process, newspaper clippings"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/627"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["newspaper clippings"],"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\nArkansas Democrat (gazette ' WEDNESDAY. OCTOBER 27. 1993 Williams dispels rumors about school closing, says board sensitive to blacks BY WAYNE JORDAN Democrat-Gazette Staff Writer More than 65 parents, teachers and school administrators heard Little Rock School Superintendent Dr. Henry Williams address wide-ranging questions Tuesday at another of the new school chiefs public forums to determine priorities for the next budget year. The Little Rock School District operates more than 50 schools for 26.000 students at an annual cost of $162 million. Most of the expense is wrapped up in salaries for 4.000 employees. Williams, the former superintendent of schools in Syracuse. N.Y., spoke at Parkview Arts Magnet School on John Barrow Road in the second of five planned public forums. He reassured the crowd that Garland Incentive Elementary School at 3615 W. 25th St. was not scheduled to close. He called the idea a false rumor that the School Board has never even discussed. Black parents at the meeting expressed concern that when the district closes or moves schools, they always seem to be in the black community. That creates a cultural and social void, furthering the disassociation of blacks with education, they said. The board is appealing a federal judges decision to move the proposed new Stephens Elementary School from the inner city to a site on Interstate 630. The board wants to build the school at the existing school site, 3700 W. 18th St. Williams lamented that the district must obey court orders and follow approved desegregation plans, but said he hoped to get the district out of court as soon as possible. Then well build schools where we want to, he said. Williams, who is black, also said the board was sensitive to the needs of blacks. But one man said it appeared to him that the only time the district built something in the inner city, negative connotations were involved. He cited the opening of the old Martin Luther King School as a truancy center, where police can drop off students found skipping school. He called that operation, which begins Monday, a mini-jail. Williams took exception to the term. I never thought of it like that, he said. I thought of it as a clearinghouse.TUESDAY, DECEMBER 7,1993 No decision on closing Garland, LRSD chief says BY CYNTHIA HOWELL * Democral-GazeltQ Education Writer No decision has been made to close Garland Incentive Elementary School, Little Rock Superintendent Henry Williams told parents Monday night al a community forum at the school. But the school board and district administrators will be studying central Lillie Rock demographics and the projected number of children in the area, Williams said. Those statistics may determine the fate of both Garland and Stephens Incentive Elementary. Both schools are in central Lillie Rock and have enrollments of under 300. Stephens i.s al 3700 W. lOlh SI. Gal land is al 3615 W. 25th St. \"No one i.s saying Garland is closing. The board hasn't said so. I havent said so, Williams said. But he also said the board must consider ways to operate more efficiently and whether there will be enough children in the area to support two schools or a new school building. District officials must make a decision fairly soon about the schools  particularly Stephens, as the district is obligated by its court-approved desegregation plan to rebuild Stephens as a considerably larger interdislrict school along the Interstate 630 corridor for the 1995-96 school year. School board members have discussed seeking permission in federal court to change the desegregation plan to retain Stephens as an incentive school. An incentive school gels extra money for special programs to improve the achievement level of black students and attract whiles to Hie hard-lo-desegre- gale schools. On another issue, a parent. Pearlie Creal-Pope, asked Wil- liam.s to consider altering a policy that results in susiiension of both students in any fight. She said the policy practically forces junior liigh students to join gangs for protection from attackers.District  Continued from Page 1A to hundreds of names. Jackson said in a telephone interview from Greensboro, N.C., where he and several of the principals are attending a magnet school conference, that he had not asked for any kind of transfer. He said he did not know whether he would ask for a school board hearing on the change. Under a November 1992 federal court order, the district is supposed to consult with the Magnet Review Committee and seek court approval before making staffing changes at magnet schools. The court has not received a request to approve the moves. Donna Creer, executive director of the Magnet Review Committee, could not be reached for comment on Jackson. The Mag- . net Review Committee comprises representatives of each of the three school districts in the county, the state Department of Education, and black families who intervened in the 11-year-old Pulaski County desegregation lawsuit. Williams did confirm that Franklin Davis, principal at Franklin Incentive Elementary School, is going to become the principal at Wilson Elementary. jf f. The current Wilson principal SIm m 1 x Henry Williams Gwen Zeigler, will go to Washington Magnet Elementary. Karen Buchanan, the current Washington principal, will hecome principal at Henderson Junior High. Clell Watts, the current Henderson principal, is retiring. Barbara Means, principal at Fair Park Elementary, will become principal at Baseline Elementary. Williams would not comment on the unassigned principals or on any other changes among the schools. I However, Dr. Mary Jane Cheatham, principal at Baseline, confirmed that she is unassigned. Others unassigned include Walter Marshaleck at Ma- belvale Junior High\n-Gayle Bradford at Cloverdale Junior High\nand Lavanna Wilson, principal at Bale Elementary School. Still other changes confirmed  through interviews and sources Tuesday include transfer of Lionel Ward, principal at the Romine Interdistrict Elementary School, to Mabelvale Ele- mentap^\nand Julie Davenport, principal at Mabelvale, to Franklin Interdistrict School. Rudolph Howard, interim principal at Central High School this year, is expected to be recommended to the school board to fill the position permanently at that school. A district committee interviewed three candidates  Howard and two out-of-state candidates  before recommending that Howard be permanently appointed to the post at the districts largest and most famous school. Williams said some of the positions, particularly those vacated by retiring principals. must be advertised and candidates interviewed before they can be filled. Besides Watts at Henderson, Dr. Doyle Dillahunty, principal at the Metropolitan Vocational Technical Skills Center, has said he will retire at the end of this year. And Richard Maple at Forest Heights Junior High is expected to retire at the end of this year.Aricansas Democrat igr (gazette WEDNESDAY, MAY 4,1994 LR schools shuffling principals Spreading expertise, superintendent says / BY CYNTHIA HOWELL Democrat-Gazette Education Writer Principals at more than a dozen of Little Rocks 52 public schools will change jobs next year because of retirements and involuntary transfers made by. Superintendent Henry Will-i iams. i Dr. Ed Jackson, principal of the popular Williams Magnet EL ementary School, is one principal who wont be returning toi his post. He said he was notified\nFriday that he would not be re\u0026lt; . assigned to Williams next year. and has not yet been assigned-' J to another school. ' At least four other principals ) were unassigned on 'Tuesday. } The Arkansas Democrat- Gazette learned of changes Tues-' day from principals, from sources who asked not to be identified and from_Williams.^ Williams said in a telephone interview Tuesday afternoon that principal changes will not be completed before the end of next week. He said he is waiting for final decisions from employees who are considering retiring. The moves are being made to strengthen schools, Williams said. All buildings need strong leadership, and there are some principals in our district who have experience in successful schools. They should be used to strengthen other schools. Williams said he has not seen negative evaluations on the people being moved. Jackson has been principal at Williams for six years and served in several other district schools before that. His school has been among the most popular of the magnet schools. The waiting list for the school in recent years has grown See DISTRICT, Page 13AAAansati Democrat (gazette TUESDAY, MAY 24, 1994 Copyrignt e UMe Rock Nowspapefs. lop. Williams lists principles, not principals Answers criticism, says stability is goal BY CYNTHIA HOWELL Democrat-Gazette Education Writer Caught in a backlash of criticism about eliminating athlet- * ic stipends and reassigning principals, Superintendent Henry Williams said Monday he is trying to operate the Little Rock district efficiently and effectively. In recent weeks, Wil- liams has Williams come under fire over some of his administrative decisions. Those decisions include changing principals at several schools and sending notices to coaches and others who get extra-duty pay that their stipends may be discontinued after this year. The stipends notice led to widespread speculation that athletics might be eliminated or that coaches might be asked to put in extra time without pay. Williams also announced retirements and reassignments that would result in new principals at 20 of the districts 51 schools. Williams, who has been superintendent only since October, had little to say during the last few weeks as public criti-  See DISTRICT, Page 6A District  Continued from Page 1A cism about those issues grew. But he spoke about them, and his basic goals, during an interview Monday. Williams said the stipends issue has been misinterpreted and that he has no intention of eliminating sports or other activities. Instead, he said the district sent out the notices that stipends would be eliminated to give administrators time to review the stipends, to make sure they were being paid to the people who were doing the work. Larry Buck, chairman of the legal services committee of the American Federation ofTeach-ers in Little Rock, said two weeks ago that the districts action on the stipends violated stipends in the district are for as much as $6,000 a year. Stipends also are paid to teachers who supervise students before and after school, or who teach six instead of the traditional five periods in the junior and senior high schools. Williams said his staff is looking closely at the extra class periods for which teachers get stipends worth 20 percent of their salaries. If we can more effectively schedule our teachers, then the need to offer the sixth period is no longer present, he said. We believe we can run the district more efficiently and save money in areas where we have not saved before. If we can give a teacher who is teaching six periods now, the same number of students in a five-period day, it doesnt make sense to teach six periods. Its a sizable amount of district resources go-state law and the organization would challenge the decision. The superintendent describes himself as an advocate of school athletics and the recipient of a basketball scholarship to Fayetteville State College in North Carolina. I recognize as a superintendent the importance of athletics to a school district, Williams said. They give so many of our young people an opportunity to display their skills and develop their academic skills, as well, and go on to colleges and universities. As a person who benefited from an athletic program, I would not want to eliminate it. Williams said people who coach or sponsor activities should have no concerns about continuing those activities and getting stipends for them, unless their particular activity no longer exists. Some of the ing to those sixth periods. The superintendent wouldnt say anything specific about proposed principal changes, but said he has made some decisions and is waiting to make some others. He said he may be here for a long time and that they now have stability in this office. Ive got to make decisions that I think will move this dis-trict forward, he said. The superintendent is looking for other ways to improve schools and their operations\nHe has proposed closing Stephens Elementary and building a larger building that would be attractive to residents across the city. He also is looking at closing schools in other areas where  enrollment has declined. He is looking at programs in other parts of the country that could be adapted to Little Rock. Last week, he visited Oklahoma City to see a teaching approach that emphasizes student self-esteem. He hopes to send Little Rock board members and principals to see the Oklahoma City schools in action this spring. He ygars would like to start some pilot I tell them that I plan to be programs next year, he said. able to make some announcement by the middle of this week. Williams angered parents, especially those at Williams Magnet Elementary School, by telling Principal Ed Jackson that he will not be reassigned to that school for next year. Williams School is one of the most popular schools in the district with parents, in part because of the high test scores the students produce. Parents tell Williams that principal assignments have been stable in a district that has faced a lot of uncertainty and leadership changes in recent Betnocnttyil  FRIDAY, MAY 13, 1994 LRSD posts jobs to lead 11 schools Reshuffling could put new principals at 40% BY CYNTHIA HOWELL Democrat-Gazette Education Writer Nearly 40 percent of Little Rocks 52 schools could begin next year with new principals, thanks largely to reshuffling by Superintendent Williams. Henry  Related article 6B More than a dozen of the 20 possible principal changes would result from reassignments made by Williams. Some of the moves follow principals resignations and retirements. District officials on Thursday posted openings for 11 of the positions, including the principals post at Williams Magnet Elementary School, where some parents and teachers have protested the removal of Dr. Ed Jackson. The district rehired Jackson for the 1994-95 school year, but like some other principals, he has not been assigned a job for next year. His school is among the most popular with parents in all three Pulaski County school districts and has some of the highest student test scores. The unassigned principals  whose salaries wont change next year  are not guaranteed a principals job. Unassigned principals are eligible to apply for their current jobs. The 11 posted job openings are at six elementary schools, four junior highs and one high school. Of the six elementary schools with job openings, three are magnet schools and three are incentive schools. Williams has not commented on his reasons for moving specific principals. In general remarks about the changes, though, he has said that moving principals can strengthen schools and he has no intention of harming programs at any school. In one meeting with parents, Williams said officials at some schools ' had become complacent. Information about some of the changes began leaking to the I Principals  Continued from Page 1A public last week, but two more schools were listed Thursday among those advertising for new principals: J.A. Fair High and Rightsell Incentive Elementary. Fairs principal, Al Niven, is retiring from the district. Sharon Davis, Rightsell principal, has been assigned to Romine Interdistrict Elementary. Besides Williams, Righlsell and Fair, the advertised principal jobs are at Gibbs Magnet Elementary, Carver Magnet Elementary, Mitchell Incentive Elementary, Franklin Incentive Elementary, Cloverdale Junior High, Mabelvale Junior High, Forest Heights Junior High and Southwest Junior High. Several other schools also are expected to have new prin- cipals next year, including Henderson Junior High, Fair Park Elementary, Wilson Elementary, Washington Magnet Elementary, Mabelvale Elementary, Baseline Elementary, Bale Elementary and Metropolitan Vocational Technical Skills Center. Those jobs have not been advertised as vacant, but Williams has revealed who will take over some of them. For example, Karen Buchanan, principal al Washington, will be assigned to Henderson\nGwen Ziegler, now at Wilson, is expected to be assigned to Washington\nand Franklin Davis, now at Franklin, is scheduled to go to Wilson. The 11 vacant positions were posted Thursday, the same day the Pulaski County Magnet Review Committee met about its role in overseeing staffing changes at the magnet schools. Committee members said Thursday they will ask U.S. District Judge Susan Webber Wright about their interpretation of their duties. In a November 1992 court order, Wright told the district to consiill the committee and seek court permission prior to making stafling changes at the magnet schools. Williams has acknowledged that the school board and ultimately the federal judge must approve hi.s decisions on the principal changes. Committee members agreed Thursday they do not have the right to overturn staffing decisions in the Little Rock district. But the.v said that from now on, the Little Rock district should notify them as soon as possible about expected changes in the certified staff, including principals, at the magnet schools. Committee members objected to first learning of the clianges in newspaper reports. , Dr. Bobby Altom, commit- : tee chairman and an assistant superintendent in the Pulaski County Special School District, said the panel has the au- thority to review whether changing principals will affect the magnet school program. In Jacksons case, that determination was not made Thursday because the committee lacked needed information, such as who the replacement might be. The committee can make recommendations to the judge about proposed staffing changes. Magnet schools are desegregation tools that offer special academic programs to make hard-to-desegregate schools more attractive. They are funded by the three Pulaski County school districts and the stale Department of Education. Students from all three districts attend the six magnet schools in Little Rock. The Magnet Review Committee consists of representatives of the districts, the state and the black families who intervened in the school desegregation lawsuit. Deputy Superintendent Estelle Matthis assured the committee Thursday that the district would follow its standard process for hiring principals.Legal ius, outs of session on principals split board Arkansas Democrat ^(^azette SATURDAY, JUNE 25, 1994 Copyright O Little Rock Newspaoera. Inc. BY CYNTHIA HOWELL Democrat-Gazette Education Writer Little Rock School District officials disagreed Friday about the legality of school board action on the transfer of could be grounds for a court challenge because discussion 15 principals to new positions, of a trans- Ih, Williams  At a Thursday meeting at- , fer proce- . tended by a large contingent\ndure is not of parents opposed to some of listedihthe  tHaiaa the transfers, the board recessed for a brief private conference. It returned a few minutes later and announced its conclusion that board approval of the transfers wasnt listed in the '' .   law as a \\ 4 , reason for a closed ssibrii The issue also couldcofne, up at a federal court bearing.\nscheduled for Tuesday' before J U.S. District Judge Siisah WiSb-'- required.  y. ber Wright.,She presides in Perrin Jones, a spokesman ' districts desegregation ?ifor the Arkansas attorney . weeks generalS office, said Friday ^^sked for information abput that the executive session . ' See.WILLIAMS, Paget4A' Williams  Continued from Page 1A principal assignments. Little Rock Superintendent Henry Williams said Friday that the board acted correctly. He cited a clause in his contract that states that the superintendent has authority to direct and assign teachers and other employees and shall organize, reorganize and arrange the administrative and supervisory staff in a way that best serves the district. But school board member Pat Gee disagreed. She said the boards decision to take no action was inconsistent with state law that gives school boards authority to assign, reassign or transfer all teachers in schools upon the recommendation of the superintendent. Gee said she would have voted to oppose the principal reassignments had she been given a chance. She also said she felt the executive session was illegal because it dealt with the process for handling the transfers, not the hiring, firing, promotion, or disciplining of specific employees as required by the states Freedom of Information Act. She and board member O.G. Jacovelli were on the losing side of a 4-2 vote to go into executive session Thursday night. Board members Kevin OMalley and John A. Riggs IV, said Friday that the board was correct in going into a closed session to discuss personnel. Both said the purpose of the session was to discuss the specific principals to be transferred. However, the board decided almost immediately after convening the closed session that a vote on the transfers was not needed. Alfred Angulo Jr., a representative of parents unhappy with the process used to select a principal for the Gibbs Magnet Elementary School, said parents are reviewing the legality of the boards decisions. The group will look for help from the Magnet Review Committee, which New principals People hired as new principals by the Little Rock Thursday: William Broadnax, principal of J.A. Fair High School, previously interim principal at Henderson Magnet Junior High. Cassandra Norman-Mason, principal of Cloverdale Junior High, previously assistant principal at Southwest Junior High. Johnny Neely, principal al Southwest Junior High, previously principal al Townsend Park Elementary School In Dollarway School District. Since 1973 he also has worked In the Lee County. Earle, Bay, South Mississippi County, Parkin and Forrest City school districts. Principals transferred to other district jobs by Superintendent Henry Williams: Sharon Davis, assigned to Romine Elementary from Rightsell Incentive Elementary. Lionel Ward, assigned to Mabelvale Elementary from Romine. Julie Davenport, assigned to Franklin Incentive Elementary from Mablevaie. Franklin Davis, assigned to Wilson Elementary from Franklin. Gwen Ziegler, assigned to Washington Elementary from Wilson. Karen Buchanan, assigned to High from Henderson Junior Washington. Or. Samuel Branch, assigned to Fair Park Elementary from Mitchell Incentive Elementary, Barbara Means, assigned to Baseline Elementary from Fair Park Elementary. Mai7 Menking, assigned to Williams Magnet Elementary from Brady Elementary School. oversees the operation of magnet schools. The Gibbs parents complained to the board that a decision about a new principal was made without their input, even though they were invited to interview applicants for the job. They called the interview process a sham. Williams appointed Dr. Ed Jackson, who has been principal at Williams Magnet Elementary School, to Gibbs. Jack- son has said he applied for the School Board on Duane Benage, principal at Forest Heights Junior High School. Benage previously was principal at the Oxbow High School in Bradford. Vt. He also has been a principal and teacher in several schools in Indiana. Sharon Brooks, principal at Rightsell Incentive Elementary School, previously assistant principal at Rockefeller Incentive Elementary. Faith Donovan, principal at Mitchell Incentive Elementary School, previously curriculum specialist al Dunbar Magnet Junior High. Dr. Ed Jackson, assigned to Gibbs International Studies Magnet Elementary from Williams. Gayle Bradford, assigned to Mabelvale Junior High from Cloverdale Junior High. Walter Marshalak. assigned to the Alternative Learning Center from Mabelvale Junior High. Linda Watson, assigned assistant principal at J.A. Fair from the student hearing oflicer's position. Othello Faison, assigned to the federal programs office from the Alternative Learning Center. Mary Jane Cheatham, principal on special assignment to the transportation office from the principal's position at Baseline Elementary School. Lavanna Wilson, principal on special assignment to the early childhood education office from the principal's job at Bale Elementary. ArkanMS 0moerat.Qazen Gibbs and Williams jobs for next year but would have preferred the job at Williams. Donna Davis, the Gibbs principal, retired at the end of this school year. Mary Menking, formerly principal at Brady, was assigned to Williams School. Because Williams and Gibbs schools are magnet programs, the principal selection could become an issue before the Magnet Review Committee and Judge Wright. Previous court orders in the districts desegregation case have stated that the Little Rock district must consult with the Magnet Review Committee about staffing changes and get approval from the court. Marcia Harding, a member of the Magnet Review Committee and an administrator in the state Department of Education, said she believed the committee would review the principal selections to ensure that the correct process was followed. She said the committee role is not to select a principal but that it can evaluate how a selection is made and whether it benefits  the magnet program. Disputes ' between the committee and the I school district can be referred I te the federal court. The committees next regular meeting is July 5, but a special meeting could be called. Williams was quoted as suggesting during Thursdays meeting that parental involvement isn't needed to operate successful schools, a remark that shocked members of the audience and even school board members, Jacovelli said Friday. Williams said Friday that Angulo had taken his comments out of context in an earlier meeting between the two. In response to comments that schools must have parental involvement, he said that education literature is filled with cases of schools that succeed without parent involvement. I believe parent involvement is necessary in every district at all levels, he said Friday. I have worked to encourage it and will continue to do so. But he also said parents cant assume his authority to select principals. Williams said he wanted an experienced principal at Gibbs. Ann Brown, the federal desegregation monitor, said she had received calls from people who were concerned about the outcome of the board meeting. She said she has tried to reassure them that the district's desegregation plan as well as the federal courts are insistent about parental involvement in the schools.Arkansas Democrat IJfr (gazette FRIDAY, JULY 14, 1995  2 principals recommended for new posts Little Rock Superintendent Henry Williams has more recommended two school principal changes for j the coming school year. If the Little Rock School Board endorses the changes at a meeting Thursday, Betty Raper, principal last year at Brady Elementary School, will become principal at Gibbs Magnet School, and Gwendolyn Zeigler, principal last year at Washington Magnet Elementary School, will become principal at Terry Elementary. The board last month approved eight other new principal assignments. However, four of the principals had been acting principals at their schools for at least part of last year. The vacant Gibbs and Terry positions were advertised, and committees of parents and School District administrators interviewed the applicants. The committees submitted their top three choices for each job to Williams, who makes principal recommendations to the School Board. Terrys former principal, LaDell Looper, resigned to take a job in Hot Springs. The former principal at Gibbs, Marjorie Bassa, transferred to Mitchell Incentive Elementary School. spokesman District Suellen Vann said no principals have been selected to fill the positions at Brady and Washington that will open up if the School Board accepts Williams recommendations.RIGGED DEAL The Little Rock School Board accommodated unhappy parents from Gibbs Magnet School last week and reopened the principal selection process. The parents were steamed because Superintendent Henry Williams had promised parents ey could be involved, then set up what was effectively a sham selection process. Williams drew community-wide attention when he snapped publicly at the Gibbs parents that schools could succeed without parental involvement. The Insider has learned that School Board member John A. Riggs, long one of Williams staunchest defenders, tried to secretly broker an end to this dispute that would have been beneficial to both sides. Riggs telephoned at least one Gibbs parent with an offer to reopen the principal selection process in return for a statement from parents that Williams had been quoted out of conte,\\t in the media. No dice, the Gibbs committee responded. The truth is the truth. But the school board relented anyway.WEDNESDAY, SEPTEMBER 7, 1994  School chief confesses he dropped ball Report faults LRSD in moving principals BY DANNY SHAMEER Odmocrat\u0026gt;GazeTte Education Writer The Little Rock School District ignored court-ordered procedures in selecting magnet school principals last spring, a report concluded Tuesday. Report  Continued from Page 1A process at Gibbs Magnet Ele- port said. mentary School particularly upset parents. Superintendent Henry Williams acknowledged that he dropped the ball during the principal-election process, which caused an uproar among parents, a report from the federal Office of Desegregation Monitoring said. Williams said his staff didnt advise him about the need to involve the Magnet Review Committee in changing principals at Gibbs, Carver and Williams magnet schools. Later, when he learned about the obligation to consult the committee about staffing changes, he contacted the group, and, he said, he intends to do a better job communicating with the committee in the future. Some of the problems that arose during the process could have been avoided if the superintendent and his senior administrators had communicated better, the report said. The 26-page report covered the selection process the district used in filling magnet and nonmagnet school principal vacancies in the Little Rock district. Twenty-two principal positions were changed  half because of reassignments. The principal shake-up at Williams Magnet Elementary , School and the ^election See REPORT, Page 9A pointed some principals, and was faced with backtracking to accommodate the need for parent involvement, the re- The Magnet Review Committee first learned about im- U.S. District Judge Susan pending changes in principals Webber Wright, who oversees after members read about it in the Pulaski County school de- the Arkansas Democrat-Gazette, segregation case, ordered an ' investigation. the report said. The report cited a Novem- The report  the result of her 1992 court order that the investigation  found\n A communication breakdown affected the selection made the committees supervisory role clear. That order, the report said, process. The superintendent should have served didnt ask his staff about past hiring procedures, and they mittee members, didnt tell him. His deputy su- perintendent, Estelle Matthis, sits on the committee, the report noted. as a 'wake-up call for the com- Dr. Bobby Altom, chairman of the Magnet Review Committee, said Tuesday he had not read the report. He said.  The district lacked writ- though, that the Little Rock ten policies and guidelines for district is working with the eve^one involved in the selection process to follow.  Many people felt committee to prevent a recurrence of the problem. Little Rock is working on a Williams had already decided procedure to select staff memin some cases which principal bers for the magnet schools, should go where, regardless of and the committee will review outside advice from parents that policy when its ready, Al- and others serving on the selection committees. Williams tom said. Williams did not return a acknowledged he had a de- reporters call Tuesday, sired outcome in mind for The magnet schools feature particular schools, and was not special programs designed to willing to compromise his se- lections. attract black and white students from all three Pulaski  The superintendent made County public school dis- decisions without knowing the tricts. history of community involve- ment, the committees responsibilities in the desegregation case, or court orders that re- And the federal-court-created Magnet Review Committee is supposed to oversee the op- eration of the six original Lit- peatedly emphasize the role of tie Rock magnet schools, inparent involvement and the eluding Gibbs, Williams and importance of not surprising Carver. the community. as part of the desegregation By the time he learned that case, the state pays all trans- the district had used interview portation costs for those mag- conimittees in the past, the su- net students, along with half of perintendent had already ap- the cost of educating them. .\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_1250","title":"'Procedures for School Closings and Operations During Emergency Conditions,'' Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["195 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_635","title":"Program planning and budgeting","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","Education--Finance"],"dcterms_title":["Program planning and budgeting"],"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/635"],"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\nCOORDOl REVISED 21 MAY 93 PROGRAM PLANNING AND BUDGETING PROCESS EXPECTATION WORKSHEET CONCEPT - Do you have a program planning and budgeting process? - Are you satisfied with the process? - What are your expectations of a program planning and budgeting process? -How long has the process been in place? MAJOR PLAYERS - What role should the Board play in planning and budgeting? - What role should the administration play in planning and budgeting? - What role should the school staff play in planning and budgeting? - What role should the public play in planning and budgeting? - What roles should the unions play in planning and budgeting? - Are there other players in planning and budgeting? What are their roles? ORGANIZATION AND STAFFING - Who should be responsible for the planning piece, the budget piece, and pulling them together? - How many people work on the planning piece as a regular assignment? - Who is your chief planner? Background? - Who should be responsible for monitoring the deseg plan compliance? - Do you have a PRE shop? - Where should the planning unit organizationally located? - What should be the functions of the planning unit? PROGRAM COORDINATION - What should the plan cycle be? - How do you coordinate/control the planning and budgeting process? - What type of project status reporting should be available? NEEDS ASSESSMENT - Do you perform regular needs assessments? - What kinds of perceptual (surveys) processes should be used to develop the needs assessment phase? - What kind of empirical (data) processes should be used to develop the needs assessment phase? - Who should be in charge of the needs assessment?- Who should provide input into the needs assessment? - What should be the timeframe of the needs assessment? When? How long? - What should be the output of the needs assessment? - What should the output look like? GOALS AND OBJECTIVES - Do you have well defined goals in writing? - What process should be used to develop your goals and objectives? - What input should be used to determine the goals and objectives? Needs assessment? - Who should be involved with the goals and objective process? -What should be the timeframe of developing the goals and objectives? When? How long? - What should be the output of the process? RESOURCES IDENTIFICATION/SERVICE INVENTORY -Do you perform a regular program inventory and assess its effectiveness? - What process should be used to develop the inventory? - What input should be used to develop the resources/service inventory?- What should be the output of the process? - Who should be involved with the identification process? - What should be the timeframe for doing resource identification/service inventory? When? How long? PROGRAM DEVELOPMENT - Do you set up the plan and the budget based on programs? How do you define the program? - What kind of formal process should be used for developing a new program or major modification of an existing program? - How should you incorporate the desegregation plan requirements into your planning process? - How should you bring in program evaluation to assess continued need for a program? - What input should be used to develop or modify programs? - Who should be involved with the development process? - What should be the output of the process? - What should be the timeframe for doing program development/modification? When? How long?RESOURCE ALLOCATION - What is your budget process? How is resource allocation determined? - Who should be involved in the process? - What input should be used to allocate resources? - Is there a formula for allocating resources? -How should priorities be determined? -How should reductions be handled? -How should outyear projections be handled and documented? - How should plan and budget be linked? -How should you link the budget and the desegregation plan requirements? - What should be the timeframe for resource allocation? When? How long? - What should be the output of the process? PROGRAM EVALUATION - What kind of program evaluation do you have? - What input should be used for program evaluations?- Do you perform a regular staffing analysis? How is it used? - Do you perform a regular capacity analysis? How is it used? -Who should be involved in the process? - What should be the output of the process? How is it used? - Should management regularly review the evaluation material? What do they do with it? -How are program managers held accountable for progress or lack of same? - How are budget managers held accountable for progress or lack of same? - What should be the time frame for program evaluation? When? How long? PLAN/BUDGET FORMAT - Do you have a comprehensive planning document? - What should the plan look like? - What input should be used for plan development? - How should the plan be modified? - How should those modifications be carried forward? - How should outyear program/budget projections be displayed?- Who should be involved in preparing the plan? - Who should be the keeper of the plan? - What should be the timeframe for preparing the plan? When? How long? PUBLIC INFORMATION/PARTICIPATION - What should be the input for the process? - Who should be involved in the process? - What is the best vehicle for input from outside the system? - How would you communicate the completed plan and progress reporting to the public? -How would you communicate the process to the staff? - How would you communicate the completed plan and progress reporting to the employees? - What should be the timeframe for public input? When? How long? PROGRESS REPORTING - Is there regular progress reporting during the year? What kind? Frequency? - What should be the input for the process?- What should be the output of the process? -Who should be involved in the process? - Who should be the keeper of the process? - Are the resulting reports regularly reviewed with the responsible parties? - Are the responsible parties held accountable? - Who gets the reporting, and what do they do with it?DEFINITIONS A CONCPT04 REVISED 02 SEP 93 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT TERM AND DATA ELEMENT DEFINITIONS TERM DEFINITIONS. The following definitions are provided for general guidance, and will be used throughout the Program Planning and Budgeting Process. Program. A program is an composed of a group or series of established plan of operation, related activities which are carried out to serve a specific area of identified need. is a major undertaking by the district to fulfill executive, and/or legal requirements. A program statutory. methods of implementing goals and objectives. Programs are the district's Programs will be a basis for work progress and fiscal reporting and monitoring. Program Description. Generally, program descriptions do not currently exist on most programs, and will have to be written, program description should include at least three parts: A Purpose. A one or two sentence statement of what the program is designed to accomplish. Scope and Content. activities that A general description of the are to be undertaken to achieve the purpose. description program. This of section the might also administrative include structure a 1 of brief the Participants/Beneficiaries. A specific statement of how many and what kind of persons will be affected by the program during one fiscal year. Program Goal. A program goal is a broad guiding statement and should describe the overall aim(s), purpose{s), or ambition(s) of the specific program. It is ageneral and enduring statement of purpose that expresses the district's fundamental intentions and provides guidelines for planning the future development of the program. What is the program trying to accomplish? must have at least one goal, but may have several. Each program Obj actives. Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. .They tell in specific, measurable terms what is to be accomplished to implement adopted goals. statement should: (A) tell what is to be achieved\nThe objective (B) tell when the achievement is to be realized\n(C) tell how the achievement of the objective will be measured. least one objective, but may have several. Each program goal must have at Strategies. Strategies are the jobs. tasks, efforts, oractions undertaken in a program accomplishment of the objective. which contributes to the intermediate steps, A strategy is a combination of and produces a distinct end product - not These intermediate processes which only support other strategies. end products should be measurable or quantifiable where possible, showing how the objective is to be achieved. Each objective must have at least one strategy, but may have several. Evaluation Criteria. Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable levels for the product. These end products should be of performance measurable These showing how the objective or or quantifiable where possible, strategy is to be achieved. The criteria should measure, if possible, the relative impact of the results on the problem which the objective or strategy is designed tc cclvc. If a strategy or objective cannot be measured in terms to solve. of impact, the measurement can be stated in terms of the level (or volume) of strategy provided and/or the number of persons served. Each strategy must have at least one evaluation criteria, but may have several.DEFINITIONS B PROGRAM PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. Each program will have one of these Extensive program narrative will carry-over onto a cover pages. second page. The form is set up on diskette to allow for this carry-over, so you do not have to get everything on one page. Program Seq #. Each program will be sequence number by the district planner. assigned a unique The purpose of this sequence number is to establish a reference for placing programs in order within assembled, the planning document. When the document IS programs are arranged in this sequence. The program sequence number will help facilitate look-up since there is front-to-back page numbering. no This element should be field\nit should not change during the year. a static Revision Date. document was last changed. This date is the actual date this program This date will be entered by the person making the change each time the document is changed. this date will change at performance reporting. least quarterly with As a minimum, the regular Program Name. The district planner established name of the program in this field. will place the Name consistency will eliminate confusion, so try to use the designated name on all documents. change during the year. This element should be, a static field\nit should not Program Code. This is a unique accounting code which will link budget and expenditures to the associated program. The code will be assigned by Financial Services prior to the beginning of each fiscal year, and all expenditures during the year should use this program code. should not change during the year. This element should be a static field\nit Primary Leader. The Primary Leader is the cabinet-level associate responsible for the management and operation of this program. This person should have the authority to ensure all necessary actions are taken to make the program successful, person is responsible for the correctness and timeliness planning document and all subsequent reporting. This of the Secondary Leader. The Secondary Leader is the associate who is back-up to the Primary, and will function in that capacity in the absence of the Primary. Program Description. above, must be placed in this field. The program description. as defined static field\nit should not change during the year. This element should be a District Goal Support. Each program must directly support oneor more district goals. If more than one district goal, the appropriate district goals should be listed in descending priority District goals will be established by. the Board. order. element should be a static field\nyear. This it should not change during the Program Goal. placed in this field, but may have several. The program goal, as defined above, must be sequentially. Each program must have at least one goal, Each goal should be numbered and listed not change during the year. This element should be a static field\nit should Plan Reference. Specific plan and page references will be listed in this section for those programs directly cited in one of the desegregation plans. L= LRSD InterDistrict Plan. Desegregation Plan. The format should be L23 or 113-20. 1 = This element will be left blank if the program is not directly cited in one of the desegregation plans. This element should be a static field\nit should not change during the year, unless by Court Order. FY Program Budget. The total budgeted dollars appropriate fiscal year will be shown in this element. for the The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year. element will change only if the budget changes. This FTE. This element reflects the Full Time Equivalents (FTE) budgeted for this program (at the program code level). The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year. element will change only if the budget changes. This lst/2nd/3rd/4th Qtr Expend. quarter will be entered The actual expenditures for each quarterly reporting process. into the appropriate field during the Financial Services will provide the information, but the Primary Leader is responsible for entering the information onto the form. Once entered, these fields should entered. remain static unless an error is detected. YTD Expenditures. actual expenditures at the program level. This field is the year-to-date total of departments with expenditures against this program. This will include all Financial Services will provide the information once each quarter is closed, but the Primary Leader is responsible for entering the information onto the form. unless an error is detected. Once entered, these fields should remain static Related Function Codes. This field identifies all function- level accounting codes which combine to make the complete program budget. Each program will have at least one function code, but may have several.  ... . ... Each four digit code should be listed sequentially with one space between them.DEFINITIONS C OBJECTIVE PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. This is the relating to the \"program\". the field. sequential page numoer tor all pages number is automatically placed in Thi number for program Program Seq #. page. This This should be the objectives back to the number will link major program. same all number as separate on the program Revision Date. document was last changed. This date is the actual date this document was last changed. This date will be entered by the making the change each time the document is changed, this date will change at least quarterly with performance reporting. that on the program ! person As a minimum, ... 1 the regular The date on this page may be different from more frequenffy^should change Program Name. Thi should be the same name as page. This name is a further link back to the Including the name on this page prevents the the program name. on the program major program. need to refer back for Program Code. This should be the same code(s) as on the program page. is a link back to the major program. Including the code(s) on this page prevents the need to refer back for the program code. This code(s) Primary Leader. program page. Including this to refer back for the leader This should be the same person as on the name on this page prevents the need 's name. Secondary Leader. This name that name on the program page. objectives, the Secondary Leader supporting objectives. will generally be the same as However, if a program has several may be different for those Program Goal. . Include only one of the program goals from the program page in this field. For each orooram ooa1 For each program goal listed on tho program page, there will be at least ^isrec on the one objective page. Plan Reference Page listed for each objective and strategy is desegregation plan related, SlIctivT objective or strategy is found. If the objective or strategy is not related to a desegregation plan urt Order, list whatever source was used. Each reference should correspond to the appropriate strategy. Number. Source references strategy. should be If the objective or list the specific plan and or strategy is found, strategy is not related to be numbered to source was used. or the Objectives. program goal. List all of the objectives required to satisfy Objectives should be listed ' ' in bold face.Wording not taken from a desegregation plan bold fsce within psirenthGses. least one objective, but or court order should Each program goal must have at may have Spacing between several. objectives should allow for all supporting strategics should be numbered sequential 1v nnrter Q n r' Vl rv 1 seguentially under each goal. Objectives Strategies. the related objective. Wording not taken from List all of the strategies reguired to satisfy Strategies should be listed in bold face a desegregation plan within parentheses, least strategy, but may have numbered sequentially under each be in bold face or court order should one Each objective must have several. obj ective. at Strategies should be Beginning Date This is the actual date this particular the following format- \"\" Stated yet, leave this field blank. activity began. This the actual date this If an activity has not Completion Date, activity was completed. This is the actual date this . - For consistency, entered m following format\nactivity has been started but not in the on the percent of started, leave this field blank. Responsibility. particular all dates should be MM/DD/YY, 07/22/93. If an completed, give your best guess completwn (75%). If the activity has not 07/22/93. This If the is the name of the . , . . J- uiit name j. wit., ensuring this activity is accomplished. individual tasked Criteria. hist at least one evaluation criteria for each strateev. Include the specific measure of s^c^Js Should be listed in bold face desegregation plan within parentheses. strategy. Evaluation criteria List specific of taken from a face numbered to Each Wording not or court order should be in bold evaluation criteria should be correspond to the appropriate strategy, numbered sequentially under each strategy. and should beRECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION NOV 3 1993 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL INTERVENORS INTERVENORS LRSD'S 1993-94 FIRST QUARTER STATUS REPORT The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), for its status report for the first quarter of the 1993-94 school year, states: 1. By order dated June 15, 1993, this Court notified the LRSD and other parties to this litigation that hearings would be held on July 7 and July 8, 1993, to review budget matters concerning the LRSD and Pulaski County Special School District (\"PCSSD\"). However, prior to the hearing, the LRSD was instructed to submit certain information as specified by the Court. 2 . In particular. this Court instructed the LRSD to implement a budgeting process that would yield a budget reflecting the District's careful planning for meeting its Desegregation Plan provisions over the full span of the settlement agreement. Accordingly, the LRSD was instructed, among other things, to submit by July 30, 1993, a written plan for the long-range planning and budgeting process to be used in developing the 1994-95 budget. The Order contained detailed and specific instructions regarding the information to be included in the written plan and, thereby. i necessitated the development of a comprehensive budgeting and planning process. 3. The LRSD, thereafter, implemented steps and procedures to allow it to comply with the requirements of the June 15 order. The Court had earlier appointed a person to work with the LRSD, at LRSD's expense, to prepare a budget document that would make it possible for the Court to monitor the myriad of programs that the LRSD agreed to conduct through its desegregation settlement plan. That order was filed on or about February 23, 1993. Pursuant to the February, 1993 order, a budget specialist was selected by the Court to assist the LRSD, while reporting to the Office of Desegregation Monitoring (\"O.D.M.\"). 4. Representatives of the LRSD conferred with the budget specialist and representatives of O.D.M. in early July, 1993. At that time, the LRSD was advised that the budget specialist had reviewed the order of this Court and developed a draft paper detailing how many of the requirements of the order could be satisfied. Attached hereto as Exhibit \"1 II is a true and accurate copy of the draft program planning and budget process document as prepared by the budget specialist. 5. Working from Exhibit \"1,\" the LRSD worked to develop the program budgeting and planning document filed by it on July 29, 1993. Attached hereto as Exhibit \"2\" is a true and accurate copy of a memorandum providing a chronology of the actions taken to develop the document. 6. By order dated July 9, 1993, this Court, among other things, gave notice that hearings on the revised budget of the LRSD) would be held on August 12 and 13, 1993. During the hearing, LRSD presented testimony outlining the process used to develop the long- range program planning and budget document which had been filed on July 29. In particular, the Court, having examined the document. sought to determine whether the LRSD was aware of the responsibilities and commitments made by way of the document. Following the hearing, the Court issued an order on August 26, 1993, wherein it commended the LRSD for initiating, with the help of the Office of Desegregation Monitoring, budgeting and long-range planning processes. However, in order to allow it to closely monitor the on-going budgeting and planning processes and their impact on desegregation, the Court ordered the LRSD to submit on a monthly basis, a copy of any project management tool used by the District to guide, monitor and control the development and implementation of its planning and budgeting process. The LRSD has endeavored to comply with this requirement, although it must continue to fine tune that process. 7. Since the submission of the program budget and planning document, the LRSD has been taking steps to inservice those District Administrators, staff and employees who will be involved in the process of reporting or in-putting information into the quarterly program planning and budgeting status report. The Court- appointed budget specialist has been of invaluable assistance in that endeavor. Attached hereto as Exhibits \"3\" and are \"4 , \" memoranda from the budget specialist to various LRSD administrators and representatives. Exhibit II 3\" was the transmittal memo for the listing of all programs in the District directly related to thedesegregation plan. Exhibit II 4\" provides general instructions to support the program budget document, basic definitions needed to facilitate the desegregation programs and a description of the data elements contained in the document. The memo also provided information concerning the computer diskettes which would be used by each person in putting information into the program budget document. 8. Following extensive development. training, and implementation activities, the LRSD received information from the various persons reporting the status of activities and achievements for the first quarter of the 1993-94 school year. However, due to the comprehensiveness of the process, as well as its newness to the LRSD, fine tuning was, and still is, necessary to ensure that the document becomes a useful tool in the budgetary process. 9. Attached hereto as Exhibit \"5\" is a true and accurate copy of the District's first quarter status report generated through the court-mandated program planning and budgeting process. WHEREFORE, the Plaintiff, Little Rock School District, submits its status report for the first quarter of the 1993-94 school year in accordance with the District's program planning and budgeting process. FRIDAY, ELDREDGE AND CLARK 2000 First Commercial Building 400 West Capitol Little Rock, AR (501) 376-2011 72205Attorneys for Plaintiff, Little Rock School District Jerry L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's First Quarter Status Report for the 1993-94 school year has been mailed on this 3rd day of November, 1993, by First Class Mail, postage pre-paid upon the following: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown, (Hand-Delivered) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 1 LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING PROCESS DRAFT CONCEPT PAPER PROPOSAL BY BILL MOONEY JUNE 29, 1993 Exhibit \"1 IILRSD PLANNING AND BUDGRING FROCKS A Organization and Staffinsr X J B Prograj, Coordination  Broad-kased Input and Participation a Needs AssessHent C  Prograj, Inventory  D Goals and Ol^ectives E Prograj, Developnent   r Budgeting G  PpograR Budget BccuMent H Monitoring and Reporting I ProyriH valuation 4 L Des tart cycleCONCPTOl REVISED 29 JUN 93 LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING PROCESS CONCEPT PAPER GENERAL CONCEPT A. Purpose. Given the complexity of present and future problems facing the district, it is absolutely essential that the best decision-making processes be in operation negotiate these troubled times. if we are to A comprehensive program planning and budgeting process would improve the chances that our limited revenue would be allocated rationally and would have maximum impact on achieving the goals of the district. By linking program objectives and program expenditures we can see more clearly if our money is being well-spent. B. Description. In this process, we will do the following: 1. Determine the needs of the district, including legal obligations under the desegregation and settlement plans. 2. Define our goals and objectives. 3. Define our programs to achieve those objectives, including those required by the desegregation plans. 4. Measure our performance and expenditures. 5. Prepare information for corrective decision-making.A. ORGANIZATION AND STAFFING 1. Purpose. This sub-process deals with the designation of an organizational structure and the assignment of staff responsibilities for carrying out the planning and budgeting This designation and assignment should be in activities. writing, and should be disseminated to all district employees. 2. Players. Cabinet is in a direct support role. The Superintendent has the lead, and the 3. Input. Look at the job requirements and at the personnel resources available, and make best choice. 4. Description. Organization is the process of establishing lines of authority and assigning responsibility for work tasks to accomplish the objectives of the district. Staffing refers to the skills and background required of the assigned personnel to carry out the various planning activities described by the process. The Superintendent must designate a chief planner who will be responsible for developing and coordinating the planning and budgeting process. This designated planner and staff should be familiar with professional planning concepts and techniques. The designated planner would ensure that the process is followed, provide technical assistance, coordinate the process, prepare the document, collect reports, and advise the Superintendent and Board. The designated planner should also be responsible for ensuring all requirements from the desegregation plans and court orders are integrated into the planning process. 5. Output. The output is an organization chart, lines of authority, tasking assignment, and general timeframes for the process to be operational. 6. Timeframe. must be designated on front end. The first step in the process. The planner Once done, this sub-process will be revisited annually (preferably in early May) to make sure we are in the best configuration.B. NEEDS ASSESSMENT 1. Purpose. In the needs assessment sub-process, the problems of the student/parent are identified. Teacher/administrator problems which are barriers to service delivery are also identified. ft need II from It want II or II desire\". We must be able to distinguish 2. Players. needs assessment process. The designated planner will coordinate the The Superintendent will provide the leadership and direction for the process. The Cabinet will be responsible for directing the staff in the collection of assessment information. The Superintendent and the Cabinet will be the decision-makers for identifying the needs. 3. Input. The data on the accepted planning factors and proportional allocation formula (enrollment projections, staffing criteria, capacity study, material allocations formula, other data) must be collected first. Other needs assessment techniques must be selected and implemented. It is critical that the desegregation plans and court orders be reduced to legal requirements which can be II hard coded II until justification can be made to change them. into the needs assessment 4. Description. Utilizing a combination of perceptual and empirical instruments, a range of input information and collected data would be analyzed to determine the needs of the students. parents, teachers, and administrators. The perceptual instruments might include various surveys, samplings, and hearings. The currently used Community Forums and District Dialogues would be used as the foundation of the perceptual instruments, and would be built on with possibly a selected mail survey. All perceptual issues identified must be crystallized into hard issues and cranked into the planning and budgeting The empirical instruments might include data on the process. accepted planning factors, the proportional allocation factors, various needs indicators (economic patterns, employment patterns, education patterns, family patterns, etc.), and review of other data. The desegregation plans and court orders will be dissected, and requirements will be extracted for incorporation into the needs assessment. The data will be massaged and converted into a listing on data. If needs\", keyed back to supporting 5. Output. The output of the needs assessment is a list of needs/problems, the description of the needs/problem, and supporting information on the needs/problem. These will be inputs to our goals and objectives determination, and will subsequently be the basis of programs. 6. Timeframe. The needs assessment sub-process should begin in May with data collection.     September. Surveys should be completed by An initial needs listing should be drafted byThe final listing October\nthe final listing must incorporate the results from the Community Forums and District Dialogues, should be published in December.c. PROGRAM INVENTORY 1. Purpose. This sub-process will identify all of the current programs and services being delivered and will consider their effectiveness. Ineffective programs can be targeted for modification or elimination. \"   will be pointed out. Gaps and duplications in programs Resources, both inside and outside of the district, which can be utilized will be identified. 2. Players. The Superintendent would provide overall direction, and the Board would review the findings. The Cabinet and staff would collect all the basic data and prepare the data into documents for use in goal setting and program development. The designated planner would play a coordinating role. 3. Input. Current program documents, program evaluations, and various surveys would provide the baseline input data. The desegregation plans and court orders would be reviewed to ensure coverage. 4. Description. This sub-process is mainly a data collection and data manipulation activity in support of other sub-processes. The first phase of this sub-process is to inventory all existing programs to make sure all we are doing is included.    - - This inventory would include a program definition. Program evaluations would be used to flag those programs which are failing to meet current goals and objectives. Staff would begin to compare the current programs with the preliminary needs to identify and flag gaps and duplications. It is most important that programs required under the desegregation plans and court orders be verified and status checked during this sub-process. Surveys would be used to identify all resources which can be used to address identified needs\nthis would become a bank\". tl resources 5. Output. This sub-process would identify the programs and resources available to address the needs identified. The Program Inventory report would be generated, and this status of current programs would be utilized in the Goals and Objectives subprocess, the Program Development sub-process, and the Budgeting sub-process. 6. Timeframe. This sub-process would run concurrently with the Needs Assessment sub-process and the Goals and Objective sub- process. It must be completed before the Goals and Objective sub-process can be completed. completed in August. It would be started in May, and beD. GOALS AND OBJECTIVES 1. Purpose. The subprocess of setting goals and objectives is designed to establish a vision/mission for the district which would guide all actions by the administration. Supporting goals and objectives further define what the district wants to accomplish for the year, and any activity or expenditure which does not further satisfaction of these goals and objectives should be discarded. 2. Players. Setting the vision/mission and goals would be the purview of the Board and the Superintendent. They would receive assistance and support from the Cabinet members, and the Cabinet members would subsequently define objectives for programs which will satisfy the accepted goals. would coordinate the sub-process. The designated planner 3. Input. The Board and Superintendent should utilize the needs listing generated by the needs assessment sub-process and the program resources generated by the program inventory. 4. Description. vision/mission of the district. The first step is to define the The vision/mission will establish the general value beliefs and educational purposes of the school organization. Given the direction, the needs, and the available services, the Board and Superintendent can determine what goals are consistent with the vision and are realistic with respect to accomplishment. Planning assumptions must be defined which will provide staff with more specific directions and considerations on how to proceed with programming and budgeting. Guidelines for the planning factors (staffing) and the proportional allocation formulas should be established/reviewed. Priorities must be established which will guide staff in program development, and which will be used to help allocate funding and resources during the budgeting sub-process. The latter phase of this sub-process is characterized by the Cabinet working with staff to establish program objectives and evaluation criteria for each program in the district. items. 5. Output. The output of this sub-process consists of two First is the Goals Statement by the Board. This includes the written vision statement, the written goals, the written planning assumptions, and the written priorities. The initial calendar for the FY 93-94 planning and budgeting cycle should be published. This should all be in one document signed by the Board and the Superintendent. Second is the development of the specific program objectives and evaluation criteria for each program, and these will be incorporated into the planning and budgeting document. 6. Timeframe. This sub-process is dependent on the Needs Assessment sub-process and the Program Inventory sub-process, but will run concurrently with them. A preliminary goals statementshould be set by the Board during a planning session in June/July which will also establish the process and calendar for planning and budgeting for the coming year. ~ ----- The final Goals Statement should be issued in October. Program objectives and evaluation criteria should be established by November.E. PROGRAM DEVELOPMENT 1. Purpose. This sub-process is the decision-making stage where the results of all previous sub-processes are considered in an effort to develop new programs or modify current programs to meet the needs addressed by the defined goals. This is where we decide what we want to do and how we want to do it. This is where 2. Players. The key players are the Superintendent, the Cabinet, and the staff. The role of the Superintendent is to provide leadership and guidance to ensure the goals are satisfied with the best possible programs. The Cabinet's role is to educate the administrative and school staff, and provide direction to those staff in developing and implementing creative, effective, and efficient programs. The designated planner is in a coordinating and monitoring role, and serve as the process advisor to the Superintendent. 3. Input. The sub-process will use the output of the Needs Assessment sub-process, the Program Inventory sub-process, and the Goals and Objectives sub-process. 4. Description. This sub-process is the point at which the district defines what programs will be provided. New programs may have to be developed to address newly identified needs fill gaps. Current programs may have to be modified to or successfully meet objectives. eliminated. Some programs may have to be The Cabinet should outline the tasking and provide direction to the staff. The best results will be obtained by allowing the staff to develop or modify the programs, and roll them up to the Cabinet. Decisions will have to be made on what programs will be provided, what the definition of the program will be, and what activities will be necessary to deliver the program. Since programs are selected to meet assessed needs, this is also a crucial time for designing the framework for program evaluation. The last step in this sub-process should be a final check to ensure all requirements from the desegregation plans and the court orders have been provided for by the program lineup. 5. Output. At this point, all of the elements of a good program planning document have been completed\nvision, goals, programs, program definition, program objectives, activities, and evaluation criteria. This material will be used for budget development, and will be directly input into the program planning and budgeting document. 6. Timefrajne. This sub-process may run somewhat concurrent with the Goals and Objectives sub-process, but cannot be finished until the Goals and Objectives sub-process has been completed. This sub-process should start in September, and be completed in early February.F. BUDGETING 1. Purpose. The Budgeting sub-process is the resource allocation function. Money and other resources are allocated to the programs identified in the Program Development sub-process to address the needs identified in the Needs Assessment subprocess . 2. Players. The Board is the ultimate decision-making authority on the budget.  The Superintendent is the leader of the sub-process by ensuring a balanced budget meeting the needs and goals of the students and parents is presented to the Board. The Cabinet is deeply involved in programmatic decisions and matching the budget dollars to the programs. The Business Manager will coordinate the budget preparation, and the designated planner will ensure the planning and budgeting pieces come together. The budget managers will provide input into the sub-process, rolling the budget up to the next level, budget information. The Controller will produce the 3. Input. Many sources of information will be used in this sub-process: needs assessment information, planning factors, proportional allocation factors, previous expenditures, program requirements, public input, desegregation plan and court order requirements. 4. Description. Budgeting involves allocating money and assigning personnel and facilities to effect the programs and goals set in the previous steps. As a result of the allocations made, some changes in developed programs may be necessary, programs define both current year operations and planning The assumptions for the future. The budget should continue with this by projecting a multi-year revenue and expense picture based on these assumptions. formulas should be reviewed each year, fiscal allocations should be consistent. Planning factors and proportional allocation Planning priorities and Maximum input should be solicited from staff and parents regarding allocations. budget issue and major addition/change/deletion should be Each supported with a written business case outlining the decisionmaking process. Each identified program must be separately coded for expenditure collection so that programs may be monitored by performance and cost throughout the fiscal year. 5. Output. In one sense, the allocation of resources in the Budgeting sub-process ends the planning phase and begins the implementation phase. The output is a multi-dimensional budget document which will be used to satisfy the traditional budgeting and accounting requirements, with a program planning and budgeting component which will link the programs and budget allocations. 6. Timeframe. Nov... financial forecasts for next and out-yearsNov..review planning factors and proportional allocation formula results Decsubmission of budget requests by budget managers Feb complete budget development Mar. Mar. revise financial forecast finalize add/change/deletes and business Apr tentative budget to board Jul.Adopt budget Augsubmit to state casesG. PROGRAM BUDGET DOCUMENT 1. Purpose. The primary purpose of preparing the program budget document (Program Operations Plan) is to develop rational planning and effective resource allocation. The document should provide a road map for getting from needed and required programs, through funding, to the destination of the related goal. 2. Players. The The Board will review the plan in relationship to the stated goals, and give final approval of the plan. Superintendent provides overall guidance for the development of the plan. The Cabinet members provide all the program information for their respective areas. The Business Manager provides the financial numbers that match the programs. The designated planner puts together the work plan and coordinates the documentation into the final product. on work. 3. Input. The initial program budgeting document is built the results of the \"deseg audit It and the program definition The program budget document resulting from this cycle will incorporate this initial document but will be the synthesis of all previous key outputs\nthe needs assessment, the program inventory, the goals and objectives, new program definitions, and budget allocations. 4. Description. Although the preparation of the program budget document is not usually considered part of the planning process, it is included here as the culmination and documentation of the other planning sub-processes. aspects must be mutually supportive. The planning and budgeting We want the plan to be a useful and living document which can satisfy several purposes and be readily changed as the environment changes. While the planning module should remain fixed for the year, the format should be used to facilitate regular monitoring and reporting. An example of some things which might be included in the plan would be: an introduction about the plan\nplanning process description\nidentification of the needs of the district and a description of how those needs were identified\ndescription and objectives of the programs\nactivities/strategies on how the programs will operate\nevaluation criteria of the programs\nanalysis of the needs in relation to the available funding\nbudget allocations for the programs\ndescription of how the plan will be impacted\ndescription of how the goals will be impacted\nand major issues for the future. A Cabinet member will be assigned as the responsible primary leader for every identified program, would also be assigned. A secondary leader The primary leader is tasked with ensuring the program meets its objectives, coordinating the required activities or strategies, and the preparation and submission of regular reporting. 5. Output. The program budget document will be the output.This document will become the basis for follow-on monitoring and reporting, and will become the guide for any interim decisionmaking activity. 6. Timeframe. Development of the document should begin around December, and should be completed in conjunction with the completion of the tentative budget in April.H. MONITORING AND REPORTING 1. Purpose. This sub-process should be designed to provide decision-makers with a regular flow of information on the district's progress toward accomplishing its stated goals and objectives. The reporting should be designed to satisfy both internal requirements as well as the reporting requirements under the desegregation plans. 2. Players . The Board and the Superintendent would be the recipients of the reporting for oversight and decision-making. The designated planner would coordinate the sub-process and prepare the composite report. The Business Manager would supply the matching financial information by program. The Cabinet and staff would prepare all reporting documents falling within their area of responsibility. 3. Input. The program budget document (Program Operations Plan) would be the basis for the monitoring and reporting, and would establish the format and design. Cabinet members will provide performance reports from which the designated planner can prepare the composite report, from the Business Manager. Financial information would come 4. Description. Extending the format and content of the program budget document (Program Operations Plan), a sub-process of regular monitoring and reporting would be established immediately. By using the same format, we can reduce the production overhead of the reporting as well as satisfying all parties. ease of function. The reporting mechanism would be set up on diskette for The sub-process would merge both program performance and expenditure reporting on a quarterly basis. The Board could choose to review in depth a certain program at each Board meeting, but still have performance reporting information on all programs. Programs with poor performance or expenditure problems could be addressed with corrective action during the year rather than after the year is complete. Such a process would also facilitate modification of both the program plan and the desegregation plans. Additionally, performance history will be built as a matter of regular business rather than a situational special effort. We would have a comprehensive listing of all the good things we have done, in addition to the bad, and take some credit along with the blame. 5. Output. A quarterly composite progress report on all identified programs within the district, supported with expenditure information. Would be an extension of the program budget document (Program Operations Plan). 6. Timeframe. Work on the sub-process would begin immediately, with the first set of actual reports generated in early October covering the period July/August/September. quarter reports would be due in January, April, and July. PriorI. PROGRAM EVALUATION 1. Purpose. we are doing. This sub-process is where we find out how well Program evaluation will provide us an assessment of the program's performance for decision-making purposes, will tell us if our program is meeting the stated objectives and having the impact intended. We can go one step further with a It program analysis which would tell us whether the program should be cut or improved, and the best options for achieving the latter. 2. Players. The Board and the Superintendent are the recipients of the evaluations, and will use them in determining direction and resource allocation. The designated planner would coordinate the sub-process and be the keeper of the documentation. The Business Manager would supply the supporting financial information. The Cabinet and staff would prepare all reporting documents falling within their area of responsibility. 3. Input. General directions and targets from the Board\nspecific targets from Superintendent. Program planning information, including evaluation criteria and program objectives will be used in developing the evaluations. 4. Description. At least during the first year of the planning and budgeting process, there should be two, concurrent and parallel program evaluation components working\na regular evaluation component and a fl fast-track fl evaluation component. into each program. The regular program evaluation component would be built As programs are put in place, they would contain program objectives and evaluation criteria. Evaluation would continue to get better as we improve our ability to develop and monitor evaluation criteria. Special or more detailed evaluations might be directed by the Superintendent with the intent of looking deeply into a programs workings. Since little or no program evaluation of the regular type is in operation at this time, information is needed upon which to base critical near-term decisions. information need, tf fast-track fl To address this designated programs which might be suspect. evaluations should be performed on identified for \"fast-track Programs should be if they have high impact on the goals and direction of the district. If ff fast-track fl Some possible candidates for evaluations might be as follows: incentive school operations, school closing, student assignment process, construction of Stephen, outsourcing support services, special evaluations from this year. Utilizing the program evaluation information, business cases would be prepared for decision-making in the areas of program modification, program development, and program elimination. 5. Output. Specific program evaluations. used as input into the next planning cycle as well as These would be input intof business cases for making modifications in resource allocation or totally eliminating the program. 6. Timeframe. This sub-process should begin after the Board defines district goals in July, and should continue until input time into the Program Inventory sub-process. \"Fast-track\" evaluations might continue until the initial decision point in the Budgeting sub-process, in January.J. BROAD-BASED INPUT AND PARTICIPATION 1. Purpose. Broad-based education, participation, re and comment provide an opportunity for persons outside the review immediate planning process organization to assist in preparing the plan\nand to review and comment on the plan, the planning process and decisions such as those that affect the allocation of resources. 2. Players. The Board and the Superintendent should provide direction on the type and extent to which broad-based input and participation should be utilized in the various sub-processes. This should be done at the initial summer planning session. Communications Director, working closely with the designated planner, should develop an input and participation plan and implement it in conjunction with the efforts of the designated planner. The 3. Input. Direction from the Board and Superintendent. 4. Description. This sub-process is one in which we seek to get maximum input and participation from as many informed sources as possible, both inside and outside of the district organization. There should be a plan, developed and coordinated by the Communications Director with assistance from the designated planner, for obtaining input and participation from other sources for each of the sub-processes. participation, the better the buy-in on the back side. The more front-end We should take every opportunity to use information to educate the general public and removed staff on the planning and budgeting process and the contents of the Program Budget Document. There are a number of possible input sources which might be called upon to participate in one or more of the sub- processes. A partial list follows: the Community Forums and District Dialogues for needs assessment, the building coordinating committees, the budget committee, the Magnet Review Committee, the bi-racial committee, the PTA, the ODM, and Joshua. The Communications Director should identify those sources which would be most appropriate for each sub-process, and work with the designated planner on building the best input mechanism. 5. Output. Each source would have a different method of providing participation and input into each of the sub-processes. Thus, the output would vary depending on the situation. 6. Timeframe. Since some form of broad-based input and participation might be solicited in each sub-process. process would be ongoing. this subK. PROGRAM COORDINATION 1. Purpose. The planning and budgeting effort must be closely coordinated so as to maximize the use of available resources in meeting the needs of the students and parents, minimize of duplication and gaps in programs, and ensure all district efforts are aimed at the district goals. 2. Players. The designated planner is the leader in this sub-process, and must be a close advisor to the Board and Superintendent. The designated planner must keep the Board and the Superintendent informed as to what is being done and where  stand relative to achieving our goals. we The Board and the Superintendent must exercise oversight authority on the process and allocate resources accordingly. Additionally, the Superintendent must support the designated planner and ensure all district staff are aggressively working on the completion of the plan. 3. Input. Superintendent. District goals, direction from the Board and 4. Description. Program Coordination is a key activity which relates to all other activities. Each of the planning activities such as needs assessment, program development and budgeting would be coordinated with similar activities in the other sub-processes. Since there would be many participants in the entire process, it is most critical that all of the pieces fit together and support each other. This coordination is achieved by having a designated planner who will develop project plans for the overall process and each sub-process, monitor the progress against those project plans, and provide progress reporting back to the Board and Superintendent. The designated planner is there to make sure everything happens on time, not necessarily to do it. 5. Output. Project plans and status reports. part of the regular monitoring and reporting sub-process. Should be a 6. Timeframe. A start to finish sub-process. Ongoing.L. RESTART CYCLE 1. Purpose. The program planning and budgeting cycle is a continuous process, and would be the heart of the way we manage the business of the district. Once the cycle for one fiscal year is complete, the next cycle begins\nin fact, there is actually some overlap.CONCPT02 REVISED 29 JUN 93 PROPOSED PLANNING AND BUDGET CALENDAR JULY 1993 - Designate planner and job responsibilities - Board/Cabinet workshop on planning and budgeting\ntentative district goals defined, identify It targets, fast-track\" evaluation define guidelines on broad-based input, design planning and budgeting calendar - Proposed planning factors and proportional allocation formulas identified, published, and data collection begins - Planning and budget calendar published - Begin development of the monitoring and reporting procedures - Begin Program Inventory using \"deseg audit\" as baseline - Begin II fast-track It evaluations AUGUST 1993 - Complete Program Inventory - Complete monitoring and reporting procedures, and issue instructions - Board reviews planning factors and proportional allocation formulas Continue tt fast-track II evaluations SEPTEMBER 1993 - Complete needs assessment surveys Continue It fast-track It - Begin Program Development evaluations OCTOBER 1993 - Needs listing finalized - Board approves planning factors and proportional allocation formulas - Enrollment statistics and projections published - First quarter FY93-94 cycle monitoring and evaluation report published - Board issues final Goals Statement - Continue Program Development Continue tt fast-track tt evaluations - Begin Community Forum input on programs and budgets - Begin District Dialogues input on programs and budgets NOVEMBER 1993 - Board issues directions and assumptions for budgetpreparation - Initial financial forecasts prepared - Base budgets and budget instructions generated and distributed Program objectives and evaluation criteria finalized each program for - Review planning factors and proportional allocation formula results Continue If fast-track fl evaluations - Continue Program Development - Continue Community Forum input on programs and budgets - Continue District Dialogues input on programs and budgets - Continue Community Forum input on programs and budgets DECEMBER 1993 Complete District Dialogues input on programs and budgets - Complete Community Forum input on programs and budgets - Complete needs assessment listing - Budget managers submit budget requests Continue If fast-track fl evaluations - Continue Program Development - Begin developing program budget document (Program Operations Plan) JANUARY 1994 - Complete \"fast-track evaluations Second quarter FY93-94 cycle monitoring and evaluation report published - Continue developing the Program Budget Document - Continue budget request review and budget development - Continue Program Development Begin identification of major budget issues and development of business cases FEBRUARY 1994 - Complete program development - Complete budget development and business case development - Continue developing the program budget document (Program Operations Plan) MARCH 1994 - Revise financial forecasts - Revise the program budget document (Program Operations Plan) Finalize budget issue recommendations and business each issue - Feedback to all input participants case onAPRIL 1994 Complete the program budget document (Program Operations Plan) - Revise budget - Board workshop on budget - Submit tentative budget to Board - Certified personnel reduction deadline - Third quarter FY93-94 cycle monitoring and evaluation report published MAY 1994 - Revise budget - Non-certified personnel reduction deadline - Board workshop on budget - Board approves tentative budget - Reassess planning organization for FY94-95 cycle - Begin FY94-95 cycle needs assessment - Begin program inventory for FY94-95 cycle JUNE 1994 - Revise to final budget - Court hearing on budget - Continue FY94-95 cycle needs assessment - Continue FY94-95 cycle program inventory JULY 1994 - Board adopts final budget - Fourth quarter FY93-94 cycle monitoring and evaluation report published - FY94-95 cycle Board workshop on planning and budgeting - Continue FY94-95 cycle needs assessment - Continue FY94-95 cycle program inventory AUGUST 1994 - Complete FY94-95 cycle program inventory - Submit final budget to State - Board reviews planning factors and proportional allocation formulas for FY94-95 cycle - Continue FY94-95 cycle needs assessmentLRSD FY 93-94 PROGRAM OPERATIONS PLAN Program Seq #\nPage: 1 Program Name: Revision Date: Program Code: Program Description: District Goal Support Program Objective: Primary Leaden Secondary Leader. Plan References: FY Program Budget YTD Expenditures: 1st Qtr Expend: 2nd Qtr Expend: 3rd Qtr Expend: 4th Qtr Expend:LRSD FY 93-94 PROGRAM OPERATIONS PLAN Page: 2 Program Seq #: Program Name: Program Code: Program Objective: Primary Leader. Secondary Leader. Revision Date: Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Plan Target Responsibility Evaluation CriteriaLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Date: August 11, 1993 Estelle Matthis, Interim Superintendent From: Sterling Ingram^ Director Planning, Research and Evaluation Re: Planning and Budget Document Chronology- What follow\nis a chronology of the development of the Program Planning and Budget Document. 1. Board Meeting July 9, 1993 7:00 p.m. Draft of Bill Mooney's document distributed to Board and Others 5. 6. July 13-16, 1993 July 21, 1993 July 23, 1993 July 26, 1993 July 28, 1993 Review of Mooney's document. Initial LRSD document drafted Discussed contents of document E. Matthis, B. Gadberry, M. Milhollen, M. Parker, J. Malone, B. Mooney, S. Ingram Work session to refine calendar, tasks and responsible persons. E. Matthis, B. Gadberry, M. Milhollen, M. Parker, J. Malone, S. Ingram Work session to discuss rewrite of LRSD document. Sent copy of document to Board for review prior to the July 28, 1993 meeting. Draft discussed with Board. Walked through the document that the Board would be familiar with the Planning/Budgeting Process. so To: 2 . 3 . 4 . 7 . July 29, 1993 Minor changes made to draft as a result of the Board meeting. Document filed with the Court. bjg cc: Jerry Malone Exhibit \"2 IISTPR0G13 Date: July 19,1993 From: Estelle Matthis Brady Gadberry Sterling Ingram Mark Milhollen Marie Parker Jeanette Wagner Bill Mooney Program Identification and Coding Attached is your copy of the final version of the Program Identification Worksheet. sequence order and in program code sequence. I have provided the listing in plan No further action is required at this time. We will be using these listings to ensure program coverage when we start work on the program budget document. It For your information, am also working on a listing of other\" programs in the district not directly related to the desegregation plan. This draft listing covers the rest of the services in the district, approximately 150 It $100,000,000. These will be addressed later. programs for over To: Sub j : I If you have any questions, or if I can help you in any way, just give me a call. Exhibit \"3\"c CORR25 Date: September 2, 1993 To: Estelle Matthis Sterling Ingram Dennis Glasgow Larry Robertson Margaret Gremillion Brady Gadberry Arma Hart Jeanette Wagner Mark Milhollen Jerry Malone From: Bill Mooney Subj: Completion of the Program Budget Documents Sterling and I have been working on some documentation to support the Program Budget Document, and we think this will help you in your task of loading your initial program data. If you will look at these two documents prior to loading your data, you should have far fewer problems. Attached is a document entitled \"LRSD FY 93-94 PROGRAM BUDGET DOCUMENT TERM AND DATA ELEMENT DEFINITIONS.\" This document provides some basic definitions you will need as you work with both the desegregation programs and the non-desegregation programs in the next phase of the project. It also provides a description of every data element field on both pages of the Program Budget Document (PBD), including what should go into those fields. The diskette is built using WordPerfect. You will find three files on the diskette\nINSTRUCT, PROGBUD.DOC, and TABLEJFRM. File INSTRUCT contains a complete set of typing and formatting instructions for your clerical staff. This file should be read before opening the other two. If you run into problems, please ask for help. It is very important that you pass on this information to all program people who will be working with the PBD. If you have questions, let us know. The PBD you are creating today will be used for quarterly reporting for the rest of the year. Therefore, maximum happiness will result from maximum communication and understanding. Exhibit 4CONCPT04 REVISED 02 SEP 93 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT TERM AND DATA ELEMENT DEFINITIONS TERM DEFINITIONS. The following definitions are provided for general guidance, and will be used throughout the Program Planning and Budgeting Process. Program. A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. A program is a major undertaking by the district to fulfill statutory, executive, and/or legal requirements. methods of implementing goals and objectives. Programs are the district's Programs will be a basis for work progress and fiscal reporting and monitoring. Program Description. Generally, program descriptions do not currently exist on most programs, and will have to be written, program description should include at least three parts: A - Purpose. A one or two sentence statement of what the program is designed to accomplish. Scope and Content. A general description of the activities that are to be undertaken to achieve the purpose. description program. This of section might also the administrative include structure a J of brief the - Participants/Beneficiaries. A specific statement of how many and what kind of persons will be affected by the program during one fiscal year. Program Goal. A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. It is a general and enduring statement of purpose that expresses the district's fundamental intentions and provides guidelines for planning the future development of the s program. What is the program trying to accomplish? must have at least one goal, but may have several. Each program Objectives. Program objectives present explicitly the desired impact the program should have on a problem. detail to the goals. They should provide They tell in specific, measurable teirms what is to be accomplished to implement adopted goals. The objective statement should: (A) tell what is to be achieved\n(B) tell when the achievement is to be realized\n(C) tell how the achievement of the objective will be measured. least one objective, but may have several. Each program goal must have at Strategies. Strategies are the jobs. tasks, efforts, oractions undertaken in a program accomplishment of the objective. which contributes to the A strategy is a combination of intermediate steps, and produces a distinct end product - not These intermediate processes which only support other strategies. end products should be measurable or guantifiable where possible, showing how the objective is to be achieved. Each objective must have at least one strategy, but may have several. Evaluation Criteria. Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable levels of performance for the product. These end products should be measurable or guantifiable where possible, showing how the objective or strategy is to be achieved. The criteria should measure, if possible, the relative impact of the results on the problem which the objective or strategy is designed to solve. If a strategy or objective cannot be measured in terms of impact, the measurement can be stated in terms of the level (or volume) of strategy provided and/or the number of persons served. Each strategy must have at least one evaluation criteria, but may have several.PROGRAM PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. Each program will have one of these Extensive program narrative will carry-over onto cover pages. a second page. The form is set up on diskette to allow for this carry-over, do not have to get everything on one page. so you Program Seq #. Each program will be sequence number by the district planner. assigned a unique The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. When the assembled, programs are arranged in this sequence. document is The program sequence number will help facilitate look-up since there is no front-to-back page numbering. field\nit should not change during the year. This element should be a static Revision Date. document was last changed. This date is the actual date this program This date will be entered by the person making the change each time the document is changed. this date will change at As a minimum, performance reporting. least quarterly with the regular Program Name. The district planner established name of the program in this field. will place the Name consistency will eliminate confusion, so try to use the designated name on all documents. change during the year. This element should be a static field\nit should not Program Code. This is a unique accounting code which will link budget and expenditures to the associated program. The code will be assigned by Financial Services prior to the beginning of each fiscal year, and all expenditures during the year should use this program code. should not change during the year. This element should be a static field\nit Primary Leader. The Primary Leader is the cabinet-level associate responsible for the management and operation of this program. This person should have the authority to ensure all necessary actions are taken to make the program successful. This person is responsible for the correctness and timeliness of the planning document and all subsequent reporting. Secondary Leader. The Secondary Leader is the associate who is back-up to the Primary, and will function in that capacity in the absence of the Primary. Program Description. above, must be placed in this field. The program description. as defined static field\nit should not change during the year. This element should be a District Goal Support. Each program must directly support oneor more district goals. If more than one district goal, the appropriate district goals should be listed in descending priority order. District goals will be established by the Board. -- order This element should be a static field\nit should not change during the year. Program Goal, placed in this field, but may have several. The program goal, as defined above, must be sequentially. Each program must have at least one goal. Each goal should be numbered and listed not change during the year. This element should be a static field\nit should Plan Reference. Specific plan and page references will be listed in this section for those programs directly cited in one of the desegregation plans. L= InterDistrict Plan. LRSD Desegregation Plan. The format should be L23 or 113-20. 1 = This element will be left blank if the program is not directly cited in one of the desegregation plans. This element should be a static field\nit should not change during the year, unless by Court Order. FY Program Budget. The total budgeted dollars for the appropriate fiscal year will be shown in this element. The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year, element will change only if the budget changes. This FTE. This element reflects the Full Time Equivalents (FTE) budgeted for this program (at the program code level). The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year, element will change only if the budget changes. This lst/2nd/3rd/4th Qtr Expend. The actual expenditures for each quarter will be entered into the appropriate field during the quarterly reporting process. Financial Services will provide the information, but the Primary Leader is responsible for entering the information onto the form. remain static unless an error is detected. Once entered, these fields should YTD Expenditures. actual expenditures at the program level. This field is the year-to-date total of departments with expenditures against this program. This will include all Financial Services will provide the information once each quarter is closed, but the Primary Leader is responsible for entering the information onto the form. unless an error is detected. Once entered, these fields should remain static Related Function Codes. This field identifies all function- level accounting codes which combine to make the complete program budget. Each program will have at least one function code, but may have several. with one space between them. Each four digit code should be listed sequentiallyWording not taken from a desegregation plan or court order should be in bold face within parentheses. Each program goal must have at least one objective, but may have several. Spacing between objectives should allow for all supporting strategies. Objectives should be numbered sequentially under each goal. Strategies. List all of the strategies required to satisfy the related objective.   Strategies should be listed in bold face. Wording not taken from a desegregation plan or court order should be in bold face within parentheses. Each objective must have at least one strategy, but may have several. numbered sequentially under each objective. Strategies should be Beginning Date. activity began. This is the actual date this particular For consistency, all dates should be entered in the following format\nMM/DD/YY, 07/22/93. stated yet, leave this field blank. If an activity has not Completion Date, activity was completed. entered in the following format\nThis is the actual date this particular For consistency, all dates should be MM/DD/YY, 07/22/93. If an activity has been started but not completed, give your best guess on the percent of completion (75%). started, leave this field blank. If the activity has not Responsibility. This is the name of the individual tasked with ensuring this activity is accomplished. Evaluation Criteria. for each strategy. List at least one evaluation criteria Include the specific measure of Evaluation criteria should be listed in bold face. success. Wording not taken from a desegregation plan or court order should be in bold face within parentheses. Each evaluation criteria should be numbered to correspond to the appropriate strategy, and should be numbered sequentially under each strategy.OBJECTIVE PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. This is the relating to the the field. (t program\". sequential page number for all pages This number is automatically placed in Program Seq #. This should be the same number as program page. This number will link all on the objectives back to the major program. separate program Revision Date. document was last changed. This date is the actual date this program This date will be entered by the person making the change each time the document is changed. this date will change at As a minimum, least quarterly with the regular performance reporting. The date on this page may be different from that on the program page since this objective page should change more frequently. Program Name. page. This name This should be the same name as on the program is a further link back to the major program. Including the name on this page prevents the need to refer back for the program name. Program Code. This should be the same code(s) as on the program page. This code(s) is a link back to the major program. Including the code(s) on this page prevents the need to refer back for the program code. Primary Leader. program page. This should be the same person as on the Including this name on this page prevents the need to refer back for the leader 's name. Secondary Leader. that name on the program page. This name will generally be the same as objectives, However, if a program has several supporting objectives. the Secondary Leader may be different for those Program Goal. program page in this field. Include only one of the program goals from the For each program goal listed on the program page, there will be at least one objective page. Plan Reference Page Number. listed for each objective and strategy. Source references should be If the objective or strategy is desegregation plan related, list the specific plan and page upon which this objective or strategy is found. If the objective or strategy is not related to a desegregation plan or Court Order, list whatever source was used. be numbered to correspond to the appropriate strategy. Each reference should Objectives. the program goal. List all of the objectives required to satisfy Objectives should be listed in bold face.xT IN THE UNITED STATES DISTRICT COUEffi^ lW61 z 93 j FEB 1 11994 EASTERN DISTRICT OF WESTERN DIVISION-' Office o' Oesegtegat'on Monitor'''' %FEB-7 PK5:29 PU) a LITTLE ROCK SCHOOL DISTRICT JAMES W. HCCORHACK.CLE U.S. DISTRICT COURT. AK U' BY. VS. No. LR-C-82-866 PLAINTIFF DEPUTY CLERK PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD^S 1993-94 SECOND QUARTER STATUS REPORT The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), for its status report for the second quarter of the 1993-94 school year, states: 1. Attached hereto as Exhibit 1 is a true and accurate copy of the District's second quarter status report generated through the court-mandated program planning and budgeting process. 2. Since the filing of the first quarter status report, the LRSD has continued to meet with and utilize the services of the Court-appointed budget specialist. In that regard, a careful review has been made of the District's desegregation programs as well as its non-desegregation programs. The process of determining all non-desegregation programs is nearly complete and will be used in the District's decisionmaking process regarding the budget. Second Quarter Status Report February 7, 1994 Page 2 An effort IS being made to reconcile the various components. It is presently believed that this will be complete by the time the third quarter status report is filed. If so, the nondesegregation programs will be merged into the District's budgeting process. WHEREFORE, the Little Rock School District submits its status report for the second quarter of the 1993-94 school year in accordance with the District's program planning and budgeting process. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT By Je^Try L. Maldhe^^ Bar No. I. D. 85096  ' 5 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's Second Quarter Status Report for the 1993-94 school year has been mailed by First Class Mail, postage pre-paid on February 8, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown Heritage West Building Suite 520 201 East Markham Street (Hand-delivered on 2/7/94 pursuant to the order of the Court) Little Rock, AR 72201 Jerry L. Malone RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MAY 1 3 1994 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD^S 1993-94 THIRD QUARTER STATUS REPORT The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), for its status report for the third quarter of the 1993-94 school year, states: 1. Attached hereto as Exhibit 1 is a true and accurate copy of the District's third quarter status report of desegregation programs generated through the court-mandated program planning and budgeting process. As evident, the report is much larger than either the first quarter or second quarter status reports. This is because more achievements are listed and also because the document was not printed on both sides of each page. Due to copy machine difficulties, the LRSD Printer was not able to generate two-sided copies. The cut of the paper during its manufacturing process and the moisture absorbed by the paper from the atmosphere were the primary causes of those difficulties. In fact, outside copy outlets were having similar experiences.LRSD's 1993-94 Third Quarter Status Report May 13, 1994 Page 2 2. The status report of desegregation programs has been split into two (2) volumes, as explained in the narrative of the document. However, because of copy/binding difficulties, each volume has also been split into two (2) separate booklets. Thus, volume I has the beginning documents in the first book. The remaining programs under Volume I are continued in a second book. The same is true with Volume II. 3. This report is also larger because additional desegregation obligations have been included. The various phases of the Desegregation Audit enabled the District to identify all of its obligations, compare those compiled through the Audit with those already included in the District's Program Budget Document (First and Second Quarter, 1993-94), determine the redundancies and omissions, and then merge the omitted items into this report. Achievements related to these newly included obligations will be included in future status reports. See memo attached hereto as Exhibit 2. 4. At the suggestion of the Court-appointed Budget Specialist, certain \"clean-up\" modifications were made. Those modifications are outlined in the memo and documents attached hereto as Exhibit 3. 5. The process of determining all non-desegregation programs is complete, and a true and accurate copy of the District's year-to- date status report of those programs is attached hereto as Exhibit 4. Beginning with the fourth quarter status report, quarterly nondesegregation expenditures will be reflected.LRSD's 1993-94 Third Quarter Status Report May 13, 1994 Page 3 WHEREFORE, the Little Rock School District submits its status report for the third quarter of the 1993-94 school year in accordance with the District's program planning and budgeting process. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT ry L. Malone Bar No. I. D. 85096CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's Third Quarter Status Report for the 1993-94 school year has been Hand-Delivered on May 13, 1994, upon the following: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown Heritage West Building Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone EXHIBIT 2 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: May 11, 1994 To: Program Managers From: Sterling Ingram\nAssociate to the Deputy SuperJ^itendent Robert Cl Planning/ ers. Director ^search and Evaluation Through: Estelle Matth' Deputy Superintendent Re: Program Budget Document Included on your diskette are additional desegregation This inclusion was necessary to be certain that have identified all of our desegregation obligations. The additional obligations were identified through a comparison between the Desegregation Audit and the Program Budget Document (PBD). The obligations may include expanded program description language, program goals, program objectives, strategies, evaluation criteria.   obligations. and we your diskette. These additional items are underlined on We ask that you do the following: 1. Please review the program description to ensure that the description is consistent with the program goals, objectives, strategies, and evaluation criteria. 2. Develop strategies and evaluation criteria for additional , These items should be listed parenthetically. objectives. 3. For added strategies, develop evaluation criteria and report achievements, where possible. 4 . Develop a separate numerical list of the additional evaluation criteria. Example: 1.1, 2.1, 3.2, 4.2, etc. At the end of the fourth reporting period, please forward these lists by program name to the Planning, Research and Evaluation office. PRE staff will input the reference column information, should review all additions with your primary leader. You The refinement process continues. . . If, in your opinion, any of the additions have been added in the wrong place, Clowers at 324-2120. call Dr.EXHIBIT 3 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 (501) 324-2124 Date: May 11, 1994 To: Jerry Malone, Attorney From: Sterling Ingram,Associate to the Deputy Superintendent Re: Program Budget Document, May Submission At the suggestion of our budget specialist. Bill Mooney, a review of the desegregation and regular non-desegregation program budget documents was conducted. Participants included Mark Milhollen, Bill Mooney, and Sterling Ingram. Our \"clean-up\" work is reflected on the third quarter report. Attached is a description of the major modifications. The third quarter report includes desegregation and non-desegregation programs. bjg cc: Mark Milhollen Robert Glowers Marjorie BassaPROGRAM BUDGET DOCUMENT MODIFICATIONS The Third Quarter Status Report Program Plarming and Budget Document for Desegregation cites the following modifications in the sequence numbers, goal/objective adjustments, and/or other program planmng information for individual program budget documents. 1. 2. 3. 4. 5. 6. In-School Suspension, Program Sequence #12, Program Code #27 Modification: Alternative Learning Center (Program Sequence #16) has been merged with In-School Suspensions objectives and goals. Contingency, Program Sequence #31, Program Code #49 Modification: Addition to the Program Budget Document Report. (A new program). Commitment to Desegregation/Leadership, Program Sequence #28, Program Code #35 Modification: Sequence # was changed from 19 to 28. Modification: Prejudice Reduction (Program Sequence #28) has been merged into Commitment to Desegregation/Leadership as an objective. Summer Learning Program - JTPA, Program Sequence #30, Program Code #77 Modification: ASSET (Program Sequence #31) and Special Programs (Program Sequence #32) were merged into the program description, goals, objectives, and strategies of Summer Learning Program - JTPA Extended Day/Week, Program Sequence #47, Program Code #57 Modification: Homework Centers (Program Sequence #49), Homework Hotline (Program Sequence #51), Extended Week (program Sequence #60) were merged into the program description, goals, objectives, and strategies of Extended Day/Week. Modification: The program name. Extended Day, was changed to Extended Day/Week. Staffing, Program Sequence #61, Program Code #72 Modification: Permanent Substitute (Program Sequence #58) was merged into the program description, goals, objectives, and strategies of StaffingPBD Modifications Page 2 7. Other Incentive School Academic Activities, Program Sequence #64, Program Code #75 8. Modification: Peer Tutors/Retired Mentors (program Sequence #52) and Themes (no program sequence #) were merged into the program description, goals, objectives, and strategies of Incentive School Academic Programs. King Interdistrict School, Program Sequence #76, Program Code #49 Modification: Kings budget information is removed and is reflected hereafter in M-to-M Magnets (Program Sequence #82, Program Code #18). 9. Parkview Science Magnet, Program Sequence #81 Modification: Parkview Science Magnet is merged into the goals/objectives of Original Magnets (Program Sequence #80, Program Code #14). 10. McClellan Community School, Program Sequence #15, Program Code #26 Modification: Note added to read the FTEs are included in a separate fund and are not charged against the operating budget. 11. Non-desegregation programs will include related funding function codes which identify and track specific program components.f HUd IN THE UNITED STATES DISTRICT COUlWsrE^fg^WCT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION By\n___  LITTLE ROCK SCHOOL DISTRICT PLAINTIFF dep VS. No. 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 clerk clerk LRSD^S 1993-94 FOURTH QUARTER STATUS REPORT The Plaintiff, Little Rock School District (\"LRSD\" or \"District\") , for its status report for the fourth quarter of the 1993-94 school year, states: 1. Attached hereto as Exhibit 1 is a true and accurate copy of the District's fourth quarter status report of desegregation programs generated through the court-mandated program planning and budgeting process. 2. Attached hereto as Exhibit 2 is a true and accurate copy of the District's fourth quarter status report of non-desegregation programs generated through the court-mandated program planning and budgeting process. WHEREFORE, the Little Rock School District submits its desegregation and non-desegregation status reports for the fourth quarter of the 1993-94 school year in accordance with the District's program planning and budgeting process.LRSD's 1993-94 Fourth Quarter Status Report August 15, 1994 Page 2 FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar No. I. D. 85096 r CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's Fourth Quarter Status Report for the 1993-94 school year has been Hand-Delivered on August 15, 1994, upon the following: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown Heritage West Building Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS J ( LRSD's 1994-95 FIRST QUARTER STATUS REPORT The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), for its status report for the first quarter of the 1994-95 school year, states: 1. Attached hereto as Exhibit 1 is a true and accurate copy of the District's first quarter status report of desegreqation programs generated through the court-mandated program planning and budgeting process. 2. Attached hereto as Exhibit 2 is a true and accurate copy of the District's first quarter status report of non-desegregation programs generated through the court-mandated program planning and budgeting process. WHEREFORE, the Little Rock School District submits its desegregation and non-desegregation status reports for the first quarter of the 1994-95 school year in accordance with the District's program planning and budgeting process. LRSD's 1994-95 First Quarter Status Report November 18, 1994 Page 2 FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT B Jerry L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's First Quarter Status Report for the 1994-95 school year has been Hand-Delivered on November 18, 1994, upon the following\nMr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown Heritage West Building Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone p''' 4\nLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT DATE: January 5, 1995 TO: Bill Mooney, Office of Desegregation Monitoring JAN I 3 1995 FROM: Robert Glowers, Director Office of Desegregation Monito: in RE: Desegregation/Non-Desegregation Extended Program Evaluations Below is a listing of the Desegregation/Non-Desegregation programs that were selected for an extended evaluation. They are listed by program sequence number and program names. Please let me know if I can be of further assistance. SEQ # 2 Program Name 4-Year-0 Id SEQ # 15 14 3 227 23 24/23 33 231 07 207 213 215 01 228 Academic Incentive Academic Support Communication Services Computerized Transportation Contingencies Data Processing Facilities Family Life/New Futures Federal Programs Gifted and Talented Guidance Services Health Services HIPPY Human Resource Services 13 226 222 223 224 79 78 25/225 203 05 21 204 08 Program Name McClellan Community School New Futures Planning \u0026amp; Evaluation Plant Services Pupil Transport Purchasing Services Rockefeller Early Childhood Romine Interdistrict School Safety and Security Services Special Education Special Education/Learning Staff Development Vocational Education Vocational Educationcr FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY (1922-19941 ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EISEMAN, JR.. P.A. JOE 0. BELL, P.A. JOHN C. ECHOLS, P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL 8. BENHAM III. P.A. LARRY W. BURKS. P.A. A. WYCKL1FF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P, CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH 8. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY, P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE. P.A. DIANE 5. MACKEY, b.a WALTER M. EBEL III, P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 May 19, 1995 MAY I 9 1995 Office of Desegregation Monitoring KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. CLYDE TAB- TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH, JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P A. H. CHARLES GSCHWENO. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE ANDREW T. TURNER DAVID M. GRAF CARLA G. SPAINHOUR JOHN C. FENOLEY. JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY D. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. OEMORY COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR-, P.A. e.S. CLARK WILLIAM L. TERRY, P.A. WILLIAM L. PATTON. JR.. P.A. WRlTEft-S OineCT NO. (501) 370-1 553 Hand-Delivered Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR Mrs. Ann Brown Heritage West Building, Suite 520 201 East Markham Street 72206 Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR Mr. Richard Roachell First Federal Plaza, Suite 504 401 West Capitol Avenue 72201 Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Re: Third Quarter Status Report Gentlemen and Mrs. Brown: Enclosed please find the LRSD's Third Quarter Status Report for the 1994-95 school year filed pursuant to the Order of the Court. ( l^r/cd I'j Thank you for your attention to this matter. ^Sinoe-rely, Jerry L. Malone LRSD Attorney diana\\pcssd\\sta(us.ltrGentlemen and Mrs. Brown May 19, 1995 Page 2 JLM/dtw Enclosure cc (w/enc) : Dr. Henry P. Williams Mrs. Estelle Matthis d iana\\pcxsd\\s tatus. lirIN t\nUNITED STATES EISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS . No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL MAY 1 9 1995 INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS Office of Desegregation Monitoring LRSDs 1994-95 THIRD QUARTER STATUS REPORT The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), for its Status Report for the third quarter of the 1994-95 school year, states: 1. Attached hereto as Exhibit 1 (Volumes I and II) is a true and accurate copy of the District's Third Quarter Status Report of Desegregation Programs generated through the court-mandated program planning and budgeting process. 2 . Attached hereto as Exhibit 2 is a true and accurate copy of the District's Third Quarter Status Reporc of Non-desegregation Programs generated through the court-mandated program planning and budgeting process. WHEREFORE, the Little Rock School District submits its Desegregation and Non-desegregation Status Reports for the third d iana\\pcssd\\sutus.3rd -1-quarter of 1994-55 school year accordance with the District's program planning and budgeting pr cess. Respectfully submitted, dianiMJcssdMtaaa.Jrd FRIDAY, ELDREDGE Attorneys at Law 04 CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201-3493 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Ear I. D. No. 35056 -2-CERTIFICATE OF SERVICE , -erry L. Malone, do hereby certify mat a copy of the foregoing LRSD's Third Quarter Status Report f r the 1994-S5 school year has been hand-delivered on May /f1995, upon the following: Mr. John W. Walker JOHN W. WALKER, P.A. Attorneys at Law 1723 Broadway Little Rock, AR 72206 diana\\pcssd\\sunis.3rd Mr. Samuel M. Jones, WRIGHT, III LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. Attorneys at Law 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard W. Roachell ROACHELL \u0026amp; STREETT Attorneys at Law First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 Mrs. Ann Brown Attorney at Law Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone -3-: ) IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION re 4 1995 Cffio3 ot Dessgragsiicri wicnaOi':ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS I LRSD's 1994-95 SECOND QUARTER STATUS REPORT The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), for its status report for the second quarter of the 1994-95 school year, states: 1. Attached hereto as Exhibit 1 is a true and accurate copy of the District's second quarter status report of desegregation programs generated through the court-mandated program planning and budgeting process. 2 . Attached hereto as Exhibit 2 is a true and accurate copy of the District's second quarter status report of non-desegregation programs generated through the court-mandated program planning and budgeting process. WHEREFORE, the Little Rock School District submits its desegregation and non-desegregation status reports for the second quarter of the 1994-95 school year in accordance with the District's program planning and budgeting process.LRSD's 1994-95 Second Quarter Status Report February 24, 1995 Page 2 FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT By. Jerry L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that LRSD's Second Quarter Status Report for the 1994-95 school year has been Hand-Delivered on February 24, 1995, upon the following: copy of the foregoing Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown Heritage West Building Suite 520 201 East Markham Street Little Rock, AR 72201 a Jerry L. Malone FRIDAY, ELDREDGE \u0026amp;. CLARK \u0026lt;3C i HERSCHEL H. FRIDAY (1 922-1 9941 ROBERT V. LIGHT, P A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JOHN C. ECHOLS, P.A. JAMES A. BUTTHY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE, P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM Hi. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET, JR., P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL Hl. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR., P.A. ELIZABETH ROBBEN MURRAY, P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III, P.A. THOMAS N . ROSE. P. A . MICHAEL S. MOORE. P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL HI. P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 August 17, AUG 2 2 1995 Office of OesegregaUon Moniiomg 1995 FILED KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. CLYDE -TAB- TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER, P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY, P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER, JR.. P.A. H. CHARLES GSCHWEND. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P-A. JOHN CLAYTON RANDOLPH, P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER. P.A. J. MICHAEL PICKENS TONIA P. JONES DAVID D. WILSON JEFFREY H . MOORE ANDREW T. TURNER DAVID M. GRAF CARLA G. SPAINHOUR JOHN C. FENDLEY. JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY D. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. DEMORY JAMES W. McCOfiMACK. CLERK By\n_ _ _ _ _ _ _ _ COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P.A. B.S. CLARK WILLIAM L. TERRY. P.A. WILLIAM L. PATTON, JR.. P.A. WAITER'S DIRECT NO. {5011 370-1 553 V Mftsaa. AUG 1 7 OEP CUAK Hand-Delivered Mr, John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR Mrs. Ann Brown Heritage West Building, Suite 520 201 East Markham Street 72206 Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR Mr. Richard Roachell First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Gentlemen and Mrs. Brown: Fourth Quarter Status Report C JI Re : Enclosed please find the LRSD's Fourth Quarter Status Report for the 1994-95 school year filed pursuant to the Order of the Court. Thank you for your attention to this matter. Sincerely, erry L. LRSD Attorney diana\\pcssd\\5iaius.lu I Gentlemen and Mrs. Brown August 17, 1995 Page 2 JLM/dtw Enclosure cc (w/enc): Dr. Henry P. Williams (1 iana\\pcsd\\staatt. 1 irr RSCEiVSO fxj--/ FILED AUG 2'd 1995 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION -V? district court SASTIRN OISTRICTARKANSAR AUG 1 7 1995 JAMES W. McCORMACK. CLERK By\n______________ OEP CLEliK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSDs 1994-95 FOURTH QUARTER STATUS REPORT The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), for its Status Report for the fourth quarter of the 1994-95 school year, states: 1. Attached hereto as Exhibit 1 (Volumes I and II) is a true and accurate copy of the District's Fourth Quarter Status Report of Desegregation Programs generated through the court-mandated program planning and budgeting process. 2 . Attached hereto as Exhibit 2 is a true and accurate copy of the District's Fourth Quarter Status Report of Non-desegregation Programs generated through the court-mandated program planning and budgeting process. WHEREFORE, the Little Rock School District submits its Desegregation and Non-desegregation Status Reports for the fourth d iana\\pcssd\\sutus .4th -1-J quarter of the 1994-95 school year in accordance with the District's program planning and budgeting process. Respectfully submitted, FRIDAY, ELDREDGE \u0026amp; CLARK Attorneys at Law 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201-3493 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT diara\\pcssd\\sanB.4th Jerry L. Malone Bar I. D. No. 85096 -2- CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's Fourth Quarter Status Report for the 1994-95 school year has been hand-delivered on August , 1995, upon the following: Mr. John W. Walker JOHN W. WALKER, P.A. Attorneys at Law 1723 Broadway Little Rock, AR 72206 Mr. Samuel M. Jones, III WRIGHT, LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. Attorneys at Law 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard W. Roachell ROACHELL \u0026amp; STREETT Attorneys at Law First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 Mrs. Ann Brown Attorney at Law Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone (J iana\\pcssd\\sutus .4ih -3- RECEIVED FILED NOV 2 2 1995 Office of Desefiregation Monitcnng IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION hOV 2 1 1995 JAMES W. McCORMACK, CLERK DEP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSDs 1995-96 FIRST QUARTER STATUS REPORT The Plaintiff, Little Rock School District {\"LRSD or H District\"), for its Status Report for the first quarter of the 1995-96 school year, states: 1. Attached hereto as Exhibit 1 (Volumes I and II) is a true and accurate copy of the District's First Quarter Status Report of Desegregation Programs generated through the court-mandated program planning and budgeting process. 2 . Attached hereto as Exhibit 2 is a true and accurate copy of the District's First Quarter Status Report of Non-desegregation Programs generated through the court-mandated program planning and budgeting process. WHEREFORE, the Little Rock School District submits its Desegregation and Non-desegregation Status Reports for the first dtana\\pcssd\\saius. Isi -1-quarter of the 1995-96 school year in accordance with the District's program planning and budgeting process. Respectfully submitted, FRIDAY, ELDREDGE \u0026amp; CLARK Attorneys at Law 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201-3493 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Bar I. D. No. 85096 d iana\\pcssd\\s taius. 1 st -2-CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's First Quarter Status Report for the 1995-96 school year has been hand-de live red on November , 1995, upon the following: Mr. John W. Walker JOHN W. WALKER, P.A. Attorneys at Law 1723 Broadway Little Rock, AR 72206 Mr. Samuel M. Jones, III WRIGHT, LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building i\u0026gt;e''t to* K a 200 West Capitol Little Rock, AR 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. Attorneys at Law 3400 Capitol Towers Capitol \u0026amp; Broadway Streets 211 Little Rock, AR 72201 Mr. Richard W. Roachell ROACHELL \u0026amp; STREETT Attorneys at Law First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 Mrs. Ann Brown, Federal Monitor OFFICE OF DESEGREGATION Heritage West Building, Suite 520 201 East Markham Street _____ Little Rock, AR 722 ry L. Malone diana\\pcssd\\sutus. Isi -3-FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY (1922-19941 ROBERT V. LIGHT, P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS WILLIAM H. SUTTi JAMES W. MOORE ON. P.A. BYRON M. EISEMAN. JR., P.A. JOE D. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS, JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II, P.A. BARRY e. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST, JR.. P.A. ELIZABETH ROBBEN MURRAY, P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE, P.A. MICHAEL S. MOORE, P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL III, P.A. ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 February 23, 1996 RECEIVF^ FEB 2 3 W96 4^^ Ottice ol Deseijregauon KEVIN A. CRASS, P.A. WILLIAM A. WADDELL, JR., P.A. CLYDE TAB\" TURNER, P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE, P.A. M. GAYLE CORLEY, P.A. ROBERT B. BEACH, JR., P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR., P.A. H. CHARLES GSCHWEND, JR., P.A. HARRY A. LIGHT, P.A. SCOTT H. TUCKER, P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER, P.A. J. MICHAEL PICKENS TONIA P. JONES DAVID D. WILSON JEFFREY H. MOORE ANDREW T. TURNER DAVID M.GRAF CARLA G. SPAINHOUR JOHN C. FENDLEY, JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. DEMORY COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR., P.A. B.S. CLARK WILLIAM L. TERRY, P.A. WILLIAM L. PATTON, JR., P.A. WRITER'S DIRECT NO. (501) 370-1553 Mr. John W. Walker JOHN W. WALKER, P.A. Attorneys at Law 1723 Broadway Little Rock, Arkansas Mrs. Ann Brown, Federal Monitor Office of Desegregation Heritage West Building, Suite 520 201 East Markham Street Mr. Sam Jones 72206 Little Rock, Arkansas 72201 WRIGHT, LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Richard Roachell ROACHELL LAW FIRM Attorneys at Law Lyon Building, Suite 504 401 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, Arkansas 72201 Re: LRSD V. PCSSD, et al Gentlemen and Mrs. Brown: Enclosed please find a copy of the LRSD's 1995-96 Second Quarter Status Report which was filed with the Court on Friday, February 23, 1996. By agreement, three copies of the above documents are being delivered to Mrs. Brown and two copies are being delivered to Mr. Walker. diana\\pcssd\\riling-S.ltrGentlemen and Mrs. Brown February 23, 1996 Page 2 Thank you for your attention to this matter. Sincerely, Jerry L. Malone LRSD Attorney JLM/dtw Enclosures cc (w/enc): Dr. Henry P. Williams, LRSD Dr. Russ Mayo, LRSD Dr. Ed Jackson, LRSD diana\\pcssd\\fil ii^-5. Itr IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECESVPJ' FEB 2 3 1996 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSDs 1995-96 SECOND QUARTER STATUS REPORT Ch'ld l' The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), for its Status Report for the second quarter of the 1995-96 school year, states: 1. Attached hereto as Exhibit 1 (Volumes I and II) is a true and accurate copy of the District's Second Quarter Status Report of Desegregation Programs generated through the court-mandated program planning and budgeting process. 2 . Attached hereto as Exhibit 2 is a true and accurate copy of the District's Second Quarter Status Report of Non-desegregation Programs generated through the court-mandated program planning and budgeting process. WHEREFORE, the Little Rock School District submits its Desegregation and Non-desegregation Status Reports for the second diana\\pcssd\\sUtus. ist -1-quarter of the 1995-96 school year in accordance with the District's program planning and budgeting process. Respectfully submitted, FRIDAY, ELDREDGE \u0026amp; CLARK Attorneys at Law 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201-3493 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar I. D. No. 85096 diana\\pcssd\\sutus. 1 st -2- CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's Second Quarter Status Report for the 1995-96 school year has been delivered by U. S. Mail, postage prepaid. unless otherwise stated, on February 23, 1996, upon the following: Mr. John W. Walker JOHN W. WALKER, P.A. (Hand-Delivered) Attorneys at Law 1723 Broadway Little Rock, TkR 72206 Mr. Samuel M. Jones, III WRIGHT, LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. Attorneys at Law 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard W. Roachell ROACHELL LAW FIRM Attorneys at Law Lyon Building, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 Mrs. Ann Brown, Federal Monitor OFFICE OF DESEGREGATION Heritage West Building, Suite 520 201 East Markham Street (Hand-Delivered) Little Rock, AR 72201 Jerry L. Malone diana\\pcssd\\sutus. 1st -3- FRIDAY, ELDREDGE \u0026amp; CLARK C: HERSCHEL H. FRIDAY (1 922-1 9941 ROBERT V. LIGHT, P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN, JR., P.A. JOE 0. BELL. P.A. JOHN C. ECHOLS, P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS, JR., P.A. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM Hi, P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET, JR., P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN, P.A. RICHARD D. TAYLOR, P.A. JOSEPH B. HURST, JR., P.A. ELIZABETH ROBBEN MURRAY, P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III, P.A. THOMAS N. ROSE, P.A. MICHAEL S. MOORE, P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL III, P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 May 28, 1996 RECEIVED 'Dif. Ke J. MAY 2 8 1996 KEVIN A. CRASS, P.A. WILLIAM A. WADDELL, JR., P.A. CLYDE 'TAB' TURNER, P.A. CALVIN J. HALL. P.A. SCOTT J, LANCASTER, P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH, JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWEND. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER, P.A. J. MICHAEL PICKENS TONIA P. JONES DAVID D. WILSON JEFFREY H. MOORE ANDREW T. TURNER DAVID M.GRAF CARLA G. SPAINHOUR JOHN C. FENDLEY, JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY D. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. DEMORY Office of Desegregation Monitoring COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR., P.A. B.S. CLARK WILLIAM L. TERRY, P.A. WILLIAM L. PATTON, JR., P.A, WRITER'S DIRECT NO. (501) 370-1553 Mr. John W. Walker JOHN W. WALKER, P.A. Attorneys at Law 1723 Broadway Little Rock, Arkansas Mrs. Ann Brown, Federal Monitor Office of Desegregation Heritage West Building, Suite 520 201 East Markham Street 72206 Little Rock, Arkansas 72201 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Richard Roachell ROACHELL LAW FIRM Attorneys at Law Lyon Building, Suite 504 401 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, Arkansas 72201 Re: LRSD V. PCSSD, et al Gentlemen and Mrs. Brown: Enclosed please find a copy of the LRSD's 1995-96 Third Quarter Status Report which was filed with the Court on Tuesday, May 28, 1996. By agreement, three copies of the above documents are being delivered to Mrs. Brown and two copies are being delivered to Mr. Walker. diana\\p*ccc(\\fiHng-6.ltrGentlemen and Mrs. Brown May 28, 1996 Page 2 Thank you for your attention to this matter. Sincerely, Jerry L. Malone LRSD Attorney JLM:fm Enclosures cc (w/enc): Dr. Henry P. Williams, LRSD Dr. Russ Mayo, LRSD Dr. Ed Jackson, LRSD diana\\psccd\\fjling-6.ltrIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED LITTLE ROCK SCHOOL DISTRICT S DISTRICT COURT MAY 2 8 1996 JAMEb . lllbuuiiiairtu.s ulERK By\n..................................... PLAINTIFFDEP CLERK VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. Received DEFENDANTS MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. Office of d 8 199^ ^^segregation Monitoring, INTERVENORS INTERVENORS LRSDs 1995-96 THIRD OUARTOR ST^TtJSREPORT The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), for its Status Report for the third quarter of the 1995-96 school year, states: 1. Attached hereto as Exhibit 1 is a true and accurate copy of the District's Third Quarter Status Report of Desegregation Programs generated through the court-mandated program planning and budgeting process as submitted by LRSD administrators. The LRSD has made changes to this document since the filing of the second quarter status report. Some background on these changes is contained in the preface to this document. WHEREFORE, the Little Rock School District submits its Desegregation Status Reports for the third quarter of the 1995-96 school year in accordance with the District's program planning and budgeting process. diana\\pcssd\\status96 .Ist -1-A Respectfully submitted, FRIDAY, ELDREDGE \u0026amp; CLARK Attorneys at Law 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201-3493 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar I. D. No. 85096 diana\\pcssd\\status96.lst -2-i. CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that copy of the foregoing LRSD's Third Quarter Status Report for the 1995-96 school year has been hand-delivered to the following persons on Tuesday, May 28, 1996: Mr. John W. Walker JOHN W. WALKER, P.A. Attorneys at Law 1723 Broadway Little Rock, AR 72206 Mr. Samuel M. Jones, III WRIGHT, LINDSEY \u0026amp; JENNINGS Attorneys at Law 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Stephen W. Jones JACK, LYON \u0026amp; JONES, P.A. Attorneys at Law 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard W. Roachell ROACHELL \u0026amp; STREETT Attorneys at Law First Federal Plaza, Suite 504 401 West Capitol Avenue Little Rock, AR 72201 Mrs. Ann Brown, Federal Monitor OFFICE OF DESEGREGATION Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR erry L. Malone diana\\pcss(Astatus96.1st -3- aIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL ri' D DEFENDANTS MRS. LORENE JOSHUA, ET AL NOV 2 2 1956 INTERVENORS KATHERINE KNIGHT, ET AL Offica of Desegregaw f\n,or,INagPRVENORS NOTICE OF FILING In accordance with this Court's Order of August 26, 1993, the Little Rock School District hereby gives notice of the filing of the Little Rock School District's 1996-97 First Quarter Status Report Program Planning and Budgeting Document for Desegregation Programs dated November 21, 1996. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201-3493 BY: 0. JMN C. 370-3323 FENDLEY, JR. ^9^182) f:\\hcaK\\EaiUeyUnd\\ao(*fil. 112CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing Notice of Filing has been served on the United States mail the following by depositing ail on this day of a copy of same in , 19^4\nMr. 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 Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 (MAILED) Mr. Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 (MAILED) Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 (HAND DELIVERED) Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 (MAILED) j/OHN C. FENDLEY, JR. 6^ f:\\hflDe\\lca(Uey\\lnd\\oiX\u0026gt;fU.l 12 -2-LITTLE ROCK SCHOOL DISTRICT 1996-97 FIRST QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGETING DOCUMENT FOR DESEGREGATION PROGRAMS a p 0, November 21,1996 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-86 I, 9 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL NOV 2 c J996 INTERVENORS KATHERINE KNIGHT, ET AL Office Of Desegregation Mcnf\n5Mi|ERVENORS NOTICE OF FILING In accordance with this Court's Order of August 26, 1993, the Little Rock School District hereby gives notice of the filing of the Little Rock School District's 1995-96 Fourth Quarter Status Report Addendum Program Planning and Budgeting Document for Desegregation Programs November 21, 1996. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little R\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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