{"response":{"docs":[{"id":"bcas_bcmss0837_1188","title":"Magnet Review Committee: Report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-05-27"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Educational statistics","School enrollment","School management and organization","School employees","Magnet schools"],"dcterms_title":["Magnet Review Committee: Report"],"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/1188"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nReport from Magnet Review Committee to Honorable Susan Webber Wright, U.S. District Court, Eastern District of Arkansas\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nDonna Grady Creer Executive Director TO: FROM: SUBJ: DATE: Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Distribution Lis~oAt tached Report Donna Grady Creer cutive Director Magnet Review Co ittee Magnet Review Committee's Report to the Court July 31, 1991 (501) 758-01 56 Your copy of the Magnet Review Committee's Report to the Court is enclosed. This year, as per the Court's directive, the report was forwarded to the Office of Desegregation Monitoring which, in turn, transmitted the report to Judge Wright. If you have questions, comments or concerns, please do not hesitate to contact the Magnet Review Committee Office. DGC:sl Attachment  Magnet Review Committee Donna Gracy Creer Executive O,rector May 27, 1991 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas RECEI ED U. s. Post Office and Courthouse P. 0 . Box 3316 Little Rock, AR 72203 Dear Judge Wright:  Monitoring omce ot oesegregat1on (50 1) 758-0156 Attached please find the eighth Magnet Review Committee status report on interdistrict magnet school development and progress. The content of the report (with some exceptions) is l imited to the time period from August, 1989 to June, 1990. The Committee is prepared to elaborate on the areas described in the report and/or provide additional information as you may direct. The Xagnet Review Committee has worked closely with the host district (Little Rock School District), Pulaski County Special School District, North Little Rock School District, the Arkansas Department of Education and the Joshua Intervenors to operate and monitor the interdistrict magnet schools. The ~agnet Review Committee will work cooperatively in fulf i lling its oversight responsibility and will make findings and recommendations as may be necessary to effect the efficient operation and administration of the interdistrict magnet school program. Sincerely, !.'2~ Chairperson Pulaski County Special School District {)a-_ ~,:~ ~~ Dana Chadwick Marcia Harding {/ North Little Rock School Arkansas Department of District Education The Honorable Susan Webber E~a2~ Joshua Intervenors ~iJlx,\n}~ ~telle Matthis Wright Page 2 -~~~ Clearence Lovell Arkansas Department of Education ~~ Little Rock School District Executive Director, MRC MRC:sl Attachment cc: Attorneys of Record Ann Brown, Office of Desegregation Monitor Dr. Burton Elliott, Arkansas Department of Education Dr. Ruth Steele, Little Rock School District James Smith, North Little Rock School District Bobby Lester, Pulaski County Special School District TABLE OF CONTENTS SECTION I. Magnet Review Committee (MRC) ..... ........ 1 SECTION II. MRC Subcommittees......................... 7 SECTION III. Student Assignment - Interdistrict Magnet Schools............................ 14 SECTION IV. Student Assignment - Majority-to-Minority Transfer Program.......................... 17 SECTION V. Student Recruitment....................... 18 SECTION VI. Staff and Curriculum of the Interdistrict Magnet Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 SECTION VII. Research and Evaluation ................... 86 SECTION VIII. Policy Issues......................... . . . . 89 SECTION IX. Interdistrict Magnet Schools Budgets ...... 98 SECTION X. Monitoring ................................ 100 SECTION XI. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . 101 SECTION I THE MAGNET REVIEW COMMITTEE (MRC) The Magnet Review Committee was established by the U.S. Court of Appeals for the Eighth Circuit Court, St. Louis, in November 1985. The MRC formed in September 1986 and has continued to serve under guidelines delineated in the U. S. District Court Order of September 8, 1986, and subsequent Orders of the Court of Appeals and District Court. Current membership includes: Pulaski County Special School District Chairperson - Dr. Bobby Altom Assistant Superintendent, Curriculum Pulaski County Special School District 925 E. Dixon Road P. O. Box 8601 Little Rock, AR 72216 490-2000 Member since October, 1987 Little Rock School District Ms. Estelle Matthis Associate Superintendent Educational Programs Little Rock School District 810 West Markham Little Rock, AR 72201 370-1601 Member since August, 1990 North Little Rock School District Mr. Dana Chadwick Director, Secondary Education North Little Rock School District P.O. Box 687 North Little Rock, AR 72115 771-8023 Member since July, 1990 -1- Arkansas Department of Education Ms. Marcia Harding Coordinator of Special Education Services Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 682-4222 Member since September, 1986 Arkansas Department of Education Mr. Clearence Lovell Associate Director of Federal Programs Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 682-4286 Member since October, 1989 Joshua Intervenors Ms. Evelyn Jackson Retired Teacher 27 Detroit Circle Little Rock, AR 72206 374-2587 Member since August, 1988 The Magnet Review Committee currently employs Donna Grady Creer as Executive Director and Sandra M. Luehrs as Administrative Assistant. Their job descriptions are included in this section of the report. The Magnet Review Committee holds regular meetings every other Tuesday. The meetings are generally held at the Magnet Review Committee Office, 1900 North Main Street, Suite 101, North Little Rock, Arkansas, and last a minimum of two hours. The Committee holds one meeting per year at each of the six interdistrict magnet schools. After each school-site meeting, the Committee tours the school and is updated on the program. Additional called meetings and/or subcommittee meetings are held as necessary. -2- TITLE: REPORTS TO: TERM OF EMPLOYMENT: JOB DESCRIPTION Executive Director, Magnet Review Committee Chairperson, Magnet Review Committee Twelve (12) Months, Renewable on Annual Basis PERFORMANCE RESPONSIBILITIES: 1. Coordinate the Magnet/M-to-M Educational Team (MET) 2. Inform the parties to the case, Magnet Review Committee members, and the press of regularly scheduled and specially called meetings. 3. Prepare the Magnet Review Committee agenda, and provide members with anticipated schedule prior to meeting. 4. Manage fiscal, personnel resources, and office operations of the Magnet Review Committee. 5. Develop and write reports and other correspondence for the courts. 6. Attend local meetings related to magnet schools. 7. Collect data and prepare evaluation reports for the Magnet Review Committee. 8. Monitor enrollment patterns and provide information to the Magnet Review Committee. 9. Secure consultants as directed. 10. Gather data for decision making. 11. Represent the Magnet Review Committee at various functions of the Committee and other duties a s assigned by the Magnet Review Committee. 12. Handle problems which may arise. 13. Develop record-keeping system. 14. Attend state, regional, and national meetings related to magnet schools. 15. Perform duties as assigned by the Magnet Review Committee. -3- TITLE: REPORTS TO: TERM OF EMPLOYMENT: JOB DESCRIPTION Administrative Assistant to Executive Director Magnet Review Committee Executive Director, Magnet Review Committee Twelve (12) Months, Renewable on Annual Basis PERFORMANCE RESPONSIBILITIES: 1. Record, maintain and distribute accurate minutes of regular and called Magnet Review Committee meetings, MET meetings, and any other Magnet Review Committee or ad hoc subcommittee meetings. 2. Use organizational and management skills in setting up and maintaining an effective and efficient office. 3. Use word processing skills effectively. 4. Exhibit excellent secretarial skills in Magnet Review Committee filing, completion or development of business forms, and record keeping. 5. Apply bookkeeping and computer skills in maintaining accurate financial records. Keep accurate records of bills, disbursements, and expenditures. Prepare memos to Metropolitan Education Service Center delineating bill payment. 6. Exhibit excellent oral and written communication skills. 7. Maintain current inventory. 8. Distribute magnet school promotional materials. 9. Confer with vendors regarding purchases and services. 10. Handle all mailings, including special deliveries, bulk rate mailings, and Federal Express services. -4- 11. Maintain meeting schedules for both the Magnet Review Committee and the Magnet/M-to-M Educational Team (MET). 12. Supervise temporary help. 13. Assure the policies and procedures of the Magnet Review Committee are followed. Assure the policies and procedures of the Metropolitan Education Service Center are followed with regard to bookkeeping services. 14. Handle, direct and counsel incoming calls from magnet parents or potential magnet parents. 15. Maintain cooperative working relationship with Magnet Review Committee members, magnet school personnel, the three school districts, Arkansas Department of Education, Metropolitan Education Service Center, and any other person contacting the Magnet Review Committee office. 16. Perform other duties as assigned by the Magnet Review Committee or the Executive Director. 17. Keep accurate records of magnet and M-to-M withdrawals, transfers and enrollment. -5- According to the Interim Court Order, dated February 27, 1987, the Magnet Review Committee's operating funds are as follows: \"The Committee shall be financed as agreed by the parties with a budget of One Hundred Fifty Thousand Dollars ($150,000), with Seventy-Five Thousand Dollars ($75,000), or half, to be paid by the State and Twenty-Five Thousand Dollars ($25,000) by each of the three districts.\" This budget figure has remained constant for the past four years. The escalating cost of goods and services, and the increased number of magnet programs to be publicized, may necessitate an increase in the amount of the Magnet Review Committee's operating budget. The Magnet Review Committee reviews its expenditures monthly and revises its budget annually - usually in June of each year. After the June review, the Committee will make recommendation to the Court if increased funds are needed for its 1991-92 operating budget. Every effort will be made to assure agreement by all parties prior to petitioning the Court. -6- SECTION II MRC SUBCOMMITTEES THE MAGNET/M-TO-M EDUCATIONAL TEAM (MET) The Magnet/Majority-to-Minority Transfer Educational Team (MET) meets on the first Thursday of each month at the Magnet Review Committee Office. During its existence, the MET has spearheaded most recruitment and information activities for the interdistrict magnet school and Majority-to-Minority (M-to-M) transfer programs in Pulaski County. During the 1989-90 recruitment period, the MET initiated the following activities: Print Brochures and application for the Parkview Science Magnet program. (Individual) brochures and a recruitment packet for each program. Newspaper ads in: Arkansas Democrat Arkansas Gazette Spectrum Arkansas State Press The Maumelle Monitor The North Little Rock Times The Sherwood Voice Jacksonville Daily News The North Pulaski Leader Nightflying High School Times Area High School Newspapers 80,000 information flyers on the M-to-M transfer program. Radio/TV 30-second spots on the interdistrict magnet school and M-to-M transfer programs on KLRT (Channel 16) and KATV (Channel 7). 30-second spots on area radio stations. -7- People Oriented Activities Speakers for various meetings and activities. Recruitment booth at McCain Mall. Skate night at local skating rinks. Recruitment booth at University Mall. Live remote broadcast at McCain Mall (KKYK). Recruitment booth at Park Plaza Mall. Participation by interdistrict magnet school bands, choirs, and dance and drama troups at various civic and community affairs. Miscellaneous Balloons, pencils, pins on the interdistrict magnet school and M-to-M transfer programs. Bus and bench ads on M-to-M transfer program. School-generated recruitment activities. Slidetape presentation of Booker Arts Magnet. The Magnet/M-to-M Educational Team has initiated a newsletter titled, \"The 'M' Connection.\" Scheduled to debut January, 1991, ''The 'M' Connection\" will include information on programs, enrollment procedures, course offerings, notices, parent information, and student and staff profiles. The newsletter will be distributed quarterly to area banks, hospitals, grocery and discount stores, public utility company offices, churches and to parents. This publication was delayed from an earlier date in an effort to include current information for the coming school year. Magnet/M-to-M Educational Team members include: Pulaski County Special School District Dr. Ruth Simmons Herts Pulaski County Special School District 925 E. Dixon Road P.O. Box 8601 Little Rock, AR 72216 490-2000 (work) -8- (Black) Pulaski County Special School District (Continued) Mr. Lawrence Nicholson 1415 East 38th Little Rock, AR 72206 374-2115 (home) Ms. Vicki Benton 110 Fox Dell Circle Jacksonville, AR 72076 982-6286 (home) 982-4511 (work) Knight Intervenors Ms. Carol Green (LRCTA) 5502 Robin Road Little Rock, AR 72204 568-8514 (home) 228-3000 (work - Parkview Magnet) Ms. Sandra Henson (NLRCTA) 5 Trevino Drive Maumelle, AR 72118 851-2060 (home) 945-1446 (work - Rose City Junior High) Ms. Nora Ann Babb (PACT) 12120 Southridge Little Rock, AR 72212 225-0033 (home) 835-5334 (work - Oakbrooke Elementary) Little Rock School District Mr. James Washington Little Rock School District Student Assignment Office 501 Sherman Street Little Rock, AR 72202 324-2272 (work) Ms. Paulette Mabry 11833 Rivercrest Little Rock, AR 72212 227-0314 (home) 682-5761 (work) Ms. Diane Vibhakar 10555 Rivercrest Little Rock, AR 72212 224-3678 -9- (Black) (White) (Black) (White) (White) (Black) (Black) (White) North Little Rock School District Mr. Bobby Acklin North Little Rock School District P.O. Box 687 North Little Rock, AR 72115 771-8010 Ms. Alfrieda Marshall 704 Cedar North Little Rock, AR 72114 375-0880 (home) Ms. Lynn Welch 129 Davis North Little Rock, AR 72114 945-2847 (home) Joshua Intervenors Reverend William Robinson (Little Rock) Hoover United Methodist Church 4000 West 13th Little Rock, AR 72202 663-9621 (work) Austin Porter, Jr. (Pulaski County) 990 Union National Plaza 124 West Capitol Little Rock, AR 72201-3742 372-4623 (work) 490-0174 (home) Henry Herbey (North Little Rock) 1422 S. Maple Little Rock, AR 72204 663-8942 (home) Arkansas Department of Education (Black) (Black) (White) (Black) (Black) (Black) Ms. Brenda Matthews (White) Arkansas Department of Education #4 Capitol Mall Little Rock, AR 72201 682-4214 (work) -10- Arkansas Department of Education (Continued) Ms. Pat Jones Greater Little Rock Chamber of Commerce 1 Spring Building Little Rock, AR 72201 374-4871 (work) VACANT POSITION. Magnet Review Committee Donna Grady Creer INTERDISTRICT TRANSPORTATION AUTHORITY (ITA) (Black) (White) The Interdistrict Transportation Authority (ITA) is responsible for the administration of an interdistrict transportation plan for both magnet schools and M-to-M transfers. The ITA is composed of the Transportation Director, or other designee, of each district and a representative of the State. Committee members are: Chairperson - Mr. Spence Holder Coordinator, School Transporation Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 682-4264 Member since September, 1988 Mr. Bobby Acklin Assistant Superintendent, Pupil Services North Little Rock School District P. 0. Box 687 North Little Rock, AR 72115 771-8010 Member since August, 1989 -11- Mr. Ed Hogan Assistant Superintendent, Support Services Pulaski County Special School District 925 E. Dixon Road P.O. Box 8601 Little Rock, AR 72216 490-2000 Member since September, 1987 Mr. Richard Johnson Transportation Director Little Rock School District 5400 Murray Little Rock, AR 72209 562-6300 Member since September, 1987 The ITA reports to the Magnet Review Committee quarterly or on an \"as needed\" basis. STUDENT ASSIGNMENT OFFICERS COMMITTEE The Magnet Review Committee formed the Student Assignment Officers Committee and hears periodic reports from them in an effort to assure uniform student enrollment application procedures, and to keep abreast of changes in enrollment patterns, applications, waiting lists, withdrawals, seat allocation, application processing and other matters related to interdistrict magnet schools and M-to-M transfer program assignments. The committee meets on the third Tuesday of each month at 1:30 p.m., in the Magnet Review Committee Office. This committee consists of: LRSD - James Jennings, Associate Superintendent for Desegregation James Washington, Student Assignment Officer Sue Pederson, Administrative Assistant NLRSD - Bobby Acklin, Assistant Superintendent for Pupil Affairs Sandy Juckett, Administrative Assistant PCSSD - Eddie Collins, Assistant Superintendent for Pupil Personnel Marilyn Nowlin, Administrative Assistant. The committee has assisted the Magnet Review Committee in making the interdistrict magnet school and M-to-M transfer programs assignment processes equitable, efficient and effective. -12- GRADUATION REQUIREMENTS COMMITTEE Function: Membership: To determine if magnet program requirements necessitate change in credits needed for graduation. Each district sends one member, usually a curriculum person. It was not necessary for the Capacities Committee and the Graduation Requirements Committee to function during the 1989-90 school year. OTHER COMMITTEES There are additional committees which operate at the direction of the Magnet Review Committee. These committees function on an as-needed basis as follows: CAPACITIES COMMITTEE Function: Membership: To assess and make recommendation on the number of students which can, according to State standards and program needs, be housed within the schools' physical plants. Each district and the State sends two members, usually the Director of Plant Services and one other, along with the MRC Executive Director. -13- SECTION III STUDENT ASSIGNMENT INTERDISTRICT MAGNET SCHOOLS Interdistrict magnet school enrollment is open to students in grades K-12 in Pulaski County, Arkansas with the following exceptions: Students who apply for placement in Parkview Science Magnet should have successfully completed Algebra I in the 9th grade. Pulaski County Special School District white students in the southeast quadrant of the district and black students in selected schools north of the river are not allowed interdistrict magnet school placement as this would negatively impact overall district racial ratios. Students identified as handicapped under State guidelines, whose Individualized Educational Program (IEP) requires self-contained special education placement (more than 50% of the instructional day spent in special education programming), are not recommended for magnet placement. Magnet programs are open to identified handicapped students whose IEP's require that up to 50% of the instructional day be spent in special education programming (itinerant and resource room services). Brochures describing course offerings and application procedures, and the application forms for the interdistrict magnet schools are available at the Magnet Review Committee Office, the districts' Student Assignment Offices and the interdistrict magnet schools. The enrollment procedures for each of the three districts in the interdistrict magnet school program are listed below. Prior to applying for interdistrict magnet school enrollment, it is suggested that a parent peruse brochures offered by the Magnet Review Committee Office and the resident district Student Assignment Office. The student and parent should visit the selected interdistrict magnet during school hours. This process will assist the parent in making a sound decision. -14- LITTLE ROCK SCHOOL DISTRICT Interdistrict Magnet School Application and Enrollment Process The parent should obtain an interdistrict magnet school application and an Optional Enrollment Request Form (OERF) at the beginning of the recruitment period. In the Little Rock School District, the recruitment period usually runs six weeks in the spring. Applications may be mailed from the Magnet Review Committee Office or picked up at the Little Rock School District Student Assignment Office, or at any interdistrict magnet school. The completed application should be returned to the Little Rock School District Student Assignment Office. Magnet slots for K, 7th and 10th graders are filled by lottery or random selection process. Names of all students who apply but are not selected for immediate entrance are placed on waiting lists which roll over to the appropriate grade level at the end of the year when magnet vacancies occur. Magnet vacancies which occur at grades other than entry level (K, 7, 10) are filled from waiting lists. Students who apply after the designated application period are added to the waiting list in chronological order. Parents are notified by letter of magnet placement. Enrollment in a magnet school commits the student to attendance at that school for a minimum of one semester. Upon completion of one semester, a student may opt to transfer to a non-magnet school. However, if release from the magnet school's one-semester commitment is desired prior to the semester's end, the following exit process must be followed. Exit Process Parents must go to their home district's Student Assignment Office or to the Magnet Review Committee's Office for a Magnet Withdrawal Form. Parents must complete the withdrawal form. The completed form must be returned to the home district's Student Assignment Office, Magnet Review Committee Office, or to the student's current school. The Magnet Withdrawal Form is forwarded to the Magnet Withdrawal Committee, composed of the Student Assignment Officers from the school districts in Pulaski County, Arkansas. The decision to grant or deny a withdrawal is made by the withdrawal committee based on assessment of data. The home district Student Assignment Office is responsible for contacting the parent to communicate a decision. -15- If a student's request is denied, the parent has the option to appeal the decision to the Magnet Review Committee. The Magnet Review Committee's decision is final. PULASKI COUNTY SPECIAL SCHOOL DISTRICT and NORTH LITTLE ROCK SCHOOL DISTRICT The parent should obtain an interdistrict magnet school application form at the beginning of the recruitment period (usually March-May of the year prior to enrollment). Application forms may be mailed from the Magnet Review Committee Office, or picked up at the Pulaski County Special School District or North Little Rock School District, Pupil Personnel Office, or at any interdistrict magnet school. The completed application form should be returned to the Pulaski County Special School District Pupil Personnel Office or the North Little Rock School District Pupil Services Office. Applications will be dated and placed on an interdistrict magnet school waiting list accordingly. North Little Rock School District and Pulaski County Special School District will receive a list of the number of vacancies by school, grade and race for the coming school year and will match students on the waiting list with available spaces. PCSSD and NLRSD officials will call the host district to confirm placement. A letter notifying parents of interdistrict magnet school placement will be mailed to parents. Parents will be instructed to go to the host district and complete a Pupil Information Form. The date for enrollment and registration will also be given. The withdrawal procedure for Pulaski County Special School District and North Little Rock School District is the same as for Little Rock School District. Transportation is provided for interdistrict magnet school students who live more than two (2) miles from school. The student's host district transportation department is responsible for providing the student with information on pickup route, departure, arrival and return time. The ITA, as described in Section II, is responsible for making decisions regarding transportation for the interdistrict magnet school and M-to-M transfer programs. During the 1988-89 school year, 37 buses were purchased for exclusive use by the interdistrict magnet school program in an effort to assure all interdistrict magnet school students would be on the first or second bus run. The buses are marked \"Pulaski County Magnet Schools.\" -16- SECTION IV STUDENT ASSIGNMENT MAJORITY-TO-MINORITY TRANSFER PROGRAM The Majority-to-Minority (M-to-M) transfer program continues to increase the options available to all students. This school year, there was an increase of 48 students in the M-to-M transfer program (from 547 to 595). Students who apply for a Majority-to-Minority (M-to-M) transfer should obtain an application from the Magnet Review Committee Office or the resident district Student Assignment Office. The student has the option to select up to three schools. Students who plan to participate in extracurricular activities must enroll prior to Labor Day. The Student Assignment Office at the resident district will determine placement. A student's commitment to the M-to-M program is one year. After completion of that year, a student may, if desired, return to the resident district for school placement. The Metropolitan Supervisor (the late Eugene Reville) recommended making M-to-M application and withdrawal similar to those policies established for interdistrict magnet schools. The recommendation was tabled and considered for 1990-91. In April, May and June of the 1990 school year, plans were made to open new magnets accessible via M-to-M transfers. Those magnets are: Rockefeller Elementary Magnet School Washington Elementary Magnet School Dunbar Junior High Magnet School Central Senior High Magnet Program. Transportation is provided for M-to-M students who live more than two (2) miles from school. The student's host district transportation department is responsible for providing the student with information on pickup route, departure, arrival and return time. The ITA, as described in Section II, is responsible for making decisions regarding transportation for the interdistrict magnet school and M-to-M transfer program. -17- SECTION V STUDENT RECRUITMENT Recruitment of students for the interdistrict magnet school program and the Majority-to-Minority (M-to-M) transfer program is a responsibility of the Magnet Review Committee (MRC) and its recruitment arm, the Magnet/M-to-M Transfer Educational Team (MET). Assistance comes from the interdistrict magnet schools and the districts' Student Assignment Offices. The recruitment period for the interdistrict magnet school program for the corning school year usually begins in March. Announcement of the recruitment and enrollment period is widespread (newspaper, radio/TV, sending home of announcements, posters, flyers, information in school counselors' offices, etc.). The Magnet/M-to-M Educational Team closely examines the list of vacancies for the interdistrict magnet schools and targets recruitment accordingly. Section II of this report details recruitment strategies. -18- SECTION VI STAFF AND CURRICULUM OF THE INTERDISTRICT MAGNET SCHOOLS Magnet schools have been included in the Little Rock School District's desegregation plans since the early 1980's. Magnet schools in Pulaski County are a great success, both educationally and in attracting and holding white students. Staff and leadership of the magnet schools are energetic and creative in developing innovative educational programs. The programs provide a strong educational foundation in the basic skills. The faculties demonstrate a commitment to the principle that all students can learn. E~uitable and adequate resources are allocated to the promotion of e\u0026lt;.ucational themes and the maintenance of safe and orderly school climate. The staffing for the interdistrict magnet school program is handled by the Little Rock School District Department of Human Resources. Interdistrict magnet school principals play key roles in the development of job descriptions and in the staff selection process. Careful attention is given to an individual's desire to be a part of the magnet team, the individual's interest in the school theme and the teaching qualifications as related to the curriculum. A list of staff members, ethnicity, years of experience, and experience in the magnet setting is included in this report. The curriculum for each interdistrict magnet school program is developed by the interdistrict magnet school staff and administration. District and State guidelines, goals and objectives, and school theme descriptions are considered in curriculum development. A school-based team which monitors the curriculum meets each summer for curriculum adjustments and augmentation. Curricular revisions are forwarded to the Magnet Review Committee for review. For the Court's reference, curriculum guides for each magnet program area are available in the Magnet Review Committee Office. -19- OVERVIEW PARKVIEW ARTS/SCIENCE MAGNET HIGH SCHOOL The 1987 Parkview Arts/Science Magnet High School became Arkansas' first and only interdistrict magnet high school, with its enrollment of 825 students from the Little Rock, North Little Rock, and Pulaski County Special School Districts. As a magnet school, ParkviB'-1 provides expanded and specialized studies in the arts and sciences, in addition to the standard academic curriculum. All students meet state standard graduation requirements, while choosing from a wide range of course electives such as calculus, statistics, French, Spanish, German, Latin, AP English, architectural drafting, computer programming, AP History, journalism, Naval ROTC, and many vocational courses. Although the emphasis at Parkview is on the arts and sciences, a variety of extracurricular and athletic opportunities are offered to its students to enhance the total educational curriculum. -20- SCHOOL Par kv i PW Art$ I Sci ence_fu_gr)C L$_c\n_booJ --- PR I NC I PAL JqqQ-31 CERTIFIED STAFF .. J.C. Babs - I tlo. Year Subject Area/ No. Years Service Name Race Stx Grade Speciality Area Experience Maqnet Pre 10, Science Acklen, Ruthie B F ll , 12 Soecialist 24 3 l 0, Social Studies/ Black, Danny w M ll, 12 Coach 18 3 10, Fine Arts Blackman, Tony w M 11, 12 Soecialist 2 2 .. 10, Fine Arts Boosey, Fred w M 11, 12 Soecialist 12 3 Bratton, Donald w M 10, 11 1? Latin 32 3 Burke-Carroll, Rosemary w F ,0. Visual Arts 20 3 11 1? Soecialist 10, Visual Arts Campbell, Judy w F 11 1? Soecialist 1 1 10 Social Studies Carpenter, Carolyn w F ll '12 20 3 Carr, Marcelline 10, B F 11 1? Math 20 3 10, Visual Arts Clark, Robert w M 11 . 12 C::nnr-i\n:,li\u0026lt;:+ 4 3 10, Carrothers, Billie B F 11 12 Math 27 3 . . ... 10, Music Cripps, Joe w M 11 1? SnPr:i\nilist 3 3 10, Cross, Kathryn B F 11 12 French 26 3 10, Health/ Daniell, Terence w M 11 1? r.ni!rh 3 3 10, Dance Elrod, Laura w F 11 1? Sn\u0026lt;\u0026gt;r-i a 1 i st 5 3 10, Music Farlow, Millie B F 11 12 \u0026lt;:\nn\u0026lt;\u0026gt;ci a 1 i st 3 3 . 10, Faubel, Virginia w F 11 1? Vocational 17 3 10, Physical Ed/ Flanigan, Al B M 11 l? rn:1r-h 13 3 Flemmons, Mari w F 10, 11 l? Journalism 4 3 10, Fulbright, Debbie w F 11 12 Resource 14 - 2 l 0, Fuller, Danny w M 11 1? Science \u0026lt;:\nn,:,ri\n:,li\u0026lt;:t 13 3 Gates, Charles w M 11 1? ll~r,.+i \"\"\" l 21 3 10, Science Gilson, James w M 11 1? Soecialist 2 1st vear 10, Goolsby Gertraud w F 11 l? German 3 1st year I I 10, Fine Arts Goss. Judy w F 11 1? Soeci a 1 i st 2 2 10, Music Graham, John B M 11 1? SnPcialist 5 2 Green Carol B F 11 , 12 Vocational 19 3 Greenway Beth w F 12 Enalish 15 3 -21- SCHOOL  Parkview Arts/Science Magnet Schoo I PRINCIPAL --------------- 1990-91 CERTIFIED STAFF J.C. Babbs No. Year Subject Area/ No. Years Service Name Race Sex Grade Speciality Area Exoerience Maqnet Pre 10, Hampton, Vannessa B F 11,12 Math 13 3 l O, Music Hardin, Richard w M 11, 12 Sn\u0026lt;\u0026gt;r: i.i -1 is t 12 3 Henrv Sarah B F 10 English 16 3 .. l 0, Hrishikesan, Ruth w F 11 1? Social Studies 20 3 Jennin2s, Carol Ann w F l, 0, , , ,, Vocational 17 3 --\u0026gt;-- Johnson, Art w M 1?1? NJ ROTC 5 3 10, Math Johnson. J.C. B M 11.12 23 3 10, Visual Arts Kino~  Gail w F 11.12 Sni:\u0026gt;ri\nilic:t 10 3 Kelley, John ..  B M l O, 11.12 ~~1~~ceSpecialis 20 3 Knioht. katherine B F 10 English 12 3 KreadY. Sarah w F 12 English lQ 3 ..... . 10, Music lamb, Ernest B M 11.12 Snecialist l 10, Lovelace. Dorothv B F 11.12 Vocational 14 3 Lubansky, Mari an w F 10, 11 12 Math 0 l st vP\nir l O, Science Menz, Evelvn w F 11 12 Snor-\n:,l\nc\nt 18 3 Nauden. Lou Ethel B F K Kindergarten 23 2 ' English/PAL Nauoher, Nan w F 11,12 4 3 l 0, Social Studies Pertle. Judv w F    n .... , ~ n 1 10 Science Picard. Dick w M 11 '1? Soecialist 4 3 RioleY Charles w M 10, 11 1? Social Studies/ l'n~rh 2? 3 10, . Social Smith, Linda w F 11.12 Engl1shlstudies 5 3 10, Smith. Susanna 0 F 11 -12 Spanish 11 1 10, Visual Arts Sti!lPV JE\u0026gt;rrv w M 11. 1? Specialist 1 l 10, Stenhi:\u0026gt;nc\n. S\n:,r\ni w F 11. 1? Math ?1 1 I I 10, Science  Tanner, Phyllis w F 11 1? c---\n~1\ncc+ n  l cc.t vear TaYlor, Susan w F 11 English 15 3 Treadwav. Pat 10, Fine Arts w F 11. l? S  ecialist 3 l cc.t VPar Tvler. Lois B F 10, Math/PAL n 3 11 l? -22- SCHOOL Parkyjew Arts/Science Magnet School PRINCIPAL ------,Ot::-t--Ct_~\u0026amp;=~~~/\n~:f'------- 1990-91 CERTIFIED STAFF J.C. Babbs No. Yea Subject Area/ No. Years Service Name Race Sex Grade Special itv Area Experience Maqnet Pr Wa 1 ker, Ella B F 10, 11,12 Vocational 16 3 Washam, Gavle w F 11 Enql1sh 14 3 10, Watson. Claudia .. 8 F 11, 12 Vocational 21 3 Williams, Joyce w F 12 Enqlish 1R 3 10, Wilson Phillip 8 M 11, 12 Math 4 3 10, Fine Arts Wisener, Karen w F 11 1? Soecialist ?1 3 We 1.1 s, Georgi a w F Librarian 18 2 Landers\nf~~Jette w F Counselor 22 2 Homard, Marqie w F Counselor 22 3 Powell, Lucious B M Counse 1 or 29 3 Junious C. Babbs B M Principal 16 3 Anne Hansen w F Ac\nc\nic\nt\nint Prin ?n 1 Haro l d Ha yqood w M Assist\nint Prin 4 1 Maud Woods B F Assistant Prin 1? 1 -23- :- 10:. T., :, lor. S . C:-ccm.,.1y, D ~.if . 7-10.: 402 '..'1 il 1,1~ ,J. 7-102 PREP I MASTER SCHEDULE PARKVIEW ARTS/SCIENCE MAGNET SCHOOL 402 202 i! PR'::? 402 I 40\nKrco~y  S. -+--,--2-0_4 ___ t------t-3---2-0,-' ----j,-7---l-C6---+-----\n-j ,-_-l_C_6---+,-_-l-06-- 402 402 402 402 p A L PREP P A L 302 P.U:? ! ln 302 7-101 \\..'.1sh,j\n:l, C. 302 C-1 02 8-103 S:it~, L. H-104 Henry, S. ~ 2-107 Carr. H. 3-207 \\Hlson, P. 2-109 3-207 PR!P lubo1nalc.y. p. Cccr.J 2-101 Corrother  ,8 l'lE.P 2-10 .. 2-101 Joh:u oJ n,J , C. Al1. ll 2-207 )-:01 302 PREP 202 H.Al\u0026amp; Il Ceoa PRIP riu:r 2-109 t.lg, II r rP Trl,r. I.. Alt, I rR[P 302 PRE? 204 20. A.ti.1st A2 Pi\\!P 202 PR!:P U. AI\u0026amp;, 11 P.rep PJL.'1' Cone . Ccc :::. Alg,11 lnt.Alg. PR[? 11 . Trtc -24- PREP Alg . I Ccoc , 2-107 Int.Ale Alg.11 P A L 302 204 PR!? l:f. Ceom Ceca. Alg . Il Alg . I Ccoc . rR!P I' A L Alg. II 2-Ic . Int.Ale )02 PUP 202 ~-207 b 1' Ceo:a . ,1 1 . u nt.\u0026gt;-11. S. H. ~-107 \\lg. I I 1 2 J 4 5 6 k -- Fl':' . ,-,:, : St.1rc\u0026lt;.raf t Cor..::,. l Or,11 , ! nt. Cil! 11.l f hc,1 t -'t\" s1nr, p~~ j \\.\n~:c:icr .K. ------- '?-10 ~ \u0026lt;\n-n~ V:-1a q ' 8-109 noo:i.cy, F. \u0026lt;.: v ir,m. I /1.ctins L PREP Coau:i, I PREP Act i :1 Y-//\u0026lt;/- c nes 8-1 06 Co= II Trc :H,! \\o.1y , 11 Dr.,:r. .1 Deb:1te Dr.:i::ia PREP Drama PREP heacr ~ist\u0026lt;JI 8- 105 Crc.Jt i vc Thc.:i t re PREP Theatre Theatre Drac.1 I I J.!Rt: i' Coss, J llrit inc ll istory History History 8-114 8-105 8-106 8-114 1 8-109 Bl.1ckr:.:m, T Sto\u0026amp;Croft PREP Coa:11.I Co11111.I Stage Craft Coa:11.I PREP I 3-101 3-101 3-108 13-108 3-108 Ourkc-C.1rrr: l PREP A2 Art Intro to Art Design Adv. Craft ArtDesi\u0026amp;n PREP Paint 3-108 3-108 3-104 J- i 08 Kin\u0026amp;, G. Cra.!tfibcr PRE? Draw I PREP GraphicOuigu GT Coor. (Otte )-104 3-104 3-104 3-104 _j-J.U4 Cl.:irk,B. Draw I ArtHistory ArtHiatory Draw I PREP i\\rtHist. !'R!:P 3-102 Coc,pbc!l, J . PREP Draw III PREP Drav II Draw I Drav II !Praw Stoley , J. l!ALL HI H SCHOOL ~ FOREST EIGHTS JR . ICH '.A:s::1 4 Cya, 5-o~~c '.l-t0.2- ii-10~ 1 ance\n,//// Elrod, L. D.1nccEnscmb: e: Tech III PREP DanccHistory . PREP Tech I is tor,, - 5- 104 03nce Dance Dane  Dance J 1,\n.stice, M, Tech I PREP Tech II Tech II Tec:h l I 9-104 9-104 2-108 9-104 2-108 Hardin . R. Choir 1 Choir II PREP Hus 1cTheory Madrigals ~usicTheory PREP 1 I 2-108 9-1~9 9-109 9-109 9-10 !fineMt  ~!~r Crippa, J . Music Theory Band II Orchestra PRLP PREP Sur. ey I 2-108 2-108 2-108 1 9-10, 2-101 Fa r lou, H. PREP Music The or) HusicTheor PREP ~u1icTheory LobSinsers Husil III II II Theur T ,-.. ~-:,,,v\n, 9- 10' C.r3h.?m, J PREP Band II S.H, Band I PREP SH St ~g, 83nd 9-109 L1mb , E HANN H. GNITT SCIIOOL l Int. Orchestra I -25- -- ------~------ ----- r----- ,tl\" I/\\, __ :,I ~\" 1 I 5. :l--.! 'IO PHlr A.:iistory PREP A.llistory ,\\. !ll ~t .. : I 1 Govt. !'.1rp.:nt~r.c. 5H - - - --1---  1 W.lllstory ~-~OJ , lJck, o. \\.', 1111.t ,lTY ~ . Hi s tory !?il.EP \\J.llistory SCPV. !'HEP\n-205 ~ W.lli5tory .J.History PRE? W. llistory PREP W. Histor lrlshik~n Psy 3-208 Upley, c. A.111atory A. History IA.Hi~tory A.H!atory surv. PREP PREP 5-202 I\n-~rt le, J \\.I.Geo. W.Geo PUP w.ceo W.Geo. PREP W.Geo LANGUAGE 8-204 Sp4n, II Span. I Span. I Span. I Span. II Sp4D.Ill PREP S::iith, S. -201 8-208 8-208 6-208 r.ratton, o. KALL HICH SCHOOL Latin II Latin I Latin I Latin II d-101 Cross, K. French I PREP French I French II PUP French II French III, IV\n-106 Goolsby, c: German I German II German I 8-211 rlcmcona ,M. Photo Yearbook Jlsm I PREP newspaper Prep 'hoto ~ Micro. Bio. 2-205 PREP Bio.Lab Bio.Lab .H. tenz, E. Bio.Lab PUP Micro.Bio. tz-201 2-203 2-201 2-201 2-201 Tomner. p Biology llumanPhys. PREP Biology Biology PREP lolog:1 2-202 r tc:ird, o. Physics Physic  PR!P PREP S.H. Un!f~ed nifhd Phy~lcs hy~!cs 2-204 Qua I.Analysis '.\"ul )er, o. Chea. Tech PREP Checi!stry Chem. Tech. PREP hem. Qual.Analyaia ech. ~-203 ,\\c:klen, R. Slo.Lob. PREP Bio. PREP Bio. Lab 1810. to.Lab. 2-206\"\" 2-20(. 2-20, 1. 2..oz. t-:ellc)', J. B!olosy Biology Biology Scienc:eTec:h Supv. PREP PREP ~-206 App.Stat, App.Stat. I Gilson, J. Che11lac ry 7/05 PREP Chomhtry\nChemistry PREP App.Stat, App.Stat. : -26- .!ICAT!Ot!Al 2-102 l-llU 1 ~1-!Ul I~dc,i crndcn t Ki:i.dcrc.1:-tcr. .11kcr, L Prep L1.v1:is Supv. SH i~ PREP .. Clo thing Clothinc -110 .1uden, L 1a:,oERGAil: :1 K K PllP K - K K I l-210 Super Write faubcl, v. C. O.E. ~ S!l C O E COOP 3-20S J.ey Board \\ford Proce\u0026amp;i D Intro Cor::\n, ~ntro Coi:p Coc:pTcc !1 lenninss Tech ~ Typing lI PREP Pll.P Tech DuaAp\n:,i . 3-209 3-210 3-210 J-20~ .O\\cl.1ce,0 ~ eyboard I S II Bua . La., PREP Bus.Law eybo4rd I PREP yboar~-I )-208 ~ I~ 3- 208 ~ ZBI ,'.1tso:1,C PRE? Cc=\n, . .\\::ct. Plltl' oc\n, . Acct. Keyboard I Keyboard I ~a II ~-101 Gates, c. PREP PREP t.C.T. l I.C. T. II t CT COOP 9-101 .\nrccn .c D.E. I O.E. II PREP PREP  O.E coclP 9-102 ~.1nicl, T PREP Health Reill th Supv. Health Ht.\u0026gt;lth REP ~\\~ Fbnigo PREP PE PE Ki ode rgarteo SUPV. PE RP ~JROTC 3-103 Johnson, A. ~JROTC III NJROTC II NJROTC I NJROTC I NJROTC III NJ ROTC II ~ 9-101 9-101 9-101 Fulbr1Ght I lle:aource Resource esource -27- OVERVIEW HORACE MANN ARTS/SCIENCES MAGNET SCHOOL Horace Mann Arts/Science Magnet School is a junior high school housing grades 7, 8, and 9. The school consists of two different curricular programs--the School of Sciences and the School of the Arts. Students will select one school or the other, depending on their interests and aptitude. There are no academic performance requirements for entry into either program\nhowever, it is recommended that applicants have a strong interest in or aptitude for an area of the magnet curriculum in the school for which they apply. While students of all academic abilities are accepted for enrollment, it should be understood that the intensity and the depth of study will require a commitment to excellence on the part of all students. School of Sciences Students applying for seats in the School of Sciences will participate in the traditional and required curriculum of English, science, mathematics, and social studies, but, in addition, will take a laboratory science class. At Grade 7, the lab is a semester in length. At Grades 8 and 9, the lab is for the full year. In addition to the required courses, students in the School of Sciences may select electives. School of the Arts Students applying for seats in the School of the Arts will take the traditional and required curriculum of English, science, mathematics, and social studies. In addition to the traditional curriculum, students will select an area of concentration from the area of visual arts, drama, dance, and music. Students will participate in the appropriate courses in the area of concentration\nstudents may also select electives. -28- SCHOQL MAi~N ARTS/SCIENCES MAGNET JHS PRINCIPAL M. G. LACEY ----'-'--''---'\"--'----='-'-==..o..---------- 1990-91 CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Soecialitv Area Exoerience Maanet Proararn Johnson, lvria B M 7 Science 14 8 Johnson, Lorraine B F 9 English 7 4 Jones, Dennis B M 8/9 Math 3 2 Jones, Linda w F 9 Social Studies 9 4 Jordan, Ruth B F 8/9 Health/Science 5 2 Lamb, Earnest B M 7/8/9 Orchestra 4 2 Langston, Pamela w F 7 Counselor 9 G I Lawson, Ellen w F 8 counselor 19 8 I Lerner-Sweet, Joanna w F 7 Math 5.5 3 Levin, Barbara w F 7 Math 21 7 Little, Madeline 0 F 9 Computer 7 1 Lloyd, Emily w F 8/9 Piano 2 1 Lowe, R. C. B M 7 Social Studies 18 3 Mims, Richard w M 8 Science 15 4 .. Morris, Yvonne B F 7 Science 6 4 Nance, Elizabeth w F 7 Science 10 4 Nichols, Susan w F 7/8/9 Drama 8 4 North, Edna B F 9 Reading 28 8 Norton, Gary w M 8/9 Social Stu:lies 14 5 Parsley, Jim w M 8/9 k\u0026lt;\\rt 21 4 Pickle, Shirley w F 7/8/9 Spanish/English 15.5 6 Redmond, Wendell B M 9 Science 11 l _~ 5 Remley, o. C. B M 7/8 Social Studies 7 6 Robinson, Mary K. w F 7 Home Ee. 7 4 I I Rollefson, Louise w F 7/8/9 J\n'rench 12 4 Schmidt, Fred w M 8/9 Art 25 4 Tippen, Dervis w M 9 Social Studies 26 6 Trice, Nancy w F 7 English 6 2 i -29- SCHOOL MANN AR'i'S/SCIENCES MAGNET JHS PRINCIPAL M. G. LACEY  - 1990-91 CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Speciality Area Experience Maqnet Proqram Binns, Judith w F 9 Business 9 4 13ond, Bryan w M 8/9 English 1 1 Bookout, Robin w F 8 Vocational 12 7 Boykin, Patricia B F 7/8/9 Special Eclucatio1 12 2 Circs, George w M 7/8/9 Health/P.E. 23 8 Daniel, Rosalie w F Media specialist 18 8 Desjardin, Deborah w F 8/9 Math 20 6 Dodson, Tommy B M 9 Vocational 1q 4 Dunn, Cloteel B F 9 Counselor ?q R Edmonds, Nina w F 8/9 Science 6 2 Everett, Judy w F 7/8 Reading 1? 4 Farmer, Jerome B M 7/8/9 Physical Eclucati Dn 17 8 Fletcher, Danny B M 7/8/9 Band 6 6 Foreman, Carolyn B F 7/8/9 Choir 10 8 .. Freeman, Janice w F 7 Math 22 4 Garner, Susan w F 7 English q_ 'i 4 Gibson, Lewis B M 8 Math 23 4 Halter, Bridget w F 9 Math 3 3 Harris, Catherine B F 7 English 11 8 Hayes, Melissa w F 7/8/9 German 3 1 Hayes, Stella B F 8 English ?F- R Hill, Sheketa B F 9 English 1 -~ 7 F, Holcomb, Irene B F 7 Social Studies 24 4 Holt, DeeAnn w F 8 Social Studies 1'i ? House, Michelle w F 7/8/9 Art 13 3 Hughes, Louis w M 9 Science / 9 6 I Hufford, Gary w M 8 Science 6 6 Jernigan, Rita w F 8/9 Math 10 6 ! -30- [ SCHOOL t,,1,i:t-:JN ARTS/ SCIENCES MAGNET JHS PRINCIPAL M. G. LACEY ~: [) IIl [1 (I] 1[1 J Name Turner, Diane Weaver, Carol \\.Jilliams, Lawrence Presley, Traci Tidwell, Michael Lacey, M.G. Baugh, Sharon Matthis, James \\foods, Willie Race w w B w B 1990-91 CERTIFIED STAFF Sex F F M F M Subject Area/ Grade Speciality Area 8 English 9 Science 8 Science 7/8/9 Dance 7/8/9 Dance No. Years Experience 24 6 25 3 12 (10 as a~ministrator) 30 22 29 28 -31- No. Years Service in Maqnet Proqram 4 3 8 3 4 3 3 8 4- I I : I I I : ' I I I I I Grade 7 School of Sciences Students will enroll in seven courses. REQUIRED COURSES English Mathematics Life Science Social Studies Lab Science Regular, Enriched, Gifted/Talented Regular, Enriched (1 semester) Music Exploratory (9 weeks) Art Exploratory (9 weeks) Study Skills (9 weeks) Introduction to German (9 weeks) Industrial Arts or Home Economics (1 semester) Remedial Programs (Required for students whose reading, language arts, or mathematics standardized test scores are two years below grade level or who ~ail the !:1PT). Electives German I Spanish I . French I Learning Laboratory Accelerated Learning Program Lab Art I Choral Music Dance I Band Communications/Speech Orchestra Physical Education -32- REQUIRED COURSES Eng!,.ish Mathematics Life Science Social Studies Grade 7 School of the Arts Students will enroll in seven courses. Regular, Enriched,Gifted/Talented Regular, Enriched Music Exploratory (1 semester) Art Exploratory (1 semester) Study skills (9 weeks) Introduction to German) Introduction to Spanish Choose one ( \u0026lt;? weeks) Introduction to French Industrial Arts or Home Economics ( 1 semester) Remedial Programs (Required of students whose reading, language arts, or mathematics standardized test scores are two years below grade level or who fail the MPT). Learning Laboratory Accelerated Learning Programs AREA OF CONCE~TRATION Choose One Visual Arts Drama Dance Music Lab Art 1 Communications/Speech Dance I Band . Orchestra Choral Music -33- Grade 8 School of the Arts Students will enroll in seven classes. REOUI~ED COURSES English Mathe!llatics Earth Science Regular, Enriched, Gifted/Talented Regular, Algebra I American History Career Orientation Health (9 weeks) Physical Education (1 semester) (9 weeks) Remedial Courses (Required for students whose reading, language ar~s, or mathematics standardized tests scores are t~o years below grade level.) Learning Laboratory Accelerated Learning ARE.!. OF CONCE:fl\"RATION Choose One Visual Arts Lab Arc r, II Dra~a Communications/Speech, Drama Dance Dance I, II Music Band - Beginning, Inter:nediate Orchestra - Beginning, Inter~ediate Choral Music Musicianship (Piano Lab) is re~uired of all music students students in either grade 8 or 9. Elecc::.ves Ger.nan I, II French I, II Spanish I, II Lab A::-t I, II Dance I, II Communications/Speech Drama Physical Education Band - Beginning, Intermediate Orchestra -Beginning, Intermediate Choral Music For electives, auditions or faculty permission may be required for other than entry level courses. -34- Grade 8 School of Sciences Students will enroll in seven classes. REQUIRED COURSES English Mathematics Earth Science Regular, Enriched, Gifted/Talented Regular, Algebra I American History Lab Science Career Orientation (1 semester) Health (9 weeks) Physical Education (9 weeks) Remedial Courses (Required for students who~e reading, language arts, or mathematics standardized test scores are two years below grade level). Electives German I, II French I, II Spanish I, II Lab Art I, II Dance I, II Communications/Speech Drama Learning Laboratory Accelerated Learning Physical Educition Band, Beginning, Intermediate Choral Music Musicianship I, II (Piano Laboratory) For electives, auditions or faculty permission may be required for other than entry level courses. -35- Grade 9 School of the Sciences Students will enroll in seven courses. REQUIRED COURSES English Regular, Enriched Mathematics Transition Math, Pre Algebra, Algebra I, II\nGeometry Physical Science Civics Regular, Gifted/Talented Computer Technology Lab Science Choose One Computer Science Computer Literary (full year) (1 semester) Remedial Co11rses ( Required for students whose reading, language arcs, or mathematics standardized test scores are two years below grade level or who fail the MPT.) Electives Spanish I, II, III French I, II, III German I, II, III Lab Art I, II III Dance, I, II, III Learning Laboratory Accelerated Learning Band -Beginning, Intermediate, Advanced Orchestra -:c5~\"~ing, Intermediate, Advanced Choral Music Elementary Music Theory Exploratory Business/Typewriting Physical Education - (1 semester), Mechanical Exploration (1 semester) (full year Connnunications/Speech Drama . Theatre and the Arts Musicianship I, II (Piano Lab) Construction Exploration (1 semester) Health ( 1 semester) For electives, auditions or faculty per~ission may be required for other than entry level courses. -36- Grade 9 School of the Arts REQUIRED COURSES English Regular, Enriched Mathematics Transition Math, Pre Algebra, Algebra I, II\nGeometry Physical Science  Regular, Gifted/Talented Civics Computer Technology (Choose One) Computer Science (full year) Computer Literacy (1 semester) Remedial Courses (Required for students whose reading, language arts, or mathematics standardized test scores are two years below grade level, or who fail the MPT.) Learning Laboratory Accelerated Learning AREA OF CONCE~TRATION (Choose One) Visual Arts Lab Art I, II, III Drama Dance Communications/Speech, Drama, Theatre and the Arts Dancel, II, III Music - Band -Beginning, Inter.nediate, Advanced Orchestra -Beginning, Intermediate, Advanced Choral Music Musicianship (Piano Lab) is required of all music students in either grade 8 or 9. Electives Spanish I, II, III French I, II, III Lab Art I, II, III Dance I, II, III Physical Education -(1 sem.) (full yr.) Co=unications/Speech Drama Theatre and the Arts Musicianship I, II (Piano Lab) Band, Beginning, Intermediate, Advanced Orchestra, Beginning, Intermediate,Advanced Elementary Music Theory Exploratory Business/Typewriting Mechanical Exploration ( l semester) Construction Exploration (1 semester) Health (1 semester) -37- Little Rock School District MANN ARTS AND SCIEi.~CES MAGNET SCHOOL Parent Contract My child--------,-------------- has been approved (complete name) for attendance at Mann Arts and Sciences Magnet School. As a parent, I agree to provide positive support for the policies and program of Mann Arts and Sciences Magnet School and will: ensure prompt and regular school attendance\nensure appropriate behavior\nensure compliance with the dress code policy\nprovide a proper study environment and require completion of homework as assigned\njoin and support the parent/teacher association\nsupport school rules and policies\nmaintain frequent and open communication between the school and the home by: attending parent conferences and parent meetings\nsigning and returning information sent home for parent's information\nmonitoring progress and signing the student's plan book regularly\nI agree with the fundamental principles stated above and will assist the staff with my support. I am aware that my child's continued enrollment in Mann Arts and Sciences Magnet School is contingent upon my honoring this contract. Date _____________ Parent/Guardian's Name ___________ _ (Please Print) Phone I Address -------------------- (home) (work) Parent's Signature -------------- -38- I l,J \\0 I HORACE MANN JUNIOR HIGH SclENCEs/ARTS MAGNET SCHOOL TEACHER Fletcher Lamb Foreman MUSIC/ART h\u0026amp;fief00 \u0026amp; 2nd PERI 00 3rd PERIOD 4th PERI 00 5th PERIOD 6th PERIOD 7thl\"R IO O Tea. Ho. TIHE _____ 1 _______ _ Advanced Band Intermediate 218 grades 7-9 -- ~r'f. M 220 Adv. Orchestra Int. Orchest. -- -- ---- --- 7-9 En rl. 7-9 X X X X X ~ It Beg. Orch. It ~avels It to It Parkview It Champer Orch. R E E----- E----- E----- E REnrl.-2:2._ HEnrl. __ HEnrl. __ HEnrl. __ HEnrl. 7-9 H ~ Boys' Choir ~ Prep __ ~ Girls' Choir ~ Intro. Music ~ Girls' Choir 1 224 Intro. Music Enrl. 7 ~ Enrl. ~ ! Enrl. ~ Enrl.7--:\n- ! Enrl. -7- t~. ~ ~ --------t---t------j--==--,xzt---==a..--,xr--==---y~r---==--yt-x-__,.\n:=\"'-- x 210 Prep__ ___ Piano_!_ R _flano III R _f.hm\u0026lt;Lll.... ~ ~n~ R Piano_!__ R Prep __ ~ Lloyd Enrl. 8-9 ~ Enrl: 9__ ~ Enrl. ~ ~ Enrl. ~ ~ Enrl. ~ ~ Enrl. __ R X X X , X X X R labArtII R labArtII f labArt ' II R~Intro. R~ep __ ~ R Enrl . 8-9 ~ Enrl. 8-9 H Enrl. ~ ~ Enrl. _7__ ~ Enrl. __ ~ Parsley 129 Prep Art. Int,co. Enrl. 7 TOTAL Exel. H. R.  ~ H ---------+---t--------+-------,xrr---------,x\n-r-------.ix--t-------,xt-------x:\n+------vixr--- - _la_bA_r_t_In_ ___ Pr..=E._ Schnidt 128 9 Enr 1. House 12G Office Dutx__ _Lab l\\r.Ll... Enrl. 7-9 Enrl. Enr I. Enrl. R lab A.E!__!_ R lab Art I ~ ~b Art I ~ _!'._re_p__ ~ ~b Art I B REnrl.~ ~Enrl.~ REnrl.~ REnrl. __ REnri.7-9 ! X X X X X X R ----..e12-- ~ _Ira'lcl.s_ ~ __ tQ__ ~ -5.ou.tbl=t ~ ____k. ~ ( fi Enrl. fi Enrl. A Enrl. fi Enrl. A Enrl. H X 8 R-- R Enrl. X 8 R-- R Enrl. X 8 R-- ~ Enrl. X B R-- R Enrl. X B R-- ~ Enr I. X 8 R-- ~ Enrl. X X X X 8 8 8 8 R----- R----- R----- : REnrl. __ REnrl. __ REnrl. __ H X X X X 8 8 B 8 R----- R----- R----- ~ R Enrl. __ ~ Enrl. __ ~ Enrl. __ ~ i __ --- i __ --- f __ --- XH~ ~Enrl. __ ~Enrl. ~Enrl. ~l TEACHER Robinson Bookhout Tea. No. 123 VOCATIONAL, HFALTI-1 AND PHYSICi'.L ?CUCA'!!Cl:l i'iMe~100 \u0026amp; 2nd PERI OD 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERIOD 7thPERIOD TIME _____ , _____ _ Horne X X X X X X Ec_o_,_,cmi_c_s _ H_cr.i_. e _Ec_o_n_or.iics R _Hor_,ic F.c_on_cm_, ics R _ P_i:_ep_ .'. R l!or,1c Economics R Home Ee. R Home Ee. R 7 Enrl. 7 ~ Enrl. _J__ ~ Enrl. ~ Enrl. _z__ ~ Enrl. 7__ ~ Enrl. _7__ ~ X X X X X ~ ~reer Orientation ~reer. Or. R ~eer Or. R __fre.lL- It l\\lleod~fc It --.Career...lli:.. It _Ei:cp__ R TOTAL Exel. H. R. \u0026amp; S H lll Enrl. 8 EH Enrl. a  ~ Enrl. ~ Enrl. __ ~ Enrl . ..1L_ ~ Enrl. __ ~ l.::,_. ____ _\n:...__--+---+--.!!.8.---+---===:.,_--\nt--_\n:.,.___:::=::::.._yf_ __: _____x t_ ____x t--____) (1----71--- 0 XB ,\"-reer Or. X X X X ft I Career Orientation Career Or. \"\" B Prep B Duty B Career Or. B Prep ER Dodson 127 --~ ---- f - f--- f--- f--- Enrl.__..2_ iEnrl.-- H-En_r_l. HEnrl. HEnrl. .~Enrl. H ~B X X _ ~ ,. X R ___fr~ R .....Ga\nip.J..u... R .81.lsine.s.s...Explor.R -Cmp.J..it_ R Cornp. Lit. R E E E E E E HEnrl: __ HEnrl,....9__ HEnrl.~ HEnrl._9__ HEnrl . ...9..__ H Billns 115 ~ter Lit_. ____ PrfilL_ 9 Enrl. Little X X X X X ~ 113 Ccmp. Science ~- Science R ~cp__ It Cornp.~nce ~ Peep__ , R ~p._,Smnce R ..wap . ..sci..erJcc R 9 Enrl. 9 A .Enrl. R Enrl. 9 H Enrl. __ / R Enrl. -9.._ R Enrl . ..9__ ~ --------+---1----:::._----+---===----vt-x---=~-=---,x+--....\n....\n_ xxt-\"-----xxr-----xxr------:xu--. Jo...-dan 130 FatT.Jer Hcaltn/PE Health/PE 8 Health/PE ---- En rl. 8 Physical Ed_. _ Physical Ed. 7-9 Enrl. 7-9 Enrl. Enrl. R Health/PE R __fy-th Sr.iencc R ....l:ep __ R ...llealt.b.LEE... ~ ..:.lc.altlL.__\n~ Enrl. 8 ~ Enrl. _8_ R Enrl. _ _ ~ Enrl. .a__ R Enrl . ..9__ R X X X X X R Health/PE R Cafeteria Duty ~ P.ep__ R Healthfts_ R Prep __ fi Enrl. 8 R Enrl. R Enrl. R Enrl. 8 R Enrl. X X X X X : Prep __ : _i!lysical F.d. ~ ___fE_ep__ ~ PhysicalEd. ~ Physic~. AEnrl. __ AEnrl.7-9 ~Enrl. __ REnrl.7.:2._ REnrl.7..:.L_ X B R-- A Enrl. X B R-- ~ Enrl. X X X B B B R-- R-- --- R-- R Enrl. __ AEnrl. __ REnrl. X X X B B B R-- --- R-- --- R-- ~ Enrl. __ ~ Enrl. __ ~ Enrl. X B R-- R Enr I. X B R-- ~ Enr I. H X B ~ H X B ~ H I .\".'.\".. I  a a a SPf:CI/,L EDUCll'flON I A~e~s\u0026amp;ii00 \u0026amp; TIME _____ 1 _______ _ Tea . 2nd PERI OD 3rd PERIOD 4th PERI OD 5th PERIOD 6th PERIOD 7thf\u0026gt;rRIOO TEACHER llo. Boykin 116 X Reading/Euglish L\u0026lt;'arning St.:at B Prep -- -- ---- --- R -- --- 7-9 Enrl. 7:::1_,_ R Enrl.\nS. St. Math ~ S. St. Eni!.lish ~\nF,n.:lishl S. St.~ R ~11-~t.:, R -5c.i.e~1V1C'i,_ __!'.:ep__ R ~_la_t:_n, ~s R HE Enrl. E E E E ~ H Enrl, __l,-=9,_ H Enrl. H Enrl. -1=!:i,_ H Noi:th 112 Read/Eng. Assist. Prep 7-9 Enrl. _. _ IXt . Read/English E -- --- . H Enrl  ..J.=5L X X X X X It Read/~:Oglish It P-.:cp__ It Read/English It Read/English : R -En_r_l. _7_ __q _ H En r I , __ H -En_r_l. -9-- ~ ~ - . !l _ ~ ~ , Prep ~ Read/English ~ Read/Euglish ~ Prep ~ Read/English i Everett ~- f- f- ~- -~--8- E Read/F.11g. Assist. Read/English ST. 3-- ----- 7-9 Enrl. 7-9 R Enrl. H Enrl. 7-9 H Enrl. 7-9 H Enrl.  . Enrl. ._  H --------l---1-------+---===--___\nx\u0026lt;i+-----'==---.\n,x+- --==\n,.._-\n~\n+----===---\n+-x--==-- x B 8 ~ B 8 8 ---- Enrl. ---- Enrl. -- -- ---- Enrl. -- -- ---- Enrl. -- -- ---- Enrl. -- -- ---- Enrl. -- -- ---- Enrl. R-- R-- R-- R-- R-- R E E E E E E H EnrL H Enrl. H Enrl, H Enrl. H Enrl. H X X X X X ~ R- R_ ~ ,R- a_ R fi _En r1. R En r1. ~ En r1. I R En rl. R En r I. R ~ ~ ~ R-- R-- R-- R En r I . fi En r I . R En rl . X X B B R-- R-- R Enrl. fi Enrl. X X B B R-- R-- R Enrl. REnrl. X X B B R-- R-- R Enrl. ~ Enrl. . X X 8 B R-- R-- ~ En r1. ~ En r 1. X B R-- R Enr l. X B R-R Enrl. X B R-- R Enrl. X B R-- ~ Enrl. X B R-- fi Enrl. X B R-- R Enrl. X B R-R En rl. X B R-- ~ Enr 1. X B R-- ~ Enr 1. --- X 8 R-- ~ En rl. X B R-- R Enrl. X 8 R-- ~ Enrl. X B R-R Enrl. X B R-- ~ Enr,1. X B ~ H X i H X ~ E H X f H X f E H TOTAL Exe I. H. R.  ~ H I TEACHER Hill L. Johnson ENGLISH A~e~~oo \u0026amp; 2nd PERI 00 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERIOD 7thl\"t:RI 00 TIHE ____ _ --\"------- 1--------',t------- Tea. tlo. I_ I I X X X X X X ~glish GT/Enr P-.:cp__ l English (R) R English (R)_~. R Engli5h GT/Frn:BR __ P.:c_p__ 8 English GT/Em!! R----- R 133 9 Enrl. __ ~ Enrl. ..5L___ ~ Enrl  ..5L___ ~ Enrl. 9 ~ Enrl. ~ Enrl. 9 ~ 139 English (R) E:iglish GT/En1 Prep It En~lish GT/Eni English GT/Enr It Prep It English GT/Enc~ TOTAL Exe I. H. R. \u0026amp; S H I __ 9 ____ EnrJ.9 ~Enrl.-- ~EnrJ.9 ~Enrl.9 ~~-- ~-En_r_l_-9--Hr ~--------+---l-------+-------\nt-------:+--------\n+-------::,f--_:=::\n:::..----:+--===-----\n+---- 1 X X X X X g Bond _J'rfill._ __ ~ifil..IB) 8 ~ifilL..ill) i ..f!.!GJ.ish (P..) i __f_rc2...._ 8 English (R) i ~li_s_h_(_R) ~ Enrl. 8 ~ Enrl. 9 H Enrl. 8 H Enrl. ! Enrl9  . Enrl. _8_ H --------+--+--Pr-c-.p ----+-F.n_g_l.\n:is::\n:h=GT=-/-En-rxvB +-E-ng_l_i.\n:sh=(::\n:P..=-)--xvB -t-En-g-.--=GT::\n:/::\n:Ei::\n:,=-r-.- -ii~-t--En-g-_-=(::\n:R7=---iil-t-En-g-h-=.5 ::\n:h=(R=-)--ii Plcp ~ S. Hayes ---- --- R -- --- R -- --- R -- --- R -- ___ R __ ___ R Tu1.11er lla..,:is Pickle Gan,cr 137 Enrl. _3_ ~ Enrl. _8 _ ~ Enrl. _ 8_ ~ Enrl. _8__ ~ Enrl. B ~ Enrl. ~ 134 English ql'/Enr. GT Duty -- -- ---- -- 8 Enrl. X X X X X X R __::1\u0026amp; GT.Enr. R _ Prep l ~g. GT/l:.m:. ,R __ Prep R Eng. GT/Enr. R -- (R) ~ _Enrl. _8__ ~ Enrl. __ H Enrl. _8__ / ~ Enrl. ~ Enrl. 8 ~ --,,\n-x------:+-----..,xr+-------::+--_.\n==---:+-_.\n=:::....-.,+.--  Prep Eng. B Eng. GT/Enr. ~ Eng. GT/Enr. 8 Eng. GT/Em:. ~ Eng. (R) ~ Prep ~ 136 -- -- ---- -7- Enr I. -- 131 ~nish) __ ___h\"ee.___ Enrl. 132 ___f_lee___ __ ~y Skills Enrl. 7 Enrl. En rl. R---- R---- R---- R---- R----- R ~Enrl._7 __ REnrl._7 __ ~Enrl._7__ REnrl. 7 ~Enrl. ~ X X  X X X X R ~nish) R ___h\"eL_ ~ English (R) R ~panish) ~ ~nish) ~ R Enrl. R Enrl. h Enrl. s R Enrl. h Enrl. H X X X ~ ~gli5h (R) 8 Study Skills B Study Skills R-- -- R-- -- E Enrl. 7 E En r I. .7 E Enrl. 7 H -- H -- H ~ X X R-- --- ~-- --- r ~ Enrl. __ R Enrl. ~ X X X B B B r- -- R-- -- R-- -- H Enrl. -- ~ Enrl. -- HE Enrl. X X X B 8 B R-- -- R-- -- R-- -- ~ X X R-- --- l-- --- f ~ Enrl. __ ~ Enrl. - - - ~ Enrl. ~ Enr I, ~ Enrl. f TEACHER Levin Lerner-Sweet Freeraan h~e~oc1 \u0026amp; TIHE ____ _ Tea . No. I _ 203 201 204 GT/E'.llr. Math 7 Prep Math (r..) MATII 2nd PERIOD GT/Enr. Math Enrl. _]_ Math (R) Enrl. ~ Prep 3rd PERIOD X B Prep R-- ~ Enrl. 4th PERIOD 5th PERIOD 6th PERIOD 7thP'fRIOD ------~--------- X X X X R GT/En~. Math:_. R GT/Enr. Math R _Pr_ep__ RG T_/1::n _r_._ M_at_h ~ Enrl. ]__ ~ Enrl. 7 ~ Enrl. R Enrl. 7 IXt __!:: :tAns ~s t. XIt MatI ( )  X Ma I  X h (R) X h  1 R It t 1 Assist It Mat It Mat _Assist. E E-- --- E-- --- E-- --- E-- --- HEnrl._u__ HEnrl.]__ HEnrl._7 __ HEnrl.7 HEnrl.7 X 8 R E H X B R E H ~ , Prep ~ Math Assist. ~ Math (R) ~ Math Assist. ~ Math (I\\) I ~-- ~--- ~--- ~--- ~ - ~ --------+--~--7 _____ 1-E_n_r_l.-===--ifi\n+-E_n_r_l.-===--iH\n+-E_n_rl_.-==7=:....-.\n,H:,+-En_r_l_.-=7==--....,.HI-E-n_r_l_. -=7==-___\n\"\n:-\n-, 7 H Pre-Alg. Prep ~ Pre-Alg. ~R Pre-A_lg. ~ Prep - ~ Math (R) B Pre-Alg. ~ ________ --- R -- --- R-- --- R-- --- R-- --- R ~ Enrl\n.!l..=2..._ ~ Enrl. 8-9 ~ Enrl. ~ Enrl. 8. ~ Enrl. 8-9 R D. Jones 8-9 Enrl. R ~th (R) R _::::th~ i Math ~ , ff Prep__ R Math ~ i Gibson 202 Math (R) Prep Enrl. TOTAL Exe I. H. R. \u0026amp; ~ H R.En r l. 8 ~ En r1  8 H En rl . 8  I R En r I. R En r l. 3 ~ --------+--:1-------+--~=\n.._-v+-x--==-----\nxi+--__\n==---v+x--===-....\nx+----===--...\nx+-__\n==.-..\nx.J----  Desjardin Pre-Alg. Prep B Ple-Alg. B Alg.8 GT/Enr. B Pre-Alg. B Pre-Alg. B Prep 8 8 Jernigan 206 Halter 205 --8-~----En-r-l.==== !-En-r-1.-8---9- !-En_r_l.=_8~~- !-En-r-1.0_ _i_ _ i-En-r-1.-8---9- !-En-r-l.--1 Math Assist. Alg.I 8 GT/Enr.~ Alg. II GT Enr ~ Prep ~ Geom. GT/Enr. ~ Alg. II GT/Hon.~ . ~ -- -- ---- --- R -- --- R -- --- R -- --- R -- --- R _Gec\ni. G'f/Enr. 'f 7 Enrl. _8__ R Enrl. 9 R Enrl. R Enrl. 9 R Enrl. 9 R Enrl.9 Alg. I (R) Alg. I (R) ~ Prep ~ Alg. I (R) ~ Alg. (R) ~ Alg. I GT/En~ Prep -- -- ---- --- R -- --- R -- --- R -- --- R -- --- R -- --- 9 Enrl. _9_ A Enrl. __ A Enrl. 9 A Enrl. 9 R Enrl. 8 A Enrl. X X X X X B B B B B Enrl. R -- --- R -- --- R -- --- R -- --- R -- --- A Enrl. __ A Enrl. __ A Enrl. A Enrl. A Enrl. Enrl.  i __ --- i __ --- i __ --- i __ --- 11-- --- ~ Enrl. _____ ~Enrl. . ~Enrl. ~Enrl. ~Enrl. H X ~ E H X f E H TEACHER Tippen L. Jones Norton SOCIAL STIJDIES 1iMet00 \u0026amp; TIME Tea. No. I_ 211 214 ----- Prep 2nd PERI OD Civics GT/En Enrl. _9 _ Enrl . .:L_ 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERIOD 7thf'ERIOD ~ Civics (R) R -- --- ~ Civics GT/En ~ Civics GT/En ~ Civics GT/En ~ Prep R -- --- ' R -- --- R -- ___ R ____ _ R EnrJ.9 __ R Enrl. 9 R Enrl. 9 R Enrl. 9 R Enrl. X X X X X It _cj,_vi~En It Cm_cs..iBl_ It Civics_J]U_ It Prep It Civics 'R' E E E-- E----- E--~ H Enrl. .9.__ H Enrl. .9.__ H Enrl. ~ H Enrl. H Enrl. 9 X B R E H X B R E H 212 Prep hn. Hist. GT ~ Civics (R) ~ Na. Hist. (R) ~ Civics (R) ~ Ptep ~ \u0026lt;\\m. Hist. GT ft R Enrl. 8 ~ - - ~ - -- ~ - -- ~ - -- . ~ - -- E ~ Enrl. 9 H Enrl. 8 H Enrl. 9 H Enrl.  Enrl. 8 H __R_ ern_l_e_y_ ___t -2--9-1-Soc--.- S-.t-. -GT---+-MI-._ H...\ni_s_t_. (_R_)--i\n~it--P-r..aep==--\n~rt-Pr.1-,- .- H-i~=~t =.=(R_)_-i~n-hn-.- Hi=s=t.=_.=(-R)--i~:it-hn-. -H-'i=s=t -.= (_R_) -i.i Prep ~ ------- f----- f----- ,----- f-.---- f-----R 7 EnrJ.__a_ HEnrl. __ HEnrl._8 __ ttEnrl._8_ HEnrl.8 HEnrl. __ R Holt 215 () X X X , X X ~ Ml. Hi5 L . R Prep___ R Pr.I. Hist. GT R Prep__ I /v.1. Hist. GT , R Arn. Hist. (R) R Arn. Hist. (R) R TOTAL Exel. H. R. \u0026amp; S H R Enrl. __ A _Enrl. _8__ A Enrl. __ H Enrl. _8__ / R Enrl. 8 R Enrl. 8 ~ ---------+---f----'.._-----t--------xc+--------x:rt--------.:xr+-------,,x-+--.......\n==--x-1---==:\n_--xl---  Lowe 125 Holcor.1b ~tu\u0026lt;lies (\u0026amp;_ 2.:.,_Stu\u0026lt;lies (R) R ~tu\u0026lt;lies GT ~ __f!:ep__ ~ .L.l_tudies (R) ~ _fEep__ ~ 2..:,_Jitudies (R) B Enrl. _7__ R Enrl. 7 R Enrl. R Enrl. _ _7_ A Enrl. R Enrl. 7 ~ 7 X X X X X X ~ep _____ ~tudies GT R -2!._udies GT ~ _s_._Stud_i_e_s (R) ~ Prep__ i ~tudies GT ~ _s_._Stud_i_es_GT i Enrl. 7 R Enrl. 7 R Enrl. 7 A Enrl. A Enrl. 7 fi Enrl. 7 Enrl. Enrl. En rl. X B R-- A Enrl. X B R-- R Enr I. . x B R-- ~ Enrl. X X X B B 8 R----- R----- R-- R Enrl. A Enrl. __ A Enrl. X X X B B B R-- R-- --- R-- R Enrl. __ R Enrl. __ R Enrl. X X X 8 B 8 R----- R----- R-- ~Enrl. ~Enrl. ~Enrl. X B R-R Enrl. X B R-R Enr I. X B R-- ~ En r I. H X ~ E H X r H .. - = TEACHER Tidwell Presley Nichols DANCE, DRAMA, FOREIGN LANGUAGES ~Me~a\u0026amp;ii00 \u0026amp; 2nd PEP.JOO 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERIOD 7thP'ERIOD TIME _____ 1 ______ _ Tea. No. I _ I I I Dance II Dance II X X X X X\nSfl-- -- ---- -- B Dance III B11 Prep __ ,. BR Dance_I_ ~ ~nee II ~ ~nee TIT R R-- --- E 222 114 7-9 Enrl. 7-9 Dance I 7-9 Dauce I Enrl . 7-9 A Enrl. 9 A Enrl. ~ Enrl . .1=9._ ~ Enrl. -2..:9..- ~ Enrl. 9 H X X X X X ~ 8 Prep __ It Dance_!_ It __ Da~ It __ D=e.J It Dance I R R E E E----- E ~ Enrl. A Enrl. ~ H Enrl, 7-9 H Enrl. ~ H Enrl. ~ H X X X X X ~ Com\n,/Specch Drama B Conn/Speech B _beIL- B --1ll:ana_ 8 Jheat~s : ..ca:ri,/~ R --- ~ ~ ~ ~ E E 7-9 Enrl. 8-9 ~ Enrl.7-9 H Enrl. H Enrl. 8-9 H Enrl.9  . Enrl.7-:SL_ H _...:,_ ____ ~_:\n!_ ____ -f::::_:.~==--~~_\n__-===--~xr---=:=:-71rr---=~-=---t~ 8 r--==--B ~ Rollefson 140 French I __ Frcnc~killi __P r~ ~ -El:encil...l.I. R ---Rl:Cfl-- r -El:encl....llI R ~n~ R -- -- Enrl. 7 EHEnrl:H EEnrl.8-9 ~Enrl. HEnrl..2.__ ~Enrl.~ ~ 7-9 M. liayes Gerr.,an I X X X X X ~ __ Gem~kill~ __Q_crr.ian III R Prep __ i GP.m.~ill\nR -..C\u0026amp;.tll1all.-1.l R ---Erep..__ ~ TOTAL Exel. H. R. \u0026amp; ~ H Enrl.. EH_Enrl. AEnrl. HEnrl. 1 AEnrl. ~Enrl. __ H -------~--~------1..:.:..:.:...:..:...===--*x--==:-7x~--===---xrr-......:==-7xr-.....\n,\n=--\n:\n,..-7xrr-----7xrr--- . ~ _2J~mish II R __fr~ ~ _Jn.:J.i,sh. ~ ....5pani.sb.LS... SkiJi ~riis4-I i ________, 1.-_-4-7.-.9.. :.=-----+---===--~xt-HE- _E,n:r=l.: ::8\n-.9- ~xt-H-E _E,n:.rl...\n.\n=._YX~ Et-nrl . 7 A Enrl. _:z__ R Enrl.7.=.9_ H X X X Pickle Enrl Enrl. ~----- R----- ~----- ~----- R----- I fiEnrl. fiEnrl. fjEnrl. fjEnrl. fjEnrl. H X X X X X X Enrl. B 8 8 8 B __ ~ R-- --- R-- --- R-- --- R-- --- R-- E R Enrl. R Enrl. R Enrl. R Enrl . R Enrl. H Enrl. X X X X X X B B B B 8 ~ R-- --- R-- R-- --- R-- --- R-- --- E R Enrl. ~ Enrl. R Enrl. R Enrl. __ R Enrl. __ H X X X X X i _____ l _____ i _____ i _____ ~----- ~ Enrl . ~Enrl. _ ~Enrl, ~Enrl. ~Enrl. ~Enr.1 ~ = . TEACHER Nance I. John:\non t1o::-ris \u0026amp;lr.ioocls William:\nSCIENCE A~e~S\u0026amp;il00 \u0026amp; 2nd PERI 00 3rd PERICO 4th PERICO 5th PERICO 6th PERI OD 7thf'fRIOO Tea. TIHE _____ 1 _______ _ -------'-1-------- No. _ i I X X X X X X Life ScicnceGT/fu Life Scie11ce ~ Life Science (RI __b:e.IL-- :_. R _li(e ~ce ~.k_Sc~ GT. R ~P-- R 106 E E E E E E ] Enrl. 7 H Enrl. 7 H Enrl. __ H Enrl. 7 H Enrl. 7 H Enrl. H 101 7 Enrl. __ X X X X X X It ife Sci GT/Enr It Life Sci (R) It Prep It Life Sci (R) ltll..ab Sc:i GT/Enr. ~ -- E E----- E----- E----- E ~ Enrl. _]_ H Enrl. _7__ H Enrl. __ H Enrl. _7__ H Enrl. _7__ H 103 7 X X X X X g B 'lab Sci. (R) B Life Sci (R) 8 P1:ep B Life Sci (R) B Life Sci (R) R ~-- ~-- f-- ~-- -~-- E Enrl. R Enrl. _.:z__ H Enrl. 7 H Enrl. H Enrl. 7 .Enrl. 7 H Prep Phys. Sci (R) ~ F.arth Sci (R) g Prep ~ E. Sci ~R) g Phys. Sci (R) B E. Sci GT/Enr. ~ R----- R----- R----- R----- R----- R E E E E E E Enrl. 9 H Enrl: _8_ H Enrl. __ H Enrl. _8__ H Enrl. _9__ H Enrl. _8_ H X X X X X g 110 F.a.:th Sci (!2_ Prep_ __ R E. Sci J.!:L R E. Sci __Q1_ ~ Pi:ep __ , R ...f:_Sci (ll) R Uci (R) R TOTAL Exel. H. R. \u0026amp; \u0026lt; H 8 Enrl. __ ~_Enrl._8_ _ ~Enrt._8_ _ HEnrl. __ /REnrl.8 REnrl.8 ~ ---------+--1----------------x~-------:x:+-------,:,_rt--------:x-+-------\n-xt--------.xt--- - RE. Sci GT/Em:. R ~i GT/Enr R ~Sci GT/fur. ~ Prep__ ~ ~ci GT/ Em:.( R Enrl. _8__ R Enrl. _3_ R Enrl. _8_ R Enrl. __ ~ Enrl. _3__ H Mirls 104 Prep -- E. Sci GT/Enr ---- --- Enrl. 8 Hufford X X X X X X 105 ...E.._ScL.I..ab GIL.En. ....E.._.5cL.Lah. (n) ~ E. Sci Lab GT.En~ E. Sci Lab (R) ~ E. Sci lab GT/EnR __ Pre_p__ ~ I::. Sci. Lab (R)I 8 En rt . _a__ A Enrl. _a__ A Enrt. ...a__ A Enrl . ...a__ A Enrl. A Enrl. _a__ H Redmond X X X X X X 102 -Pr-ep -- ---P-. S-ci G-T/Eur B P. Sci. GT/Enr 8 Prep B P. Sci (n) B P. Sci GT/Enr B P Sci GT/Enr . 8F R-- -- R-- -- R-- --- R -- --- R-- --- Enrl. 9 REnrl._9_ R Enrl. R Enrl. 9 R Enrl. 9 E 9 E -- -- -- -- H Enrl. __ H Weaver X X X X X X 107 -Ph-ys. -Sc-i (r-t) --Ph-ys. -Sc-i (R) RB -P-rep -- B Phy:\n, Sci (R)B Phys. Sci GT/Enfl Prep B Phys Sci (R) f ~~- 9_ R-- -- R-- -- R -- --- 9 Enrl. ..9__ ~ Enrl. R Enrl. 9 ~ Enrl. R Enrl. c\nE -- -- -- -- H . x X X X X X 8 8 B B 8 -- -- ---- -- R-- -- R-- -- R-- -- R-- -- R-- -- ~ Enrl. ~ Enrl. 1~ En r I. ~ Enr I. ~ En r I . ~ Enr I E H TEACHER Hughes Jordan Page 2 Tea. Ho. I 117 130 SCIENCE A~ef00 \u0026amp; 2nd PERIOD 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERI 00 7thf'f:RIOD TIHE _____ 1 ______ _ TOTAL Exel. H. R. Phys. Sci Lab Phys. Sci Lab GT/i::nr9 ---- 9-Enrl. __ Health Prep 8 Enrl. __ Enrl. Enr 1. En r I. ~ Phys. Sci Lab R-- --- EH En rI . G_T/E_ur 9 R Health A Enrl. -8-- X 8 i Phys. Sci 1..a3 A Enrl. 9 It Ea~th Sci (R) A Enrl. 8 X 8 ~--- I I \u0026amp; ~ H ~ Prep ~ Phys. Sci Lab ITa Phys Sci Lab ~ R-- --- R-- --- R-- R A Enrl. R Enrl. 9 R Enrl. 9 R X X X X 8 8 8 8 I f - - ~ - - -~ - - ~ Enrl. ~ H Enrl. ~ H Enrl. H Enrl.  . Enrl. H ~ .. ~ s---=='---x..i------ R-- R-- R -- --- R----- R----- l ~ Enrl: ~ Enr I. ~ Enrl. ~ Enrl. ~ Enrl. R X X X X X X ~-- R-- I-- ,R __ R __ R H_Enrl. __ ~Enrl. HEnrl. / AEnrl. AEnrl. ~ ---------\n----1r--------t---------x 5 ~-----:_:---:x:+---.\n...\n.\n.._ _~ x- -..\n==---\n.\nx+--_\n::\n::::\n::_ _\nx4-__. =::\n::=--:.:.xL.--  8 8 B B B R---- R---- R---- R---- R---- R Enrl. AEnrl. __ REnrl. REnrl. AEnrl. REnrl. ~ X X X X X X En rl. 8 B 8 B B ~ R-- --- R-- --- R-- --- R-- --- R-- --- f A Enrl. A Enrl. A Enrl. A Enrl. A Enrl. H Enrl. i----- i----- !----- i ____ ! ____ i R Enrl. __ R Enrl. R Enrl. R Enrl. R Enrl. R Enr I . ~ ~ ~ ~ ~ X R-- --- R-- R-- --- R-- --- R-- --- ~ R Enrl. __ R Enrl. __ R Enrl. R Enrl. R Enrl. R i _____ i _____ i _____ i _____ i _____ i Enrl. ~ Enrl. __ ~ Enrl . _ _ ~ Enrl. __ .. ~ Enrl. ~ Enrl. R OVERVIEW BOOKER ARTS MAGNET SCHOOL Booker Arts Magnet School provides those educational experiences that help each student develop to his or her highest potential. Emphasizing the interrelationship of the elementary curriculum and the arts, Booker Arts Magnet School provides an education that fosters academic and aesthetic growth of students who espress an interest and/or a need in the arts. The goals of Booker Arts Magnet School are to nurture the students' learning, to encourage personal expression, to use the arts to motivate achievement, to foster self-discipline inherent in artistic achievement, and to instill within students a lifetime understanding of the relationship of the arts to their daily lives. The faculty of Booker Arts Magnet School challenges children to grow, to strive for excellence, to express individuality, to cultivate creativity, and to expand horizons. Booker educators celebrate students' potential and nurture their development. They observe students as they grow and mature and welcome each developmental stage as an exciting opportunity and challenge. -48- ____ B\n..O\n..O\n..K\n.\n.E\n..R\n.\n__A\n.\n.R_T.:..S\n__HA\n___G:..N_ET__:_____ PR INC I PAL Ro be rt L. Brown , Jr  llame Race Abbott, Jo Ann 0 -\\llev, ~ary Lou w l.-\\rmstron2 :-lartha I w I I Bar2e, Janet I w I Bohn. Chervl I w I Bonds, Wilma I w I I Bonewi tz, Chris I w I Brown Robert L. I B I Burns. Patricia I w I Burruss. Merilvn I w Carter Steohanie I B I Cherrv. Sandra I B I rnlford Susan I w Dickerson, Nora Kaye I w Dorer, Robert I w Doolev. Vivian I B ! i:-1 1i nt\u0026gt; ton Loretta I B l:'1 ot-r-1-.o,. T 11rl V w I u~-,H ,,~- r,,c:c:.:inrlra B ~\nr_kPrc:on - Jill I w ~ ..\np Carolvn I w T,:ir-kc:nn Shervl I w Toff,-' oc: Vearlon B r ,.,1-,,, c,nn M,:ivrPan I B 1,1., __. l)nc,o M'\\rie I w KPllev Clementine B Kelley, Lois w Kinder. Briam w I 1990-91 CERTTFIEO STAFF Sex I Grade F I 3 F I K-6 F I 4 F I 2 F 1 F I 1-3 M 5 M K-6 F K-6 F 3 F 1 F I 4 F 6 F 1.2 5.6 M K- 6 F 2 F 3 F 1-'i F 6 F K F K-6 F K F K F s F ? F 2 F 2 M v_i::. I Subject Area/ I Soecialit Area I I !Curriculum S, oec1 a l 1 s t I PAL MATH ~rU~~b~~st3H~ Principal I Media Spec. I Reading/Lan. =-s I 1-\\rts/ Soc. Stt. PAL Reading ' Creative Movement I ! I I PAL Reading lead 7  n./Lan3. rts oc. t1 'HH~~,d I Re\u0026lt;:ding/ Science 1 Math I !Reading/Lang. Arts/ Soc. St1 Music .,__,_ -ft 7 years of this was in Lubbock, Texas -49- I No. 'fears No. Years Service in Exoerience Maanet Proor,1m 0 20 6 26 I 5 2 I 1 1 I 1 13 I 0 0 I 0 16 I 3 13 ~ I 7 10 I 1 0 I 0 13 I 5 12 I 7 9 I 1 20 I 7 8 I 3 3 I 1 12 \\ I 2 0 I 0 9~ 9** 13 I 4 11 I 3 12 I 7 19 I 6 9 I 4 18 I 7 1 1 3 3 \u0026gt; I i I ' I I I I __B \"\"\"O_O--_K_ E _R_A_R_T_S_MA_G_N__ET ______ P!WIC I PAL __R _o_b_e_r_t_L_._B_r_o_w_n.,\n.,_J_r_. ___ 190-91 c~~rrrE9 s-~Fr ' ... I I ! I I Grade I ,'lo. edrs I I Subject Area/ :lo. Years Ser'lice in Name Race Sex Soecia 1 it, Area Excerience Maonet Proor.1: Koehler, Yvonne lw F I K-6 !Creative Movement I 30 4 ~ ee I\\J I F K-6 Asst Prin . 6 0 lw I F I 5 I Reading/ I Lehnhoff, Denna Math/ Science 21 4 Kovach Lillian Ren Lewis, Linda lw I F I K-6 I Art 3 2 ~1cDonald, Thomas lw I M I 5-6 I Orchestra 14 2 McGuire, Steve lw I M I K-6 I Speech Therapy 8 7 Mc~orran, Marv lw I F I 1-6 I Resource 16 5 Mefford, Elizabeth lw I F I 4 I ~:tR}ns~iencel 2 1 Meverdirk Carol lw I F I I Computer Soecialist I 19 7 Mosbv Lorraine Is F K-6 I Counselor 18 1 Pace. Katie Is F I 1-6 I Resource 18 0 Pleasent. Carwin Is M K-6 I Music I 26 2 Sarlo. Thomas lw M K-6 I Art 11 7 Sher. Elizabeth lw F I 1 I I 1 1 Smith Marv A. Is F K-6 I Curriculum Specialist I 12 5 Solomon. Alicia I S I F I 1 I I 4 2 Taylor, Carolyn I S F 4 IReadin~\n/Lang. Arts/ cc.Stu 26 4 I I I l \\J,q 11 c: RnhhiP S F K 3 1 i I I ,~?t~}ns~c ~a~i ! Weir. Nancv w F 6 13 5 I White, Dishoungh I S M 3 I 3 I 3 : White. Gloria I S F 4-6 jPAL Math 16 I 7 Whitmire, Carol I w F 6 !Reading Math Science 14 I 2 ! I tJ I counselor I ' IJnnrlh,:,m ~ir-hollo F' K-6 8 0 i Zies, Mar\nt 1 w I F K-6 I Music 13  I 4 I I I I -50- 7:50 8:00 8:00 8:45 8:45 10:30 10:40 11: 25 11: 25 12:20 12:20 1:20 1:20 2:25 2:25 2:35 2: 35 3:05 BOOKER ARTS MAGNET SCHOOL 1990-91 KINDERGARTEN - SECOND GRADE ART/MUSIC/CREATIVE MOVEMENT SCHEDULE Opening Exercises Planning Curriculum Development Lunch Kindergarten First Grade Second Grade Dismissal Planning -51- 7:50 8:00 9:00 9:25 10:30 11: 30 12:15 12:40 1:30 2:35 8:00 9:00 9:25 10:25 11:30 12:15 12: 40 1:25 2:35 3:03 BOOKER ARTS MAGNET SCHOOL 1990-91 THIRD GRADE - SIXTH GRADE ART/MUSIC/CREATIVE ~OVEMENT -52- Opening Exercises Planning Curriculum Development Fourth Grade Fifth Grade Lunch Curriculum Development Third Grade Sixth Grade Planning 7:50 - 8:10 8:10 - 8:30 8:30 - 8:45 8:45 - 9:15 9:15 - 9:30 9:30 - 10:40 10:40 - 11:25 11:25 - 12:20 12:20 - 1:15 1:15 - 1:25 1:25 - 1:55 1:55 - 2:25 2:25 - 2:35 2:35 - 3:05 Booker Arts Magnet School 1990-91 Kindergarten Schedule Opening Exercises Oral Language Development Shared Book (Whole Language) Math Recess Language Lunch and Recess Specialists* (Planning) Rest Snack Social Studies Free Play/ Centers Evaluation/ Dismissal Planning * Art/Music/Creative Movement -53- 7:50 - 8:00 8:00 - 10:00 10:00 - 10:45 10:45 - 11: 30 11:30 - 12:25 12:25 - 1:20 1:25 - 1:40 1:40 - 2:25 2:25 - 2:35 2:35 - 3:05 Booker Arts Magnet School 1990-91 First Grade Schedule Opening Exercises Reading Math Lunch and Recess Language Arts Specialists* (Planning) Recess Science/ Social Studies Evaluation/ Dismissal Planning *Art/Music/ Creative Movement -54- 7:50 - 8:15 - 10:15 10:50 11:40 12:00 12:30 1:00 1:15 2:20 2:35 Booker Arts Magnet School 1990-91 Second Grade Schedule 8:15 Opening Exercise 10:15 Reading - 10:50 Math - 11 :35 Lunch and Recess - 12:00 Spelling - 12:30 English - 1:00 Science/ Social Studies - 1:15 Recess - 2:20 Specialists* (Planning) - 2:35 Evaluation/ Dismissal - 3:05 Planning * Art/Music/Creative Movement -55- 7:50 - 8:00 8:00 - 11:10 11:10 - 11:55 11:55 - 12:40 12:40 - 1:25 1:25 - 2:20 2:20 - 2:35 2:35 - 3:05 BOOKER ARTS MAGNET SCHOOL 1990-91 THIRD GRADE SCHEDULE Opening Exercises Language Arts Reading Social Studies Lunch and Recess Science Specialists* (planning) Math D.E.A.R. Planning * ART/MUSIC/CREATIVE MOVEMENT -56- 7:50 8:10 9:25 10:30 11:15 12:00 12:40 1:50 2:30 2:35 8:10 9:25 10:25 11: 15 12:00 12:40 1:50 2:30 2:35 3:05 BOOKER ARTS MAGNET SCHOOL 1990-91 FOURTH GRADE SCHEDULE Opening Exercises Reading Language Arts or Math Specialists* (planning) Language Arts or Math Lunch and Recess Social Studies or Science Language Arts ~r Math Social Studies or Science Evaluation /Dismissal Planning *ART/MUSIC/CREATIVE MOVEMENT -57- 7:50 - 8:00 - 9:00 - 10:00 - 10:30 - 11:30 - 12:20 - 12:45 - 1:45 - 2:35 - 8:00 9:00 10:00 10:30 11:30 12:20 12:45 1:45 2:35 3:05 Booker Arts Magnet School 1990-91 Fifth Grade Schedule Opening Exercise Reading Language Arts or Math Science or Social Studies Specialists* (Planning) Lunch and Recess Science or Social Studies Language Arts or Math Science or Social Studies Planning *Art/ Music/ Creative Movement -58- 7:50 - 8:05 8:05 - 8:40 8:40 - 9:40 9:40 - 10:40 10:40 - 11:40 11:40 - 12:25 12:30 - 1:30 1:30 - 2:30 2:30 - 2:35 2:35 - 3:05 Booker Arts Nagnet School 1990-91 Sixth Grade Schedule Opening Exercise Social Studies or Science Reading Language Arts or Math Social Studies or Science Lunch and Recess Language Arts or Math Specialists* (Planning) Evaluation/ Dismissal Planning -1. Art/Music/Creative Movement -59- OVERVIEW CARVER BASIC SKILLS/MATH-SCIENCE MAGNET SCHOOL Philosophy The philosophy of Carver Basic Skills/Math-Science Magnet School is to provide educational experiences that help each child to reach his/her potential. This philosophy is congruent with the Little Rock School District's philosophy which boasts a comprehensive program that promotes intellectual growth, social interaction, development of self-worth, acceptance of responsibility for learning, and appreciation for cultural diversity. Goals The goals of Carver Basic Skills/Math-Science Magnet School are:  to develop the highest possible competence in academic skills and concepts  to nurture the student's mental processes  to foster self-discipline  to develop task commitment and self-motivation  to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas  to equip students at an early age with the interest and educational skills to live in the technological world of tomorrow Curriculum Carver Magnet School's ultimate objective is to ensure that each student obtains a minimum of 85% mastery of the basic skills curriculum. The areas of mastery are manifested in language arts, mathematics, social studies, science, fine arts, and physical education, with additional emphasis on a hands-on approach to math and science education. Instructional activities are presented through child-centered classrooms, large group instruction, effective classroom management, standard basal textbooks, curriculum units, and resource materials. A computer lab, math lab, science lab, field trips, guest speakers, and specific math/science projects enhance mathematics and science core curriculum. Sixth grade students are assessed for pre-algebra aptitude and grade level math skills. Placement in pre-algebra is conditional on high assessments in both categories, parental consent, and student motivation. -60- SCHOOL Cr1rvc.r M,q1net PRINCIPAL Mary E. Guinn -~.:..c....__--=-----'--'----------- --=--------------- 199O - 9 l CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Speciality Area Exoerience Maanet Proaram ANGELA DOYNE B F K KINDERGARTEN 10 4 KATHLEEN HARRISON w F K KINDERGARTEN 5 2 MELBA HOOKER w F K KINDERGARTEN 10 2 MARY CATHERINE BLACK w F 1 FIRST 2 1 LINDA GLENN w F 1 FIRST 8 4 EUNICE SKUBAL w F 1 FIRST 1 1 JULIE CURTIS w 2 2 SECOND 6 6 CLAUDIA HAMILTON w F 2 SECOND 16 4 KIM WASHINGTON B F 2 SECOND 1 1 LISA MACK w F 2 SECOND 9 3 BRYANNA KELLEY w D 3 THIRD 5 1 CYNTHIA WILSON w F 3 THIRD 3 1 DIANE LANGLEY w F 3 THIRD 9 2 PRISCILLA PENN w F 3 THIRD 1 1 SHARON ANDREWS w F 4 FOURTH 4 4 MARILYN BARLOW w F 4 FOURTH 2 2 JULIE HENRY w F 4 FOURTH 2 2 SHIRLEY HICKMAN w F 4 FOURTH 27 1 BETTY GLENN w F 5 FIFTH 25 4 CHRISTI OLIVER w F 5 FIFTH 10 4 TEATA PACE B F 5 FIFTH 3 3 ALICA WOMACK w F 5 FIFTH 1 1 DEBBIE BYRD w F 6 SIXTH 1 1 LINDA FLEMING B F 6 SIXTH 1 1 WILLIE MORRIS B M 6 SIXTH 9 2 JOY THOMAS w F 6 SIXTH 4 4 LINDA AMMEL w F COUNSELOR 5 3 VIRGINIA BELOTTI w F MEDIA SPECIAL ST 23 2 -61- ~J cHOOL -~- ,-u ..(IR ~\\ll...U!..!... 1 ~1. .....~ .:i..J.\u0026lt;l.l~..G.. ..N ~EL': ..'..1...l' _________ PRI\",..C l P\"L MARY E . r:, lJINN 11 --------------- 1990-91 CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Soecialitv Area Experience Maqnet Prooram PAULA BETTIS w F MUSIC 4 4 KAREN CAMPBELL w F CURRICULUM SP., C.8 2 JEFF CARR B M ASST.PRINCIPA 17 1 MEREDITH CHASE w F GIFTED SPEC. R 4 JANE CRUM w F INTERVENTION PEG. 11 4 MARY E. GUINN B F PRINCIPAL 13 4 PATRICIA KILLINGSWORTH w F MATH SPEC. 20 4 AUDREY LEE B F COMPUTER SPEC * 4 4 DEBORAH MANNING w F ART SPEC. 7 3 ROBERTA MAY w F Y.A.P.SPEC. 5 4 YORIKO PERRITT 0 F SCIENCE SPEC. 18 4 JESCENA SWEAT B F PHY.ED. SPEC . 7 4 KATHY TATUM B F COUNSELOR R 1 CAROL THOMPSON w F MEDIA SPEC. 4 4 TERRI VALUE B F SPEECH THERAP ST 8 4 SHIRLEY WALKER B F RESOURCE SPEC. 10 4 *ASSOCIATE DEGREE -62- 9:20 9: 35 11: 05 11 :35 12:05 12:35 - 7:45 a.m. 7:55 a.m. 8:00 a.m. 8:05 a.m. 9:35 a.m. 9: 50 a.m. 11: 50 a.m. 12:20 p.m. 1:05 p.m. 1:35 p.m. 2:35 p.m. 3:05 p.m. * * * * * * * * CARVER MAGNET SCHOOL DAILY SCHEDULE 1990-91 Teachers Arrive/Preparation Time Students enter classrooms Each teacher is asked to stand at his/her door to receive students. Homeroom period, lunch count, etc. Tardy Bell Instruction Begins Kindergarten Recess Primary I \u0026amp; II Recess Kindergarten Lunch/Recess Primary I \u0026amp; II Lunch/Recess Primary III \u0026amp; Intermediate IV Lunch/Recess Intermediate V-~ VI Lunch/Recess Student Dismissal Teachers are asked to stand at their doors and assist in supervising students to the nearest exit. End of Day Teachers (Except Specialists on extended days) *INDICATES WHEN BELL WILL RING 6. -63- 6th Grade 8:05 - 9:05 G/T 9:05 - 10:05 Math 10:05 - 11 : 05 Activity 11 : 0 5 - 12:05 Sci/SS 12:05 - 2:35 L.A. (Lunch 12:35 - 1 : 3 5) 4th Grade 8:05 - 9:05 Math 9:05 - 10:05 G/T 10:05 - 11:05 Sci/SS 11:05 - 12:05 Activity 1 2: 0 5 - 1 : 0 5 Lunch 1:05 - 2:35 L.A. General Schedule Recess ( K) 9:20 - ( 1 -2) 9:35 - LUNCH (K) 11 : 0 5 - ( 1 -2) 11 : 3 5 - ( 3-4) 12:05 - (5-6) 12:35 - -64- 5th Grade 8:05 - 9:05 Activity 9:05 - 10:05 Sci/SS 10:05 - 11:05 G/T 11 : 0 5 - 12:05 Ma th 12:05 - 2:35 L.A. ( Lunch 1 2: 3 5 - 1 : 3 5) 3rd Grade 8:05 - 9:05 Sci/SS 9:85 - 10:05 Activity 10:05 - 12:05 L.A. 12:05 - 1:05 Lunch 1 : 05 - 1: 50 Math 1 : 5 0 - 2:35 G/T 9:35 9:50 11 : 50 12:20 1 : 05 1 : 3 5 CARVER SCHEDULE - 1990-91 KA Monday 1:05 Computer 2:05 Music Tuesday 10:05 Music 1:35 Young Astronauts Wednesday 9:35 P.E. 1 :05 Computer Thursday 1:05 Art 2:05 Counselor Frida::t: 9:35 Science Lab 10:05 Art 10:35 P.E. 1 : 05 Math Lab Recess 9:20 - 9:35 Lunch 11:05 - 11:50 -65- KB Monday 9:35 Music 1:05 Counselor CARVER SCHEDULE - 1990-91 1:35 Young Astronauts Tuesday 1:35 Computer Wednesday 8:05 Music 1:35 Computer Thursday 1 : 35 Art 2:05 P.E. Friday 1 0: 05 p .E. 1 0: 35 Art 1 : 05 Science Lab 1 : 35 Math Lab Recess 9:20 - 9:35 Lunch 11:05 - 11:50 -66- KC Monday 9:35 P.E. 1:35 Counselor Tuesday 8:05 Music 1:05 Computer Wednesday 9:35 Art CARVER SCHEDULE - 1990-91 1:35 Young Astronauts Thursday 10:05 Music 1:05 Computer Friday 8:05 Art 8:35 Science 1 : 05 P.E. 2:05 Math Lab Lab Recess 9:20 - 9:35 Lunch 11:05 - 11:50 -67- 1A Monday 1:00 Music 1:45 Science Lab Tuesday 1:30 Computer 2:00 P.E. Wednesday 1:30 Computer 2:00 Art Thursday 1:00 Music 1:30 Counselor Friday 10:00 Math Lab. 11:00 Art 2:00 P.E. CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11:30 - 12:15 -68- 1B Monday 1:00 Computer 2:00 Art Tuesday 11:00 Music 1:45 Science Lab Wednesday 1:00 Computer 1:30 Counselor 2:00 P.E. Thursday 2:00 Art Friday 10:30 11 : 00 2:00 Math Lab P.E. Music CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11 : 3 O - 1 2: 1 5 -69- 1C Monday 1:30 P.E. Tuesday 1:00 Computer 1:30 Counselor 2:00 Art Wednesday 1 :00 Music 1:45 Science Lab Thursday 1:00 Computer 1 : 30 Friday 11 : 00 1 : 30 2:00 Music Math Lab P.E. Art CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11 : 3 0 - 1 2: 1 5 -70- 2A Monday 10:30 Math Lab 1:00 Science Lab 2:00 Computer Tuesday 1:00 P.E. 1:30 Music ivednesday 1 :00 P.E. 1:30 Music 2:00 Counselor Thursday 2:00 Computer Friday 1:00 Art CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11 : 30 - 1 2: 1 5 -71- 2B Monday 1:00 Art 2:00 Counselor Tuesday 10:30 Math Lab 1:00 Science Lab 2:00 Music Wednesday 1:30 P.E. 2:00 Computer Thursday 1:30 P.E. Friday 1:30 Music 2:00 Computer CARVER SCHEDULE - 1990-91 Recess Lunch 9:30 - 9:45 11:30 - 12:15 -72- 2C Monday 1:00 P.E. 1:30 Computer Tuesday 1:00 Art 2:00 Counselor Wednesday 10:30 Math Lab 1:00 Science Lab 2:00 Music Thursday 1 :00 P.E. 1:30 Computer Friday 1:00 Music CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11:30 - 12:15 -73- 2D Monday 1:30 Music 2:00 P.E. Tuesday 1:30 P.E. 2:00 Computer ylednesday 1:00 Art Thursday 10:30 Math Lab 1:00 Science Lab 2:00 Music Friday 1 :30 Computer 2:00 Counselor CARVER SCHEDULE - 1990-91 Recess Lunch 9:30 - 9:45 11:30 - 12:15 -74- OVERVIEW GIBBS MAGNET SCHOOL OF INTERNATIONAL STUDIES AND FOREIGN LANGUAGE Philosophy and Objectives Because the complex world today is constantly changing and becoming increasingly interdependent, children need special skills to function as citizens of the world in the twenty-first century. Gibbs Magnet School of International Studies and Foreign Language provides educational experiences that will enable each child to develop to his or her highest potential. Utilizing a global perspective, the Gibbs program expands and enhances the multi-ethnic core curriculum through the infusion of international studies and foreign languages. Learning activities, which promote the social, emotional, and intellectual growth of each student, result in a child who appreciates commonalities and diversities among the peoples of the world. The intent of this program is to assist each child in acquiring the skills needed to function as a citizen of the world. International Studies Program The Gibbs International Studies Program is designed to assist each child in developing an understanding of and appreciation for the similarities and differences among the peoples of the world. The International Studies Program is based on essentials common to all people (universals of culture). As students learn these universals of culture, they apply their knowledge of these basics to people around the world. A sixty (60) minute block of time is allocated daily for the study of international studies concepts, including the study of foreign languages. Resource speakers, field trips, correspondence with children of other countries, and exposure to peoples from other countries are utilized to enrich and extend classroom instruction. Language specialty will begin at the kindergarten level. Conversational language instruction serves as the basis for the language program. However, some reading and writing of the specialized language is required to equip students with language skills essential for advanced placement in a junior high program. (Gibbs students will be required to pass a Level I language test for advanced placement at the junior high level . ) -75- SCHOOL Gibbs Magnet School of International Studies PRINCIPAL Ms. Donna Davis ---'-\"\"--'-...CC...:...:..:.::..:C=---..::..:'--.-=-=---------- 1990-91 CERTIFIED STAFF -- i I Mo. Years ! ' \\ Grade Subject Area/ No. Years Service in i Name Race Sex Special itv Area Exoerience Maanet Proqra\n:, I ' I T'\\rmn ~ f)\n:ivi S w F Principal 24 4 I Sharon Davis B F ! Assistant Principal 12 4 I I I I I Ro 1 i nil\" Pd \u0026lt;'e w F K 8 2 i I F I K 20 2 : I Shirley Talley B I I I I Carolvn Blome w F 01 12 4 i ! P,:,mola Newsome I I 01 15 2 ! B F i Carol Shufelber2er w F I 02 5 1 I I Jeanne Whitesell w F I 02 16 4 i i I Ro,:,tri 7 Kimh.o! 11 II-Ii :m. F 03 14 2 I i ' I r:arvn Tm, 1 h.:,., w F 01 10 2 i I I I l I Timothy Goetz w M 04 1 1\ni I I I Wilhelmina Lewellen B F 04 30 4 'I I I ! Susie Robinson B F 04 16 1 I I I I I Mary Jones B F 05 2 2 I I I i I Patricia Luzzi w F 05 9 1 i i ! ' Kanna Adams w F 06 7 2 I I Kay Dufour w F 06 15 2 I I Jean Anderson w F French 30 4 I i I ! Frances Kaye Bateman w F Gifted/Talented 20 4 I i Judy Bryant w F Counselor 24 2 i I I Cassandra Curry B F Speech 4 4 I International I I i Vicki Gonterman w F Studies 11 4 i I I I I Kayren Grayson w F Music 12 3 : ( Physical : I I Nancy P. Hamilton w F Fducationa 7\\ 4 I l Ann J. Hurd B F Reading 28 4 I I I I Catherine Lavey w F Media 13 4 I i I I Nancy Mitchell w F Resource 18 1 I _! I Susan Purvis w F Art 10 4 ~r . . . .. -  I ] .. SCHOOL Gibbs Magnet School of International PRINCIPAL Ms . Donna Davis - ]) Studies 1990-91 CERTIFIED STAFF - - No. Years ] Subject Area/ No. Years Service in Name Race Sex Grade Soeciality Area Exoerience Maanet Proara111 Patricia Singer w F Spanish 11 4 11 Marv L. Torrence B F Math 34 4 I Donald W. Williams w M German 3 1 .JI .... I  rJ I fl fl i I fl I I rJ I I I rJ fl rJ I I r1 - rJ ! i i I I ri I - .. rJ -77 I - - . Kindergarten 8:00 - 10:10 10:10 - 10:40 10:40 - 11:25 11:25 - 12:25 12:25 - 12:40 12:40 - 2:20 2:20 - 2:35 First - Second Grade 8-:00 - 10:20 10:20 - 11:10 11:10 - 11:55 11:55 - 12:40 12:40 - 2:20 2:20 - 2:35 GENERAL SCHEDULE K - 02 Language Development EPSF (Modality Instruction) International Studies/Science Lunch/Recess Rest Hour Language Development (Story Time) Activity period (Includes computer lab, music, physical education, art, counselor, library, Discovery, foreign language) Closing Instruction Preparation for Dismissal Reading/Language Arts Math Lunch/Recess International Studies/Science Activity Period (Includes computer lab, music, physical education, art, counselor, library, Discovery, foreign language) Closing Instruction Preparation for Dismissal RECESS Kindergarten 9:30 - 9:45 Grades 01-02 9:50 - 10:05 Lunch Kindergarten 10:40 - 11:25 Grades 01-02 11:10 - 11:55 -78- 3rd (:cede: 8:CS 9:33 ': :30 - 2:25 Sc:../SS 5th Grade 9:35 - 10:35 Sci/SS 10:35 i 2: 1 5 L ,E!\u0026lt;]. 1 2: 1 5 - 1 : 1 5 Lunch 1 :20 2:20 r-iat:-i :: .. :- r:.:...~. -~ : .:. :-: .. :::.-c: ~: l(~ - --- -- ---------- -- ----- .',:c i: s (_1 -2) 1~:30 - 1:30 ~ath ~ :30 - 2:25 S~i/3S : :05 - 9:0 5 S~i/SS ~ :05 - 10:05 Lang. nrt~ 1J: 05 1 1 : 3 5 - 1 2: 1 5 Lang. !\\rt'.j 12:15 1:13 Lunch 1:20 - 2:20 Math 9:30 - 9:'1S ~ ::iG -- \"i 0:05 ( i:\n: ,, : ,: 8 1 1 : 2 j ( \"i - 1 :  _) _\n- 1 1 : 5 0 ( .. - -79- OVERVIEW WILLIAMS BASIC SKILLS MAGNET SCHOOL Williams Basic Skills Magnet School is a high-performance, high expectations elementary school offering a program for grades K-6, promoting a highly structured, disciplined approach to academic and social behaviors. Strong emphasis is placed on mastery of basic skills at the student's instructional level in reading, math, English, spelling, writing, science, social studies, health, penmanship, art, music, and physical education. Williams Basic Skills Magnet School goals are:  Development of basic academic skills and concepts mastery at the highest levels possible  Development of students' higher level thinking skills  Promotion of students' self-discipline development  Development of task commitment, self-motivation, and responsibility This school best serves responsible students who learn well in a highly structured environment and are highly motivated by competition in all program areas. -80- SCHOOL Williams Magnet PRINCIPAL Dr. Edwin S. Jackson 1990-91 CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Speciality Area Experience Magnet Prooram Babbs, Floretta B F K Elem/Farly Child 14 4 Bradberry, Mary Jo w F K Elem/Farly Child 16 4 Palinski , Rebecca w F K Elem/Farly Child 16 3 Breece, Patricia w F 1 Elera/Farly Child 14 3 Green, Judi w F 1 Elem/Farly Child 7 2 Mobley, Ella B F 1 Elem/Farly Child 25 8 Crawford, Carmelia B F 2 Elementary 10 3 Goodman, Susan w F 2 Elementary 3 1 Martin, Barbara w F 2 Elementary 18 8 Bryant, Ardeen B F 3 Elementarv 25 4 Connelly, Renee w F 3 Elementarv 5 5 Davis, Carolyn w F 3 Elernentarv 22 8 Busch, Michelle w F 4 Elementarv 3 1 Frazier, Zora w F 4 Elementarv 14 6 Thomason, Lisa w F 4 Elernentarv 11 4 I mute' Sharon w F 4 E.C. F.d 1 1 Edwards , 'Ilrresia B F 5 Elementarv 8 4 I Kemp, Roberta w F 5 Elementarv 20 5 Weindorf, Mary Jane w F 5 Elementarv 8 5 Bloom, Louise w F 6 Elernentarv 32 8 Goodfellow, Diane w F 6 Elementarv 15 8 Nesby, Henry B M 6 Elementarv 12 5 Dempster, Hildred w F Gifted 17 4 Phillips, Dorothy B F Gifted 20 ?, I Collier, Rose B F M.\u0026lt;tQTje~-snPcialist 10 4 Washington, Anne w F IM.i.1met SnPcialist 1? 4 PAL Haney, Lynn w F Reading Spec. 17 4 Maddox, Anna Leigh w F !Math Soec. - PAL lQ 4 -81- SCHOOL ---'W~i\"\"l-\"'-li:c!ams=~Ma,..gn\"'\"\"'e'-\"t'--__________ PRINCIPAL Dr, Edwin S. Jackson 1990-91 CERTIFIED STAFF flo. Years Subject Area/ No. Years Service in I Name Race Sex Grade Soecial itv Area Experience Maqnet Prooram Curry, Linda B F Resource 7 2 Dyson, Carol w F K-6 Art Specialist 22 8 George, Lori w F Speech Therapist 4 1 Mcleod, Betty w F Counselor 29 6 Maxwell, Lisa w F K-6 P.E. 7 4 Naglak, Kathryn w F K-6 Librarian 12 6 Strickland, Barbara w F K-6 Music Specialist 13 8 I Mitchell, Deborah B F Vice Princinal 10 4 Jackson, Dr. Edwin S. w M Principal 34 4 I -82- (g Williams LITTLE ROCK SCHOOL DISTRICT Williams Magnet School 7301 Evergreen Street Phone 666-0346 Little Rock, Arkansas 72207 RECESS LUNCH 7:45 a.m. 7:50 a.m. 7:50-8:00 a.m. 8:00 a.m. 8:00-8:05 a.m. 9:15-9:30 a.m. 9:30-9:45 a.m. 11:00- 11:45 a.m. 11:30-12:15 p.m. 12:00-1:00 p.m. 12:30-1:30 p.m. 2:30 p.m. 2:35 p.m. 3:05 p.m. 1990-91 BELL SCHEDULE Teachers arrive at school Students enter rooms Preparation for opening Tardy bell Opening exercises Grade K (Northeast play area) Grades 1 \u0026amp; 2 (Northeast play area) Grade K (Northeast play area) Grades 1 \u0026amp; 2 (Northeast play area) Grade 3 (Northeast play area) Grade 4 (Southwest play area) Grade 5 (Southwest play area) Grade 6 (Southwest play area) Preparation for dismissal bell All students dismissed End of formal work day A CHOICE FOR EXCELLENCE -83- Williams School -: LU1E:lT ,\\RY :' JWGRM1 : CiiEDUL ~ GRADE LEVEL CURRICULUM TIME EMPHASIS AREAS COMPONENTS ALLOTMENT l - 6 LANGUAGE ARTS Spe 11 i ng Weekly 1 - 6 l - 6 READING Handwriting Primary I, II Oral/Written Corrmunication (Social Primary III Studies, Science, Music, Art:(1-3]~ Intermediate Listening Skills (Social Studies, Music) [l - 3]* Exercises in Foreign Language** Higher Order Thinking Skills (Social Studies, Science) [1 - 3]* Infonnation Skills Vocabulary Development Comprehension Literature Content Reading Skills in Science, Social Studies, Fine Arts [l - 3]* Physical Activities (Enactment of Plays, etc.) [1 - 3]* Primary Intermediate MATHEMATICS Computation Problem Solving Primary Intermediate Higher Order Thinking Skills Measurement Numeration Whole Numbers Rational Numbers Geometry Probabilty/Statistics Practical Arts Activities [1 - 3]\"'* Physical Activities, Games, etc.* 750 Mir 625 Mir: 400 Mir: 525 Min 400 Min 225 Min: 300 Min: 5. --- -- ----- - Williams School : / Intermediate I '' I 3 - 6 SC I ENCE General Science 170 Min Health/Safety I Conservation/Nature Study I I : Effects of Alcohol, Drugs, Tobacco Fire Prevention Higher-order Thinking Ski 11 s 4 - 6 SOCIAL Geography Intermediate 170 Mir STUDIES Arkansas and U.S. History Economic Education Family and Colll'IX.lnity Relation-ships - Citizenship l - 6 FINE ARTS/ Music Instruction and Intermediate 60 Mir PRACTICAL Listening and Primary ARTS** Art Appreciation and Instruction Activities in Practical Arts** 4 - 6 PHYSICAL Exercises Intermediate 60 Mir EDUCATION Games/Dance Movement Activities Art and ~sic Activities I 3 - 6 ' INFORMATION Dictionary Skills Primary I I I 30 Mir i SKILLS** Maps. Charts, Graphs I ' Tables of Contents Knowledge of Computers Use of Media Equipment/Materials Reference Skills *Social studies, science, music, art, physical education activities, and practical arts will be integrated into the teaching of language arts, reading, and mathematics at the primary level  Required in New Standards, effective 1986-87 SECTION VII RESEARCH AND EVALUATION The Honorable Henry Woods, U. S. District Judge in the United States District Court, Eastern District of Arkansas, Western Division, issued on September 3, 1986, an \"Order Concerning Magnet Review Committee.\" Item 4 of the Order states, in part, \"Upon implementation of the magnet school program, the Magnet Review Committee will continue to monitor, evaluate, and recommend changes in the actual operation of the magnet schools ..... \" In August of 1987, the Magnet Review Committee developed a plan for evaluating the magnet schools. The evaluation plan provides for determining the desegregative effects of the magnet school program, as well as the educational quality of these programs. Key variables inherent in effective schools were identified for study by the Magnet Review Committee, and a framework for longitudinal evaluation was adopted. The framework consists of four phases to the evaluation process. This plan was provided to the Court in the Magnet Review Committee's Report to the Court of September 3, 1987. The Magnet School Program Evaluation for 1988-89 was conducted for the Magnet Review Committee by the Office of Educational Research and Services, College of Education, Arkansas State University (ASU), under the direction of Dr. Donald E. Wright. The evaluation report was published in October, 1990 and was shared with the Court, all parties and the public. The evaluation project focused upon the following: 1. A re-examination of the attitudes/opinions of all parents of magnet school students with regard to student recruitment, transportation and parent/ community involvement. 2. An analysis of student performance data on the MAT-6 (grades 4-7-10) and MPT (grades 3-6-8) for magnet school students as compared to student performance statewide on these standardized achievement measures. What follows are the summary statements from the study, as published in the full report as pages 117-119. 1. The return of 60 percent on the parent survey is sufficient to warrant consideration of the responses. 2. There is no difference in the return rate of parents based on race or resident district. -86- 3. The majority of parents responding had students attending a magnet school for a second year, especially parents of elementary students. 4. A higher proportion of black students are attending a magnet school for the second year than students of other races. This was true by school except for Gibbs elementary. 5. The efforts of the MRC regarding student recruitment have been rewarded. The parents are very positive of recruitment procedures. 6. Transportation as a category was acceptable to the parents\nhowever, there is still some concern about \"student time on bus,\" \"bus drivers,\" and \"transportation information.\" 7. The parents of magnet school students indicate there is a continued need for efforts by the MRC and the magnet school administration to improve the area of parent and community involvement. 8. Working parents, especially parents of black children, have a difficult time becoming involved in school activities. 9. Elementary students take school notices home to parents and parents read them for information about school activities, whereas, secondary students just \"tell\" their parents about school activities. 10. Parents of black students \"talk with their child\" about school more than parents of white students. 11. The black students in grade 3 will perform better on both sections (reading and math) of the Minimum Performance Test (MPT) than the state average passing rate. 12. The black students in grade 6 will perform better on the reading and math tests of the MPT than the state average passing rate, and perform as well or better in the areas of language arts, science and social studies. 13. The magnet school's eighth grade students do not perform as well as the state average passing rate on the MPT content area tests of science and social studies. -87- 14. Although the magnet school grade 4 students have a comparable composite percentile rank on the MAT-6 as the state population of grade 4 students, the black students of the magnet school do not perform as well as their white peers. 15. Although the magnet school's seventh grade students have a comparable composite percentile rank on the MAT-6 as the state population of seventh grade students, the black students of the magnet school do not perform as well as their white peers. 16. The state composite percentile rank for the MAT-6 was, although comparable, higher than the composite percentile rank for the grade 10 magnet students in all content areas. The white students will perform at a higher level than their black peers on this particular test. 17. The magnet school students perform better, as measured by the MPT and the MAT-6, in the content areas of reading and math, whereas, the weakest area is science. 18. The least difference in performance by the race variable was in the content area of language arts. -88- SECTION VIII POLICY ISSUES The Magnet Review Committee (MRC) is cognizant of the Court's June 30, 1987, Order clarifying the role of the MRC in policy development for the operation of the interdistrict magnet school program and setting forth guidelines for presentation of MRC policy decisions to the Court for adoption subsequent to the Order. The MRC recognizes that the most appropriate course of action is for magnet schools to adhere to the policies of the host school district whenever possible. On certain occasions, it has become necessary for the MRC to develop and adopt a policy or guidelines that would be unique to the interdistrict magnet schools. These policies and guidelines, which have been disseminated to the three districts for implementation, are included in this report and are listed below: POLICY POLICY GUIDELINES GUIDELINES POLICY POLICY POLICY Interdistrict Magnet School Transfers, Revised December 1, 1987 Interdistrict Magnet Schools Inclement Weather Procedure, Adopted December 1, 1987 Interdistrict Magnet School Enrollment for the 1989-90 School Year, Adopted December 20, 1988 Classifying Equipment Interdistrict Magnet School Student Early Graduation, Adopted July 25, 1989 Application to Interdistrict Magnet Schools, Adopted November, 1989 Application for a Majority-to-Minority (M-to-M) Transfer, Adopted February, 1991 As policies governing the interdistrict magnet schools are developed in the future, they will be submitted to the Court in accordance with the Court Order. -89- POLICY ON INTERDISTRICT MAGNET SCHOOL STUDENT TRANSFERS Revised December 1, 1987 Students enrolled in an Interdistrict Magnet School in a given semester will be required to remain in that magnet school for the duration of that semester. Students who develop extenuating circumstances which might warrant a change in assignment may petition to obtain a change of assignment. Petitions will be received by the host district. Petitions will be reviewed by a three (3) member Withdrawal Committee comprised of student assignment officers or designates for the three (3) Pulaski County, Arkansas, districts. A majority of these officers will determine whether a student is allowed to change assignment* Parents who wish to appeal the decision of the Withdrawal Committee may do so by writing a letter of appeal to the Magnet Review Committee. The decision of the Magnet Review Committee is final. Specific student assignment will be made according to policies of the home district. * Identified handicapped students are excluded from the review process as described herein. Decisions pertaining to the appropriateness of their educational programming and placement shall be made in accordance with Public Law 94-142 and Arkansas Act 102 regulatory procedures. -90- OoMa Grady Creer Executive Director Magnet Review Committee 22nd and Poplar P.O.Box687 North Little Rocle, Arkansas 72115 INTERDISTRICT MAGNET SCHOOLS INCLEMENT WEATHER PROCEDURE Adopted December 1, 1987 (501) 758-3545 1. When Little Rock School District schools are closed, interdistrict magnet schools will be closed. No magnet school buses will run when LRSD schools are closed\n2. When Little Rock School District is open, interdistrict magnet schools will be open. If Little Rock School District is open, and Pulaski County Special School District and/or North Little Rock School District is closed, Pulaski County Special School District and/or North Little Rock School District magnet school bus routes will not run. Students whose buses do not run will not be expected to attend class. If a student is transported to and from school on that day by other means (parents, taxi, etc.), the district is not liable for any accident that may occur. 3. Magnet school students who miss class work due to inclement weather will not be penalized in any way. Adequate time will be given to compensate for any work missed. -91- DoMa Grady Crear Executive Director TO: FROM: SUBJ: DATE: Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 James JenninL~RS,D Donna Grad~ , _Executive Director Magnet Revie Committee Interdistrict Magnet School Enrollment December 21, 1988 At its December 20, 1988 meeting, the Magnet Review Committee, by formal motion and vote, agreed to: 1) apportion vacant seats at entry level grades (501) 758-0156 (K, 7th, and 10th) in accordance with percentages set forth in the Stipulation. 2) give preference to PCSSD and NLRSD . students for vacancies occuring in grades 1-6, 8-9, 11-12. If PCSSD, and NLRSD are unable to fill these vacancies, Little Rock School District students may be seated. 3) apply the same formula in 1) and 2) above with regard to additional seats at Carver Magnet. 4) deny sibling preference and guaranteed placement from one organizational level to the next. Please keep us informed as LRSD makes plans for 1989-90 student assignment. DGC:sl cc: Eddie Collins, PCSSD Arma Hart, LRSD Andrew Power, NLRSD -92- In accordance with the Order dated the 30th day of June, 1987, the Magnet Review Committee is submitting the following report titled, \"Classifying Equipment for Funding Purposes,\" for your approval. The policy states, \"Equipment not built into an existing building should be classified under the heading of operating costs. Equipment built into the building will be classified under the heading of construction costs.\" The Magnet Review Committee used the Arkansas School Financial Accounting Manual published by the Arkansas Department of Education in 1976, and revised in 1986, to reach a decision. Chapter 5, \"Supplies and Equipment,\" offered the following information in a subsection titled, \"Distinguishing Between Built-In and Movable Equipment.\" If an agency finds it necessary to distinguish between built-in and movable equipment, it usually would relate to one of the following situations: (a) estimating the costs of a building (built-in equipment is included\nmovable equipment is not)\nand (b) determining which equipment items can be purchased from various funding sources. After an item has been identified as equipment, the following criteria may be applied to determine if the item is built-in or movable: An equipment item is built-in if: 1. It is an integral part of a building\nthat. is, it is permanently fastened to the building, functions as part of the building and causes appreciable damage to the building if it is removed\nor 2. It is permanently attached to a side and functions as part of the site (except buildings or other structures). Built-in equipment may be incorporated into a building at the time the building is erected or at a later date. Built-in equipment is sometimes referred to as fixed equipment (not to be confused with fixed assets). Movable equipment consists of items that: 1. Are transportable from one location to another without appreciable damage or change to the location from which they are removed or to the location where they are installed, and -93- 2. Do not function as integral parts of the building or site and are not permanently fastened or attached to the building or site. A piece of equipment that is simply bolted or screwed to the floor, such as a heavy lathe or desk, and that can be moved as a unit once these fasteners have been removed, is movable equipment. The term movable refers to permanency of installation and not to size or weight. The Magnet Review Committee anticipates reference to this policy when dealing with magnet school budget, renovation, and construction. -94- INTERDISTRICT MAGNET SCHOOL STUDENTS EARLY GRADUATION July 25, 1989 Interdistrict magnet school students who meet early graduation requirements should submit a written request for early graduation to the high school principal prior to the beginning of the fifth (5th) semester if early graduation is to be held at the end of the sixth (6th) semester. If the student requests to graduate at the end of the seventh (7th) semester, the request must be made prior to the beginning of the sixth (6th) semester. A plan for early graduation will be reviewed in a conference to include the student, counselor, parents, and the high school principal. After a complete evaluation of the request, the principal will make a final decision on the request and forward that decision to the Associate Superintendent for Curriculum and Special Programs in the host district and the Magnet Review Committee. At Parkview Fine Arts/Science Magnet School, only six of the seven credits earned during the regular school day, per year, may be counted toward early graduation. Additional credits earned for the purpose of early graduation must be taken through extended day programs, correspondence courses, or sunnner school, as in other public high schools in the Pulaski County area. GRADUATION: If early graduation is approved, the student may participate in commencement exercises on the same basis as regular graduates. Students who do not wish to participate in commencement exercises will receive their diploma as soon as practical after the exercises. -95- POLICY FOR APPLICATION TO INTERDISTRICT MAGNET SCHOOLS In an effort to stem the late influx of interdistrict magnet school applications (which generally are received in late December), the Student Assignment Officers Committee recommended, and the Magnet Review Committee approved, the following policy. This policy prevents parents/students from seeking to be placed on a magnet waiting list when there is not a likelihood of being placed in an interdistrict magnet school for that school year. Students who are on the previous school year's waiting list are automatically placed at the top of the waiting list for the next school year. Waiting list placement at the bottom of an extensive waiting list for the previous school year only serves to put the applicant ahead of students who wait for the beginning of the application period's waiting list. POLICY FOR APPLICATION TO INTERDISTRICT MAGNET SCHOOLS Adopted November, 1989 Students may submit an application for an interdistrict magnet school from the beginning of the enrollment period through the Wednesday before the Thanksgiving holiday. These students will either be seated or placed on a waiting list until a seat becomes available. After the Thanksgiving holiday, if a seat is available and a student can be placed immediately into that seat, an application may be completed and the student immediately seated. No application will be taken to place a student's name on the waiting list. -96- POLICY FOR APPLICATION FOR A MAJORITY-TO-MINORITY (M-TO-M) TRANSFER Adopted February, 1991 Eligible students may apply for an M-to-M transfer at any point during the school year. The Fall cutoff date is October 1. The Spring cutoff date is February 1. Applications received after the Fall cutoff date will be held for processing until the Spring semester. Applications received after the Spring cutoff date will be held until the Fall semester. Hardship cases or extenuating circumstances (students who move into the community after October 1, or students who move from one Pulaski County school district to another during the semester) will be reviewed by the Student Assignment Officers on a case by case basis. The unanimous approval of the Student Assignment Officers Committee is necessary. Students participating in an M-to-M transfer are required to remain in the program for the semester in which they are enrolled. If a student wishes to request withdrawal before the end of that semester, the application for withdrawal must be submitted to the student's home district for approval or denial by the Student Assignment Officers Withdrawal Committee. Withdrawals for M-to-M students are handled in the same manner as withdrawals for interdistrict magnet school students. -97- --------- SECTION IX INTERDISTRICT MAGNET SCHOOLS BUDGETS . The Magnet Review Committee (MRC) and Little Rock School District (LRSD) adopted budget for operation of the Interdistrict Magnet School Program for the 1989-90 school year was $12,781,300.00. This figure was computed on a per pupil cost of $3,100 times a total seating capacity figure of 4,123 for the Interdistrict Magnet School Program for that school year. The fiscal year for expenditure of this budget was July 1, 1989, through June 30, 1990. Initially, each of the six (6) interdistrict magnet schools was allotted a proportional share of funds to budget based upon its seating capacity. However, following close budgetary review, monies were shifted among the programs where necessary to accommodate program and services needs. The adopted budget was submitted by the MRC to the Court for approval. The Interdistrict Magnet School Program operated in accordance with the adopted budget during the 1989-90 school year. Final expenditures for the operation of the six (6) interdistrict magnet schools during the 1989-90 school year were as follows: Interdistrict Magnet Schools Cost Per Pupil 1989-90 (provided by Little Rock School District) Mann Parkview Booker Carver Gibbs Williams TOTAL 89-90 EXP $2,598,149.00 $3,044,434.00 $1,849,132.00 $1,599,842.00 $1,130,522.00 $1,423,412.00 $11,645,491.00 * Average Daily Membership ADM* PER PUPIL 880 2,952.44 798 3,815.08 633 2,921.22 600 2,666.40 337 3,354.66 509 2,796.49 3,757 3,099.68 The operating expenditures and per pupil cost rates varied across the six (6) interdistrict magnet schools. This variance is the same experienced within any school district, reflecting the general differences found in operating elementary versus secondary schools (junior and senior high schools) and special programs. In the magnet schools, the -98- variance was also attributable to ongoing start-up costs of programs involving unique program design and the associated personnel, equipment and staff development needs. In summary, the total expenditure for the operation of the six (6) interdistrict magnet schools for the 1989-90 school year was $11,645,491.00 at an average per pupil expenditure of $3,100. The allocated budget ($12,781,300.00) was based on magnet school seating capacity (4,123) while the expended budget was based on the ADM of 3,757.00 (actual adjusted enrollment). The total expenditure is in keeping with the guidelines set forth by the Court for operation of the interdistrict magnet schools. While the Magnet Review Committee does not hire or evaluate interdistrict magnet school personnel, the effect of personnel contract negotiations on salary directly impacts the budget. The Magnet Review Committee will continue to work with the host district in configuring the budget for the next year. However, it should be noted that cost containment is difficult when teacher contract negotiations cause budget fluctuations beyond the Magnet Review Committee's control. -99- SECTION X MONITORING The Magnet Review Committee (MRC) is charged with the responsibility of \"monitoring, evaluating and recommending changes in the actual operation of magnet schools\" (August 29, 1986 Stipulation). To this end, the Committee: Staffs an office\nHolds bi-monthly meetings to look at issues\nWorks with committees (listed in Section II of this report) who meet and report to the MRC\nConducts an annual formal evaluation of the interdistrict magnet school program. The MRC considers the monitoring function to be a critical and ongoing responsibility and shall continue to monitor in accordance with the aforementioned Court ruling unless otherwise directed by the Court. -100- SECTION XI RECOMMENDATIONS 1. The Magnet Review Committee does not condone the practice of sibling preference in the matter of student selection for assignment to an interdistrict magnet school, nor does it recommend that such a practice be initiated within the interdistrict magnet schools. Students who express an interest, ability or need for a program are admitted to an interdistrict magnet school based on their resident district's criteria. It is not a given that siblings have the same or similar interests, abilities or needs for a magnet program. 2. Currently, personnel in the three Pulaski County school districts are considered as viable applicants when staffing the interdistrict magnet schools\nthis practice should continue. The Magnet Review Committee will study the staffing practices in light of: racial and gender balances, hiring policy of the host district as it affects interdistrict faculty transfer, and interdistrict staffing ratios. Based on its findings, the Magnet Review Committee will make recommendations, as appropriate, to the Court. It is necessary that interdistrict staffing be accomplished. The Magnet Review Committee will continue to work with the host district on this issue. 3. The Magnet Review Committee, in a letter dated December 18, 1990, forwarded to the Court the recommended per pupil expenditure for the interdistrict magnet school program for the 1990-91 school year. This recommended per pupil expenditure is $3,370 (an increase of $270 per pupil over the $3,100 per pupil figure which has been used since the inception of the interdistrict magnet schools). The Magnet Review Committee requests Court approval or disapproval of this increased per pupil amount. 4. The Magnet Review Committee recommends that all entities directed to monitor the interdistrict magnet school programs need to discuss the process of monitoring in order to avoid duplicative efforts. -101-\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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":"suc_abaker_4589","title":"Letter, 1991, Deborah Wigfall to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Dorchester County, 33.07949, -80.40556","United States, South Carolina, Dorchester County, Summerville, 33.0185, -80.17565","United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["Wigfall, Deborah"],"dc_date":["1991-05-23"],"dcterms_description":["Letter from Deborah Wigfall, Media Specialist at Spann Elementary School, to Augusta Baker, thanking her for visiting their school and stating, \"People are still talking about your visit! The article appeared in last Friday's paper, and I included a copy of it for you\"."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 150. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Public schools--South Carolina","Wigfall, Deborah--Correspondence"],"dcterms_title":["Letter, 1991, Deborah Wigfall to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4589"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Wigfall, Deborah"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4253","title":"Letter, 1991, Julia E. Hill to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["Hill, Julia E."],"dc_date":["1991-05-23"],"dcterms_description":["Letter from Julia E. Hill of the South Carolina State Museum, to Augusta Baker, enclosing their summer brochure and relating how they are looking forward to her program in June."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 150. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Hill, Julia E.--Correspondence","South Carolina State Museum","Museums--South Carolina"],"dcterms_title":["Letter, 1991, Julia E. Hill to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4253"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item","5 pages"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Hill, Julia E."],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4481","title":"Letter, 1991, James E. Campbell to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, New York, New York County, New York, 40.7142691, -74.0059729","United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":null,"dc_date":["1991-05-20"],"dcterms_description":["Letter from James E. Campbell, Social Studies Coordinator for the New York City Board of Education, to Augusta Baker, thanking her for giving her permission to circulate the introduction she wrote for The Black Experience in Children's Books."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 150. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","New York (N.Y.). Board of Education"],"dcterms_title":["Letter, 1991, James E. Campbell to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4481"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4283","title":"Memo, 1991, Margaret Myers to Augusta Baker and Others","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, Illinois, Cook County, Chicago, 41.85003, -87.65005"],"dcterms_creator":["Myers, Margaret, 1933-"],"dc_date":["1991-05-17"],"dcterms_description":["Letter from Margaret Myers, Staff Liaison for the Committee on the Status of Women in Librarianship, to Augusta Baker and others, regarding the Oral History Project."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. 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For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["memorandums"],"dcterms_extent":["1 item","2 pages"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Myers, Margaret, 1933-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4267","title":"Letter, 1991, Debi Strevy to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, Alabama, Jefferson County, Birmingham, 33.52066, -86.80249","United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["Strevy, Debi"],"dc_date":["1991-05-15"],"dcterms_description":["Letter from Debi Strevy to Augusta Baker, thanking her for agreeing to review the checklist for her research. She encloses the checklist with the letter and requests that Baker contact her with any questions."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 150. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Strevy, Debi--Correspondence","Storytelling"],"dcterms_title":["Letter, 1991, Debi Strevy to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4267"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item","3 pages"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Strevy, Debi"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4571","title":"Letter, 1991, James B. Johnson Jr. to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["Johnson, James B., Jr."],"dc_date":["1991-05-14"],"dcterms_description":["Letter from James B. Johnson, Jr., Director of the South Carolina State Library, to Augusta Baker, thanking her for her participation in the first South Carolina Read-In."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 150. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Johnson, James B., Jr.--Correspondence","South Carolina State Library","Books and reading--South Carolina"],"dcterms_title":["Letter, 1991, James B. Johnson Jr. to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4571"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Johnson, James B., Jr."],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_393","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' submission","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-05-12"],"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","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' submission"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/393"],"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\nINTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures 5 prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main Re: 01718 Page 381committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. The committees submitted their reports to the oversight committee (student assignments) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\", \"the districts. \"districts in Pulaski County\", \"the parties\", \"tri-district\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. Re\n01718, 01719 Page 382The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. Re: 01719 Page 383I. OBJECTIVES: OVERVIEW The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60-% percent and 404f percent of either race with the ideal goal of .these Interdistrict Schools to be 50-% percent black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. INTERDISTRICT SCHOOLS: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Re: 01720 Page 384Schools shall rest primarily with the host district, sxibject to coordination and cooperation among the parties with respect to such matters as recmitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Four (4) new Interdistrict Schools will be established in the near term\nAt Bakeg \u0026amp;T Harris ioeo-00 A. Romine 1991-92 BB. Stephens 1994-95 BC. Crystal Hill area -1990-91 1993-94 King 1902-03 1993-94 ^^2- Facilities considered for construction or establishment in the future may include in or near Chonal Valley and the Scipio A. Jones site. The Pulaski County Special School District commits that it will reserve up to 200 additional elementary seats for transferring black Little Rock School District students for a new school to be constructed in 1993-94 at a site mutually agreed to by all of the parties. Any school constructed in Chenal Valiev will also be an Interdistrict School. The Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski Coxinty. PCSSD and LRSD will engage in Re: 01720, 01721 Page 385early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. III. INCENTIVE SCHOOLS: There shall be a limited number of iincentive Sschools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Aeademiea elementary area schools) of 554 percent black and 454 percent white with a variance of 54 percent. The recruitment of white students to these Elementary Academies elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 604 percent. The ^incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens etnd Washington. The incentive Sschools will be desegregated in phases through a combination of white recruitment into the incentive Sschools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive Sschool\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Re: 01721, 01722 Page 386Funding for the iincentive Sschools shall be set at two times the level for the Elomenta-gy Acadeaiea elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. meet tha-t gool, tho-parties ahull utilize the aegv-ioea of a eoftsul-tant who haa damonatgablo axpegianec in developing and oueeooafully implementing auch proggama in u majogity-b-l-ack educationa-l aetting-.- IV. MAGNET SCHOOLS: The Little Rock District shall continue to operate the six preaent interdistrict magnet schools established in 1987-38. Those schools shall be racially balanced to a point of between 50-%- percent and 55-%- percent black. They shall continue to be open to students of the three districts PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD SCHOOLS: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. Interdistrict Schools shall be built and/or established by PCSSD. PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. Re: 01722, 01723 Page 387VI. NLRSD SCHOOLS: The North Little Rock schools shall have a blackwhite ratio goal in accordance with its present desegregation plans. That district may educate pupils of the two other districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. FURTHER SCHOOL CONSTRUCTION: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. TRANSPORTATION: Students shall be provided transportation in order to attend their assigned schools (including its programs and activities) . Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. IX. BUILDING QUALITY: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socioeconomic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. X. STUDENTS OUTSIDE PULASKI COUNTY: The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Re: 01723, 01724 Page 388Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. FACULTY: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. ACHIEVEMENT DISPARITIES: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. Re: 01724, 01725 Page 389XIII. PROGRAMS AND ACTIVITIES: There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. MONITORING\nThe districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Maater Office of Desegregation Monitoring. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the parties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that Re\n01725, 01726 Page 390requests for access are not disruptive, unreasonable or intrusive. XV. HOUSING: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of. segregated housing patterns. XVI. FUNDING: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties. which when finalized are hereby incorporated into this document by reference, or as may otherwise be ordered by the court. Sap-logcntation of thoae deaeggagatioft- plana by aitheg LNGD or DCSSD' ia dependent-upon the receipt of CKiditional daaaggagation funds thgough-whatavag aeanamay-be available. LRSDr-Pgi D and Joahua-atata -that neitheg LRSD nog PCSSD can iaplamant thcig gaapactive plana og tha intagdiatgict plan w-ithout aitheg appgoval of theaefetlament with the-State, og Cougt-ogdeged funding fgom the State-\n Fugtheg,even if the aettlement ia appgoved,LRSD will ncsod additional funda before it can implement the plana-. Re: 01726 Page 391XVII. COMMUNITY INVOLVEMENT: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. CURRICULUM AND PROGRAMS: A joint committee will be established to review the curriculum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to 4- facilitate and/or enhance the movement of students among the districts in Pulaski County. Re: 01727 Page 392INTERDISTRICT DESEGREGATION PLAN STUDENT CHOICES AND OPTIONS The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well as the real potential for expansion of the Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons. parents, and students in theme selection. To that end. these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of themes-\nthe location- of themeor and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to Re\n01728 Page 393receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A guyzey proGGSs and -procedugGa ochedula will- be prepared by the-geapGGtive diatricta for thoao Intardiatrict Schoola coming on line aubao-quont feo-tho-8G-90 achool year. Thoae aohedulea-will be completed on or before-April 28,1080. Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: Baker- Elementary The immediate conatruction of an additional ee eiaaaroem-apaoea ia required at Baker Zlementary to facilitate-the transfer of that number of-black students from the- presently configured -Rom-ine attendancearea-to eempoaeBaker Elementary aa an Intordiatrict School. PCSSD will obtain the whiteatudenta needed for thia achool -by aaaigningthoae - whitea -currently attending -BakerEl-omentary to-Saker Interdiotriot School. PCSSD will1-ikely provide additional geecede reaaaignment aa aueh aaaignaonta preaently affect Baker,Lawaon and Robinaon -Elementary Schoola. Such shifting will be for the dual purpoae-of Re: 01728, 01729 Page 394increaaing whitoongollment atBctkcj to coapliaGnt the geeguitaef^t  of block atudento from- Romine oo well go to bging Lcwaon ond Robinaon into oa oloao o gociol bolonce v-i-th eoch otheg ae- 4o gGoaonobly pgacticoblG with- the uae of Bokog oa n Integdiatgict School. The-extended-day pgoggaia ot -Bokag will bO' in ita third ycog bogi: ng withthe 198S-S0-cchool year. That pgoggom will bo expanded aa-nccGaaagy toaccoctaodatG the black etudent atranafegging in fgointheRea-inc area Bakcg Integdiatgict School will mgy a thematic program. j.ho partieaintend to conduct .ppgopgiate public e ffloetingac-gpagen-t-ad.eont-act-\npagticulaglyin- the Roaine area,feedotogminc- the appropgiato theme fog th-ia Interdi3t2?-iot School. Thcao meetinga-wil-l-be completed on or befoge Februogy24-108C)--by the geapeet-ir'.'Gd-iafegiefea-^ deceggegat-i-on office-. RCSSD shall pgovide-i-ta full ccmpenoategy-edueo-t-ien program at the Dakeg Elementagy Integdiofegiefe Coheol if 35 og more black atudenta tranafer from LRSD te Bakar. fir rria Elementary A. New Interdistrict School Harris ia to-be- convortod to an Interdiatriet Schaal. Such designationoff-oranumerous advantagea,ineluding the fact that it ia theonly-elementary achoel-in-the PCSSD which has sufficient exceaa capacity to acrve an immediate aignificant-role in the interdiatriet plan-\n- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 seats are preoently will be Re: 01729, 01730 Page 395available at Harris the school for transferring Little Rock black students. Little Rock will target for Ha-g'gia recruitment those black students from those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. Ao  an iaddod foaturo-of the- Harrio program. Little Rock black students will be permitted to attend a designated Incentive School for its after-school incentive program. The only preocn-tly known facility modification nGCGoaary-at Karrio involveo- an upgrade ofthe landocaping.  Other 'potent-ial mod-i-ficationo will bc-Gvaluatcd by the parties. rcsSD believes that a-math and oe-ienge- omphaoio would prove rttractive not only to transferring Little-Reck black st-udonts but also to the present student populatien--at Harris. However,feThe parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whether or not an alternative what theme or themes would be mere most appropriate or attractive. The targeted parents of LRSD blacks who will be recruited te Harris are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas on or bo-fore rebruary24, 1000 . Re: 01730, 01731 Page 396The PCSSD will implement enhanced compensatory education at Harria- the school, ^^ginning 5fith the loop gp school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. B. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These aeetingo will be cenpleted on or before February 24,1989,by-the rooPGctive diatriota'deaegregatien- office. SC. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1090-91 1994-95 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and Re: 01731, 01732 Page 397operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. ED. Crystal Hill Area PCSSD will construct and operate a new Interdistrict School to be opened by the 1000-91 1993-94 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. Thia achool- ia noceaaagy beeauae the- gedeaignation of Bakeg and Romine aa Integdiatgict Schoola will not completely geaolve the-gaeial imhalanee-at Romine Elementagy Schoo-1 duging the 1989-90 achool yeag. To help geaolve that -imbalance, PCSSD'will construct this new school. pagtiea project that-the achool would havea PCSSD has agreed to increase capacity of the Crystal Hill Elementary Re\n01732, 01733 Page 398School botwoen fr\u0026amp;e aftd to 8 00 students with up to 399 seats reserved for black students transferring from Little Rock School District and, if space is available, from North Little Rock School District. ghi-a capacity would allow the dcaircd number- of blaeka tobo- recruited from Romine to PSS\u0026amp;t In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementaries will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected in those areas beginning with the 1080-00 1992-93 school year. PS- King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1002-03 1993-94 school year or as soon as reasonable practicable. These parties propose that this facility be located in the general area bounded by Interstate 630 between 1-30 and University Re: 01733, 01734 Page 399Avenues. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock. A MontonnoTi nnhnni ni 11 he-explored for King and a committee made up of one repgeaentative- from each party shall make a report and-recommendation to the Court by Fobruary,a-ftog- conducting appropgiato parental aug'zeyo and meet ingo  ragardingfcho  deairod theme. GF. Other Matters All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems pairticularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. Serious considorat-ion-ohould-be given-to the ootabliahaont of an alternat-ivo-school in NorthLittle Rock in 1000or beyond. The parties recognize that -oueh a foeility might most-appropriately--be-oporatod by the-school districts. The parties will determine-\nby the ond of the 1000-01 school year, a timetable for construction of an Interdistrict School in the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Re: 01734, 01735 Page 400Potential Interdistrict M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majority-to-minority transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a ituation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court's Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. Pulaski. This will require additional construction at North The implementation of an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD- and- NLRSD-shall gecguit and exchange, on a on\u0026amp; fog-ona- baaia,the following atudont-g(and aa doacgibed -in Exhibit- -A^ hereto) i Re\n01734, 01735 Page 401i-\nj-ttnior H-i^h aehoola\nPCSSD Oak Ggovo-white atudenfea--with-NLRSD- Ridge Road,Roae City and Central Juni er H-igh School b-lack atudenta. Sen-ioff-High aehoola\nPCSSD Oalt Grove white atudenta with NLRSD Olo Main black atudenta VOLUNTAR 'TRANSFgRS BETWEEN NLRSD ?iND PCSCD* To aid in the desecreaation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County School District will cooperate in each other's efforts to recruit black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to attend NLRSD schools on a voluntary basis provided no transfer negatively affects the desegregation status of anv NLRSD or PCSSD school. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. Re: 01736 Page 402*The language found at pages 18 to 19 of the Interdistrict Plan, 8 JDR 1735-36, limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been eliminated to facilitate voluntary desegregative transfers at every level. Page 403IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINT NO. LR-C-S2-856 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ec ai defendants MRS. LORENE JOSHUA, ec. ai. INTERVENORS KATHERINE KNIGHT, et. ai. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Deveiopments subsequent co che initial submission of the North Litcie Rock School District's Desegregation Plan in March, \" 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A\" -20- VS . 01737 Pac^outside of this permissible range, being 27.n black when the minimum was 30-2% although a movement of thirteen students , wou ig correct this imbalance. Ail other schools within the District are still in compliance with the 25^ standard although Ridgeroad Junior High School and Ole Kain High School limit. are approaching this On September 1, 1938, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having ail students in grades 11 and 12, housing ail students in grades 9 and 10, Northeast High School and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision, however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ 01738 7 and 8 .139-90 . Since the movement of only thirteen s tuden ts will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successf\u0026gt; The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-9 1 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In tile 1990-91 school year, the attendance areas of all North Little Rock Junior high schools will be modified so that each has approximately the racial composition. same To avoid the potential that any NLRSD secondary schools might move outside the permissible range. to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ 01739 Page 406 o :Central Junior High Schools to attend Oak Grove Junior H'gn Schoo 1 n a voluntary basis. In addition, the NLRSD will pe r.-n 11 black students from Ole .Hain High School to attend the S'-'n to r high school at Oak Grove provided no transfer negatively affe the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools co Ole .Hain High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ 01740 Page 407prcccsed che use of che System of MulcipluraLiscio Assessmenc (SCMPA) as an alcernacive cesc oc incelleccuai abiLi y in idencifying scudencs for ics special educacion and gifced and calenced prograr.-. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual education area because the ability in the special cesc was not normed nationally but only on the basis of California students. In the gifced area, SOMPA was used but ic was found that che Torrence Test for Creacive Posicives and che use of multiple placement criteria were more effective in identifying minority gifted students cha n SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact chat alternatives in the gifted field have proven more effective. the - parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs . CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 19 84 . Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ r  A.'I 01741 Page 408Adaptive Learning En'. 1 cnment Model (ALEM) have been inip lemen ted through other programs although not necessarily in the form specifically described by the Cantalician Foundation i in Its report. The parties recognize that the purpose of the anta 1i ian Report was to provide school districts with exemplary programs which could be adapted to eachi district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instr' uction which implement the educational content and elements of ECRI and-i ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A attached) . The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ 01742 Page 409District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such informat ion. The District will continue to seek this information but the parties agree that the North Little Pock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped DALLAS PRESCHOOL SCREENING TEST students. At page 4.3 of its October, 1986 Supplement, the NLRSD 4 committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District ha 3 / therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-Schoql Screening Test. use -7- 3-OOlJ f  ft 01743 Page 410CONCLUSION The Joshua Intervenors and other parties do not necessarI agree concur with every factual statement in this Petition but do in and support the proposed modifications to North Lx Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 7220 1 February , 1989 By:________________ STEPHAN W. JONES, Attorney foF~ North Little Rock School-District JOHN W, WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 By: -AZAK Mx PALNICK. Attornev LAZAR MxPALNICK, Attorney fo^\nJoshua Inteirvonors WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAliUEL/JONES, Attorney for Pulaski County Sg^ial School ski Distrjjrt -8- 3-OOlJ 01744 Page 411The undersigned parties -Jo not object to this modi f : LITTLE ROCK SCHOOL DISTRICT By: STATE DEPARTMENT OF EDUCATION By\nKNIGHT INTERVENORS -9- 3-OOlJ -2^- 0X745 Page 412K s:- ::sTx:: CATAL\nis~! o:t's :0F~Ef0E3 txoxal ?!uct:cxs I aTaFT' HWTXC i I ACISCI T.:Z.t IRVi needs.\nir.C ca ) \\ I I ? I I I -7 { I I \u0026lt; I\n\u0026gt; I i\n? I I Iti ttchnx:*! suapocx ta cIissTaea :\u0026gt;ich\n3. Studaa: lidi' daierdbad to vxduAl dUftrtscti dlrictiy rlACt4 ca Isscx-jcxlaa. x.UJir ISTXUCT'ZOM Clexu c\ni.VTEjl FOX XEA0 2IC cc rtapossta fxaa nos-rtipesdl2| \u0026gt;:-aducj. XatiPliahtd saiddrr lvXi ?X for luptrrlsod pracdidd Carrtiactd XAa(uat am aetlvleita- Xfficdlvt saaaptata: fc onicanat syicaa. oistax .\ntc: xdaaa. Xcadtaci iTiEtuc iapuanead aadtrXjLla. zillj aoTo thrauch i\ni: i- 12 I I I I I i 11 : 2 i  9  * li ji SI \u0026lt; . * V. SI ZI \u0026lt;1 of =1 '* e   ul SI o 3 9 u s\nu wi w SI PS 3| 9 \u0026lt;) to IS 'I 0 ' X X X X X IZ -1: z iJ J I 9 un : I o . J I 5 7 !.S 11 2 5^ X VI I 1 X X X x i\nl I I I I _ i 7 i 3 , d i - ! 5 o c u VI u 3 e 9 e *- t 1 f I s. :: I ' U I X X X X X 3 9 X UI X A- Id I I I I Id I X X X Id I I X X X X X HNII X X X i X I X |X| X .'.ad ttacaia* bahavlori vtch a focus. | x | Claarlx I'aclfiad X X X X Xapld/hi|h raca of acudaac tatpoasas. taaadlaca aeadaoxe faadbaek. Taae.bar cancrala, salaeca, aad pacas C=JVTa alSXSTD XXISTXUtTXai SkLlXa uu|ne cn?au\u0026lt;h ladLvlduaXltad lAtCTucclaa usiAg CAI currlculia no. rjToxnx ScuAfUi AtaiicAat oc.*tr scudtocs La aci4axe rtlaced aeeirleUt X X I Fc:sios TEACXDW I I dl I |x| I X X X X X X I X I X I I I I X I X I d d d Id I d Id I I I X X X X X X X X X X X X I I X X X X EirXCACT XE.trAXOl WT AVAOAILS 1 EXHIBIT A 01746 Pace 413SUMMER SCHOOL TRI-DISTRICT COLLABORATION PLAN I. OVERVIEW Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special sximmer school opportunities for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficit assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve i2.. The pupil student/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Remediation Program (Sth Eighth Grade Remediation Program) The Summer Learning Remediation Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1060 each year. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading. English/language arts, mathematics, science, and social studies. Students will receive instruction only in the identified area(s) of need, with instruction being provided Re: 01747 Page 414in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer oagning Remediation Program will have a projected enrollment of 500 eighth grade students and teacher/pupil ratio of 1:20. Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program fSee Volume I, Summer Learning Program) will auot be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District wi has submitted a proposal to the city of Little Rock, JTPA, and Private Industry Council for approval.' The proposal wets will be developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. This program will be ongoing if and only if funding is available and forthcoming from the Private Industry Council. Extended-Year Services (Handicapped Students) The Little Rock School District recognizes that he acet the gespensibility of enauring that al-1 some handicapped students may need to receive special educationT aene handieapped-^tudenta may need ta geceive gpeei-a^ edueatien and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped Re: 01747, 01748 Page 415peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity. a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extended^ear program provides for an extension of the programming from the regular school year, as identified in the lEP. AREAS OF COLLABORATION Cooperative planning for summer school with the Pulaski County Sgchool ddistricts wi should be conducted each year scheduled for early lOGO. Students in etii the three districts-\nincluding NLRSD, will be better seirved if the districts coordinate, with respect to suaner  schoc-l,- the following aspects of the summer school program: locations dates - curriculum offerings purpose: enrichment vs. remediation - fees/funding - transportation - eligibility Re: 01748, 01749 Page 416since all three districts-\nincluding MLRGD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates, and curriculum offerings would be beneficial for all involved. Principals, counselors, and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free s\nimmer program for primary children to provide early intervention strategies for J- students recomaoftded in dancer of -fe? grade retention. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-S will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Re: 01749, 01750 Page 417III. EXPECTED OUTCOMES By Slimmer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area, and race. Progress/failures will be monitored according to grade level, gender, subject area, and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. 4 Re\n01750 Page 418ARFA oaiirrivES 1. 2. 3. T3 Summer School To identify elementary and secondary siuiimcr school sites To advertise for, interview, and select summer school administrative staff To develop proposed suiuiier school budget fU .. in .pk tn lO IJ(Sl) Dl'SFCRIXJATiai IlAN IMPlJI-IEHI'ATl GQfll_-lj_TiL,lui(ilemeat_suiiinifir.-Scliool srRA'irciics/Acrrvri'fES I.1 Work with summer school coordinators from NLR, PCSSD, and LR to obtain recommentlalion for elementary and secondary sites. 1.2 Meet with local buibling administrators to discuss the procedures, concerns, expectations, etc., for use of the identified buildings. 2.1 Delevop job announcements for interview Conduct summer school job Interviews. 3.1 3.2 3.3 riHELIE Obtain 1988 suinner school budget balance Project 1989 suiiiner school program and budgetary needs Investigate alternate funding sources for suimier school BBGIHNIHG DATE December-1, 1988 January 3 danuary-19, 1989 February 19 February 22, 1989 March l\n-1989 March 3\n-1989 FWDIMG DA'lls December-22, 1988 laniiary 22 January 28, 1989 February March 18, 1989 March 23\n-198^ March 23\n-198 REsronsinTi.m Divisiens-ef-Curri-euluHi- and-Schsels Educational Programs Division-ef-Sehaals Divisien-of-urri- Eulum-and-Schesls Educational Programs Divisisns-af-Gurri- Eulum-and-Seheels Educational Programs Support Services LVABIATKXI Records and/or finished products will be on file for verification/cvaluation of summer school tear tiers. Plans for facilities Distribution of job announcements Interview schedules Develop budget AREA Summer School __ Go^l 1: (rnnliniipfl). ODJBCTIVES 4. To identify summer school program dates Sr-'To-ideHtify-transpar- Beeds-far-summer-sehe a (Hetrepalitan) To plan for quality instruction in summer school 41.1 4.2 IJtSD DESEGREGATION PLAN IMP1TMEHTATION TIMELINE STRATEGIES/ACTIVrn ES Coordinate dates with simiier school coordinators from NLR and PCSSD Submit proposed dates to (1) Plant Services, (2) Executive Staff, and (3) Board of Directors for approval Srl-EstTmate-Humber-af-buses-aBd e8St-fBr-\nHetrapal I tan-summer ,S6heeT-ste Dis6U5s-pess4ble-FuB-Pass-with- GAT 5,1 Develop and implement sunmer school job announcements (in and out of LRSD) 5,2 Interview summer school applicants BEGINNING DATE Beeember-TT 1988- In effect Mareh-lT-1989 March 1-Ij-1989 April lOr-1989 5,3 Notify teachers to be employee May b-I989 ENDING DATE De6eitibei-22? 1988- Ongoinq Har6h-23j-198 I RESPONSinnJTY DivisiBRS-Bf-Gurri- Eulum-and-Sehouls Educational Programs BivisieRS-af-Gurri-eulum- and-SehBaTs Educational Programs EVALUATION Final dates Submission of dates DireetBp-ef-Transper - Esliraated-esst tatieBt-DireatBr Bf-VaeatienaT Edueatian March 23j-I98l DireetBr-ef-PersenBer Job announcements Human Resources April 28^-198 I Summer School Adniin- Interview schedule May Si-1989- istrators\nDirector of Personnel Human Resources\nContent Area Supervisors Notification letters a a n\u0026gt; o O ijtsi) nrsreniDGA i ioN pi an iNi-iJ^i inn'AT, I^^'l 'nMEr.iNi-\nA(!fA .__Su!l!!!lg|l_SchQQl Goal I\n(continued) onjicrivES srRA'iTEiES/AcrivrriF.s llEjGINNING DA'IE ENDING DA'IE RESlONSiniI.riY l-.VAUlATKXi 6. T0 adequately staff and supply summer schoo1 -O 30 cu Q fD m o rO Ln J GJ 6.1 Identify summer school staff evaluation procedures 6.2 Revise and print teacher handouts 6.3 Provide summer school contract to employees 6.4 Provide inservice for summer school staff 6.5 Provide clinical supervision and monitoring of program 6.6 Identify and secure materials, texts, and equipment needed for junior high and senior high level program 6.7 Complete sumner school evaluation report 6.8 Provide a comprehensive sunnier school report to the LRSD Board of Directors April 3,-1989 April 27,-198! Sumner School Administrators\nDirector of Personnel Ihnii^n Resources Evaluation Design May 8,-1989 May 30,-1989 June 1989 June 1989 June 1989 August IS, 1989 May 26,-1989 June 2,-1989 August August 1989 September 28 1989 Same as above Director of Personnel 11 uman Resources Division of Curriculum, Sumner School Administrators Summer School Administrators Di vision-of-Scheels, School Administrators Educational Programs Summer School Administrators\nFinancial Services Support Services Printed materials Sign contracts Inservice agenda Principals' notes Receive materials Complete report Submitted report ...IV. IJiSn DI?5EERFf.ATI0N 1'1 AN IHPl BtEWlATlON TllinANl-area Summer School Goal 1\n(Continued) iBJra-lVES siTiATK iFS/Acrrv rri es BEEIHNTNC oatc liNDIW\nbait\nRiLsrasinTi.riY EVAl DATIOiN . To define the scope of the curriculum for the elementary and secondary programs. 7.1 Mail notices to supervisors requesting recommendations for summer school courses 7.2 Invite proposals for summer school enrichment courses 7.3 Plan cooperatively with summer school coordinators 7_J Make each district's offerings available to principals and counselors in all three districts 7.5 Plan for Dirver Education Program Identify and print each course to be offered for summer school November 37 1988 November 3, 1988 December 1? 1988- April 17-1989 March 17-1989 March 157-1989 November 307 1988- November 307 1988 December 227 1988 May 37-1989 March 97-1989 April 17-1989 Divisien-ef-Guprieu-luffl Educational Programs Bivision-ef-Eurri-- eulum Educational Programs Bivisien-ef-Gurri-eulum Educational Programs Bivisien-ef-Gurri-- euluffl Educational Programs Bivisien-ef-Gurri-eulum- Educational Programs Support Services Divisien-ef-Gurri-eulum Educational Programs Notices mailed Announcements posted Cooperative plans Lists of offerings Action plan Course offerings o\u0026gt;  U3 fO O 4^ tn ro 4* ro 7.7 Plan and institute summer school media/advertising April 17-1989 May 217-1989- Bivision-ef-Gurri- Eulum Educational Programs Public!ty AREA Siimnier Schoo) Goal 1: (Continued) mumivES 7. (continued) 3. To improve the identi-fication of and notification for students Lo attend summer school -o cu U3 X} fD o ut IM oi to IRSD nESECRECATION 11 AH IMllJI lENTATIOH nUtXTHI-\nsrRA'iTOrES/Acrivriii?.s BEGINNING DATE INDING DAIE RI'51V)HSinil.riY EVAUIAIKX) 7,8 Develop in writing the core content for eacti of the course offerings 7,9 Share curriculum expectations with summer school staff 8.1 Develop summer school financial procedures 8,2 Review application/notification procedures and course offerings with principals 8.3 Review application/notification procedures and course offerings with counselors 8.4 Revise and distribute summer school applications to the individual schools 8,5 Advertise scholarships 8.6 Revise and print student handbooks April 17-1989 Hay 3tT-1989 Subject Area Supervi sors Content area guides dune 1989- dune 207-1989 Btvisten-ef-Corr!-- euluHi Educational Programs Heeling agenda Hatch 17-1989 April 17-1989 Harch 207-1989 Harch 207-1989 Harch 207-1989 Harch 247-1989 Harch 247-1989 Harch 207-1989 Hay 87-1989 Harch 247-1985 Harch 247-198' Hay 267-1989 ,  V VJr. Summer Sctiool Administrators\nDivislen-ef- Currleuluffl-antl Sehouis Financial Services\nand Educational Programs Same as above Same as above Bivisien-ef-Seheols Educational Programs Blvisien-ef-Seheols Educational Programs Summer Sctiool Administrators final procedures Heeling agenda Heeling agenda Distribution of applicalions Advert!sements Revised handbook lJ(Sn ni'SBGREfiATION PLAN IMPIJllENTATION TrunjNE AREA Sunmer School Goal I\n(continued) MDIOTVES STRA'irn LE5/Acri V ni f.s IIBGINNING DATE tiiniNG datt\nRESPONSirni.riY EVAIJIATKXL R. (continued) 8.7 Receive all student application forms and fees from local schools May LSi-1989 June 1989 Local and Summer School Administrators Financial Services Fornis/fees collected 9. To improve student evaluation procedures 10. To refine summer 01 m Q  nt o tn or 8.B Conduct summer school regist-tration a.9 Conduct LATE registration 9.1 Ddvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) 10.2 Establish registrar procedures for recording and averaging summer school grades for permanent record 0.3 Determine needs and request JTPA summer workers 10.4 Determine how records are to be stored May 15,-1989 June 1989 Summer School Adiilin-istrators\nFinancial Services School/course registration lune 1989 June 1989 Same as above School/course registration May 1989 June 1989 Same as above School/course registration lay 8,-1989 lay 8,-1989 May-8,-1989 Ongoin May 1989 May 18,-1989 May-18,-1989 May-18,-1989 As long as funding and program are available June 1989 . .tv. Summer School Administrators Regular and Summer School Registrars\nData Processing Summer School Administrators Bivlslen-ef-Sehoels, Educational Programs^ Financial Services Final procedures Final procedures Identified needs Procedures identified STAFF DEVELOPMENT MULTI tri-district COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year, twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. Re: 01757 Page 425f I.KSU DESEGRLGAHOH PLAN I^^EI-il.NIAI lUN IIMH.UIL MULTl-DISTRICT COLLABORATION PLAN - 71 -r--------JolfYn-ir \u0026gt;  -l,lH-|\u0026lt;.-Vt-|MpM^Ot-|-'l-l^'-t'l-*- iii|innfcTHrtifcuidt iBH-.ind-iiii|l*  I Liintt\" 'laff ilev(*ro|inri l Il al ives from sclmnl 'HAis .!i: AHIVIIIIS T7T  fliniinini of four (A) meetings |\u0026gt;cr year will lie liuld, Iwo I (2) each semester. r. in.\nIlf. n-:i -htii-ttf-mia July, 1991 Hinn fl mil UAH Oilgoing CMS! S I'tsriiii'jiiii Hl Staff Development Directors of the Districts ( 7.M ltA1 mil Ongoing iioiilv'' from nei*\u0026lt;ls nsscsMiiont 0 I s *e's function to iilentify loncnl staff tent strategies I assist Ilie eta ill Ing tlie I Ions of ig \u0026lt;|iialUy sclmol 1 s. -o %\u0026gt; rn o \u0026gt;- ro 00 . A,MULTI tri-district DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan, commit ourselves to the following: We I. Underlying Principles All students will be accorded equal opportunity to participate in all academic and extracurricular program and services in the districts\n All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race'\nAll students, all staff and all parents will have equitable access to and input into programs, school and district activities. planning and implementation of school plans and goals\nSpecial efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recruitment will reflect student needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law\nRe: 01759 Page 427Staff assignments will be made on an equitable basis\nPolicies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment. Re: 01759 Page 428REA Multi-District Plan School Operations UBCTIVES . Appoint a school improvement council of the representatives from each district. 1 .1 LRSD DESEGREGATION PLAN IlfPI-ELtENTATION TIMELINE Goal 1  STRATECTES/ACTIVm ES To establish a countywide School Improvement Council Adress ongoing planning for desegregation and plan modification or implementation needs, if any. BEGINNING DATE July 1, 1991 ENDING DATE Ongoing RESPONSIBILITY EVAIJUATION Superintendents and Associate/Assi stant Superintendents for Desegregation Appointment of council . Appointment of committees to deal with issue specific concerns in areas of schools and support services 2.1 Persons with specific expertise will meet, as needed, in committees and'resolve ongoing coordination in areas related to the plan such as transportation and staff development Appropriate Associ-ates/ Assistant Superintendents Resolution of issues -a 01 a (B . eo \u0026gt;a 73 at . * AREA Hulti-Distrlct Plan School Operationi IBJECTIVES To develop joint recruiting efforts and procedures with particular emphasis on minority teacher recruitment 1 .1 IJtSD DESEGRI3GATI0N PLAN^IMPUEMENTATION TIMELINE Goal IL STRATEEIES/ACriVnTES To develop miituall't supportive and equitable BEGINNING DATE ENDING DATE ocrsonnol rccruitmont and placcniont_ qrocoduros RESPONSIBn.ITY EVALUATION To share the applicant pools among the districts 2.1 2.2 Share planning, resources and contacts for recruitment of staff, both certified and noncertified Use teachers in the recruitment process Currently in effect Ongoing semiannually Directors of Human Resources Increase in minority staffing among certified staff and more proportional representation among support staffs Currently in effect Ongoing Directors of Human Resources To monitor distribution of staff across grade levels and support areas 3.1 Certified and noncertified applicant pools will be shared with the agreement to assist each other in correction of disproportionate staffing The principals will be accountable to ensure equitable distribution of teachers by grade level and subject area Currently in effect Currently in effect Ongoing Ongoing Directors of Human Resources Principals Director of Human Resources As socTate/Assislant Superintendents T3 (XI Q (D 50 ID o F* CaJ or .Mi Proportional representation of minority and majority employees in all staffing categories Statistical data that minority teachers have access to teaching opportunities at all grade levels, in all subject areas and in all programs - AP, Honors, G/T, etc. !EA Multi-District Plan School Operations lal II: (continued) lECTIVES To identify students who may be future teachers and to provide support programs to them 4.1 1J(SD DFSEGREGATION PLAN-'ItlPIJQIENTATION TIMELINE SIRATEGIES/ACriVITI ES Establish future teachers clubs in elementary, junior highs and senior high schools BEGINNING DAIL Currently in effect ENDING DATE Ongoing RESrONSIllILnY EVALUATION Principals/Teachers Increase the number of students entering the teaching profession To establish a joint committee to address district planning for support of students who wish teachers to become 5.1 Hold career fairs for students Contact the business community for support August-1909 Currently in effect Ongoing Associate/Assistant Superintendents Increase the number of minority students who graduate from the Districts and return to them to teach -a 01 (D GJ X9 n) at ro 5.2 Create contracts of intent\" to hire future teachers upon degree and certification completion 5.3 Provide internship opportunities for students of education Ongoing Director of Human Resources Director of Human Resources Building Principals ItA IJ\u0026lt;SI) DESEGREGATION FLAN-IMHJEMENrATION Hulti-District Plan School Operations, a) II: (continued) lEClTVES STRATEGIES/ACriVlTIES BEGINNING DATE ENDING DATE MELIME RESroNSIDILlTY EVAIUATION To establish a joint committee for planning recruitment strategies and procedures 6.1 Production of a set of re~ cruitment procediii'es and timelines to be developed jointly to increase effectiveness and define rc\nr-'. ment responsibilities recrui t- 6.2 Develop a cooperative agreement for recruitment of certified and noncertified staff with reservation of a number of slots so that employee categories will be desegregated 6.3 Improve teacher working conditions to maintain teachers in the profession O 30 Qi .a lb (D o c*J S ro to 1990 1991 Spring 1990 Ongoing Ongoing Ongoing District Directors of Human Resources Di strict Directors f Ilunian Resources Support Services and Building Principals Completion of the document Racial ratios in all staff positions conunensiirate with district and court approved guidelines Increase district staff retention . \u0026gt;u REA LRSD DESEGREGATION FIAN^IMHJU lENTATION TIMEl.TE Hulti-District Plan SchoolOperAtions Goal III. To establish student disciplinary and attendance policies which address student needs as well as school climate concerns UECriVES STOATEGlES/ACrrVTTIES DBCINNING DATE EMOIhG DAl'E REsroNSinn.iTY WAIJIATION Establish a committee to study disciplinary rules and regulations and to work to address areas of divergence 1.1 Commitee assessment and comparison of policies and procedures in student handbooks District pupil Completion of the task In effect Ongoi ng personnel directors, identified school staffs, and patrons from the districts Disaggregation of data related to student discipline 2.1 Develop a set of rules/expec-tations which is common to students in districts. (Specific penalties may vary-final penalties will be enforced in common) In effect Establish a procedure for sharing access to disciplinary records when students transfer 3.1 Review of student data to address issues of racial disparity Ongoing Building principals p  0, n in  ( o CaJ cn CJ A 3.2 Policy/procedure to be designed for communication of student disciplinary records when students transfer or are expelled/suspended In effect Ongoing e iii, AREA Hii1ti-ni\ntrirt. Plan SchOfll-OpETALilinS, Goal 111: (continued) oruEcrivES 4. Review of attendance policies to attempt to create a common policy and set of procedures 5. Appoint ongoing monitoring committee to keep policies on attendance and discipline under review and to review data 6. Develop alternative school for students in need of intervention or special assistance if \"at risk\" due to teen parenthood etc. USD DESEGREGATION rLAN-'IMPLEE STRATEGIES/ACrrvrriES 4.1 Appoint review committee of patrons, staff and lioard members 5.1 Appoint Committee 5.2 Ongoing revieii of disaggregated data to address disparities and student needs 6.1 Plan alternative school to be available to students on a contract basis and con-tigent upon funding availability BEGINNING DATE As needed As needed In effect ON TIWa.INE ENDING DATE Ongoing Ongoing Ongoing RESTONS IBTLITY Appropriate Asso-ciale/ Assistant Superintendent from each of the districts Superintendents Principals and District Administrators Appropriate Asso-ciate/ Assistant Superintendent EVAWATION Completion of task -o . OI IQ n\u0026gt; o  *1 r. 4^ UI .-.Dv I USD DESEGREGATION FLAN\"IlfPI-EMENTATION TIMELINE area HulH-DistricLEIaiL-Schonl-OpecAlJflns- Goa1 IV* To provide joint programs 1n guidance/counselIng to pV ro. vt idIe. _Ej oint in guidanceA/cZAolIuvtnktselii meet student needs_anil_lQ-nsure-xac.iaL-e(iiiily- OBJECTIVES STRATEGIES/ACTIVITIF-S BEGINNING DA'IE ENDING DATE RESPONSIBILITY EVALUATION 1. Hold employment fair for students who would enter the world of work after school 1.1 1.2 1.3 2, Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with sped f ic and special concentration in access to black colleges and universities and financial aid for minority students 2.1 2.2 2.3 2.4 Contact employers (local, regional and national) Hold fair with focus on employers of minority Target skills needed for employment as well as opportunities Hold joint counseling information sessions for counselors Contact colleges regarding minority scholarships and financial aid Contact colleges regarding admissions, minority admissions Provide target counseling for minority students In effect Yearly . Ongoing Ongoing Directors of Guidance, Vocational Teachers, Director of Vocational Educa tion 2.5 notify students, parents, and educate staff regarding all opportunities Yearly Ongoing In fall, annually Each fall Each fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing -a (u ua fp Ji LU cri x\u0026gt; n o at Or Journalism Departments Counselors School Principals Directors of Guidance Directors of Guidance vj/coGvaittee  of counselors School Counselors Counselors/Principal Staff Development Directors REA Multi-District Plan School Operations nal IV: (continued) JECTIVES Enhance minority recruitment and awareness of student of AP, honors and elective programs 3.1 ! IJISD DESEGREGATION PLAN IMPLEMENTATION TIMELINE STRATEGIES/ACriVTriES Individual student con-ferencing. Teacher and coun-selbr encouragement of and monitoring of students BEGINNING DATE Ongoing ENDING DATE RESPONSIBILITY Counselors/Teachers EVALUATION Proportional minority representation in these classes . Provide pooling of resources and , specific plans of intervention for students who are disadvantaged and/or at risk 4.1 4.2 Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Ongoing Directors of Gui-dance/ Student Services Development and implementation of strategies 1. Develop and implement student career guidance plan viith individual student educational plans and communication with parents to encourage student access to all curricular and programmatic opportunities in a ratio commensurate with school racial composition 5.1 To be developed and reviewed by students, parents, .counselors and teachers (predicated on potential) In effect Counselors/teachers Director of Guidance Desegregation Officer Implementation of Plans u J? lO n\u0026gt; 4^ o GJ cn ...A- \\REA Hulti-District Plan School Operations ~.na1 lY: (continued) BJBCTIVES . Enhance communications among divisions related to counseling in the districts , Uniform records transfer policy cre-ation and systems ~a . 50 01 IQ (D co nt o at co I LRSD DESEGREGATION FLAN IMPLEMENTATION TIMELTNE STRATTGIES/ACriVTTI ES 6.1 Regular, monthly meetings among directors of guidance 6.2 Periodic joint guidance meetings 7.1 Appoint committee to develop procedure'and timelines of records transfer BEGINNING DATE July 1991 1991-92 ENDING DATE Ongoing RESPONSIDn.ITY Director of Guidance Appropriate Asso-ci ate/Assi stant Superintendent Director of Guidance Directors of guidance, principals, directors of pupil account!ng EVAUMTION Enhanced Services Improved ConvnunicaIions Completion of Task Completion of Task Improvement in Process . Ar IREA r | ...... 1 IJlSn DESFERBGATION PLAN IhfPLQlENrA'nON TIMELINE Mu11i-District Plan School Operations Goal V. To develop equitable recruitment strategies, access and opportunities for all students or-emacucclailaii-acLhu-tjs BJECTIVES STRATBGIES/ACTIVrrlES BEGINNING DATE ENDING DATE RE.spoMSinn.m' EVAUJATION To study GPA and citi-senship participation requirements of districts to address academic requirements and student participation needs 1.1 Review policies and percent of student participation in each district Ongoing Ongoing Associate Superintendents -a cu ua CD 30 o  GJ cn 00  1.2 Review data on student participation and achievement over the last 5 years in each district 1.3 Review racial group representation in extracurricular activities by district over 3-year period 1.4 Appoint committee to evaluate results of data review and see if any areas of policy agreement exist Ongoing Ongoi ng Ongoing Ongoing Ongoing Ongoing ...id-/ Associate Superintendent Associate Superintendent Associate Superintendent Completion of policy review Revisions of policies to address student needs REA  .l..^ LRSD DESBGRECATION PLAN D-IPLEMENTATION TD-tELTNE llulti-Dlstrlct Plan School Operations oal V: (continued) UECriVES STRATBGIES/ACriVrrrES BEGINNING DATE ENDING DATE RESPONSinn.ITY EVALUATION To recruit students for participation in academic related and athletic co-curricular activities 2.1 Teacher, parent and counselor awareness of opportunities and in turn encouragement of students June 1989 Ongoing Principals Counselors Teachers Associate Superintendent or Designee Increased student participation enhanced proportionality in student participation 2.2 Provide special supports of costs, recruitment, and encouragement to students June 1989 Ongoing \u0026lt;1 2.3 Reserve slots, if necessary, to ensure student participation and access in programs June 1989 Ongoing on a proportional basis -o (U in fO 4^ co i\u0026gt; :o o o REA Multi-District Plan School Operations jEcrrvEs . District uniformity in reporting tesT results and analyzing disparitfes . Form bi-racial monitoring teams to ensure appropriate test preparation and testing conditions for all students. I. Implement strategies to reduce disparities by means of school plans and Individual student Improvement plans o cu CQ n\u0026gt; 4:* O po m o I IJiSD nESBGRBGATION PLAN IMPLEMENTATION TIMELINE Goal VI. STRATEEIES/ACTIVrri ES To enhance testing programs and student preparation and access to proflrains 1,1 Program for analysis of studen1 test results v/ith data dis~ aggregation to analyze disparities and student needs~ fay race by subject area 2.1 Monitoring teams composed of Planning and Evaluation Specialist and other District personnel to mon-itor test preparation and test conditions for students 3.1 Analysis of school by school data and individual student needs 3.2 Development of strategies to address concerns and to meet needs BEGINNING DATE Spring 1989 June 1990 Summer 1989 Summer 1989 ENDING DATE Ongoing Ongoing ongoing Ongoing RESPONSinn.rTY EVALUATION Associate/Assistant Superintendents Associate/Assistant Superintendents Principals Assistant Superintendents Completion of task Activation of the monitoring commi ttees Development of plans Measurable decrease in disparities 1 I IJiSO DESEGREGATION PLAN IMPLEMENTATION TIMEI.TNE AREA , Mill tbDi Strict Goal VI: (continued) JDJECTIVES SIRATFGLES/ACrrvni ES BEGINNING DATE ENDING DATE RESPONSIBILITY EVAIJUATION Provide services to teachers 4.1 Joint staff development in testing Ongoing Ongoing Directors of Testing/ Evaluation Academic improvement of all students re: use of test scores interpretations . of scores reporting of scores to parents interventions to benefit students (and address these specific needs) 4.2 Individual teacher analysis of student needs 4.3 Teacher preparation of strategies to address student needs 4.4 Sctiool-based planning of interventions to assist students in areas of academic need 4.5 Teacher inservices for student learning styles, cooperative learning, and monitoring needs of youth at risk and disadvantaged students and minority students o  (U U3 fP 4^ n o fSJ ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing ..dw Appropriate Asso-ciate/ Assistant Superintendents Principals Principals State Department of Education Districts Staff Development Directors LIBRARY MEDIA 4SHU DIvUton: Instructional Program/Area: Library Media OBJECTIVES The selection of ' ' materials/resources to support the curriculum in desegregated school districts Is a multl-dlstrlct goal of the library media programs. The Inservice training library media staff members to desegregated school districts Is a multl-dlstrlct goal of the library media programs.  1 a (u * IQ fD XI m o STBATEGIES/ACTIVITIES I BECINNIHa DATE COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION Continue hosting Mu 1tl-DIstrlct Huitl-cultural Resource Sharing Fair. IN THE FUTURE, THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Olstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts Plan to host multl-dlstrlct Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 1988 to explain the new national guidelines for school library media program planning Plan to host Inservice training for multl-dlstrlct library media specialists using district eeployees annually annually ongoing to ba established ongoing Minimal Library Media Directors or responsible person (Including NLRSD) Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts ongoing ongoing ongoing Minimal Seek Library Media Directors or responsible person (Including NLRSD) Library Media Funding Director or From responsible Coopera- person tive Minimal (Including NLRSD) Inservice training will develop skills for library media specialists who work In desegregated school districts CA * 05 J Division\nInstructional Program/Area: Library Media OBJECTIVES Utilization of television technology In desegregated school districts Is a multl-dlstrlct goal of tha library media programs. Recruitment of Minority Library Media Specialists In desegregated school districts 1s a multl-dlstrlct goal of library media programs. Multl-dlstrlct coamunlca tion for library media program adilnistrators 1s a goal for the programs. C/l \"D O) tn n\u0026gt; -pi co X) m o STRATEOIES/ACTlVniES beginning date COMPLETION DATE Implement utilization of cabl channel 19 and/or videotapes produced at Metro to teach basic skills, etc. e to be established to be established COSTS Seeking Federal Funds under Star School Bill RESPOHSIBItITY Library Media Directors or responsible person evaluation Students will gain practical vocational experience In running a television studio\nstudents will benefit from Instructional units provided over cable system Contact teachers training Institutlons/Recrult teachers for training programs in library media certification i- Copy memos relating staff development opportunities to other district adilnlstra-tors Meet Informally for sharing sessions ongoing ongoing or^olng ongoing  -J.: Minimal Minima! or recorded for later classroom use. Library Media Directors or responsible person (Including NLSO) Library Media Directors or responsible person (Including NLRSD) Hiring and placement of minority media specialists will occur. Better communication will be achieved. SPECIAL EDUCATION TRI-DISTRICT COLLABORATION PLAN I. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology : Materials and Supplies Monitoring and Evaluation Fund-ing fog Indirect-Sogvices II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A multi-district committee for assessment is in its fourth fifth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plein to coordinate in their egommunity feBased ilnstruction (CBI) programs\npxiblic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski Re: 01775 Page 444County Special School District have had a written cooperative agreement (approved by both boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan High School. Vocational Technical Education Center. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the f-ourteen 14. schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD .and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's individual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand include\n1. Programs for low-incidence handicapping conditions a. b. c. d. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed Re\n01775, 01776, 01777 Page 4452. staff Development a. b. c. Central Office Staff Principals/Other School Staff Teachers 3. MttifeiTri-districtl^ assessment nnTn-mi-t-t-go a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multi-district system (forms and format) for documenting due process procedures. The directors (including NLRSD) p-lan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. MultiTri-Districts' Expected Outcomes By the 1030-00 1993-94 school year the multi-district will: A. Develop and implement programs for low-incidence B. handicapping conditions. Develop a system (forms/format) for documentation of due process procedures. Re: 01777 Page 446C. D. E. Collaborate on staff development efforts in all aspects of special education. Support activities of the multi-district assessment committee. Establish a process for recruiting ainogity black special education teachers. IV. Evaluation Thara io a need- for a ^systematic approach to assessing practices and policies that yield an overrepresentation of minority black students and black males in special education is critically needed. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of seryices provided to handicapped students. need for better information which\nThere is a (1) attestings to the relevance of special education (pull-out programs. self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishinges the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlinlmes the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education (4) certifyingi^ the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) Re: 01778 Page 447providing^ more extensive parent educational information systems. Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The fidirector of Special Education The Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. Re: 01778, 01779 Page 448J ai a d I'lhu *^1 ll !\u0026lt; I Mail-* liM   I ihi I h l I I CM  *-/   . | -  I  (CIIMIING (OnrilllOM MIf l\u0026lt;)i\u0026lt;a^ss .Mill ctMinlauil |(Mi iii \u0026gt;aipi  ai^ aaailMoMl .**h*\n\u0026lt; *1/ .tl sii\nh I si.ill. \u0026lt;MJ((IIV(S suAifcm/ AdlVlIKS tmti- anroNSiiii in iwoforl Iraiair rr|\u0026lt;e Inn .4 W.II qM\u0026gt;IUtrti l|f apMlal ..lucallan 1 Jecniil and anplay nlnocli leaclw)* tnc*tllli\u0026lt;4 accaa o(i  W-l \u0026lt;MRb O TO KT re o Ci UD 00 O a. Mlldl^ Itandlcappeii b. Nrarlag lapalc^ c. Hrftcalrly/aeeereir liandlcaip^ 4. Speecli la*alr*a t. Vlauallir layalraa 1 . Fji|imI .lad \u0026lt;kvlo(wnl acUwdl.ii I^OOlb a. Parlnn4ilp wllh alale college* and uilvrfiille* lot l.ainlng ami lelraln-li*! ol leaiktc*. liIrKlarai FrOonnrI S|*clal l.lucaliim S\u0026lt;^rv|M\u0026gt;r* - Special l.liKalt.m rtoleiKwa, S|ieclal f.Sa al Ion Orpa. Inr.il Caniral OftUt Slalf I lia ir.i^r.1 |\u0026lt;mi| oI \u0026lt; aiiMiiily t|\u0026lt;-\u0026lt; i.l \u0026lt;^l  .11 KM* I r.M Im*! s \u0026gt;* M* I I* l4M 1W 9  *MbllI h' lM'lltilS  I Il  . (MJICIIVfS SIRAlfCm/ (IIIIIU icinniNC OAK I. |irvrln|i rrvlirtl InnMl lot ll|a\nllil I lll4ln*tll iillon el ilu* |\u0026lt;Kei*. a. 5oIkI ciBatllIra ol l|*.|al ntxallen ji*i-iiaawl liaa all IInm dlalrlcla. b. Otvclo^ fotaal lor dociwnlatlM el Am pracaaa c. SuImII la ADC far ravin. i9a9-i 1. rrvlsrd fnnal lot atattavti. - llcat ol 4ur |ateaa l-axi cu m IQ  (D O 4^ I-* UI \"o\u0026lt;o1 a. Inaervice laatktra and pMaaaaal, aa taa f lavlMd IWi-9I Thia Is Comf .11 I PH I .U\u0026lt;u\u0026gt; h.. p...i i\u0026gt;. I .1 i.i.. conn 11 ION OAK S|wii, i\u0026lt;r)i a.*ol(\u0026lt; leted WSTS' -Wrtntjrn-anroMSKii in 1 v*l It* I Kill lltr*\u0026lt;lnis Bial A**o\u0026gt; i*lr Iliirr lull llnignalnl S(\u0026gt;eci*l lili*. al Ion Siad IktllW'lll l lim ulll la I -I Msiriil anviirx bill !- ixiiviilnl iiioaiir I im I \u0026gt; i lor slitinili ' J HUB AMBn a a K a a Al M h 11**11 II I  1,^1 i-i, |*,r) *0,  *0,1 a, i,M,a. ,1*1,- liir,, laas  4l I ! f I I Jtf (Kr^clt^* *.i^**Mt H****** **** sIibMhIs will* |iw i i\u0026lt;l'fe Ittiirliti^is. I I .1 I.II. \u0026lt; MMCIlVd llllcln/ ACIKIIIII SICIMIIM OAK (OMAirilON DAK COSIS  ISFOMSItll11 I HtUAI lOU ail*aa*n\u0026gt; ,2Selcl a atlioul (Ila \u0026lt;5  \u0026gt;rrMl\u0026gt;lr Mawfiorlal\u0026gt; ixn/ .4 _ rrawl ir mwn^lalr prnx VI, \u0026lt; SU alula.  aia* Im \n lollaMliat \u0026gt; -i' ,, , * a AMrlAllflla i9n-*Mi St-lmil vrar a. Vlaual la|\u0026lt;olrad aludrala fWW 2 ^Stiaaa a|*clallala t*' \u0026lt;)ulra4 la aal acada o\u0026lt; b. Haar Ina lanalrtd t. H,lll-hallcav*e4 2 VI, H/Hk alSBI fo I* drlri- almal. Iha ol local, alalr, and Irdrral lundi nirlara ai.l Aixm lair ll|(K:loia ol l.l.w.lltl .1.1 laf\u0026gt;invi*l sr,VII \u0026lt; In IlM, iKIilrlar Uw.Ill.K.^I sli.lriil s. Aldaadllv and caaBlaa t- 4. Srrinualir Itaallanally al!\u0026lt; raaaMTcaa avail* lllalialird la^ilrarad |vn|irMas tor II \"airas llalad Wawa. -a :xi oi| m n\u0026gt; o -fi tn ''I -J 00 abla . VwarlMaa aaadad ra- aauaraa aadaalatlala . r.ovidv lallaad Sarvicrs will la aurr tnsl rIIrtlUc laalalag lor alall . Oacrullaaal aaid aiiaUin al pcraaMl ooAlot an- vita |\u0026lt;owldtra -Mralralri and acllvllira Io far Utlraadnad !\u0026lt; Irallvlduol Fducallon rioM (IR*l) |\u0026gt;\u0026lt;-,l I|MiI -HIII. ,1.11 I in I\ni I II.. f.h'/'JU .III. .*IV|MHI\\ .1, \n. 1 -i lliot-lw k I. |u lvU.|la\u0026gt;|ali' tl.ili .1. UI l.^a-a i.l i ll..I K in .i| | 1 xin i.il |.\u0026lt;l.u .i| 1.41. ' r \u0026lt;ll I  I I 1.1 l .l.  I 11   (  MJfCIIVfS MMAKClIt/ Aciiiiim ICINMIM OAK coHTiilion OAK nroNsiiii IK I i*i *ja\nloii -I-. Io slioro cost dI niosJi.sC4't^ Idrnrrsrnisllvos \u0026lt;rna '9IJ Io iinrrvUe lv|irfs rlm^Miiirici  *( al /9 4*\u0026lt;hewr- 5 S|)oclhd linos Is drirr- Ino Roods tnJ soltcl consul lanis I -i. InarrvUe central alllct''ttrwlnp Inaliuaml la  tall conduct a noad* asooss-nrsii .SoIrcI a laaefcor cook HIM ,/ flhgoing L -4r-Inarrvlca rivclal Icaclirrr-ftrwelnp various Inaarvica on Ofwclal ntucallan, cur-  riculio*, and rocoaoaomlrd Irodili^ Inhnlipios, uolrr lais, olc. iwogran a4s, I.e. duo proroosi losuo o4 alnolly nvrr\u0026lt;|wrs\u0026lt;n(atlon{ to- Hulor adnol/pratran udlflcallonsi acroontiii I 1 4^-0 cn cu rn roua  I ro \u0026lt;ip\no 00 co I I i CaasaulAaata. Ivlialllwirs-loothrso HaloolaloA SatrpUos SlIflCTolV hlrrcliu aial Assia l.sir IHirsluis Will Utvr ar5 \u0026lt;1I~,UI^U1. no Sl.lll ih SI ............ I . . Vk I\" I I III. Illi I ll-l I . I. I I'  I fl III l.ii 11 III |l*.|llviLli liiii'iiiii - Il* III r I I. III KL-JIIL- Ufilly III lipILiilllJliull III IiLkIi iiultli ill SK-^ LlL .111** .il 11*1 Ilina^Ji .i \u0026gt; irf.i i In ir. iv\u0026gt; -.lull v\u0026gt; ,1 |\u0026lt;l.n mal I Im- lr.liiiliiK lalill'l . I t I* .1 l.b I MJICIIVIS lHAKCin/ AdlDllllS lieinnIMG OAlf (OHridlON (lAII (OSIS MISrOMSKII III I HI -JAI inii *Wi****l5  iHreelur---- S|irt iwllifca. r- f -4\u0026lt;Mw4-a-4iA|i|Ml4mi-u4- ------iwUilwM Iw- winnril-r-ibvtrntT-vi^iraHyi imlrrtUnlliia' 44aU-Ml-4N-4|\u0026gt;*vi*------ ------- o u :) D % 'p I I I I \u0026lt; Mt - -*llt -Mr*4ly-4MUtM-wtU\u0026gt;----- -MarlraM**r-t -Mfccl al -4thnfcrf-4ierlt------ -*TAn(e-MlUu*e\u0026gt;-lr- - \"Duvlilr liiM'ivli* llul----- rMwtvmmtltiratinn  *'4r'thr\u0026lt;-W*MHr------ r-rrnvMr-nVM-HailUcA.  IMaraa* tan-rrnaiTiting *ArerMhig-elylw^-lan-------- A  ____ _ CW** S V - yelaBv  tiwts/HtiJiea - i4-$|ircMl-\u0026gt;ifcii.M4. IK-  -- - \u0026gt; - __ TO m o 00 This 13 in LRSD Plan . \u0026gt;v. tHltcfs4-tw*4-4 ftx. .1U-XA X LXJ l L V 4 U . - SMprrvlsnri-Siwx-r-Morr -Hatrr-T^-rfi-Mbniil-Tif-IHTw-f- - .MM  hlT\u0026lt;-nw--'-Sprcr4rfa(-.-  lAi*pl-i.-----|-\n4AI-\n444II*.r.fi\u0026gt;ri-T-l------  I Hl I I II) 1,1.1 Ij,,, ,,,.,, .. KUA* AOavoz,AMi tea 11 I I  ||\u0026gt;  I .It  .|l\\ihlf I  II I I. Uiitilui  |J\n aiati^l IltaUe I I' 1- t I *111 I. 4 At  h. I I-I -I I.!. I siBAiicm/ ICIHNINC OAK (mniiioN OAK. (OMS nrmniBii ii* r\u0026lt;AiuAi\noii m444\u0026lt;4\u0026lt;wU*-Ia|------ K*!! !/ Im-hAMirtuii  Mt Mln-iiUlvfljpiii'! _  -wHk -BltideHA- - - - n-BrtMm-to- Attn^U - -.-MonHot -HM-lier cUcuJvimu. \"Siut/in I uwTi^-rrc tit* ~' .. n4.MBi UmuU tlUawi Uw.. -Aikr-ii-ati r h orr i - -- lloM V fiMyllr. Itf i\" ijM L___ - \u0026lt;W Icult* iMM _V8 - -- * hrrs- - - - ^dsL JcwJtcu____ -Supem butt iZTk ij\u0026lt; i|ULl A _ MvimU__ ..UtUaUt j4M.a|4M..____ilvjWM * Aammmh^ uT Orotjlar -iTBierr Al locj |*bIs. . . . . 4 Bpondol- Yit^\u0026lt;nvi rl-hrTtHn-\" aMUJa rihicr Trl-rrrnK- hn- . -C**lt.'P! _\u0026lt;\u0026lt;** tvfRkW  - U4a h MB- i\u0026lt;iti t.-i. _ . - riwuir trt \"womr---- __ V J J'TJ ar - - --  A-4 4 ol Uig 2 Z 2 Z\n- -yii . JS JrttchrKi.. .5 \"U ?  I? fD cn -pt o co Ln . Trawtiw TMnu^.tkiL _ JIIUISM. Ott A lM\u0026gt;\u0026lt;r f 1R - 4MiiAwH'ian* -A*4at4- JOACA.tQ.OAdb-MMlrMA'I - --j-j|ac\u0026lt; laccA -VJ1____ 'laaaXIMK ,UM t4.l_ t   r'th.irvww-wrtrrth: 4w44 HU-ianouwa^ai smtrd -ft-rtiktntrr - t/fl. This Is 1n LRSD Plan . ibAkuLvla ap-jjaLa 1. jLL:-_ I D PI-IH ill,1..\" iMlul'll - I   I I. UaiLuuvJ , *(11*11111 I i  a co  II'-I IIM )|l.\u0026gt; . .111. Ill*,I ICINNIHG OAK (OhRIIIION OAK losn Una RKPONSIIIl III 4tw(*-\u0026lt;C -*i (syaaUJar ____4\u0026gt;luUu*nit.AklJJiZ. -----itrUilAii/uatMiic- I...... . r* 1.1* . I A( I I-' I I .1 ..1. ( Mt IM'. I (III I r MflAr Uy-iiutMTA\" --Mr mt-aertcriac- _Mmbda = = -- - MBnlAaa-AluOaU-acA- - -i)mnivr\"n\u0026lt;iTiT^w-rnnnriB I .JiiUJaLMKr ~ im\u0026gt;hr riT tA\u0026lt;ir* -W*Ma\u0026gt;aa-*n-(iM-- \"iranht'Viomi'' Jo . -f (Uni -\"IftUMHk\"* as'kiu  -la4-\u0026lt;4-aiMMlnir-- * - Oul-nrdniTf Mm* --tewnnl------ -\u0026lt;-Ut*\u0026lt;-a-chalnnw- -- _ (viMii.lMr-Uvteak - m- iMwnln^ _ _____(.mKaC JatlnicjJu l_ -n-iw hriwAWll*-\"\" iflsr  rWrATiTlIVII I This 1s In LRSD Plan *0 70 o* m m  fD o p-i-* (ji --J UI 00 cn CJDCH nn Ina Illi III\" lll.\u0026gt;. \u0026gt;.Hil I-Um ||l|l \u0026gt;M| .............-i-uml.lr . I I l\u0026lt; I I I . :  I f  I 4 l.k. I I t .lvl Mu'll l*aU4'i I MJiCIIVIS si*iicir$z AOUIIIIl rCIMNIM 0l( (OHriiiiON Alt \u0026lt;OM$ mspoNSiait lit I VAI UAI lOll  mmUtncV 5ij|wrl |f\u0026lt;lrn - M^iilMl'riSiTru- * rnibidr lAftw\n r/writrnaA-iMMvka-- liKu\u0026lt;M-aH4KWr\"la*arvt\u0026lt;i\u0026lt;f nMlMt~tt*Mtw-and -MgoiT\u0026lt; V\n----- 4aMM4  4lnirof*\u0026lt;ln - aim Uf- HiAtw\u0026gt;  a^aiI41|r- Miab-antnrt-|^4Vlar------ \"k.aallr- ------------------ --- ^vMrdr r\u0026lt;*a(4ia\u0026lt; TWHUliY I-Ml msM* mpAlaMf-MKtTMtM -- : -ftMiito ------  -tart- ia miMrt----- -ManUaa-(clw-kh* \u0026gt;- hir-tA-t-a\u0026lt;fti -bMla------- This Is 1n LRSD Plan I -O XJ p m IQ .. n\u0026gt; o -li - \u0026lt;ji cn 00 4w-MS\u0026gt;k. -H - -Inro-wrtwK . IflKlZri .i7riiiA ^^.T \"nn -- h^inn/ril-insnTATiT^i.T.T r.r.-ir~  - riFtiVriwMil JM iiuirMdia. .M f   M l I 1*1 IM r.  CHM ! n Vi'tiMinMl.lr liiait Im  i* (\u0026gt;n*ll\u0026gt;\u0026lt;M*'i lAaUa i I \u0026lt; O M I I* i 1 I .. (.. I .1 1.11. I owHtifrr iroiimrf\" DA If --.ItfriLUOM OAK tosis  ISFMSIBII iiv I /.*UJAI ICll -a.'-hruirr-rte^fultiminjC:------- - --------AuiU-blMkeMiea-in------ -----  i.\"rorilrii(*HiAAIi!\" - - --------- 2 \\\"i7.x-.n .1. t kz-trrt lTle je __ -- Sue ini Uiikrr liK (rMu_ui-vuUoU-xUi.ul.iM -Btii\u0026lt;llna ini-\u0026gt;\u0026lt;f -- aalarMlthrahMui-- -- ~aAI\u0026lt;MMMI~-----  r.-h(,l*WMMW*  ---MnMwel-MevUev-fM-a -- --,ainyoUt cluinc.- -MnraMi-tw br  VAN -------Manter\n-------------------- (nKelapTSriml ItaiiJiA -sArni------------ eW^VWWwe^u ---tM- tklMTMa\" lM-l44MMlt.Cmtrr  r. -tawr^ tSS-R^SRii. \u0026lt;Maall| aiiiam----- \"Wf   -(k(ga4*(g----- Ongbli^\"\"- This 1s 1 n LRSD Plan  JICR\u0026gt;3C3atClU-UwubxejU_u.| - mlvacnrir .yMrSuHlr-riJuul-luii Juuk-m - - -(MM-l wmz- -o cu lO (B X) m un I I o 00 00 \"(I '.(in l*Pl|NH(*.|ile I \u0026gt; ,\u0026gt; I .M.\u0026gt; I Uiiulwi  J. LuiLuulM ik4Ai. I I i*l\u0026gt;a . ( I .1 ('111 1.1.. --^r MJitiivn SIHAKCHS/ AdIVlIKS ICiMIMC 0*11 (UWIIIIUN OAK (QMS *(SroaMtii III I Mt'JAI Mill rmvr-I nrrr!\u0026lt;4t ~ Ir - tnd na t tuMt-wHbkI.- f r ltaG\u0026gt;Tl7i~l/*avli Innal__ . _a\u0026lt;cKlc*A-lA-M*uLMr..- - _ Mnlui _ _ _ _ _ a - ABurl\u0026lt;4yaifi\u0026lt;. aatx Ula ~ ~ vnl-0hnm4 Ion* ~-ctMla--------------------- ------alw-rt ------ --PUWUM. ay 90.___  ^Hat-AAiri-rr--------------- ' \"Cili Twif Tiflw I rHw rcM -M-r-ll u I I  I CdHMatn^- ------------------------------- '\"tvarirtnc'SirstcgIeB-- - k.-  X-.--11S* 4.- -f*r Yotw bn --- Zt??r.ZZZ\"\" TSTowr \"ruxr ' toutarkm -hr rrxiit-r iTxnFr .(. tajTMVt irilh nU J t-J\nJi. L _ illK'l.ll I liMic U41|\u0026lt;A 4m- Ir -aoh -rlanYa---------------- ------------icarta-a|-aali._ -HiOXi.___ ha  riBssaa - ------------------- --------- r--twim\u0026lt;y-tutuju. -*4nAhM}.aa\u0026lt;JanJ\u0026lt;^, . This 1s In LRSD P an --ioo nrn7,5f\n7.r-- -  n*irr.n-.iin-.-r r.va rrr r.,- I -a (u IQ n\u0026gt; .p. cn co 73 m o 43 I ID ol Jr al ai Zoom.*I PI m IMMI 'Ml I  f llr hiKi III* * n* H I iHi III.........Il I IP. I :: I ft \u0026lt;.M4 I I. HUha: jul kmokJ Ue \u0026gt;eiil**ll\u0026lt;U ^7\u0026gt;l*\u0026lt;  il.il.l Juf ftI . mI 'iMiItl bhr *1 Ut I* * *t\u0026gt;ti I '. \u0026gt;.l r r 1.1 1.1- 1 MJKIIVIl SIRAKCKS/ itilwiim aiCIMIIHb OAlf (OHridlON OAlt \u0026lt;nMS KrOilSIBII III I jftr.iAi UMI -'irPflAT - - (oMvrr 1M ihr ~  ar \"W\u0026gt;\u0026lt; F -I** -IVgiUuj^ --Hiwlrka r X'UMMry rqnri-it J|\u0026lt; wUUil ia Jbc. tuUilLtg. -----|4ialfal. - UuiaU, . _ _ WJW Mt M.^--. ----- 14ai ia M*\u0026lt;a xoa------ _____ Uauatcip4J*f-/. . ...Qlildcl. --Honhan----- ------- rtoaTmfoXfcmi) l^Aaco- __ lib*V-4*1 4\u0026gt;i *4000. ------UlM. Itt 4l* Pl\u0026lt; I -WO ! cwm * iQ   * n\u0026gt; 5 o (_n^ .!*' -inctwi* -*a\u0026lt;LUu\u0026lt;.. -  - t-\nMIU________ l\u0026lt;uwdlwU-- H,Ulft________ Imos- _----- U.OII1.______ l^s(*sU\u0026gt;nal - IdOWtk.-____ H-,(KIO----------- lUlcOxli D.uiu btiKininn -f.t.ili fa- *|e kH-- **-*- . r r JUlUulL j-ljax.uU-uUi.^-i-blrecko* Sfi*l------------ - UI-- 1 U U3U3 I I I I O  race ra*t-*\u0026lt;\u0026lt;'-*\u0026gt;*\u0026lt; ---- KHclIac.aa-a aexuta*---- JlJ*------ viewed ly IIm aaaoclalc ------------ --S^wa Mia claala. aca ___aV-ll^lT] 1^-1*. aiail _____ bU14ii#cU(trUa-a  \u0026lt;xr a\ntr|itoM' ix \"\u0026gt; ardiaW-XaltvlnK'ira-- _ i4DLU 1*1.1*. Lad ul_ tV-anRtlaTM'tyrlMim ~~ This is in LRSD Plan rducsnox in 1 rnrrt Tit r.a.l i' 7 ' Hrh ^hiw4 dei-t thc-nn r- I - VH 4 *-\u0026lt;\u0026lt; I- -  .J'J CWULIXAIV t|u H ^\u0026lt;4- (x rvrnl ii\u0026gt;.ijf i**|4 i.il \" nlii -jrt\"*! iTiTfi\nuc r7 7.7 n .*  p******  -Thrwr1*v||n'\u0026lt;i'rrr'nti I- --\u0026lt; I  -nrniR\"4|5Wn|nT.rtrn'\u0026lt;mT'|*-- I'*. I IM U . l IUtl (MM  \u0026lt; It I It '  MtM .04 I J. 'lUllMH* :(* Ilf \u0026lt;\u0026lt;!* Il*,\nUm tM ci f* t.| .. ........My stirl.itl*. IM I 1 t I  .1 1.1.. MJKIItlS SUAKClfS/ ACIimiHS (ClrwiRC IM|( tOtfllllON DAIf \u0026lt;OSH tnroMSitii III I lAIIIAIIU'l h -^RvMr MMthitmrr -4nrr*  -Aigattii*----- - . Ujaa. 44- tUUMrfA* - - -eiU i Ut** !* JkiliaUig. - -Qi|gttli\u0026lt;. ali. luA^c-uixa.- - 4Ur* Imc--*!- ^r** ------- . tdia al |MM-*ai|M*'i MU t, . .\u0026lt;j4-i.4..U.|4Lu.U\u0026lt;l AJL ^4 J kkxt. -OXI pl m iQ  o  lO I I I I ar-Merii - ____ Cie ^4wJet JU .^-XuacMt------- UbaMlattwk  4at- -----data. liU.aFP*a\u0026lt;- -. _ n M \u0026gt; Tied c uImi - * iMiMiTmlthr  tie \u0026gt;tiii\u0026gt;nr-. --------------falllinl -____ _ _. --- Hl-tMl- - r^-tn* 44XX.-4  tS--  taxlaaai---------- -- akiab\u0026lt;. ----- iwtaoahintarwiirtwnr  ~ z:\nziiiizzz: 1U _ .MUarii------- -Mwnhv-n- wl------ J41ll-kck 4U1.- -tiler rtrMawif-wfwrw-  -- ht lal -rrore- -  JAAA'  4. **--------A - 1 Z~~B - *V*V^KHW*WVOMH knvtwf  - --r.-furtUnhw---- This 1s In LRSD Plan *64  W-Get H !**\u0026lt; I-hM*** 41msu1I\u0026lt;\u0026gt;I I . aanaulxaal.*- - - - \u0026lt;*31- nr - !-* lavTTTiTi' in 7n r.-iT r-- * ti wriwa f^K^lrrK^.w% h  I fnrtT*h HH-ter* inrrT.mTt-hiroh^nr Tt ~trtr T  * ... AMM*-\u0026lt;4M* |*rn r * r *. htt'i'' i-T  7r I I OB' OH Wb \u0026lt;1 I I'M I II * I'm'* '*1 I / M I un c-.iMi*'. iLIt niitt Im A - ' .lu-LuuU'B\u0026gt;c.x'iv\u0026gt;i L(*\ni Ji?' .! _*!*? TT!'* t iwxil Irr.   \u0026gt; \u0026lt; *i ..../I   1 .1 I -I I  \u0026gt;1 I suAKcin/ ACIIVIIUI arciHNiMC OAlf COVdllM OAK (OMS unroN^iBii III IIAIUOIKIN ra4 4a44\u0026gt;I- l- Blu* U4-Mw|*rw\u0026gt;- \" TI Aria*~grn91 ffU'fc -wi tH--|i ':'tx1aUlrfr\u0026lt;NaH1riK|r-ht ~ (*!---------- hfl?ou------------rntOoi *--si\u0026lt;-nrt ide .- itnU* W Ut4  \u0026lt;- \u0026gt;\u0026gt;---- ---vrHn4 -nawatiiatta* ImI *Ma(nl- -Cimmil atri-a-- tj\u0026gt;*lnrTr *111 nMmr r- -\u0026lt;norrrn'\u0026lt; rnr*l -\u0026lt;4 -lt-*lArviwir(-pnci m n) o F^ -* \u0026lt;T ro -----MMil-loalnaMMl --------- ----- inatraMt-an4-\u0026gt;ur*   !.________ _ __________ *r am'MuAa^iM - -------t(v14'tr\u0026lt;t1iv -Ik^golMg'  flu^alo^ This is in LRSD Plan ------CoonllnaHni --------------riinrli^  - ThnfvtBeUw- I I I I . 4?- iri jid A jd jE^ I- |MII*I **l I *  I IM I  IM M . MU I I\n I I I I . A, . I I. UMm  I 1 . I 14- OlJfCIIVU 5ia*iiilKZ aicKwiNc OAK fUHPKIIOII OAK (OSU IKSPONMeil III I /A( U\nIMI -ar-TatauL JiNulvKOCUt----- -\u0026lt;r-hr--lA\u0026lt;aH------- ------ Cilucalloii-- .rofKite'IijFl'j*FifHl___iMAaubJia^ltuiUMl- SUily  -avn -w HwTfa -----  - U.\u0026lt;Ba4*x. ot. laor alu I, -ClUt J^tua 4a-tc .JKUM. ^U^rtLoT-OC LvI. w-- JtbuLim. lUi -ilmta'awartfnl-hr'aiwiitlc- - _ ..lauuU^ jUtablaiLpiwIaUaL -_l\u0026gt;-Alaaa\u0026lt;lactiM^iaia^ (lea dlslrlil witk -Sufmrttor*- . Lalc_dwL_M\u0026lt;-iAJ.\u0026lt;jUK.l\u0026lt;Ju*j J t-- --Btvr w* -.UMta-m-  ijiatlaltAKBrrn\u0026lt;i''irTii -r- L-Ia. ai-4MiMr-a-44w-'yM- --a.-4Ja aa-iia !*--- . _prj jaL li|. Jwaiil I* -%/-- 4Uui4lan-oL .St-huuL - - - - \u0026amp;\u0026gt;lirtcia c-uiJ 1 ujxJu j. llu-_ pj ~ -l4ir-Mi*4*r-a#\u0026gt; aHiilml-a~ w- - - - - -^-1^ ~aiwl *b4al~ atal- aimale -ia^iai Mxl- __blvLAll'9U______________ -----Atkaaaaa-Aci-MUir  - ^r^^i^laoa - Clear _ JMC U. lAilU4oUctlA. lAW bmA'Muuionr an-ywwvMr -aaUafo- - nnrr noraKr iiur __ jrJ jif ffO-oMiUi *T*r\"Mt9 wMlwMOWl ly ..JhcjUlUlcl-ilialLlx----- inaUtfraWOtfiMr -4-faHalml - __ MMcwM/Oi_______ - TcumaurJ__ -SuiirrvHor*- uC rlM iGiU JUL .tuL x'U-u I I 3\na ifc i.m. n\u0026gt; o This is in LRSD Plan I I M\u0026lt;x\u0026gt; GJ , jJy A A ii jfl iill H bB a .1-11  *1 He .nil I Illi I Illi  I ri Ml ||l| 'HI I   I I I. I *ail law*! Ubi**!*  I mI I I-I I 1.1 I I OIJKIUtS MtAIICIfSZ I r. I Ml I hi\nIMK (OM'll lion IMII (OMS RlSrOli'.IBII 111 I I I IH 11*1 |i\u0026gt;:i I,\n-1h-vk-tU ^\u0026gt;abiaOo..*A_- 4iluoit -Ini Jb*. libM*- -rtor tfatBill------ Jm*.____ - - XT \"HiiiHBr Ihr pracvn -4-ati fMcM - .ttlilUUIIt____ 5 kixi I (1) m This Is in LRSD Plan I n\u0026gt; o * rs. { I4 Kwr mU  MUI___________ 4-lotMl 4-J J. ___________________________ 2 .UV-'J dLL L'i'I'Vjt 'i'. rI  1- l.v I \" JVt niYTrTT hrtdr tirrhnr thi-* . J . M44UO. aul4\u0026lt;Ma ~ . I I I - iV I I I I , I. .ti I fl ! I . . UMI wn fl 1. .1,1. Ui............ I* . I\u0026lt; 'f.ily I..  I .11 I*.! J., l.l 1*^1 .!,. ri*.4i*w,. III . I   .1 I. OaJKIKU M*lllll\\/ Adiniim I r.iMiiiar. MK (inrii iioN OAK tosis (Isruo-.iiii III -a.-w.li.lL jwLohJm^- wIllKi. _, J9ai.4u_- tng'T hyqn-lwl -\u0026lt;ilnr.i JuM. -- iMollBtBr------------ -- ------------------- -tl|_jhrl__4--crUlr---------- - .  Uli** \u0026lt;4H* - ~r T,7, w\n-ill Ml r *** ,.|4 4.4lrMl\u0026gt;* ------- TIIOiAiiMHrAwwiTt ------- -----XaalUMeL------ -!I--- VTiliiiiirirtiiirAa\"  t\n-ri|Md *wt ati * jbAmIUmu------------------------------- - -flmoh----------|4\n\u0026lt;K------- --Ui4i-l' 'h? -nfiWoK V B II*\" l\u0026gt;l t TM 1f41ant*\u0026lt;i4------- nfcT Or-lwe-SltBlral-Mmll ~ HfBiTiarMrnAct ~ amt-anf-Hntn* - ___ liwwl J^Omtolaiiii - -Iiw^Hm-bIbM------ -*w\u0026gt;|if*r\u0026gt;nrtvt  XlB*.---- This 1s In LRSD Plan buim4-------------------- -l.l- n.- -1 --I, ill .. I .\u0026amp;\u0026lt;*u'liiu i-_ J11 _ , - J  r r -rn rm likui i.i \", 1.\"  TWirAioA-\n-rqiWi Bl\" \" -UMcM-lan' Uir|r hm4- - - --Oil M--Still F-  -o %\u0026gt; (u m m  T o cn 4^ U3 cn J 0 . k\u0026gt; - Jj - Jj Jj J J J JO  I '* I t *11 *ru I ii I.Ml I tn* I'.I' ' A' *i-lp\u0026gt;in-. ll\u0026gt;la- blM  I**! * I \u0026lt;  t I I I  . . .1 I I- \u0026gt;^,1.. n.......... TMiiir \u0026lt; i-\u0026gt;i' Miriu' ii.'\u0026gt;..i..i i.. i,.i....|v.i .i.,i...i-.. I MJitllVIS SIRAIICKS/ AIIIVIIKS icimiiNC OAlt tOMRII HON OAK tosi$ msrotisiBii III I 1*1 U*l I'lll r. \"iiKi M Fmi fraTfir'  - - -n I h 4iwrthr Kfinwi-\" ------HinrNItatrroRwtttM------ *'*** -Hl we -Ulrr1ai----- Sj^hrl -hlnr- '.fi.ifi\"Xiir5|'ii^irriari \u0026gt; 111 I . _ . led Iwr-i|n. k 4-Um* RA .__4Jw* 4* 4la(-|4wMr4-- ------lnB|.a|UI-kt4u\u0026lt; -- JbUHih Jb* - _____tuaaHal4**r -am* A|i|* ____ IKlAlAJAAlcdAls-BM*.- -------- - -Be4M4-Nf- - --ft 4a*-*c*4Alo- nrA- -.tH4a- -tn-S(knMr*MHrt4Wr '-ftMalflB lM\u0026lt;r n\u0026gt;rr.~Ml'UkiRMl1v* - --4-* aU-Mli HM.-flOO Su|*rvlr(in l5W.ivT~iyol-ni'\u0026gt;'i\u0026lt;\" tiM r-i i r-\". * t--wwnif aar wr- - -1/M _ _(m k. IMMNT*.- cImAom' M------ -- Ti-.-MmrtlrwitwhrtiA  -W/OT JkSir t|m.4Aj_bluLAljuil. _ Cowilirr uhiUm. aca^wi Jo -aat h* M rUrtini fvib'ln skAwiIr MrS- Tt . _ _-Ol.WJltJWlZi W l- --\u0026lt;b\u0026lt;ah\u0026lt;' -.4itk' is in LRSD Plan II fB O 4J CD I \u0026gt;XJ cn 'S,ir hrt'hlocAfimi GwLUcc. WmlfNlA SN|*cxlavj. I I JI JI mM fli JI ittJ gJ I (BKI lEja fiij hisj kki Hll I I IH ^l|| 'III .\"11  II !   Mil ll * -l-a  hiit.|iii ImiLumiJ IkulM j I ' ! I I \u0026gt;  I I- I  . I .1 I.Il I * \u0026gt; MJIIIIHS SIRAIICII V Adiiiim (CIIMIINb OAK (ixri 11 loa Mil (OMS isrofi'.ieii III I A| U*l IL.'I JUMbuU. -- ^*ifwTKnrv  \" - . JUux Luf. - g-.*4\u0026lt;liMliilrlrtf----- tar-tUrJln*.  Onth\u0026lt;- Iratirnr I -o XI , O) m I IQ  ----------l-MlarlaU/AlHlev _1 juabM\u0026lt; j*Ufl\u0026lt;b _____ai^\u0026lt;iUca/csMl*\u0026gt;iL - fh.eMO- -T*rtr* I This Is In LRSD Plan r.nT.ivsn-r.KAonrnV mr.-\nl-KC*al\\ Ainrt I xinl rtvol\" m m i rn Mal- 4li(if ll *- o Oh lOVOCATIONAL EDUCATION -SAnnual Plan 989 1994 (Year) Person Responsible Vocadonal Dire'etors Goa 1\nTo improve articulation/offerings of PCSSD, LRSD, and NLRSD ' Sc Division PrcGram/AreJ .n Instructio, Vocaiinnal i OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE CCMPLETION CATE COSTS RESPONSIBILITY EVALL'ATiCN . To improve articulation of \"vocational programs. I Attend each other's advisory council meetings J9B3 - 1989 Ongoing Each Vocational Director Actual attendance Improve recruitment of \"students into Metropolitan Vo-Tech Review course offerings 1988 - 1989 Annually  -19\u0026amp;9 None Vocational Directors 31 7^ a rn lo 0) cn o lO 00 2. ! Offer Open Houses 2. I Student Brochures 2^1 Employment Fair 1988 - 1989 1989 - 1990 4990 I Annually -1989 . .V Annually, -1996 Annually -1996- $200 $250 $250 I Vocational Directors Vocational Directors Vocational Directors Completion of Activity Completion of Activity Completion of Activity Completion of Activity AREA IJtSD nF5BGRBGATI0N PLAN DIPIIT-IE riON TIKELTIIE J/Qcational Goal: To improve cooperation among vocational departments in PCSSD, LRSD, atid NLRSD ODJECriVES STRATECIES/ACriVrn ES BEGINNING DATE ENDING DATE ItESPONSIBTLnY LVAlTJAT'im 3. Student meetings 3,1 Conduct monthly meetings among vocational directors Monthly September-12 Oeteber-11 Nevember-16 Beeember-H Onoojno Each director will attend 4. Share Information 4.1 Is Share applicant pool When new coursei Ongoing 4.2 5. Conmon Course Description 5.1 27 Consult each other concerning new course offerings Review course offerings and course descriptons for differences arise January 1989 February 1989 Ongoing Each student will attend Each Director will attend Ddcumentation Documentation Documentation -a (u uo n\u0026gt; m os co KO KO vlV GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should will meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. college recruitment practices and their impact on minority applicants. 2. minority scholarships and financial aid. 3 . parent education in terms of student opportunities, i employment for students entering the working world directly after high school. 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the multidistricts include: 1. increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college. 3. increased enrollment of minority students in advanced and AP classes, Re: 01800 Page 4694 . earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented studentS7with-atandardiaed- teat data aa a key dGtification cgitorion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which ^ensures that the records of students transferring among the districts. including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which Re: 01800, 01801 Page 470students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and tooting ouidance should result in additional education and career advantages for minority students. The reoponaibility for-the foregoing cooperative ef-fo-rtorecta with the Coordinator of Counseling Ser^/iceo. i Re\n01801 Page 471PARENT INVOLVEMENT/COMMUNITY LINKAGES TRI-DISTRICT COLLABORATION PLAN Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are a variety of approaches and specific activities that can be effective in promoting support and involvement in desegregated schools. Re: 01802 Page 472The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs, as well as developing new additional designed to facilitate substantive involvement and programs cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include\nA. Develop parent involvement/support activities which facilitate the teaching-learning process\n1. Establish a Parents in Learning Program, a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say No,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills. academic tutoring, etc.\n3. Parents and staff work cooperatively to develop strategies to encourage positive home learning\n4. Each school will establish a teacher/parent committee to design and implement schoolbased activities\n5. Promote multi-ethnic in-school parent/teacher committees\nRe\n01802, 01803 Page 4736. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired teachers and community leaders\nB. Utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n{ 2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3. Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organizations to encourage positive media coverage\nb. Designate a contact person at each local school to report to an established information center\nRe: 01803, 01804 Page 474* c. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers\nC. D. Encourage community-wide multi-ethnic citizen/ parent/teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi- district level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts\nWork with the Chamber of Commerce Committee on Education on its advocacy for public school activities: 1. 2. 3. Expand the school/business partnerships\nHave a multi-district event to honor business partners in public schools\nEncourage the Chamber to continue existing programs such as the teacher appreciation rally and the Excellence in Education Awards for educators and students. Special needs' will be addressed in each school district's desegregation plan Participation and programs are contingent on additional staffing and funds in PCSSD Re\n01804, 01805 Page 475PUBLIC RELATIONS SUMMARY AND RECOMMENDATIONS Public relations describes the process by which schools and the community achieve awareness, understanding. and confidence through communication, shared experiences, and a history of fulfilled promises. Desegregation will succeed only so far as the community supports and participates in it. Therefore, creating an understanding of desegregation as a preferred way of living together and teaching our children, and marketing the programs which support desegregation, is the basic function of public relations as a means to achieving support of the public schools. .... Highlights of the recommendations of parents are as follows\nThe public relations programs and strategies currently employed by the districts are approved for continuation but with the addition of certain approaches which have been suggested bv parents. The districts will search for wavs to increase the number of staff who are responsible for public relations programs. Emphasis must be placed on the accomplishments of the schools and educating the community about the various features of the desegregation plan. The districts will cooperate to form a media coalition as a communication and advisory link with the local media. Innovative wavs must be devised to communicate with citizens who are difficult to reach. Each district will establish a school communication network which will feature a communications coordinator at each building. Outreach into the community must be energetic and ongoing, including fresh and creative wavs to / Page 476promote the public schools, and boost employee morale and lob satisfaction. * f I_students, and parents must be prepared with infoiiuation and skills so they can serve as positive ambassadors for the schools. serve as Communication channels between school-based personnel,_district leadership, and the community must be established and maintained. The districts will demonstrate dependability and integrity bv faithfully includinq, informing, and communication with the community. Great emphasis is to be placed on the continued involvement of the community in all facets of the desegregation process. The link between the schools and the business community is to be strengthened through active and visible support of the school-business partnership programs and bv further involving members of the business community in various ways in the districts. Together, and with the participation of the ' Chambers of Commerce and business community, the . districts will launch a massive public relations campaign to herald the beginning of the school year. INTRODUCTION Parents and professionals who studied the public relations plans of the Pulaski County school districts illustrated their conviction about the central importance of public relations to the desecrecation effort by quoting. in their report, the director of the National School Public Relations Association\nBuildinq and maintaininq public confidence in education is the most important sinqle task we face. The effort requires that educators develop sophisticated understandinq of the school district public relations process, which is a complex. demandinq one. It serves in many respects as the conscience of the school district: winninq support from internal and external publics alike by Page 477demanding the kind of responsible institutional behavior that commands public support. People tend to avoid, fear, or dismiss altogether that which is unfamiliar or which they do not understand. community well-informed about its schools. and their deseoregation, is more willing to place confidence in them and to participate in various aspects of desegregation- related initiatives and activities. Public relations aims toward achieving and sustaining public support and involvement bv bonding the schools and community in a mutually beneficial and respectful relationship. one characterized bv openness and responsiveness, accuracy and - honesty, reliability and responsibility. Public relations ... - is not the mere act of publishing or publicizing data. Rather, it is the process of achieving awareness. understanding and, ultimately, trust through communication and shared experiences. As we work toward public understanding and confidence A in the desegregation plans. it is important to acknowledge that a major component of all public relations is marketing. A well-known dynamic at work in the products and services we purchase in our day-to-day lives, selling is seldom considered in relation to our schools because we tend not to see schools in a commercial light. After all, public schools employ professionals, not salespersons, and they impart knowledge, not manufacture a product, nor are fees exacted. Somehow, it's deemed inappropriate to eguate schools with business. Page 478However, the inescapable facts make the business metaphor entirely applicable and accurate\npublic schools deliver a service (education) to clients (children) for a price (tax dollars). .Public schools are in competition with each other andwith private schools and they must achieve a c_omoetitive edge to capture an adecuate market share for survival. Schools must convince their shareholders (the public) that they provide a reasonable return on investment and their employees that there is adequate revenue stream to insure salaries. Schools must innovate and improve through research and development. They must develop an attractive image and quality packaging which they aggressively promote. and they must supply service after the sale to maintain satisfied customers who keep coming back for more. Clearly, our schools are in the business of providing educational service to our community. And we must be about that business of service not as servitude, but as the ~iob of providing the high quality, equitable, and child- and communitv-centered management that will most quickly and surely take us to meet our desegregation qoals. If we do not do that job well, neither the community, nor the courts. will tolerate our failure. For the school districts in Pulaski County, the great challenge of public relations is largely a matter of regaining community confidence and support in order to undergird the desegregation process. It also includes teaching the community to understand desegregation not as a \"body count,\" but as a fundamental transformation in the way Page 479we live our lives and teach our children. iust as basic to educational excellence as any technology. materials, programs,_or human resources that might ordinarily be itemized on the tab of public education. The Qians presented to the Metropolitan Supervisor bv the school districts and the parent committees reflect a solid understanding of the critical connection between desegregation and public relations. The plans also contain excellent goals, ideas, practices, and proposals which, when implemented, promise to rebuild the bridge of trust between the schools and the community. RECOMMENDATIONS The specific public relations goals and ob~iectives of . \u0026gt; the Pulaski County Special School District, North Little Rock School District and Little Rock School District desegregation plans presented to the Metropolitan Supervisor (December 1, 19891 were approved for implementation or continuation. However, these plans are to be supplemented or augmented by the excellent suggestions offered bv parents and teachers. Specifically the districts will\nContinue to embrace public relations as basic to successful desegregation. They will allot sufficient financial and human resources to effectively support the communication and involvement activities, training, and specialized programs or approaches to public relations which are reguired. a. The professionals responsible for public relations in all three districts are doing an admirable job, but desperately need more help. Therefore, the districts will work to find ways to augment the number of professional staff. Page 480b. Staff will identify various public relations functions or office tasks which might be performed bv trained volunteers. They will work with the school volunteer programs to recruit volunteers to help, looking to business partners, retirees, parents, college students, and others. 2. Utilize public relations programs and avenues to educate all publics to all aspects of the desegregation plan, stressing such special features as macrnet schools. attendance options, early childhood education programs, extended davcare, etc. Careful consideration will be given to the marketing suggestions made bv parents in the Early Childhood Education section of this Plan, 3 . Continue to disseminate public information in wavs the districts customarily employ, paving careful attention to gualitv, accuracy, and positive tone. a. Communications will include such means as district-wide and community newsletters, informational brochures and fliers, school calendars, public service announcements, press releases, and news conferences, etc. Special emphasis must continue to be placed on the districts' achievements and positive events and activities. b. d. Each district, each school, and those programs or departments which have broad contact with staff or parents will produce a newsletter to communicate positive news, discuss issues, and highlight the accomplishments of students, staff, and volunteers. c. The districts will cooperate in seeking to form a media coalition consisting of representatives from the local newspapers and other publications, cable and public television stations, radio stations and/or the Central Arkansas Radio Broadcasters Association, and other media groups. The superintendents will hold regular roundtable discussions with this group to build a relationship of understanding, share information, and discuss issues and concerns. This coalition will also serve as a source of advice on public relations matters. The district should seek a commitment from the media to provide prime-time placement of Page 481 public service announcements about the schools and features of the desegregation plan. 4 . Devise innovative wavs to communicate with the public who are hard to reach through routine methods: the illiterate or semi-literate, educationally or socio-economicallv disadvantaged, hearing, visually or Physically impaired or those who rarely participate in school-related activities. One parent committee was particularly concerned about this problem and suopested\na. Consider developing an audio taoe or record f i. e. \"rap\") which can communicate messages about the schools, special programs, and opportunities. Students could participate in developing the rap. 5. b. c. d. e. A concert might be given along the lines of the successful \"Farm Aid\" or \"Anti-apartheid\" concerts as an awareness activity, concert could be taped and aired on television and radio. The Consider a regular newspaper feature such as comic strip, simple language editorials or guestion-and-answer column that deals with school programs and issues. A play could be written and produced bv students for staging in churches, community centers, and businesses to promote awareness. A \"Desegregation Awareness\" week, similar to that of the \"Just Sav No to Drugs\" campaign could be the focus for various awareness activities. Establish a school communication network to assure an accurate and ongoing flow of information. a. Identify a \"communications coordinator\" in each building- This individual could be a staff member, parent, student, or volunteer. b. The coordinator will be designated bv the principal with input into the selection process from school staff and parents. c. Especially in large schools, the coordinator may wish to recruit other individuals, including staff, students, parents, and volunteers, to form a team to assist with the communication network. Page 4826. 7 . d. e. The coordinators will receive regular communications regarding district activities and will assist in gathering and ~ disseminating news from the schools. Training and anv necessary resources will be provided for the coordinators to enable them to be effective in their jobs. Outreach into the community will be broad, energetic, consistent, and include: a. b. c. Regular dissemination of information to kev community leaders and coinion makers including parents, church leaders, retired educators, elected officials, l\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":"suc_abaker_4554","title":"Letter, 1991, Jane McGregor to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["McGregor, Jane A."],"dc_date":["1991-05-12"],"dcterms_description":["Letter from Jane McGregor to Augusta Baker, thanking her for her participation in the \"Read-In.\" She states, \"We always know we have your support for young people, reading and libraries\"."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. 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In this interview, Breneman reflects on his ninety days of service as the aide to HEW General Counsel, Peter Libassi, in 1977, and his role in HEW's establishment of desegregation criteria for southern universities and colleges. Breneman begins the interview with a discussion of his role in the drafting of those criteria following the Adams v. Califano decision in 1977. In addition to outlining his own role in the process, Breneman discusses the work of Secretary of Education Joe Califano, Arlene Pact, and Libassi. Although Breneman's focus is on HEW throughout the interview, he also mentions the role of the Office of Civil Rights (OCR) in the establishment of a federal desegregation policy, and discusses the leadership of director David Tatel. After briefly outlining how HEW worked to establish the criteria for desegregation, Breneman turns to a discussion of the role of southern states in determining and following the criteria, focusing specifically on North Carolina. Breneman offers an assessment of HEW's meeting with the president of the University of North Carolina system, William Friday, and other UNC officials in Chapel Hill, North Carolina. According to Breneman, HEW was especially concerned about finding ways to work with Friday in the process, which he describes as both \"cordial\" and \"adversarial.\" According to Breneman, claims that North Carolina was unfairly targeted during the desegregation process are unfounded, although he does acknowledge that members of the OCR thought education officials in North Carolina were not interested in implementing federal policies. In addition to outlining the unique negotiation process in North Carolina, Breneman also identifies HEW's emphasis on eradicating duplicate programs at historically white and historically African American universities and colleges as an impediment to desegregation. Breneman concludes the interview with a brief discussion of his work on the American Council on Education (ACE) later on in the 1980s.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["United States--Officials and employees","United States. 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