{"response":{"docs":[{"id":"tmll_hpcrc_68908279","title":"The employment of minorities and women by Kentucky state government","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, Kentucky, 38.20042, -84.87762"],"dcterms_creator":["United States Commission on Civil Rights. Kentucky Advisory Committee"],"dc_date":["1989"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","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":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Minorities--Employment--Kentucky","Women--Employment--Kentucky","African Americans--Employment--Kentucky","Affirmative action programs--Kentucky","Discrimination in employment--Kentucky","Kentucky--Officials and employees"],"dcterms_title":["The employment of minorities and women by Kentucky state government"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/Marshall/usccr/documents/cr12em7z.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_68908279"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["30 p. : ill."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1074","title":"Exhibits: Unitary hearing, Pulaski County Special School District, Volume I","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":["1989/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School integration","Court records"],"dcterms_title":["Exhibits: Unitary hearing, Pulaski County Special School District, Volume I"],"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/1074"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nExhibit numbers 417-425\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n........ AO 187 (Rev. 1/80) ID DATE V V V V v v v V v- V v r -, V V V v V .j,/ EXHIBITS Identification No. ~ 2. \"It.=? Ir tt5 1'4'? ~ Mi\u0026lt;ID .+- II t+-t~ #, 1\"3 if I ~ 1'5 t. 11 ii\u0026gt; I 'a 11\\rlI I lf .lo I 1f ~ I 'i Rulings Offer/Rec'd) t Q _LfLG~ C. C. ~ 'i-1.\\~-3 C. ~ 4 C'J.l.j\n). i C, C. ' Ct~33 C.Y-~ ~ C:..X~31 L)\u0026lt;'S 0 vs. N LR.SD DESCRIPTION C. e, c.sso ' . ... + ... +~ t\"\"~ oi-+s \\.s -\\-~\\-c+\\'c. h ~ e.se~t'.C\"~ab'M .Pion Pc..u \\ 6 L.\\ \\ S~c ~s ~c.T\"\" h .. ~c,...\\...., r1-,,..i:,..~s. bR-C-~~-8t..l CAUSE NO. C. ubjectio 187  r\u0026lt;~v. I /80) GI ~J ~t y_k, b,-~5 Plft Deft) DATE I I EXHIBITS No. J Identification Rulings Offer/Rec'd) 3 C\n'f. 4~ c_ 44'5 c_ ~ '-l L/ l, \u0026lt;L.- ~ 14 '1 c., yg ci i./ \"tq ~'I, ~so ~ 1i'5\\ C.t 4S :l C l..{S:) e, L.{S'-1- C-i i 5'5 c_y.. i.\\S(p I C'j.'151 lci~s'6 lc.t4'5 I LRSD vs. DESCRIITION 0~ \" JI ll h I\\ 1, ) ' h l' l I' 1, l, ,, Q_ V\\~ +-~ \"\"3 ~c:sso fl\\ e.V'/\\ OD 00 ,, ,, ,, \" f'C,SSD ~b \\oM LR -C-5{:l-- ?i' Ll CAUSE NO. 0 Vl O~-- d- - \\ i-7 ~ .\n:i -d-'7 .:'1 ~-\\i-'i~ r~ Buw ~s ~ -~5-'1 Eld, ' Col I ,'n.s\nl.-d-.,, -'t :-\u0026gt; J--\\f-\"Vi' C-k,- ~-~S -'i8' .._ e..i-\nl-j.}--4? -\\-n \"'\"'- Bow c: - l -, i 0 f .).-4-, +u Lc:~~er- ,'CSSD rc.ssn I \" 3-\n,.. - '} 1, lo S-\\3- ,, ' h ~ .).- . ,, \\I \"l- 11- , .6 187 . (Rev. I /80) S ubjection DATE   V   ./  ./  J/ V  // V---.~ ii  I v I EXHIBITS No. Identification I I I I I I Rulings Offer/Rec'd) C \u0026lt;'.!., t14\u0026amp;1 C'i. 4'10 ~ ri I c., 111 ~ c_ ti\\-'1 3 Ct \"1'1 ~ C. L./'15 Q. 111i 1 L\\?.SD vs. DESCRIITION Le Sc Pc.s:5 o S-ecur-1 ,,.. ,- LR.-\u0026lt;\u0026gt;i\ni.-rl l CAUSE NO. EDWARD L. WRIGHT 7 (19031977) ROBERT S. LINDSEY {,9131991) ISAAC A. SCOTT, JR . JOHN G. LILE GORDON S. RATHER , JR. TERRY L. MATHEWS DAVID M. POWELL ROGER A. GLASGOW C. DOUGLAS BUFORD. JR. PATRICK J. GOSS ALSTON JENNINGS. JR. JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES Ill JOHN WILLIAM SPIVEY Ill LEE J . MULDROW N.M. NORTON EDGAR J . TYLER CHARLES C. PRICE CHARLES T. COLEMAN JAMES J . GLOVER EDWIN L. LOWTHER. JR. CHARLES L. SCHLUMBERGER SAMMYE L. TAYLOR WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPADOEN Ms. Ann Brown WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2200 LITTLE ROCK. ARKAN SAS 72201-3699 (501) 371-0808 FAX ( 501) 3769442 OF COUNSEL ALSTON JENNINGS RONALD A . MAY M. TODD WOOD Writer 's Direct Dlal No. 5012121345 ajones@wlj .com July 10, 1998 Office of Desegregation Monitoring 201 East Markham Street Little Rock AR 72201 RE: PCSSD Hearing Dear Ms. Brown: I enclose copies of PCSSD's Exhibits as follows: Exhibit ex 450-Evaluation Report 1994-1995 Exhibit ex 451-Evaluation Report 1995-1996 Exhibit ex 452-Evaluation Report 1996-1997 ROGER 0 . ROWE NANCY BELLHOUSE MAY JOHN D. DAVIS JU DY SIMMONS HENRY KIM BERLY WOOD TUCKER RAY F. COX, JR. HARR Y S. HURST , JR. TROY A. PRICE PATRICIA A. SIEVERS JAMES M. MOODY, JR. KATHRYN A. PRYOR J . MARK DAVIS CLAIRE SHOWS HANCOCK K EVIN W. KENNEDY J ERR Y J . SA LLINGS FRED M. PERKINS Ill WILLIAM STUART JACKSON MICHAEL 0 . BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER B ETSY MEACHAM AIN SLEY H. LA NG KYLE R. WILSON C. TAD BOHANNON DON S. McKINNEY MICHELE SIMMONS ALLGOOD KRISTI M. MOODY J . CHARLES DOUGHERTY M. SEAN HATCH PHYLLIS M. McKENZIE ELISA MASTERSON WHITE Exhibit ex 453-PeSSD Office of Desegregation Second Semester Monitoring Report August 15, 1995 Exhibit ex 454 -Pesso Office of Desegregation First Semester Monitoring Report March 12, 1996 Exhibit ex 455-PeSSD Office of Desegregation Second Semester Monitoring Report August 13, 1996 Exhibit ex 456-PeSSD Office of Desegregation First Semester Monitoring Report February 11, 1997 WRIGHT , LINDSEY \u0026amp; JENNINGS LLP Ann Brown July 10, 1998 Page 2 Exhibit ex 457-PCSSD Office of Desegregation Second Semester Monitoring Report July 17, 1997 Exhibit ex 458-PeSSD SAT 8 Testing Report 1994-95 Very truly yours, Enclosures ALJ/cjh WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ~~-~ Angell L. Jones Legal Assistant EDWARD L WRIGHT 7 (1903-1977) ROBERTS LINDSEY ( 1913-1991) ISAAC A. SCOTT , JR. JOHN G. LILE GORDON S. RATHER, JR. TERRY L. MATHEWS DAVID M. POWELL ROGER A. GLASGOW C. DOUGLAS BUFORD, JR . PATRICK J . GOSS ALSTON JENNINGS, JR. JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES 111 JOHN WILLIAM SPIVEY 111 LEE J . MULDROW N M. NORTON EDGAR J . TYLER CHARLES C. PRICE CHARLES T. COLEMAN JAMES J . GLOVER EDWIN L . LOWTHER, JR . CHARLES L. SCHLUMBERGER SAMMYE L. TAYLOR WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPADDEN Ms. Ann Brown WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2200 LITTLE ROCK, ARKANSAS 72201-3699 (501) 371 -0808 FAX (501) 376-9442 OF COUNSEL ALSTON JENNINGS RONALD A . MAY M. TODD WOOD Writer 's Direct Dial No . 501-212-1345 aj ones@wlj .com July 10, 1998 Office of Desegregation Monitoring 201 East Markham Street Little Rock AR 72201 RE: PeSSD Hearing - Dear Ms. Brown: I enclose copies of PeSSD's Exhibits as follows: Exhibit ex 450-Evaluation Report 1994-1995 Exhibit ex 451-Evaluation Report 1995-1996 Exhibit ex 452-Evaluation Report 1996-1997 ROGER D. ROWE NANCY BELLHOUSE MAY JOHN D DAVIS JUDY SIMMONS HENRY KIMBERLY WOOD TUCKER RAY F . COX, JR. HARRY S. HURST, JR . TROY A . PRICE PATRICIA A. SIEVERS JAMES M. MOODY, JR. KATHRYN A. PRYOR J . MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J . SALLINGS FRED M. PERKINS Ill WILLIAM STUART JACKSON MICHAEL D. BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER BETSY MEACHAM AINSLEY H. LANG KYLE R. WILSON C. TAD BOHANNON DON S. McKINNEY MICHELE SIMMONS ALLGOOD KRISTI M. MOODY J . CHARLES DOUGHERTY M. SEAN HATCH PHYLLIS M. McKENZIE ELISA MASTERSON WHITE Exhibit ex 453-PeSSD Office of Desegregation Second Semester Monitoring Report August 15, 1995 Exhibit ex 454 -Pesso Office of Desegregation First Semester Monitoring Report March 12, 1996 Exhibit ex 455-PeSSD Office of Desegregation Second Semester Monitoring Report August 13, 1996 Exhibit ex 456-PeSSD Office of Desegregation First Semester Monitoring Report February 11, 1997 WRIGHT , LINDSEY \u0026amp; JENNINGS LLP Ann Brown July 10, 1998 Page 2 Exhibit ex 457-PeSSD Office of Desegregation Second Semester Monitoring Report July 17, 1997 Exhibit ex 458-PeSSD SAT 8 Testing Report 1994-95 Very truly yours, Enclosures ALJ/cjh WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ~~-~ Angell L. Jones Legal Assistant Little Rock School District 1995-96 Budget Analysis Function Function Description ~ 2539 Other Facilities Acq \u0026amp;Co 2542 Upkeep of Buildings 2541 Service Area Direction 2544 Upkeep of Equipment 2545 Vehicle Maintenance 2548 Asbestos Program Magnet Schools Substitutes Amount $240,213 8,924,431, 201,085/ 12,800, 63,200., 61,388 1,076,870 200,000 Total $10,779,987 (G-t :V-llj LOSS FUNDING ADD ON CALC. WITH M-to-M'S COUNTEDfTRUST FD. NOT INC./STATE USED THIS METHOD YEAR A.D.M. A.D.M. W/M-to-M\"S 3 YR. AVE. DIFF. LF PER. LFWADM USED S.B.E.R. ADD-ON VAL. 1990-91 21,720.18 21,977.24 1991-92 21,590.45 21,849.46 1992-93 21,032.91 21,449.70 21,758.80 309.10 44.69% 1993-94 20,494.90 20,911.69 21,403.62 491.93 62.30% 138.14 138.14 $2,494.92 $344,648.25 1994-95 306.47 306.47 $2,594.97 $795,280.46 LOSS FUNDING ADD ON CALC. WITHOUT M-to-M'S COUNTEDfTRUST FUND NOT INC. YEAR A.D.M. 3 YR. AVE. DIFF. LF PER. LFWADM USED DIFF. S.B.E.R. ADD-ON VAL. FUND. LOSS 1990-91 21,720.18 1991-92 21,590.45 1992-93 21,032.91 21,447.85 414.94 44.69% 1993-94 20,494.90 21,039.42 544.52 63.00% 185.44 138.14 47.30 $2,494.92 $462,645.98 $117,997.73 1994-95 343.05 306.47 36.58 $2,594.97 $890,198.23 $94,917.77 LOSS FUNDING ADD ON CALC. WITH M-to-M'S COUNTED \u0026amp; TRUST INCLUDED YEAR A.D.M. A.D.M. W/M-to-M'S 3 YR. AVE. DIFF. LF PER. LFWADM USED S.B.E.R. ADD-ON VAL. FUND. LOSS 1990-91 21,720.18 21,977.24 1991-92 21,590.45 21,849.46 1992-93 21,032.91 21,449.70 21,758.80 309.10 51.35-k 1993-94 20,494.90 20,911.69 21,403.62 491.93 93.97% 158.72 138.14 $2,494.92 $396,000.81 $51,352.56 1994-95 462.26 306.47 $2,594.97 $1,199,559.89 $404,279.43 LOSS FUNDING ADD ON CALC. WITHOUT M-to-M'S COUNTED \u0026amp; TRUST INCLUDED YEAR A.D.M. 3 YR. AVE. DIFF. LF PER. LFWADM USED DIFF. S.B.E.R. ADD-ON VAL. FUND. LOSS b~u-91 .::'.1,t \u0026lt;'.U.11::1 1991-92 21,590.45 1992-93 21,032.91 21,447.85 414.94 51.35% 1993-94 20,494.90 21,039.42 544.52 93.97% 213.07 138.14 74.93 $2,494.92 $531,592.55 $186,944.30 1994-95 511.69 306.47 205.22 $2,594.97 $1,327,808.38 $532,527.92 ~ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. PCSSD'S WITNESS AND EXHIBIT LIST RECen,~ OFFICE Oi DESEGREGATION MONITORING PLAINTIFFS DEFENDANTS INTER VENO RS INTERVENORS The PCSSD submits the following as its exhibit and witness - list: EXHIBIT LIST 1. 1989 Releases (attached to Settlement Agreement ) 2. ODM Racial Balance Reports 3. Charts from PCSSD Petition for Release From Federal Court Supervision. 4. Staff Development Data 5. Charts pertaining to cheerleading, drill team, student government, Beta Club, and National Honor Society. 6. Affirmative Action Reports 7. Discipline Reports 8. Handbook for Student Conduct and Discipline 9. Secondary Education Report 10. Counselor's Reports 11. Special Education Reports 12. Gifted and Talented Reports 13. Athletic Reports 14. Non-Athletic Reports 15. Biracial Committee Minutes 16. PCSSD Desegregation Plan 17. Interdistrict Desegregation Plan 18. PCU 1039 (Minority AP student recruitment) 19. PCU 1040 (Social Studies Advanced Placement Recommendation Notice). 20. PCU 1041 (Social Studies Advanced Placement Recommendation Followup Student Conference form). 21. The Special Master's Interim Findings and Recommendations concerning PCSSD geography and demographics, dated August 19, 1988, as previously transmitted to the Court on January 20, 1994. WITNESS LIST 1. Bobby Lester, Superintendent, PCSSD\n2. Bill Bowles, Assistant Superintendent for Desegregation, PCSSD\n3. Eddie Collins, Assistant Superintendent for Pupil Personnel Services, PCSSD\n2 4. Dr. Bobby Altom, Assistant Superintendent for Instruction\n5. Gary Miller, Assistant Superintendent for Personnel\n6. Don Stewart, Assistant Superintendent for Business Affairs\n7. Ed Hogan, Assistant Superintendent for Support Services\n8. Charles Green, Director of Secondary Education\n9. Tommie Sue Anthony, Director of Gifted and Talented Programs\n10. Martha Kay Asti, Director of Special Education\n11. Brenda Bowles, Coordinator of Multi-Cultural Education. WITNESSES VIA PREVIOUS TESTIMONY 12. 1988 Testimony of Ed Hogan, docket No. 1059-A, dated June 16, 1988, page Nos. 6 through 213\nand docket No. 1060-A, dated June 17, 1988, page Nos. 6 through 162. 13. Douglas A. Ask, Docket No. 2540 , testimony beginning at page 95 . 14. Bill Bowles, by recent deposition not yet transcribed. 15. Dr. Bobby Altom, by recent deposition not yet transcribed (including previous testimony given in open court in this case, the docket reference for which we have not yet located). 3 . ...__ - - AO 187 (Rev. 1/80) fll EXHIBITS DATE No. tit 2. 1t~ V It V ~'5 V *-~ V v v .I-v Ms ID V .+- II ~ it I~ V iH3 v ~l v - -+t 1'5 V \\,I, V 11 v -IP I 'B v I ti,- lI V I lt-.,lo v' I lf ~I Identification ~ Rulings Offer/Rec'd) t C. _L..f 1~ c_ c i11~-3 C. ~ 4.l C'i ~d-i C,\"\" ~ C. {_ ~31 c-,_ t.133 c.~ '1 'i e..14~ C. tt.\\ :\u0026gt;\u0026lt;o C..X~3'7 vs. N LRSD DESCRIPTION ce., C..SSD ' r+s rt-or+ s 1- ... \\-s ?..:+ \\.,, ~ {. \\ 'c, \\.~ s. B1,~c..~ \\ D 4D Pc..u \\ 6 ~ l S~c l\".s 1-c.r- \\i.,~e,.-,._ F,\"'-d,\n..,.~!i. bR -L-1?:). -S' l. l CAUSE NO. C. . . . 187 .  t{ev. I /80) 1B LR.SD ~,\u0026amp; ~5 y_ k, 6/ ~ s LB -C-~\"J.- b' ll. Plft Deft) vs. CAUSE NO. - ~1-..RSD EXHIBITS Identification ubjection~ DATE Rulings DESCRIPTION No. Offer/Rec'd) ' b- ).Ci-'1~ c.,x ~39 ~ -~\n-l-1 ~\"' o{. ~b~-i I\\) -t-ov-i ot J- \\ i-4 ~ I I c_'{ h\\ 46 \" JI \\DMW\\\\J A-,J-k,hnJ .)-J'l .:c, ~ . l\u0026lt; h \\ I c., 'l ~ Li l 6 :1, B:,1.,\nle s. ~-\\i-'i~ (!__ '{ \"-l Lt\n}... 1, 1, Br~ G\u0026gt;uw!es ~-\n.}..5-C,S? (1,~ 4 3 ) \\ II EJJ .~ G,1 i.'n.s ol.-Jf} .qg C,jy~'-1 l, 1 ~ rvi:lles' d--\\~\"-1? I c_ 'f. ~45 /\\ ,, C..k,-lc-, G~ee V\\ .\n\u0026gt;. - .\ni.s -'i 8' .... ~~ 141..jl, l, ,, ,l/ \"Bobt,,-.1 Le.st-er\n.i-\\J.-4? I  ~Y.. i.l 4 '7 Q_ V\\~ D ~ ex' r'3 ~r\\o:?,.,_~\\nn E.1c--e'l\"\"o\\.- (::L\":..,e~I \\ -..) I - lt-.30-'j f L, '{_ LJL,l g ~c.sso ()\\~V't\\o -\\-n ~ Boi.) le 'S. t,, - I -'i i ''--...... t\n3/J Jjf C~ i_f '-/Cl l\\\\el\"f\\.o fr.,_ Bo'ob~ 1'.ll+cm 0 f .i-'-f-'i'7 +u Li=~~c,- (:,'I, ~ so l~ct4-ti5\"' Evalua~,~ ....  R-Pl\u0026gt;dr-.\\- -r~sso I C.:'/._ ~ '5\\ Mq5 _q l, E va/1,,,,l.,\",., ... R\"'-oor-f- fc,SSO ' C.'L 4S :l 19,l.-9'1 E val~at-1 On (\u0026gt;pDC,r +- fC.S.SD . \\ . c, --\\5':) OD\\'l\\ S-cond -5.e .... ,..c:Jf't- fl'\\.I) n,+11r ,no Retort \u0026lt;il-\\S-'i'S .....) . ,. ~ C, J.. L.\\ 5'-t l-1..::. t\" ,, --. onrn I' \" 3-~-~L ~ii5~ ., \" DDIY\\ St\" ,.\"\".._,l ., s-r~ -qL I c_y.. 1,5(,, Fus\\- ,, ,. 6DIY\\\n). - \\\\ - 'i' '1 - I ,. \\I - C'1.\"i51 6Drt1 Secord \"t ~ \\1-'l 1 - I I \\ Ctl.\\S~ f'c..sso Tc,~\nV\\Q R~Gll\"I\"' \\- ,,~4-q5 - I '1 ... ,_~~ ....:i ' lct4'5q P,c~l..lre w) Te,LL, ~,.. - I I . I j - .o 187 (Rev. I /80) e ubjection DATE   V v  ./    J/ V v V V -.,   - I v I V EXHIBITS No. Identification I Rulings Offer/Rec'd) C C, ~ t141,1 C.' '-l'lD (..\n'l I c... 111 ~ C. 't'l 3 C.'J_ '-4'1 ~ C, '-1'15 c.. 4'7i 1 1g ,~ I G vs. CAUSE NO. rv LQS o DESCRIPTION \\( ~ Te.r M 1n +, ~lo\\. Le d, J '1'i ,-,-+-'i'l +o \u0026amp;w es 1'1-'tf Sdu..r~a. .- I-Sc St 1.4c:J. CA\\ Bowe Pc..ss o 5-ecl.H't fu ~o l.JA -e\\\"\" ~.f.ecl ' -'l-i'i1 to L~ +i:f\" c,... .,1.~~cd ~-4 -C,'7 MAR 9 i99B Qff\\CE Of -~1\\0tt MOtt\\lOR\\I\u0026amp; I EXHIBIT 1 RELEASE OF ALL CLAIMS AGAINST THE STATE For and in consideration of its payments and commitments set forth in the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge the State of Arkansas, its constitutional officers, elected officials, appointees, employees, agencies, departments, their predecessors and successors including, but not limited to, the Arkansas State Board of Education and its members (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination or segregation in public education in the three school districts in Pulaski County, Arkansas or to the violation of constitutional or other rights of school children based on race or color in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond 2 the liability found to date by the United States District Court for the Eastern District of Arkansas and the Court of Appeals for the Eighth Circuit and that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (the \"Litigation\") is to be dismissed with prejudice as to the Arkansas State Board of Education and the former and current members of that board named in the Litigation. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced payments or commitments are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. EXECUTED this ~day of _.d....J...'f..: J .. .i. _ _ , 191J by: WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 200 First Commercial Building Little Rock, AR 72201 - By: Christopner Hell r One of its Attorney 3 * * * * * EXECUTED THIS /Slf_ day of --'-)A_e11-+y ____ , 19JJ by: WITNESSED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 * * * * * EXECUTED this J'JIA_ day of ~IL#. f~ \"!- , ~ by: WITNESSED AND APPROVED: JACK LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Little ROCK SCHOOL * * * * * EXECUTED this\n\u0026gt;st-- day of -~.\u0026amp;a.a.a.\n...._ __ , 19:J. by: WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFEN I and Attorneys WALKER, P.A. Broadway Rock, A its Attorneys ... THE JOSHUA INTERVENORS ~t:~ ay \u0026lt;8:n Oo ~ By~===-----::16'1\"-:-+--=----rF-~'-:-,---:Little Rock, Arkansas , I 4 * * * * * EXECUTED this~~~ay o~E. WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL L' tl ~ock, A~2~01 l~lW. Third B  I,,\\ (_A__. Richard w. Roachell One of its Attorneys . ' I '' I RELEASE OF ALL CLAIMS AGAINST THE LRSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached {hereafter, the Consideration), the undersigned parties do hereby release, acquit and forever discharge the LRSD its directors, administrators, appointees, employees, agencies, departments, their predecessors and successors (hereafter collectively referred to as the Released Parties) of and from any and all actions, causes of action, claims . and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education, or to violations of other constitutional or statutory iights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond the liability found to date by the United States District Court for the Eastern District of Arkansas and the Court of Appeals for the Eighth Circuit and 2 that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not limited to, Cooper v. Aaron, Norwood v. Tucker and Clark v. Board of Educatic,n of the Little Rock School District) (the \"Litigation\") is to be dismissed with prejudice as to the LRSD and the former and current members of its board named in the Litigation. This dismissal is final for all purposes except that the Court may retain jurisdiction to address issues regarding implementation of the Plans. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced relinquishment of claims and commitments are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. ' ' 3 I EXECUTED this tf day of ft'-4r , 199l by: WITNESSED AND APPROVED: ALLEN LAW FIRM A Professional Association 1200 Worthen Bank Bldg. Little Rock, AR 72201 By: f?\u0026lt;'V.:\n:_,(fll__ H. William Allen One of its Attorneys ARKANSAS STATE BOARD OF EDUCATION By 2f d,,4(..t U Y'J.  t-1,fj~ Cha rma.A, Board of Directors * * * * * EXECUTED this / f~ day of _/A..__ .o.... -y+---' 199. by: WITNES-.ED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 t, Board of Directors * * * * * .r: I tC:,'fl EXECUTED this dJ/L day of 1:21~ , 1-5,0-oy: WITNESSED AND APPROVED:~ LITTLE ROCK SCHOOL JACK LYON \u0026amp; JONES, P.A. DISTRICT 3400 TCBY Tower Littl * * WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. By.,_ ______ ~---- Norman J. Chachkin One of its Attorneys and of Directors * * * THE JOSHUA INTERVENORS BRSDy Cas~s ReIp #sent~ative By9c0a. Q~ President, Little Rock, Arkansas Branch of the NAACP 4 W. WALKER, P.A. B Broadway k, AR NLRSD s Represent and President of the Little Rock, Arkansas Branch n w. Walker ne of its Attorneys Byofthe~~ ~~ntative * * * * * EXECUTED this d-~day of-JI...~ E, , 199L by: WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL 10 . Third ttl ~eek, ~2 1 201 -u,\\.. l.A.__ Richard W. Roachell One of its Attorneys KNIGHT INTERVENORS RELEASE OF ALL CLAIMS AGAINST THE PCSSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge appointees, the PCSSD, employees, its directors, administrators, agencies, departments, their predecessors and successors (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education, or to violations of other constitutional or statutory rights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond the liability found to date by the United States District Court for the Eastern 2 District of Arkansas and the Court of Appeals for the Eighth Circuit and that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court :or the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not limited to, Zinnamorr v. Pulaski County School District, LR-C-68-154) (the \"Litigation\") is to be dismissed with prejudice as to the PCSSD and the former and current members of its board named in the Litigation. This dismissal is final for all purposes except that the Court may retain jurisdiction to address issues regarding implementation of the Plans. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced relinquishment of claims and cornmi trnents are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. EXECUTED this WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 3 Little Rock, AR 72201 /7BY.,,.,.._\"\"-+-::,---,---------,,.....:....--=--__,,--__ _:By~~\u0026lt;~ Presid~nt, Christophertteffir / -----One of its Attorneys * * * * * EXECUTED THIS / 3ft day of \u0026lt;: , 199f by: WITNESSED AND APPROVED: ALLEN LAW FIRM A Profe~ional Corporation 1200 Worthen Bank Building Little Rock, AR 72201 By: ~~(lu__ H. William Allen One of its Attorneys ARKANSAS STATE BOARD OF EDUCATION * * * * * EXECUTED this day WITNESSED AND APPROVED: of~ ,by: JACK LYON \u0026amp; JONES, P.A. 3400 TCBY Tower ::w.RE S't.e en W. Jo s One of its At orneys NORTH LITTLE ROCK SCHOOL DISTRICT * * * * * EXECUTED this --- day of ______ , 1990 by: WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. By ____ --..,....,.------ Norrnan J. Chachkin One of its Attorneys and THE JOSHUA INTERVENORS By_/~~~ ~ Class-.,ptesentative By oJk__ ~sb President, Little Rock, Arkansas Branch of the NAACP JOHN W. WALKER, P.A. 1723 s. Broadway Litt~ Rock, AR 72201 r--V\"---'a n W. Walker ne of its Attorneys 4 Clas Repres and President of e North Little Rock, Arkansas Branch By cg~jL__, PCSSD Class Representative * * * * * ~ -~ _J EXECUTED this'' day of ~C: , 1991 by: WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL L' ttl ~ck, (AFf') ~2201 l~W. Third By ., w\\LL__ Richard W. Roachell One of its Attorneys KNIGHT INTERVENORS 4 ~ By . - (Ui~.f/j LRC A Re~resent tive By~~~q-~~4-SL.~~c:::J::~~By~~~....::\n. i,......,.....,.\"\"\"\"\"....,,.........~-_..:\n.....\n._ _ ,r1esen a ive RELEASE OF ALL CLAIMS AGAINST THE NLRSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge the NLRSD, its directors, administrators, appointees, employees, agencies, departments, their predecessors and successors (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education, or to violations of other constitutional or statutory rights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond the liability found to date by the United States District Court for the Eastern District of Arkansas and the Court of Appeals for the Eighth 2 Circuit and that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not limited to, Graves v. Board of Education of North Little Rock School District and Davis v. Board of Education of the North Little Rock School District (the \"Litigation\") is to be dismissed with prejudice as to the NLRSD and the former and current members of its board named in the Litigation. This dismissal is final for all purposes except that the Court may retain jurisdiction to address issues regarding implementation of the Plans. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced relinquishment of claims and conuni tments are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. 3 EXECUTED this ~~ay of _{Ji__.'\"'\"'.J...t. ..(.. _ , 19 9i by: I WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Little Rock, AR 72201 By One of its Attorney * * * * * EXECUTED THIS /ft day of ..... faf.__=or.,..._ ___ , 199', by: WITNESSED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 PULASKI COUNTY SPECIAL SC DISTRICT NO. 1 * * * * * EXECUTED this If day of 9' I , 19911 by: WITNESSED AND APPROVED: ALLEN LAW FIRM A Professional Corporation 1200 Worthen Bank Bldg. Little Rock, AR 72201 By 9(~~@4___,_ H. William Allen One of its Attorneys ARKANSAS STATE BOARD OF EDUCATION , Board of Dire * * * * * EXECUTED this ___ day of ______ , 1990 by: WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. By.,..,.... _____ ...,..,.._.....,.....-____ _ Norman J. Chachkin One of its Attorneys and THE JOSHUA INTERVENORS BRDycfas~s Re#prsen~tati By\u0026lt;i)O--k-gJ~ President, Little Rock, Arkansas Branch of NAAC JOHN W. WALKER, P.A. 1723 S. Broadway Litt Ro 4 By.........,.,L,t.'!.,l.,L.~::!\n'.,\n_..:.:..:...!:..:.::::~~--===:::::::. J 0 its Attorneys * * * * * EXECUTED thisa{'n.lday o~.,) C , 1991 by: WITNESSED AND APPROVED: KNIGHT INTERVENORS MITCHELL \u0026amp; ROACHELL L t~ ~- ock, ~ 72201 ltt:W. Third B  1._), ~ \\...l.__ Richard w. Roachell One of its Attorneys - 1997-98 ENROLLMENT AND RACIAL BALANCE IN THE PULASKI COUNTY SCHOOL DISTRICTS January 30, 1998 - Office of Desegregation Monitoring United States District Court Little Rock, Arkansas AnnS. Brown Federal Monitor Melissa R. Guldin Polly Ramer Associate Monitor Office Manager - EXHIBIT ' 2 fJ, JI.Ii 1997-98 Enrollment and Racial Balance in the Pulaski County Special School District Table of Contents Introduction ............................................................... 1 Plan Provisions and Findings ...... . .. . .... . ............ . ....... .. ..... . ........ 5 Pulaski County Special School District ............. . ......... .. ........ .. .. . 5 Elementary Schools .............................................. 5 Secondary Schools .................................. ... .......... 7 Schools with Specialty Programs .. .......... . ..... .. ..... ..... . .. ... 8 Interdistrict Schools ............................................. 10 All PCSSD Schools ............................................. 11 Summary and Conclusions ...... ... ... . ... . ............. . ........ . ............ 12 School Enrollment Charts .................................................... 14 Little Rock School District .... ................ . ... . ... . ............ .. .. C-1 Enrollment by Organizational Level ...... . .............. . ..... .. . . C-10 Stipulation Magnet Schools . ...... .. .... . .................... ... C-12 Incentive Schools . ......... . ...... . ...... ... .. . ......... .. .... C-14 Area Schools ................................................ C-16 Schools with Magnet Programs ................ ... ........ . ... . .. C-22 Kindergarten Classes Located at High Schools .......... . ..... .. ... .. C-23 Early Childhood Programs ...................................... C-24 Enrollment to Capacity Comparison ............................... C-27 Pulaski County Special School District .... . ...... . ...... . . . .............. C-28 Enrollment by Organizational Levels . . .. .. . ....... .. . .. .... ... .. . .. C-35 Schools with Specialty Programs .. . .... .. .... . .. .. . . ............. C-37 Four-Year-Old Programs . ... ... .... .. ...... . ...... .. .... . . .. ... C-38 Enrollment to Capacity Comparison .. . ... . .. . . . . .. ... .. ....... . ... C-39 North Little Rock School District .. . .......... . .... . . . .. . .... ... ...... .. C-40 Enrollment by Organizational Levels . . ...... . . . . . . . . . ..... . . . .... .. C-46 Four-Year-Old Programs ... . ... . .. . .. . ...... . ......... . .. .. .... C-48 Enrollment to Capacity Comparison .. . ...... . ....... .... . . .. .... .. C-49 Imerdistrict Schools . . ...... .. .... ... .. . . . ... . .. . .. ..... .. .. . . . .. . . . . C-50 Countywide Totals . . . .. .. .. . .. ... . ... . .... .. .. . .. .. . .. . . .. . . .. . ..... C-52 Organizational Levels . . .. . .. . . . ... . .. . .... ... . .. .. .. . . .... . . . . . C-52 Enrollment Totals . . .. . . .... . .. . ............ .. . . ... . .. . .. . . . . . . C-54 INTRODUCTION The Office of Desegregation Monitoring (ODM), an arm of the United States District Court, prepared this report. ODM ass~ts the Court in monitoring the compliance of the three Pulaski County school districts with court orders and the desegregation plans that form the substance of their settlement agreements. Purpose, Scope, and Background For several years, ODM has published an annual report on the enrollment and racial balance of the schools in the three Pulaski County districts. However, due to circumstances explained below, this year for the Pulaski County Special School District (PCSSD) alone have we assessed enrollment and racial balance in relation to the racial balance guidelines found in the desegregation plans. 1 Nevertheless, we again list the student enrollment and racial balance of the schools in all three districts in this year's report, because enrollment and racial balance affect the districts' participation in the two programs that promote interdistrict student transfers: the magnet schools and the M-to-M (majority-to-minority) interdistrict transfer program. In an Order dated September 18, 1995, the District Court withdrew its monitoring and supervision of the North Little Rock School District (NLRSD) in the area of student assignments. As a result, our findings do not include an assessment of enrollment or racial balance in NLRSD schools in relation to any type of desegregation plan guidelines. However, NLRSD's participation in the interdistrict magnet school and M-to-M transfer programs is affected by its enrollment and racial balance: therefore, we have included NLRSD enrollment and racial balance data in the School Enrollment Charts section. On December 6, 1996, the Little Rock School District (LRSD) petitioned the District Court to seek a respite from court monitoring while the district worked on modifications to its desegregation plan. On December 27, 1996, the Court granted LRSD's request for a monitoring moratorium. During that moratorium period, the district developed a revised desegregation and education plan and submitted it to the court in a filing dated September 26, 1997. In that same filing, the district asked that ODM continue to refrain from monitoring until after the Court ruled on the proposed new plan. In its Order of October 23, 1997, the District Court ruled that \"the hiatus from ODM monitoring will continue until this Court rules on the LRSD motion ... \" Therefore, our findings for 1997-98 do not include an assessment of enrollment or racial balance in LRSD schools. Yet, as with the NLRSD, the LRSD's participation in the interdistrict magnet and M-to-M programs is affected by its enrollment and racial balance, so we have included the LRSD enrollment and racial balance data in the section containing the School Enrollment Charts. Although this report focuses on the PCSSD and the 1997-98 school year, we have included enrollment information dating back to 1988-89, when the parties initially reached their settlement agreement. Looking at figures over the past ten academic years enables us to assess long-term trends 1While the six stipulation (original) magnet schools operate in the Little Rock School District, they serve students in all three districts\ntherefoce, we have included one chart showing that these schools meet the racial balance guidelines found in the Interdistrict Desegregation Plan. Page 1 and to draw some conclusions about what those trends indicate about enrollment and the balance of the races in individual schools, as well as the district as a whole. - The PCSSD Desegregation Plan recognizes only two racial designations, black students and white students. The plan includes provisions that set goals for balancing the enrollment of these two racial groups within each school Except for interdistrict schools, which have plan-specified guidelines that are static, these goals are based on the percentage of black students enrolled districtwide by organizational levels. Every year racial balance is assessed for each school based on the district's racial balance at each organization level for that year. The Interdistrict Desegregation Plan sets standards for racial balance at interdistrict schools that are different from those for other schools.2 Due to the unique standards set for these types of schools, this report examines interdistrict schools in a separate section. Racial Balance Calculations The PCSSD Desegregation Plan includes guidelines that set racial balance goals for individual schools. The plan set 20% as the minimum black enrollment for PCSSD schools. The maximum black enrollment at all organizational levels is based on a variance of 25% from the annual percentage of black enrollment at each of the two organizational levels (elementary and secondary). Using these guidelines, we derived a mathematical formula to calculate the targeted maximum percentage for black enrollment at PCSSD schools: For example, for the 1997-98 school year, the PCSSD has a districtwide elementary student population that is 33% black. The allowable variance in racial balance is calculated by multiplying that 33% by 25% (.33 X. 25 = .0825), then adding the product (rounded to 8%) to the total elementary black proportion of 33% (33% + 8% = 41 % ) to establish the maximum black enrollment of 41 % in elementary schools. The type of mathematical operation outlined above can be used to calculate the maximum range of racial balance targeted for each PCSSD school (unless the range is defined by specific plan provisions, such as those governing the interdistrict schools). It is important to remember that the calculations used to define the maximum are based on the percentage of black enrollment, an understanding that the parties reached among themselves. If the enrollment figures for any other racial group are substituted for the black percentage, the results will incorrectly define the target range. Because the plan-prescribed formula used to calculate the targeted racial balance is tied to the district's black enrollment for that particular year, it is not possible to uniformly compare racial balance compliance from year to year without linking a given year's enrollment to that year's acceptable range. Since the target range for racial balance may vary somewhat from one year to the next as districtwide black enrollment fluctuates, it is possible that, due to a change in the district's overall racial balance, a school that was out of compliance one year could have an identical enrollment the following year and yet be within an acceptable range. 2Clinton and Crystal Hill in the PCSSD are called magnet schools, but the desegregation plans provide for them to operate as interdistrict schools. Regardless of whether or not they carry a magnet designation, all interdistrict schools are required to meet the plan-prescribed racial balance guidelines for interdistrict schools. Page 2 As previously noted, the racial balance goals for some PCSSD schools are not determined by any type of formula or plan-prescribed floor. The Interdistrict Desegregation Plan sets specific minimum and maximum racial balance guidelines for all interdistrict schools. Although the desegregation plan specifies a minimum black enrollment for PCSSD schools, certain provisions of an agreement among the parties (called the Joshua Agreement) can possibly raise the PCSSD minimum and potentially alter the maximum as well. Information Sources October I student enrollment figures for the last nine years fonn the basis for this report. The Arkansas Department of Education requires school districts to file a report each fall that reflects the number of children enrolled on October 1 (or the school day closest to that date). Although the enrollment at any school may fluctuate somewhat during the academic year, the October 1 figures remain the basic student tally for each school. In order to make uniform year-to-year comparisons, we have generated enrollment charts that are based on the reported October 1 data. The school districts furnished all the data upon which we based this report. The accuracy and completeness of our figures depend on the reliability of the infonnation reported by each district. Throughout this document, we have rounded all percentages to the nearest whole number. Although the desegregation plans deal only with two racial designations (black students and white students), the districts provided statistical information about students who are of racial or ethnic groups other than black and white (such as Asian or Hispanic). The enrollment charts count these children in a separate category designated as \"other.\" However, these students of other races are counted along with the white students in statistical totals and comparisons in order for the report to remain consistent with the two racial categories identified in the desegregation plans. Report Organization 1bis report is divided into three sections. The first section includes the relevant desegregation plan provisions and our findings regarding the extent to which the PCSSD is meeting those requirements. Each plan provision has been summarized and referenced to its source by page number in the April 1992 PCSSD Desegregation Plan (PCSSD Plan) or the April 1992 Interdistrict Plan (Interdis. Plan). We have also made reference to a document, called the Joshua Agreement, which is among the agreements the parties have reached. Our findings deal with both the enrollment and racial balance of the PCSSD schools. Since the racial balance at each school is a product of its enrollment, the findings on enrollment precede those on racial proportions. The second section contains a summary of the findings and our conclusions about them. The third section, School Enrollment Charts, consists of a series of charts that depict enrollment data. Some of the charted statistical information is further subdivided into school organizational levels. As we assembled the information for this report we encountered data dealing with school capacities and schools that have specialty or early childhood programs, which are features designed to promote desegregation. While such infonnation does not relate directly to the purpose of our report, we Page 3 believe these figures are enlightening. Therefore, we have included charts that depict specialized enrollment data and charts that compare each school's capacity to its enrollment. - The charts in the section reflect the ten-year history of enrollment and racial balance at each school. As explained earlier, neither the NLRSD nor the LRSD are currently subject to monitoring in the area of student assignments: however, the School Enrollment Charts section organizes enrollment data from these two districts because enrollment and racial balance in all the districts remains a factor in interdistrict student transfers. We organized the charts by district, grouping the information that pertains to a single district. The last section ends with graphs that display interdistrict and countywide enrollment by race. Page 4 PLAN PROVISIONS AND FINDINGS PULASKI COUNTY SPECIAL SCHOOL DISTRICT Elementary Schools (Corresponding charts are on pages C-28 through C-31 .) Plan Provisions PCSSD schools are to strive for a minimum black enrollment of 20%. Bayou Meto Elementary school is exempt due to its remote location. (PCSSD Plan, pg. 72) The goal of the plan is to achieve a minimum black student enrollment of 20% by the end of six years in all PCSSD schools. By the end of the implementation period, all PCS SD schools should be within the range of plus or minus 25% of the then prevailing districtwide average of blacks by organizational level. (PCSSD Plan, pg. 84, incorporating the Joshua Agreement, page 9) Enrollment Findings  The 1997-98 elementary enrollment of 10,832 is the lowest number recorded for the PCSSD in ten years.  Between 1996-97 and 1997-98, the PCS SD has lost 445 ( 4%) of its elementary students. 3 - The number of black elementary students has declined by 72 (2% ). - The number of white elementary students has decreased by 373 (5% ).  Between 1996-97 and 1997-98, 16 of the 25 elementary schools experienced a decrease in their total enrollment: Adkins has lost 29 students (9%)\nBaker 2 (1%)\nBayou Meto 14 (2%): Cato 13 (2%): College Station 34 (11 %)\nCrystal Hill 29 (4%)\nDupree 68 (16%)\nHarris 27 (9%)\nJacksonville 139 (19%)\nLandmark 42 (8%)\nLawson 13 (4%)\nPinewood 83 (15%)\nScott 10 (8%)\nSherwood 35 (8%)\nSylvan Hills 9 (2%)\nand Tolleson 36 (7%). At Adkins, Bayou Meto, Dupree, Harris, Jacksonville Elemen.tary, and Pinewood, the enrollment decline was at least partly due to the relocation of sixth graders to Jacksonville Middle School, a change which occurred during the grade-level reorganization that involved those schools for 1997-98. (See footnote 3.)  Between 1996-97 and 1997-98, nine PCSSD elementary schools have shown enrollment increases: Arnold Drive has grown by 10 students (3%)\nBates 2 (less than .5%)\nClinton 8 (1%)\nFuller 18 (5%)\nOak Grove 10 (2%)\nOakbrooke 15 (3%)\nPine Forest 34 (7%)\nRobinson 21 (5%)\nand Taylor 20 (5%). 3Some of the decrease in elementary enrollment that occurred between 1996-97 and 1997-98 was due to the district's reorganizatioo of the Jacksooville junior highs. Jacksooville Junior High South (which previously held grades 7-9) was recoofigured to house grades 8 and 9\nJacksooville Junior High North (which also previously held grades 7-9) was renamed Jacksooville Middle School and began serving grades 6 and 7. Sixth graders were moved from Adkins, Bayou Meto, Dupree, Harris, Jacksonville Elementary, Pinewood, and Taylor to Jacksonville Middle School. This movement resulted in a population shift from the elementary level to the secondary level because some sixth graders, who had previously been counted as elementary students, were counted as secondary students beginning in 1997-98. According to the district, Jacksonville Middle School had 351 sixth graders in 1997-98. Calculations show that the 351 students that were moved out of the elementary school category for 1997-98 account for 79% of the 445- student decline in elementary population from the previous year. Page 5   Since 1988-89, the district has lost 1,421 (12%) of its elementary students. - Significant losses have occurred at 17 schools: Adkins lost l03 students (279c ): Bates 277 (37%): Cato 105 (17%): Dupree 118 (24%): Fuller 217 (36%): Hanis 411 (60%): Jacksonville 207 (26%): Landmark 165 (26%): Lawson 75 (21 %)\nOak Grove 124 (22%): Oakbrooke 193 (29%): Pine Forest 106 (18%): Pinewood 217 (32%): Robinson 71 (15%): Scott 96 (45%)\nSherwood 185 (33%): and Sylvan Hills 323 (44%). - Two schools have shown less significant enrollment declines: Taylor lost 24 students (5%) and Tolleson lost 47 (9%).  Enrollment has risen in four schools since 1988-89: College Station has shown a significant increase of lO 1 students (54% ). The other three schools have much smaller increases: Arnold Drive added 20 students (5%), Baker lO (3%), and Bayou Meto 16 (3%). Racial Balance Findings To detennine the upper end of the target range for racial balance in the PCSSD elementary schools, we used a mathematical formula based on the desegregation plan and the Joshua Agreement. The 1997-98 enrollment in PCSSD elementary schools is 33% black. Using that figure as the basis for calculations. the maximum black percentage at any PCSSD elementary school this year should be 41 %. Since the desegregation plan specifies 20% black enrollment as the minimum for all schools, the racial balance range for 1997-98 is 20% to 41% black.  In 1997-98, ten of the 25 PCSSD elementary schools (including the three interdistrict schools) have fallen outside the target for racial balance, which is two more than the eight elementary schools that failed to meet the racial balance goals last year.  The enrollment at Baker (an interdistrict school which has a minimum goal of 40% black enrollment) is 21 % black, which is 19 percentage points below the minimum for interdistrict schools. During the last ten years, Baker has never come close to achieving the minimum goal\nmoreover, progress toward that goal has continually declined for the last three years.  At 14% black in 1997-98, Lawson has fallen well below the minimum goal of 20% black. Since last year, Lawson has dropped two additional percentage points away from the minimum\nsince 1994-95 (the one year Lawson was within the range), it has fallen nine percentage points.  This year, Pine Forest (which had been within range the last two years) is below the minimum guideline. The school has failed to meet the minimum target for black enrollment for six of the last ten years.  Of the seven elementary schools that exceed the maximum range of 41 % black enrollment, four are located in the southeast sector of the PCSSD and three are located north of the Arkansas River. - Although within range last year, College Station, at 43% black, is above the targeted range. The school has been above the maximum range for eight of the last ten years. - Although within range for the last five years, Scott, at 43% black, moved above the targeted range this year. The school has been above the range for four of the last ten years. - Bates, Fuller, and Landmark have all been outside the target range for the last ten years. This year, Bates exceeds the target range by 15 percentage points, Fuller by 19 points, and Landmark by 4 points. Since 1996-97, enrollment at each of these schools has moved farther above the target range. - At 53% black, Harris, which has exceeded the target for black enrollment for the seventh consecutive year, is 12 percentage points above the goal. Page 6 - At 46% black, which is five percentage points above the goal and four points higher than last year, Jacksonville continues to exceed the target range. This is the third consecutive year that the school has missed the target range.  Although above the targeted range last year, Taylor is within the range this year. Secondary Schools (Corresponding charts are on pages C-31 through C-32.) Plan Provisions PCSSD schools are to strive for a minimum black enrollment of 20%. Bayou Meto Elementary school is exempt due to its remote location. (PCSSD Plan, pg. 72) The goal of the plan is to achieve a minimum black student enrollment of 20% by the end of six years in all PCSSD schools. By the end of the implementation period, all PCS SD schools should be within the range of plus or minus 25% of the then prevailing districtwide average of blacks by organizational level (PCSSD Plan, pg. 84, incorporating the Joshua Agreement, page 9) Enrollment Findings  In 1997-98, for the third consecutive year, PCSSD's total secondary enrollment has increased over the pervious year. The 1997-98 enrollment of9,192 has risen by 2%, or 174 students (13 black and 161 white), over the number recorded in 1996-97.4  Six of the twelve secondary schools have posted enrollment increases between 1996-97 and 1997- 98: Fuller Junior, Jacksonville Middle (previously Jacksonville South), Jacksonville Junior (previously Jacksonville North), Jacksonville High, North Pulaski High, and Robinson Junior. - The largest increases occurred at Jacksonville Junior (246 students or 47%) and at Jacksonville Middle (88 students or 13%) and are due to the reorganization of the Jacksonville junior high schools. (See footnote 4.) - All other increases in student enrollment were much more modest: Fuller Junior High (18 students or 2%)\nJacksonville High (1 student)\nNorth Pulaski High (34 students or 4%)\nand Robinson Junior High (24 students or 6%). 4Some of the increase in secondary enrollment that occurred between 1996-97 and 1997-98 was due to the district's reorganizatioo of the Jacksonvillejunioc highs. Jacksooville Junior High South (which previously held grades 7-9) was recoofigured to hoose grades 8 and 9\nJacksonville Junior High North (which also previously held grades 7-9) was renamed Jacksooville Middle School and began serving grades 6 and 7. Sixth graders were moved from Adkins, Bayou Meto, Dupree, Harris, Jacksonville Elementary, Pinewood, and Taylor to Jacksonville Middle School. This movement resulted in a population shift from the elementary level to the secondary level because some sixth graders, who bad previously been counted as elementary students, were counted as secondary students beginning in 1997-98. Acccrding to the district. Jacksonville Middle School bas 351 sixth graders in 1997-98. While calculations show that moving those 351 sixth graders into a secondary school category for 1997-98 increased the secondary count by 174 students, enrollment in the secondary level actually deaeased, when thooe students are subtracted, by 177 students from the previous year. Page 7  Between 1996-97 and 1997-98, five schools have shown a decrease in overall enrollment: Mills High (-70 or 8%)\nNorthwood Junior High (-87 or 9%): Oak Grove Junior and Senior High (-39 or 4%)\nRobinson High (-16 or 4%)\nand Sylvan Hills High (-25 or 3%). - The 70 student decline at Mills this year nearly offsets the enrollment gain of 84 students recorded in 1996-97. - Since 1995-96, Northwood Junior High has lost 152 students (15%). - The current enrollment of 785 at Sylvan Hills High School is a ten-year low.  Between 1988-89 and 1997-98, enrollment has fallen in nine of the twelve secondary schools: Northwood, Robinson, and Sylvan Hills Junior Highs\nOak Grove Junior and Senior High: and Jacksonville, Mills, North Pulaski, Robinson, and Sylvan Hills High Schools. Racial Balance Findings In order to determine the upper end of the target range for racial balance in the PCS SD secondary schools, we used a mathematical formula based on the desegregation plan and the Joshua Agreement. The 1997-98 enrollment in the PCSSD secondary schools is 32% black. Using that figure as the basis for calculations, the maximum black percentage at any PCSSD secondary school this year should be 40%. Since the desegregation plan specifies 20% as the minimum black enrollment for all schools, the racial balance range for 1997-98 is 20% to 40% black.  Both Fuller Junior High and Mills High have remained above the target range for each of the last ten years. At 44% black, Fuller Junior High is four points beyond the maximum target\nand Mills, at 48% black, is eight points beyond the maximum goal. - The percentage of black students attending Fuller Junior High has remained fairly stable during the last ten years, ranging from 43% in 1993-94 to 49% in 1995-96. - The racial balance at Mills High has been constant at 48% black over the last five academic years, although the enrollment has increased by 34% during that same time period.  No PCSSD secondary schools have fallen below the minimum of 20% black enrollment during the past seven years. In 1988-89, five secondary schools had student populations that were less than 20% black. Schools with Specialty Programs (A corresponding chart is on page C-37) As early as 1988-89 in some schools, the PCSSD began offering specialty programs as a means for promoting voluntary desegregation. Eight schools have offered some type of specialty program, and some schools offer multiple programs. Schools which have (or once had) specialty programs are Bates, College Station, Fuller, and Landmark Elementary Schools\nFuller Junior High School\nand Jacksonville, Mills, and Sylvan Hills High Schools. At the end of 1994-95, the PCSSD discontinued the Math and Science Together (MAST) specialty program it had offered at Bates. Since dropping MAST, the district has not instituted any other specialty program at Bates. Plan Provision In an attempt to further promote desegregation within PCSSD, the district continues to explore the implementation of certain intradistrict specialty programs. (PCSSD Plan, pg. 82) Page 8 Enrollment Findings  Six of the eight PCSSD schools that offer (or have offered) specialty programs have experienced a slide in total enrollment since the school began a specialty program. - Between 1990-91 (the year the specialty program began) and 1997-98, Bates' enrollment has shrunk by 172 students (27% ). Bates began experiencing a significant decrease in enrollment in 1992-93 and suffered a 12% decline in 1993-94 and another 12% drop after the school's specialty program was discontinued at the close of 1994-95. - Between 1988-89 (the year the specialty program began) and 1997-98, Fuller Elementary's enrollment has decreased by 217 students (36% ). - Landmark's enrollment has declined by 104 students (18%) between 1990-91 (the year the specialty program began) and 1997-98. The 1997-98 enrollment is presently the lowest recorded in the last ten years. - Jacksonville High has lost 207 students (17%) between 1988-89 (the year the specialty program began) and 1997-98. Mills' enrollment has decreased by 19 students (2%) between 1988-89 (the year the specialty program began) and 1997-98. However, in 1994-95 the district added two more specialty programs and enrollment began to climb. Between 1993-94 (the year before the addition of the two specialty programs) and 1997-98, enrollment has increased by 195 students (34% ). Nevertheless, the current enrollment of 766 represents a loss of 70 students since last school year. - Enrollment at Sylvan Hills High has decreased by 116 students (13%) between 1991-92 (the year the specialty program began) and 1997-98. The current enrollment of 785 is the lowest number recorded in the past ten years.  Enrollment at College Station was 188 students in 1988-89: however, that number jumped 29% (54 students) when the specialty programs were added in 1989-90. Enrollment continued to increase through 1992-93, and has fluctuated each year since. The current enrollment of 289 is near the average enrollment over the last ten years.  With the exception of 1990-91, enrollment at Fuller Junior increased between 1988-89 and 1993- 94. For the next three years (1994-95 through 1996-97), enrollment declined. In 1997-98 enrollment has risen for the first time in four years. The current enrollment of 861 represents an increase of 18 students since 1996-97 and 34 more students than were recorded in 1988-89. Racial Balance Findings  In 1997-98, six of the eight schools that have offered specialty programs exceed the target range for black enrollment\nonly Jacksonville High and Sylvan Hills High are within the range.  Bates, Fuller Elementary, Landmark, Fuller Junior High, and Mills have exceeded the target range for ten consecutive years.  Fuller Elementary, which has an enrollment that is 60% black, falls furthest from the district's target range for racial balance.  Bates, which has 56% black students, remains far from the district's goal for racial balance. Despite the racial imbalance and the constantly shrinking enrollment, the district has not put in place a new specialty program to replace MAST, which was dropped after 1994-95.  At 43% black, College Station falls just outside the target range. Although the school has met the goal for racial balance only twice within the last ten years (one of which was last year), since the addition of the specialty program, racial balance at the school has remained close to the target. Page 9  While both remain outside the target range for racial balance, the racial ratios at Fuller Junior High and Mills High have remained fairly stable. - Mills has a student population that has held steady at 48% black for the last five years. - Fuller Junior High's current enrollment is 44'k black, which is one percentage point lower than that recorded in 1988-89.  Sylvan Hills High, which once had an enrollment with less than 20'k black students, has been within the target range for the last eight years. - The district's addition of two specialty programs in 1991-92 had no immediate effect on Sylvan Hills' racial balance. However, since 1993-94 (when the Teachers of Tomorrow clubs grew into the Teachers of Tomorrow Academy, a full-fledged academic program with specialized courses) Sylvan Hills High has moved closer to the districtwide average for black and white enrollment. INTERDISTRICT SCHOOLS (Corresponding charts are on page C-50 through C-51) Three elementary interdistrict schools are located in the PCSSD: Baker. Clinton. and Crystal Hill. Clinton (which opened for 1994-95) and Crystal Hill (which opened for 1992-93) lrere built expressly to serve as interdistrict schools. Baker was designated as an interdistrict school in 1989- 90\nbefore that designation, it did not offer any special themes or enhancements. The interdistrict schools were designed to promote desegregation by attracting M-to-M ( majorityto- minority) interdistrict transfer students. The Settlement Agreement provides that when a student transfers from a district in which his race is in the majority to a district in which his race is in the minority, the State of Arkansas v..ill reimburse the receiving district for the cost of educating the Mto- M transfer student. The state also provides a financial incentive to the sending district and pays for all costs associated v..ith transporting M-to-M students. While each of the interdistrict schools draws students from a nearby attendance zone, the district must recruit M-to-M students along with intradistrict transfer students to provide racial balance and to help fill the schools to capacity. School capacity is a product of calculations based on a number of factors such as school size, the number of classrooms, recommended class sizes, and the types of courses offered. Plan Provisions The districts will establish interdistrict schools with a ratio of between 60 percent and 40 percent of either race with the ideal goal to be 50 percent black and 50 percent white. (Interdis. Plan, pg. 3) Enrollment Findings  Baker's student population has remained stable over the last three years, varying from last year's enrollment by only two fewer students.  Increasing by eight students this year, enrollment at Clinton continues a three-year increase.  Enrollment at Crystal Hill continues a three-year decline with the loss of 29 students in 1997-98. Page 10  Current enrollment levels at the PCSSD interdistrict elementary schools are high but not at capacity: - Baker, which is filled to 96% of capacity, has only 14 empty seats. - Clinton is filled to 90% of capacity and has 86 seats available. - Crystal Hill is at 91 % of capacity and has 71 unfilled seats.  Collectively, the PCSSD interdistrict schools have 171 empty seats this year, while last year the number of seats available at these schools was 113. Thus, the PCSSD interdistrict schools have 58 more empty seats than they did last year. Racial Balance Findings  Baker is the only PCSSD interdistrict school ever to fall below the minimum target of 40% black enrollment. - Since 1995-96, Baker's black population has steadily dropped, from 27% to 24% to 21 % . - In its nine years as an interdistrict school, Baker has never come close to meeting the minimum goal for black enrollment and currently has the lowest percentage of black students since it became an interdistrict school in 1989-90.  Each year since their openings, Clinton and Crystal Hill have conformed to the racial balance goals. - This year, both schools are within one percentage point of the ideal racial balance for an interdistrict enrollment, which the Interdistrict Plan designates as 50% black and 50% white. All PCSSD Schools (Corresponding charts are on pages C-33 and C-39.) The findings below pertain to the total districtwide enrollment in the PCSSD from 1988-89 to 1997- 98.  PCSSD's total 1997-98 enrollment of20,024 is the lowest recorded in the last ten years.  Between 1996-97 and 1997-98, the total PCSSD black enrollment decreased by 59 (1 %) and the white enrollment decreased by 212 students (2%) for a total loss of 271 students ( 1 % ).  Although black enrollment has decreased since last year, it has risen by 1,082 students (20%) since 1988-89\nduring that same time period, the number of white students has dropped by 2,929 (18% ), for a districtwide net loss of 1,847 students (8%) over the last ten years.  The proportion of the district's enrollment comprised of black students has increased from 25% in 1988-89 to 33% in 1997-98.  The total 1997-98 enrollment of the PCSSD constitutes only 83% of the district's total school capacity. Page 11 SUMMARY AND CONCLUSIONS The PCSSD Desegregation Plan and the Interdistrict Plan set goals and guidelines for the racial balance of student enrollment in the individual schools. While these targets are not rigid quotas, the district nevertheless agreed to strive to meet these self-imposed goals. Guidelines for maximum black enrollment in all PCSSD schools, except the three interdistrict schools, are based on a mathematical formula that adjusts some of the enrollment requirements as the racial make-up of the student population shifts from year to year. Over the last ten years, the proportion of total PCSSD enrollment comprised by black students has grown steadily as black students have entered the district and white students have left it. While the adjustable upper range for racial balance allows the majority of PCSSD schools to meet the racial balance goals set in the desegregation plans, the district has several schools that lack sufficient black population for true desegregation. The PCSSD Desegregation Plan and the Joshua Agreement set 20% as the absolute minimum for black enrollment This year, Lawson and Pine Forest elementaries (in addition to Bayou Meta, which is exempt from the 20% target) fall short of that goal Several other PCSSD elementary schools have enrollments that perennially hover near the minimum for racial balance. Baker, one of the district's three interdistrict schools, has a current enrollment that is only 21 % black. This figure sharply contrasts with the 40% minimum black enrollment that is targeted for all interdistrict schools. In its nine years as an interdistrict school Baker has never come close to meeting the minimum goal for black enrollment As a matter of fact, this year the enrollment at Baker is perilously close to slipping below the 20% minimum set by the plan for all PCSSD schools. Nine PCSSD schools are beyond the targeted maximum for black enrollment: College Station, Scott, Bates, Fuller, Landmark, Harris, and Jacksonville Elementary Schools\nFuller Junior High\nand Mills High. Five of these nine schools have exceeded the target range for the last ten years: Bates, Fuller, and Landmark Elementary Schools\nFuller Junior High School\nand Mills High School While the majority of the district's schools fall within the plan-prescribed guidelines, the PCSSD has made little progress in addressing those schools that have persistent racial imbalance in their enrollments. In addition to achieving the desired balance at each school, the district must also be concerned with maintaining or increasing the total number of students attending its schools. The number of students enrolled determines the amount of state funding received and also affects many other areas of school and district operations, such as staffing levels and course offerings. Also, enrollment is often used as a barometer of community support for a school or the school district as a whole. If a particular school is losing students, it could indicate a decline in the level of community satisfaction with that school. By the same token, if total school district enrollment is falling, most observers would conclude that support for the local public schools is eroding. A serious issue facing the PCSSD is its continued loss of students. The reorganization of the Jacksonville junior high schools, which resulted in moving many sixth graders from the elementary roster to the secondary roll, makes enrollment comparisons between 1996-97 and 1997-98 a little less exact. Nevertheless, it is clear that the district has lost students at both the elementary and secondary level. Page 12 The economic impact of enrolling M-to-M students can be considerable. While the PCSSD interdistrict schools are filled to 91 % of their capacity, the schools have 171 empty seats. If all the seats at the interdistrict schools that were available for transfer students could be filled with M-to-M students, both the sending and the receiving district would receive significant financial gains. In 1995-96, the PCSSD registered a slight increase in enrollment, and it appeared that the district might have turned the tide of declining enrollment. But a substantial downturn in student population in 1996-97 was followed by more losses in 1997-98. The district's current enrollment represents a ten-year low. If enrollment continues to fall, the district will find itself confronted with perpetual financial shortfalls and the myriad of other difficulties that result from significantly declining enrollment. District leaders need to detennine the various causes underlying the loss of students and take steps to stanch the flow of children out of the district. The very financial and educational viability of the district is at stake. Page 13 SCHOOL ENROLLMENT CHARTS This section of the report is organized by school district in alphabetical order. The enrollment charts for each district are further divided by school organizational level: all elementary schools are grouped together as are junior high and senior high schools. Separate charts focusing on schools with special requirements (interdistrict schools and schools with specialty programs) are also included. Each district's enrollment grand total is the sum of all its schools at all organizational levels. Every district has some schools that are difficult to categorize. For example, the alternative schools, which seek to provide a learning environment specially structured to meet the needs of at-risk youth, do not fit in the category of specialty schools as defined by the desegregation plans. Thus we have grouped these schools with the non-specialty schools. This section of the report also includes some charts depicting specialized enrollment data (such as the four-year-old program) and school capacities. On the charts, we used color highlighting to mark the years that each school has been outside the racial balance guidelines as those guidelines would have been defined for that year. Blue highlighting irxlicates that the proportion of black students is above the maximum guideline in the desegregation plan: yellow highlighting indicates that the proportion of black students is below the minimum. No highlighting appears for the schools in NLRSD nor for the LRSD in the 1997-98 school year. Page 14 I  I LRSD .. School 88-89 Elem Black 202 ~ White 77 other Total 279 %Blk 72 Bale Elem Black 297 ( cl'ea school) White 117 Other Total 414 %Blk 72 Baseline Elem Black 292 (ar88 school) White 108 other Total 400 %Blk 73 Booker Elem Black 355 (magnet school) White 292 Other Total 647 %Blk 55 ae Black 278 White 169 other Total 447 %81k 62 carver Elem Black 222 (magnet school) White 224 Other Total 446 %Blk 50 Chicot Elem Black. 363 (area school) White:. 197 Other Total .. 560 %Blk 65 Cloverdale Elem Black 281 (area school) White 165 Other Total 446 %81k 63 LITTLE ROCK SCHOOL DISTRICT TEN YEAR ENROLLMENT COMPARISON Preoared bv the Office of Des8QI \"\"\"tion Mon1tonn\u0026lt;J 89-90 ~91 91-92 92-93 93-94 180 166 161 154 132 57 56 59 48 57 0 0 0 0 0 237 222 220 202 189 76 75 73 76 70 292 302 295 248 225 88 66 60 62 68 5 7 5 11 10 385 375 360 321 303 76 81 82 77 74 282 272 258 262 265 100 91 74 74 76 7 7 5 3 2 389 370 337 339 343 72 74 77 77 77 325 346 347 345 321 280 260 275 269 265 5 8 12 7 9 610 614 634 621 595 53 56 55 56 54 292 330 286 275 263 142 121 128 111 122 8 5 6 12 12 442 456 420 398 397 66 72 68 69 66 273 327 325 329 325 308 267 271 262 263 8 9 5 7 7 589 603 601 598 595 46 54 54 55 55 .. 339 362 341 350 356 188. 180 187 177  147 4 2. 3 8 t 531 544 531 535 509. 64 67 64 65 70 294 289 304 291 304 122 98 84 71 75 3 2 4 4 7 419 389 392 366 386 70 74 78 80 79 94-95 95-96 96-97 97-98 133 166 185 214 44 44 32 19 0 0 2 0 177 210 219 233 75 79 84 92 214 243 266 265 87 85 94 78 8 19 15 19 309 347 375 362 69 70 71 73 245 247 241 267 77 75 56 44 4 5 5 12 326 327 302 323 75 76 80 83 305 316 313 ' 308 245 267 272 , 275 23 21 18 ' 14 573 604 603 597 53 52 52 52 254 250 236 , 235. 137 124 t03 ' 98, 17 20 32 ' 39 408 394 371 372 62 63 64 63- 309 326 311 . ' ' 312' 267 290 274 264' 12 13 19 20\" 588 629 604 . ' 596' 53 52 51 I' ' 52 344 345 364 l )  3:70 151 99: 127\n~ -~ 127 ~ ~ - 8 B 27 ,. \"t 40 . ' 500 452 518 .537 68 76 70 ) '.: ' '69 312 384 439 =:. 469 74 64 51 '.\\~ 34.. 6 5 10 - . 9 392 453 500 ' 51.2. 80 85 88 ( ' 92 Page C-1 LASO Ten Year Enrollment Comparison School 88-89 89-90 ~91 91-92 92-93 93-94 94-95 95-96 96-97 ril-98 Dodd Elem Black 270 253 194 166 183 189 193 190 156 145 (area school) White 144 138 134 134 121 97 97 97 82 74 Other 3 3 3 0 6 8 7 4 5 Total 414 394 331 303 304 292 298 294 242 224 %Blk 65 64 59 55 60 65 65 65 64 65 Fair Park Elem Black 247 240 279 257 192 200 204 211 193 188 (area school) White 94 92 65 60 49 60 73 53 55 54 Other 0 1 3 2 3 5 6 7 6 Total 341 332 345 320 243 263 282 270 255 248 %Blk 72 72 81 80 79 76 72 78 76 76. Forest Park Elem Black 251 223 205 191 198 200 198 205 218 205, ( area school} White 172 165 1n 206 242 253 228 222 227 219' Other 4 5 5 4 5 6 8 4 6 Total 423 392 387 402 444 458 432 435 449 430' %81k 59 57 53 48 45 44  46 47 49 ' 48 Franklin Elem Black 414 364 343 428 352 300 393 400 414 427 (incentive school) White 28 72 59 71 50 40 41 24 31 31 Other 12 9 8 9 5 9 7 7 6 Total 442 448 411 507 411 345 443 431 452 ' 464 %Blk 94 81 83 84 86 87 89 93 92 :: 92 Slack 327 325 1: 293  231 225 .\nFulbright Elem 233 235 255 265 24 (area sehool) white ... 271 242 259 :,  264 . 296 : 272: 289 254 227 - 247 : Other 9 7 11 .. 9 15 18' .... 9 8 8 576\n'., 559  :.-. .-,: ,_._.- . ::, Total .,. 598\\ .,. 506 53(k '\" .., 520. 542 518' I 500\n: . 495  %Blk ,' / ::: 56,:\"/ , . . . :.: 42 :, . .. 413:' :. 55: :' 52 46: .,,, 45 ., 49. 53 \\ :~ , 48, Garland Elem Black 276 268 211 262 233 181 246 235 254 ' ~.(253, (incentive school)\n, White 23 15 18 15 17 3 9 2 6 .. .\n,6, :' :' Other 2 11 2 6 21 27 18 17 .:  12 Total 299 285 240 279 256 205 282 255 277 271 , %81k 92 94 88 94 91 88 87 92 92 93 Bllitifr ..:: ......  :i)!:1'35\n}',i~, ir 180 . \u0026gt;177 :'.::::::::_,_.\n_ _,_\n:.,_ _\n\\( Geyer Springs Elem C 15 ::a::a:a::o.~ .:':\n:: .1\u0026lt;1Ai' ~: ..., ~  i\u0026gt; '': ZiF }'' 233 ., :, 237 (area school} t 82' .:,:::  l}i:1(' 56 ,. .. . . ., ?1J)S  i/::l'! 79{ \n2y,es 1\u0026gt; 11\u0026gt;\n:\u0026gt;:, \nWfflle\ni :, .. .\u0026gt; 69i . 74 ' - 69 . ..,:\".. 69 :. ~ . other( : /,:. A ,. ....... : .: '' o:: lti\u0026gt;  \u0026lt;h , (l 1., .. ~r\n.o \u0026lt;:::,: 2 .\\j\\ f\nf ::.:\na:\n\u0026gt; . .a 1,/}:. f()' YC~ F ~--)i ,\nt 201 I',. , .. 1: ...  rotat 205 254 . i' ... 282  : aia .,.t:i:'S~ :::: [\n' s1o, ,?}: 310 .316 , %,Blk  66 66 72 71 63 72 74 75 75 ,'/ 75', Gibbs Elem Black 172 172 187 190 191 170 160 165 160\n\\t~1 (magnet school) White 163 159 140 141 134 121 121 132 146 / . 143 Other 7 6 8 11 8 12 10 6 1/.'/ / , Total 335 338 333 339 336 299 293 307 312  311 . %Blk 51 51 56 56 57 57 55 54 51  '/ 5 Page C-2 LASO Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 W-98 lsh Elem Black 178 157 142 188 182 . ' school} White 7 4 9 5 . 19 after 1992-93 school year. Other 0 0 3 0 Total 197 164 146 200 187 %Blk 90 96 97 94 97 Jefferson Elem Black 272 239 237 209 204 213 218 210 207 227 (area school) White 216 237 225 270 273 287 279 285 282 . 279 Other 3 7 5 6 4 5 6 8 7 Total 488 479 469 484 483 504 502 501 497 513 %8Ik 56 50 51 43 42 42 43 42 42 44 King Elem Black 88 357 309 289 332 354 (inlJBrdiatrict school) White 6 189 227 230 279 287 Cloeed after 1988-89\na,- interastrict King opened tor Other 7 15 12 11 17 1900-94. TotaJ 94 553 551 531 622 658 %81k 94 65 56 54 53 54' Mabelvale Elem Black 373 311 321 266 278 311 340 318 308 -. 299' (area school) White 213 222 235 234 219 174 124 139 104 , 99 Other 2 3 5 3 3 10 3 6 9 Total 586 535 559 505 500 488 474 460 418 407 %Blk 64 58 57 53 56 64 72 69 74 ' 73 D81TTlOtt8em Black 298 314 323 291 275 262 241 259 277 '273 school) White 208 190 193 206 220  232 233 213 196 ' 186 Other 10 8 14 14 15 20 15 16 ' 18 Total 506 514 524 511 509- 509 494 481 489 .. .f'/7 %Blk 59 61 62 57 54 51 49 53 57 , ~7 Meado'NCliff Elem Black 312 2 252 292 306 279 305 285 ( 283: (area school) , ' White 144 162 154 174 147 127 131 93 82 , .\n59. Other 2 3 1 1 1 1 2 6 10. Total 456 432 444 427 440 434 411 400 373 332- %Blk 68 62 65 59 66 71 68 76 76 , 79 MltcheU Elem :de 220- 220 :\n. 183 285 232 215 260 250 248 \\ ' 223' (lncElntiY\u0026amp; school) Whit\u0026amp; . 41 19 24 27 28 12 8 7 12 f6' Other 0 0 0 4 3 4 0 2 3 Total 261 239 207 312 - 264 230 272 257 262 , , 242' %81k 84 92 88 91 88 93 96 97 95 / . 9Z '. Otter Creek Elem Black 207 170 180 160 143 141 154 139 132 ! t51 (area school) White 154 172 179 191 203 195 196 193 170 . - -. ,_. 168 Other 0 0 5 7 5 9 7 8 -,_ ! g ' Total 361 342 359 356 353 341 359 339 310 , 328 %Blk 57 50 50 45 41 41 43 41 43 46 Page C-3 LASO Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 'R-98 Pul Heights Elem Black 226 218 211 185 198 190 197 189 245 254 (area school} White 100 87 108 151 173 197 207 207 200 20 Other 2 6 6 8 11 16 10 9 8 Total 326 307 325 342 379 398 420 406 454 464 %81k 69 71 65 54 52 48 47 47 54 55 Aightsell Elem Black 196 194 191 282 239 184 225 210 237 234 (incentive school) White 45 16 1 6 9 4 4 6 5 12 Other 1 1 1 1 1 0 3 4 3 Total 241 211 193 289 249 189 229 219 246 249 %81k 81 92 99 98 96 97 98 96 96 94 Rockefellec Elem Black 255 215 195 282 250 240 264 259 266 264 (incerrtllo6 school with a mag,et program} White 45 33 71 116 104 93 124 131 155 167 Other 2 5 5 7 7 15 16 15 ts Total 300 250 271 400 361 340 403 400 *436 +450- %Blk 85 86 72 70 69 71 66 64 61 59 Romine Elem Black 360 342 323 301 277 247 234 213 201 206 (intardistrict school) White 112 78 66 55 74 73 73 80 82 90 Other 5 3 1 10 14 16 9 21 32 Total 472 425 392 357 361 334 323 302 304 328 %81k 76 80 82 84 77 74 72 71 66 63 Stephens Elem Black 227 225 190 235 202 141 '. (incenliw school) White 6 0 12 9 7 3 Closed after Iha 1993-94- schoci yea,. Other 1 0 1 0 1 Total 233 226 202 245 209 145 %Blk 97 100 94 96 97 97 '' Terry Elem Black 307 312 289 243 238 243 234 239 231 . , 235. (area school) White 215 197 227 253 286 292 295 279 266 ' , 253, Other 4 6 16 17 26 30 18 18 ' 23. Total 522 513 522 512 541 561 559 536 515 ' 5n %8lk 59 61 55 47 44 43 42 45 45 46, ... Wakefield Elem Btack'\n. \"316 :..~\n:(. 301 -326 329- j 341 331 327 368 385 322' ., (area sci'lod) - White- - 185 ,\n_ 160 1--69 141 147 - 100: 73 C 51 38 . .. 41 Other ': .. . - 3 7 9 6 4 13 10. 13 ' . w - , _. 3.73 - Total 501 464- 502 479 500  44-7 413 .\n.: 429 436 1 %Blk 63 65 65 69 69 75 79 86 88\n.. 86 . . Washington Elem Black 510 438 480 483 451 443 422 392 352 . ..., (interdistrict school) White 8 313 356 332 260 211 210 272 247 Old Washington razed\nnew Washington opened for Other 1 11 5 7 10 33 24 44 61 ..- 1989-90. Total 519 762 841 822 721 687 656 708 l'  660 . %Blk 98 57 57 59 63 64 64 55 Page C--4 LRSD Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Watson Elem Black 297 294 347 338 332 353 340 353 394 441 ea school) White 168 160 168 126 117 89 81 84 80 46 Other 2 3 3 2 0 6 7 5 6 Total 465 456 518 467 451 442 427 444 479 493 %Blk 64 64 67 72 74 80 80 80 82 89 Western Hills Elem Black 213 196 204 190 209 215 215 208 219 222 (area school) White 119 140 131 130 124 114 95 106 92 92 Other 1 4 3 2 3 7 1 1 1 Total 332 337 339 323 335 332 317 315 312 315 %Blk 64 58 60 59 62 65 68 66 70 70 Williams Elem Black 246 255 281 273 275 257 250 264 259 248 (rnagiel school) White 229 241 218 214 218 207 214 232 226 2H} Other 5 6 8 9 8 10 12 16 12 Total 475 501 505 495 502 472 474 508 501 479 %Blk 52 51 56 55 55 54 53 52 52 52 Wilson Elem Black 289 263 298 288 265 263 254 304 294 297 (area school) White 123 134 118 105 90 87 83 72 57 53 Other 0 2 1 0 4 8 8 11 12 Total 412 397 418 394 355 354 345 384 362 362 %Blk 70 66 71 73 75 74 74 79 81 82 \nooctruff Elem Black 163 137 120 145 147 147 148 170 185 201 ee school} White 58 52 62 n 83 . 84 87 81 80 ' 81 Other 4 4 3 4 5 8. 3 3 ' 2 Total 221 193 186 225 234 236 243 254 268 284 %Blk 74 71 65 64 63 62 61 67 69 71 High School Black 87 90 98 93 109 110 104 101 72 ' 40 Kindergartens White 36 27 15 18 13 16 16 11 4 ~ ,, 1 Other 2 0 0 0 1 0 3 1 0 Total 123 119 113 111 122 127 120 115 77 41 %Blk 71 76 87 84 89 87 87 88 94 98 SubTotal - Elem Black. _ 91i84 9:489 9.435 9537 9182 9\n055 9004 9239 9.417 9402 White 4768 4579 4,740 4,971 4960 4838 4 767 4613 4,534 ,_ 4- 380' Other 127 161 175 201 251 400 333 407 475 Total 14302 1-4195 14.336 14683 14343 14144  14.171 14.185- 14.358  14,257 %Blk er, 67 66 65 64 64 64 65 66 66 Alternative - Jr_ High Black 10 The LRSD did not provide White 0 October 1 enrollment for the alternative jr h igh until Other 0 1997-98, although the Total 10 school was established ore 1997-98. %81k 100 Page C-5 LASO Ten Year Enrollment Comparison School Cloverdale Jr. High Dunbar Jr. High (interdistrict school with magnet programs) Forest Heights Jr. High Bfack White Other Tolat %Blk Black White Other Total %Blk Black White 88-89 424 288 712 60 600 141 741 81 492. 278  ~90 470 251 10 731 64 454 120 2 576 79 538 -254- 16 90-91 91-92 92-93 535 531 571 224 209  192 5 5 12 764 745 775 70 71 74 423 420 410 236 263 283 4 8 12 663 691 705 64 61 58 530 541 554 224 208 220 \" 18 ...  13 93-94 94-95 95-96 96-97 97-98 566 521 527 553 552 130 119- 73 70 52 5 7 9 16 18 701 647 609 639 622 81 81 87 87 89 439 468 440 451 442 251 227 279 299 291 11 12 13 25 38 701 707 732 775 771 63 66 60 I ,. 58 57 575 , ,:  565 578 485 ,. ,,\n452, .. ,. -195 .-. \u0026gt;  1-97'\" t65, 135 ' ' i Hit' ,.,,,. .. . .. 18 , \" ,,., ,, 1a\u0026gt; .,.,::16 _\n10 .... , ' 15' soa mi . .. 6T . 69 787\" ''\u0026gt; 788-.: .. k  759, ., k ',, 780\n  17 630 70 if \\ 73 f /'O cc72\nf, 76 .. 77 -~o\n: \u0026lt;.: 7:.. _ 7~/ :._: ~ -r Henderson Jr. High (includes a magnet program) 685 678 661 623 610 215 210 229 152 116 Black 614 680 672 711 / 'a62if White 340 256 211 135 ,-:,,: st( r Other 20 19 13 14 27 27 17 15\n, .  12' Total 954 956 902 859 914 915 917 792 741 //. 724 %Blk 64 71 75 83 75 74 72 79 82\n_\"/, 86  Mabelvafe.Jr. High.,. 'Black  ,325. \u0026lt;:{ 372: 1T 404 ,_.. ~ \u0026lt;r\nt,'4$. /,,i.:~ ,:\n!'\"' 417 \u0026gt; )~ ) : . 347 (( ,379 White, , 256, 8ci'. 235 ttl. 214 .\\235\" i\nt? 22a\u0026gt; ti,\u0026lt;.fl7( ,,:  1:st'., ), \u0026lt;125,~\n:J t6 ' _\n\\ 122_: Other.,,,, ir:}~:Iii/,, 21~:e\\:,.?2 ::j 1 t:iJr :f :\n.. ),':l } 1\n'i.' 'ii.:-A\u0026lt;:3, ,,::.{._, 5 (:-: :. 4  :+ora1t\n}  58:1f iif609= ,'\n:~ :J?~ :. 1('\n_ 66i .:.:' :: \"  585\u0026gt; i:t~~.: \u0026gt;\n\u0026gt; 468 _:r:)'SQ5, -, ..... ,  .. c:,,.\u0026gt;- .im1t ,::\n'.\n/si\n,.11\nAt: :tlilV\u0026amp;S. i!I .fsas: :::u ...... :t~,\n\u0026gt; t.~\\: ~1r\n11::: \\,::ci\u0026lt;\u0026lt; \u0026lt;::i ___ 1-t,- t//)~-t _.,,j Mann Jr. High (magnet school) Black 516 476 515 491 505 494 456 451 White 366 381 356 365 327 341 366 382 Other 20 15 16 17 16 23 14 ~ ~ ~ ~ m ~ ~ ~ ~ % Blk 59 54 58 56 59 58 54 53  :\n. ii \\ ~ 11 j =: s~ i.\ni1j~1\n,~\nr\nt:: {t :. ':\n,,\nf,,\na i: {i$ :~:  . Tbfaf.. :.L \"' r :. ,. _ 1,22.- .. ~:- :1st.- :\nt !!\u0026gt;~   .,.. .,.,. .,  ' 'f\nf ': ./,.':,~~t: I . .,,,,,., ,,, ,,,.,,, , ,,z,.,,,\",\" c' ,c:.,.':\u0026gt;:\u0026lt;'::i ,' ,,,,.,, ._., ,.,, ,, , f j\n: ,, . ,_ ,.,,, \"'.,',\n,.,.\n.\u0026gt; \\\n ' { { ', ,_-'_,.{:. % Blk, .:-.::,-,. ~ -:a:\n,,v :':::\n\"' ,\n,, t.H' :t,:':'(J\noa,, ::,,\n,-,, -.:.-:,o:\n\"'\"  .,. ,, ,:J:::IF  / / ,.--57, Southwest Jr. High Black 512 493 492 521 523 524 487 512 White 222 198 151 176 166 141 105 84 Other 9 12 7 6 14 18 16 Total 734 700 655 704 695 679 610 612 %Blk 70 70 75 74 75 77 80 84 Page C-6 I LASO Ten Year Enrollment Comparison School 88--89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 !17-98 Sub Total - Jr. High Black 3 912 3,937 4025 4112 4138 4163 4006 3.~1 3 817 3,768 White 2156 1 951 1878 1 882 1 948 1 816 1,738 1 587 1,558 1,511 Other 90 81 68 80 100 118 95 111 136 Total 6068 5978 5 984 6,062 6,166 6,079 5862 5623 5486 5,415 %Blk 64 66 67 68 67 68 68 70 70 70 Alternative - Sr. High Black 6 The sanlOI' high alternative White 0 program began in 1997-98. Other 0 Total 6 %81k 100 Central High Black 1,136 1,060 928 1,036 1,133 1,178 991 974 1,073 1,068 (includes a magnet program) White 884 720 617 640 761 618 548 542 634 724 Other 33 35 45 56 33 49 30 38 29' Total 2,020 1,813 1,580 1,721 1,950 1,829 1,588 1,546 1,745 1 821 %Blk 56 58 59 60 58 64 62 63 61 59 Fair High Black 455 507 504 534 562 580 618 638 639 612 White 449 397 353 335 310 311 276 244 168 138 Other 7 9 13 14 8 7 8 6 7 Total 904 911 866 882 886 899 901 890 813 757 %Blk 50 56 58 61 63 65 6S 72 79 81 all High Black 632 629 694 587 560 580 662 618 584 554 White 617 551 502 476 390 351 313 254 194 187 Other 12 16 19 26 27 36 39 29 43 Total 1 249 1 192 1,212 1,082 976 958 1,011 911 807 784 %Blk 51 53 57 54 57 61 65 68 72 7,1 McClellan High Black 602 634 613 640 638 648 664. 708 751 , 790. . (commuruly scl'lool wHh a mag,et prognm) White 569 439. 379 328 312 211 203 171 151 132 Other 8 11 12 16 7 10 5 8 13 Total 1.171 1..681 l 003 980 966 866 an 884 910 935 %81i 51 59 61 65 66 75 76 80 83 84 Metropolitan High Black (As a YOCalional high school which students may attend White for half a day, Metropolitm Other students are counted in the enrollment of their assigled Total high school.) %Blk ' Parkview High Black 482 434 436 446 485 443 420 429 445 464 (magiet school) White 347 354 350 373 358 315 ,. 328 373 385 418 Other 17 19 25 11 10 37 35 36 29 Total 829 805 804 844 854 768 785 837  866 911 %Blk 58 54 54 53 57 58 54 51 51 51 Page C-7 School I 88-89 89-90 90-91 91-92 92-93 93-94 94-95 I 95-96 96-97 97-98 Sub Total - Sr. High Black 3,307 3.264 3,174 3,243 3,378 3.429 3,355 3.367 3,492 , 3\n494 White 2,866 2.461 2,201 2.152 2,131 1,806 1,668 1,584 1,532 , ,t ,599 - \u0026lt; Other 77 90 114 123 85 139 117 117 , ,: 121 - \u0026lt; Total 6,173 5,802 5,465 5,509 5,632 5,320 5,162 5,068 5,141 . ,_ ' 5-,214 % Blk 54 56 58 59 60 64 65 66 68 ,:/_~' . 67 Sub Total- Black 7219 7,201 7,199 7,355 7,516 7,592 7,361 7,308 7,309 ,_ -'-7,262 Secondary White 5,022 4,412 4,079 4,034 4,079- 3,622 3,406 3,171 3,09-0 '-':r:n-0 Other 167  171 1.82 203 185 257 212 228 '.,:::z5-7 Total 12,241 11,780 11,449 11,571 U ,798 11,399 . 11,024 10,691 10,627 : fo,629 % Blk 59 61 63 64 64 67 67 68 69 ._ ' .. '68. Grand Total Black 16,753 16.690 16,634 16,892 16,698 16,647 16,365 16,547 16,726 16,664 White 9,790 8,991 8,819 9,005 9,039 8.460 8,173 7,784 7,624 7,490 Other 294 332 357 404 436 657 545 635 '' 732 Total 26.543 25,975 25,785 26,254 26,141 25,543 25,195 24,876 24,985 _ 2'4 886 % Blk 63 64 65 64 64 65 65 67 67 r 67 r Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the year. 0 Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, . the LASO was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school year, we did not assess the enrollment of LASO schools in relation to racial balance guidelines. The high school enrollment totals, both individually and collective, do not include the number of students in the kindergarten classes that are located within those buildings. The high school kindergarten enrollment is included in the elementary enrollmeia totals.   Beginning with the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-year-olds, two-year-olds, and _ three-year-olds. Before 1994-95, the LASO included only children in the four-year-old program through six1h grade in \"' Rockefeller's October 1 enrollment report. ... , Ii I I I I I Page C-8 , LRSD TEN YEAR ENROLLMENT COMPARISON 30.000 25.000 20,000 15,000 10,000 5,000 0 -==:::\n==:::\n==:::\n==:::\n==:::\n==:::\n==:::\n==:::\n===7 1989-90 1991-92 1993-94 1995-96 1997-98 1988-89 1990-91 1992-93 1994-95 1996-97 i iii Total  Black  White The graphs below magnify the total, black, and white enrollment shown above. The graph above is at intervals of 5,000 students\nthose below are at intervals of 500. 18.000 17,500 17,000 16,500 16,000 15,500 27,000 26,500 26,000 25,500 25,000 24,500 24,000 Black Enrollment 1 s,000-+--,---,~~~---,--r---.--r--r' Total Enrollment 11 ,000 10,500 10,000 9,500 9,000 8,500 8,000 White Enrollment PageC-9 School Elementary Junior High Senior High. Sub Total - Secondary Grand Total Page C-10 LITTLE ROCK SCHOOL DISTRICT BY ORGANIZATIONAL LEVEL TEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegreganon Mon1twng ! 0s-a9 I 89-90 90-91 I 91-92 92-93 I 93-94 94-95 I 95-96 Black 9,447 9,489 9,435 9,537 91s2 9.055 9,004 9,239 White 4.732 4,579 4,740 4,971 4,960 4.838 4,767 4,613 Other 127 161 175 201 251 400 333 Total 14,179 14,195 14,336 14,683 14,343 14.144 14.171 14.185 %Blk 67 67 66 65 64 64 64 65 I Black 3,912 3,937 4,025 4,112 4,138 4.163 4,006 3.941 White 2.156 1,951 1,878 1,882 1,948 1.816 1,738 1,587 Other 90 81 68 80 100 118 95 Total 6,068 5,978 5.984 6,062 6.166 6.079 5,862 5.623 0 '\u0026lt;\u0026gt; Blk 64 66 67 68 67 68 68 70 Brack 3,394 3,264 3.174 3,243 3,378 3.429 3,355 3,367 White 2.902 2.461 2,201 2.152 2.131 1.806 1,668 1,584 Other Tl 90 114 123 85 139 117 Total 6,296 5,802 5,465 5,509 5,632 5.320 5,162 5,068 %Blk 54 56 58 59 60 64 65 66 Black 7,306 7,201 7,199 7,355 7,516 7.592 7,361 7,308 White 5,058 4,412 4,079 4,034 4,079 3.622 3,406 3.171 Other 167 171 182 203 185 257 212 Total 12,364 11,780 11 ,449 11,571 11 ,798 11 .399 11 ,024 10,691 %Blk 59 61 63 64 64 67 67 68 Black 16.753 16 690 16.634 16,892 16,698 16,647 16,365 16,547 White 9,790 8,991 8,819 9,005. 9039 8,460 8,173 7,784 Other 294 332 'J.57  404 436 657 545 Total 26,543 25.975 25,785 26254 26,141 25,543 25.195 24,876 %Blk 63 64\" 65 64 64 65 65 67 96-97 I 97-98 9,417 9,402 4,534 4,380 407 475 14,358 14.257 66 66 3,817 3.768 1.5s8 \\ 1.511 111 I 136 5.486 5.415 10 I 70 3,492 3,494 1,532 1.599 117 121 5,141 5,214 68 67 7,309 7,262 3.090 3,1 10 228 257 10,627 10.629 69 68 16,726 16,664 7,624 7,490 635 732 24,985 24,886 67 67 J l J I I  1 LASO ENROLLMENT BY ORGANIZATIONAL LEVEL ,0.000 8,000 6,000 4,000 2,000 Elementary Level 0 J2:==============,r 1989-90 1991-92 1993-94 1995-96 1997-96 1988-89 1990-91 1992-93 1994-95 1996-97 II Black O White Secondary Level 10,000 8,000 6,000 4,000 2,000 o-lc====::\n:::::====::\n:::::====-:\n,\" 1989-90 1991-92 1993-94 1995-96 1997-98 1988-89 1990-91 1992-93 1994-95 1996-97  Black  White The graphs below subdivide enrollment at the secondary level. The graphs above are at intervals of 2,000 students\nthose below are at intervals of 500. 4,500 4,000 3,500 3,000 2,500 2,000 Junior High Level 1,500 -J.!:=\n=::::\n==\n=::::\n==\n=::::\n==\n=::::\n==?' 11194-95  Block  White Senior High Level 4,500 4,000 3,500 3,000 2,500 2,000 1,soo.J.1::=============.r 1969-90 1991-92 1988-89 1990-91  Black  White Page C-11 School Booker Elementary Arts Magnet Carver Elementary Basic Skill\u0026amp;'Math- Science Magnet Gibbs Elementary Foreign Language/ International Studies Magnet Williams Elementary Basic Skills Magnet Mann Jr. High Arts \u0026amp; Science Magnet Parkview High Arts \u0026amp; Science Magnet GrandTotat ' C Black White Other Total %8Ii( Black White Other Total %Blk Black White Other Total %Blk Black White Other Total %Blk Black While Other Total %8lk Black White Other Total %Blk Black' White:  Other, Totai  STIPULATION MAGNETS TEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegregallon Morntonng 88-89 89-90 90-91 91-92 92-93 93-94 355 325 346 347 345 321 292 280 260 275 269 265 5 8 12 7 9 647 610 614 634 621 595 55 53 56 55 56 54 222 273 327 325 329 325 224 308 267 271 262 263 8 9 5 7 7 446 589 603 601 598 595 50 46 54 54 55 55 172 172 187 190 191 170 163 159 140 141 134 121 7 6 8 11 8 335 338 333 339 336 299 51 51 56 56 57 57 246 255 281 273 275 257 229 241 218 214 218 207 5 6 8 9 8 475 501 505 495 502 472 52 51 56 55 55 54 516 476 515 491 505 494 366 381 356 365 327 341 20 15 16 17 16 882 an 886 872 849 851 59 54 58 56 59 58 482 434 435 446 485 443 347 354 350 373 358 315 17 19 25 11 10 829 805 804 844 854 768 58 54 54 53 57 58 1993 1.935 2.091 2.072 2.130 2.P:10 .. -~ 1,621 1723 1 591 1.639 . 1.568 1,St.2 ~ 0 \"' 62 63 74\n62 . , .\n. -:\nA .. 3.6t4 ( 3.7a0 3,745 3785 , 31so \" a:58Ci - '\u0026lt; %Blk , 55 52: 56 55 ... 57 ): '.56 94-95 95-96 96-97 97-98 305 316 313 308 245 267 272  275 23 21 18 14 573 604 603 597 53 52 52 52 309 326 311 312 267 290 274 264 12 13 19 20 588 629 604 596 53 52 51 52 160 165 160 161 121 132 146 143 12 10 6 7 293 307 312 311 55 54 51 52- 250 264 259 . 2.48 214 232 226 219 10 12 16 12 474 508 501 479 53 52 52 52 456 451 443 , 446 366 382 395 392 23 14 16\n, 20 845 847 854 \" 858. 54 53 52 I ~ .1 52 .\n420 429 445 I \\. 464 328 373 385 ' t 4'1,8 \\ 37 35 36 ~  .  , 2!f 785 837 866 91'1 54 51 51 ' 51- ' , t900 1 951 1 931 ' 1..9$ ' . . :\\ 1 541 t676 1698 ' l.711 U? ,1t7\nt- 1:os ,t 111 ... .-,\\102 ~JS-558 ' 3.:732 ,- 3740 ~\n.\n.\n. . .3,752 }., ~-- 53 ' 52 ~ ,\n~ ~ 52 ~-\\., 52 Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school A year, we did not assess the enrollment of LRSD schools in relation to racial balance guidelines. W Page C-12 1997-98 Black Percentage in Stipulation Magnets 100 90 80 70 60 50 52 51 40 30 20 10 0 Booker Carver Gibbs Williams Mann Parkview Page 4 of the Interdistrict Desegregation Plan reads, \"The Little Rock [School] District shall continue to operate the interdistrict magnet schools established in 1987-88. Those schools shall be racially balanced to a point of between 50 percent and 55 percent black.\" At the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium, so for the 1997-98 school year, we did not assess the enrolhnent of LRSD schools in relation to racial balance guidelines. However, because the six stipulation (original) magnet schools located in the LRSD serve students from all three school districts in Pulaski County, we prepared the above graph to show that all six supulation magnets fall within the plan guidelines for racial balance. Page C-13 LH:\u0026gt;U i. ~\\..t:N 11 Vt: :\u0026gt;\\..nVvL\n:, TEN YEAR ENROLLMENT COMPARISON Preoared by the Office of Des MorntormQ School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 9~96 96-97 97-98 Franklin Elem Black 414 364 343 428 352 300 393 400 414 427 White 28 72 59 71 50 40 41 24 31 31 Other 12 9 8 9 5 9 7 7 Total 442 448 411 507 411 345 443 431 452 4 %Blk 94 81 83 84 86 87 89 93 92 92 Garland Elem Black 276 268 211 262 233 181 246 235 254 253 White 23 15 18 15 17 3 9 2 6 6 Other 2 11 2 6 21 27 18 17 12 Total 299 285 240 279 256 205 282 255 277 271 %Blk 92 94 88 94 91 88 87 92 92 93 lsh Elem Black 178 157 142 188 182 Closed after the 1992-~ White 19 7 4 9 5 school ye. Other 0 0 3 0 Totat 197 164 146 200 187 %Blk 90 96 97 94 97 Mitchell Elem Black 220 220 183 285 232 215 260 250 248 223 White 41 19 24 27 28 12 8 7 12 16 Other 0 0 0 4 3 4 0 2 3 Total 261 239 207 312 264 230 272 257 262 242 %Blk 84 92 88 91 88 93 96 97 95 9~ Rightsell Elem Black 196 194 . 191 282 -- 239 184 225 210 237 \\ 234 White 45 16 _ 1 6 -- 9 4 4 6 5 '' 12 Other 1 ' t 1 . 1 1- 0 3 4  a 3 Total 241 211 193 289 . - 249 189' - 229 - 219 246 - 249 %BIie 81 92 99 98 96 97 98 96 96 Rockefeller Elem Black 255 215 195 282 250 240 264 259 266 2 White 45 33 71 116 104 93 124 131 155 167 Other 2 5 5 7 7 15 16 15 . 19 Total 300 250 271 403 361 340 403 400 436 *450 %Blk 85 86 72 70 69 71 66 64 61 59 Stephens Elem Black 227 225\n,.: 190 235 202 141 : , ( ' - '- ' White 6 - , ,--~ 0 L~ --_ 12 . 9 7 3 Cfo6ad aner Iha f993-!M . Other . - 1 :- 0 ... 1 . - 0 . 1 - . school year. .. - - - Total- . 233\" 226\n - 202 . 245 7' 209 14\u0026amp; _%,RIie 97 100 94 96 97 97 ' - Grand Total Black 1 766 1,643 1,455 1,962 1,690 1,261 1 388 1 354 1,419 -- 1,40't White 207 162 189 253 220 155 186 170 209 -232 Other 0 18 26 20 27 38 55 44 45 \\. ,~ Total 1 973 1,823 1,670 2,235 1,937 1,454 1 629 1,568 1,673 '  -.1 676 %Blk 90 90 87 88 87 87 85 86 85 ! 84  Beginning with the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-year-olds, two-year-olds, and three-year-olds. Before 1994-95, the LRSD included only children in the four-year-old program through sixth grade in Rockefeller's October 1 enrollment report. Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school year, we did not a~ the enrollment of LRSD schools in relation to racial balance guidelines. W Page C-14 LASO INCENTIVE SCHOOLS ENROLLMENT Franklin Elementary 60()-,------------- soo+-------------- 400 JOO 200 :oo 1989-90 1991.92 1993-9' 1995-96 1997-98 1988-39 1990-91 1992-93 1994-QS l!X\u0026gt;S.97 Mitchell Elementary soo~------------- soo+-------------- ,oo-+-------------- 1989-90 1991-92 1993-94 1995-96 1997-98 1988-l!9 1990-91 1992-93 1994-95 1996-97 Rockefeller Elementary ,\noo-,-- ------------ 500+-------------- ,oo 300 200 100 ~.......... ........... '\u0026lt;- 1989-90 1991-92 1993-94 1995-96 1997-98 1988-a\u0026amp; 1990-91 1992-83 1994-115 1999-97 Garland Elementary Rightsell Elementary Total Incentive School Enrollment 2,500-,-------------- 1,500 1,000 500  Total  Black O White Note: Beginning with the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-yearolds, tv.o-year-olds, and three-year-olds. Before 1994-95, the LASO included only children in the four-yearold program through sixth grade in Rockefeller's October 1 enrollment report. Page C-15 LRSD AREA SCHOOLS TEN YEAR ENROLLMENT COMPARISON P reoar,e dblY th e Offi ce otDe sear\"\"\"hon Morntorin l Elementary Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Badgett Elem Black 202 180 166 161 154 132 133 166 185 White 77 57 56 59 48 57 44 44 32  Other 0 0 0 0 0 0 0 2 0 Total 279 237 222 220 202 189 177 210 219 233 %8lk 72 76 75 73 76 70 75 79 84 92 Bale Elem Black 297 292 302 295 248 225 214 243 266 265 White 117 88 66 60 62 68 87 85 94 78 Other 5 7 5 11 10 8 19 15  19 Total 414 385 375 360 321 303 309 347 375 362 %Blk 72 76 81 82 77 74 69 70 71 73 Baseline Elem Black 292 282 272 258 262 265 245 247 241 2ff7 White 108 100 91 74 74 76 77 75 56 44 Other 7 7 5 3 2 4 5 5 12 Total 400 389 370 337 339 343 326 327 302 323 %Blk 73 72 74 77 77 77 75 76 80 83 Brady Elem Black 278 292 330 286 275 263 254 250 236 235 White 169 142 121 128 111 122 137 124 103 98 Other 8 5 6 12 12 17 20 32 39 Total 447 442 456 420 398 397 408 394 371 372 %Blk 62 66 72 68 69 66 62 63 64 63 Chicot Elem Black 363 339 362 341 350 356 344 345 364 .. White 197 188 180 187 177 147 151 99 127 , 127 Other 4 2 3 8 6 8 8 27 , 40 Total 560 531 544 531 535 509 503 452 518 ~ ' 537 %Blk 65 64 67 64 65 70 68 76 70  69 Cloverdale Elem Black 281 294 289 304 291 304 312 384 439 ~ 469 White 165 122 98 84 71 75 74 64 51\n,  4 34 Other 3 2 4 4 7 6 5 10 \\ 9 Total 446 419 389 392 366 386 392 453 500 I 5-12 o/oBlk 63 70 74 78 80 79 80 85 88 ' , , 92 Black .\n\n,,, 189' ., '\nDodd Elem 'ZJO 253 194 166 183 .. 193 190 156 \\ 145 White 144 - .138 134 134 121 97  97 97 82 ~ . \"~ !' 74 C ~\no ~ Other \" ,_ 3 3 3 0 6 . 8 \". 7 4  5 Total 414 394 331 303 304 -~2 298 -- 294 242 -' ( 224 %Blk 65 64 59 55 60 65 65 65 64 . -~ 1:  65 Fair Park Elem Black 247 240 279 257 192 200 204 211 193 ,\" 188 White 94 92 65 60 49 60 73 53 55\nr 54 Other 0 1 3 2 3 5 6 7 '' 6 Total 341 332 345 320 243 263 282 270 255 . ' \". 248 o/oBlk 72 72 81 80 79 76 72 78 76 :. :. Page C-16 LASO Area Schools Ten Year Enrollment Comparison Elementary Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Forest Park Elem Black 251 223 205 191 198 200 198- 205 218 205 White 172 165 177 206 242 253 228 222 227 219 Other 4 5 5 4 5 6 8 4 6 Total 423 392 387 402 444 458 432 435 449 430 %81k 59 57 53 48 45 44 46 47 49 48 Fulbright Elem Black 327 325 293 231 225 233 235 255 265 . 240 White 271 242 259 264 296 272 289 254 227 247 Other 9 7 11 9 15 18 9 8 8 Total 598 576 559 506 530 520 542 518 500 495 %Blk 55 56 52 46 42 45 43 49 53 48 Geyer Springs Elem Bfack 157 136 145 180 177 208 223 231 233 , 23-7 White 82 69 56 74 105 78 66 71 69 '' 69 Other 0 0 0 0 2 11 8 8 ' . 1-0 Total 239 205 201 254 282 288 300 310 310 ' 316 %Btk 66 66 72 71 63 72 74 75 75 ' 75 Jefferson Elem Black 272 239 237 209 204 213 218 210 207 ' 227 White 216 237 225 270 273 287 279 285 282 279 Other 3 7 5 6 4 5 6 8 '_ 7 Total 488 479 469 484 483 504 502 501 497 513 %Blk 56 50 51 43 42 42 43 42 42 44 MabelvaleElem Black 373 311 321 266 278 311 340 318 308 299 White 213 222 235 234 2t9 174 124 139 104 99 Other 2 3 5 3 3 10 3 6 9 Total 586 535 559 505 500 488 474 460 418 407 o/o Blk 64 58 S7 53 56 64 72 69 74 . 73 McDermott Elem Black 298 314 323 291 275 262 241 259 277 , 273 White 208 190 193 206 220 232 233 213 196\n186 Other 10 8 14 14 15 20 15 16 , ta Total 506 514 524 511 509 509 494 487 489 477 o/o Blk 59 61 62 57 54 51 49 53 57  57 Meado~liff Elem Ebck 312 268 287 252 292 306 279 305 285 ' 263 W.hite 144 . 162 154 174 147 127 131 93 82 ', 59 Other 2 3 1 1 1 1 2 6 ' 10 Totat 456 432 444 4'Zl 440 -~ 434 411 400 373 ' .332 o/o Blk 68 62 65 59 66 71 68 76 76 79 Otter Creek Elem Black 207 170 180 160 143 141 154 13-9 132 151 White 154 172 179 191 203 195 196 193 170 168 Other 0 0 5 7 5 9 7 8 ' 9 Total 361 342 359 356 353 341 359 339 310 328 %Blk 57 50 50 45 41 41 43 41 43 46 Page C-17 LASO Area Schools Ten Year Enrollment Comparison Elementary Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98. Pul Heights Elem Black 226 218 211 185 198 190 197 189 245 2 A White 100 87 108 151 173 197 207 207 200 ( \" Other 2 6 6 8 11 16 . 10 9 8 Total 326 307 325 342 379 398 420 406 454 464 % 81k 69 71 65 54 52 48 47 47 54 55 Terry Elem Black 307 312 289 243 238 243 234 239 231 235 White 215 197 227 253 286 292 295 279 266 253 Other 4 6 16 17 26 30 18 18 . 23 Total 522 513 522 512 541 561 559 536 5151,. 511 % Blk 59 61 55 47 44 43 42 45 45 46 Wakefield Elem Black 316 301 326 329 347  337 327  368 385 322 White . 185 160 169 141 ' 147 106 38  41 Other 3 7 9 6 .. 4:\u0026gt; ., 13. 10 13 ' 1'0 .. Total 501 464 502 ' 479 -500 c 447 \n, / 413 429 436 ' 373  %Bfk 63 65 65 69 69 75 79 86 88 . 86 Watson Elem Black 297 294 347 338 332 353 340 353 394 C 441 White 168 160 168 126 117 89 81 84 80 ,, 4 6 Other 2 3 3 2 0 6 7 5 \\/, 6 Total 465 456 518 467 451 442 427 444 479 \\ .' 493 % Blk 64 64 67 72 74 80 80 80 82 '.  89 Western Hilts Elem . Black ' \\ 213 . _\n:,\n196} '.::\" 204 :' l 90 ,, )'m (r::}' 215 j\nr \u0026lt; 2t5  208 ,.,  219 i i: {-  White ,. 11'9 \u0026lt;\u0026lt; 140 +'\u0026lt; 131  ./  130 . \\24 }[?) 114 \\  ,,:95 :,  106 ... 92 . '. 92  0t~r- ....  ,, , .. : 1: \u0026gt; 4: '. '3 , --: ) ~]'\n'. .  :l' \" .] {:   1 1 . : 1 ' Totaf,. i '\\ 332 fi '~7k:' .3a9 . ']\\'323 :,{@'.3$ \\t[::', 332 i . ') 317 ::: 315 \u0026gt; 312 },, 315 '. %,~ - 64 \u0026gt;\u0026lt; '.\\{sii \\\u0026gt; '\u0026gt;60: [: :\u0026lt; 59 62 65 68 66 70\n\"'' . '70  Wilson Elem Black 289 263 298 288 265 263 254 304 294\n'.\n', '297 White 123 134 118 105 90 87 83 72 57\n\\\\\\53 Other 0 2 0 4 8 8 11 /,,\".\\ t2 Total 412 397 418 394 355 354 345 384 362 ,\n'\n\u0026lt;\\~62 % Blk 70 66 71 73 75 74 74 79 81 \\C ' ' 82 WoodMf Etem: })\n:j f~i i{:ii,}11 1:\nl!'.!! ~lit 1~\n:::ii'\\):~\n::::::~~}\n:'\\\n.: ~\n'\n:\n: '  ~: 'i '.\n:\n:1 ::. ~:::. ~= :\u0026lt;:~ ~ :\n: '~ ': :tTb?\n: \n'\"'] 1:,:\u0026lt;.,.['J :tf,:!}?!:l ,'c:n:: ,,:,., E f:t:iIi\\\\i :r,i'ha {'::e , sf',\\\\\\2 ., ,r~\u0026gt; '(l:~  ::::\n:,,. ~~ ... :: ' ., ,    ::.:::, \u0026lt;': 12  '.',\n\":: \"~54g: ..... 2aa~:,\\ ,28'4 ...\n' ':? , ~~\n74 71 65 64 63 62 61 67 69 \\ \\'.,\"11 Sub Total - Elem Black 6,238 5,879 5,980 5,566 5,483 5,556 5,502 5,789 5,958 ,, 5~020 White 3,499 3,316 3,272 3,388 3,438 3,289 3,207 2,991 Other 76 92 116 123 149 224 185 Total 9,737 9,271 9,344 9,070 9,044 8,994 8933 8,965 %Blk 64 63 64 61 61 62 62 65 Page C-18 LRSD Area Schools Ten Year Enrollment Comparison Junior High Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97  97-98 Alternative - Jr. High Black 10 LRSO cid not prtMd\u0026amp; White 0 October 1 enrollment fa th\u0026amp; alternative jr. higl until 1997- Other 0 96, although 1he schoa was Total 10 eslllbtished before 1997-98. %81k 100 Cloverdale Jr. High Black 424 470 535 531 571 566 521 527 553 552 White 288 251 224 209 192 130 119 73 70 , 52 Other 10 5 5 12 5 7 9 16 . 18 Total 712 731 764 745 775 701 647 609 639 622 %Blk 60 64 70 71 74 81 81 87 87 - 89 Forest Heights Jr. Black 492 538 530 541 554 575 565 578 485 , 452 High White 278 254 224 208 220 195 197 165 135 , 181 Other 16 18 16 13 18 18 16 10  Hi Total 770 808 772 765 787 788 . 780 759 630 .. 648 o/oBlk 64 67 69 71 . 70 73 72 76 77 '. 70 Henderson Jr. High Black 614 680 672 711 685 678 661 623 610 624 Qnciudes a mag,et program) White 340 256 211 135 215 210 229 152 116 88 Other 20 19 13 14 27 27 17 15 12 Total 954 956 902 859 914 915 917 792 741 724 %Blk 64 71 75 83 75 74 72 79 82 ' 86 abelvale Jr. High Black 325 372 404 429 438 453 417 363 347 379 White 256 235 214 235 - 226 197 161 125 116  122\nOther 2 2 1 3 4 7 3 5 4 Total- 581 . 609 620 665 667 654 585 491 468 ' 50S %Blk 56 61 ' 65 65 66 69 71  74 74 .' ' 75 Pul Heights Jr. High Black 429 454 454 468 452 434 431 447 462 I .. 43.7 White 265 256 262 291 319 351 334 327 314 'It,.' 317 Other 11 6 2 3 '5 6 7 9 , t3 Total 694 721 722 761 774 790 771 781 785 \\. 767 %Blk 62 63 63 61 58 55 56 57 59 ' 57 southwest Jr. High Blad{' 512 4 492 521 523 . 52:4 . 487 512 466f, 426 White 222 198. 151 t76 166 14t 105 84  113~_ ' 613 Other 9 12 7 6 - 14 18 16 15 ~ ~ f6 Total 734 700 655 704 695 6-79 610 612 594~ 5-10 %Blk' 70 70 75 74 - 75 77 80 84 78 \\,. 84 Sub Total - Jr. High Black 2 796 3,007 3087 3 201 3,223 3,230 3,082 3 050 2 923 ,. . 2 880 White 1 649 1,450 1 286 1,254 1 338 1 224 1 145 926 864 828 Other 68 62 44 51 73 83  68 70 I 78 Total 4,445 4,525 4435 4,499 4,612 4527 4 310 4,044 3,857  ~786 %Blk 63 66 70 71 70 71 72 75 76 76 Page C-19 LRSD Area Schools Ten Year Enrollment Comparison Senior High Schools AI..C  Senior High Central High (includes a magnet program) Fair High Hall High 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 9fr97  97-98 1 Black While Other Total %Blk Black White Other Total %Blk 8'ack While Other Total %Blk Black White Other Total %Blk Bfack: Whit\u0026amp;- 1,136 884 2,020 56 455 449 904- 50 632 617 1,249 51 502\n: 569: r  Other.  Total - . t 1-71 %Blk. St 1,060 928 1,036 720 617 640 33 35 45 1,813 1,580 1,721 58 59 60 507 504 534 397 353 335- 7 9: 13 911. 866 882 56 58 61 629 694 587 551 502 476 12 16 19 1 192 1,212 1,082 53 57 54 634 ,0. -\n.\n, 613 640  439: ,\n,\n, 379: . 328 ~-\"\\' a . . 11 12 , -1081 . f\n003 980 -,\n5.9 . 2 61 65 1,133 1,178 991 761 618 548 56 33 49 1 950 1 829 1,588 58 64 62 562 580 618 310 311  276 14 8 7 886 899 90t 63 65 69 560 580 662 390 351 313 26 27 36 976 958 1,011 57 61 65 638 t\"'\"' -. 648 . 664 3ti 21,1 ~ - 16 .~~~- 7-  10 966 i:i\\ ~ an 6.8 75 76 974 542 30 1,546 63 638 244 8 890 72 618 254 39 911 68 703 ' 17t 5 884 80 1,073 634 38 1,745 . 61 , 63%  1681i O 1,068 7241 29 813 ' 7571 79 '   81 584 '-. 554- 194 1 ,', 1871 29 '. 43 807  7841 72  71 Sub Total - Sr. High Black 2 825 2,830 2 739 2,797 2 893 2,986 2,935 2,938 3 047 /: 3:03C White 2,519 2107 1,851 1779 1,773 1,491 1340 1,211 1147 /, \\--~tsfl Other 60 71 89 112 75 102 82 81 ::,\n~ Total 5 344 4,997 4 661 4 665 4,778 4,552 4 377 4 231 4,275 //4'\n3()3 I % Blk 53 57 59 60 61 66 67 69 71 \u0026gt;./\n/ro TotaJ.Emallmant :. '~ \\ 11.lWl j \\\nt'.~teh'i:soo 1fif:SM 1~1't~-?t{m1ft1!sta ~'11.1n_.: U:928'.\\t~9:f Area and Non- - ./ - -, ::-: \"' 1~ ' ''t,jJ~ i:\\)f,40g\nh:e\\12-tFA: ... r...::u r\n\\\\ia \".c?:s..692\n,, ~t28 .,. 41S1.-' i631 I Speciality Schookt:, ii~ ~:~~:,:}/ i:'ti~\n~ ,. 225 {/\n~~u/J', t'* g}~~i~z\n.-:409 :ii 335 f ::3\n\\, \u0026gt;_43~ _. tdlaf.: \"t8t62ii ci}l,1m ,T1a:MOi~ 1~-~ ?tts\n43'i 1tlio'13 f :t,1~ ,~#~ . t1.086 \u0026lt;.11.o\u0026lt;x I .,~4:Dk ,,\n~1:\"-e.1\nr\nl* t,2 ~?10{'~-1 ~\u0026lt;,t'.ij~ ~t,'..c\n\\~ (~~\nlt~~ :Jl~'.,1\n? )\n.ct.)J ss , __ 10 \\\\ '/70 Note: Toe blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the I year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the tenns of a monitoring moratorium\ntherefore, for the 1997-98 school I year, we did not assess the enrollment of LRSD schools in relation to racial balance guidelines.  Page C-20  LRSD AREA SCHOOLS* Ten Year Enrollment Comparison 20.000 15,000 10,000 5,000 0 --'==:::\n:::=:::\n:::==\n:::==\n:==\n==::::\n::=:::::\n:==\n:====,\" 1989-90 1991-92 1993-94 1995-96 1997-98 1988-89 1990-91 1992-93 1994-95 1996-97  Total II Black O White  Includes those area schools that have a magnet program. The graphs below magnify the total, black, and white enrollment shown above. The graph above is at intervals of 5,000 students\nthose below are at intervals of 500. 13.000 12.500 12.000 11.500 11,000 10,500 10,000 20,000 19,500 19,000 18,500 18,000 17,500 17,000 Black Enrollment Total Enrollment 8,000 7,500 7,000 6-500 6-000 5,500 White Enrollment 5,000 -J.-~--=\n-~~.:\n:~--=\n-~~.:\n:~.:\n~~~~.:\n~~~.:::-:f,,.. Page C-21 School Rockefeller Elem (incentive schoa) Cooperabve Early Childhood Education Mag,et Progam Dunbar Jr. High (interdistnct school) Gifted and Talented Magnet Program Henderson Jr. High (area school) Health Science Magnet Progam Central High (area school) International Studies Magnet Program McClellan High (aras school} Business/Canmla'licaliona Magnet Progam Black White Other Total o/oBlk Black White Other Total %Blk BJack White Other Total %8lk Black White Other Total %Blk Black . White Other ' LASO SCHOOLS WITH MAGNET PROGRAMS TEN YEAR ENROLLMENT COMPARISON Prepared by the Office ot Desegregation Monrtoring 88-89 89-90 90-91 91-92 92-93 93-94 255 215  195 282 250 240 45 33 71 116 104 93 2 5 5 7 7 300 250 271 403 361 340 85 86 72 70 69 71 600 454  423 420 410 439 141 120 236 263 283 251 2 4 8 12 11 741 576 663 691 705 701 81 79 64 61 58 63 614 680 672 711  685 678 340 256 211 135 215 210 20 19 13 14 27 954 956 . 902 859 914 915 64 71 75 83 75 74 1,185 1,060  928 1,036 1,133 1,178 885 720 617 640 761 618 33 35 45 56 33 2,070 1,813 1,580 1 721 1,950 1,829 57 58 59 60 58 64 61-5 634 . 613 640  638 648 576 439- \" 379 328 312 2fJ . ~ 8~ 11 .  ~- .. 12 --:~ ~- 16 7 94-95 264 124 15 403 66 468 227 12 707 66 661 229 27 917 72 991 548 49 1,588 62 664 203 .. 10 , Total ' 1,19L 10\u0026amp;1~ 1003. 986 ':a,,/ 966 ' 866' -  an %81kl 52  51 ,, 61  66 \",,, 66 75 76  Indicates the school year the magnet program began. 95-96 96-97 97-98 259 266 264 131 155 167 16 15 19 *406 \"436 *450 64 61 59 440 451 442 279 299 291 13 25 38 732 775 771 60 58 57 623 610 624 152 116  88 17 15 } # 12 792 741 724 79 82 ', 86 974 1,073 1,068 542 634 724 30 38 2S 1,546 1,745 , 1,821 63 61 5.9 708 751  790 . 171 151  ,  1\"32 5 8 ) '  13 884 910\n935 80 83 : 84  Beginning 'Mth the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-year-olds, two-year-olds, and I three-year-olds. Before 1994-95, the LRSD included only children in the four-year-old-program through sixth grade in Rockefeller's October 1 enrollment report. Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the J year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school I year, we did not assess the enrollment of LRSD schools in relation to racial balance guidelines. Page C-22  I School Central High Fair High Kindef'garten program moved after the 1995-96 school year. Hall High McClellan High Kindef'garten program moved alter the 1996-97 school year. Parkview High Kindergarten program ITlOY8d attar the 1996-97 school yea,. Grand Total LASO KINDERGARTEN CLASSES LOCATED AT HIGH SCHOOLS TEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegregation Mon1tor1ng 88-89 89-90 90-91 91-92 92-93 93-94 94-95 Black 49 50 49 50 49 50 49 White 1 0 0 0 0 0 0 Other 0 0 0 0 0 0 0 Total 50 50 49 50 49 50 49 %81k 98 100 100 100 100 100 100 Black 11 10 11 8 18 16 13 White 5 3 2 1 1 3 3 Other 0 0 0 0 0 0 Total 16 13 13 9 19 19 16 %Blk 69 77 85 89 95 84 81 Black 3 3 9 8 8 6 7 White 16 16 10 11 10 11 13 Other 0 1 0 0 0 1 0 Total 19 20 19 19 18 18 20 %8Ik 16 15 47 42 44 33 35 Black 13 13 17 18 18 18 20 White 7 3 3 2 1 2 0 Other 0 0 0 0 0 0 0 Total 20 16 20 20 19 20 20 %Blk 65 81 85 90 95 90 100 Black 11 14 12 9 16 20 15 White 7 5 0 4 1 0 0 Other 0 1 0 0 0 0 0 Total 18 20 12 13 17 20 15 %Blk 61 70 100 69 94 100 100 Black 87 90 98 93 109 110 104 White 36 27 15 18 13 16 16 Other 0 2 0 0 0 1 0 Total 123 119 113 111 122 127 120 %81k 71 76 87 84 89 87 87 95-96 96-97 97-98 43 31 33 1 1 1 1 0 0 45 32 34 96 97 97 13 2 0 15 87 8 13 7 8 3 0 1 0 0 17 16 7 47 81 100 19 15 0 0 1 1 20 16 95 94 18 13 0 0 0 0 18 13 100 100 101 72 40 11 4 1 3 1 0 115 77 41 88 94 98 Page C-23 TEN YEAR ENROLLMENT COMPARISUi- Pr eoar ed b V itl e Office 0 f De seqre, ianon Mo n,t o nnQ School I 88-89 89-90 90-91 I 91-92 92-93 I 93-94 94-95 95-96 96-97 I 97-98 Badgett Elem Black  14 9 10 8 20 27 25 29 (area school) White 5 6 7 8 5 9 6 2 (Four-year-old program) Other 0 0 0 0 0 0 0 Total 19 15 17 16 25 36 31 31 %Blk 74 60 59 50 80 75 81 94 Bale Elem Black  9 9 19 19 18 17 (area school) White 9 9 14 11 15 12 (Four-year-old program) Other 0 0 2 5 3 6 Total 18 18 35 35 36 35 % Blk 50 50 54 54 50 49 Baseline Elem BJack  18 23 24 25 27 (area school) White 13 13 10 11 8 (Four-yeer--old progmn) Other 0 0 2 0 0 Total 31 36 36 36 35 %81k 58 64 67 69 n Brady Elem Black  8 8 8 10 9 (area school) White 9 9 9 6 9 (Four-year-old program) Other 0 0 0 2 0 Total 17 17 17 18 18 %Blk 47 47 47 56 50 Chicot Elem Black .  9 9 11 21 18 (area school) White ... -~- 9 1 6 14 17 (Fouryeet-dd progarn) Other 0 2 1 1 0 ..  Total 18 18 18 36 35 %Btk ' .. '\u0026gt; -50 -'- 50 6t 58 51 Cloverdale Elem Black  9 27 34 42 25 29 ( area school) White 7 12 12 10 9 5 (Four-year-old program) Other 1 1 1 1 2 2 Total 17 40 47 53 36 36 %81k 53 68 72 79 69 81 Fair Part\u0026lt; Elem Black \u0026gt;,-\n\".\u0026amp; , ...  -::~? :\n'~- .. _:\n.[\" \" - 1 . :' 18 18 17 17 (araa school) Wtiit\u0026amp; '\n-\\::,rt ,c , .. [,.J\n/~.-~. ~\n:\n'--ft 5 \"'_,\n'\n:/ 1'5 -\n:\n~)~ :.:\n:t\n: ,~,. .'S 16 17 :rr i /':\\~,. ' , ... . jf 'of~', ':. . -~::\nf3 ... ~ .... (Four-~-old progam) Other . .. . '\"'-'  0 3 . 3 2 Total, .. '.,\n..._ ... -a- ~ (\n', 15 ~~1b?36\n: 36 .\" ~-\n36 36 . ' . -- .  %Blk .. .. , .. 47 ... -~ 50 50 47 47 Franklin Elem Black  29 36 31 27 28 46 63 61 58 (incentive school) White 25 19 25 24 18 21 6 9 12 (Four-year-old program) Other 5 3 4 3 3 5 0 2 2 Total 59 58 60 54 49 72 69 72 7 %81k 49 62 52 50 57 64 91 85 81 Page C-24 LRSD Early Childhood Programs Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Garland Elem Black  11 11 9 9 15 13 15 16 (incentive school) White 7 5 3 0 0 1 1 0 (Foor-year-old progam) Other 2 2 0 5 3 4 2 2 Total 20 18 12 14 18 18 18 18 %Blk 55 61 75 64 83 72 83 89 Geyer Springs Elem Black  9 11 23 21 21 18 (area school) White 9 5 11 15 15 14 (Four-year-old program) Other 0 2 3 1 0 3 Total 18 18 37 37 36 35 %Blk 50 61 62 57 58 51 lsh Elem Black  Data not 12 9 (incentiY\u0026amp; school) White 3.vailat le for 4 3 (Four-year-old progarn) Other 1988 89. 1 0 School closed after the 1992- Total 1989 90. 17 12 93 school year. %Blk nd 19 ~0-91 71 75 King Elem Black  27 32 40 36 35 (interdistr1ct school) White 31 31 31 34 35 (Four-year-old program) Other 2 3 0 1 1 Total 60 66 71 71 71 %Blk 45 48 56 51 49 Mabelvale Bern Black  9 9 11 9 (area school) White 8 8 6 7 (Four-year-old progam) Other 1 0 0 0 Total 18 17 17 16 %Blk 50 53 65 56 Mitchell Elem Black  13 9 11 19 17 13 13 (incentive school) White 7 5 1 0 1 3 5 (Four-year-old program) Other 0 0 0 0 0 2 0 Total 20 14 12 19 18 18 18 %Blk 65 64 92 100 94 72 72 Rightsell Elem Black  11 9 10 17 16 16 9 (Incentive school) White 5 6 0 1 2 1 8 (Four-year-\u0026lt;lid progam) Other 0 0 0 0 0 1 1 Total 16 15 10 18 18 18 18 %Blk 69 60 100 94 89 89 50 Rockefeller Elem Black 16 21 26 23 (incentive school) White 16 19 17 19 (Infant through three-year-old Other Data beforE 1994- ~5 not orovid ed 1 2 3 3 program) Total 33 42 46 45 %Blk 48 50 57 51 Page C-25 Ui::.u c:a 11y 1...,rn1anooo i---rograms I en t edr 1:::nro111111:rn vv11 ,1-1011:ov1, School 88-a9 89-90 90-91 91-92 92-93 93-94 94-95 Rockefeller Elem Black  Data r wt 31 25 28 32 (incentive school) White avai labl e for 28 22 23 16 (Four-year-old program) Other 1988- 59. 1 2 0 5 Total 1989-\u0026lt;)0 . 60 49 51 53 Blk ahd 199 0-91 52 51 55 60 Romine Elem Black  9 9 19 18 (i nterdistrict school) White 10 4 11 16 (Four-year-old program) Other 0 4 2 2 Total 19 17 32 36  Blk 47 53 59 50 Stephens Elem Black  20 14 12 8 8 8 (incentiv\u0026amp; school) White 0 3 7 4 3 1 (Four-year-old program) Other 0 0 1 0 0 0 School closed attar the 1993- Total 20 17 20 12 11 9 94 school year. %Blk 100 82 60 67 73 89 Washington Elem Black  20 18 20 36 (interdistrict school) White Date not 16 18 14 11 (Four-year-old program) Other availa )le for 1 0 0 5 Total 1989-~ '.) and 37 36 34 52 Blk 199( 1-91 54 50 59 69 Watson Elem Black .  11 9 30 (atea school) .. White 6 7 6 (Four-year-old program) Other .,. ... 0 0 0 ,.._  Total -: . . : 17 16 36 :- .... ,.. . %8Ik  65 56  83 Wilson Elem Black  9 9 (area school) White 8 8 (Four-year-old program) Other 0 0 Total 17 17 Blk 53 53 Woodruff Elem ,.,. . Black :/-.-.,\n:: }i\\ , ll'-'',:\":-::_--0.::--.:-t--::..:---.c :. ,,-.::,:,\n,: }?+ \\.,',o \\'0 1ii (area school) .. ...  ..... White /  \u0026gt;: .. :--\n])f1i{, -:::: .. : .t \n:.\n7 . i:1' 4 ...  -::/ ::::,:-::::::?--:, :,, (FOUl'.-year-\u0026lt;\u0026gt;id program)  . Other ....... \u0026lt; ........................ .::::.Jt\" '!ii: . :: J \\\n::: t  Total 'Y . :: :ft+ h,i)::y?. ...:.: ,.... . ....... ... ---'::\n. .::}:/ij 5 ...   \u0026lt;I %Blk .. ::::\n-':}-: y\nr :\n:]I~H\\ O?),.: ... -.\n-:---: :.-' ...... .... _.,. ...... .,._ :,.::- ',.,-.OU :---::--7: 0/ Grand Total Black 20 43 73 155 188 285 White 0 28 38 110 141 191 Other 0 5 6 9 11 16 Total 20 76 117 274 340 492 %Blk 100 57 62 57 55 58  Indicates the first year LASO established an early childhood program at that school. Page C-26 9 8 1 18 50 ['{{'\n18 :/\n: 15 !E\\:.:2- --:\n:36 :::::\nIso 435 220 38 693 63 95-96 96-97 97-98 25 27 27 23 26 26 3 0 51 53 5., 49 51 51 21 19 18 10 13 14 2 4 4 33 36 36 64 53 50 30 26 27 22 21 20 1 5 6 53 52 53 57 50 51 25 23 34 10 12 -- 0 1 0 35 36 36   71 64 94 10 9 9 7 9 8 1 0 1 18 18 18 56 50 50 - ' 20 : ..  - ---\u0026lt;::--19 18 [.} :16 -::- . .  16. -':C:' 15 I S') Q . . :\u0026lt;'. 1 1 1\"'''\"\"\\ .. __ :. : 36 34 :0--:\"/'\n .:,u :1-:c\n:.ss. :\u0026lt;1 : 53: 53 480 463 460 241 260 255 26 33 34 747 756 749 64 61 Elementary Schools Badgett Bale Baseiine Booker Brady Catver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitcheil Otter Creek Pulaski Heights Rightseil Rockefeller Romine Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total LITTLE ROCK SCHOOL DISTRICT COMPARISON OF CURRENT YEAR ENROLLMENT TO BUILDING CAPACITY Prepared by the Office of Desegregabon Mon,tonng Oct 1, 1997 1997-98 Percentage Enrollment Capacity Filled 233 257 91% 362 401 90% 323 390 83% 597 656 91% 372 467 80% 596 613 97% 537 558 96% 512 492 104% 224 328 68% 248 351 71% 430 399 108% 464 434 107% 495 540 92% 271 298 91% 316 328 96% 311 353 88% 513 492 104% 658 728 90% 407 515 79% 477 517 92% 332 465 71% 242 298 81% 328 351 93% 4o4 374 124% 249 258 97% 450 469 96% 328 487 67% 511 515 99% 373 492 76% 660 836 79% 493 492 100% 315 328 96% 479 517 93% 362 394 92% 284 324 88% 14,216 15,717 90% Junior High Oct 1, 1997 1997-98 Percentage Schools Enrollment Capacity Filled ALC-Jr. High 10 Cloverdale 622 868 72\"(, Dunbar 771 812 95~ Forest Heights 648 858 76%, Henderson 724 907 801% Mabelvale sos 614 82\"(, Mann 858 850 101~ Pulaski Heights 767 745 103~ Southwest 510 737 69(, Total 5,415 6.391 85~~ Senior High Oct 1, 1997 1997-98 Percentage Schools Enrollment Capacity Filled ALC-Senior High 6 Central 1,855 1,891 98~0 Fair 757 954 79\"(, Hall 791 1,291 61~ McClellan 935 1,199 78c%, Parkview 911 1,000 91~ Total 5,255 6,335 83%\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_432","title":"Finances","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":["1989/1991"],"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","Education--Finance","Education--Evaluation","School management and organization"],"dcterms_title":["Finances"],"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/432"],"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\nFINANCE COMMITTEE SUMMARY November 21, 1989 GOVERNING GUIDELINE FOR THE COMMITTEE: \"How to achieve adequate funding for our schools.\" 1. 2. 3. 4 . Areas to explore: to review present operating cost. Ways to increase revenues. Best ways to Invest the money we do have. Propose Immediate and long term options. TOPICS DISCUSSED AND RECOMMENDATIONS A. Reorganize district debt to lower payments over the next few years by extending that debt over a longer period of time. *B. Shift current debt mills that are no longer needed to fund debt payments to maintenance and operations so that additional revenues may be realized through the forty percent (40S() pullback provision of State law which allows the pulling back of revenues from the succeeding year for current year use. *C. Participate in inter-district schools designed to enhance the desegregation programs of all three districts located In Pulaski County, which will enhance the revenue condition of the districts by providing more State funding. D. Merged Services (ranked according to savings potential). 1. 2. Food Service - seemed to have most promising value. Transportation - although complicated. Is a likely area for significant savings when thoroughly studied. 3. Printing services - some savings presently realized by utilizing vo-tech program. 4. E. F. G. Should investigate to maximize utilization. Data Processing - unlikely due to widely differing methods of operation. 5. Purchasing - all three districts are already appear to be receiving maximum benefits due to their own high volumes. 6. Warehousing Functions - no obvious savings apparent. exploring further. other non-profit sector? Selling Services *1. But worth Can excess space be leased to other districts or Food Services - sales to other districts not just to North Little Rock and Little Rock. 2. Data Processing Services - explore possibility of selling services to other districts. Continue To Build On \"Business Partner's\" Relationship. Positively Take Full Advantage of Free or Low Cost Programs. (Recent Commercial News Deal Pulaski County Accepted Is a Good Example). H. Grant Money - Maximize our opportunities to receive all funds that are available. *1. All Incentive and magnet programs should be closely monitored to assure a favorable cost:benefit ratio. J. Voluntary pupil movement may cost more initially, but is necessary to guarantee parental support, and provide necessary stability that will produce greater long term savings and enhance ability to raise funds. *K. Develop Slick Advertising Campaign to Promote: Theme - \"Good things that are happening in our schools.\" 1. 2. 3. 4. 5. Parent Involvement with school and administration. Teachers and administrators - quality and commitment. Combat negative media image. Quality of education In every school. Extra opportunities available: magnets, incentive. Inter-district. 6. The Importance of parents and patrons. Perceived stability through positive ad campaign will promote real stability which will enhance our opportunities for increased public funding. FINAL COMMENTS Our committee felt that time allowed was too short for adequate study of Pulaski County Special School District's financial condition. We also believe current committees should be continued beyond the planned preparation to monitor and enhance implementation. Which would promote the essential parent/patron Involvement which is needed in our school system. *Indlcates areas we consider to have a high probability for immediate Impact on our financial condition..5 Deloitte \u0026amp; Touche Ill Center Street, Suite 1800 Little Rock, Arkansas 72201-4420 Telephone: (501) 374-0206 Facsimile: (501) 374-4809 March 7, 1990 Mr. Eugene Rev i I Ie Metropolitan Supervisor Office of Metropolitan Supervisor Her i tage West Bui Iding 201 East Markham, Suite 510 Little Rock, Arkansas 72201  Dear Mr. Revi lie: Deloitte \u0026amp; Touche is pleased to respond to your request for assistance in performing an assessment of the costs incurred by the Little Rock School District (the \"District\") which are attributable to the U.S. District Court (the \"Court\") desegregation order. This proposal is based upon: Information supplied to us during personnel and yourself. interviews with both District read i ng of the February 16, 1988 II Recommendations of the Special Master. II Interim Report and A  A reading of Volume I of the \"Little Rock School District Proposed Desegregation Plan\" dated January 31, 1989.  A reading of the District's Fund 13 (i.e.. Desegregation Account) record of expenditures for fiscal year 1989. Based upon our initial interviews and preliminary assessment of the documents supplied to us by the District, we believe that a more detailed accounting of District desegregation activities would appear to de desirable in order to:  Establish rules for the District's accounting and reporting of desegregation costs for reimbursement by the Court's desegregation fund. Estab I i sh a base year II programs and associated costs. benchmark for allowable desegregation order This procedure is necessary in to both provide the District with a basis for financial forecasting and for the Court to have a mechanism to readily identify new initiatives of the District which are additions to the approved \"base year\" programs. Since each succeeding year's budget for the District builds upon the platform of the District's prior year desegregation programs, it is essential to clarify allowable base year desegregation costs so that both the Court and the District can monitor program performance and costs.STATEMENT OF THE EXISTING SITUATION The Metropolitan Supervisor serves as an agent of the U.S. District Court in allocating funds to the Little Rock School District to implement Court mandated changes in the District's operations and programs to achieve a goal of desegregation. The Metropolitan Supervisor has a responsibiIi ty to ensure than desegregation funds are used in an appropriate and prudent way In recent months both the to implement the directives of the Court. Metropolitan Supervisor and the Court have expressed concerns regarding the reasonableness of costs which the District has reported as being incurred to achieve the desegregation goal. A more detailed accounting of program expenditures for desegregation activities Fs essential to provide the Court and the Metropolitan Supervisor with the assurances that:  Claimed desegregation costs fully conform with the plan for desegregat ion.  Claimed costs are reasonable and have been incurred by the District.  Claimed costs correlate to the specific programs identified in the plan, and that actual expend i tures by the District for desegregation programs conform to the budgets set forth in the plan. The Little Rock District s i m i I a r I y i s reimbursement process for desegregation costs. experiencing problems with the operated at a deficit, and is experiencing H The District recently has cash flow\" problems. In this environment the District's financial planning can be greatly disrupted if:  Claimed reimbursements for desegregation costs are disallowed by the Court.  Court payments are not made on a timely basis. Certain financial Distr ict can be alleviated forecasting difficulties currently experienced by the if a set of rules for the accounting and reporting of allowable desegregation costs can be developed. POLICIES NEEDED TO ASSURE RELIABLE INFORMATION Our preliminary analysis of the existing situation has identified a series of policies that must be developed to define an H cost. H allowable desegregation It should be noted that the listing of policies identified here is preliminary in nature and is based upon our initial two-day assessment of the existing situation in order to develop this proposal. During the performance of the project, we would expect to substantially refine this preliminary listing of required policy decisions. Policies which appear to be required include addressing the following questions\n- 2 -)  What percentage of target group students which must compromise program beneficiaries in order to permit 100% of program costs to be al lowed?  Should desegregation costs not presented or itemized in the plan be al lowed?  Should claimed desegregation costs be allowed to vary significantly form the budgeted amounts set forth in the plan?  Should programs implemented before the desegregation order funded in whole or in part from the Cour Vs desegregation funds? be The preliminary listing of policy issues described above and other issues that will possibly be identified during the project must be addressed and resolved in order to establish the allowability of certain costs claimed by the District. OBJECTIVES OF THE PROJECT Our objectives in performing this project include:  Assisting the Metropolitan Supervisor in establishing a financial report ing procedure which prov i des means of report ing desegregation costs associated with specific desegregation programs Iisted in the plan. a Identifying policy decisions which are necessary to establish which programs and costs will be allowable reimbursable desegregation costs.  Contrasting program expenditures with the beneficiaries of those program expenditures to identify instances where the costs of a desegregation program activity should possibly be shared by the District and the Court. Identifying expenditures, if any, which vary significantly from the budgeted amounts for the program set forth in the plan. Identifying expenditures, if any, claimed by the District which may not be clearly attributable to the plan.  Developing recommendations to strengthen the process for updating and monitoring the District's plan for desegregation. In conducting our analysis we plan to use fiscal year 1989 plan, budget and expenditure data as the benchmark year for establishing programs and costs which are allowable and reimbursable costs. The policy, procedure and reporting issues identified during our analysis of fiscal year 1989 data should provide the necessary foundation for the Court to evaluate and act upon subsequent fiscal year claims by the District for cost reimbursement. - 3 - WHAT WE PROPOSE the District's claimed The appropriate starting point for analysis of desegregation costs would appear to be the fiscal year 1988 operating The fiscal year 1988 expenditures will provide a basis for expend i tures. the subsequent evaluation of fiscal year 1989 expenditures to determine whether fiscal year 1989 District activities are new initiatives in response to the desegregation order or are reclassifications of previously existing activities and programs. In establishing the fiscal year 1988 expenditure data, we will analyze and document:  District programs existing in served and costs. 1988 in terms of size, students  Identify teacher/pupiI ratios by school. We will also prepare a profile of each school for which desegregation costs were claimed in fiscal year 1989. The profile for a school will document the status of the school with respect to the desegregation activity in fiscal year 1988. As an example, the District has indicated that additional custodial employees were assigned to certain schools in fiscal year 1989 as part of the desegregation initiative to improve the cleanliness and Our profile of fiscal year 1988 practices would appearance of the school. establish whether a custodial employee claimed in fiscal year 1989 was or was not performing substantially the same duties in fiscal year 1988. Once we have established the fiscal year 1988 benchmark data, we will then Activities claimed by the District analyze fiscal year 1989 District costs to isolate desegregation related activities instituted by the District. will be costed on a program basis. We will then contrast the fiscal year 1988 benchmark data with the fiscal year 1989 desegregation costs claimed by the District to:  Identify on a program-by-program basis new desegregation activities implemented by the District. Building upon the custodial example, we might indicate that five new custodians had been retained and assigned to schools A, B, C, D and E. V,'  We would also estimate the cost of this program. Identify instances and associated costs where a preexisting fiscal year 1988 activity had been reclassified as a desegregation cost. Again as an example. if a student/teacher ratio at a particular school were ten to one in fiscal year 1988, we would identify a claimed desegregation cost in fiscal year 1989, if it purported to be for the purposes of reducing the student/teacher ratio at the school to a ten to one ratio. - 4 -t It should be stressed that both the custodial and teacher/student ratio examples are presented only as examples to facilitate an understanding of our planned approach. We have no information which indicates these examples are factual and they should not be construed as factual by the reader. After we have isolated the specific desegregation activities of the District in fiscal year 1989, we will perform additional tests. One test wiI I consist of a program activity-by-activity review to determine whether the program activity is focused upon the targeted disadvantaged student group or serves a I I students. If all students participate in a particular program activity, we will determine a reasonable allocation of the program activity's costs between those allocable to the target group and those allocable to the non-target group. We will contrast each desegregation program and its associated costs with the desegregation plan to identify, if any:  Programs which are not referenced in the plan.  Programs where expenditures have been claimed by the District which vary significantly from planned amounts. We wi I I select expenditures on a random basis and will examine 1) support to verify the desegregation related nature of the expenditure and 2) related disbursement support. We will then prepare a report for the Metropolitan Supervisor which lists in sequential order each program activity claimed by the District in fiscal year 1989 as a desegregation related activity. For each program, we will:  Briefly describe the purpose and objective of the program activity. Identify the costs of the activity. Identify and explain, if applicable, any costs which appear to be reclassifications of an activity which existed and was performed in fiscal year 1988, the base comparison year. Identify program activities which are shared by disadvantaged and other students and recommend an appropriate proration of costs. Finally, we will track and list legal expenditures by the District from fiscal year 1981 to the present. If District records permit, we will also classify legal expenditures as related or unrelated to the desegregation suit. Our final report will also identify certain policy decisions required in order to clarify the reimbursement process and wiI I further present recommendations for the types of reports which should be prepared by the District to support future claims for reimbursement. - 5 -Only the Court can and should decide whether a particular District desegregation initiative meets the intent of the Court order. Our proposed I eve I of assistance intended to ensure that both the Metropolitan Supervisor and the Court are in full possession of the facts with regard to the financial and program activities data. Such facts wi11 ass i st providing them with sufficient information to permit them to make difficult decisions regarding the appropriate allocation of funds to the District for desegregation activities. I s i n PROJECT STAFFING Our proposed project team for this engagement will include: Mr. David Bankard, a partner from our Firm's national public sector pract ice. Mr. Bankard will serve as the engagement partner and will be responsible for the overall performance of the work and for all deliverable products which are developed. Mr. C. Michel Haigh, the partner in charge of our Firm's Little Rock office. our Firm. Mr. Haigh is a very experienced audit partner with He will serve as the technical partner for the project and will advise our project team regarding accounting treatments and testing procedures. Ms. Rozanne Thompson. pract ice, wi I I serve a manager as our the project manager. Firm's pub Iic sector She wiI I be responsible for the development of our detailed project work plan and the supervision of the day-to-day performance of the work. i n Ms. Lee Ann Shell, an audit manager in our Little Rock office, will serve as a team leader. The team will be further supplemented with senior and staff accountants from our Little Rock office. Our team collectively possesses the necessary blend of K through 12 expertise and knowledge of accounting and costing procedures to efficiently and effectively perform this analysis in a manner which is highly responsive to your needs. PROJECT SCHEDULE AND COSTS We estimate that the analysis can be accomplished in a six week period, are prepared to begin work on the project immediately. We - 6 - Our fee quotation for this project is $65,000 plus expenses. This quotat ion represents a significant discount from our usual and customary fees. The fee quotation includes an oral presentation and discussion of our findings and recommendations for the Metropolitan Supervisor and/or the Court. The fee quotation does not, however, include any expert witness testimony which may result from the performance of the work. Should expert witness testimony be required, we would plan to bill these services at our full standard rates. * We appreciate this opportunity to assist \"the Metropolitan Supervisor with the performance of this important project. It is our belief that the accounting rules and procedures which are developed during this project will provide the necessary framework for controlling and monitoring desegregation expenditures for many years to come. road It More importantly, the rules of the which are developed during this project will improve relationships between the Court and the District by establishing the financial parameters under which desegregation costs will be reimbursed by the Court. Our ability to perform the work described in this proposal is clearly predicated upon the cooperation of District personnel who will need to provide access to program and financial data. We look forward to working with you. Should you have any questions regarding this proposal, please feel free to contact either Mr. David Bankard at (312) 856-8130 or Mr. Mike Haigh at (501) 374-0206. Very truly yours. David M. Bankard Partner C. Michel Haigh Partner - 7 - TO: Little Rock School District March 16, 1990 Members of the Metropolitan Supervisor's Financial Committee FROM: Ruth Steele, Superintendent We need to seek endorsement from the Financial Committee on two items with respect to the use of desegregation settlement funds. 1) We have provided documentation to support our position that a hearing officer and related expenses should be included in the desegregation budget. Both our preliminary plan submitted to the Metropolitan Supervisor and the Court approved plan address' the needs to reduce the disparity of disciplinary actions. In our preliminary plan, we also submitted a funding proposal that included a hearing officer and a budget for positive student discipline. 2) The district has had a serious cash flow problem for the past year and a half. Although we received the first payments from the Settlement a couple of months ago, these payments merely reimbursed the district for desegregation expenses already incurred. cash. As a result, we are on the brink of running out of The Settlement provides for a $6,000,000 loan to be \"loaned\" to district for desegregation programs. We have asked our attorneys and the State to draft the loan documents so that these funds will be available to fund desegregation efforts. We are requesting that the Financial Committee establish and endorse a procedure that permits the LRSD to make withdrawals from the proceeds of the loan fund that are in the Metropolitan Supervisor's escrow account. It is requested that the procedure provide for timely withdrawals that will assist LRSD in avoiding unnecessary interest costs. The district has been negotiating with local banks for several weeks to secure a line of credit to alleviate our cash flow problems. They have requested that we pledge as additional collateral for the line of credit the Settlement payments to be paid on July 1, 1990. We request that the Committee endorse the district pledging the payments as collateral for a line of credit. The necessity to pledge these payments will be minimized if a procedure is established with regards to loan fund proceeds. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Little Rock School District To: From: March 21, 1990 V. a r\nOffice of Metropolitan Supervisor - Finance Committee \"KUth S. Steele, Superintendent of Schools Subject: Request for Determination on Allowable Desegregation Costs MW 2 1 W i..2! In keeping with efforts to ensure that desegregation funds are used in an appropriate way, the Little Rock School District (LRSD) submits for your consideration the following expenditure estimates for planned desegregation activities: 1. Curriculum Audit  A description of this activity, as written in the January 2, 1990 Tri-Distrlct Desegregation Plan is enclosed as Exhibit I. Current estimates on the cost for this activity are $5,000 for 1990-91 and $50,000 for 1991-92. Original cost estimates provided by LRSD for the curriculum audit were $5,000 for 1990-91 and $100,000 for 1991-92. It is our belief that the curriculum audit should be accomplished during the first semester of the 1990-91 school year to provide maximum effectiveness in the development of plans for reducing disparity in the academic achievement of students. Further, we believe that it would be beneficial to have advanced training in the 1989-90 school school year for two or more staff members who will serve on the internal audit team. This approach will permit members of the internal audit team to become familiar with the audit process and thus enable preparation of information for use by the external audit team. 2. Two-Run Bus System -- Exhibit II provides details on changing from a three-run to a two-run bus system. At this time, it is estimated that the annual cost for this part of the Desegregation Plan will be $600,000 for 1990-91 plus Increases 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3301of three percent for the next four years of the capital lease payment period. Revised costs estimates will be provided no later than the end of the five year payment period. We have been advised that an order for new buses should be placed no later than April 2, 1990 to ensure delivery for the beginning of the 1990-91 school year. 3. Information on Magnet Schools and Programs required by the Trl-Dlstrlct Desegregation Plan Is enclosed as Exhibit III. According to the Plan, Dunbar Junior High School will open In the fall of 1990 as an Interdlstrlct Magnet School for International Studies and for Gifted and Talented Education. A joint planning committee has de- veloped recommendations on facilities renovations that would be appropriate to the themes at Dunbar and would enhance recruitment of students to the new Interdlstrlct Magnet School. Cost estimates for Initial renovations at Dunbar are enclosed as Exhibit IV. He are seeking approval on the described renovations at this time so that work might proceed on schedule. Additional estimates will be submitted as planning continues on Dunbar.From: Tri-District Desegregation Plan - January 2, 1990 Exhibit I INFORMATION ON CURRICULUM AUDIT These recommendations are made in addition to the ones proposed by the districts. The individual district plans follow. PLANS FOR REDUCING DISPARITY\nLITTLE ROCK SCHOOL DISTRICT The Little Rock School District has identified three problems related to equity in the academic achievement of its students. First, disparity continues between black and white achievement, as evidenced by grades and standardized tests. Second, black and white students are disproportionately represented in certain classes, programs, and activities. And third. the level of learning expected from students often varies according to a student's race. These problems will be addressed in the following ways: Problem One\nDisparity in Educational Achievement Despite years of awareness of the problem and numerous attempts to combat it, the disparity in educational achievement between black and white students continues, worsening as students move from grade to grade. The Little Rock School District will develop the following programs to address this problem. Five-Year Program Review\nThe district will immediately develop a five-year schedule for the review of all courses and including incentive programs, and magnet schools. to determine whether their content is sufficiently challenging, students. relevant, and enriching to all 5Curriculum Audit: The Little Rock School District will conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a schedule, in order to prearranged assess their effectiveness for all students. Programs to be audited include, but are not limited to: Chapter 1 Reading and Math Drug Education Foreign Languages Four-Year-Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library-Media Mathematics Music Physical Education, Health, and Nutrition Education Program for Accelerated Learning (PAL) Reading Science Social Studies Special Education Vocational Education The first programs to be audited will include Chapter 1 Reading and Math, Guidance and Counseling, PAL Learning Lab, and Foreign Languages. The purpose of the review will be to determine whether programs need to be modified to increase their educational value to students. In some cases programs may need to be eliminated or drastically changed. Review Multiethnic Curriculum Guides: Curriculum supervisors will be required to review the use of the multiethnic curriculum guides in order to propose necessary revisions and modifications. This review will be done yearly so that problems which become apparent can be quickly resolved. Instructional Management: The Little Rock School District will seek assistance Instructional Management System in for establishing an Technology now exists that can analyze every a student. student's learning style and achievement level, predict success or failure in school based on certain factors, and prescribe the necessary interventions in a timely manner. The 6district will inunediately engage experts in instructional technology to devise such a system. It should be noted that this approach is intended to benefit the successful as well as the unsuccessful student. The district will attempt to have this program in place by 1991-92. Problem Two\nDisproportionate Representation in Programs The disproportion representation of blacks and whites is not' a problem that can be addressed by simplistic solutions such as quotas or percentages, which are often humiliating and frustrating to students. All students, both the gifted and the low-achieving. must be provided every opportunity to excel, contribute, produce. and be challenged in school. A necessary precondition for this to occur is a strong basic education for all students beginning with kindergarten or before, and enrichment for disadvantaged children so they can compete with the more advantaged without losing ground over the years. Enrichment activities include additional or extended homework centers, summer learning programs, Saturday classes, extended day programs, academic incentive programs, and tutorial services. In schools that lack these programs, the district will allocate funds to establish at least one such program in each school. Principals, teachers, and guidance counselors can positively affect this problem. However, Boards of Education and administrators must support their efforts and insist on optimum learning opportunities for all students. The extent to which staff development can assist teachers and administrators in dealing with this problem will be discussed in the staff development section of this plan. 7From: Tri-District Desegregation Plan January 2, 1990 Exhibit II DETAILS ON TWO-RUN BUS SYSTEM student Assignment Appeals Conunittee\nThe Appeals Committee will consist of one representative from each of the following organizations: the Biracial Advisory Committee the PTA Council the Little Rock Classroom Teachers Association The Appeals Committee will also include two members at-large appointed by the Board of Directors, and one ex-officio member (an administrator) appointed by the Superintendent. The Appeals Committee will meet once each month to hear appeals. It will review only the following types of appeals: --geographic isolation racial isolation medical hardship --extenuating circumstances (as defined by the parent) Transportation: For the 1989-90 school year, the Little Rock School District is using a three-run bus system with schools opening on the first run at 7:55 a.m., on the second run at 8:50 a.m., and on the third run at 9:40 a.m. For the 1990-91 school year, the Little Rock School District will use a two-run bus system with the first-run schools opening at 8 a.m. and the second-run schools opening at 8:50 a.m. The Little Rock School District will also attempt to have all 17From: Tri-District Desegregation Plan - January 2, 1990 Exhibit III INFORMATION ON MAGNET SCHOOLS AND PROGRAMS PROPOSED INTERDISTRICT MAGNET SCHOOLS AND PROGRAMS 1990-91 1. Washington Basic Skills/ Math and Science Magnet Grades Pre K-6 2. Dunbar International Studies/ Gifted and Talented Magnet Grades 7-9 3. Central High International Studies Interdistrict Program Grades 10-12 4. Rockefeller Cooperative Early Childhood Education Demonstration Magnet Grades Pre K-6 1991-92 1. University Laboratory Magnet Grades Pre K-9 2. Franklin Early Childhood Environmental Science/Basic Skills Magnet Grades Pre K-6 3. Romine Gifted and Talented/ Basic Skills Magnet Grades Pre K-6 Aerospace/Technology Pre-Engineering Magnet Grades 7-12 1992-93 1. Business/Coiiununications Magnet Grades 7-12 2. Environmental Sciences/Zoo Magnet Grades 7-9 3. Garland Montessori Magnet Grades Pre K-6 4 . 1993-94 1. MacArthur Park Science/Natural History/Arts Magnet Grades Pre K-6 8elementary schools on the first run and all secondary schools on the second run. In order to move from a three-run to a two-run bus system, the Little Rock School District will need to acquire approximately forty additional buses before the 1990-91 school year and plan to replace approximately 15 to 20 buses per year, beginning in 1991-92. Financing these purchases with capital leases should reduce the first-year impact on the budget. In addition. the two-run system will require approximately thirty additional drivers and two route supervisors. 18DESCRIPTION OF INTERDISTRICT MAGNET SCHOOLS AND PROGRAMS There will be twelve additional interdistrict magnet schools in the Little Rock School District, with student ratios of 55-60 percent black and 40-45 percent white, and one, Central High School, that will be a limited interdistrict school. The 55-60 ratios will be implemented in the initial grades at the six existing magnets. There will be one interdistrict magnet school in the Pulaski County Special School District, and one. Oak Grove Jr./Sr. High School, that will provide an interdistrict program. Student ratios will be set at the maximums allowed by the court. Some funding for the interdistrict magnets will be through majority-to- minority transfers. The themes of every school will be further discussed and reviewed with parents for possible modification. LITTLE ROCK INTERDISTRICT MAGNET SCHOOLS Washington Basic Skills/Math/Science (Pre K-6) This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by academic. physical, and social competition\nand who are interested in math and science. 9Dunbar International Studies/Gifted and Talented (7-9) Dunbar Junior High School will open in the fall of 1990 as an Interdistrict Magnet School for International Studies 4nd for Gifted and Talented Education. A joint planning committee of area businesses, school administrators from the three districts, staff. and parents will be formed to supplement present plans developed by the district. They will start Feb. 1, 1990, to develop international studies programs for both Dunbar Junior and Central High Schools. A pledge of cooperation and support has been secured from the Greater Little Rock Chamber of Commerce and from Arkansas-based businesses interested in seeing the schools of Arkansas succeed. Those area businesses include Systematics Inc., Stephens Inc., Jacuzzi, Maybe1line. Timex, Orbit Valve, and TCBY. Other businesses will be approached to seek their assistance in this process. These corporations have significant international business interests. Central High School (10-12) A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. Other seats will be made available to any student on a space available basis and in compliance with desegregation limits. The program will be developed around a theme of international studies 10TO: FROM: Exhibit IV COST ESTIMATES FOR DUNBAR RENOVATIONS LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 South Bryant Street Little Rock, AR. 72204 Bob Robertson, Vernon E. THROUGH: DATE: Principal, Dunbar Junior High School Smith, Construction Manager Doug Kendall, Director of Plant Services March, 14, 1990 SUBJECT: received mak 1990 SERVICES Proposed Renovations to Dunbar Junior High School The following is an estimated cost for proposed renovations of a rpeting, windows, and grounds, cosmet ic building, and materials to complete the job. improvements to the DESCRIPTION ESTIMATED COST Carpet and Pad Removal and Replacement (16,348 Stage Curtains Lighting in Auditorium sq. ft.) Auditorium P.A. Main System Intercom System (Console Only) Electrical (Computer Room) Seif Sufficient Air Handler (B-5) Masonary Cleaning Window Replacement (Clear Plexiglass) Parking Lots (New) Asphalt Drive for Bus Drop Off Sidewalk Repairs Basket Ball Courts \u0026amp;. Goals Landscaping Removal of Two (2) Existing Flagpoles From Old Carver \u0026amp; Gilliam and installation at Dunbar Junior High (Completion Date, April 15, 1990) $ 15,000.00 3,707.60 3,882.00 1,200.00 2,500,00 1,250.00 5,500.00 3 ,090.00 30,720.00 14,775.00 4,599.41 1,500.00 3,500.00 8,725.00 1,500.00 Sub Total cc: Contingency, Fees, Permits, etc. (10%) Total $101,449.01 10,144.90 $111,593.91 Chip Jones LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 South Bryant Street Little Rock, AR. 72204 TO: Jackie Boykin, Director of Food Services FROM: Vernon E. Smith, Construction Manager THROUGH: Doug Kendall, Director of Plant Services DATE: March 12, 1990 SUBJECT: Renovation of Dunbar Jr. High Kitchen The following is an estimated cost for proposed renovations to the Kitchen at Dunbar Jr. High School, and items required to complete the job. DESCRIPTION ESTIMATED COST Partition Walls Exhaust Fan and Duct System For New Dishwasher Hot Water Heater \u0026amp; Booster Security Gate (Steel) Electrical Pantry (Wall Removal \u0026amp; Build New Shelves) $2,358.00 1,517.00 1,700.00 1,950.00 425.00 585.00 Total $8,535.00 . cc: Bob Robertson Chip Jones V-'\" To: From: Subject: Little Rock School District April 3, 1990 Office of Metropolitan Supervisor - Finance Committee 0^ A Ruth S. Steele, Superintendent Request for Determination on Allowable Desegregation Costs The Little Rock School District (LRSD) submits the following expenditure estimates on planned desegregation activities for your consideration and approval as allowable desegregation expenditures: 1. 9JJ-i-Se of Safety and SecurityExhibit I summarizes the recommendations made in the TriDistrict Desegregation Plan relative to establishing an Office of Safety and Security. The LRSD requests authorization to establish this office for the 1990-91 school year at a cost of $850,000 per year plus annual increases of approximately three percent (3%) for ongoing maintenance and operations expenses. In addition, approval is requested for a one-time capital improvements expenditure of $100,000 for renovation and modification of the former LRSD Transportation building located at 21st and Barber Streets so that this facility might be used as headquarters for the Office of Safety and Security. 2, a description of the science magnet program which was initiated in 1989-90 in accordance with Volume I of the LRSD Desegregation Plan dated January 31, 1989. Implementation costs for the second year of the program are estimated at $180,000 for one-time facilities expansion/im-provement and $70,000 per year for personnel costs. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 It is respectfully requested that a decision be given on these requests by April 16, 1990 so that necessary actions can be taken on a schedule that will enable programs to be in place by the beginning of the 1990-91 school year. RSS:nr Encl. Exhibit I Exhibit II Security Parkview Science Magnet SchoolExhibit I - Tri District Desenregation Plan - January 2, 1990 SECURITY SUMMARY AND RECOMMENDATIONS In the many meetings and forums held throughout Little Rock and Pulaski County last fall, a recurring theme was the concern of parents, black and white, about school safety and security. These themes involved apprehension about the safety of children in and around schools. and with black parents and community members. concern about the disproportionate numbers of black students suspended and expelled, particularly black male students. School programs in desegregated settings will suffer greatly if positive discipline policies aren't consistently and equitably enforced. Parents and community members must be involved in the preparation of programs to deal with this important problem. Staff development involving human relations, prejudice reduction. and discipline is an essential element of any program. The districts have included in their plans excellent suggestions regarding codes of conduct, security forces, and parent and community involvement. These plans must go forward in addition to recommendations contained in this report. The school principal is the key to this effort. School principals must be concerned about the safety of children in and around schools. and their leadership is essential in providing a safe school environment for children. For this reason, selection of school principals, inservice training in the area of discipline 14 . Establish a school-based student attendance incentive system at each school. discipline and 5. Activate discipline/attendance intervention teams at schools. Mandate that the pupil services team will do monitoring and involve the counselor with students who have discipline/attendance problems. 6. Involve parents in the team process regarding their children through meetings/conferences. 7. Establish discipline-review committee and sub-committees to include principals, staff, patrons, students, and at least one Board member to review discipline data and recommend modifications to ensure equity of policies and policy administration. The committee will be involved in the process of analysis of data and planning for reducing disparities in discipline. 8. Appoint a joint committee with Pulaski County Special School District and North Little Rock School District to coordinate discipline policies. 9. Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school. Safety and Security To parents whose children may be attending school in a part of the community that is unfamiliar to them, the issue of safety and security is extremely important. The Little Rock School District Board of Directors is determined to have safe, secure schools for children. Therefore, the following are proposed: 1. Establish an Office of Safety and Security with a coordinator and approximately thirty safety supervisors who will patrol campuses. follow and/or ride school buses, and perform other duties intended to protect the safety and security of school children. Salaries for safety supervisors will be in the $20,000 range. 2. Establish by 1990-91 a two-run bus system. thus eliminating a system requiring junior high students to begin their school day at 9:40 a.m. 12Exhibit II - Little Rock School District Proposed Desegregation Plan - January 31, 1989 PARKVIEW SCIENCE MAGNET SCHOOL Overview Parkview became\n ' 1987-88 school year, arts, drama, and dance the fine arts an interdistrict Fine Arts Magnet School for the A specialized curriculum in music, is part of the magnet program. visual program has attracted for the 1988-89 school 1 students short of capacity. Although approximately 815 students y3r, the school plant is still over 150 In anticipation of the facility , -----i--.-J . wii pa u xuil UX remaining undercapacity in the future and to provid ror students graduating from the Mann Math/Scien\u0026lt; e continuity and science a Sve^ a Ptoposed. The program will be phased In foir^in^ f 100-150 tenth grade students dents Wil 1 class. similar number of tenth grade stu- ? added during year two and year three of the school with a final enrollment of 300-400 students. school is proposed, three year period with rorming the initial class. A The Parkview Science Magnet School has the following goals: 1. To provide a science curriculum that exceeds the regul science program in depth and breadth. ar 2. To increase student understanding in the science content that IS prereoTjisite to a __ r_ . that IS prerequisite to a pre-professional course of study in medicine or health. or technical 3. To increase student acquisition of laboratory techniques in science. skills and 4 . To develop skills in information acquisition cessing, statistical analysis?- rtecto?r:S?ingr\" 5. To increase the Russian to the curriculum. foreign language offerings by adding ri mi 1 nm 6. To provide opportunities for health-science professionals health-science site, site. students to interact with through field trips to the .4. ,, presentations at the school fessional^ student shadowing of the health-science pro- i co o lUildlS I Program Design specialProgram will combine the District's high tech paS siSen?iT^  curriculum tLt wli? premajor in th\ntechnical wodld potentially maS exrpiirrS- students who of undergraduate providers washout\" blocks. After consulting with the University microbiology and organic chemistry Little Rock,  -------------care providers \"wash out\" programs because of a major stumbling of Arkansas at were identified few -lluas courses with traditionally high failure rates in undergraduate health-science Students fail these courses because of programs. a lack of mastery of the prerequisite content and skills. The magnet program will serve to strengthen the students' knowledge and skills in these and other critical areas. A. Organizational Structure/Operations Parkview Science Magnet School will be phased in over a three year period of time. In 1989-90 one hundred to one hundred and fifty (100-150) student seats will be available for tenth grade. in 1990-91 one hundred to one In hundred and fifty student seats will be added to eleventh grade to accommodate the rising tenth grade students. A similar number of seats will be added for twelfth grade in 1991-1992, bringing the total capacity to 300-450. The exact total (100-150) 300-450. capacity will complement the enrollment figures/projections for the Fine Arts Magnet program. The seven period day currently in place at Parkview will need to continue to allow students the rime to take the specialty courses in the curriculum. The Science Magnet School will utilize the administrative team and teaching staff that already Magnet School. * ' ' ' serve the Fine Arts - A part time Russian teacher will be the only additional staff member needed for the In 1989-90 an additional science teacher and Technical Writing teacher will be needed. 1988-89 school term. a part time , - ------------- Additional staff requests beyond 1989-90 will be based upon enrollment. The Parkview Science Magnet School will with the University of Arkansas cl L__:__ Sciences and the University of Arkansas for Medical Sciences to provide unique experiences for students. Both Universities have expressed work cooperatively at Little Rock College of B. for a willingness to host student groups for special laboratory investigations and guest lec- riiroe a 4- 4- U r i ~ J -.   j j____ .__________ _ tures at the University Campuses, and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some individual \"shadowing\" experiences where a student follows and works    fessional for a period of time. The University of Arkansas with a health-care proParkview Science Magnet . , - will meet annually with personnel representing the College of Sciences at UALR and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. School staff the Curriculum Design/Course Offerings The Little Rock School District non-science senior high curriculum will be combined with the District's high tech science courses and a science component to form the program or studies for Parkview Science Magnet School. District - _ 117The following program of study is required for high school graduation: Required Graduation Requirements (Grades 9-12) English (4 units) Social Studies (3 units) Mathematics and Science (5 units) Physical Education (1/2 unit) Health Education (1/2 unit) Vocational Education (1 unit) Fine Arts (1/2 unit) Computer Education The science magnet special course offerings are as follows: Biological Science 1. 2. 3. 4 . 5. Biolab (1 year) (existing District high tech course) Microbiology (1 semester) (new course) Human Anatomy and Physiology (1 semester) (new course) Environmental Health (1 semester) (new course) AP Biology (existing course) Physical Science 1. 2. 3. 4 . Chemtech (1 year) (existing District high tech course) Qualitative Analysis (1 semester) (new course) Organic Chemistry (1 semester) (new course) Physics (1 year) (existing course with slight modifications to emphasize medicine and health applications) Mathematics/Science Skill Courses 1. 2. Applied Statistics (1 semester) (new course) Technical Writing (1 semester) (new course) Mathematics (all are existing or proposed District courses) 1. 2. 3. 4 . 5. Geometry (1 year) Algebra II (1 year) Advanced Algebra and Trigonometry (1 year) Calculus AB (1 year) Calculus BC (1 year) - . 118Foreian Lancruaae 1. 2. 3 . Russian I, II (1 year) (new course) German I, II, III, IV (1 year) (existing course) Latin I, II, III (1 year) (existing course) Recfuired and Elective Non-specialtv Courses Non-specialty courses required for graduation and free elective courses will be selected from the District's full Program Parkview High School of Studies offered at Program ReoTJirements Biolab (1 year) required in the tenth grad Chemtech (1 year) required eleventh grade e in the tenth or Physics (1 year) required in the eleventh or twelfth grade Applied Statistics (1 semester) required in the eleventh or twelfth grade Technical Writing (1 semester) required in the eleventh or twelfth grade Two (2) semester electives must be chosen from Microbiology, Human Anatomy and Physiology, and Environmental Health in grades 10-12. One U) semester elective must be chosen from Qualitative Analysis and Organic Chemistry in grades 11-12. AP Biology may be elected grade. in the twelfth Two (2) years of foreign language must be chosen from either Russian, German, or Latin in grades 10-12. Mathematics must be taken each 10-12. year, grades All students will complete a science research project each year. All students will complete a 3 hour \"of a health-science professional during the twelfth grade. shadowing\" a 3 The following sample schedules are for illustrative only: purposes 119Sample Schedule A Sample Schedule B Grade 10 (PE, Health, Vocational Education, and Algebra II were taken in the ninth grade) 1. 2 . 3 , 4 . 5 . 6 . 7 . English Social Studies Geometry Foreign Language Biolab Chemtech General Elective (PE, Health, Vocational Education were not taken in the ninth grade) 1. 2. 3. 4 . 5. 6 . 7 . English Social Studies Geometry PE/Health Vocational Biolab Foreign Lang^uage Grade 11 1. 2. 3. 4. 5 . 6 . 7 . English Social Studies Trigonometry and Advanced Algebra Qualitative Analysis/Fine Arts Survey Foreign Language Physics General Elective 1. 2. 3 . 4 . 5. 6 . 7. English Social Studies Algebra II Fine Arts Survey/ Anatomy \u0026amp; Physiology Chemtech Applied Statistics/ Technical Writing General Elective Grade 12 1. 2. 3. 4 . 5. 6. 7 . English Calculus Advanced Biology Anatomy and Physiology/ Environmental Health Applied Statistics/ Technical Writing General Elective General Elective 1. 2. 3. 4 . 5. 6. 7. English Advanced Algebra/ Trigonometry Foreign Language Physics Qualitative Analysis/Organic Chemistry Microbiology/ Environmental Health General Elective Staff Development The instructional staff will ment and sSJ? a participate in curriculum develop- TSouchout development activities during the summer of 1989. to provide thJ ' inservice programs will be conducted to provide the staff with subject specific content and ski] 1c\nand litate^the^deVstrategies and skills that will faci- narc delivery of the science curriculum. UALR and GAMS J X . .--------------------- Consultants from will be used to assist with staff development. Parent Involvement Parents and participating students will understanding of the rules of the program'. sign a contract assuring X .,  school and participation in the Hoc' X will be expected to attend designated Pta ''  ----------- a limited number of meetings and other special events. 120Physical Facilities Space will be needed in the second , , ----------- year of the prooram for research laboratory/technical writing lab. use as writing lab. The room will house hou^^h! fragile instrumentation in science and will house the computers needed for the technical writing also course. Evaluation Evaluation for the ovaxudtion ror the science magnet school will be tied directlv tn ahH  mom coring team from the District' and Testing Department\n- dent questionnaire\n(:\n teview or such records^ and reco?S of trips, speakers, science fairs, J Information will be gathered. and assessed throughout guest experiences. luation report will Directors. ------- s Evaluation (2) a teacher questionnaire\n, - . (3) a stu- a parent questionnaire\n(5) an admi- (6) a review of pertinent documents behavioral records, (4) (5) science and \"shadowing\" , - ------ reviewed, analyzed, the school year and a summative eva- be presented annually to the Board of a summative to the Board 121April 18, 1990 To: From: Subject: OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 Dr. Ruth Steele, Superintendent, Little Rock School District Office of the Metropolitan Supervisor LRSD Requests for Determination on Allowable Desegregation Costs We have received your correspondance of March 21 and April 3, 1990, requesting a determination of allowable desegregation costs in reference to items discussed under the headings of \"Curriculum Audit,\" \"Two-Run Bus System,\" II High School Facilities,\" \"Office of Safety and Security, II Dunbar Junior and \"Parkview Science Magnet School.\" on Monday, April 16, 1990. We discussed your requests with the Finance Advisory Committee The Office of the Metropolitan Supervisor, with the advisement of the Finance Commi ttee. expects to thoroughly assess all requests for desegregation expenditures to determine whether they are appropriate and consistent with the spirit and the letter of the desegregation plan. However, at this time, with the work of the Deloitte and Touche firm still underway, we do not have information sufficient to enable us to determine whether any potential expenditure is reasonable and allowable. We will use the results of the Deloitte and Touche analysis and recommendations as a basis for identifying procedural and decisionmaking guidelines with which we will operate in the future in regard to desegregation expenditures.OFFICE OF THE METROPOLITAM SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK. AR 72201 April 19, 1990 To: From: Subject: Members of the Finance Advisory Committee Ann S. Brown, Associate Metropolitan Supervisor Memo to LRSD Regarding Requests for Determination on Allowable Desegregation Costs Attached for your information is a copy of the memo that was sent from this office to Dr. Ruth Steele, pursuant to our Finance Committee meeting on April 16, 1990. The three Associate Metropolitan Supervisors trust that this correspondence conveys the concensus of opinion from our meeting. serving not only as acknowledgment of the LRSD requests, but also making a reasonable statement regarding our inability to act on any desegregation funding requests until we have had an opportunity to review the findings and recommendations of Deloitte \u0026amp; Touch. Enc.To: From: Subject: Little Rock School District April 19, 1990 Office of Metropolitan Supervisor - Finance Committee^^ Ruth S. Steele, Superintendent Request for Determination of Allowable Desegregation Costs (No. 3) The Tri-District Desegregation Plan provides for the hiring of at least one additional parent recruiter and one data entry operator for the Student Assignment Office of the Little Rock School District. Exhibit 1 describes duties that will be performed by these individuals. Estimated annual costs of salaries, benefits, and other expenses for the two positions will be in the range of $51,000 to $55,000. These personnel are needed immediately to accommodate implementation of the long-term student assignment plan. Your favorable consideration and approval of these costs as allowable desegregation expenses at the earliest practical date will be appreciated. RSS:nr Attachment: Exhibit I - Tri-District Desegregation Plan dated January 2, 1990 QJ.f.l.ce Student Assignment * -r 810 West Markham Street * * v\u0026gt; Little Rock, Arkansas 72201  (501)374-3361 Exhibit I - Tri-District Desegregation Plan - January 2, 1990 Student Assignment Office\nThe Student Assignment Office will monitor new assignments, process all data entry work for elementary schools, process interdistrict majority-to-minority transfers and magnet assignments, reassign students because of over-crowdedness or desegregation requirements, consider appeals, verify addresses. conduct recruitment efforts, maintain waiting lists, and process desegregation transfers. The Student Assignment Office will also be responsible for incentive school and kindergarten assignments. The Student Assignment Office will be reorganized and extra personnel will be added to provide temporary and/or permanent support. At least one parent recruiter and one data entry operator will be added on a permanent basis. These individuals will be needed to accommodate the additional magnet, incentive school, and pre-kindergarten options that will be created by the long-term student assignment plan. Address Changes: All students will be required to report address changes immediately to the school's main office. Students who change addresses will have the option (if space is available and the assignment complies with desegregation requirements) to attend their new attendance zone schools or to remain at their current schools. The district will not be responsible for transportation if students elect to remain at their current schools. 16Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, i.t_ must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its walls are movable so that renovation requirements are minor\na separate lot will provide an outdoor play area\noff-street parking is generous\nand access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month. 6,500 sq. feet). This was the committee's second choice\nhowever, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, \"the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area.\" As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County -- Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Downtown Early Childhood Center will have three four-year old classes dur- ing the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats OLittle Rock School District May 11, 1990 TO: FROM: Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervisors Chip Jones, Manager of Support Services _ James Jennings, Associate Superintendent for Desegregation ^(5 Monitoring and Program Development THROUGH:^l)r. Herb Cleek, Deputy Superintendent of Schools 0)^Dr. Ruth Steele, Superintendent of Schools SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material \u0026amp; Supplies Postage Furniture \u0026amp; Equipment Renovations Contingency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the participating districts be allowed to use the Settlement proceeds to pay for the Center. O 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 Downtown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the application period to inform downtown employees about the downtown early childhood program. The three districts will work together to promote and support publi- city efforts. As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. The downtown area i s defined as the Central Business District of Little Rock. The boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a parti- cular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program wi 1T be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children. the joy of learning. It win appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected be- Children will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. Such activities facilitate language talking. and fine motor development. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD OTO: FROM: Little Rock School District May 11, 1990  V Ann Brown, Prentice Dupins, and Arma Hart - Associate Metropolitan Supervi sors Chip Jones, Manager of Support Services James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH:l?^br. Herb Cleek, Deputy Superintendent of Schools ^Dr. Ruth Steele, Superintendent of Schools SUBJECT: Downtown Early Childhood Center Site Selection The planning committee for the downtown early childhood center (the Center) has located a site that will be a showcase of the four-year old program in the Little Rock School District. The selected site is currently owned by Cashion and Company. The district has negotiated a price of $4,500 per month for the location contingent upon approval by the Office of the Metropolitan Supervisor. Current cost estimates for the total program are as follows: Rent Utilities 3 teachers 3 aides 1 custodian 1 coordinator 1 secretary Benefits Food Service Material \u0026amp; Supplies Postage Furniture \u0026amp; Equipment Renovations Contingency $54,000 10,000 75,000 30,000 9,000 20,000 12,000 21,900 15,000 3,000 500 20,000 (Start-up) 20,000 (Start-up) 30,000 $320,400 The committee recommends that funding for the Center be similar to the Magnet Schools. Each participating district will be responsible for the costs of the Center based on seat allocation. It is further recommended that the parti ci- pating districts be allowed to use the Settlement proceeds to pay for the Center. 810 West Narkham Street Little Rock, Arkansas 72201  (501)374-3361Downtown Early Childhood Center May 11, 1990 Page two In order for the District to open the Center for the 1990-91 school year, it must commit withing five working days (by May 18) to a lease agreement. The current occupant needs time to locate new space, remodel and move by August 6, 1990 to allow the district time to open the Center by the beginning of school. The building is well-suited for an early childhood program. Most of its walls are movable so that renovation requirements are minor\na separate lot will provide an outdoor play area\noff-street parking is generous\nand access to downtown and to the freeways is strategic. The total square footage of the building itself (not including play areas and parking) is 5,500 or $9.82 per foot, which is very competitive for downtown office space. The committee also considered: --Bushman Court Reporting Building (6th and Pulaski, $3,169 per month, 6,500 sq. feet). This was the committee's second choice\nhowever, in order to use the building for an early childhood program would require extensive and expensive remodeling, this expense would be prudent. The committee did not feel that --Olympia Publishing Building (900 West Fourth, $2,000 per month, 3,400 sq. feet). The committee believes the space would not be adequate for the Center and that it would be difficult to occupy in time for the 1990-91 school year. --SE Corner (3rd and Ringo, $3,000 per month, 3,600 sq. feet). committee believes the space would not be adequate for the Center. Again the Seat Allocation According to the Tri-District Desegregation Plan, \"the districts will work together to establish a pre-kindergarten program in the downtown Little Rock business area.\" As a result, seats will be allocated for downtown employees from each of the three districts in Pulaski County  Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Downtown Early Childhood Center will have three four-year old classes during the 1990-91 school year. Each class will have a maximum of 20 students. The seat allocation formula for the interdistrict magnet schools will be used to allocate the 60 four-year old seats among the three districts. LRSD NLRSD PCSSD 45.6% 15.7% 38.7% 27 seats 10 seats 23 seats ODowntown Early Childhood Center May 11, 1990 Page three Assignment Process All assignments are subject to desegregation requirements and capacity. As stated in the Tri-District Desegregation Plan, the Downtown Early Childhood Center is specifically aimed at serving the children of parents who work in the downtown area. in Pulaski County, Arkansas. However, the parent must reside in one of the three districts Act 609, Act 624, or legal transfers cannot be used for admission to the Downtown Early Childhood Center. Special publicity efforts will be used to inform downtown employees about the early childhood program. Special meetings will be held prior to the application period to inform downtown employees about the downtown early childhood program. city efforts. The three districts will work together to promote and support publi- As stated earlier, the downtown early childhood program is aimed at serving the children of parents who work in the downtown area. fined as the Central Business District of Little Rock. The downtown area i s deThe boundaries of this area are Interstate 30 on the east side, 15th Street on the south side, the State Capitol Mall on the west side, and Markham Street on the north side, parent's worksite must be located in this area in order for the parent to be classified as a downtown employee. The The Little Rock School District Student Assignment Office will be responsible for processing all applications. In order to be eligible for admission, the child must be four years old on or before October 1, 1990. Parents must present a birth certificate and proof of address during the application process. A lottery will be conducted if demand exceeds the supply of seats for a particular district. Students who are not selected will be placed on a waiting list for the remainder of the school year, each year. A new waiting list will be developed Hours of Operation The Downtown Early Childhood Center will have the same opening and closing time as a regular elementary school. In addition to the normal hours of operation, parents will have the option to participate in the before and after school care program. Office. The costs will be determined by the Little Rock School District CARE CARE services also will be provided during holidays. Transportation The three districts will not provide transportation. ODowntown Early Childhood Center May 11, 1990 Page four Curriculum The goals and objectives of the educational program will be sensitive to the developmental characteristics of the children. The curriculum will be based on young children's interests and styles of learning which will guide daily activities. The program itself will be compatible with the developmental needs of young children, the joy of learning. It will appeal to young children an help them experience The early childhood program will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. to learn about themselves and other cultures. Young children need the opportunity An appropriate curriculum for young children will be one in which the children are active learners. They will be given freedom to act on materials, to use them in their own ways, to move about and to interact verbally and physically with other children and with their teachers. There will be a full spectrum of activities to stimulate children with many levels of development. Children will be offered choices and will select many of their own activities in learning areas: keeping, and music. children to explore and manipulate. blocks, science, math, games, puzzles, books, art, house- There will be many concrete materials in each area for Teachers are expected to facilitate the development of self-control in children by using positive guidance techniques. havior are a part of the classroom management program. Modeling and encouraging expected beChildren will have many opportunities to develop social skills such as cooperating, helping, and talking with other children, the staff, and resource persons. Children will be provided many experiences which lead to literacy: listening, drawing, and copying. and fine motor development. Such activities facilitate language talking. Listening to stories, telling about pictures. poetry, fingerplays, field trips, dictating stories, and participating in dramatic play all provide a foundation for beginning literacy. Formal reading and writing instruction is reserved for a more developmentally appropriate time. Implementation Plan Since the Center is required by the Tri-District Desegregation Plan, the Little Rock School District plans to implement the recommendations of the committee as described herein. Please advise us before May 18, 1990 if the Office of the Metropolitan Supervisor is not in agreement with this decision so that other plans might be developed. The North Little Rock and the Pulaski County Special School Districts have been provided a copy of this memorandum. cc: Billy Bowles, PCSSD Bobby Acklin, NLRSD Osg| OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 STAFF/LRSD MEETING May 25, 1990 AGENDA 1. Area Schools 2. Deseg Requirement for Kindergarten 3. Extracurricular Activities Cheerleader/Drill Team Try-Outs 4. Magnet Schools 5. Incentive Schools 6. Hiring of Principals 7. Downtown Early Childhood 8. Early Childhood Education Report 9. Committee Procedure 10. Timeline for Monitoring Instrument 11. Other Deloitte \u0026amp; Touche 111 Center Street, Suite 1800 Little Rock, Arkansas 72201-4420 Telephone: (501) 374-0206 Facsimile: (501) 374-4809 May 11, 1990 Ms. Ann Brown Office of Metropolitan Supervisor Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Ms. Brown: Deloitte \u0026amp; Touche is pleased to respond to your request for a brief summarization of the areas we suggest for policy establishment resulting from the procedures that we were engaged to perform for the late Mr. Eugene Reville, Metropolitan Supervisor. Our procedures were performed in accordance with the proposal letter submitted to Mr. Reville on March 7, 1990. Deloitte \u0026amp; Touche School District (the visited the administrative offices M May 11, 1990. District\") during the period of April 9, of the Little Rock 1990, Our primary contacts at the District were Chip Jones, to Milhollen, James Jennings and Estelle Mathis, of the following desegregation plans: Mark The District provided copies February 16, 1988, Master\". Interim Report and Recommendations of the Special Volume 1 of the \"Little Rock School Plan\", dated January 31, 1989. District Proposed Desegregation \"Tri-District Desegregation Plan\". The District also provided an analysis of the Desegregation Account (Fund 13 on their accounting records). This analysis presented the desegregation costs of the District for the 1988-89 school year that were claimed as costs to be reimbursed by the U.S. District Court (the \"i desegregation settlement agreement. Court\") as part of the The total cost presented is $5,471,069. The costs were summarized by school and by major desegregation program\nPAL, Homework Centers, Extended Day Care, Early Childhood Education, Enhancement Schools and an Other cost category.After reading the information above and other related information provided and after analyzing various supporting documentation for desegregation program related expenditures, we held discussions with various individuals including District administrative and school personnel, staff of the office of the Metropolitan Supervisor and Court personnel. The target beneficiaries and the nature of costs were generally found to be as represented by the District. In our analysis of costs we noted no situations which were not supported by adequate documentation. Based on these procedures, we believe that the following areas for policy establishment should be addressed. Future Desegregation Plans Require guidelines desegregation programs. for budget information to supplement the Require guidelines for the format of financial information. Require guidelines for the preparation of the program implementation timetables. Determination of an Amendment Process Develop a formal process to document changes in the desegregation plan and the related budgeted amounts. Financial Reporting Process Require required. guidelines to describe the types of financial reports Require the presentation of the District's total desegregation expenditures, not only those related to the Court desegregation fund. Require comparison of budgeted expenditures to actual expenditures. Require explanations of budget variances. Determine the frequency of financial reporting. Establish an Evaluation Process Determine the criteria that are needed to measure the effectiveness of the desegregation plan and each program within the plan. Determine the reports that the District should prepare to provide those criteria. Determine the frequency of the reporting. 2We understand that you wish to avoid the additional incurred in our preparing a detailed report. cost that would be As you requested, we have only prepared a brief listing of the areas where certain policy decisions to be necessary. appear We understand that you believe our previous meetings with you in which we presented the specific details of our findings provided sufficient detailed information to you and that, in light of the previous detailed discussions, an in-depth written report is not necessary. As we communicated previously, we will be pleased to provide such details to you again, verbally or in writing. We appreciate this opportunity to serve you and believe that the accounting rules and procedures that are developed as a result of these various policy decisions will provide the necessary framework to monitor and control the desegregation expenditures in the future, further assistance in establishing policy. Our firm would be pleased to be of Sincerely, 3OFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 August 24, 1990 To: Bobby Lester, Superintendent, PCSSD James Smith, Superintendent, NLRSD Ruth Steele, Superintendent, LRSD From: '^Ann Brown, Associate Metropolitan Supervisor CZy.Arma Hart, Associate Metropolitan Supervisor Subject: 1990-91 Budget: Salary Adjustments On July 30, 1990, a letter was sent from this office to the financial directors of each school district regarding the 1990-91 budget for the Office of the Metropolitan Supervisor. As stated in that correspondence, we will continue to operate on the same budget total that was approved by Judge Henry Woods for the 1989-90 fiscal year. In accordance with an agreement with the late Eugene Reville, employees of the Office of the Metropolitan Supervisor are to suffer no financial loss as a result of their temporary employment move from a school district to this office. Anytime there is a salary increase for employees in one of the school districts which has previously been the \"home\" district of a Metropolitan employee, that staff member is to automatically receive the same salary increases as employees in the home district. Our agreement with Mr. Reville also specified that salary adjustments would be made after negotiations between the districts and the unions are completed. According to news reports, the Pulaski County districts have reached salary agreements with their employees. At this time, compensation at the rate commensurate with the salary increase settlement reached in the Pulaski County Special School District has been made to the former Associate Metropolitan Supervisor whose home district has been the PCSSD. However, compensation corranensurate with both the retroactive and current salary increase settlements reached in the Little Rock School District has not been received by the three employees (both current Associate Metropolitan Supervisors and our Administrative Assistant) whose home district is the LRSD. You will note from the attached copy of our July 30 memo that the budget will accommodate such salary increases for the Metropolitan staff without any additional cost to the di stricts. Since Judge Woods' order of July 6, 1990, clearly bars retaliation against any member of the Metropolitan Supervisor's staff, we believe that the failure to receive the adjustment in salary is inadvertent. correcting this oversight will be appreciated. Your immediate attention to Thank you.OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 November 6, 1990 TO: Dr. Ruth Steele, Superintendent Little Rock School District FROM: oily Ramer, Administrative Assistant THROUGH: .rma Hart, Associate Metropolitan Supervisor SUBJECT: 1990-91 Interim Budget With Judge Wright's Order of October 30th approving our 1990-91 interim budget, I am in the process of determining each district's contribution for that budget and bringing my books up-to-date, need to be followed to complete this process: The following steps 1. 2. LRSD send to this office a print-out determining the exact amount due LRSD for the 1989-90 retroactive pay for Ann Brown, Airma Hart, and Polly Ramer. LRSD send to this office a print-out determining the exact amount due LRSD for the 1990-91 retroactive pay for Ann Brown, Arma Hart, and Polly Ramer. 3. Using the above infoznnation. OMS pro-rate and credit the remaining 1989-90 budget against the districts 1990-91 budget contributions. 4. The three school districts cut checks for the amount due OMS for the 1990-91 budget. 5. OMS cut a check for the to-date reimbursement due LRSD for salary, travel allowance, and benefits for Ann Brown, Arma Hart, and Polly Ramer for 1990-91. 6. Monthly the OMS cut checks for reimbursement of salary, travel allowance, and benefit payments for Ann Brown, Airma Hart, and Polly Ramer. As you see by the above steps, the completion of the 1990-91 budget process cannot begin until this office receives the print-out of the retroactive pay. greatly appreciated. Whatever may be done to expedite this process will be with you or Mark Milhollen, if you so desire. If any questions arise, I will be glad to meet Thank you for your cooperation in this matter. 09/17'90 15:26 301 374 7609 L R School Dlst  001 n ECCtCEBBL aw Little Rock School District September 17, 1990 TO:. Arma Hart, Ann Brown, Polly Ramer FROM: ^Ruth S. Steele SUBJECT: Salary Adjustments I have asked Chris Heller to review the issue of salary adjustments for the metropolitan supervisor's staff, and he is now doing so. As I indicated to you, Arma, in our telephone conversation on Friday, I do not believe I have the authority to give you a salary increase without being directed to do so by the Court, since you and other members of the staff are not employees of the Little Rock School District, and- since I have no authority to make budget decisions regarding the operation-of your office. A second point is' that even if I- did have such.authority,'you and Ann would not be able to receive a raise because senior level administrative employees' salaries were frozen at a level established on August 30, 1989. In effect, you have been treated in the same way as all other top level administrators in the District have been treated.- Following salary adjustments made last summer, which reflected a higher percentage for.some than for others, salaries were frozen and remain frozen as of this date.' We I hope-this helps to clarify my position regarding this matter. .... look forward to the opportunity to see a proposed budget for 1990-91 and to comment upon i-t, as I believe the Court Order which established the office requires. /bjf cc: -Chris Keller- Herb Cleek PAX - transmit l TO: jJxPyd-7 DEPT: fT WlfjLlTi Memo FROM: C0:_ PHONE: NO-OF PAGES I FAX?: Post.lt'Brand fax transmiftai memo 7S71LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET TO: FROM: LITTLE ROCK, AR May 28, 1991 Ruth Steele, Superintendent SUBJECT: In order 72201 Jones, Manager of Support Services Phase II of Capital Improvement Plan to clearly define the modification section of the plan. parameters of the facility I recommend that we send the revised capital improvement plan to Ann Brown with notations next to those approval. time lines. proj ects for which we will solicit specific court All other projects will proceed under Board approved For projects that require specific court approval. I further recommend that we be allowed to contract with an architect so that budgets can be finalized and drawings prepared for the Court's review. The amount of money from Phase I for which specific court approval has been or will be sought is $12,954,480 or 77% of the total $16,900,000 issue. Of the $15,100,000 proposed issue, $10,507,691 would require court approval or 70% of the total issue. Obviously, this approach allows the Court to have sufficient resources to monitor and control the District's general direction. Without seeking a working solution to the plan language, the Court might have to approve every capital improvement project. If the District had to take this approach, stop. facility improvements would If you approve this recommendation, I will contact Chris so that we can try to reach an agreement with Ann Brown. cc: James Jennings Doug Kendall c\n\\n)emos\\phasel I .wpdSchool Henderson Henderson Henderson J.A. Fair J.A. Fair J.A. Fair J.A. Fair J.A. Fair King Mabelvale Mabelvale Mabelvale Mabelvale Jr. Mabelvale Jr. Little Rock School District Bond Issue Application May 10, 1991 Improvements Plumbing Replacement Energy Management Site Improvements Replace Phone System Energy Management Renovate Shop Area Waterproofing Repair Emergency Lighting New School Replace fire alarm Site Improvements Emergency Lighting Roofing Site Improvements McClellan (Field House) Roofing McDermott Metropolitan Mitchell Old Carver Old Carver Otter Creek Otter Creek Parkview Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Jr. Rightsell Rightsell Rightsell Rightsell Stephens Southwest Jr. Terry Terry Wakefield Wakefield Site Improvements Roofing Classroom Addition -4 ' Roofing Heating Replacements Emergency Lighting Site Improvements Site Improvements Carpet and Floor Tile Fire Bells Site Improvements Intercom Repair Site Improvements Plumbing Repairs Site Improvements Classroom Addition Roofing School Replacement Classroom Addition Roofing Site Improvements Emergency Lighting Paint /Vrf- Page 2 Cost 10,000 25,000 70,000 3,000 ' 25,000 33,000 (U 5,000 4,000 1,500,000^ 12,000 20,000 21,933 30,000 3,545 30,000 97,555 65,000^ 47,032 67,000. 2,500 25,000 25,000 25,000 2,000 5,000 15,000 20,000 10,000 50,000 65,000 16,866 3,400,000* 626,000^ 89,250 15,000 6,000 30,000 Isf |5\u0026gt;^w!) (Mu(, Little Rock School District Bond Issue Application May 10, 1991 School Improvements Cost Asbestos Abatement Badgett Badgett Badgett Badgett Baseline Baseline Booker Booker Booker Brady Central Central Central Central Central Central Central Central (Gym) Cloverdale Jr. Dodd Dodd Dunbar Eastside Fair Park Fair Park Fair Park Fair Park Food Service Forest Park Forest Park Fulbright Garland Geyer Springs Gibbs Henderson Henderson Henderson District-Wide - Phase 1 Carpet and Floor Tile Energy Lighting\nRenovation Site Improvements Plumbing repairs Intercom \u0026amp; Bell Repair Emergency Lighting Seal and Waterproof windows All-Weather bus waiting area Site Improvements Site Improvements Paint Waterproof East Exterior Installation of Lang. Labs Roofing Repair Deck Carpet and Floor Tile Replace Panic Devices Electrical Repair/Improvements Major Renovation Handicapped ramps Emergency Lighting Major Renovation Roofing Site Improvements HVAC Replacement At, Paint Carpet and Floor Tile Renovation Site Improvements Underpinning kitchen area Site Improvements Additional Outside Lighting Major Renovation Replace Sewer Line Replace Rooftop HVAC Units Wall Repair Enclose Six Hall Entrances 1,000,000 10,000 11,000 2,000 10,000 3,000 15,000 15,000 5,000 5,000 30,000 15,000 127,000 30,000 126,631 5,000 25,000 8,000 5,000 3,161,160*\" 5,000 4,000 100,000 71,400 20,000 8,000 30,000 30,000 200,000 2,000 5,000 15,000 5,000 2,006,800^ 6,000 30,000 40,000 35,000 Page 1Little Rock School District Bond Issue Application May 10,1991 School Improvements Cost Wakefield Wakefield Wakefield Waston Western Hills Wilson Wilson Wilson Wilson Wilson Wilson Woodruff Site Improvements Minor Renovation-' Carpet and Floor Tile Site Improvements Major Renovation Replace Ceiling Tile Fence Repair Replace Plumbing Fixtures Replace A/C Units Roofing Carpet and Floor Tile Major Renovation Contingency 30,000 75,000 25,000 20,000 1,235,832 Z 50,000 30,000 30,000 6,000 83,475 30,000 1,024,688 491,333 Total Previous Issue 16,900,000 6^ Page 3 Sux (Ac, Little Rock School District Bond Issue Application May 10, 1991 School Improvements Cost Proposed Issue Bale Bale Bale Bale Bale Baseline Baseline Baseline Baseline Booker Booker Booker Brady Brady Brady Brady Brady Brady Brady Brady Chicot Dodd Dodd Dodd Dodd Forest Heights Forest Park Forest Park Forest Park Forest Park Forest Park Forest Park Fulbright Garland Gillam Hall Hall Lighting \u0026amp; Plumbing Replace Hot Water Pipes Site Work Electrical Service Carpeting Roofing Site Improvements Electrical Service Minor Remodeling Provide vent fans Carpet and Floor Tile A/C replacements Repair Walls Ceiling repair under skylights Site Work Repair/Replace Heating System Intercom Equipment/Furnishings Carpet and Floor Tile Gutters installed New Cafetorium Sewer system Replacement Replace Wooden Building Paint Ceiling Replacement PbaserZ^ Renovation Cabinet repair Door glass replacement Carpet and Floor Tile HVAC Improvements Paint Additional Receptacles Doors for restrooms Carpet Roofing Acoustic Tile Replacement Painting 63,000 45,000 20,000 22,000 50,000 151,365 3,000 50,000 10,000 2,500 15,000 37,000 5,000 10,000 50,000 53,000 2,000 45,000 55,000 2,000 250,000\u0026gt; 15,000 80,000 e 25,000 125,000 3,867,691*' 1,000 1,500 3,000 20,000 32,000 3,000 10,000 10,000- 3TWo 25,000 Page 1School Hall Hall Hall Hall Hall Hall IRC Ish Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson King J.A. Fair Mabelvale Mabelvale Mabelvale Mabelvale Mabelvale Jr. Mann Mann Mann McClellan McClellan McClellan McDermott McDermott Meadowcliff Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Otter Creek Little Rock School District Bond Issue Application May 10,1991 Improvements Floor Replacement Replace Lighting Replace Plumbing Fixtures Parking/Site Work Steam Piping Heating Control Improvement New Facility Roofing Carpeting/Floor Tile Window Repair/Replacement Electrical Replacement Plumbing Replacement HVAC Replacement Cost 60,000 40,000 30,000 200,000 107,500 _ 6.5QQ ^\"\"'^,740,000^1^ 88,200 Site Work Painting New School Track Repair Roofing Paint Receptacles in Cafeteria Carpet and Floor Tile 8-10 Classroom Addition (Approx.) Plumbing Repairs School Sign Improve drainage Renovate Art/Kindergarten Areas Cafeteria Expansion Site Work Paint Carpet and Floor Tile Re-roofing Site Improvements HVAC Improvements Improved Electrical Service a* Paint Electrical Service Fence Repair Paint 60,000 60,000 150,000 140,000 250,000 50,000 40,000 2,350,000-h /.S 50,000 167,779 25,000 1,500 5,000 950,000slf 10,000 5,000 10,000 120,00^* 200,000 t Page 2 I 80,000) i 30,000 35,000 80,000 100,000 120,000 100,000 30,000 25,000 10,000 24,000 School Parkview Parkview Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Pulaski Heights Jr. Pulaski Heights Jr. Pulaski Heights Jr. Pulaski Heights Jr. Pulaski Heights Jr. Purchasing Romine Romine Romine Romine Terry Terry Watson Watson Watson Watson Watson Watson Williams Total Proposed Issue Little Rock School District Bond Issue Application May 10,1991 Improvements Paint Energy Management ' Replace A/C Units Roofing Paint Steam Piping Minor Renovation Roofing Additional Restroom Floor Repairs Upgrade Electrical Renovation '-CUSA. Site Improvements Carpeting and Floor Tile HVAC Replacement Roofing Repair HVAC control Replace Electrical Service Repair HVAC controls Replace Gas A/C System Carpet and Floor Tile Paint Reroofing Emergency Lighting Cafeteria Expansion Cost 35,000 20,000 12,000 5,995 40,000 150,000 50,000 19,530 5,000 2,000 15,000 50,000 45,000 15,000 215,000 I 28,98qJ 10,000 30,000 12,000 45,000 10,000 30,000 100,000 6,000 350,000 15,100,000 7ol Page 3CJJ.  _ - L-  08-'13 91 16:26 I 0301 374 7609 L R School DIst 0D5I @002/002 * i*: 3.-'\nLittle Rock School District August 13, 1991 Mr. Don Smith Thomas and Thomas Certified Public Accountants 201 . Markham Little Rock, AR 72201 Dear Don: Thomas and Thomas is authorized to release to the Office of Desegregation Monitoring current and prior year workpapers for the Little Rock School District. audi' and I If further information is needed, please let me know. Sincerely, Ruth S. Steele Superintendent of Schools RSS/ch 810 West MarRham Street  Little Roch. Arkansas 72201  {501)374-3^61 fcj - r. 08 '19 91 13:34 501 374 7609 L R School Dlst @001 I 5 '3 a TO: FROM\nRE: Little Rock School District August 19, 1991 Bob Morgan - O.D.M. Mark D. Miihollen, Controlle 4 INFORMATION REQUEST Per your telephone request of August 16, 1991, I am providing you the following information. 1. 2. Desegregation Legal Fees through 6/30/91 $2,670,897.67 1991'-92 Total Operating/Desegregation Budge' $110,109,825.00 Post-It brand fax Irani To ismtttal memo 7671 L DpL Phone? (Fax-* ~ 1 I \u0026lt;1 1 k' k 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3561 i ? xra tLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM UTTLE ROCK. ARKANSAS AUGUST 22, 1991 TO\nBOARD OF DIRECTORS cons*- L5N CONTROLLER ENI TONY WOOD, DEPUTY SUPERINTENDENT THROUGH\nDR. RUTH . STEELE\nSUPERINTENDENT SUBJECT\nFINANCIAL REPORTS WE RECOMMEND THAT THE FOLLOWING FINANCIAL REPORTS BE APPROVED AS SUBMITTED.LITTLE ROCK SCHOOL DISTRICT RECEIPTS-OPERATING. DEBT SERVICE AND DESEGREGATION FUNDS FOR THE PERIOD ENDED JULY 31. 1991 APPROVED BUDGET YTD RECEIPTS REVENUE-LOCAL SOURCES CURRENT TAXES DELINQUENT TAXES 40% PULLBACK EXCESS TREASURERS FEE DEPOSITORY INTEREST REVENUE IN LIEU OF TAXES MISCELLANEOUS AND RENTS IMTCDCCT AM IM\\ZCOT^^ CMTC ATHLETIC RECEIPTS TOTAL 37,919,150 4,000,000 21,222,860 122,568 400,000 206.000 300,000 ooe\nnnn 85,000 64,480,578 4,317,766 137,590 3,157 39,653 4,498,181 REVENUE - COUNTY SOURCES COU^iTY GENERAL SEVERANCE TAX 117.332 _____q. 117.332 u REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN ORPHAN CHILDREN EARLY CHILDHOOD TRANSPORTATION INCENTIVE FUNDS - M TO M ADULT EDUCATION CO.MPENSATORY EDUCATION TOTAL 23,349,349 7,637,482 4,500,000 76,190 1,612,456 577,435 9,085 450,000 3,400,000 1,300,000 660.000 602,491 44,174,488 2,000,000 50,000 4,200 2,054,200 REVENUE  OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM FED. GRANTS TRANSFER FROM BOND ACCT TOrAL 44,625 90,900 1,000,000 1,135,525 0 rOTAl P.EVENUE 109,907,^923 6,552,381:\\uii PAiGGSCNG .'SSCSS 129ES7CS PLANT SERVICES SUBTOTAL  690.000 ECNC ISSUE PURCHASING CONTINGENCY subtotal LITTLE ROCK SCHOOL DISTRICT BOND .ACCOUNT FOR THE PERIOD ENDED JULY 31, 1991 ScG oALANCc 07-01-91 7,714.24 53 651 32 61,365.56 95.425.30 26,959 12 122.254 92 5 -^lO 000 SONO ISSUE ENERGY GRANT 74.942.65 AiR CONCri NIN3 15,352.43 SUBTOTAL 9C.295 13 5 154 '0'3 DUNBAR CC'NTINGENC':' 139.833.50 1.629.018 67 ii'iCCyic 1991 -93 0 co 0 CO 0 CO I rv^,'! c^\\, SALANCc 1991-93 1991-93 07-31-91 7,714 24 53,651.32 0.00 0 CO 0.30 c.oo 0 00 . 495.00 495.00 61,365.56 95.425.80 26.959 12 -122 384 92 74,942 65 14,857.43 89.300.13 subtotal 1.767 852 37 0.00 0.00 0.00 139,833.50 1.623,018 87 1,767,852.37 c.SOJ.OOO 3OND ISSUE CENTRAL 21.981.59 11.622.00 TROPOLITAN 16.725.03 PARKVIEW 21.087.73 BOOKER 23.014 60 DUNBAR 12,520.25 10,359.59 16,725 03 21,087.78 23.014.60 12.520 25 FAIR 54,944.13 MDCHELL PULASKI HGTS 65.000.00 20,000.00 24,342.00 2.500.00 54,944.13 40,658.00 17,500.00 southwest MCCLELLAN 566.307.95 4,740.66 561.627.29 783 50 783.50 HENDERSON ALT LEARNING CENTER 150,241 47 63.143.0.3 CLOVERDALE JR CLOVERDALE ELEM 1,537,377.50 33,562 01 40,C00.00 45,692 82 MABELVALE 32 218 77 10,044.01 5,074.00 150,241.47 68,148.03 - _ 1.532,184.68 28,518.00 27,144.77 BRADY 27,595 47 16.246.43 BADGETT 31.027 67 MCDERMOTT E.AS ELI NE 19,973 98 11 gga 73 T A.R PARK 71.752 08 FOREST PARK 2,729 00 GARLAND 2.247 19 11,349 04 31,027.67 19,973.98 11,694.73 71.752.08 2.729.00 2,247.18I r UND EQUITY-BEGINNING RE'yENUE CURRENT TAXES DELINQUENT TAX 4m\u0026gt; PULuBACK OT^GR TOTAL LOCAL MFPA VOCATIONAL TPANorCR IAI l\u0026lt;/N OTHER SETTLEMENT PRCjCEEDS SETTLEMENT LOAN I Ml. FEDERAL OTHER STATc TOTAL RE'v'ENUE \u0026amp; EOUir/ r\u0026gt;?ENDlTURES CERTIFIED NON-CERTJFiED BENEFITS DESEGREGATION PURCHASED SERVICES S'lJPLIES Si MATERiAlS CAPITAL OUTLAY dedT service OT.HER OBJECTS CO N TI T'JGE NOi' total expenditures r*jnL/Ckuui I I ciNuii'i'j LITTLE ROCK SCHOOL DISTRICT FINANCIAL REPORV FOR THE ONE MONTH PERIOD ENDING JULY 31. 1991 OPEMAl INGzliESEG BUDGET ACTUAL BUDGET MAGNET ACTU/U. FOOD eri iviec RUDOfT actual SF FCIAL REVENUE BUOCiET ACTUAL CONSTHUCTION BUDGET ACTUAL 300,000 50,931 ?. IdG|9'j3 13,512,853 37,919,150 4,000,000 21.222,860 64.480.E78 23.349.349 1.612.456 3,400,000 3,792,533 7,637,482 _ 4^500,000 44,291,820 . 44 625 ___1^090^900 110,207,923 47.636,190 13,762,313 7.232,586 13,185,342 8,260,270 4,533.533 1,728,426 8,385,834 4,678,725 ____7PO,OGO 110209,825 S8,C%8 4 317 766 137.590 55.32.5 4,436,181 2,cxx\n,ooo 50,000 4.200 6,503,961 547,478 u, ',47a Gj612 3G2 190,589 553,700 120,769 370.184 649 523 253 0CO 450,183 1.475,462 234 176 24 6/3 33,745 7,115 48 935 207,84/ 5,566 560 a Cx\u0026gt;\na- 46,141 1526 2G2 421.500 3 29-1 219 312 2L? 43! W IRb.OX 1 502,31'* 73 3.545 33,171 5,024 23,280 13.225 7,049 ^/)57____ _:.2ej4:T6_. 894 .-,.2*357.4.3Q5-._ . 6,063 6.060 .3:518 7 15,044 14.847 1,385 S.74S 830,670 70.431___ 44^^9__ _ 040,416 . .469uO4Z_ i4W9L- ^35.9781306 ) )EXPEND^'TCRES WSSTcFN HILLS DCDD GEYSR SPRINGS PULASKI HGTS ELEM RIGHTSELL WILSON WOOUHU^r M'ABEL'-AuE ELEM TERRY FULBRIGHT OTTER CREEK WAKEFIELD WATS EAST SICE FOOD SERVICE ASBESTOS KING STEPHENS CONTINGENCY SUBTOTAL UTTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED JULY 31, 1391 EEG SALANCE 07-01-91 836.713 94 3 831 45 1,052.713.31 24.454.65 129,547.53 1.26.461.58 516,638.56 64.077 83 102.865 00 1 3 890 80 26.279 53 142.963.30 17,422 63.390.96 15 792.11 644,827 57 1.500,000,00 3 400.000.00 245.612.86 11.733.172.80 INCOME 1991-92 O.CO 15 ICO.Of0 PROPOSED ISSUE BALE o 199,472,61 ^4 4 O C C A A BOOKER BRADY CHICOT 54.500.00 222.000.00 250.000.00 TRANSESRS 1991-9C 30 009.00 EXPSNOtrURSS (70.000 00) 0.00 1991 135 318 54 358.496 87 25.679 13 115.310.03 S.437.00 22.071.76 736.565 25 644.49 END SAuiNCE C7-31-91 4,2G0.CC 701,401 40 3,831 45 694,226.44 24,454 65 103.868 40 126.461.58 431,328.53 64,077 83 102.865 00 13.890.80 26.279 53 133,526.80 17.422 54 68 .390 96 15,792.11 622,755.81 1,500.000.00 3,400,000.00 175.612.86 10.946,607.55 198,828 12 214,365.00 54,500.00 222,000.00 250,000.00 DODD FOREST HEIGHTS 245.000 00 FOREST PARK FULBRIGHT 3.725.788.63 60.500 00 10.000.00 32,089.70 QARbANO GILLUM 10.000.00 57 960 00 245,000.00 3,693,698.93 60,500.00 10,000.00 10,000.00 57,980.00 HALL 500.000.00 500,000.00 IRC JEFFERSON 2.634,568.55 838 200 00 KING 2.350.000 00 FAIR MABELVALE ELEM MABELVALE JR 50.000 00 199.279 00 950.000.00 MANN 25.000 00 MCCLELLAN 400 000 00 C 876 42 2,634,588 55 838,200.00 2.350,000 00 50,000.00 199,279.00 950,000.00 25.000 00 393,123 58EXPENDITURES MCDERMOTT MEADCV.'CLIFF OTTER CREEK PABKViEW FLiLASW HGT3 ELEM PULASKI HGT3 JR PURCH.-SING rC'W\nne : ti Y A'ATSON WILLIAMS SUBTOTAL RETENUES sale of property PROCEEDS-FIRE LOSS INTEREST SUBTOTAL TOTAL LITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED JULY ST. 1991 BEG BALANCE 070191 65.000.00 400,000.00 CC AAA AA 24.00000 55,000.00 207 995.00 91.530.00 50.000.00 303.980.00 40.000.00 203,000 00 350,000.00 14,852.138.79 147,614.26 115.677.75 0.00 263 492.01 28.890.701.58 INCOME 1991-92 0.00 6.069.08 6 069 05 6.069 08 TRANSEERS 1391-9S 0.00 C 00 0.00 EXPENDITUReS END BALANCE 19S1-92 39.S10.61 13,745 00 13.745 00 840 415 36 0T-31~91 e5.000.C0 400,000.00 CC Ann nn 24.000.00 55,000 00 207,995.00 91,530.00 50.000.00 303.530.00 40,000.00 203.000.00 350.000.00 14.612,528.18 147.814.26 101.932.75 6.069 08 255 815.09 28.056.354 80OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 October 28, 1991 Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Ruth\nAs you are aware, the District Court is obligated to monitor the use of settlement monies and does so through the Office of Desegregation Monitorin! ig- ODM must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. For the past several weeks, my associate. Bob Morgan, has been working closely with your Manager of Support Services, Jim Ivey, and also with our financial consultants, the Arkansas Financial Group, to develop a system for adequately and fairly monitoring desegregation finances. During the course of this process it has become apparent that the settlement monies are being spent at a rate which will exhaust them long before the plan commitments and their scheduled fulfillment have been realized. Budgeting and fiscal management to ensure fuU implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. 2. 3. What are the district guidelines for identifying expenditures as desegregation costs? What process is used to project the desegregation budget? How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives?Page Two October 28, 1991 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? 5. Who makes the decisions about which cost items are budgeted in Code 13? 6. Who makes the decisions about which costs are actually debited to Code 13? 7. What criteria determine how budgeting and debiting decisions are made? 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? 9. What are the districts spending priorities and how have they been determined? 10. What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its fall extent? Within the next ten days. Bob and I want to meet with you to discuss the answers to these questions. We are aware of the enormity of the ddstricfs planning, budgeting, and accounting tasks\nif we can be of any assistance as the above information is gathered, please dont hesitate to let me know. Very truly yours, V-Ann S. Brown Federal Monitor cc: Judge Susan Weber Wright 71 ^KKBB0S =*j5r Little Rock School District December 12, 1991 7' in DEC 1 5 1991 Mr. Bob Morgan Office of Desegregation Monitoring Heritage West Building, Suite 510 Citics ot I'ior'ng 201 East Markham Little Rock, AR 72201 j I J 'kjt ^5^5? J S w 5 J Dear Bob: Attached are our responses to the questions posed in Ann Brown's letter to Dr. Steele on October 28. I believe you will find them to be essentially the same as our previous verbal responses. Please call if you have questions. Sincerely, T: Tony Wood Deputy Superintendent TW/ch 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361LRSD ANSWERS TO ODM QUESTIONS (Reference 10/28/91 Ann Brown letter to Dr. Steele) Question 1. Question 2. What are the district guidelines for identifying expenditures as desegregation costs? Answer: Desegregation is one of the basic objectives of the District. Almost everything we do is directed to some degree to this goal. It is not possible therefore, and we have not attempted to identify all the cost associated with it. Our approach has been to identify personnel and materials that are required for the specific programs mandated by the Desegregation Plan, to set up budget accounts for those expenses, and charge to them as the programs are implemented. This approach may result in our charging less than possible to desegregation, but it should allow us to account for the settlement funds. It has never been the view of the LRSD that the settlement funds would cover the total cost of desegregation. Using the funds for court-mandated programs will allow us to use the money and to be able to show that it was used for proper purposes. For the purposes of showing that settlement funds are properly spent, budget/expense accounts are established for the specific programs in the Desegregation Plan. Expenses associated with those programs are charged to those accounts. What process is used to project the desegregation budget? Answer: Building principals, department directors, and others responsible for various functions in the LRSD are designated as budget managers. Each spring the budget managers submit requests for each of the budget account codes assigned to them. If an individual has responsibility for a program mandated by the Desegregation Plan, he or she will have account codes for that. These budgets are approved by the Deputy Superintendent, Associate Superintendents, Assistant Superintendents (where appropriate). Manager of Support Services, and the Controller. All of these codes will show a fund code of 13. If a Desegregation Plan program requires office supplies, for example, there will be an amount coded in the budget for expenses of that description that are related to the desegregation program.QDM Response Page 2 Question 3. How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives? Answer: The costs can be tied to programs that are specified in the Desegregation Plan. This will not be obvious from accounting reports but can be done through discussion with budget managers and the Associate Superintendent for Desegregation. Question 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular budget? Answer: If. at budget time, it is determined that an individual will divide time between Desegregation Plan mandated programs and other activities, appropriate portions of that persons cost will be budgeted to the fund source codes. That persons cost will be automatically charged as budgeted through the year. For non-personnel costs, most of the expenses that can be charged to desegregation programs are easily identified, such as PAL computers and four-year- old program equipment. We have the capability to apportion costs, if needed. Question 5. Who makes the decisions about which cost items are budgeted in Code 13? Answer: The budget managers make this decision with review by the Deputy Superintendent, Associate Superintendents, the Manager of Support Services, and the Controller.QDM Response Page 3 Question 6. Who makes the decisions about which costs are actually debited to Code 13? Answer: The budget managers either make this decision or review monthly expense listings to make sure it is properly done. The Associate Superintendent for Desegregation also reviews all Fund 13 expenses monthly. Since many Desegregation Plan projects are the responsibility of the Associate Superintendent for Educational Programs, she also closely reviews these expenses on a monthly basis. Further, our computer system will not allow a budget account to be overdrawn. To transfer additional money into an account from another account requires approval of the Manager of Support Services. These processes are the same as those used to control all LRSD expenses including those that must meet certain state regulations. practices are sound. Independent audits show that LRSD accounting Question 7. What criteria determine how budgeting and debiting decisions are made? Answer: The accounts are clearly named so there is little confusion. The budget managers code the expenses. Question 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? Answer: The procedures described above with the monthly reviews described are intended to catch any improper coding. If an expense is improperly coded to a valid account that has sufficient funds, manual reviews like those described above are the only possible ways to detect it. As stated above, these are the same procedures used throughout our system, and independent audits have consistently found our procedures to be sound.QDM Response Page 4 Question 9. What are the districts spending priorities and how have they been determined? Answer: The district must implement the programs mandated by the Desegregation Plan, must meet state education standards, must meet debt service commitments, and must make the capital improvements committed to voters in millage elections. All salary expenses are under contracts. There is little to prioritize. As Desegregation Plan programs are implemented and their effectiveness is determined, we can petition the court and the other parties to allow us to discontinue or modify those that are not effective. Until we reach that point, we can do little to prioritize our costs. Question 10. What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? Answer: The LRSD will implement the plan called \"No More Excuses: A Plan to Increase Learning for All Students in the Little Rock School District.\" This plan, which was adopted by the Board of Directors on March 28, 1991, provides the framework for attaining the 90% achievement goal for black students (see attachment). Question 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its full extent? Answer: As stated in response #9 above, LRSD will measure effectiveness and attempt to remove ineffective programs in the plan. We will address overall funding problems through reducing programs that we can reduce, better management practices and, if necessary, a request for increased millages. F\nodminfo2.wpdNO MORE EXCUSES: A PLAN TO INCREASE LEARNING FOR ALL STUDENTS IN THE LITTLE ROCK SCHOOL DISTRICT The purpose of this report is twofold: first, to identify and discuss problems and issues which the Little Rock School District must address if we are to substantially improve the level of learning in our schools\nand second, to outline a plan to empower all our students to be successful learners. BACKGROUND impo: teic: What students are learning in our schools is the most tant issue School Board members, administrators, and ors must consider as decisions are made about education in cur ccsEiunity. The elimination of academic achievement disparities between black and white students, the enrollment in upper level courses, appropriate remediation for the students who are not learning, assignments, the use of school libraries, homework minimum grade poin requirements for graduation. number and quality of reading assignments, multi-cultural the education. \"tracking,\" higher order thinking skills, and many other issues are all related to this central question: How can we get students to learn what we think they should know and how can we be sure they are learning as much and as well as they can? Last fall the administration was asked to consider a proposal to require a 2.0 grade point average as a requirement for graduation and to subm consideration by December.\na rep The ad: to the School inistration oa: te. ,5 fcr ts its report December 3 and recommended that the 2.0 requirement be phased in starting with certain minimum requirements for the 1991-92 school year and implemented fully by 1994-95. The recommendation was presented to the Board at the December meeting and tabled for further consideration at a later meeting. o Cl Tn January, 1991, the Little Rock School District received culum Audit conducted in September 199 0 by a team of administrators and professors from the National Academy of School Executives. This audit was authorized by the Board when it adopted the budget in August 1990. The audit found that the District's curriculum is disjointed, uncoordinated, and inappropriately sequenced. It found that district-wide curriculum objectives do not exist, grading practices are o: IS ent, promotion criteria are unclear. assessment is not to the curriculum, and curriculum guides lack internal ency. In short, even though the Little Rock School ri t is performing \"reasonably well\" according to the Curriculum Audit, much work needs to be done to improve curriculum design, content, delivery, sequence, and assessment of student learning.Following the December Board meeting, three public hearings were held to give District patrons an opportunity to express their views regarding the proposed 2.0 requirement. were evident during these hearings. Two opinions The first was that people were generally in favor of the schools setting higher learning expectations for students. The second opinion was that schools are responsible for seeing to it that students receive every possible opportunity to develop their intellectual abilities to the fullest extent and that this responsibility is not being met in all cases. Concern was also expressed for the student with identified learning deficits who might not ever be able to achieve the requirement of a 2.0 g.p.a. Since the public hearings, a survey was sent to teachers and principals requesting their opinions concerning the 2.0 g.p The results showed support for the 2.0 but mos requirement. . a. thought it should be phased in. The District's Biracial Advisory Committee took the position that the effectiveness of the current remedial and compensatory programs should be assessed before the Board decides to implement the 2.0 g.p.a. requirement. PROBLEMS AND ISSUES The problem of low student achievement in the Little Rock School District is not unique in our community. In a report entitled Accelerating Academic Achievement: A Summary of Findings from 20 Years of NAEP [National Assessment of Educational Progress, September 1990] the following points are made: 1, \"Most of the data in this report show th our present education performance is low and not improving.\" 2. \"Research shows that student academic perforaance is likely to be greater when pupils work hard, when parents are actively involved in their children's education, and when teachers and school administrators incorporate research tested improvements in the classroom. Yet, this report ....shows that these things are not typically happening.\" 3 . \"Time devoted to some subject areas is limited... H 4 . Homework is often minimal or non-existent. II 25. \"Most classroom work is dominated by passive learning activities that feature teacher and textbook-presented information despite research findings indicating that these techniques are not the most effective. tt 6. II Although parents are our children's first and most effective teachers, large proportions of students are not reading outside of school, are spending excessive hours watching television, and are spending little time on homework. II 7. \"Students can read at a surface level, getting the gist of material, but they do not read analytically or perform well on challenging reading assignments. II c . It Small proportions of students write well enough to accomplish the purposes of different writing tasks\nmost do not communicate effectively.\" 9. \"Students' grasp of the four basic arithmetic operations and beginning problem solving is far from universal in elementary and junior high school... II 10. \"Only small proportions of students appear to develop specialized knowledge needed to address science-based problems and the pattern of falling behind begins in elementary school. II 11. \"Students are familiar with events that have shaped American history, but they do not appear to understand the significance and connection of these events.\" 12. \"In recent assessments, more students appear tc e gaining basic skills, yet fewer are demonstrating a erase of higher-level aoolication of these skills. II 13 . \"Despite progress in narrowing the gaps, the differences in performance between white students and their minority counterparts remain unacceptably larce.\" 14 . It Large proportions of students....are not en led in challenging mathematics and scie-ca coursework.\" 315. II Across the last 20 years, little seems to have changed in the way students are taught. Despite much research suggesting better alternatives, classrooms still appear to be dominated by textbooks, teacher lectures, and short answer activity sheets. II other findings from the NAEP report are also highly disturbing: 31 percent of the 12th graders in 1988 read five or fewer pages per day from alJ^ textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarelv borrow books from the school or public library. 97 percent of the 4th graders reported that they completed workbooks or skill sheet assignments on what thev read\nonly 45 percent said they talked in pairs or groups about their reading. More than 30 percent of the eighth and twelfth graders reported never talking to someone at home about things they read. Nearly three-fourths of the eighth graders had teachers who reported spending an hour or less on writing instruction and assistance each week - o less than 15 minrtes per cav. At grade 12, half the students assessed in 1983 reported that they had written two or fewer papers as part of any school assignment in the six weeks before the assessment. Only 14 percent of the Sth graders and 9 percent of the seniors reported weekly writing assignments of three or more pages. At grade 3, 49 percent of the teachers reported spending one to two hours a week teaching science. In 1986, one q-.iarter of the c sessed were no enrclle eleventh graders in a math course and another one quarter were taking lower j.ev5 Ma t'1 mat.h courses such as General ematics, ?re-algebra, or Algebra I. 4Slightly more than half said they were not taking any type of science course. More than two-thirds of the high school seniors typically do an hour or less of homework each day. Only 29 percent had two or more hours of homework each day. These findings are by no means all that the NAEP Report presented. Many others are equally distressing. The inescapable conclusion is that students, for the most part, do not learn nearly what they are able to learn. for several reasons: This appears to be the case (1) they are taught in ways that have been proven ineffective over and over by well-documented research\n(2) the curriculum is content-deficient, and (3) expectations from both parents and educators are set at an unacceptably low level. While these findings are based on nationwide research, they are typical of what we find locally and should give us cause for e concern. In fact, the grade distribution, test scores. level of expectations, a large amount of \"seatwork\" in our classrooms, and the limited use of libraries are among the indicators in our own District that support these findings. As we examine our schools in relation to the NAEP report and decide whether to impose a minimum requirement for graduation, we must reflect upon events that have greatly affected our ability to deliver quality education to our students. 1983, we have been in court almost continuously. Since January, During that period, no less than four desegregation plans have been written. Weeks were spent in 1938 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. District has experienced significant changes in its geographi The boundaries. Board governance. and administration. As wa ed out in the Curriculum Audit, the District has had five different superintendents since 1982. The issues we have dealt with and the rapidity of the changes which have occurred in the District have contributed in varying degrees to weakening many of our internal processes and organizational procedures. We have seen job roles become less clearly defined, lines of authority eroded, and employees not held accountable for their work. The result  as was vividly and painfully described in the Curriculum Audit  is a district in which \"Learning is not likely to get any better, and it could continue to get worse unless administrative direction, expertise. provided in the educational programs of the L. and intervention are ict. It (p.l4) e Rock School In fulfill opinion, two hings are necessary before we can he responsibilities we have as a school district toward 5our patrons and students. reviewed. First, Board policies must be revised, and in some cases improved. Coherent, consistent regulations, directives, and procedures must be developed where needed to support the enactment of these policies. Then all employees must be held accountable for carrying out Board policies and adhering to regulations, directives, and procedures developed to support them. Second, as the Audit pointed out, the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully written educational objectives. In my opinion, we cannot afford to take three to five years to complete this redesign of our curriculum. It must be started now. Core areas of the curriculum (reading. language arts, math, science, social studies and fine arts) be appropriately scoped and sequenced in time for use during the 1992-93 school year. This will require enormous work by a cadre of teachers and administrators, and it may very well require the expertise of curriculum designers who can work with our staff in putting our entire curriculum together in the proper scope. sequence, and format, K-\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_448","title":"Gifted and Talented program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Gifted persons","Student assistance programs"],"dcterms_title":["Gifted and Talented program"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/448"],"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\n4?.-1 Little Rock Central High School Enrollment Data Advanced Placement/Gifted and Talented Classes End of School Year 1996-97 Course Black Other Total % Black Am. Hist. 18 108 126 14 Euro Hist 44 50 12 French IV 32 37 14 French V\u0026amp;VT 35 36 German 22 22 Latin 14 16 13 Spanish 19 94 113 17 English IV 15 97 112 13 Biology 12 37 49 24 Chemistry 22 26 Physics 13 13 Calculus AB 41 49 16 Calculus BC 16 16 Statistics 57 62 6 5 1 0 2 4 0 8 0 5 3 0 4 0 0 8 All Advanced Placement classes at Central are open to identified gifted and talented students without regards to their intent to take the Advanced Placement test at the completion of the course. Their records do not indicate whether they entered the class as GT students or as Advanced Placement students\nconsequently, the numbers above contain both categories of students.Dear Dr. Williams, My name is Sarah Holt. Five years ago I was in Hall High School for kindergarten. It was different than other schools in good ways. One way was how the teenagers came in and helped us. One of those teenagers ended up being a great role model for me at that time. I really looked up to everyone who came in to help us. Since Mrs. Wright had so much help from the high school students, she could plan activities that were very Involved. We couldn't have done those activities In larger groups. Mrs. Wright was an exceptionally good teacher. She always had fun activities planned and gave me a great beginning in my education.! know if I feel this way the high school kids do too. It would be awful if you shut it down because then other kids would miss out on the fun. Sincerely, Sarah K. HoltibUe ' ') ' DKS9 I / Administrative Vacancy 3.2 an -----, 3 I (Position now open ' GIFTED PROGRAM SPECIALIST (COORDINATOR) t I I Little Rock School District J Septepiber 7, 1989 QUALIFICATIONS\n1. A Master's Degree (rninimutn) in Elementary or Secondary Education. 2. Must meet Arkansas certification requirements for Gifted and Talented. 3. Must have at least three (3) years of successful teaching experience of which one (1) year must be in a Gifted and Talented environment. 4, 5. 6. NOTE: Demonstrates strong human relations/interpersonal skills. Evidence of a strong conmitment to gifted education. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INlflAL SEEING 1NTRVIW\n-----------------------------------------------------------A r REPORTS TO\nSupervisor - Gifted and Talented Jr JOB GOAL: To assist the Supervisor - Gifted and Talented in the tasks of implementing K-K\u0026gt; gifted programming and other aspects of the Gifted Education Department. ' / BASIC PERFORMANCE RESPONSIBILITIES: 1 rS?^. .Li [' 1. 4. 3\\ '-5, 6. Assists in conducting program monitoring tasks. Observes and advises gifted education personnel. Provides consultation to principals. Identifies, investigates, assesses and provides solutions to concerns related to all components of the program. Assists in administrative tasks inherent in the program. Other dtities assigned by the Supervisor. A r  es 3iVd 9. ,K:SI S66IZe2/S0 ' '(3 ':3 ,'T i Ia- B.j'cvAi,  )! '/ a\" Page Two (2) Gifted Program Specialist salary'AND TERMS\n$25,306 - $38,877 -- An Eleven (11) Month Contract plus Educational Stipend, Car Allowance, and Benefits Package. EVALUATION\nPerformance of this job will be evaluated in accordance with provisions of the Boards policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS\nSeptember 15, 198S SEND WRITTEN LETTERS OF INQUIRY TO\nEstelle Matthis Associate Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE\nF0 3\u0026amp;yd I-A, INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER V   7 a'7 V. 'I Aq.\nl'V\\ J 1' I aRBaiitaji ( 9 cJ i- 7.1 I -V-'H\" 'Jii A, SS:ST S66T/2/S0 i4bi ) Hl I ^3 S0 SCHOOL Cloverdale Jr. Hign LITTLE ROCK SCHOOL DISTRICT SECONDARY FACILITATORS 1994-95 PHONE NUMBER 570-4085 FACILITATOR Tamara Gullett Dunbar Magnet______ Forest Heights Jr. High Henderson Magnet Jr. High Madelvaie Jr. Hign Mann Magnet Pulaski Heights Jr. southwest Jr. central High J.A. Fair Hall McClellan Parkview Magnet 324-2440 671-6390 228-3050 455-7400 324-2450 671-6250 570-4070 324-2300 228-3100 671-6200 570-4100 228-3000 Joyce underwood Marian Thomason JOy Williams snarron Cannon Bonnie Bumpers Marsha Bibb Jackie Falls Lois Thompson Ruthie Hiett Joan Cage Jan Conine Linda Kamara 3 S661/E2/S0 \"I. f' 'SO 3Sd g ss:si S66TZeS/S0 i Etease Post Administrative Vacancy 3.2 an Position now open GIFTED PROGRAM SPECIALIST (COORDINATOR) Little Rock Schooi District September 7, 1989 QUALIFICATIONS: 1. 2. 3. 4. 5. 6. NOTE: . A Master's Degree (minimum) in Elementary or Secondary Education. . Must meet Arkansas certification requirements for Gifted and Talented. Must have at least three (3) years of successful teaching experience of which one (1) year must be in a Gifted and Talented environment. . Demonstrates strong human relations/interpersonal skills. Evidence of a strong commitment to gifted education. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE Initial screening interview. \" -------------------------------------------- REPORTS TO: Supervisor - Gifted and Talented JOB GOAL: To assist the Supervisor - Gifted and Talented in the tasks of implementing K-12 gifted programming and other aspects of the Gifted Education Department. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. 5. 6. Assists in conducting program monitoring tasks. Observes and advises gifted education personnel. Provides consultation to principals. Identifies, investigates, assesses and provides solutions to concerns related to all components of the program. Assists in administrative tasks inherent in the program. Other duties assigned by the Supervisor,4. page Two (2) Gifted Program Specialist SALARY AND TERMS: S'.??  *\" plus Educatl Car Allowance, and Benefits Package. onal Stipend, EVALUATION: Performance of this job will be evaluated i RnarH'e p evaluated in accordance with provisions of thp Board s policy on Evaluation of Professional Personnel. Provisions ot the DEADLINE FOR RECEIPT OF APPLICATIONS: September 15, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Estelle Matthis Associate Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION RIGOROUS SELECTION PROCESS. 7:\n,-,\n, A POSITION DOES NOT NECESSARILY MEAN THAT AN -------- must COMPLETE A VERY S^CAUSE AN INDIVIDUAL APPLIES FOR 'I .\":i INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER(?c: in -s. pa,-OTr'\",7 -O OCT 1 1994 Office of Desegregaiicn l-Zcnitvvng October 11, 1994 Elizabeth Shy Dowell 68 Cardinal Valley Drive North Little Rock, AR 72120 Dr. Henry P. Williaims, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Williams\nAttached is a copy of the position paper as adopted by the Dunbar Arkansans for Gifted And Talented Education (A.G.A.T.E.) membership at the September 28, 1994, meeting which you were unable to attend. A.G.A.T.E. wants the district and school board members to understand this adoption was chosen for what they believe is best for the entire school population. If based solely on the needs of their individual Gifted and Talented identified children at Dunbar, the parents decision would have been far different. Beginning last spring, as the district began addressing the budget constraints, parents were systematically excluded from the decision making process. The program, as implemented for the cunent school year, is not what was told to parents and students during recruiting. Again this fall, before any opportunity for real dialogue between the district administration and parents, a decision was reached, based on limited parental input, to re-instate the program as it had been for the previous school year. My personal experience with parents has taught me there is a very real distrust of the district on the part of its patrons. I believe it is this type of unilateral decision-making which promotes these feelings. As the logistics became known, such as the master schedule having to be reworked for the entire school population, a lack of parental concensus became obvious. A.G.A.T.E. feared a situation was developing that would pit parent against parent in trying to implement the fall mandate. We, therefore, elected to support maintaining the program as is for the current school year only. The Gifted and Talented program at Dunbar is a bare minimum program. An enhanced program is probably a more accurate title. It is suggested that all members of the Board tour Fuller Junior High School, in the Pulaski County Special School District, and make a comparison between the two G and T programs. I believe that LRSD will find it more difficult in the near future to recruit white students from the other districts as the success and quality of Fuller Junior High's program becomes more widely known throughout the county. Whether as individuals we support Gifted and Talented programs or not, in terms of desegregating Dunbar, it is the Gifted and Talented program which draws white students. If the quality and integrity of the program cannot grow, the district will find it harder to recruit and parental support for the district will diminish. Sincerely Yours in Support of Public Schools, Elizabeth Shy Dowell President, Dunbar A.G.A.T.E. ESD/esd C: Ms. Ann Brown, Office of Desegregation Monitor Little Rock School District School Board Members: Ms. Patricia Gee Ms. Oma Jacovelli Dr. Katherine Mitchell Ms. Judy Magness Mr. T. Kevin O'Malley Ms. Linda Pondexter Mr. John A. Riggs, IV Ms. Nancy Acre, Dunbar PrincipalArkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE POSITION PAPER MAGNET PROGRAMS AS ADMINISTERED AT DUNBAR JUNIOR HIGH SCHOOL The membership of Dunbar Junior High School A.G.A.T.E. voted at its September 28, 1994, meeting to adopt a position regarding the administration of the Gifted and Talented and International Studies programs at DJHS, as follows: 1. 2. 3. Beginning with the 1995-96 school year, the Gifted and Talented and International Studies programs at Dunbar shall return to their original 1990-91 formats, as established and implemented by the Little Rock School District Dunbar Committee\nmore specifically. a. b. c. d. letters will be sent by the Student Assignment Office to all attendance zone students informing them they must participate in the magnet programs and enroll in a foreign language class\nstudents electing not to participate in the magnet programs will be allowed by the Little Rock School District to opt to attend another junior high\nstudents shall be required to return a letter of intent, the LRSD will reinstate the ratio cap among attendance zone black students, thereby encouraging the recruitment of identified gifted black students outside the attendance zone to enroll in Dunbar\nthe LRSD Dunbar Committee shall be reconstituted as per the April 29, 1992, LRSD Desegregation Plan, page 143\ncommittee make-up should be by position, not specific individuals, i.e. LRSD Gifted Supervisor, Dunbar Principal, Dunbar International Studies and Gifted and Talented specialists, one black parent, one white parent and others as needed\nidentified Gifted and Talented students and designated Enriched students will not be grouped together in the four core subjects\nteachers of Gifted and Talented classes will be certified as Gifted and Talented teachers. To strengthen the program, Gifted and Talented classroom size shall not exceed 22 students. For the remainder of the 1994-95 school year ONLY, the identified Gifted and Talented students and the designated Enriched students at Dunbar may be assigned to combined classes in the four core subjects.4. The Little Rock School District will provide a minimum of two additional Gifted and Talented specialists at Dunbar for the remainder of the 1994-95 school year for the purpose of facilitating the Gifted and Talented teachers by providing instructional time with small groups and individuals as needed. The Dunbar A.G.A.T.E. group believes these criteria for administering the magnet programs at Dunbar are the bare minimums for maintaining the quality and integrity of these programs and for recruiting future students in compliance with orders of the Federal District Court. FOR MORE INFORMATION OR QUESTIONS PLEASE CONTACT: ELIZABETH SHY DOWELL President, DJHS A G A T E. 68 Cardinal Valley Drive North Little Rock, AR 72120 (501)834-3720Arkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE 1100 Wright Avenue, Little Rock, Arkansas 72206 Elizabeth Shy Dowell, President January 26, 1995 Dr. Henry Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 RECEIV' JAN 3 11995 Dear Dr. Williams\nOffice of Desegregation Monitoring In follow-up to the Dunbar A.G.A.T.E. Position Paper of last fall, we reiterate our concerns for the International Studies and Gifted and Talented magnet programs as outlined. While all four points remain very high priorities, at this time we want to recapitulate item 1 .b. of the position paper,(see attached.) Specifically, the ratio cap among attendance zone black students and the recruitment of identified gifted and talented black students from outside the Dunbar attendance zone. When Dunbar Junior High School opened as a magnet programs school, to meet court ordered desegregation guidelines, a 60% ratio cap for black students from the attendance zone was established. The Student Assignment OflBce initially required a student, who elected not to participate in either program, to return a form to the SAO. At that point, the student would be assigned to another school in the district. If the number of black attendance zone students electing to opt out of Dunbar dropped the ratio below 60%, the school could then recruit G \u0026amp; T identified black students from other attendance zones. Three years ago, without informing either the school administration or the parents of participants, the Student Assignment OflBce stopped sending out the above mentioned forms. This left prospective students and their parents with the impression they could come to Dunbar and not participate in the either of the magnet programs. As this information circulated and SAO never said anything to the contrary, students who in the past had opted out, returned to Dunbar. Not only did this unpublished SAO policy have a devastating effect on our programs, i.e. the elimination of some courses and the number of sections available in others, but each year we fall further behind in meeting the court ordered desegregation guidelines. Our numbers are approximately 69% black, 31% non-black for the current school year. We believe it is imperative, for the viability of the programs and for student recruitment, the Student Assignment Office for the 1995-96 school year should: A. in order to be in compliance with the courts, reinstate the ratio cap\nB. require students to return a form committing themselves to the Dunbar program(s) or be allowed to opt out of Dunbar.As cautioned in my cover letter of October 11,1994, regarding what might happen when the quality of Fuller Junior High School's G \u0026amp; T program became known, we have lost two Pulaski County Special School District white students to Fuller and a third is actively looking into making the switch. Lest this leave the impression that Gifted and Talented programs are of most import to white parents, I pass along the concerns some black parents have brought to me. More pointedly, the small number of black students in the G \u0026amp; T program at Dunbar. One parent told of how her son felt uncomfortable with so few black males in his G \u0026amp; T classes and the pressure put on him by peers to not participate. Of those who came to me, all said virtually the same thing, their children need others like themselves to withstand the peer pressure. We can only accomplish this through the proper use of the ratio cap. While we understand and sympathize with your daily pressures, we implore that these matters be given an immediate and high priority by you and your staff. Sincerely, Elizabeth Shy Dowell President, Dunbar A.G.A.T.E. Enclosure: 1 cc\nMs. Ann Brown, Desegregation Monitor Dr. C. Russell Mayo, LRSD Student Assignment Office LRSD School Board Members: Ms. Patricia Gee Ms. Oma Jacovelli Ms. Judy Magness Dr. Katherine Mitchell Mr. Kevin O'Malley Ms. Linda Pondexter Mr. John A Riggs, IV Ms. Nancy Acre, Dunbar Principal ESD/esd Arkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE POSITION PAPER MAGNET PROGRAMS AS ADMINISTERED AT DUNBAR JUNIOR HIGH SCHOOL The membership of Dunbar Junior High School A.G.A.T.E. voted at its September 28,1994, meeting to adopt a position regarding the administration of the Gifted and Talented and International Studies programs at DJHS, as follows: 1. 2, 3. Beginning with the 1995-96 school year, the Gifted and Talented and International Studies programs at Dunbar shall return to their original 1990-91 formats, as established and implemented by the Little Rock School District Dunbar Committee\nmore specifically: a. b. c. d. letters will be sent by the Student .Assignment Office to all attendance zone students informing them they must participate in the magnet programs and enroll in a foreign language class\nstudents electing not to participate in the magnet programs will be allow^ed by the Little Rock School District to opt to attend another junior high\nstudents should be required to return a letter of intent\nthe LRSD will reinstate the r atio cap among attendance zone black students, thereby encouraging the reciuitnient of identified gifted black students outside the attendance zone to enroll in Dunbar\nthe LRSD Dunbar Committee shall be reconstituted as per the April 29, 1992, LRSD Desegregation Plan, page 143\ncommittee make-up should be by position, not specific individuals, i.e. LRSD Gifted Supervisor, Dunbar principal, Dunbar's International Studies and Gifted and Talented specialists, one black parent, one white parent and others as needed\nidentified Gifted and Talented students and designated Enriched students will not be grouped to gether in the four core subjects\nteachers of Gifted and Talented classes will be certified tis Gifted and Talented teachers. To strengthen the program, classroom sij'.e shall not exceed 22 students. For the remainder of the 1994-95 school yearONLY, the identified Gifted and Talented students and the designated Enriched studea's at Dunbar may be assigned to combined classes in the four core subjects.4. The Little Rock School District will provide a minimum of two additional Gifted and Talented specialists at Dunbar for the remainder of the 1994-95 school year for the purpose of facilitating the Gifted and Talented teachers by providing instructional time with small groups and individuals as needed. I The Dunbar A.G.A.T.E. group believes these criteria for administering the magnet programs at Dunbar are the bare minimums for maintaining the quality of these programs and for recruiting future students in compliance with orders of the Federal District Court. FOR MORE INFORMATION OR QUESTIONS PLEASE CONTACT: ELIZABETH SHY DOWELL President, DJHS A.G.A.T.E. 68 Cardinal Valley Drive North Little Rock, AR 72120 (501) 834-3720 Icc.- Tnczi 0=* . -MAY-16-95 TUE 14:49 SUSAN W WRIGHT FAX NO. 5013246576 RECEfoB-n May 2, 1995 MAY 1 6 1995 Dear Parents of Children in Gifted and Talented Programs, Office of Desegregation Montoring The Little Rock School District Board of Directors voted April 27, 1995,\" to eliminate the District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students. However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for all children. In order to save this position, please help by doing one or all of the following\n1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3. Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4, Contact the Office of the Desegregation Monitoring, Ann Brown or Margie Powell 376-6200. 5. It is very important that parents write to the Honorable Susan Webber Wright, District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, immediate action. as parents, are obligated to take For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabeth Dowell Secondary A.G.A.T.E. Parent May 2, 1995 Dear Parents of Children in Gifted and Talented Programs, The Little Rock School District Board of Directors voted April 27, 1995, to eliminate the District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students. However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for ail children. In order to save this position, please help by doing one or all of the following: 1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3. Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4. Contact the Office of the Desegregation Monitoring, Ann Brown or Margie Powell 376-6200. 5. It is very important that parents write to the Honorable Susan Webber Wright, District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, as parents, are obligated to take immediate action. For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabi Dowell Secondary A.G.A.T.E. Parent May 4. 1 995 may I 1 1995 Dr. Henry Williams, Superintendent Little Rock School District 810 Markham Street Little Rock, Arkansas 72201 Office of Desegregation Mu. Dear Or. Williams: It is quite disturbing to find that, once again, the Little Rock School District is attempting to eliminate the high school kindergarten programs. My child participated in the program during the 1989-1990 school year and still fondly recalls the wonderful experiences the program provided her. I was extremely involved in the program myself, serving as Mrs. Wrights room mother. I spent countless hours directly involved in the classroom assisting with activities. I feel most qualified to defend the good qualities this program has. I am an elementary teacher myself who has spent eight years teaching in the classroom and another two years substitute teaching. These ten years experience have been in Georgia. Louisiana. Arkansas, and now Michigan. The system my children are now in is in a suburb of Detroit, Novi, and is most impressive. However, I have yet to find any kindergarten program that comes anywhere near the quality of your high school kindergarten programs. First and foremost is the benefit the program offers to the young children. This is such a sensible way to \"wean\" children from their mother's one-on-one care. They are in smaller groups, enabling them to see that others around them also have needs, but not yet overwhelming them with high pupil-teacher ratios. The high school students can help nurture their needs and guide their activities. With the additional help of the high school kids, the teacher can plan activities that are impossible in the traditional kindergarten setting. The high school itself provides countless opportunities for the children through their art. drama, music, foreign language, and physical education departments. It is lagniappe that this program benefits the high school students also. Many teenagers today see pregnancy and children as a \"way out* of their existing circumstances or simply as the 'cool' thing to do. This program shows them how very patient and well prepared you must be to be a parent. It also shows them how rewarding it can be to work with children. The affection shown to the high school students is so beneficial to their positive self-esteem ! The memory is still vivid in my mind of a six-foot young man saying good-bye* to his *students* on his last day of high school with tears rolling down his cheeks. Another asset of the program is that, hopefully, many young people would find teaching to be the profession of their choice. In conclusion, I feel it sad that every five year-old in the country cant have the opportunity to be involved in such a rewarding program. Please strongly consider leaving this program in place. Let it be a shining star in the Little Rock School District\nsomething unique that other systems throughout the state or the country do not offer. Dont allow this program to fall victim to the mediocrity we see in so many public school systems. Sincerely, Patricia B. Holt 45409 Addington Lane Novi, Michigan 48374 cc: E. Wright S. Wright A. Brown R. Mayo K. Mitchell K. O'Malley J. Magness J. Riggs L. Poindexter P. Gee S. JohnsonMAY- 9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 A -R I 'S B U R G CROWLEYS RIDGE EDUCATION SERVICE COOPERATIVE P.O. Box 377 Harrisburg Arkansas 72432 (501) 578-5426 Serving Public Schools in: Craighead County Bay-Brown Brookland Buffalo-Island Jonesboro Nettleton Riverside Valley View Westside Crittenden County Crawfordsvitle Earle Marion Turell Cross County Cross County Parkin Wynne Jackson County Newport Mississippi County Armorel Blytheville Gosnell Manila Osceola So, Miss. County Poinsett County East PoinsHtl County Harrisburg Marked Tree Trumann Weiner May 4, 1995 The Honorable Susan Webber Wright OfBce of Desegregation and Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, I am an associate and colleague of Diane Rynders, who is currently one of the two Gifted and Talented Coordinators for the Little Rock School District. The position held by Diane was cut in the latest round of cuts for the Little Rock School District, It seems to me that as soon as something positive gets a start in Little Rock School District, here comes something to tear it apart. Even if Diane wasnt doing a wonderful job in the position it would still need to be there. The size of Little Rock School District warrants at least two people to monitor programs and provide services. The fact that Diane does a fantastic job makes it more crucial that the position remain. She is the organizing force behind many provisions enjoyed by Little Rock students. Some of the parts of her job, besides premonitoring, staff development and dissemination of information are: Odyssey of the Mind, Quiz Bowl and Sixth Grade Challenge. I think many of the opportunities provided by the Gifted and Talented Program would fell by the wayside with the elimination of the position. This whole thing spills over into the desegregation issue, because all students will he affected within the elementary gifted program. I know you are thinking about this issue. Please know that the Little Rock School District needs its elementary gifted and talented position and it needs Diane Rynders. RSCE5VSD CHA-MSERS OF SUSAN WRIOiT MAY 0 9 1395 Sincerely, Kay Kyle Luter, Supervisor Gifted and Talented Education U. S. DISTRICT JUDGE MAY- 9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 May 4,1995 The Honorable Susan Weber Wriglit Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, I am writing to urge you to disallow the termination of the position of Gifted and Talented Education Coordinator for the Little Rock School District which is currently filled by Diane Rynders. I have a daughter at Gibbs International Studies Magnet School who has been in the gifted program there for the past three years.' I believe that the elimination of Ms. Rynders' position will have a detrimental effect on the quality of services provided by the district in this area. My daughter has also participated in the Odyssey of the Mind program, of which Ms. Rynders is Stale Director, and I know that tire termination of her position will also affect the involvement of the district in this program as well as in olher programs Ms. Rynders coordinates. Unfortunately, these programs are some of the extra-curricular benefits of a G/T Program that is designed to impact positively on students who are not identified for the program. Through programs like Odyssey of the Mind and Quiz Bowl, Future Problem-Solving and others, many nonidentified students gel to participate as well. I have first-hand experience in Odyssey of the Mind, as I was a coach for my daughter's team the past two years at Gibbs. Besides the student programs she coordinates, Ms. Rynders also monitors .school programs and provides staff development for teachers throughout the district. I have been in education for the past 21 years and have served as Supervisor for Gifted Education at the Arkansas River Education Service Cooperative for the past 11 years. Prior to the hiring of Ms. Mable Donaldson and Ms. Rynders, the Little Rock School Dislricfs Gifted Program was almost non-existent. They are a strong team and there is no way the program can continue to develop and improve if Ms. Rynders' position is eUminaled. My appeal to you is two-fold\nboth as a parent of a student in the Little Rock School District and as an educator who knows how important key people are to programs and their growth and development. Diane Rynders is an asset to the Little Rodk School District in her role as Coordinator of Gifted Programs. It is not an expendable position if we hope to continue to have programs that not only provide opportunities for our precocious learners, but also impact positively on the education of all of our students. I urge you to overrule a short-sighted and poorly researched decision and secure the position of G/T Coordinator and Diane Rynders in it. Sincerely, CHAMBERS OF Davis Hendricks 1016 East H Avenue North Lillie Rock, AR 72116 SUSAN '//RJGHT MAY 0 9 1995 U. S, DISTRICT JUDGEMAY- 9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 1 R, D, SAUNDERS DIRECTOR 1 i DAWSON EDUCATION CO-OP ft 711 CLINTON, SUITE 201 ARKADELPHIA, AR 71923 501 / 246-3077 May 5, 1995 Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Wright: I am concerned about the Little Rock School District cutting the position of Gifted and TaJented Coordinator. I feel that this program would suffer without the services that Ms. Diane Ryndera provides. She is involved with differentiated curricuhun development for gifted students, monitoring the programs in the elementary schools for the district to Insure compliance, and the identification of gifted students in the district She has L\u0026gt;ecii instrumental in giving disadvantaged and minority students an equal opportunity in the screening and identification processes provided by the mandate set forth by the state. For many years, Ms. Rynders has been involved as a state leader in the Odyssey of the Ntind comiietition. She held the position of State Director for a great number of those years. Under her guidance and leadersiiip, Aikausas has been well represented at the annual OM World Pinals. Without her expertise, I feel this program will sufier- ajid iiliimateiy the studenis of liic Littie Ruck Seiioul Disiiict wiit nut iiuve the opp^inunsiies afforded to them through her knowledge of the competition rules and regulations. Please consider the reinstatement of this position for the students of the Little Rock School District They deserve the very best we can give them, and I think Ms. Ryaders skills are an asset for the district. Thank you for your consideration. Sincerely, I 7' Judy Lively [udy Super-isnr of Gifted Educatiaii May 0 9  OP \" 'VSf/GHT J995 ''/ S. ^'^^TRlcr -JiJDGE: s^Ewing i^e. e^cAooZ1 eSsWin^ tAi C^ifdiEHI I I MAY- 9-95 TUE 15:28 is c 1 I* V JAIIPI) MlIXLRY. Dirfctftr Baxter Mountain home Norfork FULTON Mammoth Spring SALEM Viola INDEPENDKNCK Batesville Cord-Charlotte CUSll.MAN Midland Newark Southside SULPHUR ROCK IZARO Calico rock Izard county Consolidated Melbourne Mt. pleasant SHARP EVENING SHAPE Highland STONE MOUNTAIN VIEW Rural Special TIMBO SUSAN W WRIGHT NAESC Telephone May 5, 1995 FAX NO. 5013246576 P. 04 Northcentral Arkansas Education Service Center P. 0. Dox 739  Melbourne, Arkansns 725.56 Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright\nV/RIGKt 0 9 1395 U. S. DISTRICT judge I am writing you in response to a news report that the Little Rock School District is proposing to eliminate the position of Gifted \u0026amp; Talented Coordinator. While I can understand the need for the District to make budget reductions, I am truly surprised that this position would be one targeted for elimination. As a State G/T Supervisor, I work with twenty schools with varying numbers of students, I know the plight of the G/T coordinators in these schools and not one of them has anywhere near the size of program that Mrs. Rynders has with which to work. With a program the size of Little Rock School District's, approximately 4,000 students, confidently say that their G/T program is already understaffed.^ A curricular program designed to enhance the learning of high ability learners, regardless of race, creed, or color, should be the last program one would choose to negatively effect by reducing staff. I can sex, Iirs. Rynders has done an excellent job of designing student identification procedures that eliminate biases and allow gifted minority students to be considered equally for the G/T program. Without proper administrative oveirview, shortcuts will be taken, procedures will be dropped, and many gifted students will never be found. I want to emphasize that the administrative overview, in order to be effective, must come from someone with the training and knowledge concerning testing and identification procedures of all G/T students. overview I must admit that I can't comprehend why why, at a time when Little Rock is spending millions of dollars to encourage An Etiual Opportunity EmployerKATHRYN C. FITZHUGH 4715 Darragh Drive Little Rock, AR 72204 501-565-1994 Home 501-324-9444 Office *10 ,595 00^3 Q May 6, 1995 Dr. Henry P. Williams Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 RE: Gifted and Talented Coordinator, Little Rock Public Schools Dear Sir: I write as parent of Erica J. Fitzhugh, a child in the Little Rock Public School System. I write also as an interested friend of many Little Rock school children and young adults whom I see and talk to every week. I am a member of the Carver Magnet Elementary PTA, a VIPS volunteer, an Andersons Taekwondo parent volunteer and a member of Arkansans for Gifted and Talented Education. I am a Girl Scout volunteer and a former girl scout leader. I am concerned about the April 27, 1995, vote to eliminate the Little Rock School Districts Gifted and Talent Coordinators position. I understand that there is to be one similar position remaining, the District Gift and Talented Supervisors position. My concern is that activities such as Odyssey of the Mind, Quizbowl, and Sixth Grade Challenge competitions will be eliminated along with the elimination of the Gifted and Talented Coordinators position. In addition, I am concerned that the other duties of this position such as monitoring programs and conducting training for school staffs, will be severely curtailed or totally eliminated because there will be one person doing the job of two. I urge you to restore this position or advocate that the Board restores it. Keep the quality of our gifted programs high - we need all the programs, involvement and encouragement that wePage 2 can get for our children. It means a lot to the children as well as to the parents. Thank you for taking the time to read this letter. Very truly yours, Kathryn C. Fitzhugh cc: Magnet Review Committee Lz/Dr. Margie Powell Ms. Margaret Gremillion Ms. Sadie Mitchell Dr. Linda Pondexter !i i 1995 ice Ct J' . .'J May 6, 1995 Mrs. Margie Powell Office of Desegregation Monitoring 201 E. Markham, Ste 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Powell, As a gifted specialist in the Little Rock School District, I am very concerned about the decision made by the Little Rock School District Board of Directors on April 27, 1995, to eliminate the District's administrative position of the Gifted and Talented Coordinator. With only one District G\u0026amp;T Supervisor remaining to serve the GT programs in our 49 schools, I forsee the quality of our programs deteriorating. One person can't be responsible for the administrative duties and the direct services provided to the students and gifted specialists. If there is any action that can be taken by you to help get Mrs. Diane Rynders' position reinstated, please do so. Sincerely, Beverly Kinneman Gifted Specialist Otter Creek Elementary HAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 May 7, 1995 Dear Judge Wright, I am sure that you really don't want to receive another letter regarding the budget cuts proposed by Dr. Williams for the Little Rock School District, but I felt compelled to write to let you know how I feel about the elimination of the Gifted and Talented coordinator position. In the ten years I have been teaching at Central I have seen many changes occur. Many good and certainly many bad. One of the most positive things that has occured is the appointment of Diane Rynders to the GT Coordinator position. Before her arrival, the GT office was at best in turmoil. I had many dealings with the people in that office at that time and it was my impression that there wa.s absolutely no leadership and continunity occuring Since Diane arrived things have been well organized and directed. I always know who to contact and what is expected of teachers in the district who work with gifted students. One of the things that I most look forward to during the school is the few hours a week I get to work with my Odyssey of the Mind team. These students are truly gifted. You would be amazed at what these young people can do. There is nothing that they can't accomplish if they put their minds to it. It is refreshing to see students at this advanced level at such a young age. The few hours a day that I work with these students is time where I know 1 am not going to have to deal with the extraneous non-teaching chores that occur all day long in my regular classes. During my regular teaching day most of my time is spent with discipline and reprimands which unfortunately turn what should be a positive teaching atmosphere into an aggravation. I look forward to the time I spend with my OM team. It is always fun and positive, the highlight of many of my working days I can't think of what will happen if the GT office loses its coordinator, much less losing Mrs. Rynders. There has to be other ways to reduced the deficit at the district. The administration is top heavy in other directions if cuts need to be made. Sacrifices have to be made by all, but 1 honestly feel that this is a terrible mistake and very little thought went in to making this descision. One thing for sure. Many students will not attend Little Rock Schools if the Gifted Programs are not fully functioning One of the main attractions is the many GT classes and programs available to students who need them and parents who want their children in them. The elimination of this position needs serious reconsideration on everyone's part. I really appreciate your time. I hope things will work out where the GT Cooridinator's position can remain intact Please feel free to contact me if you need any additional input. Central High School RSCfi-Jyarp, '^'fUGKr 0 9 1995 S. ^ISTFilCTOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376.6200 Fax (SOI) 3710100 May 8, 1995 Ms. Jill Clogston, Supervisor, Gifted Education Northeast Arkansas Educational Cooperative P.O. Box 100 Strawberry, AR 72469-0100 Dear Ms. Clogston: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy, Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although 1 cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2(X)O or me at (501) 376-62(X), for the date and time of the school board meeting. 'gie L. Powell Associate Monitor MAY- 8-95 MON 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol Randolph \u0026amp; Harding Streets P 0. Box 217. Hoxie. AR 72433-0217 886-7717  Fax: (501) 886-7719 Central Office Teacher Center G-T / Reading! Special Ed Early Childhood NORTHEAST ARKANSAS EDUCATIONAL COOPERATIVE d 206 South Main P.O. Box 100, .Strawberry, AR 72469-0100 S28-3395  Fax: (501) 528-3396 Computer Services, Media Resources Regional Services (SED) 5crving Since 19S4 LEAS In: Clay County Clay County Central Coming Piggott Greene County Delaplaine Gieene County Tech Mtimvaduke Northeast Arkansas Jackson County Jackson County Swifton Lawrence County Black Bock Hoxie Lynn River Valley Sloan-Hendrix Walnut Ridge Randolph County Biggers-Reyno Maynard Oak Ridge Central Focal,ontas Sharp County Cave City Willjford MAY i iYn May 4, 19 95 0fries of Os. -.y 1 .V.oiiiccung Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright\nS-2 I This letter is in response to the Little Rock School District cutting the position of Gifted \u0026amp; Talented Coordinator. 3m a colleague of Mrs. Diane Rynders, who has that position. Through her efforts she has established an exemplary Gifted Education program. Mrs. Rynders is involved with curriculum development, program monitoring for all elementary schools in the district, and identification of gifted students. During the past five years, students have been given the opportunity to participate in programs such as Odyssey of the Mind and Quiz Bowl, it is my fear that if this position is eliminated, the students will not be afforded these and other opportunities. One administrator cannot possibly handle the amount of work involved in coordinating a quality Gifted Education program for 4,000 students. Please consider reinstating this position for the students of Little Rock School District. consideration, Thank you for your Sincere, ill Clogston upervisor of Gifted Education May 0 3 1935J1h^-95 mon 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol Raxulolph \u0026amp; Harding Streets P 0. Box 217. Hoxie. AR 72433-0217 886-7717  Fax\n(501) 886-7719 Central Office Teacher Center G-T ! Reading t Special Ed Early Childhood NORTHEAST ARKANSAS EDUCATIONAL COOPERATIVE 206 South Maia P.O. Box 100. Straw'beny. AR 72469-0100 528-3395  Fax\n(501) 525-3396 Computer Services, Media Resources Regional Services (SED) Sening Since 19S4LEAS In: May 4, 1995 Clay County Clay County Central Coming Piggott Greene County Delaplaine Greene County Tech Mannaduke Noitheast Arkansas Jackson County Jackson County Swifton Lawrence County Black Rock Hpxic Lynn River Valley Sloan-Hendrix Walnut Ridge Randolph County Bi^gcrs-Reyno Maynard Oak Ridge Central PocaliontAs Sharp County Cave City WiHiford Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright: S-3 I This letter is in response to the Little Rock School District cutting the position of Gifted \u0026amp; Talented Coordinator. . I a  colleague of Mrs. Diane Rynders, who has that position. Thrrough herr efffforrtts sshe hass established an exemplary Gifted Education program. Mrs. Rynders is involved with curriculum development, program monitoring for all elementary schools in the district, and identification of gifted students. During the past five years, students have been given the opportunity to participate \"- ----------- of the Mind and Quiz Bowl. in programs such as Odyssey . . , _ It is my fear that if this position is eliminated, the students will not be afforded these and other opportunities. One administrator cannot possibly handle the amount of work involved in coordinating a quality Gifted Education program for 4,000 students. Please consider reinstating this position for the students of Little Rock School District. consideration. Thank you for your Sincere, ill Clogston upervisor of Gifted Education OS 133^ Us. ^'STRfCT judge: cc\nCc. MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 RECEIVED May 9, 1995 MAY 1 6 1995 Honorable Susan Webber Wright U.S. District Judge 600 West Capitol Ave. Little Rock, Ark. 72201 Office of Desegregation Monitoring Dear Judge Wright: I am writing to you as a concerned parent of a student in the Little Roch School District. 1995, District's Coordinator. the Little administrative We have learned, Rock School Board voted that on April 27, to eliminate the position of Gifted and Talented As you may or may not know this position is responsible for monitoring the district and thereby insuring a strong program for each school in the District. If this position is eliminated it will harm each of the students who are enrolled in the District's Gifted and Talented program and in my opinion just further students\". increase the Districts ability to \"Dumb down it's We need this program to insure that our brightest and best students are challenged by their teachers and their District and are able to continue their advanced learning by allowing this person to continue conducting in-service training of school staffs, P.T.A. needs. groups and developing educational plans for students with special In closing I would hope that you will not allow the District to do this and for one time will let them know that the welfare of our students should come first. I so apprecriate you and what you have and are continuing to do for us and for our students. Sincerely, I Tom Brock 8207 Crystal Valley Cove Little Rock, Arkansas 72210 Rece\n5VS\no II I I MAY 111995 u. s. district judge MAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 students to remain in their district, one would want to adversely effect the quality of a program seen as a positive and attracting element of the district. I would also like to add that Mrs. Rynders has been very active, due to her position, in statewide associations. While operating within these circles she has been able to act as a strong advocate on behalf of the students from her district. This year a minority student from the LRSD is attending my AEGIS program. It was beneficial for the student that he was coming from Diane's program. She is strong advocate for her students, but this type of activity will never show up on any report to the Superintendent or the Court. a In closing, I urge you to please consider the damage that will be done to the G/T program, but more importantly to all G/T students, should this position be eliminated. read in a report that 90% of every federal dollar, for I education, is spent on remedial programs and only .1% is spent for high ability learners. I hope you take a stand against this trend. Respectfully yours. John W. Calaway Supervisor of Gifted Education ie: Jackie S. Clark 7721 ClaybrookRoad. Mabelvale. AR 72103 May 10, 1995 M4y ? Dr. Henry Williams Little Rock School Superintendent 810 West Markham Little Rock, AR 72201 -3 Dear Dr. Williams: I am deeply concerned about the elimination of the Gifted and Talented Coordinator. I have two children that will be directly affected by loss of service in this area. In fact, when we made the decision 5 years ago to take our children out of private school and place them in public school, the Gifted and Talented program was a major motivation. My children are will be in the 10th and 11 grades in the 95-96 schcxjl year at J.A. Fair High School. Both have all \"GT\" courses, and should this particular program be adversely affect^, it would have a tremendous impact on my decision regarding remaining in Pulaski County. Although I hope to sell my home within the next few months and move outside the county, my children want to request transfers back into the school district because they not only enjoy their schools, but I feel like they are getting a good education in the process. I would appreciate your strong consideration. I know that not only \"GT\" students, but all students are affected by the programs that are a part of the Gifted and Talented Coordinators position. We need to take out the \"fat\", but we need to leave the \"meat and potatoes\" in the administrative structure. Respeci mLu- Jackie S.vCl^k cc: Magnet Review Committee Margie Powell/Office of Desegregation Monitoring tMAY-16-95 TUE 14:48 SUSAN H WRIGHT FAX NO, 5013246576 P. 04 May 12, 1995 RECESVSa MAY I 6 1995 CHAft 3(_}crA.M KAff: E Office of Desegregation Monitoring MAY 15 1995 Dr. Henry Williams LRSD Superintendent[ 810 West Markham Little Rock, AR. 72201 'J. S. DtSTFJfCT Dear Dr. Williams: distr^bVe5\\\nTaSVo^- \"gij't^ has Little Rock School District talented sending you a copy to parents of been students in the sicnooi Dxstrict. We rcaciniz(a rhat- t-y,  i-ne tnne for you in identifying specific artas difficult sincerely believe however t-bat-  budget cuts. We Talented Coordinator positioA ,iu ad?lSSv''iff.r? and r?= ill the discontinuation or and successful programs. iscontinuation of direct services the We appreciate the _se?sion on Vy 17?^ iVsT. on May 17, 1995. children in the Gifted/Tal\\ As advocates for you and the hoard ot directors ilf^eoonside^lh'e 7e eliminate the position of Gifted and Sincerely, c Mills \\ Elementary A.G.A.T.E. Parent Elizabeth Bowell Secondary A.G.A.T.E. CC: Parent Honorable Susan Webber Wright Anne Brown - ODM LRSD Board of Directors LRSD Administrators Dr. Patty Kohler, Division of Magnet Review Committee Exceptional Children of Education Director James Smith - Superintendent of NLRSD ' Gene Wilhoit Bobby Lester John Walker  Superintendent of PCSSDcc \\ HAY-16-95 TUE 14:49 SUSAN W WRIGHT FAX NO. 5013246576 RE May 2, 1995 6 1995 Dear Parents of Children in Gifted and Talented Programs, Office of Desegregation Monitoring The Little Rock School District Board of Directors voted April 27, 1995, to eliminate the - - District's administrative position of Gifted and Talented Coordinator. There will be only one district position (District G \u0026amp; T Supervisor) remaining to serve the G\u0026amp;T programs in our forty-nine (49) schools. The Supervisor will be responsible for all administrative duties, thereby, severely restricting the amount of time that can be given to direct services and support to the G.T. Specialists. It is urgent you be informed about how this budget cut will directly effect your child. We also need your help to reverse this sudden, unexpected action by the LRSD Board of Directors and district administration. The Gifted and Talented Coordinator works in direct support of our G \u0026amp; T Specialists by providing continuity of the G.T. curriculum throughout the district, thereby insuring strong programs in each school. This position is responsible for monitoring programs and records, finalizing the G.T. identification process for each child, conducting in-service training for school staffs, PTA groups, and A.G.A.T.E. (Arkansans for Gifted and Talented Education) meetings, and developing educational plans for students with special needs. Furthermore, this position is responsible for organizing Odyssey of the Mind, Quiz Bowl, and Sixth Grade Challenge competitions. These special events are open to ALL students, However, these will no longer be available to students if the elimination of this position stands. All students ultimately benefit from the Gifted and Talented program, because the G.T. Specialists share curriculum, strategies, and learning tools with the classroom teachers to provide enrichment opportunities for all children. In order to save this position, please help by doing one or all of the following\n1. Contact your LRSD Board Representative and let them know you want this position maintained, see attached\n2. Write or call the LRSD Administration, 324-2000\n3.- Attend the Special Session of the LRSD Board of Directors meeting concerning this issue, date to be announced\n4. Contact the Office of the Desegregation Monitoring, Ann 376-6200. Brown or Margie Powell 5. It is very important that parents write to the Honorable Susan Webber Wright District Judge, 600 W. Capitol, Little Rock, AR 72201. Children in the Gifted and Talented Programs deserve to have challenging programs to aid them in fulfilling their highest potential. When the school district attempts to dismantle or severely compromise successful programs, then we, immediate action. as parents, are obligated to take For further information regarding this issue please contact either Barbara Mills, 664-5681 or Elizabeth Dowell, 834-3720. Barbara Mills Elementary A.G.A.T.E. Parent Elizabeth Dowell Secondary A.G.A.T.E. Parent cc : HAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P, 06 \u0026gt;\u0026lt;44/ 1 6 . DHice of VICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 ftECEsVSD CHA.MEIEHS OF SiJSAN WRIGHT MAY 15 1995 ^(^segregation Monitoniiy Home (501) 661-1758 Work 376-3800 ! FAX 372-3359 U. S. DISTRICT JUDGE May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. I'll be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. Tliat position is the Gifted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. I am researching that even as this letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular positions being cut to present their case. I hope I can count on you to write a letter to Judge Susan Wright, with a copy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half die staff for this aspect of public education will be eliminated. The coordinator has taken die lead in LRSD's outstanding participation in Quiz Bowl, Odyssey of tho Mind, Junior Groat Boolcc, Sixth Grad* Challenge, and Monitoring Programr. 1 have coached a Gibbs Magnet Schotil Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeoman's hours and effort on that program. She was diere when odicrs were not for any potential problem. But diis effort to retain the position she holds is not about h^ndividually. To cut half tile administrative staff of the G/T program sends the wrong message to tlie folks we want to try to keep in tlie Little Rock public school system. I have stuck with the system (kids at Forest Park, Pulaski Heiglits Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. Please write Judge Wright a letter or post card, stating \"1 oppose tlie elimination of the Gifted/Talented Coordinators position at LRSD\" or words to dial effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on tlie back of this letter. T\" /jtJO coMi. -b Ke Ttijh' I if. i V V \\ f,' 1\u0026amp;\n ll I*.. j MAY-22-95 MON 10i57 X h\u0026lt;jcAVZ- 7'. #  rr Ba SUSAN W WRIGHT FAX NO. 5013246576 G. RICHARD SMITH, M.D. j \u0026lt;v^4 P.'QS i. Tc: .  h s/hill'S \"11 r, 1)1) ( 'f' \u0026gt; ife 4 j'. J. t. -.  f .' .'Y J bfM^ \"U' V V. .\u0026lt; (^1: J. T- '? ' ' .J '1\n1 r- y: .' i\u0026lt; p:  ' h 'T^'' I y' I\"*? I -X .1 z J\u0026lt; Vr^'.\u0026lt;-.- 1 *1 MtW ^hHS] 1^- V r S:- K rv. ZA \u0026gt; W-.v *1 '1 T'i 1 3 it f:  ' 41s aa MAY-22-95 MON 10:57 SUSAN W WRIGHT FAX NO. 5013246576 #2 Melinda Drive Little Rock, AR 72209 May 18, 1995 I t-: P. 04 Henry Williajvis LRSD Superintendent 810 W. tSarkham Little Rock, AR 72201 Dear Mr. Williams, I am writing this letter in regards to the Gifted and Talented Coordinator position being eliminated. schools. I feel this is a very important program in our It must not be restricted to just one supervisor to serve the 49 schools or 4000 students involved. It is an excellent program that my child has enjoyed. He has had the opportunity to be involved in many things he would not have in a regular classroom iithese children need this extra encouragement. They need more than one supervisor to organise these project^. The LRSD needs to look in another direction to cut the budget. These teachers along with their supervisors are doing a great job! My husband and I would have been at the meeting last night, but we could not be there by 5:30pm. However, we do want our opinion on the subjected noted. Ihank you for this consideration. We would like for our children to excel at school. Please DO NOT make thi's budget cut. / Sincerely, I Mrs. Dan M. Walker cc: Honorable Susan Webber Wright District Judge 600 W. Capitol Little Rock, AR 72201 Magnet Review Conniittee 1920 N. Main North Little Rock, AR 72114 Margie Powell Office of Desegregation Monitoring 201 E. Markham, Suite 510 Little Rock, AR 72201 tergaret Gremillion Assistant Superintendent - Elementary 810 W. Markliam Little Rock, AR 72201 Sadie Mitchell Assi-stant Superintendent \" Elementary 810 W. Markliam Little Rock, AR 72201 Dick Hurley LRSD Human Resource.s 810 W. Markliam Little Rock, AR 72201 P- ' nntI3 i MAY-22-95 MON 10:58 SUSAN W WRIGHT FAX NO. 5013246576 VICTOR A, FLEMING 3801 TCBT Tower LUtle Rock, Arkansas 72201 (501) 376^3800 t FMl 372-3359 Honorable Katherine P, Mitchell Member Little Rock School Board 1605 Welch Street Little Rock, AR 72206 Dear Ms. Mitchell: May 18, 1995 P. 05 I First, Im sorry you weie uanble to attend the special meeting of the Little Rock School Board on Wednesdayj May 17. 1995. On behalf of all the persons who are opposed to cutting the GT Coordinators position, the Boards allowing us to present our case is very much appreciated. Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinators position from the administrative slots that have been set forth in the cut that you approverl last month. As was demonstrated by all of the persons who spoke against cutting this slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, the payment of this persons salary, at the present time nt least, is very much like the payment of au insurance policy tliat protects one's home, business, or automobile from calamities Uiat are hoped will never occur. The GT program is something the Little Rock School District should be extremely proud of and the issue of cutting half of the aduiinisirative positions designed lo maintain this fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you Siiicqi'i Vidiof k VAF/c^ IcdlidtOlM cc: Lve que.stions or comments, please feel free to call. M.S. Caryn Taulbee Ms. Barbara Mills t r S3 (J MAY-22-95 MON 10:58 SUSAN W WRIGHT FAX NO, 5013246576 1 P, 06 VICTOR A. FLEMING 3801 TCBY Tower Little Rock, Arktutsas 72201 (501) 376-3800 ! FAX 372-3359 May 18, 1995 Honorable T. Kevin OMalley Member Little Rock School Board 24 Glenmere Drive Little Rock, AR 72204 Dear Mr. OMaUey\nFirst, let me once again thank you for your courteous participation and attention at the si\u0026gt;ecial meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was tinie you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your aUowing us to present our case is very much appreciated. Second let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinalors position front the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of tlie persons who spoke against cutting this slot, it is perceived to be integral to the operation of an extremely important program, As I indicated in my remarks to tlie Board, the payment of this persons salary, at the present time at least, is very much like tlie payment of an insurance policy that protects ones home, business, or automobile from calamities that are hoped will never occur,. The GT program is .something the Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain this fine program is one that should not be entered into unadvisedly or in baste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A, Fleming VAF/cf cc: Ms. Caryn Taulbee Ms. Barbara MillsBB Ba s k' MAY-22-95 MON 10:59 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 yiCIOH A. FLEMING 33(11 TCBY Toy^\u0026gt;er Little Rock, Arkansas 72201 (501) 376-3300 ! FAX 372-3359 May 18, 1995 Honorable Judy Magness Secretary Little Rock School Board 708 Hall Drive Little Rock, AR 121^5 Dear Ms. Magness\nFirst, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewiiere but, on behalf of all the persons who are opposed to cutting tlie GT Coordinators position, your allowing us to present our case is very much appreciated. Second, let me encourage you in the strongest of terms to be bold and courageous and remove the QT Coordinators position from the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of the persons who spoke against cutting tliis slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, tire payment of this persons salary, at the present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that arc hoped will never occur. Tlie GT program is something the Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain tliis fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A, Fleming VAF/cf IrvllttLOW cc\nMs. Caryn Taulbee Ms. Barbara MillsnAY-22-95 MON 11:OO SUSAN W WRIGHT I FAX NO, 5013246576 P. 08 VICTOR A. ITEMING 3801 TCBY Tower JMe Rock, Arkansas 72201 (501) 376-3800 ! FAX 372-3359 May 18,1995 Honorable John A. Riggs Member Little Rock School Board 3600 Foxcroft Little Rock, AR 72207 Dear Mr. Rigg.s: First, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock Scliool Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. L 1^' Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinaiors position from the administrative slots that have been set forth in the cut that you approved last month. As demonstrated by all of the persons who sjxike against cutting this slot, it is perceived to be integral to the operation of an extremely important program. As I indicated in my remarks to the Board, lite payment of tlris persons salary, at the present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that are hoped will never occur. 'Fhe GT program is something the Little Rock School District should he extremely proud of and the issue of cutting half of the administrative positions designed to maintain this fine program is one that should not be entered into unadvis^ly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, Victor A. Fleming VAF/cf IndleCuOM cc: Ms, Caryn Taulbee Ms. Barbara Mills A  -/r' - . 'a* \"  '^7MAY-22-95 MON 11:00 SUSAN W WRIGHT FAX NO. 5013246576 P, 09 I \" I j VICWR A. FLEMING 3801 TCBi' Tower Little Rock, Arkansas 72201 (SOI) 376-3800 ! FAX 372-3359 May 18, 1995 t I Honorable Patricia Gee Vice President Little Rock School Board 8409 Dowaii Drive Little Rock, AR 72209 Dear Ms. Gee\nFirst, let me once again thank you for your courteous participation and attention at the special meeting of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are opposed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. Second, let me encourage you tn the strongest of terms to be bold and courageous and remove the GT Coordinators position from the administrative slots that have been set forth in Uie cut that you approved last month. As demonstrated by all of the persons who spoke against cutting tliis slot, it is perceived to be integral to tlie operation of an extremely unportant program. As I uidicated in my remarks to the Board, die payment of this persons salary, at the present time at least, is very much like the payment of an insurance policy tliat protects ones home, business, or automobile from calamities that are hoped will never occur. The GT program is something tlie Little Rock School District should be extremely proud of and the issue of cutting half of the administrative positions designed to maintain litis fine program is one that should not be entered into unadvisedly or in haste of any sort. Should you have questions or comments, please feel free to call. Sincerely, \\)lv Victor A, Fleming VAFZcf U\u0026gt;(l(ea,W4 cc: Ms. Caryn Taulbee Ms. Barbara Mills I . .V ei 9 ! a s s i 4 JMAY-22-85 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 I P. 10 V/CTOR A. FLEMING 3801 TCBY Tower Little Bock, Arkunsas 72201 (501) 376-3800 f FAX 372-3359 May 18, 1995 Honorable Linda Pondexter Pre.sident Little Rock School Board 502 Green Mountain Drive, #56 Little Rock, AR 72211 Dear Ms. Pondexter\nFirst, let me once again thank you for your courteous participation and attention at tlie special meelbig of the Little Rock School Board on Wednesday, May 17, 1995. I know that was time you might rather have been spending with friends or family elsewhere but, on behalf of all the persons who are op{X)sed to cutting the GT Coordinators position, your allowing us to present our case is very much appreciated. I Second, let me encourage you in the strongest of terms to be bold and courageous and remove the GT Coordinators position from tlie administrative slots that have been set forth in the cut that you approved last inonlli. As demonstrated by all of the persons who spoke against cutting this slot, it is perceived to be integral to tlie operation of an extremely important program. As I indicated in my remarks to the Board, the payment of this persons salary, at die present time at least, is very much like the payment of an insurance policy that protects ones home, business, or automobile from calamities that are lioped will never occur. Ilie GT program is something the Llitlc Rock School District should be extremely proud of and the issue of culling half of tlie administrative positions designed to maintain this fine program is one that .should not be entered into unadvisedly or in haste of any sort. Should you have questions or conunents, please feel free to call. Sincferely, t Victor A. Fleming VAF'/cf U4dlf4L004 cc: Ms, Caryn Taulbee Ms. Barbara Mills S' anBtsanRBHmHRiMAY-22-95 MON 11:01 SUSAN W WRIGHT FAX NO. 5013246576 P.ll 2908 Lee Avenue Little Rock, AR 72205 May 13, 1995 Hon. Susan Wright, U.S. District Judge U.S. Courthouse 600 West Capitol Little Rock. AR 72201 Dear Judge Wright: We believe that the Gifted and Talented Program is essential to the success of the Little Rock public school system, and oppose the elimination of the Gifted/Talented  Coordinator's position from the Little Rock School System. .17\n.,1 Through our own experience with two children and almost nine years of public school attendance, we are convniced of the importance of such programs as Odyssey of the Mina and Quiz Bowl We strongly feel that the District should be encouraging academic excellence through the expansion of programs such as these. To eliminate the position of Gifted and Talented Coordinator would reduce the stalling for this important arc\n, at the administrative level by half This seems to strike at the heart of the mission of pub-schools We believe that Gifted and Talented programs are essentials, not frills, ana ask that you help to encourage such programs by retaining the coordinator's position I sorely, -7 CgTaJcVv'-- 3 :'3 'avid and Terry Cowan copy Arm Brown Oftice of Desegregation Monitoring ... 16 ?995 J It l^lSTFUcy JUDgit I %1R J ai MAY-15-1996 09:05 GEv'ER SPRINGS RBC 501 5b2 4189 I P.01 Sgggr springs first gaptist Church .1\u0026gt;6}5 Gpydr Springs TJ^oad  Littlp Pock, flp 7220*3 pbonsz .50J 365-347-f  FtIX 50t 5624189 To\n1 Of: _ From: A FfJX# 31/- 0/DG pagi^s\nlimfE\n*)ats2: Comments: i- I 4^ Sb -J s , \u0026lt; - -4. / I rz '^  'A A-i O ' r -izU 0 - LOt I 4 f /\u0026lt;\u0026gt; 'T' O ! S I a t  I MAY-15-1996 09:06 GEYER SPRINGS FBC 501 562 4189 P.82 May 15, ) Two roads diverged in a yeliow wood, and I- I took the one less travelled by. And that has made all the difference From now on each time I read this poem by Roben Frost, I will think of you - our special Senior Ciass of 1996. I will remember that, by choosing to continue with the Honors/AP program, you have metaphorically chosen a different path and, in this case, a more difficult one I will remember your perseverance in the face of so many assigned works to read, so many papers to write, so much red ink. ( 1 hope you know that sadism is not part of iny nature, but rather that 1 knew you were capable of excellence and that life demands attention to detail ) 1 will remember your courage as 1 played Devil s Advocate in discussions and tried to hold you accountable for generalized statements ( I hope you realize that I w ished not to change vour point of view, but t o strengthen it and that you will be held accountable in medicine and law, teaching, engineerinu, the ministry, business, and family life,) I will remember your endurance as you played volleyball, sottball, and baseball, golf, soccer, and tennis, as you ran track and put together the schooi newspaper, panicipated in drama productions and oratory contests and Superintendent's Cabinet and Mercantile Bank Board meetings You sang in the choir, played in the band, marched and cheered at every home game and many of those aw ay Some of you worked at afterschool iobs and several endured personal trauma and family trials. through -A? to the end and met all the deadlines You accomplished all this and still stayed You have surpassed my greatest expectations And. ccnsequentlv I want to thank you for that and for the new and unique perspectives you have given me on so many different subtects. Some people believe that studying the Humanities, literature in pamcular is a waste of time because these subjects do not help you make a better living. 1 would like to hope they will mak living better You have read of the nature of good and evil from Shakespeare and Golding, of e racism and Colonialism from Achebe . Existentialism from Hemingway, selfhood from Kafka, the impact of an unjust society on the individual from Wright, courage of conviction from Huck, the human tragedy that can result from those who blindly follow' tradition from Jackson, and the rewards of grit and determination from a little girl who named herself Ellen Foster and whose \"new mama\" showed us all what a loving parent should be We learn mainly from experience, of course, but we define and conceptualize through these things that come from books - the products of long hours and days of tbougnt and editing, visions and revisions, (to paraphrase Ellen Gilchrist ) the best parts of the best minds that have ever lived on earth, your real legacy from the educational svstem that no one can ever take from you in anyt MAY-15-1996 09=07 GEYER SPRINGS ^bc 501 562 4189 P.03 way As long as there are schoois a.nd libraries and free societie.s this wiil be waiting for you whenever vou wish to take it And lite will be better for vou when you do Some time ago at a party an acquaintance of ours, a businessman in the community, discussed the wonders of the corporate world with my husband for a few minutes and then turned to me - with incrediility, I thought- and asked why on earth I chose teaching as a career, especially in Arkansasyou can guess the rest I w'as stunned and could only answer at the moment that, well. 1 liked it It was a duesticn I could not let go of and, as w e so often do 1 replayed the moment in my mind I suppose 1 chose teaching initially because, except for Donna Reed . June Cleaver, and my own sweet mother, rny only role models were the strong, traditional women who taught me at Pulaski Heights and Central High Schoo! Later J stayed because, luckily, my salary was not the pnmary one tn our family But it is more than this - these are the superficial reasons If he reeled around at me once more, if I could replay that instant with all my wits about me. I would say, Why did I choose teaching Weli. it is because of Bryan and Jeremy, Clif. Ryan and Cheryl, Erica and Ashley, Liz, Sarah, .Alicia, Brigette, and Meredith. Tara, Leslie and Erin, John Paul. Corey, and Patrice, Tamika and Tamka, Dereka and Daphne. Laura, Brandi, Charnelle Amber and Stacy. And certainly it is also because of Cristy and Felicia. Jeremy H and Jason, Lizz. Hunter Jill ano Kara. Torrie and Angie. Tamara, Aronna. Kevin, Kelly, and Jeff, Allison and Ron. Kerne, Tametra, .Meivelyn, and Rusty.Kisa, Reesa, and Mackenzie \" May the sun snine warmly on your face, May the rain fall gently on your shoulders. May the roaa nse up to meet you, .'Vid may God always hold you in the palm of Kis Hand ..With iTiuch love, ,-7 \"AL P.03MAY-16-95 TUE 14:51 SUSAN M WRIGHT FAX NO. 5013246576 cz. i P, 09 RECEIVED May 9, 1995 MAY I 6 1995 Honorable Susan Webber Wright U.S. District Judge 600 West Capitol Ave. Little Rock, Ark. 72201 Office of Desegregation Monitoring Dear Judge Wright: I am writing to you as a concerned parent of a student in the Little Rock School District. 1995, District's Coordinator, Che Little administrative We have learned, Rock School Board voted that on April 27, to eliminate the position of Gifted and Talented As you may or may not know this position is responsible for monitoring the district and thereby insuring a strong program for each school in the District. If this position is eliminated it will harm each of the students who are enrolled in the District's Gifted and Talented program and in my opinion just further students\". increase the Districts ability to \"Dumb down it' s We need this program to insure that our brightest and best students are challenged by their teachers and their District and are able to continue their advanced learning by allowing this person to continue conducting in-service training of school staffs, P.T.A. groups and developing educational plans for students with special needs. In closing I would hope that you will not allow the District to do this and for one time will let them know that the welfare of our students should come first. I so apprecriate you and what you have and are continuing to do for us and for our students. Sincerely, i Tom Brock 8207 Crystal Valley Cove Little Rock, Arkansas 72210 I Recen/go may 111995 I U. S. DISTRICT JUDGEiC-.' MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 DON 31 ^31 QAI63YIULE PIKE JACKSONVILLE AR 12W ^icAoCa i':\u0026gt;tc ii) eLJ)ef I/-)/jiff REGEfVSO J/rci r /o! Cl -iAivirig-^s: \u0026lt; SIjS.AN vv^i 3ia VV?\n1GHT J 6 J995 may 12 1995 Office of Desegregation ftfloiiiionng Tc^c? (' U. S. DfSTRfCT JUDGE 73 f /'\u0026gt;t I' iij pi f/hii h/ C^ffry/'fa fcr fh/ 1^'^/'*''y pr^'/''O/\\. affech a h p ' VA o ri'/ t, c\u0026gt; I I. !y th. //^\u0026lt; pyjy/c. 7i^- G li\\ -^chd!.5dhc-f\u0026lt;5 I  r Cl f/\u0026gt; f t\u0026lt; r-f/^c^ / /Q U 7i\\^ d. y-b]5racti. /rvcker^ //\u0026gt; errc7^^./yiy c'/'UfrA- ThfC ^ypr^ial hr { ^/if'lrhar//. i/ds. fri'^ /hr I'f/ /h r^yc i/dS. I. 0 C6orii'^^^r I r/ii/e. 'h Jz-yf  dcr^ a. d-e- Cr-.UJ yi \\-ull~ // T^ If . 7/a! .1 /o Gllq S^id//ddz'ily. rc, a (l/'i/:' /r'/n-i^/i'///! 5f/-c:ci r.a/ii/-i' '1 u. J\" '/id f/^^z '/. 7'\n='^ r2i55 11 yj cf:' ait. rd c. rid.'/u/ii ^wy fd '/G'^C. I'/Cdi//\u0026lt;'/ J .-hl /h/'-y/^ 1^! !/^ -}h //yi^ i'l if /h. (f/- -h / ,.7, 'h ClD'I. !.(.{, prrrr' (/rL, ! C. (.( /I d\", r, \u0026lt;/. '\u0026gt;. /f/lA e\u0026lt;^/\\r-^/GL^ 7cc: HAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 0 OtIiCQ of W4r 1995 ^^^^aregation Arkansas Association Gifted Education Adininistratoi Route 1, Box 2 Plumen-ille, Arkansas 72127 May 10, 1995 Honorable Judge Wright: Connoting irs This is in regard to Little Rock School District's number of Gifted \u0026amp; Talented position in reducing the Administrators . I fad that one administrator quality of Gifted \u0026amp; cannot maintain the District has Talented Education which the Wane iM'lershl\nP of Mrs. Rynders has pre-monitoring for all worked with curriculum development, of students,i\nadditlt^L\"\"n^^'^ \"tification Sixth Gradechaditgi etc I ask that Little Rock Schon.1 this position. ennsider reinstating R incerely, President Arkansas Association Gifted Education Administrators K-ti'CSrui. n Xi 15 DISTRICT JUcr\n^MAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 Office cc: jtJi, P. 07 J 6/995-- Arkansas Association Gifted Education Administrators Route 1, Box 2 Plumerville, Arkansas 72127 May 10, 1995 Honorable Judge Wright: Des, ^nitor,ng This is in regard to Little position in reducing the Administrators . Rock School District * s number of Gifted \u0026amp; Talented I feel that one administrator quality of Gifted \u0026amp; Talented District has cannot maintain the Education which the Mrs. Rynders has worked pre-monitoring for all ,\nwith curriculum development, of Students,in addition^Jrorfv^'^ schools, identification Sixth Grade Challenge, etc. Mind, Quiz Bowls, I ask that Little Rock Schon.1 this position. \u0026gt;. ennsider reinstating Sincerely, Pally Bakker President Arkansas Association Gifted Education Administrator 5 op' I':P,wr.?iGHT -15 1.995 ^-OflSrRlCTJLJuc\n^-f- ./AA)'AWKAWM k f 1 I JohnMf* LO0 Ciz WESTERN ARKANSAS EDUCATION SERVICE COOPERATIVE Guy Fenter, Director RR 1 Box 104 Branch Arkansas 72928 1 i, if iWi a fl 965-2191 635-5201 RECEIVED CHAMBERS pF SUSAN WEBBER WRIGHT may 1X 1995 o.u'm! 9fiE Serving public schools In... Crawford County... Alma Cedarville Mountainburg Mulberry Van Buren MAY 1 1 1995 Office of Desegregaiion Monitoring May 9, 1995 Franklin County... Altus-Denning Charleston County Line Ozark Pleasant View Tke Honorable Susan Webber Wrigkt Office of Desegregation and Monitoring 201 , Mar ft. Earn Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wrlgfit\nJohnson County... Clarksville Lamar Oark Westside I am writing on bekalf of Diane Rynders position of Assistant Coordinator of Gifted and Talented Programs for tke Little Rock ScAoof District, Superintendent kas \"cut\" It is my understanding tfiat tke Littie Rock tkis position from funding for tke fiscal year beginning in July 1993 as one of several \"cuts\" deemed as unnecessary expenditures. I find tkis Cine of reasoning to be guite Logan County... Booneville Magazine Paris Scranton inappropriate and inaccurate based on my own understanding of hfs. Rynders and wkat ske kas done for tke gifted and talented programs in tke Little Rock District. Diane Rynders kas worked kard to develop a fine staff of teojckers in tke gifted and talented program wko are knowledgeable of tke area Scott County... Waldron and informed about tke various types of assessment wkick can and is 6cing done to assess students in your district in order to fairly treat all populations represented. Ske kas gone out of ker way to Sebastian County... Fort Smith Greenwood Hackett Hartford Lavaca Mansfield try to find ways to appropriately identify and serve minority students wko kad not been previously identified prior to ker tenure, Ske kas worked to develop community interest and support in tke GT programs, tke student projects, and worked to interrelate kigker fevcf tkinking skills wit kin tke regular curriculum. Ske kas worked witk tke GT teackers to develop a district-wide 6tk grade competition open to large numbers of students keld yearly in tke spring. It kas Migrant Service In... Conway County Crawford County Johnson County Logan County Pope County Scott County Sebastian County Yell County expanded tke understanding of kow giftedness can be skown in many ways to students, faculty, and parents alike. I am appaffed tkat tke Little Rock Superintendent could consider efforts suck as tkis to be \"unnecessary expenditures\". Tkis position is vital to tke efforts being undertaken to meet tke federal mandates establisked by tke courts to equalize services to all populations. Tke position, and especially tke individual in tke position, does muck to provide positive examples of wkat students are capable of doing to tke community and tke public at large. Students of all races are seen working together cooperatively to sofve problems in student competitions such as Odyssey of the Mind, Little Rock GT programs have been quite visible in Odyssey of the Mind, which focuses on creative endeavors of individuals working within a group to solve problems and not simply academics within a ciass room setting. It provides exposure to new experiences utitizing drama, music, and otAer visuai and fine arts as a part of tfie overaU problem solving. CfiiCdren of various ages, cCassrooms, races, and ability levels all work, together to develop solutions. Ms. Rynders has been instrumental in bringing individuals from other states who are considered experts at the national level to help in the identification of minorities, the training of teachers in observation techniques, and the coordination of ideas within the district to form an overall district plan. At the state level Ms. Rynders, as Assistant Coordinator of Gifted Programs, attends monthly meetings of all State GT Supervisors, is very active in the AGATE Conference each year and encourages her teachers to do so, is active in both regional and state level of Odyssey of the Mind Competitions, helps with district, regional, and state level quiz bowls at varying levels, encourages competitions of all sorts within the district, brings in new and innovative programs for the teachers to view and or adopt as a part of their curriculum. The area of gifted and talented services offers much which the average person on the street can see and react favorably towards. It /ocuscs Ort tAc child who is succeeding within the education system, not as is so often the case, the one who is failing or in some kind of trouble. It sheds a positive light on the Little Rock School District and is something that should be emphasized and expanded not in any way cut. I would hope that you would see fit to reinstate EAttrte Rynders in the position of Assistant Coordinator of Gifted and Talented Services for the Little Rock School District for the 1995-1996 school year. incM/ely, Carolyn P. 5Ary GT Supervisor cc\nVICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 MAY 1 5 1995 Home (501) 661-1758 Work 376-3800 / FAX 372-3359 Office of Desegregation Monitoring May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. 1'11 be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. That position is the Gifted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. I am researching that even as this letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular position's being cut to present their case. I hope I can count on you to write a letter to Judge Susan Wright, with a cqjy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half the staff for this abject of public education will be eliminated. The coordinator has taken the lead in LRSD's outstanding participation in Quiz Bowl, Odyssey of the Mind, Junior Great Books, Sixth Grade Challenge, and Monitoring Programs. 1 have coached a Gibbs Magnet School Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeoman's hours and effort on that program. She was there when others were not for any potential problem. But this effort to retain the position she holds is not about he^dividually. To cut half the administrative staff of the G/T program sends the wrong message to the folks we want to try to keep in the Little Rock public schooi system. I have stuck with the system (kids at Forest Park, Pulaski Heights Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. Please write Judge Wright a letter or post card, stating \"I oppose the elimination of the Gifted/Talented Coordinator's position at LRSD\" or words to that effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on the back of this letter. T ALSO-PMo? .xrM\u0026gt;pJ4K) rX Ui I it's-J at u/iSTec : MAY-16-95 TUE 14:51 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 JACKSONVILLE AR 72076 bic Aus/en p'l^bicP i^y. Aa^yPo! , CHAM-T^g^S (\u0026gt;\n- SIjSAN vvnvrft^r.-\n? yjRlGHT ^ll\\X 12 1995 U. S. DfSTRfCT JUDGE -- RSOEIVBD may I 6 1995 Office of Desegregation MonitohnQ J^c'rZ r V/e (2 \"y rf/j b T^ht U- - torj''/ia/cr liA ffech \u0026gt;' '^-J-^- - I. u /\u0026gt;iS yk Q,P}J\ny, tP yy-b!^ \\Kto/ c I '/' r\u0026lt; I i/ ' d, I,,4^ ht'/au.-xe. 7-^J ^ , ! }/ I ' .J Aj/}-^ T\u0026gt;s/\u0026lt;i (J\u0026gt;7l\\ A-'x yhsr-x^ bt^tckty y ^A\u0026lt;2cni,^e,,- cbAJfM. rbtfc a(e^ 4ic ytclal %r fif h\u0026gt; jS^Z/rZ/'Z y'^'-:' PhC ixye. \u0026gt;(_ J 7c/. d\u0026gt;/^7j / I. 0 k, A Cta uJ.'/f ! sya'j^:\\ \\ f -jy r' Al f/Ac \u0026lt;-!' k' /rJJ\"- y /''^iP 22!^ y ii-itfC ^A/'2 A'L.^ bdt^/!^i ^ b Ayb S'b ,'i'f\u0026gt;/f b \u0026lt;^. e./ri '/(/ / e- ypccb' D cllq J' h / /Aas Q-/ J-l At 2 brj /y \u0026gt;\u0026gt; 7^ /i i/t recfn.bi^Ay y ~^i'C.\u0026gt;t:iiyj( t)' 7abipJ- iPi'\u0026lt;^''jriii'A l^\u0026gt; .f. Ik lt.i- Il I- .'J' I ?, |\u0026lt;r^.^:e^,^l'\u0026lt;J 'M pfO'c/t:- ^b' idi^''-. ^- rJH.ny '- ,y b j 1 /, I -/l^,,l tficKHc. Tt k. U cbJleyt^ /-'.p /M /I/' PIrs/'/'^f^ 'f'b / p/fie. (jC.t: MAY-16-95 TUE 14:50 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 'My J 6 ' Ellice of ^esegregai'on VICTOR A. FLEMING 5405 Sherwood Road Little Rock, Arkansas 72207 RECltP/SD CHAVL'EHS OF SUSAN WRIGHT MAY 15 1995 Monitoring Horae (501) 661-1758 Work 376-3800 ! FAX 312-3-553 J. S. DISTRICT JUDGE May 11, 1995 Dear Friends, Please pardon the mass-mail letter format. Immediate help is needed and hereby requested. I'll be brief. When the School Board adopted Dr. Hank Williams' latest budget cut recommendation (see enclosed article), it axed a position that should not have been axed. That position is the Girted \u0026amp; Talented Coordinator, currently held by Diane Rynders. Possibly this position was placed in the cut package by mistake, possibly not. 1 am researching that even as diis letter is being written. A special meeting of the Little Rock School Board will be held at 5:30 p.m. on Wednesday, May 17 to allow opponents of this particular positions being cut to present their case. I hope 1 can count on you to write a letter to Judge Susan Wright, with a copy to the Office of Desegregation Monitoring, expressing your desire that this position not be cut. This position is one of only two G/T positions at the LRSD's administration level. That is, half tlie staff for this aspect of public education, will be eliminated. \" t The coordinator has taken the lead in LRSDs outstanding participation in Quiz Bowl, Odyssey of tho Mind, Junior Groot Boolcc, Sixth Grode Challenge, and Monitoring Programs. 1 have coached a Gibbs Magnet School Odyssey of the Mind team for the past two years, and I can tell you that Ms. Rynders put in yeomans hours and effort on that program. She was diere when odicrs were not for any potential problem. But diis effort to retain the position she holds is not about hej|^ndividually. To cut half die administrative staff of the G/T program sends the wrong message to die folks we want to try to keep in die Little Rock public school system. I have stuck with the system (kids at Forest Park, Pulaski Heights Jr. High, Central, and Gibbs) through thick and thin primarily because of programs such as G/T, which administers exceptionally positive strokes to students on a totally color-blind basis. , Please write Judge Wright a letter or post card, stating \"I oppose die elimination of the Gifted/Talented Coordinator's position at LRSD\" or words to diat effect, and send a copy to Ann Brown, the desegregation monitor. Their addresses are on the back of this letter. T /)L5O-P\u0026gt;48 ni: ccnf^ -feKeARIUmiM \u0026lt;:'****.. e rfWtk* I uo0 r'-O  Srt C 7 cc ' -/c.- ^(p/y 6tpy f. U, WESTERN ARKANSAS EDUCATION SERVICE COOPERATIVE Guy Fenter, Director RR 1 Box 104 Branch Arkansas 72928 965-2191 635-5201 Cinnf^ n RECEIVED CHAMBERS OF _ SUSAN WEBBER WRIGHT MAY 1X 1995 laE Serving public schools In... Crawford County... Alma Cedarville Mountainburg Mulberry Van Buren MAY i i 1995 Office of De' May 9, 1995 .vl.-' Franklin County... Altus-Donning Charleston County Line Ozark Pleasant View The Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E, Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge WrigAt\nJohnson County.. Clarksville Lamar Oark Westside I am writing on behalf of Diane Rynders position of Assistant Coordinator of Gifted and Talented Programs for the Little Rock ScAoot District, Superintendent Aos \"cut\" It is my understanding tAat tAe Little RocA tAis position from funding for tAe fiscal year beginning in July 1995 as one of severat \"cuts unnecessary expenditures, H deemed as I find tAis Une of reasoning to be quite Logan County... Booneville Magazine Paris Scranton inappropriate and inaccurate based on my own understanding of Ms, Rynders and what she has done for the gifted and talented programs in the Little Rock District, Diane Rynders Aas u/orAed Aard to develop a fine staff of teacAers in tAe gifted and talented program wAo are knondedgeable of tAe area Scott County... Waldron and informed about the various types of assessment which can and is being done to assess students in your district in order to fairly treat aU populations represented. SAe Aas gone out of Aer way to Sebastian County... Fort Smith Greenwood Hackett Hartford Lavaca Mansfield try to find ways to appropriately identify and serve minority students who had not been previously identified prior to her tenure. She has worked to develop community interest and support in the GT programs, the student projects, and worked to interrelate higher level tAinking skills wit Ain th.c regular curriculum. SAe has worked with the GT teachers to develop a district-wide 6th grade competition open to large numbers of students held yearly in the spring. It Aas expanded the understanding of how giftedness can be shown in many ways to students, faculty, and parents alike. Migrant Service in... Conway County Crawford County Johnson County Logan County Pope County Scott County Sebastian County Yell County I am appalled tAat the Little Rock Superintendent could consider efforts such as this to be \"unnecessary expenditures\". This position is vital to the efforts being undertaken to meet the federal mandates established by the courts to equalize services to all populations, Tke position, and especially the individual in the position, does much to provide positive examples of what students are capable of doing to the community and the public at large.#w( =69W/E?' Students of aff races are seen working together cooperativeiy to solve problems in student competitions such as Odyssey of the Mind. Little Rock GT programs have been quite visible in Odyssey of the Mind, which focuses on creative endeavors of individuals working within a group to solve problems and not simply academics within a cCassroom setting. It provides exposure to new experiences utilizing drama, music, and other visual and fine arts as a part of the overalC problem solving. Children of various ages, classrooms, races, and ability levels all work together to develop solutions. Ms. Rynders has been instrumental in bringing individuals from other states who are considered experts at the national level to help in the identification of minorities, the training of teachers in observation techniques, and the coordination of ideas within the district to form an overall district plan. At the state level Ms. Rynders, as Assistant Coordinator of Gifted Programs, attends monthly meetings of all State GT Supervisors, is very active in the AGATE Conference each year and encourages her teachers to do so, is active in both regional and state level of Odyssey of the Mind Competitions, helps with district, regional, and state level quiz bowls at varying levels, encourages competitions of all sorts within the district, brings in new and innovative programs for the teachers to view and or adopt as a part of their curriculum. The area of gifted and talented services offers much which the average person on the street can see and react favorably towards. It focuses on the child who is succeeding within the education system, not as is so often the case, the one who is failing or in some kind of trouble. It sheds a positive light on the Little Rock School District and is something that should be emphasized and expanded not in any way cut. I would hope that you would see fit to reinstate Diane Rynders in the position of Assistant Coordinator of Gifted and Talented Services for the Little Rock School District for the 1995-1996 school year. inc^/ely. Carolyn P. 3/iry GT Supervisor Western Arkansas Education Service Cooperative Guy F. Fenter, Director RR 1 Box 104 - Branch, AR 72928 M  The Honorable Susan Web^^f Wright office of Desegregation and monitoring 201 E. Markham Little ^ock, AR 72201 Suite 510 iitiiilltiilll iiiiiilliiiililliiiililliitllltc : (Li^ MAY-16-95 TUE 14:48 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 May 12, 1995 RECEIVED MAY 1 6 1995 RECS:5'.fSD CHAMs.se '.V'liC-l-fT Office of Desegregation fsionitoring MAY 15 1995 Dr. Henry Williams LRSD Superintendent 810 West Markham Little Rock, AR. 72201 J. 3. DISTRICT JUDGE Dear Dr. Williams.- We are , - sending you distributed to --------- a copy of a letter that has been uiscrioutea parents of cr-ifi-oH 1 ----neen Little Rock SchoTl District wa Moomi in the time for you in identifyi specific difficult Sincerely believe, however  J or budget cuts. We Talented Coordinator position will ad-ita the Gifted and because the result will be the ai,cxSS\u0026amp;M' and successful programs. services children in the Gifted/Taiant-o/i 1955. As advocates for you and the board of directors LRSD, we hope that eliminate the position of Gifted end rSSSd JJcrdTnaTS\"\"' Sincerely, Barbara Mills Elementary A.G.A.T. . Parent Elizabeth Dowell CC: Secondary A.G.A.T.E. Parent Honorable Susan Webber Anne Brown - ODM Wright LRSD Board of Directors LRSD Administrators Dr, Patty Kohler, Division of Magnet Review Committee Exceptional Children Arkansas Department of Education Director   Superintendent of NLRSD ~ Superintendent of PCSSD John Walker Gene WilhoitOfffce of Desegregation Monitoring Unjtsd States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 {501)376-6200 Fax (501) 371-0100 May 12, 1995 Ms. Judy Lively, Supervisor, Gifted Education Dawson Education Co-Op 711 Clinton, Suite 201 Arkadelphia, AR 71923 Dear Ms. Lively: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. lincerely, T  irgie L. Powell Associate Monitor -MAY- -95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 i7 R. 0. SAUNDERS DIRECTOR i DAWSON a EDUCATION ' I', 711 CLINTON, SUITE 201 ARKADELPHIA, AR 71923 501/246-3077 I May 5, 1995 Honorable Susan Webber Wri^t Office of Desegregation and Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Wright I am r-onecreed about the Little Rock School District cutting the position of Gifted and Talented Coordinator. I feel that this program would suffer without the scrrices that Ms. Diane Ryndei's provides. Site is involved with OifTerentiated curriculum development for gifted students, monitoring the pregrams in the elementary schools for the district to liLsure compliance, and the identification of gifted students in the district She has l?ecn instrumental in giving disadvantaged and minority students an equal opportunity in the screening and identification processes provided by the mandate set forth by the state. For many years, Ms. Rynders has been involved as a state leader in the Odyssey of the Mind coiniietition. She held the position of State Director for a great number of those years. Under her guidance and leadership, Arkansas has been well represented at the annual OM Wiirld Hnals. Without her expertise, I feel this program will sufter-and iiiiimately tile studeuis of uic Liiiie Rock Schoo! Disirici wiii nut iiuve the oppiirtunsiies afforded to them through her knowledge of the competition rules and regulations. Plca.sc consider tlte reinstatement of tliis position for the students of the Little Rock School Distiict They deserve the very best we can give them, and I think Ms. Rynders skills are an asset for tbe district Thank you for your consideration. I Sincerely, Judy Lively Supendsor of Gifted Education I: 1995 s. 0 9 \u0026lt;Sc^oo[i. eSeWui^ tHi ^^itclxui Office of Desegregation Monitoring Unhed States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (SOI) 376-6200 Fax (501) 371 -0100 May 12, 1995 Ms. Kay Kyle Luter, Supervisor of Gifted Education Crowleys Ridge Education Service Cooperative P. O. Box 377 Harrisburg, AR 72432 Dear Ms. Luter: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance wdth provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is ray understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, Margie L. Powell argie Associate Monitor-MAY--9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P,08 *1 A P R I S BV R G CROWLEYS RIDGE EDUCATION SERVICE COOPERATIVE P.O. Box 377 Harrisburg, Arkansas 72432 (501) 578-5426 Serving Public Schools In\nCraighead County Bay-Brown Brookland Buffalo-Island JonesOoro Nettleton Riverside Valley View Westside Crittenden County Crawfordsville Earle Marion Turrell Cross County Cross County Parkin Wynne Jackson County Newport Mississippi County Armorel aiytheviile Gosnell Manila Osceola So. Miss, County Poinsett County East Poinsetl County Harrisburg Marked Tree Trumann Weiner May 4, 1995 R J! \u0026gt; MAT 10 i?95 The Honorable Susan Webber Wright Office of Desegregation and Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Judge Wright, Office of O'S-\nf:n^ I am an associate and colleague of Diane Rynders, who is currently one of the two Gifted and Talented Coordinators for the Little Rock School District. The position held by Diane was cut in the latest round of cuts for the Little Rock School District. It seems to me that as soon as something positive gets a start in Little Rock School District, here comes something to tear it apart. Even if Diane wasn't doing a wonderful job in the position it would still need to be there. The size of Little Rock School District warrants at least two people to monitor programs and provide services. The fact that Diane does a fantastic job makes it more crucial that the position remain. She is the organizing force behind many provisions enjoyed by Little Rock students. Some of the parts of her job, besides premonitoring, staff d^elopment and dissemination of information are: Odyssey of the Mind, Quiz Bowl and Sixth Grade Challenge. I think many of the opportunities provided by the Gifted and Talented Program would fail by the wayside with the elimination of the position. This whole thing spills over into the desegregation issue, because all students will he affected within the elementary gifted program. I know you are thinking about this issue. Please know that the Little Rock School District needs its elementary gifted and talented position and it needs Diane Rynders. RSCEP/SD CHA\n.ERS OF SUSAN WRIGHT MAY 0 9 1395 Sincerely, Kay Kyle Luter, Supervisor Gifted and Talented Education U. S. DISTRICT JUDGE Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 May 12, 1995 Mr. Kirby Shofner 204 N. Ash Little Rock, AR 72205 Dear Mr. Shofner: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, 1 believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, 1 W- Powell Associate Monitor W- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 May 7, 1995 Dear Judge Wright, I am sure that you really don't want to receive another letter regarding the budget cuts proposed by Dr. Williams for the Little Rock School District, but I felt compelled to write to let you know how I feel about the elimination of the Gifted and Talented coordinator position. In the ten years I have been teaching at Central 1 have seen many changes occur. Many good and certainly many bad. One of the most positive things that has occured is the appointment of Diane Rynders to the GT Coordinator position. Before her arrival, the GT office was at best in turmoil. I had many dealings with the people in that office at that time and it was my impression that there was absolutely no leadership and continunity occuring. Since Diane arrived things have been well organized and directed. I always know who to contact and what is expected of teachers in the district who work with gifted students. One of the things that I most look forward to during the school is the few hours a week I get to work with my Odyssey of the Mind team. These students are truly gifted. You would be amazed at what these young people can do. There is nothing that they can't accomplish if they put their minds to it. It is refreshing to see students at this advanced level at such a young age. The few hours a day that I work with these students is time where I know I am not going to have to deal with the extraneous non-teaching chores that occur all day long in my regular classes. During my regular teaching day most of my time is spent with discipline and reprimands which unfortunately turn what should be a positive teaching atmosphere into an aggravation. I look forward to the time 1 spend with my OM team. It is always fun and positive, the highlight of many of my working days I can't think of what will happen if the GT office loses its coordinator, much less losing Mrs. Rynders. There has to be other ways to reduced the deficit at the district. The administration is top heavy in other directions if cuts need to be made. Sacrifices have to be made by all, but 1 honestly feel that this is a terrible mistake and very little thought went in to making this descision. One thing for sure. Many students will not attend Little Rock Schools if the Gifted Programs are not fully functioning. One of the main attractions is rhe many GT classes and programs available to students who need them and parents who want their children in them. The elimination of this position needs serious reconsideration on everyone's part. I really appreciate your time. I hope things will work out where the GT Cooridinator's position can remain intact. Please feel free to contact me if you need any additional input. Sincerely ____ Kirby Shoraer Central High School W/IV 0 91995 Us. ^l^TFiiCTOffice of Desegregation Monitoring /United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501)376-6200 Fax (501) 371-01OO May 12, 1995 Mr. John W. Calaway, Supervisor of Gifted Education Northcentral Arkansas Education Service Center P.O. Box 739 Melbourne, AR 72556 f Dear Mr. Calaway: to respond to your letter in which you express and talented coordinators position in the Little the concerns that community members Judge Susan Webber Wright has asked me to concern about the elimination of the gifted \u0026lt; Rock School District. Although she is sensitive to have about the desegregation process and related issues, as a matter of policy, Judge Wright have about tne aesegrcgauvu ...--------------- h^r Dffirp of does not correspond directly with citizens. \u0026gt;\"s\u0026lt;eh\u0026lt;), she 1. up ns m he Office Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on talented education in the three the staff, one of my responsibilities is to monitor gifted and Pulaski County School districts. I have been contacted by S CU^ fro the state expressing concern, marnt, and dismay at the propos^ by the superintendent of the Little Rock Coordinator of Gifted and Talented education. -------  .. School District to eliminate the position ot Our involvement with the LRSD is limited to monitoring compliance with provisions in them desegregation plan, and gifted education is a is required to obtain court approval for any implementing their plan. The court has not given component of the districts plan. The LRSD action that might have an adverse impact on the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. the Board of Education. It is my I suggest that you forward a copy of your letter to understanding that a parent group has petitioned for a special board meeting toaddress the eh^Saation o? the coJrdlnaroVs posinou. If you are in.ercs.ed in attending, .he ntcctlng.^you may can the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, I ar! L. Powell ssociate MonitorI I I MAY- 9-95 TUE 15:28 1 A I 5 i S c I.. V c .lAltEU MdXLEY, Dt/crMf Baxtkr Mountain home Norfork FULTON Mammoth Spring SALEM Viola Independence Batesville CORD-CIIARLOTTB CUSHMAN Midland Newark Southside SULPHUR Hock IZARD Calico rock Izard County Consolidated Melbourne MT. ILEASANT SHARP EVENING SHADE Highland STONE MOUNTAIN VIEW Rural special TIMBO SUSAN W WRIGHT NAESC Telephone .=iOl-3efi.79i).5 May 5, 1995 FAX NO. 5013246576 fP?04 MAY 1 0 1995 Northcentral Actons as ess Education Service Center P. 0. Box 739  Melbourne, Arknnsns 725.56 Honorable Susan Webber Wright Office of Desegregation \u0026amp; Monitoring 201 E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Honorable Susan Webber Wright: J RGCRIVu-q SUSAN V/r-m.-,.-\n, MAY 0 9 1395 U. s. DISTRICT judge Iam writing you in response to a news report that the Little Rock School District is proposing to eliminate the position of Gifted \u0026amp; Talented Coordinator. While I can understand the need for the District to make budget reductions, I am truly surprised that this position would be one targeted for elimination. As a State G/T Supervisor, I work with twenty schools with varying numbers of students. I know the plight of the G/T coordinators in these schools and not one of them has anywhere near the size of program that Mrs. Rynders has with which to work. With a program the size of Little Rock School District's, approximately 4,000 students, confidently say that their G/T program is already understaffed. A curricular program designed to enhance the learning of high ability learners, regardless of race, creed, or color, should be the last program one would choose to negatively effect by reducing staff. I can sex, Iirs. Rynders has done an excellent job of designing student identification procedures that eliminate biases and allow gifted minority students to be considered equally for the G/T program. Without proper administrative overview, shortcuts will be taken, procedures will be dropped, and many gifted students will never be found. I want to emphasize that the administrative overview, in order to be effective, must come from someone with the training and knowledge concerning testing and identification procedures of all G/T students. I must admit that I cant comprehend why X can't why, at a time when Little Rock is spending millions of dollars to encourageMAY- 9-95 TUE 15:29 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 students to remain in their district, one would want to adversely effect the quality of a program seen as a positive and attracting element of the district. I would also like to add that Mrs. Rynders has been very active, due to her position, in statewide associations. While operating within these circles she has been able to act as a strong advocate on behalf of the students from her district. This year a minority student from the LRSD is attending my AEGIS program. It was beneficial for the student that he was coming from Diane's program. She is a strong advocate for her students, but this type of activity will never show up on any report to the Superintendent or the Court. In closing, I urge you to please consider the damage that will be done to the G/T progreun, but more importantly to all G/T students, should this position be eliminated. I read in a report that 90% of every federal dollar, for education, is spent on remedial programs and only .1% is spent for high ability learners. I hope you take a stand against this trend. Respectfully yours, John W. Calaway Supervisor of Gifted Education Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376.6200 Fax (501) 371 -0100 May 12, 1995 Mr. Davis Hendricks 1016 East H Avenue North Little Rock, AR 72116 Dear Mr. Hendricks: Judge Susan Webber Wright has asked me to respond to your letter in which you express concern about the elimination of the gifted and talented coordinators position in the Little Rock School District. Although she is sensitive to the concerns that community members have about the desegregation process and related issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead, she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. As an Associate Monitor on the staff, one of my responsibilities is to monitor gifted and talented education in the three Pulaski County School districts. I have been contacted by several citizens from across the state expressing concern, alarm, and dismay at the proposal by the superintendent of the Little Rock School District to eliminate the position of Coordinator of Gifted and Talented education. Our involvement with the LRSD is limited to monitoring compliance with provisions in their desegregation plan, and gifted education is a component of the districts plan. The LRSD is required to obtain court approval for any action that might have an adverse impact on implementing their plan. The court has not given the district approval to make the proposed change, and I will recommend against approval. Although I cannot speak for Judge Wright, I believe she will give strong consideration to my recommendation. I suggest that you forward a copy of your letter to the Board of Education. It is my understanding that a parent group has petitioned for a special board meeting to address the elimination of the coordinators position. If you are interested in attending the meeting, you may call the districts central office at (501) 324-2000 or me at (501) 376-6200, for the date and time of the school board meeting. Sincerely, Ma/gie L. Powell Associate Monitor MAY- .9-95 TUE 15:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 t May 4,1995 MAY 1 0 Ti95 The Honorable Susaii Weber Wright Office of Desegregation and Monitoring 201E. Markham Suite 510 Heritage West Building Little Rock, AR 72201 Office of Dessgreg\u0026amp;iic\n... ?g Dear Judge Wright, I am writing to urge you to disallow the t\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"tmll_hpcrc_40694940","title":"Handicap protection for AIDS victims in Washington, D.C.","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":["United States Commission on Civil Rights. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation","School enrollment"],"dcterms_title":["Incentive Schools: Enrollment"],"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/471"],"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\nFRANKLIN SCHOOL ENROLLMENT GRADE LEVEL 4 yr. K 1 2 3 4 5 6 Self-C TOTAL PERCENT B 364 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 17 14 12 13 1 3 60 52% 25 23 3 3 1 1 56 86% 36 29 7 3 0 0 75 87% 36 27 2 1 0 0 66 95% 31 25 4 3 0 0 63 89% 25 29 35 7 241 48% 1989-90 W 0 T 17 26 24 2 187 37% % Blk B 4 4 4 1 41 8% 3 0 0 49 86% 3 1 1 64 86% 1 0 0 64 92% 0 0 0 10 90% 30 6% 1990-91 W 0 T 3 5 507 84% 1%  1% 1991-92 % Blk B W 0 T % Blk 12 12 448 81% 343 59 9 411 83% 428 71 8 507 84%GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK M F 3 8 15 15 19 14 17 20 26 6 135 48% 1989-90 W 0 T 12 22 11 21 13 17 17 6 127 45% % Blk B 15 2 285 94% GARLAND SCHOOL ENROLLMENT WHITE 211 OTHER TOTAL % BLACK M F M F 3 2 2 18 61% 1 1 1 3 2 10 4% 1 1 5 2 2% 1% 28 39 34 35 32 38 43 12 279 96% 95% 88% 100% 94% 97% 100% 100% 94% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 18 11 240 88% 262 15 2 279 94%GRADE BLACK LEVEL M F 4 yrs 8 4 K 6 7 1 24 16 2 15 11 3 9 10 4 8 17 5 11 20 6 11 6 CBI 3 2 TOTAL 95 93 PERCENT 48% 47% B 157 1989-90 W 0 T % Blk 7 164 96% ISH SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL I BLACK 2 2 1 17 71% 1 1 15 40 2 1 29 19 25 1 6 3% 1 3 1 2 B 142 32 17 6 200 2% 1% 1% 87% 100% 90% 100% 100% 97% 100% 83% 94% 1990-91 1991-92 W 0 T % Blk B W O T % Blk 4 146 97% 188 9 3 200 94%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 SC* TOTAL PERCENT B 220 BLACK M F 7 6 17 12 19 24 24 28 14 24 7 164 53% 1989-90 W o T 19 0 239 25 17 14 16 16 13 2 121 39% % Blk 92% B MITCHELL SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 3 3 1 1 1 12 4% 183 4 3 2 2 2 1 1 15 5% 1990-91 W 0 T % Blk B 24 0 207 88% 285 20 35 46 46 41 46 31 38 9 312 1991-92 W 0 T 27 0 65% 83% 96% 89% 93% 96% 97% 97% 100% 91% % Blk 312 91%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 TOTAL PERCENT B 194 BLACK M F 4 1 16 14 27 21 17 19 27 15 23 21 19 154 53% 1989-90 W 0 T 14 22 16 128 44% % Blk B 16 1 211 92% RIGHTSELL SCHOOL ENROLLMENT WHITE 191 OTHER TOTAL % BLACK M F M F 2 3 16 69% 0 0 0 0 0 0 0 2 1% 1 0 0 0 0 0 0 4 1% 1990-91 W 0 T % Blk B 1 1 1 1 193 99% 282 31 48 36 43 37 43 35 289 1991-92 W 0 T 100% 100% 98% 100% 100% 100% 98% % Blk 6 1 289 98%GRADE LEVEL Infant 4 yr K 1 2 3 4 5 6 TOTAL PERCENT B 215 28 243 BLACK M F 10 16 14 25 15 17 22 24 14 157 36% 1989-90 W 0 T 12 15 18 21 16 18 18 11 18 147 33% % Blk B 33 2 250 86% 6 34 82% 39 2 284 86% ROCKEFELLER SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 7 8 37 59% 15 13 1 60 52% 9 12 53 60% 11 12 69 67% 5 2 4 3 4 60 14% 195 22 217 7 7 2 5 5 71 16% 1990-91 W 0 T 2 2 % Blk 1 1 3 1% B 71 16 87 5 211 12^ 282 5 45 45 46 44 41 440 1991-92 W 0 T 38 309 116 5 403 69% 78% 87% 80% 78% 69% % Blk 70% 58% 22 15 37 59% 70% 304 131 5 440 69%GRADE BLACK LEVEL M F 4-year 6 2 K 5 19 1 18 21 2 21 14 3 13 12 4 16 7 5 18 23 6 21 14 CBI 5 1 TOTAL 123 113 PERCENT 50% 46% B 225 1989-90 W 0 T % Blk B 0 1 226 100% STEPHENS SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 1 1 5 2% 1 2 3 1% 1990-91 W 0 T % Blk B 1 1 12 25 41 35 25 23 41 37 6 245 1991-92 W 0 T 191 5 7 203 94% 236 8 1 67% 96% 95% 100% 100% 100% 100% 95% 100% 245 96% % Blk 96%SCHOOL B INCENTIVE SCHOOL THREE YEAR ENROLLMENT COMPARISON 1989-90 1990-91 1991-92 W O T % Blk B W O T B W O T g. Blk Franklin* Garland Ish Mitchell Riffhtsell Rockefeller Stephens Total 364 268 157 220 194 243 225 1,671 72 15 7 19 16 39 0 168 12 2 0 0 1 2 1 18 448 285 164 239 211 284 226 1,857 81% 94% 96% 92% 92% 86% 100% 90% 343 211 142 183 191 217 190 1,477 59 18 4 24 1 87 12 205 9 11 0 0 1 5 0 26 411 240 146 207 193 309 202 1,708 83% 88% 97% 88% 99% 70% 94% 86% 428 262 188 285 282 304 236 1,985 71 15 9 27 6 131 8 267 8 2 3 0 1 5 1 20 507 279 200 312 289 440 245 2,272 84% 94% 94% 91% 98% 69% 96% 87%'''' \"SoZcrt t-r\u0026lt;onk.liri\nEnrallf^eni - Hl5 ZnrollnenT:- '-1'7Z ClG.5drocr-i5\n2i ft\\ie. 010.5.5 Size: 20-1 Aicle5 'Rec^enredL: H over 20.') /?G.te: JO GcLrlc-ncG i7\u0026lt;7\u0026lt;3-\u0026lt;7l E.nrollricr\u0026gt;i - 2cS'' / 771-72 IzarcIlnei'iT:- 2,73 ^3.1^0 i3\\. Uli} 8'9.2% 31. 99,/% 3i. CC-50rCGrl.3: H hvc. Clc.5^5 Size: i7^\u0026lt;a AicUis'ReqcirecL: 9.3 C-ier zai 7?ci.ic: 3 \u0026lt;21. j-sh : l^7C 7l ZCircIlrieni - -^7^ LorcHoenl\" ZCZ ^7.9% 31. 94.C% 01. C+5A^ CICK^ssrocns: iC Ave. CIczss Size: 1 S'. 1 AiJes Hecji-i redL\n4.. 6, Over 20\n1 ScJjc : Z CZO-cZo} '\u0026gt;'^iiche! 1. i^'^C'91 Lord ineril - 2ic 8'7,6:% i31, /79i-'7Z LnroZ/rven^--316= iO.57o3i. C+iOfc') C.ickasrocno: Ave. Clc^ Side: Zc.'4 AicLts i^ecjOireJL\n'^.3 LnroHnenl - ISZ Znrol Ineni- Z7Z C+/o') C^\u0026amp;\\' ZC:i Rziic: iS'.^ Zo 81. *7 5 'Zo 31. Cickisrooi'nij: 13 Over ZC\u0026gt;:i J^cdo\n6= Cii,.i%') \u0026lt;ZI\u0026lt;3^ Size: z*?,? AicJjSS Aeq-jireJL'. Sf. 6RockcFe'der: /Gnrol In\u0026amp;n/ ~ ZIZ n9t-=l2 EnrGlii'^e.ni- 3^!^ C Ic^'fiOono\nIC3 7O.37c. SI. 76.7% 3'- Cr/23) C'^\u0026amp;r 20\nI Rc.-hc: IO CiLZ,5-7c) fhMc. Cicss SiLc: 21-0 Irides Req\u0026gt;jirec!L'. lO-fe S+ephei'is: l'^i^a-9i boroHnen-l'- 2O3 i\u0026lt;i9i-^Z ,nrcllnen{.- 239 C'!. 9S.37o SI. C.lcL55rccM3: iZ. OMer za:'! i^Tio.- 3 (.25.C^'} Ci34-.') A'ie. C 1(^35 ize: /S^. 2 Ricle^ r^ecjuireci,'. lo+cJL j-ncenii^e School tsnrolGnen'i': \"Totc,L 1^'il-^Z Tt'}c.en-ii\u0026gt;ie School fc-nrcKnent: Vihi-^\u0026amp;jC-fiTer - Zi5 Ci2.c^^} V-ihAelaker - ZiiS' Cts^') (12.1% ', I c+cJL increase: 5 H(o ^CIcssreons: SCC Ct-Il3 idlcjzE S+udcen'b^ Over 2iC:l 'patio\nVZ Pct\nV2.C \u0026lt;!7. IGTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas September 5, 1991 72201 Horace Smith, Associate Monitor James Jennings, Associate Superintendent for^*^ Desegregation Monitoring and Community Services Classroom Enrollment in Incentive Schools Please find enclosed the information you requested concerning the classroom enrollment in the incentive schools. Per your request, this information is by race. Although this information is based on our September 4 enrollment, please understand that we are currently in the process of making class size and staffing adjustments throughout the district. c Dr. Ruth Steele Arma Hart Larry RobertsonTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 4, 1991 Mr. James Jennings .^Associate Superintendent Larry S. Robertsoiff^^T'stant Superintendent Incentive School Enrollment Per your request, please find attached current enrollment counts for the seven (7) Incentive Schools.SCHOOL FRANKLIN TEACHER D. Oordan T. Parish 0. Winston S. Beatty T. McGee D. Kennedy M. Carpenter L. McNulty G. Cokeley L. Davis A. Bridges V. Scrubbs M. Smith Legend BM Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM BF X X X WM WF X X X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 . 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE CBI  Pre-K Pre-K Pre-K K K K 1 1 1 1 2 2 BM 7 5 5 5 8 7 10 1 9 8 13 11 9 BF 2 5 4 5 9 8 8 1 10 8 5 10 10 WM 1 4 4 4 3 2 1 2 2 1 WF OF OM 10 5 4 4 1 1 1 2 1 1 1 20 19 1 1 1 19 19 19 19 17 20 20 20 21  20SCHOOL FRANKLIN TEACHER B. Hammons W. Davis J. Buck 0. Matheny D. Garner D. Sharp a. Eddy C. Brown M. Calloway K. Carter A. Giles 3. Clayton Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM X BF X X X WM WF X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE 2 3 3 3 4 4 5 5 5 6 6 6 BM 11 11 9 10 12 12 8 9 10 10 10 11 BF 8 8 8 8 9 6 9 9 6 8 7 8 WM 1 2 2 2 2 3 2 2 2 WF 1 3 Q 1 2 1 OF OM 21 21 1 2 21 21 23 23 18 21 21 21 19 19I INCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL GARLAND PRINCIPAL ROBERT BROWN i TEACHER STUDENT COUNT TOTAL BM BE WM WF OF OM BM BF WM WF OF OM M. Robinson X CBI 3 2 5 F.Norwood X CBI 3 4 7 B. Hines X Pre-K 3 7 2 2 14 T. Arnold X K 11 9 20 X K 5 3 1 9 D. Gross X 1 1 10 6 11 8 1 1 1 23 15 F. Williams X 2 10 6 1 17 0. Farley X 2 9 7 2 18 S. Taylor X 3 7 10 17 0. Joseph X 7 9 1 17 P. Wilson-Robinson X 4 7 7 2 16 S. Connie X 4 9 6 15 Legend I BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male I'SCHOOL GARLAND TEACHER BM BE WM WE OE R. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ROBERT BROWN STUDENT COUNT TOTAL ( ( OM BM BE WM WE OE OM 5 9 9 1 20 L. Harris X  5 10 8 18 L. Slater X 6 14 7 21 Y. Anderson X 6 12 9 21 I Legend BM - Black Male BE - Black Eemale WE - White Eemale WM - White Male OE - Other Eemale OM - Other MaleI INCENTIVE SCHOOL COUNT 1 SCHOOL ISH TEACHER BM BF WM WF\nOF E. Smith X V. Burchfield X E. Self X Y. Redwood X E. Wiley X G. Harp X L. Smith X Y. Jackson X H. Hicks X B. White X M. Pearson X Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male as of September 4 , 1991 PRINCIPAL STAN STRAUSS OM BM BF STUDEN WM COUNT WF TOTAL OF OM CBI 3 2 1  Pre-K K 1 1 2 2 3 4 5 5 6 8 6 12 12 7 7 9 8 4 8 11 3 1 8 9 6 5 11 17 11 9 7 2 1 1 1 2 1 1 1 1 16 15 20 21 14 14 20 25 16 17 18SCHOOL MITCHELL TEACHER BM BF WM WF OF L. Hudson X J. Hoover B. Samler X M. Hale X B. Govan X 0. Hestir X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL donITA HUDSPETH STUDENT COUNT TOTAL OM GRADE CBI Pre-K K K 1 1 BM 7 \u0026amp; 11 8 10 10 BF 2  4 8 13 10 WM WF OF OM 9 3. 1 2 A 1 1 21 18 21 21 B. Banks X 2 10 1 1 21 T. Hamilton X 2 11 10 21 C. Guin X 1 11 8 1. 2 21 P. Ross X 3 13 8 1 1 23 S. Mattison X 4 11. 8 1 1 21 G. Stubbfield X 4 14 8 1 23 N. Cooksey X 5 7 9 16 Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL MITCHELL TEACHER BM BF WM WF OF M. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL DONITA HUDSPETH B. Hipp X M. Johnson X Legend BM - Black Male BF - Black Female WF - White Female WM White Male OF - Other Female OM - Other Male OM GRADE 5  6 6 STUDENT COUNT TOTAL BM 7 11 12 BF 7 9 6 WM WF 2 OF OM 16 20 1 19SCHOOL RIGHTSELL TEACHER C. Woodley B. Croft F. Dodson S. Brown R. Ziegler S. Bryant B. Fincher 0. Brown A. Sanders E. Fairchild S. Walker D. Cleaver N. Dailey Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X X X X X X X WM WF X X X X OF INCENTIVE SCHOOL COUNT as of September 4___. 1991 OM GRADE Pre-K  K K 1 1 2 2 3 3 4 4 5 5 PRINCIPAL BM 5 8 7 12 12 9 8 14 13 10 13 8 10 BF 7 5 9 9 9 8 11 7 7 8 7 12 11 BOBBIE GOODWIN . STUDENT COUNT WM 1 I TOTAL WF 2 1 OF OM 15 14 16 21 21 17 19 21 I 21 18 20 20  21SCHOOL RIGHTSELL TEACHER L. Falls Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X WM WF OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL BOBBIE GOODWIN STUDENT COUNT TOTAL OM BM BF WM WF OF OM 6 16 12 28INCENTIVE SCHOOL COUNT SCHOOL STEPHENS TEACHER BM BF WM WF OF K. Skarda X B. Smith X M. Ellington' X as of September 4 , 1991 PRINCIPAL LONNIE DEAN STUDENT COUNT TOTAL OM GRADE CBI  Pre-K K BM 5 7 2 BF 1 2 10 WM WF OF OM 6 4 1 14 12 0. Pence X K 2 8 1 11 T. Butler X 1 6 12 1 19 M. Wilkerson X 1 12 6 1 19 B. Hollaman X 2 11 5 1 17 M. Smith X I 2 10 8 18 K. Harness X 3 13 11 24 0. Irby X 4 15 7 22 B. Hagar X 5 6 14 20 M. Wilkins X 5 12 9 21 N. Nelms X 6 11 7 18 Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleINCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL STEPHENS PRINCIPAL UINblJF-nfAhL I STUDENT COUNT TOTAL TEACHER BM BF WM WF !OF OM GRADE BM BF WM WF OF OM P. Rov X Z 1 1 la I Legend I. BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL ROCKEFELLER TEACHER K. Ellis B. Foti L. Jones G. Bruce M. Finney N. Romontio M,. McMahan. M. Midrilehrnnk P. .Bell. Pfiten-Holder B. Butts D, Keller Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X WM WF X X X X X X X 1. X I i I OF X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL OM JaRADE Pre-K Pre-K Pre-K K K 1 1 1 2. 3 3 NOTE: PRE-K BM 4 6 A 4 6 8 5 11). 7 9 10 7 5 5 BF WM 4 5 6 WF 3 6 3 OF 1 OM\ni9 20 20 h. 5 7 8 7 6 1 9 9 10 - Black 31 White 27 Other__1_ 59 J 3 1 4 3 1 3 2 1 I u. 4 4 4 4 5 3 5 2 2 4 1 1 1 IB. 16 18 24 20 22 23 24 t 23 22INCENTIVE SCHOOL COUNT as of September 4 . 1991 SCHOOL QCKELLR PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL TEACHER F. Moore A. Pollard M. Matthis L. Miller 0. Myers D. Skyes Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X WM WF OF OM GRADE 4 BM 11 BF 8 WM 2 WF OF OM 21 X X X 4 5 5 6 6 11 13 10 6 7 9 6 6 9 9 2 2 3 2 2 2 2 2 2 1 24 22 21 19 2001 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL * * * * * *TEACHER* * * * * * Class Teacher BM BF WM WF OM OF K CARPENTER M. 1 K HAMMONS B. 1 K MYERS T. 1 P4 BUCK J. 1 P4 PARISH P. 1 P4 WINSTON J. 1 01 ADAMS P. 1 01 SCRUBBS V. 1 02 MATHENY J. 1 02 MCNULTY L. 1 02 SMITH L. 1 03 COKELEY G. 1 PAGE 20 ****CLASS ENROLLMENT**** SP BM BF WM WF OM OF Total Count % Black 10 4 1 1 16 87.5% 9 7 4 5 3 6 8 5 6 6 8 7 4 2 3 5 3 3 1 5 3 4 6 3 3 2 9 3 2 12 6 2 1 1 8 10 5 1 2 16 16 16 17 11 20 20 15 14 16 16 100.0% 68.8% 56.3% 58.8% 52.9% 75.0% 100.0% 73.3% 100.0% 100.0% 81.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 21 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 03 DAVIS L. 1 5 5 4 14 71.4% 03 JORDAN D, 1 1 1 100.0% 03 SHARP C. 1 7 8 1 16 93.8% 04 GARNER D. 1 10 4 14 100.0% 04 HIGHT R. 1 8 6 14 100.0% 04 JORDAN D. 1 2 1 3 100.0% 04 DAVIS W. 1 8 6 1 1 16 87.5% 05 BRADFORD G. 1 10 8 18 100.0% 05 CALLAWAY M. 1 11 8 19 100.0% 06 CARTER K. 1 5 4 1 10 90.0% 06 GILES A. 1 5 5 10 100.0% 06 JORDAN D. 1 5 3 8 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 22 SCHOOL: 026 GARLAND INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K ARNOLD T. 1 12 6 1 19 94.7% K HARDIN C. 1 1 1 100.0% P4 HINES B. 1 5 4 5 2 16 56.3% 01 GROSS D. 1 6 8 1 2 1 18 77.8% 01 TAYLOR M. 1 5 8 1 1 1 16 81.3% 02 CARR M. 1 9 4 2 15 86.7% 02 JESTER L. 1 4 9 13 100.0% 03 S^MS -grr 1 4 4 1 1 10 80.0% 03 SIMS S. 1 8 4 12 100.0% 04 MOTTIN M. 1 9 4 1 14 92.9% 04 ROBINSON M. 1 1 1 .0% 04 WILSON-ROBINS P. 1 8 3 1 12 91.7%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 23 SCHOOL: 026 GARLAND INCENTIVE SCHOOL * * * * **teacher* ***** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 CLAYBORN C. 1 6 7 13 100.0% 05 HOUSE K. 1 6 7 2 15 86.7% \u0026lt;1^^ 05 NORWOOD F. 1 2 2 100.0% 05 ROBINSON M. 1 2 2 100.0% 06 EKWOROMADU Y. 1 3 5 1 1 10 80.0% rfci 06 NORWOOD F. 1 1 2 3 100.0% 06 SLATER L. 1 6 1 1 14 92.9%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 40 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K HALE M. 1 4 4 2 1 11 72.7% P4 HOOVER J, 1 3 5 2 1 1 12 66.7% 01 GOVAN B. 1 9 4 1 1 15 86.7% 02 FLEMING B. 1 6 5 1 1 13 84.6% 02 HAMILTON T. 1 6 3 1 1 1 12 75.0% 03 REGNIER M. 1 2 1 3 66.7% 03 ROBERTSON S. 1 6 12 1 19 94.7% 03 ROSS P. 1 6 11 1 1 19 89.5% 04 CALHOUN J. 1 7 6 1 14 92.9% 04 REGNIER M. 1 3 1 4 100.0% 04 ROSS P. 1 1 1 100.0% 04 STUBBLEFIELD G. 1 8 5 13 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 41 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 COOKSEY N. 1 8 5 1 1 15 86.7% 05 WALKER M. 1 7 6 1 14 92.9% 06 HOODER C. 1 8 8 16 100.0% 06 HYATT JR R. 1 11 5 1 17 94.1%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 52 SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K DODSON F. 1 8 11 19 100.0% P4 WOODLEY C. 1 3 6 9 100.0% 01 BENTIVENGO S. 1 5 6 1 12 91.7% 01 ZEIGLER R. 1 5 6 1 12 91.7% 02 BRYANT S. 1 6 7 13 100.0% 02 FINCHER B. 1 7 5 1 13 92.3% 03 SCULL L. 1 8 7 15 100.0% 04 KESLER J. 1 8 11 1 20 95.0% 05 COX S. 1 10 6 16 100.0% 05 TARKINGTON R. 1 10 6 1 17 94.1% 06 FAIRCHILD E. 1 8 7 15 100.0% 06 FALLS L. 1 7 5 1 13 92.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 46 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL * ** * *teacher* * ** * ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K GLOVER G. 1 4 5 3 2 1 15 60.0% K HARDIN C. 1 4 6 2 12 83.3% K RUSSELL M. 1 5 6 1 2 14 78.6% Pl BARR M. 1 1 1 2 1 5 40.0% P2 BARR M. 1 4 3 1 8 50.0% P3 WILKINS M. 1 2 4 5 1 1 13 46.2% P4 FOTI E. 1 5 3 4 4 16 50.0% P4 JONES L. 1 1 3 4 4 18 55.6% P4 MILLER L. 1 6 4 4 3 17 58.8% 01 BREEDLOVE J. 1 5 1 4 1 17 70.6% 01 MCMAHAN M. 1 7 3 4 3 1 18 55.6% 01 STRICKER K. 1 1 6 3 3 19 68.4%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 47 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 02 BELL P. 1 3 5 4 4 16 50.0% 02 BURROUGHS R. 1 4 4 3 3 14 57.1% 02 HOLDER P. 1 5 4 2 3 1 15 60.0% 03 BUTTS V. 1 5 8 1 2 16 81.3% 03 GARDNER L. 1 5 7 3 2 17 70.6% 03 LOVETT W. 1 5 7 1 2 15 80.0% 04 ELLIS K. 1 7 5 2 1 1 16 75.0% 04 MOORE F. 1 6 5 3 2 1 17 64.7% 05 JARBOE J. 1 6 9 1 2 18 83.3% 05 MATHIS M. 1 6 10 2 18 88.9% 06 LARKOWSKI A. 1 6 6 1 1 14 85.7% 06 MEIER J. 1 8 6 1 1 16 87.5%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 56 SCHOOL\n041 STEPHENS INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K LAYER M. 1 5 5 10 100.0% K SMITH M. 1 1 1 .0% K PENCE J. 1 4 6 10 100.0% P4 SMITH B. 1 4 5 1 10 90.0% 01 HOLLAMON B. 1 8 8 1 17 94.1% 02 BUTLER T. 1 4 7 1 12 91.7% 02 SMITH M. 1 4 8 12 100.0% 03 MALONE D. 1 6 11 17 100.0% 04 PEARSON M. 1 5 9 14 100.0% 04 ROY P. 1 6 5 11 100.0% 05 WILKINS-COOPE M. 1 10 6 16 100.0% 06 HAGAR B. 1 6 4 10 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 57 SCHOOL: 041 STEPHENS INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 06 SMITH M. 1 3 1 4 100.0%\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_472","title":"Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section","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":["Marketsearch, Little Rock, Arkansas"],"dc_date":["1989"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School improvement programs","Educational planning","School management and organization"],"dcterms_title":["Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section"],"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/472"],"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\n1 LITTLE ROCK SCHOOL DISTRICT 1989 SETTLEMENT PLAN INCENTIVE SCHOOLS SECTIONINCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose Of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation. but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and school district. in the entire The following schools will provide the incentive school program: -Franklin -Garland -Ish -Mitchell -Rightsell I -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants . The incentive program must also serve as a recruit- 31 02233I ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1999, the committee will determine the costs of implementing a scholarshio program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If .feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund I would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 02234H bl bl bl bl Incanrive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Ths Olosorint for the incentive school -- - --------- program was developed by a committee or administrators, teachers, communitv reoresenta- The blueprint will ps used as the frameworx Lives anc oarents. teachers, cornmuni Tor soeci activities that are exoected to occur after court acoroval or the incentive school oroqram. The roll owing areas were considered in ths devslooment of ths incentive school program: A. Staffing 9. Parent involvement C. 0. c _ P. G. H. I. 3. K. L. Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment - _ 33 02235Incentive School Program 3LIJEPRIMT FOR EXCELLENCE ihe purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Proi Comniitt detai 1 ni shes \"he soe^ - -- -  - -------itive School Program did not. however, attempt to specifically define ror the incentive school program. T' '------------ the community with the parameters for excellence in education. every This document merely fur- ic details and concerns for each individual incentive school must be developed by the local practitioners The local practitioners . - - - -immunity representatives in each incentive school area. The District firmly believes that the success of any program depends on the opoortunity for the practitioners to make certain decisions at the local level. This document is hereby to the federal court and the community with the understanding her details will be developed. e the principals, teachers, parents and supmi tt: that fur ,rl I .he Incentive School Program Committee will continue to function until August 1, 1989. The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1, the committee will be restructured to function as a district-wide council of incentive school parents. The council will have two parent representatives from each incentive school. Also, four members at-large will be appointed by the Joshua Intervenors. The Incentive School Program Parent Council will he resoonsibie Tor monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. a support. Academic achievement is the result of commitment, high expectations, strong belief that all children can learn, and broad-based community When these ideals are coupled wit.h the availability of rinancial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. 1 f 02236 34K I SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 5 I i 35 02237NCN7I7E SCHCCLS ACADEMIC PROGRAMS Ai'JO C'JPRICJL'JM DEVELOPMENT N Schools have the rssponsibi 1ity for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all childre an. \"The content of the education must be true, appropriate, and relevant. The oro- cesses of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. I lence in educa In addition, exceln must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child, 193A) I The goals. he content of the academic programs, the instructional method- ologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of while knowledge, important skills, and sound ideals. worth- 1 ACADE.MIC PROGRAMS General Areas for Imolementation  four-Year Old Program (Early Childhood Education) - The Little Rock School District's Pour-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. i i 2. Writing to Read, an instructional tec -ology program, will be implemented at eac.n Incentive School for K-2 students. 3. Kinderoarten - The Little Rock School District Early Prevention of School Failure moael will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. - . 36 02238 14. Seacina Across -------------Curriculum will be a major reacing pronciency and critical reading skiT will also uci1iOS acpreciaoion 5, 2 emphasis for developing Each suoject area IS. .-nr to increase students' pleasure of and or reading (Pre-kindergarten-o). Oral Expression Across the Curriculum will offer instrurinnx 1 and.strategies in eacn suoject area designed to increasa'the ora/eSr'^^^ munications and American English skills If the students (pJt 6. ki ndergarten-o). 7. Laarning Styles a. 9. 10. n. 12. 13. Inventories will be used in uj. ho c- u tneir teaching styles to match the 1 .ne Students. teacners in aiv or Sch ?ta each Incentive School to assist earning styles col Themes will be developed at the local school level by parents and ., anc are recommended to be integrated into the total curriculum. Semi-depart-mentalization will be the recommended organizational ' \"21 organization will facilitate the development levels^ respective grade for graces 3-5. structure of in indivicuai classrooms. ill be e.aflabie fn specialized laboratories and Ic|en^^|or|^or2 equipped with adequate equipment and materials/supp1ies will be availaple ror students in grades 3-6. /PP\"es minimum of 24 stations in each classroom. L\"\"* ni te expanded for a Foreign Language Laboratories with be operative in each scnool. appropriate equipment and materials will yudy and Test-taking Skills will be taught in an integral component of curriculum at eacn grace level. ths 14. Computer Loan Program ---------------------_ - portable computers will be available for loan Students (.graaes 4-6) for use at home. to Remediation and enrichment software will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each core subject area for eacn grace (1-6). 16. Computer-Managed Instructional Technology will be used for continuous track- ing or stucent progress. 17. Individualized Education Plans will be developed, implemented, and monitored ror eacn student. I 13. Spec.al iced Programs - Federally or state mandated programs (remedial, special ecucation, gifted and talented) will be available during the c instructional day, with reinforcement activities available through the extended day, week, or year programs.*(Sea page 7) core 37 0223919 . 3 ^centlve Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 20. 21. 22. Homework - homework is required according to Little Rock Sc.-ool District policy and regulations. Criterion-Referenced Testing - formative criterion- rererenceo test will be computer generated for the ongoing assessment of students.   Het.ereoQeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. M 23 . school, tation. ^^hools model will be operative in each incentive ' with appropriate training provided for implemen- A^.ican and African-American History - each school will establish a sequential program to Include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for areas. each of the content READING -Learning to Read Through Literature, with emphasis on progrXn*^(K-6f^ genre, will be the primary reading -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills -Increased motivation and learning with oral expression (grades 4-6) i.e., choral reading, student story- telling, debate, drama, etc.) {K-6) ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -^itlng Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increas and word attack skills of students -Oral Language Expression will be a major emphasis in the reaoing and English/language arts areas (K-6) e the vocabulary (5-6) 3S 02240 24 .I -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers expression, I (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History {4-6) I 02241 3S (a) II ii I S'i I !4 -emphasis on introductory conceots in history, geography, and civics (:\u0026lt;-3) Geograony will be taught through active learning strategies each subject and grade level in social studies will include a earning strategies ! nulti - hnic curriculum (K-6) 'studies^ activities will premote \"living social emphasis on American and Arkansas History f4-51 mohasis on World History (5) '.elebrations/caremonies will be integrated into the curriculum MATHEMATICS emohasis on use of word or st ry proolems (2-6) to basic concepts in geometry and algebra (2-6) use of manipulation (?ra-k-3) Use or computers for organizing and utilizing mathematical ntrocucticn xtensive data (5-6) results (,\u0026lt;-5) in addition to methodolocy and SCIENCE -instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -\u0026lt;-lassrocm and textbook work will be supplemented demonstrations and experiments that i,p. luuiuies or of'science suggest the applications and possibilities with practical reinforce the principles of I -Emphasis in the upper grades will be on the life physical sciences (4-6) -'^astery or concepts should culminate with i.e.. Invention Convention, Science Fair, sciences and an annual project\netc. -ronework assignments will include prepared information packets describing experiments parents and students can do together to reinrorce what has been taught in the classroom FINE ASTS -Content will include an introduction to basic and art concepts in music -rt and music instruction will be sequential and cumulative in the content, knowledge, and skills iphasis in the earlier grades will be on the cr.jo creation of music, painting, and crafts (Pre-k-3) enjoyment and -emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and develop- '\"ante I expression ments (4-6) -In-school performances.and/or exhibits and field trips will be used to reinforce the learning of concepts 39 022425 I 1 FOREIGN DNGUAGg -each school will select at least one foreign language for s.udy, with Spanish and a choice of an Asian language strong recommendations as I -Ihe instructional methodology for each language will be a Atalphysical response\" approach -emphasis will be on basic vocabulary, conversational, and J cultural materials for K-3 -w foreign language laboratory will be used for instruction i^ncludmg computers where appropriate  -Emphasis will be on transcribing and translating foraion language age-appropriate material (A-o) -revision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, cultural materials (4-6) PHYSICAL EDUCATION/HEALTH grammar, reading, writing, and -Family Lire Education will be included in the total curriculum (1-6) elementary -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and for the handicapped\ni.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) respect I' SOCIAL SKILLS Social skills will be taught, where appropriate, through the core i instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills\nFamily Folklore - Students will learn the values and mores of weir ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. (I Jj il Interpersonal Skills - Structured group sessions will propiem-so1Ving, decision-making, peer pressure, etc. focus on T H 40 02243 I It 6 Rites of Passage - A structured program will be Initiated to changes in the young students. -------- ----------------- uuM wixx xiix u-L\u0026lt;a ueu to respond to the emotional, physical, and social developmental Cl 2 -- J ---------- separate programs may be established for male and female students. Role Models Programs - Individuals (International, national, community) will be used for presentations every^area of the program to provide role , ud_..t_. Special emphasis will be placed on African-American role models for males. state, local and at the school in models for the students. com- Mentoring Program - Utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, zations. and/or units of national or state organi- I Academic Reinforcement Activities limited to) the following: may include (but not Peer-Tutoring Program - Peer tutors will be program - Peer tutors will be assistants to teacners in the Homework Program or during the regular Students will be compensated for after-school peer tutoring (see Support Programs). school day. or during the regular ili Academic Reinforcement Clubs =------------, -----------  Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Great Books Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Club 41 02244 I hTennis Club Arcnery Club Camoing Club String Instr' Art Cluo Horsaoack Riding jn\nen\ns Gymnas s Club Sign Language Club Aeropics Club Cooking Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field ~--:s - Field r'ds will oa used ts enhance learnina, t3 broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the develop.nent of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (washington, .^artin Lutner King Center (Atlanta, Georgia) George_'Washington Carver Museum (Tuskegee, Alabama) Gulr Snores (Gulfport, Mississippi) Each scnool will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. I i However, School Program Plans must be submitted to the Soard and administration for approval on an annual basis. i Documented school-based involvement in the needs/interest planning process must accompany each School Program Plan, budget must accompany each plan. assessment and A projected li 'll :fi I 42 02245r. Sackcround I i fel II. II 11 L.ATI.'I E.'IR IChME.'IT PRCGRAM iuE.ME^ARY LAi'IGL'AGE ARTS CLASSES LIiiLE RCC:\u0026lt; SCHCCL DISTRICT In the early ISSG's, and .ocaiuiry scoresel^n^Ialyic^ool eSnS = = reading La:in in lanciade arcs clasll, ?h. i S\"!'? Latin in language arts classes. Latin teachers, but t.he materials language arts teachers\nI trie\nraised reading hrnimh a __ ine program was developed by a team of were designed to be used by elementary tejcSer, in tne elenien-.rj have Seen i.nolenented'il L, idof di 1-, ?':= llcller ' = 3=dr,i 'cllLTllxa'l ' fd? ' =  ~ I I M C I c J f '.,'ashington, O.C.\nCali fornia\nKansas City, Missouri. hew York City, flew York\nCallas, Texas\nCakland, Cali fo Los develooed tea means to i eir own materials. ng formal Latin I '  ' -w. -., .ai -ome use the Philadelohia materials\ngrammar\nIn these programs the rni a\nand others have focus is not on rove English skills, imcroved self i \u0026gt;. is on using Latin words and myths ^^ese programs have also resulted in image among learners. as a I i '0 I ementa ed di str s^i?' -------icied cistricts r.ven] at leas* a 11. s.ancar,..ed tests in tile abeve : and a ii -is,-:\\shs: cr^ldLlnln' nieVcI^ienralilJ'^eraLtac'ned:. a PC cu: xecor i den The tar ied cistricts reveal In all districts, a voca lx.. teachers trained the elementary lanonan teacners in using the materials and served ------------ e^enoa y language bacxgrounc in Roman and Greek culture elementary teachers studied to become arts tune. as resource persons for program us in the same methods and approach. The materials English readi i', As,the program grew, many of these I,,..- corresponding this program uses proficient in Latin. he Greek language has also been develooed\ng and vocabulary skills. courses are designed for fi Materials are varied\nas a basis to increa  mythology ano life, including science, math . . the two basic n and sixth grades and are based on classical Supplemental courses cover a wide variety of subjects astronomy, and blacks in antiquity. I -.a na I e s More than focusi.no\nedg rea s 3 on c\nerr i Ab i 1 i t areas more s livi senc se. : of words a tin wore sh yocaou:ary. Many f OU la include mythoic hmen t. 1 S SU in:: in the 1 ish language ar-e based on Latin words\nroots and word-bui1 dine elemer : ary and sixtn his subject ma y and the Grec ill b r a C n ad -.z-t O' 30 , Z' an 1 s tne will increase knowl- social studies and worlds\nan learn vocabulary ng and I is,net limited to ta-nguage arts and other academic S3 in 1 i fe i tsal f\nuals who increas-no an unusual subje fee I c ce abili ty creates 9 3 os an J is no 1 and  4 Ct for stud cusad on 1 e 3 n 'tved self a-en:' subje ftaoe to deal with school and ts, especially in elementary ning the Latin language per , and seeing success in he learne'\"s  44 ILa n yncisen: Program -- Page 2 The program itself is easy to implement. The cost is minimal, and invest- -ent of time by elementary chpr/ t/i u Tnimal, \u0026lt; r-aiiy ase4 b, Mny ppp PPCPasp- fce dopli a The program has be and can Pock. students\nThe uniqueness of .. SKuations similar to Liflo the program should appeal - -Cwie as elimi na s ng disparity be school communi tv. III. 1^. have such a program. certainly in the The program would scares and I i- I   ethnirel^men^forthe the Little Rock'schcor^i^ric* VteH^'s caVbi^Zeducation with Ss wc um Uai t.d* ____ Also elude this emphasis. di rected \"ooosal rict ion wi thi n to in- -a the  1^ talents and skiTir^d teachers '.3 the special interests and . - - that are needs or Arkansas students. It is proposed that the Li L in program in the el amen grade levels in the incenti 1 I a e Pock School District implement ry language arts classes at veschcols for the purpose of the self-image of learners. Program Cescrioti0n he fi an elementary h and six tn increasing reading ,.,4 enhinc,. incentive schools have been identified in f ((a aa^arl- Of inaarvtca tyainin, iayjn'S .mented ,z the star- 0-  Program will be imple^ ...e_ 193,-90 scnool year and will be incorporated inti oral block for approximate the spring the r 1 and six grade language arts ins t=_ twenty minutes per day. 71..^..\n..^ Sachers will be involved in fou-r (ij'acditi per c semes Throughou 1S39-90 school year. 1 i clonal inservice workshops (two Z -sse^uaacners will have the opportunity to become more ^e- ^i\\ o\\J:I w?\u0026lt;iT course designed'especiall'\nf'ar' -i, will be optional and at the teache-'s own ex-ense i- will moniJJ\nt\nproq  Au .ne enc or the 1939-90 school year, a formal dihrict-wide ^ssesJme^^^oZ\" especially for the progra.\" data will be made\nIS assessment will be based on surveys and test 45 1 02243J*- Latin Enrichment Program -- Page 3 Budget Summary (Per feacner) Instructional Materials Printing Inservice Materials Inservice Consultant Fee College Course Materials College Course Instructor's Fee Inser/ice Stipends $ 30 60 30 IS 20 30 60 / TOTAL S 245 Budget Summary (Program in a 11 5th and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers 1 school with 10 tsichsrs - 10 tsschsrs TOTAL J6,860 2,450 59,310 46 fl I h!OBJECTIVE activities 2.b. Duplicate copies of above materials 2.C, Schedule 2 Inservice meetings of 3 hours each 2.d, Develop agenda for abov 2 meetings IHPLEHtNTATIOII PLAN participants 'ERSON RESPONSlBttl COHPIETIOH DATE Harle McNeal July I, 1989 E VAI HAT I ON One copy for each teacher 2 Harle HcHeil Harle Hclleal June 1, 1909 July 15, 1909 Heelings on Calendar Printed agendas I I 3 Z.e. Conduct above 2 neellngJ Teachers and Z.f. Contact UAtR about oring college course 2.g. Schedule above college course Principals Cayle Cloud Harie HcNeal Gayle Cloud August 18, 1989 June 1, 1989 Agendas and materials Course proposal Gayle Cloud UALR official Harle McNeal Oecemlier I, 1989 2.h. Implement above college I Teachers course Z.l. Schedule four two-hour inservice workshops in locll bulldlngs/clusterf/ district-wide 1 Z.J, Conduct above four inservice workshops Teachers Principals Gayle Cloud Principals Harie McNeal Gayle Cloud lay. 1990 Identified dales/times place Completed course September 1, 1989 Meetings on Calendar Hay 1, 1990 (2 per semester) Meeting agendas Mi COSI lonr learhei I ! ^*0 print! nq (ler teacher) -Il- -11- 120 materials (per teacher) 1200 consullani feeds per Itai he' 160 st ipends leacher (ilO liour) per per -Il- -1). trO Mia I er i,i I s (per teacher) tl?00 insiriicinr lee 1510 teacher) per -0- IIO nm ter ia Is (per teacher) 1400 lee ant 1*111 fier teacher) ITo OBJECTIVE activities IHPLEMENTATIOH PEAK provide awareness of the Latin program to Incentive school principals and staffs l.a. Present implementation pijn proposal to asso- date Superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of i Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth S 6th grade teachers In Incentlve schools I l.f. Conduct awareness meeting with current Sth t 6th grade teachers I.g. IdentIfy 5th j filh participants Angela Sewall Beverly White Arma Hart Rachel Myers Marie McNeal Marvin Zimmerman Principals of Incentive schools Sth \u0026amp; 6th grade teachers at Incentive schools , , . -  gradeIPrInc Ipa 1 $ teachers who wish Io remaln at Incentive scholils l.h,' Recruit and fill cles vacan- EPSON RESPONSIOI II COHPICTIOH Harle McNeal Marvin Zimmerman Angela Sewall Angela Sewall Beverly White Marie McNeal Marvin Zlmme Gayle Cloud reian Rachel Myers Harle McNeal Marvin Zlmmerma Gayle Cloud n DA IC rvAI IIAIIOII COST January 30, 1909 Plan Presentation (l\u0026gt;rr le/tclipr) -0- March I, 1989 Harch I, 1989 March 15, 1909 March 15, 1909 Pprll U, 1989 Meeting on Calendar Printed agenda Concerns/questions expressed by principals Meeting on Calendar Meeting agenda -0- -0- -0- -0- -0- Principals Richard Maple May I. 1989 List of I dent Ifled 5 th A 6th grade teachers -0- To provide Inservice to participating teachers 2.1. Requisition Instructional materials Principals Richard Maple July I. 1909 Harle Mclieal Identified Sth A 6th teachers at Incentive schools for 1989-90 -0- I I I May 1, 1909 Arrival of materials SZO materials (per teacher)o o X z -I 11 Cl E c o OJ I e o 3 c e Cl Cl Cl o o c X o co IZI o \u0026amp; o QC bA s oc A O c W\u0026gt;1 Cl \u0026lt;\u0026gt;A Wt W-1 e c c a Cl c* C5 0^ 3 Ot CL e o O 3 41 M E e s 41 O \u0026lt; O w E e s c* fi e o\u0026gt;^ * o  S o .. a fl o 41 C o o -fl Cj Cl e o cr u z z 4/  6 s a. 41 3 T3 3 cn M e Cl CJ vt Cl CTI e c o o Q. Cl E o.* o c u o Cl CL o e o C 9)\u0026lt; c Cl \"O c o o X 4\u0026gt; E o o o z fi fi Cl A t s \u0026amp; Cl Cl E 3 o E o a ot c o o o o^ cr o o C\\ o X X 41 4) O w Ol 4\u0026lt; e *o 3 * e 41 o c  o z u E e o 3 A e 41 \u0026amp; a 3 c 3 a M o 3 Cl z z z z c o 3 3 C e e o. E o E O V CU fiC a Cf 3 1' I r 49\"if aw I 1 I 1 ] ] t\n-r.il Plan 1988-89 (Spring 1 S'Son Responsible  Sunmei v,.,\u0026gt; li L.'l, :11: ^0 develop tna' implemenr e qua Iity academic program for Incentive Schools I'rp.ii .iih!. .  r   Pl .1 ..vision Cm'r icu linn nnil S|ieci\u0026lt;il .-rocram/Area Incenlive SchnnTs OBJECTIVES STRATEGIES/ activities SEGIr.'lilNG DATE COHPIETION DATE COSTS O M ha Ch 1. To promote/enhance leadership and staff understanding of the Incentive School concepi l.a. Provide an indepth pre-orienlation session on each component of fie Incentive Schools for principal. 1-b. Develop In cooperation with the principals a detailed process and Eormat for developing the individual IncentI School Plan ve February 15, 1969 February 28, 1989 -0- Harch 3, 1989 March 15, 1989 -0- KESPOl.S.'B.'LlTt f VAI HAT I Oil 1 C/I 4^ I I l.c. Assist each building principal In presenting an Indepth pre-onenta- tion session for staff on each component . I.d. Assist each principal and staff with orientation session for parents in the ln\u0026gt;-.\u0026lt;*niu Arhnnle Harch 1, 1989 Harch I, 1989 Harch 15, 19891 Harch 15, 190' -0- -0- Superintendent's cabinet Assistant Superintendent-Incentive Schools Superintendent *s Cabinet Assistant Superintendent-Incentive Schools Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent'! nel Principals Cabi - Assistani Su|ierinteii- deni Schuols InceniivenUlUibilii tMiaifeaiN I'll\" Hl ?)in ^trton Retponttcie ::(l: (Vttr) OBJECTIVES STRATEGIES/ activities 1 1 I 1 I I a 1 a a  I'age ? C:V 1 s I cn Pro\n.- m./Krtt BEGIh'lliNG COrPltTION CATE COSTS 2. To develop Incentive School Plan for each school 2.a. Identify Incentive School Plan teams KESPoi\ns:B:iiTr 3. To develop curricul specific to the Incentive Schools um June I, 1989 June IS. 1989 -0- Principals evaluation 2.b. Develop the detailed I June, 1989 individual Incentive! School Plan | 2.C. Review and , School Plan approve June, 1989 July. 1989 July, 1989 -0- -0- 3.1. Identify each area In need of curriculum development June IS. I9B9 July 31. 1989 -0- Assistant Superintendentj Incentive Scliool s A11 Divisions Superiniendent's Cabine Board of Directors Prine ipals Assistant Superinten- dent Incentive School 3.b. Identify teachers for curriculum teams Curriculum Division Supervisors June I. 1989 June IS. 1989 -0- Principals Assistant Supermten- dent \u0026gt; Schools Incent ive 3.C. Plan orientation am format for curriculum development June I. 1989 June IS, 1989 -0- Curriculum Div islun Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors O IO IO cn O) m cnI j ( T-.al Plan trion Reipontioie a:i1: J iCK T.-KELJ.x Pdgt 3 -:V j s ion Pro\n.- tc./Krtt OBJECTIVES STRATEGIES/ activities begikking DATE COMPLETION DATE COSS I A. To procure equipment and furniture for Incentive School Pro- irtmi O IO to Ul u\u0026gt; I I C/1 Ci 3.J. Review preliminary draft of revised curricular for titti Rock School District 3.e. Develop additional components for each curriculum area 3.f. Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and ride Inservice pro- on the Implementation of the curriculum guides B.a. Develop specification for bid for equipment and lur- nlture June ). 1989 June I, 1989 July 1. 1989 July 20, 1909 August I, 1989 March IS, 1989 June 30, 1989 June 30. 1989 July 20. 1989 July 30, 1989 -0- -0- 13,000 (fst.) (Clerical Support) 110,000 (st.) ( Print ing Cost August 30, 198 April IS, 1989 PisPOksiBiiiir Curriculuni ledni^ Curriculum leanis Curriculum Division Principals Curriculum Division EVACUA11 OK I (Cost to he Included In Individual School Plans) Curriculum and School Division -0- Principals Director of Purchasing Assistant Superinten- i dent - Incentive School Staff-Curriculumf-fLal Plan _______ t'sen Rciporsioit j:il: (Vtir)  'Oil f diie 4 objectives strategies/ activities BEGIfilliflG bf-'it completion OAit COSTS vision  zri!:./Krtt A.b. Old for specific equipment and furniture A.c. Order furniture equipment and B.d. Install and inventory to ensure adequacy of all equipatent and furniture *Prtl 15. 1989 15, 1989 Io be determined 15, 1989 ugust I, 1989 Io be determined August I, 1989 |Augu$t 15, 198: -fl- FESPOl.S.'BiLITr Principals, li Purchasing. A llirecior ol Superinlendenl - is istani Incentive Schools. Staff - Curricul Ulll Principals. Purchasing. ____ Superintendent - Director of Assistant Incentive Scliools. Staff - Curriculum Principals. Di Purchasing, Ass\nSuperintendent - Director of Sistani CVAIUAIIOU 5. To effect facility \"odifIcations for implementation of the Incentive School special lied programs. I I 5.a. Review the detailed Incentive School Plans with the Support Services Ol.vlsion 5.b. Identify modifications timeline as previously collaborated In the development of the plan. 5.C. Contract for service April 15, 1989 Aprll IS, 1989 April 30, 1989 April 30, 1989 -0- -fl- Incentive Schools. Staff - Curriculum Division of Schools - Associate Superinlenden Assistant Superintenden Principal Division of Support Services O hS to o\u0026gt; o I I I cn as needed/ldentl- Tled In the Plans. April 30. 1989 *y 15. 1989 -0- Division of Support Services It --.'ul Fbn j'lon Rcipontioit  1: 'iOK T.'Kiin.i l3i|C S 6. -* Vs ion OBJfcnns STRATjGIfS/ activities SSCn.'Na'NG Okli COKPlfTION Dfiii COSTS To ensure the avall- hility Qf adeguate S.d. Implement the modi-ficitlon plan for the facHUIes 5.e. Hake final Inspection on the work for the facilities modl-ficatlon I 6.1. resources to Implement academic programs I Initiate Identifications of materials and textbooks needed for the 1989-90 school year H*y 15, 1989 \u0026gt;**y 15. 1989 H*y 1, 1989 6.b. Involve school teams Hay 1 igng , itaff and parents In *   I reviewing the needs I Identified as re- I gulred for core and special programs 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 1. 1989 RiSPOKSIBlllTT lAuguJt 15. 1989 (Io be August 15. 198! June 30. 1989 June 30, 1989 *y 20. 1989 oul-lined in the Plan) -0- Io be determined Principals -0- To be determined tVAlUAJIOK PrlncIpal/School Teams O M IO Ol I cn CD 6.d. Maintain building record of requlsl-tlons for the 1989 tchool jfitr. l**y 1. 1989 Ongoing -0- Principal. Assistant Principal. All Dlwl-slons. with major input from Purchasing Prlncipal I I I I ! = Plin 'KPL-K\ne'lon Rttpor.tioie j:il: (Her) CH T:KL\ni.: I'lXje h - Is I s ion rrocrec./A\nd OBJECTIVES Lstrategies/ activities EEGIl.'lfiNG DATE COKPLETIOM Df^:i COSTS RiSPOKSIBlllIr 6.e. Monitor and requisitions t'VAlUAllOH approve as H*y 20. 1989 lOngoIng requested fro* ln\u0026lt; centive Schools -0- Appropriate Associate Superintendeni 6.f. Maintain audit for all naterials received Juty 1, 1989 'Ongoing Prine ipel fi.9. Cross validate with purchasing all order not received July 1, 1989 Ongoing -0- Princ ipal o IO IO O) IO i I I cn CD 6.h. Obtain requlreaients for participation In all special programs 6.1. Pay participation II fee and order all necessary materials I fqr special activity 6.J. Select sponsors Tor each ipeclal , 9rn activity pro-approved in the Incentive School Plan. Excepl for erticles Harch IS. 1989 April 30. 1989 -0- Principal April 30. 1989 April 30. 1989 requilrlng a eiuch longe July I. 1989 iTo be deter-  ined Prine ipel July 30. 1989 I To be det l\u0026lt;pfned er- Prineipel time period, ah requisition J are signed on or iedi. , ely fol lowing July \n-.--.al Plan____ erson Aesponssoic 3:il: (Vtjr) C T L 1dije 1 C : I- i 1 icn rro:rir./Arte OiJiCTIVli STATGI:S/ ACTUITI-S SCGIIIIIING DAXt 6.k. Complete speclei L COKPiniON DATE COSTS P.iSPOl.SiEaiTv con tracts with all ea- I tended day employees Cor the 1989-90 school year. 6.1. Complete Master Schedule for total school program 6-m PevieM/revlse as necessary the staff development plan for the fall (September- December) August I. 1989 April 30, 1989 tVAlUAi toil August 30, 198! August 15, 1989 August 30, 1989 September (As necessery bu once eich semes I 1989 t least C) 15. -0- II O IO IO Oi u (X o -0- Pcinc ipel Principel Prine ipel I I I I PUn 1988-89 (Spring and Summer] ------------------------------- (Veer) :CH 7\nK\nL:i.: rirson Rttponsioie ^ = *1 provide sOII developmenT Tor Implement Ion of Incentive School Plans C  VI \u0026amp; icn (.ttt 11 Ulll ____idiluiw I. Sfci la I rrojrair./Area Iiic enl i ve Sc tuiui r OBJECTIVES STRATEGIES/ activities BEGIliUlNG DATE COMPIETION D^li COSTS 1. To Implement staff CcSPOl.SIEIllTr development activities for Incentive Schools l.a. Identify the staff development needs of each Incentive Schoo *prH 30. 1989 Miy 15. 1989 1o be determined Priiic ipal s Director of Staff Development I VAI UA11 Oil O fo a\u0026gt; I az ll.b. Develop Inservice I schedule In collaboration with building I principal l.c. Notify each school I staff of proposed Inservice dates I for pre-school I training I l.d. Plan details for I delivery of In- I service - I.e., I I site. time, arrange-! ments. etc. I I.e. Obtain services of | consultants (as | required) I I 1 .f. Implement, fal 1 training cycle H*y 15. 1989 May 30. 1989 May 30. 1989 May 30. 1989 August I. 1989 May 30. 1989 August 30. 1989 July 30. 1989 July 30. 1989 -0- -0- -0- August 30.1989 To Be Deter- I mined Prine ipaU Director ol Staff Development Priiicipals Principals Assistant Superintenden Director of Staff  Development Principals Assistant Superinlenden Director of Staff Development I Principals Assistant Superintended Director of Staff Development Is r.r.ual Plan trson HitpoRtltiic S:i1: (fe*r) .'K?LK-i\nTjOK 7ir.L:i.i division ___ t^rc^r i.n./Krt t I'aijc ? objectives STRATEGIES/ activities 6CirJUNG 0A7 COKPIETION DATE COSTS RtSPOl.-SIBllITT fVAlUAilOH I I I 1 o IO O) O) I fO  l-g- Evaluate staff development activity through survey response from each staff August I. 1989 Ongoing lo Be Veler- nined Principals Assistant SuperintenUcn Director of Staff  Development i 1SECTION TWO -SCHOOL ADMINISTRATION I - _ 63 02266INCENTIVE SCHOOLS SCHOOL ADMINISTRATinw SohoS\nSS\"be^rovlde%geuScr?S!^ Incentive academic support\nindividualized education aS^fle^bllltJ These schools shall exemolify the close  parents and the school community which is demic perspectives. ' cased and The school r aca- SUPPORT PROGRAMS h following items will be components of scnooi every incentive A. HOMEWORK CENTERS A u I 1 ~ Although it is anticipated that schoo^ shall extend from 8:00 a.m. to 5:30 p.m. Homework Centers should be extant in each least two (2) days per week to assist students who in neeo of specific help wit.h class material, school communities, i.e. 8:00 a.m. to 5:30 the school at are (Some , parents, staff and students week for students who I? J -J g OULIU otherwise involved in activities during nniir'x nr ___a___ _ are not B. hours of the day, Monday-Thursday). the last two (2) It will be students hS\"Sa??etthri-' home dents whose parents cannot __ foir Homework Center so 'that~stu- ho ilvro^ilC O? supply transportation anS/Gr diSs=n ??? Homework Centers, other options for student Staffing -for assistance will be explored, starring for the Homework   classroom teachers who will be availabl volunteer\" rotating basis, community v Centers will be in the form of e on a peer tutors. Staff will be community volunteers and compensated. Homework Centers will have I r r ___I__ If certified teacher working e^Jh2n^hf reaches 25, an instructional* aide shall be added to assist students. of student. attPnH?n. students. When the number or souoents attending regularly reaches 50, . . - ------------------3 i-sau.iitss tional certified teacher will be hired, each additional increment of uwuGcin.a autenas instructional aides and teachers will be added alternating basis. an addiThereafter, as of students attends, certified on an HOMEWORK HOTLINE into nlar Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursdav evenings. This too will be staffed by teacKrs rotating basis such that each incentive provide one (1) evening's service class days. ~~ on a teacher will , - ,7 approximately every 45 Staff will be paid for this time. 6^ I' 02267c. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated stu- --ntc. The role of peer tutors will not be limited only dents. to those students with outstanding academic averages but will AlQn ho Anan 4- z-Vr 4 . 4  , , , open to achieving students who work well other students and who can verbalize an under- shsnding of subjsct msttsr to be coversd. Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supolies items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and in order to allow all students who on a rotating basis turors the opportunity to do so. wish to serve as peer D. RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend deoending on their neecs. own E. INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- Aides shall communication with F. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written infor- 5vest speakers, films and other presentations wil be provided to students on topics relevant to possible career choices. Among the information given in presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapoing\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. r 55 02268G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a well. A few seats may be open to space available and paying basis as Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. designation. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each Incentive school which provid for field trips and community access for students together with students from other LRSD schools. Field trips and access will Include the opportunity for student experiences with: es  *  historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are: several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66 02269 KIl I F I. li J. r F F n * is is is is a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hosoltals and a law school. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as ticipate in: the opportunity to par- * is iK choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (eind hopefully to the program), but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for all staff at each school. 1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban district\nto working with youth at risk and to __ mitting the time necessary to provide the kinds of support and services provided at incentive schools. com- 67 02270 ! b2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the p p 02271 A7 f 1 continued - Incentive Schools page 5 perfcraancs and tne sues working with students and pr contractual feature will alsi of aides, clerical and  t-e individual in Thi s one Q C. 0. completion of the with the District. cecures. ims year apply to the positions custodial workers. year may lead to a long r Successful arm contract ongoing training will be provided for Su... in areas li,\u0026lt;a human relations skills\nlearnino and interactive styles\nTESA\nPET\nworking with youS a? H?k- and analysis and use of data for Gnridncinc studsrit dchisvsmsrTC, All staff, including support staff, will be involved in '\"imng. Patrons also will access soecial traininc in working with tneir students, L. a nu '.*111 receive assis ess soecial ion and human growth and developments. PARENTAL INVOLVEMENT the learning process. ig witn homework, Parents will be absolute partners in --- Parents will be asked to sign all hemeworx assignments on a daily basis. - ' wr7t ka 0 S communication will tae place, both through written and oral means. Day visits for parents will be arranged to come to school to volunteer.for the day and to work wit. students as well s to '5ular meeJng Jonth y will be held at the school. Parental access will be provided fo?\nJ J r form or tutoring, storytelling, general assist, paid a stipend for this. ta ance and may be LEARNING TIME SCHEDULES - Daily schedules for 3:00 - fan^ar a 1 StUdentS tO i..i,luue cue ncmeworK for'lxarap?e'-^^ training and leisure time activities. 5:30 win include the Homework * Homework Center  Special Skills  Leisure Activities - Monday-Thursday - Tuesday - Thursday (volleyball, basketball, table tennis, dance karate, chess, checkers, Karate, cness, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday a 5. KOME/SCHOOL COMMUNICATION  Monthly reporting to parents will Sr indicator and early intervention programs will be formulated with \"alert\" and \"success\" rsm. m i alert' and \"success\" cards to be aSfeSementr^^ ^^'^^nt's needs and GS 022721   continued - Incentive Schools page 6 . EXTRA CURRICULAR- PROGRAMS - Ext established to allow students r G. H. curricular .gn i programs will be n, leadarsnip experience and a chance to be involved in scnool ac-ivi-^oc Among these will be future teachers programs -  Clubs, intarTurals, mcni'ar with the flag, safety patrol, council memcerships. 3ust Say .'/o \"jobs\" in tne office, library, rira marsnalls and scudant * at races3 or lunch time, not class t ia ATTENDANCE ANO SE.^AVICR GUIDELINES - Attendance and behavior guidelines wili provide unique opportunities to assis* students and keep the.m in scnool. A Time-out rooms staffed with trained_personnel will help students with p'roblem solving Students will participate in the process of develcoina based management rules in the process of developing school Students and parents will sign a contractual agraeement to be at scnool anc on time eacn day. SUSOECT RELA for students D E.XTSA CURRICULAR ACTIVI I - Other 0 ... , \"sy include, but not be limited to, activities like math olympiad, junior great books, young authors' club young scientiSts, Olympics of the mind, elementary band and a string program. informed of all of these options ra.cHua ue in.ormea or ail or these options. Students participate in these activities and regular schedule will exist for cluh/aradpniir raia+a/H activities. COUNSELING/SOCIAL WORK A, S. exist for club/academic related COMMUNHY SERVICES ACCESS - Thera shall be access to community based support programs provided to attend the incentive schools. students who a Among these supports will be prvjec..s to be negotiated and/or secured by compact ..\ne availability of students from area colleges and j L.es to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and ' ' such as: uni ver si - I extra curricular activi- uias, assisusnce from social agencies to intervene if vi ==. Qsiiiuaiius rrom social agencies to intervene if students need assistance in health and/or personal need situations. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhanca aware- ness of skills necessary for successful entry into the world of work. The program will also serve to heighta.n student expectations with regard to their own abilities and potential to attend college and to graduate, also receive this information Parents will so that they may be awara of the options which truly are open to their*students. 69 02273continued - Incentive Schools page 7 c. iuJOY SKILLS - Counselors and\n-\u0026lt;cr'\u0026lt;ing witn students to '^nanc s.\u0026lt;i Ils and study skills. aac.-.ers will tas I.. be rssocnsible for D. E. F. G. H.  King skH1s, 1istaning students in test taking, i^e^'^'hubh^if-^Z^-''n'i\nclass tests end e .enleti J? , e'^ i=n cants in test by teacners. king 5 provided for on types will Se usg(j .h'CME.\u0026lt;''iIGr3CRHGGD MEETI.VGS - Mi always Se held at ne scncols CUPS of parents, will Se so.-. testings with parents will not Other .meet' ic\nc 'cs, for s-all suc.n as cnurones and some homes culed at oomnunity locations less formal meetings cut as inv d Py parents. These less Formal meetings cut cf t-P -ri -Z  ' luese '\"\"5ea scncoI/neiSScd\"'^ ' s.iip. Jv IS suggested that local ministers be c-nsideroh Pirz OF the sc.hccl partnership and c=.hBunlty I.VDiyiDUAL ANO GROUP COUNSELING - I,,, counseling as well as peer facilitat' Individual and gr 0 .ne so.nocl to assist Students as thev normal issues wnich? and^development takes place, conflict resolutions. Studen INCENTIVE/RECOGNITION PROGRAMS - partner- as rs will b attempt oup o a.mployed at s c ^cr'\u0026lt; through se as student growth 'will also Se taught u.ww.iiivt/xtuuu.UiiON PROGRAMS - Incentive/rer-^cpirinn programs will be developed by students ^'^-\"5mtion eac.h school. ' -  Ideas (suggestions) committee meeting included: - * sta and patrons at presented in the sub- meeting me uded- awarrf? . days, good citizin cluSs frerSer?? athletic events, tangible rewards such ^-^^''^nity and student's choice for academic growth and the l?ke?^ \" wELL.'JESS PROGRAM n place at each or a full time nurse. Students will ticn on topics like self-esteem, nutriti 'Ye inmrma- and awareness and first aid. made to parents on similar continuing education basis. Prese.n topics for CAMP PFEIFER- Students in need on, drug prevention icns will 1ikewise be leir information on a OT additional academic assistance.will have access to prcgra.ms'suc.h as St cur. enJy in place at Camp Pfeifer, whereby, they spend some time in residence at a program awav fr-m ma t-L,.. ..u. a program away from the school and the home which provides counseling, intensive ^a S s Sort oaf- involvement iS an^Xrent on h\\mewnrk\\nrf^!wJ?J^^^^^^^\"9 the.m to work with students me management skills. on homework and academics. I, academic support _ 70 02274centin page 3 uei - Incentive Scncols MCNITCRI.VG A,'JO S7ALUATIC.N A. 7E31 IA3LE MCiMITCS ING OF SuDE?JT G.iC^^TH men* of t.'ie dis I - - V-.strict will te assigned the : a plan ,cr verifiable monitoring of stude\"^ tne 6 asK of ing Ceqart- developing '' '''aijic uiufii.unng or StUCe\"* n.4 e cevelo,t of reliaole procofores :p acooripiijl\" : s plan and its accomcanving prpce'''uros account net only I Sut also class ac. corricolum/cr ( , sr.ould take into scores achieved on nor: .Ton 1 tor  ng '^m cn a 1 so nievement as evidenced it'j i ion referenced tests. Ther i ra-arenced tests acner tests and cna! pat kas in e snculc te a long-  __ account stucent matura- 3. REGULAR TRACKING CF S'L'CENT ATTEN--------- - =^scuiar tracking of stucen- di3s.ip11 ne/benaVIor anc achievement snail b 7E?E.'IT - Raoul ar JDAi\\C, DISCiPLINE/EEHAVIOR ano acniavament at ncanca, acccihOl i Sited development of and use of indii-lcuaiand class iies by Ciasirocm teachers and the buildirc acrini^--\u0026gt;3 mis assessmen* ''ii ____ sCiuiniSu. amr C. 0. '*ili be done cn a minimum of a quarterly cn of inter-  ''I wc 'm.whc a wUiHiUtUrn Oj Individual student planning, select! vent!cns and/or programmatic c.hanges will te needs,or enrichment indicators determined basis. predicated trougn ongoing review of data. E.XCELLENCE PLANS J\" IS M'-JfNESI Of SIUOEST EDUOnOML \" I he sc.hcol staff snail involve tie eevelopneit of stJdJntJouc-Kionrrelo/ilencI Parents are the first teachers of L in a context outside of the school. and interests. their students and sea them - In the parental capacity, talents \u0026lt; W\u0026lt;\u0026gt;WW  4J ViiCS awareness of a child's potential, -s. As such this, input is extrememly i not only acadamic programs but also curricular, special skills and e.xtanded da important e.xtra y activities. RtrQxii ANO VISI7ATICNS - Quarterly reports will be made and visitations will take place for the purpose of ^nd care of The monitoring team wilj be composed - Quarterly reports will grounds and equipment? of district s a from , school staff, patr the community. ns and representatives All staff shall write goals for^^the school in'general, but riso'personarccals'^sfnca'every s,.-. , memoer has a duty to provide a climate conducive to learning and should hold and model high expec students. 3 - ions for all seal setting process and will icrmulate CunuracLS\" for their own ac.hievement. .. _ 71 02275If I continued page 9 F. G. IncantTve Schools JCENT cVAL'JATCRS - ccnioleta evaluations ralati -danc avalua tneir educational e.xperienca twic  selected at random to participata''i.n involvement from eac.h grade level. e designing or Cuesticnnaires to ctad and the generation of conch given back to the students regarding c to student issues raised in this evah i n Li col la- cgmfut\nirf r 3 DATA ACC Swill be asked to ve to the scnool - Coirputari its climata and Students will be is procass based on a Students will be involved year. e used, analysis of data sicns. Resorts will be nances itaCa in response uation procass. id data accass will be a reality in alT incentive schools so t 2221 ly accessible and accass can be i\" which, mignt be needed r^ativp ri aii a i-.dLive co ail school program aspects. that studant data is mediate for reports 'COL SITE imoleme.n teams - School si L de of greater laeded programmatic teams will be rc benefit 3 * teams wi'i ulOG a de crea id to work to the students. Tens whicn wi 11 ing and on a semester dasi Memcership on these (inciuoing custodial, aides and cafe ...w.......a .--jLuuiai, dices ana careteria wcrx^irxi and students have an opportunity for input. SCHOOL POLICIES ANO PROCEDURES A. FLE.XIBLE PROGRAMS - Every student will individualized instruction 8. s sc that staff racaive seme every day. Programs will be flexible such that team teaching ande.xt=nde- time locks rcr additional student assistance as needed will be provided. sc.ncol have\n 'e=en\u0026lt;!ed -.-a-. SJC.-. incanti.e and dedicated to the building who is familiar with ana program philosophy at least a half time assistant p scnool population (where there i. . f^is/her time to incipal depending on is a part time assistant, working with program development and reach) community out- uniforms for students (sue.h as blue jeans and a white shirt) * dress code for staff * reguired PTA attendance, at least :wo (2) meetings per year, one of which shall be the Open House 72 02276continued - Incentive Schools page 10 Suudent handbooks available at every building which are produced in and reflective of the philosophy and nrnnr\nm jjt tha* __ vjupu/ any program at that tuilding * a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills Saturday programs will be developed at each school site to enhance learning. but shall not be limited to\nThese programs will include field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs 73 02277! SCHOOL OPERATIONS Page I I. GOAL: OBJECTIVE iKPLEKEluATION PLAN To develop support programs and procedures which will allow Incenlive schools to provide enhanced educational opportunities for all students attending them. s STP.ATEG1ES/ACTIVITIES IKPLEKENTATION SCHEDULE RESPONSiaiLITT 1989 1990 1991 To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students* needs, needs. Hours will meel studenl 1992 1993 1994 199! To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will training In peer tutoring. A model will be put in place. Teachers will supervise the receive process Fall-IP) Spring - (I) Budget- _____Lai Summer- (P) Fall-t I) Ongoing wi th evaluation Budget Item (f( sLaff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs.  Mentors will either volunteer or be paid a minimum amount. They provide extra support to students t supplement teacher work. Summer- (P) fal 1-(1) O IO IO 00 To enhance student learning through extensive use of classroom based instructional aides. Certified Instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. a I Pilot S - STUDT E - EVALUATE P - PLAN I R - RECOMMEND 0 - ONGOING fl - flUDGET ITEM Ongoing with evaluation Ongoing wi th evaluation (I) Ongoing wi th evaluation Some bl dgetary jxpendi tu e Budget I tern   Budget' Item 1 - IMPLEMENT Pl - PILOT Staff Development Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch PrincipalsI ! o KJ KJ u\u0026gt; SCHOOL OPERATIOKS IMPLEKEKTATION PLAN Page 2 GOAL: (continued) O3JECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 19B9 1990 199! 1992 1993 1994 To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. Written information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fal1- (I) Ongoing wi th evaluation 199: VIPS To develop a program for year round school including enrichment and remediial options. Community access/field trips are to be arranged for enhanced experience for students. Sunnier segments in remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided visits to historical, scientific and cultural events and exhibits within the city and around to Slate and region with appropriate chaperones to provide educational Input. Sumreer- (P) Fall-(1) 1989-90 plan A pi lot at one school Maybe i budget item S - STUDY r I I C/1 E - EVALUATE R - RECOMMEND 0 - ONGOING P - PLAN 8 - BUDGET ITEM Ongoing wi th evaluation Implement at al I Incen- t i ve schools Budget I tern Budget item I - IMPLEMENT PI - PILOT Divisions of Schools Curriculum VIPS Division of Schools Curriculum DesegregationSCHOOL OPERATIONS Page 3 I. GOAL: (continued) OBJECTIVE To build a program of community Involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY IHPLEHEKTATION PLAN STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include of the following: some choir, music A dance In addition to llQmewprk Center i peer tutoring E - EVALUATE P - PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 Ti7~ 1990 1^91 1992 1993 1994 199: Quapaw Council Asst Supts for Schools Fall-{1) Ongoing with evalua- Alon Maybe budget tern Principals School Staff o IO IO 00 o I I R - RECOMMEND 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM PI - PILOT I (71MAU W I SCHOOL OPERATION'S IKPLEHEKTATION PLAN It. GOAL: iif^cedures tor administration and staffing of the individual schools such that special skills  ' ** the benefit of students at these schools. will be brought to bear for I I 4 Page 4 OBJECTIVE STRATEGIES/ACTIVITIES IHPLEKEHTATIOH SCHEDULE RESPONSIBIinr 1989 1990 1991 1992 To establish a viable Tor staff recruitment. program  Nation-wide search  Hire staff on a one year basis Parents to be Involved in the interviews.  Staff will demonstrate commitment to working with at risk\" youth Spring/ Summer- (I) Ongoing 1993 1994 ! 99\nHuman Resources Oiv of Oeseg Curriculum School Principal o to to co To provide special training for staff on an ongoing basis and special training .for parents. , TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Budge item Ongoing . S- STUDY E - EVALUATE Budge i lem I I I P - PLAN R - RECOMMEND 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOTSCHOOL OPERATIONS Page 5 II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEK-KTATION PLAN IKPLEKENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 To establish meaningful attendance and behavior guidelines. 1992 1993 1994 199: To provide subject related activities to enhance student learning. I S'- STUDY R - RECOmEND o M IO OS IO I I I CZ)  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To include some or all of: 10 include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Principal School Staff Bud let item (I) Ongoing But jet item I - IKPLEKENT B - BUDGET ITEM -\u0026gt; PI - PILOT Principal School Staffi SCHOOL OPERATIOKS Page 6 ,1 i III. GOAL: OBJECTIVE IHPLEHiKTATION PLAN To create a program of counsel Ing/social work to provide extra support to students to ensure them opportunity for success. STRATtuIES/ACTIVITItS IMPLEMENTATION SCHEDULE responsibility 1969 1990 10 provide community services access for all students who need additional support. 1^91 1992 1993 To provide college/post graduation awareness via a mentoring program with role models to help students pl -for the future an To provide student training in study skills, testing skills and listening Skills. To hold home/neighborhood meetings to increase parental/ neighborhood involvement In Student learning. S - STUDY Compacts with community agencies universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with of parents .. Involvement of ministers groups 1994 199z E - EVALUATE P - PLAN o to IO 00 G\u0026gt; 1 R - RECOMMEND 0 - ONGOING I to Study and recommend Smal Training Summer Fai 1-(I) (I) B - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (1) Ongoing cost item Ongoing Cost I tern Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS DiV of Schools Staff Develop Div of Schools Principals School Staffo to 00 SCHOOL OPERATION'S IMPLEKEKTA7IOH PLAN Page 7 II, GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES ihplekehtation SCHEOULE To Increase parental Involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day.  Parent assistance at schools  Parents will sign homework  Regular communication between school and home will take place  Day visits for parents  Schedule settings_______________ Schedule (settings) weekly extended day programs based on Individual school needs 1989 I 1990 1*91 1992 1993 1994 199: To Improve home/school communication I To establish meaningful elementary extra-curricular activities for students. S- STUDY R - RECOMMEND Fll-(l) Eall-d) Ongoing Ongoing RESPONSIBILITY Principal School Staff Principal School Staff on o  Early indicator and early intervention programs  Alert A Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0 - ONGOING P - PLAN (I) (1) i Ongoing Ongoing I - IMPLEMENT B - BUDGET ITEM Pl - PILOT Principal School Staff Principal School StaffSCHOOL OPERATION'S Page B I O to to m oi III. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES implekektation plan IHPLEKEIiTATION SCHEDULE RESPONSIBILITY 1989 1990 To implement individual and group counseling for al) students. Incentive/recognition programs will be implemented by 1990-1991  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be ___taught____________________ Student recogniton programs  Good Citizen programs  Community Involvement in recognition fall- Train students Spring- - (l\u0026gt; (P) Pilot one school Ongoing Budget (I) 1991 1992 1993 1994 1 OO: Pupi I Personnel To structure and begin wellness program (or students scitoo). pt each Io work with community programs like Camp Pfeifer to suppl ment school programs for students. e- (Possil I S - STUDY R - RECOftlEHD OD -\u0026gt;  Full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Work with Director to target Incentive students  Work with other community groups to undertake ' similar projects E - EVALUATE 0 - ONGOING e Budge I tem ) VIPS Partners Program (I) (P) t (S) (Budge Implement on a pilot basis Item) (I) (Budget Item) P - PLAN I - IHPLEHEHT B - BUDGET ITEM \u0026gt; Ileal th Services Pupil Personnel District divisions PI - PILOT aIV. GOAL: To more closely and thoroughly OSJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN achievement at these buUdings? STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 Page 9 RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth. 1992 1993 1994 199: To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To Involve parents In the development of student ?EP)^*''*' lence plans To plan and set parameters for quarterly reports and visitations by a multifaceted monitoring team. o IO S I I 01 S - STUDY R - RECOMMEND I CD  Development of valid/reliable monitoring instrument(s) Establish training for monitoring teams in use of the instrument  To be done on a quarterly basis  Class A school profiles will be kept In regard to attendance, be- ------t'gyior- discipline A achievement  Develop EEP format  Involve parents in writing plan based on student needs  Io include extra curricular -----activities alsn  Develop reporting format  Involve staff, patrons. In 'mon I tor I ng * Involve a1I , , staff In goal setting  Evaluate goal achievement i E - EVALUATE 0 - ONGOING P - PLAN (S) A (R) Sunnier (P) (I) Develop plan Budget Summer- (P) Pall- ..(I) B - BUDGET ITEM Spring semester (I) Ongoing wi th evalua- tion Spring- (I) Ongoing with evaluation Ongoing (Budgjt Item) * I - IMPLEMENT 1 PI - PILOT Testing/Eval Assoc Supts Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers Testing/Eval Div of Schools School Staff Communi tyI SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 To establish a student 1991 1992 1993 1994 evaluator program for student input and Ideas. T To establish a crogram for computerized data access at each incentive school. To establish site tfeams at each school to Implement programmatic modifications to benefit the students. o M to oo S - STUDY I I R - RECOMMEND I QD CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collection  Conclusions generated  Report back to students on response to student evaluation  Install computers  lie into mainframe  Write programs for reporting student data in a variety of mode .  Include representatives of all school departments (custodial, , food service, aides A teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING 199: P - PLAN (S) with students (R) (Bu. fall-\u0026lt;p) A (S) Eall- (I) Ongoing Testing/Eval School Staffs Principals get 11 cm) Spring (R) (I) 1990-91 school - year -\u0026gt; Hata Processing School Staff Assoc Supts  Plan for implementation of changes  Make recomnendalions lor ctiangei  Implement changes  Evaluate changes (Each aspect will occur on with a semester for each. B - BUDGET ITEM I.e. Plan Evaluate a regular and rotating basis I - IMPLEMENT PI - PILOT Reconi oen. Implement V. COAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures meeting the needs of all students. as they relate to Page 11 STP.ATESIES/ACTIVITIES IKPLEHENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 1992 1993 o M ro oci co To establish a flexible programming approach at each incentive school which complies with standards and also meets individual student needs. Areas to be Investigated for possible plan inclusion I I I S - STUDY R - RECOMMEND 1994 1 OO  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods as needed.  Develop a plan for individualized Instructions within specific building the  Permanent assigned substitute in each incentive school to be available as needed  At least a I time asst  Uniforms for students pnn  Standard dress for teachers  Required PIA attendance (at least two (2) meetings per year for parents/al) meetings for staff  SLudent handbooks will be available at every school and - ipuiy'dpaI to that school E - EVALUATE 0 - ONGOING P - PLAN (I) A (E) (S) (li (Budget item) I - IMPLEMENT B - BUDGET ITEM PI - PILOT Schoo) Principal Staff Aisoc Supts Asst Supts (Z 4^SCHOOL OPERA!lOLS Page 12 Ji\n?L:K\ni\nTiOK PLAi\nV. goal : (com iniicd) OSJECTlVc STRA' S/ACTlVITi-S IKPLEHEtiATlOH SCKiDULi RESPONSIBILITY u 1969 1990 1991 1992 1993 1994 199: I  K science lab at each school  A computer lab at each school  A complete playground for PE purposes  Additional compensation for teachers/principaIs who work the extra time periods  Community education classes should be investigated for parents in the incentive school communties  Saturday enrichment programs (Budgti items I School community members S - STUDY o M to a\u0026gt; u\u0026gt; 1 I R - RECOMMEND E - EVALUATE 0 - ONGOING P - PLAN I - IMPLEMENT PI - PILOT B - BUDGET ITEM I OD 01SECTION THREE STAFFING 11 86 02290 idINCE.'iTIVE SCHOCLS STAFF I-MQ me seiec factors in t.h selection cri able of succe ic.n and support of quality staf success of Incentive Schools, i ria and procedures will p-ovide tars will be criticel Carefully planned sta and \nScn.c: will ucnol urriculu.m of t.- s .must precar\nttaininc the coals and a sc, ror ctniz/ing s Is. fs t: dent Cncoing s a t sue t.he sta and ful LI?\" 'C:\u0026lt; SCHOOL OlSTx: Lui coirm- T (L.PSD) I.'JC quality personnel cao- r.enti nc ceve  cz: i 1 l.men 3XC P orccr r Inc el 1 en: otent s i i 1 I i i nee rec sta or incentive S will be S u. ah '.co IS, to sat cri c\nOLS S assess staffinc qua I ..ne co.-nit members, and t :== would be ct. de ror st ine pro suoer I- 20 or visors, principals, and ot.bar admi.nistratcr :r.p, to ures for , parents. s. 6. ST.\nFFi.\\'G M IS ASSE lE.'IT - Trie needs and interests of student populations in the Incentive Schools will be staff selection is initiated. t.be following. considered before Factors to be considered include S S f U11 V 3 3 n a a S V 5 0 .  C 7 \u0026lt; C ( . V 3 C * Number of students per grade level * .Pace and gender * Academic achievement needs end interests * Disciplinary/ needs * Social interaction needs  .Health needs Progra-m goals and curriculum of the Incentive Sc.^ccls will also be e.xa.mined. The L.'SO Incentive Schools Star immi 30 the.n utilize the student data, goals, and curric.lum to iden staffing needs for the Incentive Schools. will r 7 The following full-time pos't'cns are raccmrended for eac.h school but are not all inclusive of positions which may be identi during the needs assessment process. d Classroom teachers (1:13 pupil/taach.er ratio) Counselor Media specialist Music  87 02291Incencive Schools page 2  ?. . * Social Worker  Permanently assigned substitute teacher (for each Incentive School) * PAL reading  PAL math * PAL lab attendant * Resource * Speech  Scecialist for alternative classroom  Media clerk * Certified instructional aides (1 per classroom) * Program specialist * Principal sistant orincipal 'lon-certi ie-d sucer'/ision aids C. STA.-.= .1 S'JIT?iE.'lT - The LSSO Incanzivs Schccis SCa n will implement ongoing nationwide recruitment strateci Committee wi th special emphasis on recruiting qualified minority staff memoers. Current racruitment files will be maintained on an oncoinq basis. P^spective staff members also will be drav/n from promising scudent teachers participating in the Master Teacher Program (as mentioned in the Staff Development Section, Item ). 0. STAFF ScLECTION 1. The LRSD Incentive Schools Staffing Committee will develop criteria for principal and staff selection. be declared vacant. All positions in each school will Principals shall be selected first for each school so that they may be involved in staff sal ion and review of student data criteria will include, but net be limi the folIcwing. ion and collect- Selection d to, * Race and gender * Successful teaching and/cr administrative experience with at-risk youth * Record of commitment to quality desegregated education  Strong recommendations\"from a variety of sources (i.e., colleagues, princioals, college professors, and other administrators) I1 ... .. 88 022921 3^ : VS 1 3 Z. T-e LP.SD Inc w:ll work wi itive School 3 S: 5 4, 6. ce vs the Konan a ffinc ConTiittee lop job cescrioticns and s lining program and corer, Konan P.escorccs the positions. Depar corcss scial c toil rc n ihe LP.S3 Incentive Schools St will select 2 interview teens ct seven nenOsrs ccmooseo of  Psrsncs  Principals Other ac\nr tne nt tract rsnencs. will advertise the ffing Committee from five to fol 1 owi no. nistrators as acorcpriete he interview teens will concoct utilizing coestions desi commi tn coa i i ty clearly s coi reni or orospective .s ecrecated ecucat dial program ar.a h to the orincipals. 0 c intervi ews a'nine :aff remc^ on and oi s to line ractoal re- 3S wi 11 nake reccnnenCaticns The prin sals will than make rectnmendations to the Homan Resources Department, who will in turn make to the School Soard. raccnnendaticns . With Board aooroval, contracts will then be issoed. Principal and t a a one-year basis and invclunt ft will be hired on ry transfer or other decisions may be inacted at the'^rid of the.year, depencing on cuality of oerformance. (this will also acoly to aices. ceri , dspsncing coal ity ill a ice costocial workers.) Long-tern 1, and be issoed after a soccessfol f contracts may irst year. STArr COMMITMENT/E I i :peo 1. Staff commitment will be reviewed informally bv the teacher and crircipal cn an ongoing basis through the oss of clinical sotervis'on and monitoring of Individual Imorcvement Plans. Semi-annual formal review conferences also will be held. 2. Monitoring of staff effectiveness will be based opon student acade-nic achievement as measured by rormal test results and otner informal forms or measurement. Seni-annoal formal review Conferences will be held to assess staf ness. fective- 02293 B S9 i|I Incentive Schools page 4 STAFF DEVELOPMENT - A racially A. THE LRSD STAFF DEVELOPMENT PLANNING COMMITTEE balanced committee will be established to assess staff development needs, to plan staff development experiences which will meet identified needs, and to facilitate staff develop- The committee will be composed of IRC spe- c-alisu, teachers, parents, principals, and other acministrators as appropriate. ment activities. B. STAFF DEVELOPMENT NEEDS ASSESSMENT - Data concerning the needs and interests of student populations in the Incentive Schools will be collected and analyzed by the LRSD Staff Development Planning Committee. I..f^___'.i_ be examined includes, but is not limited to, the following: Information to * * Number of students per grade level * Race and gender * Academic achievement needs and interests * Disciplinary needs * Social interaction needs * Health needs * Attendance records * Tardiness records Program goals and curriculum of Incentive Schools will be examined. A survey of staff members to determine their staff development needs and interests also will be made. The LRSD Staff Development Planning Committee will use these data to identify staff development needs for the Incentive Scnools. The committee will then plan quality staff development experiences to meet the identified needs, mittee will function on an ongoing basis as staff development needs are identified through clinical vision and monitoring of Individual Improvement Plans. The LRSD Staxf Development Committee also will meet on a monthly bas.s to plan activities related to meeting the needs students who are achieving below acceptable levels of mastery. The com- super- The of The LRSD Staff Development Committee will act as facilitators for the staff development activities by coordinating, arranging speakers, and gathering materials. evaluation of staff development-experiences will be made by participants following each session. 90 02294c. MINIMUM STAFF DEVELOPMENT REQUIREMENTS - staff development experiences cro aa requirement but certainly are not all inclusive of experiences which may be identified durinq the assessment process. The following are recommended as a minimum needs   PET (1 cycle and a refresher TESA (1 cycle) course every 3-5 years) * Classroom Management (1 cycle) * Effective Schools Training . I  I  I I J I I 1 I I 4  02295 90(a) b.nee.'\npage E 1 is ' Coocerative L  ATiT .human .-1 I G. c ?3rgn /t\nuci 'en:or Te Sceci 1 c Princpa Z.-CHEP, CEMC.'.'S roc ram Commit bl e o r Qz- n 33 ra i n :c.n c ner .-.-ocr\nff Ceveic: \"jTan ? 5 , c r. ' I : :s':: Tcr  n: .Al\nCN PPCG.PAi'l - A C'ij will be stablisf v.'l I '.O S c t r - a ncn-e.nrarceb scbcols in in tn ive Sc.\" i .re c Ct ler mm G-' tee will b nistrator\nGist.' sad of a\n1 -n a 0 0 serve \nhe- Gencnscrd^icn ram c 3 I C3 1 accrapriate. in '.ne re struc en 2 2 ive Scbocls would serve in ns d b /:. on, procrams e gainec zr.r ana tnroucnc'Jt prin\u0026lt; :ais, a\ny of la\n-on ncn-ennanced so'-cols could come anc t uon C curriculu! tnese c\ne is honed that ic\"\nwnicn wcu'J ! 3 c- .-li 'ar natony : se-ve 1 i n- 33 ncc 13 3 T STE Comm^  TEACHE.P PPCG\n: A district I tee will be established to plan a cnen P--o centration cf student teachers H  zznr. in which and unive'-saries will be assigned. from sta posed of .teachers, princinals, other ad: The coitmi /ide, and local \u0026lt; .A will C ra.'O on- 1 '6CSS represen nistrators, a.n ives from state ard local colleges anc uni versi raouity M As was mentioned in Ite.m 0, the Incentive Schools wcuId ser-/e as laboratory schools where prosoective teachers woulc cain pract and meaningful e.xperiences in providing quality education in'a G^sga.ed setting, in meeting the needs ot stucents functioninc below acc------- \u0026gt;- -i- ------' able levels of mastery, estee-m of these students. , un and in enhancing the s ical A pool of prospective start members would be drawn fncm oromisinc student teachers assicne-t to Incenti'/e Schools tnrcuch the Maste-^ Teacher Program. The principal and college faculty refesentatives will moni the Master Teacher Program in the Inc areas of strengths and concerns. ive Schools to ident student teachers. Feedback would be solid of the Incentive Schools. This information would be shared with th -'J sta r. ASSISTANCE FG.P NEW TEACHERS A.'IO OTHE.RS WITH SPECIAL INSTPL'CTIONA.L MEEDS - An Instructional Resource Center (IRC) instructional specialist will be hired to provide ongoing assistance and suooert to teachers in the Incentive Schools who are newly hired or .-.ho are e.xoeriencing difficulty. Demonstration teaching, assistance with prooer use of materials and progra.m implementation, classroom Demonstraticn management, special materials and bulletin boards, environmental attractiveness, and other needs will be addressed through a _ _ 91 02296Incentive Schools cage 6 Teacher Ass:stance Plan (TAP) develccsd with incut principal and Director cr the IRC. Tron the This IRC scecialist will work with the Staff Development Planning Ccmmiuae to a^'^st training programs throughout the school yer ine District's Stafr Development Component will be directu' involved as a resource. I ( 1 1 ,1 1 1 4 I I 02297 92Committee Members\n.3AL: Dr. Pnosevelt Brown Ms. Arma Hart, facilitator Or. Katherine Mitchel 1 Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STA.-fJNG At.O 57, DEV-LOPK5K7 No. I. 2. Ma 1\n7o provide quality staff for achieving Incentiie School goals and successfully implementing programs OBJECTIVES iTSATEu S/ACTjviTIES and curriculum. I I, I Page 1 cf 9 r.ESJUi? Determine staffing needs and promote staff awareness of Incentive School concepts. Identify pool of prospective staff members and administrators. o to to US 03 1 CO CJ A. B. C. 0. E. F. Establish District Incentive Schools Staffing Conmiitee staffing needs for each Incentive School. to assess Identify staffing needs (classroom teachers and full-time support personnel, i.e.. counselor, librarian, music, art. P. .. social worker. PAL reading. PAL math. PAL computer lab. resource, speech, non-certified specialist for alternative classroom, certified instructional aides, supervisic\naide, permanently assignee substitute teacher, program specialist, principal, and others. media cl erf. assistant principal, Develop criteria for principal and staff selection based on race/ gender, successful teaching experiences, record of commitment to quality desegregated education, and strong recommendations fron. , variety of sources (colleagues, principals, and others). a Develop job descriptions to include special programs and conirac.ual requirements for staff and principal. Declare all positions vacant and advertise positions. Provide an indepth orientation session on each component of tne Incentive Schools for principals ano staffs of existing schools. Implement ongoing local and national recruitment strategies wiin special emphasis on recruiting qualified minority staff members february-March I9bs feoruary-March 198S February-Maren 1989 rebruai y-Ma.-Ch 3D. 1989 Marcti i. lyd'j February 15-28, 1989 February IE, 1989- Dngoing Associate Superintendents Assistant Superiii- tendeni Incentive Schools Staffing Committee Assistant Superintendent Incentive schools Staffing Conunittee iiniiiai. Kcs.\u0026gt;urces DireJtu: hufhuti J ij I ( u.. I v\u0026lt;i Assoc late Superintcndeiii j Assi stant Superintenueiit liuman Resources Dire.luiComrittee Members: GOAL: Dr. Roosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitcnell Dr. Mary Mosley, Chairperson Or. Cheryl Simmons, Recoroer staffing and staff development Page 2 of 9 No. 1\n(coni.) oeaesTivEs I STF.ATcuIES/ACTlV I a 2. (coni.) 3 . Select principals and provide orientation and training. A . Select staff. B. A. B. C. D. E. F. G. A. Maintain current files on qualified prospective staff memuers. Review criteria for principal selection based on successful administrative experience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superintendent's cabinet, assistant superintendent, PTA board, and others). Begin local and national recruiiment/applicaiion process. Select racially balanced interview teams of 5-7 members composed of the following: --------------- istrators as appropriate, preferable. teachers, parents, principal, ano other aumin- Experience in interview process i. Preliminary screening/interviews. Conduct final interviews. Make recoomendations to the School board. Plan and implement orientation and training inservice to acquaint new principals of Incentive Schools to job expectations, procedures and timelines for staff interviews and selection. I TI MELI I. February 1989 - Ongoing February b, I9a9 February IS. I9b9 March 1. 1989 March 15-31. 1989 March 15-31. 1989 April I, 1989 March 1-15, 1989 I F.Ei3U.3 human Resources bireciur AsSoCldlt Super I nl eiiuenl s Assistant Superintendents hunian Resources Uire. lui human Resources Direciur Associate Superintenuenis Interview Teams Human Resources liireciur Interview Teams human Resources Oireciur Superintendent Staff Development  Committee Associate and Assistant Superintendents o IO IO (O (O I ! Select racially balanced interview teams of 5-7 members composed of the following: leaciiers. parents, principal, ano other aoi.iin- istrators as appropriate from Incentive School Experience in the interview process preferable. teachers, parents, principal communities. April I - June 1, 1989 AssuCldle Sc. er Inleiiuenl l Human Resources bireciur IComr.ltiee Members: GOAL: Dr. Pnosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, ftecoroer ST, ING AND STA.-r DEVELOPMENT Page j of S No. I: (coni.) 03. JIVES STnATEGIES/AETIVTTIES I TIME it.ES i.. SOUS 4. Icont.) 5. Review staff member employ- ment/commitment and effectiveness on an ongoing basis. I B. C. D. E. A. B. Interview appiicants. Hake staff recommendations. Hake staff recommendations for employment to the Scnool board. Issue and explain one-year special contracts. Review staff commitment informally on an ongoing basis with semiannual formal review conferences. Monitor effectiveness tased upon student academic achievement measureo by formal test results and other informal forms of measurement. as April-June, 1989 April-Hay 31, 19bb May 1909 June 1909 August 1909 - June 1990 August 1909 - uune 199u liiierviuM icanis. Interview teams. Principal Human Resources (iirector Human besources (iirecior Pi in: Ipa I Assistant Superin\nen.lent Pr I n\nipoI Staff o M G\u0026gt; O o I ClComnittee Members: iOAL\nDr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAffING AND STAFF DEVELOPMENT Page 4 of 9 No. II: To involve principals and teacliers in the develupnient and implementation of a Schools. quality academic program lor Incentive OBJECTIVES I. To promote/enhance leadership and staff understanding of theincentive School concept. 2. To develop curriculum specific to the Incentive Schools. A. B. C. STRATEGIES/ACTIVITIES I TJ/E.lltES F.ESuUf. S Establish in cooperavioii with the principils a detailso process and format for developing the individual Incentive Sc.iool P ----------------- March j-lS. 19bi I an. I Superintendent's Cabinel Assistant Superinieiidviil, Incentive Schools Assisi each building principal in presenting an indepth pre-orientation session for staff on each component. Assist each principal and staff with orientation in the Incentive Schools session for parents A.. . Identify each area in need of curriculum development. 6. Identify teachers for curriculum teams. C. Vian orientation and format for curriculum development. March 1-15, 1989 Haren I-IS. 19l\nJune IS-July 31, June I-IS, 1969 June 1-15, 1969 o IO u o I CD 05 Superintendent's Cabinet Assistant Superiniendeiit, Incenlive Scnools Superiniendeiit' s Cabinet Assistant Superiniendeiit, Incentive Schools Pr I nc I pa I s Assistant Super 1nttndenl. Incentive Schools Curriculum Division Supe'visors Prineipals Assistant Superiniendeiit, Incentive Schools Curriculum Division Supervisors PrincipaIs Assistant Supt .\"iniendeni. Incentive Scnaols Curriculum Division Supervisors I I I I Conoittee Members: Dr. Roosevelt Brown GOAL: Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING ANO STAFF DEVELOPMENT Page 5 of 9 No. 11: (cont.) OBJECTIVES STRATEGIES/ACTIVITIES timelines f.E SOURCES 2. (cont.) I 0. . F. G. II. Review preliminary draft of revised curriculum for Little Rock School District. Develop additional components for each curriculum area. Proof and type Incentive School curriculum guides. Print curriculum guides. Distribute and provide inservice on the implementation of the curriculum guides. June 1-30, 19b9 June 1-3C. 1989 July 1-20, 1989 July 20-30. 1989 August 1-30, 1989 Lurriculum Teams Curriculurn Teams Curriculum Division Principals Curricului.i Di VI s loii Curriculum and SchuuI Division o IO ca O IO iCamr.ittes KemSers: Or. Roosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Or. Mary Mosley. Chairperson Or. Cheryl Simmons. Recorder S rIKG AND STAFF DEVELOPMENT Page t. of 9 1. No. Ill: X^S^WSgrllr lndo?ricte' exper.ences s. mat naff members ar. pr.pareo t... as.neve locer.iivt Sciiuc! 9'-*6 1 . I'h OBJECTIVES STRATEGIES/ACTIVITIES I TIMELINES Analyze staff development needs for principal. certified staff, and noncertified staff on an ongoing basis. o M CO o G\u0026gt; I : to on A. B. C. 0. . Establish a ^Laff bevelopmer.i Cornniiiee composed of teachers. IRC specialist, parents, principals, and other ao. inistretors appropriate to plan staff development exoeriences needs and interests identified threuoh needs necessarv to meet the assessment. Collect and review data on needs and irreresis of siuoer.i popiilation, targeting \"at-risk\" students li.e., nur.oer per grade level, race/ gender makeup, academi achievement needs/interests, disciplinary needs, health needs, social interaction needs, and atiehMance and tardines records). Conduct a survey to deierraine staff development needs and ifHeresis 11.e.. Staff Development Survey) as related to Incentive Schools Program goals, curriculum, and needs/interests of siuoent pojiulatior.. Identify st\n-f members who have not participated in the following required inservice experiences:  PET  TESA , Classroom Management * Effective Schools Training  Cooperative Learning/Lea'ning Styles ) ATiT Human Effectiveness Training (Elementary Curriculum) Parent/Educator Conriunication and human Relations Skills Assess s iff members n-.eds or. an ongoing basis through clinical supervisi n and nionitciing of Individual Improvement Plans. j RES( bflBIllTIES August 1989 - June 1990 August 1989 August 19BS/ August 1989 August 1989 - June 1990 1 I Ihceiiiive sc .jcis Pianning Ci aillce Prin\nipal Staf f Principal Staff Oevt 10 nine nt landing ( oauiii t lee Prine I pa I Principa I2. 3. o M G\u0026gt; O r, hS Na. Ill (cont.) .nsei' Hid ridfi 1 fcr lir, Kdtntnne Hii. fc:i11 lell cr Dr. Mary Motley, Ciiairperson Lr. Cneryl Sim.iions, Recorder OBJECTIVES STfiATEGIES/ACTIVITIE\nSI. Plan staff development exoeriences on an ongoing bails. I Implement staff development activities. Implement Teacher Demonstration Program. i I 1 CO CO 6. I TIME.INES I RfSPfliT.S'fill TIES Plan a minimum of me following staff development Incentive Schocil staff memoers:  PET (1 cycle and a refresher  TESA (1 cycle) dct\u0026gt;v)tifc$ for August 1989 - June 1990 Staff Oeitlopn.-.-nt Committee course every 3-5 years)  Classroom Management (1 cycle)  Effective Schools iraining  Cooprrctive Learnin.g and Learning Styles  ATS Human Effectiveness Training  Parent/Educator Communication and Human Relations Skills  Mentor Teacher Program AT\u0026amp; Tne LfiSO Staff Development Committee will conduct mo -.nly meeiinns for 000(00 OlaOniOQ of St^ff douAlnnma.n..r er.. ve .I.il ujj ,11 I y _|_U_C L _I IK ogoiog planning staff development experience, related to meeting the needs of students i.no are achieving oelow acceotaol levels of mastery. C. Tne LRsD Staff Development Committee will plan staff (level A. B. C. A. 01 e activities on an ongoing oasis ss needs/interests are idem -enu: UrX'In hLis' \"\"\"'-''9 \u0026gt;f Inuiviiiiial Implement Staff De lopment Coumrtee activities in order t\u0026lt; faci11tatt staff leu cjalhering mater.abK\"\"'\"' ^ranging sptai-ers, s'laff development actintiet. Evaluate staff developiient experiences evaluatel. U se inf-oni.etion for future planninq. tstahlisii a di sirici-wiue ciwr.iiiee i Program wi -e--r--e tea- c ne_ rs** taati tLnflvv Incen: tor teacn.rs in non-ennanced scnoc s oe compcscj of teacners. principals. 11 (Participants will -C1 an a leaclier |ni\u0026lt;j(.\n ra   .11. tnonis will serve as models S' atei.'ide. Ine comm t tee will a d otlier administrators. August 1939 - June 1990 August 1939 \" June 1990 AnduSt 1989 - June 1990 J..I, li Ju I ( I SdS* - June 199c Har.'i,\n. iDdf 11 I. I DBS I E:afi Develcpiiivot .oniiiii t ite Lsf: Oeiclopmuni .ommi 11 .-e Prill. I pal itaf Oevf iupment Lon Jill lite Staff Duvuiupiiiuni comm 11 tee Presenters Staff Presente:\nSldf I Inct-niivt s.-iiuuls Planning Comimtl, Committee Members: iOAL : Dr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Hr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING AND STAFF DEVELOPMENT P6\u0026lt;jc o of 9 4. 5. No. Ill (cont.) OBJECTIVES (cont.J Implement a Master Teacher Program. I B. A. B. C. STRATEGIES/A.TIVITIES timelines RESPf TIBILITIES Implement the Teacher hemonstrotion Program. The principal in each Incentive School will monitor tlie Teacher Demonstration Program and identify areas of strengths ano concerns These shall be shared with the staff fn each Incentive School. Establish i districi-wide committee to plan a Master leacher p JD BPich c concentration of student teachers t'rom~TocaT wi(H colleges and universities will oe assigned. t7?7T....,, ... . u. i,\nuv,,cik principals, otner adrinis'ra- tors. and faculty representatives from local anc siat wi. be composed of teachers Pl inram and stote- Tne committee L j| k end uni vers I ties. Implement a Master Teacner Program in eacli lirentive Scnool. Maintain a pool of prospective staff members drawn from the student teacners assigned to Incentive Schools through the Master T Program. tacner August 1989 - June 1990 Audus\n198P June 1990 April I, 1909 May 1, I9\u0026amp;9 August 1989 - June 1990 August 1989 - June 1990 O IO G] o UI ' 1 TcjCi.er Uei.jnsirat ion Program C. iiwr.i ttee Incentive Schools Staffs Visiting teachers/ oOminisii .tors Prine i(ia1 In.einive ScnuOii Plan., ng Committee Master, teacher Program Committee Master leaciier Program Committee Incentive Schools Staffs Fault! Representatives f rod. col 1 eg,. and uni vers111es. Principal Human ReSourses Direnor o cK i'aers: '.5 Pn.-stfei\nfcr\ni Arm, r.ir l\u0026lt;r. Kaths- h Lr f irv I t. i t. I i 11 C.itcr.sll ley, Cnairi cr son br, Cneryt St. rs, ht:aroer t I P\n. 9 S. 6. ht.- Ill (com.) OBJECTIVES (com. I Provide assistance for hired teachers or those newly experiencing difficulty. I D. A. STRATEGIES/ACTIVITIES The principal and college faculty representatives util monitor u..,, r  -------  ''H'I ve a *'^\u0026gt;''1*^ schom areas of strengths and concerns, staff In each Incentive School.  and ioen. ity Thes shall be shared witn the cne Select and hire specialist who will provide needed Schools, f \u0026lt;'C\u0026gt; ins.ructtonal c 1  assistance for the Incent ua Special needs will be identified - Plan (TAP) developed for teachers room. and a Teacner Assistant needing assistance in nit class* e I timelines August 1989 - June 199u Hdy-June 19H9 I RESPO'i :tlLITICS Irtncipol faculty h-. froii. c*.l . fcsestoiivf$ les oniversitles nd Princiud Huifian Resources U O rd u O Ot I I I o! II n II SECTION FOUR PARENT INVOLVEMENT II 102 I I t J I I I I I I II i 1 II f w n I Resear I1'CE?,'T I cCnOOL PROCSiM par-XT IXVOL7 ?rT parent PoU=ake their school -ne r e activities. Not all famil activities involvement. ers_consiscanciy rank anong the components of effective schooir.' continuously support and encoura'ce Idren have an advancase _ les know how co become involved  n c-r,r,r,i i anG_^noc all schools accivelv I,!, p\" .S'.nool-relaced Ci y Ciiuourag problem of desi^--- discussions o involvement Surveys of five main  1 /J - mg. g^dng, implementin o , encourage and direct parent ------ on how to solve =nd evaluating successful the C programs and the most useful MmnZ p successtul parent teachers, princxoa^s^pa^ents involvement, types or parent involvement. Cudents, have icencified me most a i-i 0 2  ood, nts bast involvement of clothing. parents is providing for the safety, heal th hei ter, and general ell teacr thetr c 1 baste icren cognt tt in their cm id reari bJ^mrSinrfamilv'r/fr'serc^^a^\"'^ = ________ .u.pTt alertness in school, providin^'suDol^Zs ''dich allows for getting them to school on m'ne  space for homework and child Idren ng acttvicies and e and soctal skills prepare them for school. e,.setciJrrilerorn^-\"T?.?..!\"yi'^?. support school, on time. Most parents meet che*r when these obli obliged to and skills, o c.n Once scions era noc \u0026gt;c assist the family. astrators and teachers ana sxills, some schools cake uncerscand and co build school learning and behavi worksnops, and programs discipline, Because parents vary in their active roles in heloinv parents to _  . , -------- in heloin positive home conditions for or. on parenting J o may be e.xperiences their children's These activities can'include publications, o f attendance, homework, _____ cit'orc a-ri services and other citrons anc practices that child development, community resour a television viewin affect student  f nutrition, the use of topics related to home success in school. con- communicacion from thePschocl'cocha''^'h^^ common to all schools is to inform parents about p'-r.-- home. The school has an obligation and parents are exoected cS act^on^c^e^p children's progress, schools send home memos, c^Sars of th^ receive. - soecial evpnt'! J.-___School year and nocicp\u0026lt;? special events. Some districts All year and notices of also offer taped messages Ideally, a school's topics that they can access by phon can ba caaagnnd so bhac useful massages, IdaaX.nd CO school. , , - - - - that useful school to home and from home so on various communication questions go from A chi d and most commonly known . ana most commonlv known tvne nf na.\".,..  . s to the school building usuallv^T^ r- involvement brin Volunteer Assista-c- Parent I,m conneccion wich Parent ist-..c-. Parent Audiences, and Parent Attendance at Wor' paren t gs shops. at Work- beyond'vnu^ola'asJisc^ancrinPclas^ri''''^''\"^ non-teaching duties. Havin? instruction, and teachers to renuAer -----active at school encourages go teachers t their chil equest ocher parents to conduct learning home.  a n 02308 encourages activities with Z . 10o learnin A fou. I? 9 major of parent involvement . vicies at home. The learn, n! assistance a vich The learning general skills and behavior\"ort!^^^??^= designed are directly coordinated with the chlldre^'rjLrss'J\" co build coor making 9 participat school comm school, dis advocates f: co formulae, or budgets\nor scaff\nfederal or cype of parencs in decision in goverance , PTO, or other \u0026lt; ance and advocacy grouos. Pa parent advisory ^formal -e, and scace levej. Ihee': \" 5 iiT PT.A c Cees, children\npar cici pate or revise school polici .  groups may be active as or statefunded and act autonomously arcicipate in the selection of new J school-related programs. a , - - These decisic but they are part of the cure, under the leadership of'school, co'^Prenensive program, however, Pajcents at all grade aUl communi\"  discricc, 0 children. on with ciori ties, . curricula, incipals, teachers, cvities mandated bv making bodies icial governin may meec scruc- or state administrators, types will be effectivelv leyels^ should be involved in ^uroose- \" acucaticn of their own all five Che school, and in the We are only beginning to understand which and locations of parent involvement lead to fa.-k. u- luvuivement leaa to soe ceacher achieyemencs, attitudes and behaviors. rr anree 1 .. _______t.. cn types, formats, urequencie\nco successfully involve parencs by coordinating cific student, parent, and rrincipais can help teache: supporting programs to strengthen that involvement, loping parental involvement activities are listed below: We e.xpect the activities to be on~going. 9 f and by plannin 9 process of deve- Some suggested 1. 2. Of 3 opportunities for adult Escablish community ecucacion. 3. 4. 5. 6. ! . 8. 9. with Recruit an Incencive-vide Parent Internship Proz-am uroose omni -------------- crogzam Che purpose of employing parencs as teacher aides. teacher aides and other qualified. incentive neighborhoods for for whic.h they are Estaolish a Parent Center in each school Assume responsibilities for of a monthly development and distributions communications packet. Prepare and distribute Parent of events. Handbooks and monthly calendar Require at least two home visits. Parenting education classes for mothers. ftI GOAL: I I 1 . PAREI.'T IS.'VOLX'ErtliT H'PLEMEHTAl 1011 PLAN ESTABLISH AND IMPLEMENT A PROGRAM FOR PARENTS NECESSARY FOR EMPLOYABILITY AT ALL LEVELS OEJECTIVE E^esign b administer a needs assessment to determine community interest and need S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES 1.1 I or STUDENTS IN THE INCENTIVE SCHOOL kITIlIK THE SCHOOL CO.MMIINITY. TO EQUIP THEM UITII JOB SKILLS IHPLEKEIITATIOII SCHEDULE 19B9 1990 1991 f fer opportunities for  ult community education 1.2. Establish an Incenclve- 1.3 vide Parent Internship Program vith the purpose Recruit parents from the Incentive neighborhoods for teacher aides and otl 2 1992 199? 1994 199: 1 .A E - EVALUATE 0 - ONGOING 2-89 2-89 tor vhich they r are Establish mentorships bet-veen teachers and parent: in the incentive schools P PLAN I - implement PI - PILOT B - BUDGET ITEM I pareiit i:\nvoLVi'tia IKPLEKEt.TATIOIJ PLAN GOAL: actions ^ud eac?^6ns?^ T7,rEm\"cAnoToccuRj{NG^ ' WHICH PROMOTES GOOD, POSITIVE inter1. objective STRATEGIES/ACTIVITIES lliPLEMEHTATlOH SCHEOULE Establish a Parent Center ii each school m------ Provide I9S9 1990 1991 1992 1993 199A resources \u0026amp; staff to noufe/operate the center whic loan materials to U i IE parent 199: rrr Train \u0026amp; employ a parent in the community to center operate the 773 ormulate a committee I parents and other personne1 on materials -------- to make composed school recommendat1 n ns h s I 1 F o Assume responsibilities for development and d i \u0026lt;r , \u0026lt; u... _ o f a evelopment distributlo f a moiitlil)' communications packet on I S - STUDY E - EVALUATE I R - recommend P - PLAN 0 - ONGOING I - implement B - BUDGET ITEM PI - PILOT O J ! (TiI 5 PAREUT IHVOlVtKtl.'T IHPLtKEUTATION REAM 1. GOAL: INCREASE PARENTAL COMMUNITY INTO THE INVOLVEMENT AND SUPPORT SCHOOLS. BY developing ACTIVITIES AND PROGRAMS TO ATTRACT PARENTS AND THE OBJECTIVE STRATEGIES/ACTIVITIES IITPl EKcfnATlOH SCHEDULE Develop a program that vill assist parents 1.1 I9B9 1990 1991 1992 1993 ....a  ----------- understani and carry out the expectations of the school out the Offer mini-vorkshops such as: study skill line, management, pre- ^^^^8 skills, financial time s on topics .discxp- manag'eiiient, oevelopmentaT learning skills 1.2 Request that parents come to the school at least year to pick up the card______________ tvice a report S - STUDT R - RECOMMEND 1994 199! 1.3 Provide and , require opportunities for counselors direct contact with through scheduled home visits E - EVALUATE 0 - ONGOING to have parents meetings and P - PLAN B - BUDGET ITEM I I - implement Pl - PILOT J9. G I PARfllT InVOLVECEia IHPLEMEHTATIOII plan GOAL: OBJECTIVE STRATEGIES/ACTIVITIES I .A Each school shall demonstrate the use of in the community resources instructional program 1989 2. Use .  parent recognition as a tool for community and parent involvement 2.1 Recognize PT. - . parents monthly at PTA meetings for ' school's expectations meeting the lliPl EHEIJIATIOII SCHEDUIE 1990 1991 1992 1993 199 199! 2.2 Recognize a I - community person monthly at PTA meetings for school involvement I 2.3 Display parent/communi tv rernortliizv^ _______ recognlijon awards hoard In the on a bullet entrance hall in S - STUDY E - EVALUATE R - recommend P - PLAN 0 - ONGOING B - BUDGET ITEM I - implement PI - PILOT J( I PARENT IJiVOLVErEl.T IKPLEKEHTAIIOII plan GOAL\nOBJECTIVE STRATEGIES/ACTIVITIES 2.A Provide school lunch and etc . for award voucher winners s S - STUDY R - RECOMMEND 1999 ikplehentatioii schedule 1990 1991 1992 1993 1994 1991 I 'l E - EVALUATE 0 - ONGOING 2.5 Involve students in the selection process of award Vinners P - PLAN I - implement 1 I B - BUDGET ITEM PI - PILOT   I PAREfIT I.WOLVEHEMT irPLEHEHTATion PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 2, Establish a systematic approach to effective communication betueen the home and school yrr Identify at least three (3)key communicators as a vital for all to rely sourc ! upon 272~ --------------------------------- Teach parents the system for advancing support and concern for the school -.J Establish community resource list of role models and mentor a j 1989 1990 1991 1992 1993 1999 199f S - STUDY R - RECOMMEND Tn\n Invite community patrons of pre-school youngsters to PTA meetings and other parent involvement activities, E - EVALUATE P - PLAN 0 - ONGOING B - BUDGET ITEM I I - implement Pl - PILOT I J PAREIIT inVOLVPi\nT ICPLEMEKTATIOt\nPLAH GOAL: OBJECTIVE STRATEGIES/ACTIVITIES 2.5 Require parent attendance at PTA meetings and other school related activities 1989 IKPI EKEtITATIOII SCHEDULE 1990 1991 199Z 1993 1994 199\n27b -------------------------------------- Prepare and distribute Parent Handbooks and monthly calendar of events i 2.7 Require parents to sign homework assignments, projects, etc. 2.8 Require parents to call the school to report absences and retjuire the school to call the home and document reasdns Tor absences I S - STUDY E - EVALUATE P PLAN R - RECOMMEND I - IMPLEMENT 0 - ONGOING PI - PILOT B - BUDGET ITEMI IO PASEtIT Im'VOLvmcT IHPLEHEKTATIOII PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IITPLEKEIITATIOH SCHEDULE I 1989 Require contractual ment from parent s s - sTuor R - RECOMMEND 3.9 ----------- Require at least two (2) home visits comraitt- 2.10 Require all parents to sign contracts by having parents sign contract prior to enroll- mnx_p_IflceDllye Program E - EVALUATE PLAN 1990 1991 1992 1993 1994 1991 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM Pl - PILOT 1 I I P9. 11 PAREHT lUVOLVEKEKT '7 ** ihplekehtation plan GOAL: TO HELP MAJOR ENHANCEMENT SCHOOLS TO ENHANCE THE-kailE7EMENT'5rCHnD2ENj resources, opportunities and strategies OBJECTIVE STRATEGIES/ACTIVITIES IHPLEMENTATIOH SCHEDULE Strengthen linkages between the home and the school Parenting education classes for mothers 1989 2-89 1990 1991 1992 1993 1994 1995 O 2. Evening and Saturday claase to expose children to the importance of Science/Math a\nmeans to a better future 2-89 S - STUDY R - RECOMMEND I 3. E - EVALUATE 0 - ONGOING Use school as community center at minimal to user. P - PLAN cost 2-89 I - IMPLEMENT B - BUDGET ITEM PI - PILOT 7 papeiit Ka*OLX'rijT IKPLECcliTATlOti PLAN GOAL\nmJ?!* base of all teachers on AFRICAN-AMERICAN HISTORY - traditions, mores and OBJECTIVE STRATEGIES/ACTIVITIES implementation schedule Tlal se the trust level between the school 1. In 1989 1990 coinmuni c y. and the 2. S - STUDY R - recohkeho service courses for teachers and school Develop a speakers bureau for community groups in th school ---------- issues reau zones on education X X 1991 1992 1993 1994 1991 X X X X X X X X X X I 3. E - EVALUATE 0 - ONGOING Develop a calendar events of activities ^choo1 of neighborhood and post in the P - PLAN B - BUDGET ITEM X I - implement Pl - pilotP l. IJ PAScHT KiVOlV-rj'.i ir:?LrEriTA7\nc:i pix,-* GOAL\nI I OBJECTIVE STaAIEGiES/ACTIVl S ll!PLEIltllTAT:O:i SCHEDULE IE 4. Develop an act that place hi-?h value on neighborhood pride - .O3ter con- test, talent shows, _particlpation in parades, etc., ccordinated bv school staff. 1E3O 1951 I OC9 i 993 1994 199: I S - STUCf E - evaluate R - RECCMMEIiO P - PLAN 0 - ONGOING I - iHPLEHEIlT B - 3UO5ET ITEM PI - PILOTll. 11 PAnt\nr OLViCif.T I I. goal\nESTASLISil A SHARED COVERXA.'.CE TEAM IN EVERY SCHOOL CSJC?.E voraiulate of and a i irainistracors. governing boEv . parents, teachers to establish school policies and procedures I S - S.UDY R - h :0KMEH0 s: '!vi:is 1.1 Provide\nSS9 an parents are t rustuorthy atmosphere where open, honest \u0026amp; 1.2 mO b1t,1a in 'm\"aximmuumm iinnppuutt prior to making decisions by involving mmoorree poeeonpnllea in decision *riig making 1.3 Create a sense of decisions ownership in through involvement E - evaluate P - PLAN 0 - ONGOING S - BUDGET ITEK IHPLEK l=?O I - illPLEKEf.T !? = 1 VlOH SCHEDULE !E93 '1 - PILOT 1 oa 1 h II \u0026lt; t a a SECTION FIVE PARENT RECRUITMENT I !t aI i H M M INCENTIVE SCHOOL PROGRAM PARENT RECRUITMENT Aggressive marketing and recruitment are success or the incentive school prooram. incentive school program is the first st recruitnen* procram. are essential to the overall Careful marketing of the rst step toward an effective ----------------- VW..W, a,, eift-ccive 2^' t^e.parent recruitment program will focus on p,vv,u,uy yenerai inrormation to the the ini-ial community will be targeted during the tne inmal phase of marketing activities. community. providing general information Recruitment will be an ongoing The purpose of - process at the incentive schools uhe recruitment program is to encourage voluntary incentive schools to comply with assignments that will enable the i the desegregation requirements. I. To provide school program''\"'''\" community about ths incentive A. 8, C, 0. E, F. G, H. I. I I I I j i - -------' *J 3' vup League, Greek organizations. ^centive school program to special P:- Junior T . - a- - Ministerial Allianria Tri-Oistnct Council, ACORN, etc.).  Conduct information sessions at churches located incentive schools and churches throughout nity with large memberships. Conduct information near the black commusessions with special audiences. ?Spiaza%^n'^\"wJ\"?T^?\" University Mall, h Wal-Mart Stores, Safeway Stores, Kroger .stores m the black community will also^be targeted for information booths.* Special media coverage.* Develop highlights sheet for distribution to all parents (and new elementary parents). Use telephone hotline.* Place highlights sheet in local businesses.* Special media stations. coverage from State Press and black elementary radio stulpn- in conjunction with promotion of studen\n. assignment plan.) new ( I I i I 1 i \u0026gt;3  I  i ! Incentive Schools Parent Recruitment page two II. To implement ri VO erh 1 'ecruitment program that i -dhools cP comply with the desegregation requirements': A. SROCHURES -- Produce a brochure for Brochures should include: diqal, special resources. 8. C. wiH enable the incen- _ eacn incentive school. Photo or scnool. photo of prin- partners-in-education?nfo?m'a?[on''-^''\" information, list of staff -- ^^*3n^3 rscsi hnnnpc nemoers with brief credentials, honors, PSA'S -- Produce .-------- generic public service a all incentive schools. nnouncements for bus benches, etc., to adver- tise generic information about incentivo schools ' throagnout donated space. SKi:s.\"s\n5~ incentive schools. E. videocassette recordings to be :: o-,5 minutes) (i.e. PTA meetingS/PIJiSrs! S??\" Presentati ons F. FLYERS -- Produce generic incentive school flvorc tn (E^aiSle: Insert If Ji io companies' bills: mass mailings to all ^bRSD and PCSSD, e.xcept soS^hlas? quadrant) ' =' \"oppe ooportu- . -  . w J |,,y mties at incentive schools. H. ^i^bool (using secondary attendance group preference as an scnool broctares  zones)'. Stress assignment option. \"For^our Information\" tours etc ^with  businessmen, realtors, euu., wipn the incentive schools. to acquaint parents, I I I I 1 i I I I I i I il . 119Incentive Schools Parent Recruitment pd55 \u0026lt; STATE_OePARTMENT OF EDUCATION - ti cn - Seaue t a sped al designa- ijcation (i.e. \"Five t^ncation F incentive schools to be used in mar\u0026lt;eting Star Schools\", CzcEsRITIEi -- Seek incenti local caleorities. ve school aorsements from Arrange visits bv events, special ceremonies, etc., to ca\"e-at- media coverage. i-.e. dt.. meoia 1ebri ti es. news L. Conduct meetings with NLRSD and PCSSD tarents and PTA grcuos to encourage M-M transfers ince.^ti^ schools. .1. PARENT RECRUITERS - Hire two oarent recruitment activities. iters to conduct JI. SPEAKcR'S BUREAU -- Establish a soeaker'? ----------- J bureau for each 'ne parents of white students enrolleH ,n the incentive schools will be encouraged to serve on thP bureau along with celebrities, teachers,^ incentive school. etc. r 1 J I III. To monitor and evaluate the effe^'tivpop'^c -- -ho * program for the incentive Lhoo!\n. recruitment The Little Rock School District Bi-racial Advisor on =-\"onon,\n-n\npn al so serve Committee will recruitment program. motive school trict Office of These reports^iiiai^o^\nShansi\n??h''S?J\nSe Rock School District Board of Directors. 1 I 1 i i bi-monthly report ce of Desegrega- Advisory Committee will review eac.n Directors and/or Ofr\nce or uesear=aa- needed in recruitment strategies/activities.^ The bers with exnerr^y will also appoint two ex-officio mem- c-ittee 120Incentive Schools Parent Recruitment page four The 3i-racial Advisory Committee will evaluate the quarter. The evaluation of recruitment program will be addressed in the quarterly monitoring/evaluation the incentive school program. the recrui tment report on I _ . 121|*  IMMMpj  ji'. ?ltn (Yer) 1: I. IKPLSHi GK 7:h-l:i:e Oivls ion Tn prnultla paner*! Infnnmtlnn tn th rnmiin 11y ahnilt the Inrnntlun nmnraa OBJECTIViS STRATiGIES/ ACTIVITIES BESliailNG DATE completion DATE COSTS RS?OHS:E!L!7Y Infona special Interest A. groups and seek their assistance tn disseminating information to general public. II. Conduct special information campaign in black community. o to (O to I I I So to Mail final report on Incentive school program to special interest and community groups. 1. Get Court approval to release Information on Incentive schools. 2. Design cover for fine report and print. 3. Update mailing list o community groups. Conduct Information sessions with special audiences. 1. Send invitation and information to specie interest groups. A. Conduct Information sessions at churches. 1. Identify churches and contact pastors. 2. Schedule and publicize sessions. 3. Send Information pack age to other churches in the black communit March I Feb. IS Feb. 1 Feb. 1 March I March 1 Feb. IS March 1 March 1 March 6 March I Feb. 15 Feb. 15 April 24 March a March 1 April 24 March 15 Associate Supt.- Desegregatlon LRSD Attorneys Assoc. Supt.-Deseg. Parent Recruiters Assoc. Supt.-Deseg Assoc. Supt.-Deseg. Parent Recruiters Student Assignment OfficerPage Two Msr\ncK TZMSirct n (Ttsr)  Reipor.sioie Jainca Jennings___ To provide oeneral infnmutinn tn the rnmnnnlty jhmit thw inrantliie nrnnram 2 i V i s i c n ___________________________ Program/Ares Incentive Sfhnnl\nC50 v: s STHAT S/ ACTIVTIxS BxSIIhIIHS DATi COKPltTIOH DATE COSTS K-SrONSISILZTY B. Special media coverage from State Press and black radio stations. March 1 April 24 Distribute Infomation to parents and coonun- tty. O IO u IO CD I ro CO A. B. C. Develop highlights sheet for distribution to all elementary parents. Establish Saturday information booths at University Mall, Park Plaza HaH and Wal-Hart . Stores.* Place highlights sheet: in local businesses.* . Special media coverage* . Use telephone hotline* * Will be done in conjunct! I ! t Feb. 15 Harch 1 Harch 1 Harch I March t on with promotion Harch 22 April 24 April 24 - April 24 April 24 of new student assignment plan Assoc. Supt.-Deseg. Communications Dept. Assoc. Supt.-Deseg. Parent Recruiters Communications Dept. Parent Recruiters Communications Dept. M .J Page Three IMPLaiiir CK 7IsL:: Lt Plan jsn F.tpor.iiD, jamsi Jenn I no a : !Q jfflglement a rprmltnwnt pi (Tetr) .ornnrm Ihat-Mlll allow, the lnfgntlu schnnlt tn rnanly with thp rtp^pprpnat inn reniilrAmAnt, 01 vl$ icn ?ro$rem/Are8 OS-iCTIViS STiUT Ai 5/ ivTiis SiSinilNS CATE coKPirriOH DATt COSTS KiSrONSIalLiTY I. To utilize a variety of marketing strategies to recruit white students to the incentive schools A. Produce brochure for each Incentive school. Brochure should Include -Photo of school -Photo of principal -Special resources -Programs -Theme Information -Partners information. -Grants received -Honors -List of staff July 1 Nov. 1 Assoc. Supt.-Deseg. ( Schools Asst. Supt.-Incentive Schools Incentive School Principals Communications Dept. Parent Recruiters I B. Produce generic public service announceawnts for all Incentive schools. C. Use billboards, bus benches, etc., to advertise generic In-  formation about Incen-  tlve schools. 0. Conduct an ongoing medi blitz to heighten publl awareness regarding Incentive schools. a c June 1 August I March 1  Ongoing Ongoing Ongoing Assoc. Supt.-Deseg. CooMunlcAtions Dept. Assoct. Supt.-Deseg. Communications Dept. o IO u IO Ui 4*I. dge Four iHPiSMStr CH 7:KL:i:i -ti ?lin (Yesr) sen Sespor.siDie James Jennings . 1\nlo Implanent a recruitment ornnram that will allow the Inrpntivm schools tn cnanlp-NllD-the.. deseareoat Inn reauXruaenls IIP. Dtvisicn ___________________________ Progrtm/Area Incentive Srhnnl^ CEJiCTlViS STRATEGZ-S/ AC7IV7iS seaiHHiNS CATE CCHPtmOH DATE  COSTS RiSrOHS.BlLITY o to u to o 1 h) cn E. Produce short (10-15 ninutes) videocassette recordings to be used In public presentations. F. Produce generic incentive school flyers to be disbributed throughout Pulaski County. 1. Insert flyers in untllty companies' bills. 2. Hass mailings to all K-5 white parents in NLRSD and PCSSD (except southeast quadrant) G. Follow\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eMarketsearch, Little Rock, Arkansas\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_518","title":"Incentive Schools: Scholarship program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","Scholarships"],"dcterms_title":["Incentive Schools: Scholarship program"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/518"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME II \\ i 1ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of trust fund to provide future a college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 fLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 219 - 490 _ May 1,1991 I In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive-school program committee the parties will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1089, tihe commi-tetee parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Re: 02234 Page 261RRR V   R I The Desegregation of the Little Rock School District Preliminary Plans LA' if November 1, 1989 :i si f Incentive School Plan The purpose of the Incentive School program is to promote and ensure academic excellence in schools that have It is believed that the been difficult to desegregate. Incentive School Program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation reguirements in these schools. With the proper resources and expectations, the Incentive School Program will serve as The a model of excellence for the county, state and nation. success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn, and broad-based community support, these ideals are coupled with the availability of financial When resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that enhances positive self-concept for all students, but especially for those students who have been identified special-needs students. Also, all students will have as equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. Students will be encouraged to pursue post secondary schooling. Each Little Rock School District (LRSD) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. -27-TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990^ - The parties reached consensus in all areas except theLscholarship program and / 'Staffing. Please note that the Little Rock School District provided separate  recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools\" shall be referred to and known as-Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\nand, 2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows: SCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 3. 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, 2410 Battery, LR, AR LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 2. 4 . 1 1,620 1 Metropolitan Supervisor. The term \"Magnet Incentive Schools\" was introduced by the , The term is subject to change by the office of Metropolitan Supervisor. These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. Major incentives within these schools are therefore required. The objective is to provide the best basic skills i programs and enrichment available as well as a full range extended J /' day and Sa^^rday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The I premise of these centers is that they can be racially integrated m tfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day. in the time following the regular school day. on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m., half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the a extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall .be eligible for the extended day, weekend and extended year programs I offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. .J' SCHOLARSHIP PROGRAMS A .QC scholarship program proposal submitted by the Trust Fund Committee. The Little Rock School District recommends approval of the The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools, shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils, provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing requirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria, new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by ^Support staff shall be afforded an option to remain at their present school assignment. They shall agree, however, to undertake the necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVT, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. It is expected. however. that absent compelling circumstances, each teacher shall spend two hours for each of three days and one Saturday per month for four hours. 4 Days deemed undesirable shall be adjusted so that they can be equitably distributed aunong staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.accordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least oj^e teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.TO: FROM\nSUBJECT: Little Rock School District April 2, 1990 Office of the Metropolitan Supervisor Incentive School Scholarship Trust Committee Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship program must have a strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. 3. 4. 5. 6. 7. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. The Little Rock School District will begin to fund the program by January 1, 1991, according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for.credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. 9. The scholarships will be limited to accredited State supported colleges and universities. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a rel iable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictReport of Scholarship Committee Questions we must answer: 1 . Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in complet ing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue-credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of theamount allotted -2- to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not suggest trustee representatives or a fund administrator. The Little Rock plan suggested the Little Rock School district. the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan t rustees would be made up of representatives of business, parents, administrators. and teachers. Committee recommendation: First pick trustees of the fund-3- with one representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If trustee retired, replacement trustee would be picked from the same a a interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in-4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incent ive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years. the period when the corpus of the trust IS to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next SIX years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' c redit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. soon If a lump sum approach were adopted, funding would be as as the funds were available and would end after. for-5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in majority-to-minority t ransfer the sending district would be a responsible for funding credits earned by a student from outside the Little Rock Schools. The committee IS split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage transfer and defeat the purpose of the plan. Another unresolved question IS whether student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The a committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates state supported colleges and universities\n\" the intervenors' plan contemplates a 4 year-6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition. any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the-7- plan cease as soon as possible. Therefore this suggestion was rej ected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have \"strong counseling a and support program monitored by the Bi-racial Committee for the Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the f unds available and the-8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools ^4 Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990. The parties reached consensus in all areas except the scholarship program and staffing. Please note that the Little Rock School District provided separate recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools II shall be referred to and known as Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\n2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows\nSCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, LR, AR 2410 Battery, LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 and, 2 . 3. 4 . 1 1,620 1 The term \"Magnet Incentive Schools\" was introduced by the Metropolitan Supervisor. office of Metropolitan Supervisor. The term is subject to change by the These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. required. Major incentives within these schools are therefore The objective is to provide the best basic skills programs and enrichment available as well as a full range extended day and Saturday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The premise of these centers is that they can be racially integratedfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day, in the time following the regular school day, on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to a budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m. , half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall be eligible for the extended day, weekend and extended year programs offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. SCHOLARSHIP PROGRAMS The Little Rock School District recommends approval of the scholarship program proposal submitted by the Trust Fund Committee. The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools,^ shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils. provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing reguirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria. new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by support staff shall be afforded an option to remain at their present school assignment. the They shall agree, however, to undertake necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVI, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. 4 The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. it is however, that absent compelling circumstances, each teacher shall spend two hours for each of three It expected, days and one Saturday per month for four hours. Days deemed undesirable shall be adjusted so that they can be equitably distributed among staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.Q Ik r\u0026gt; he I I \u0026lt; ) J,U-Tj (.l\\f^ 9 ,0 A. //(^ rCL IC a c\u0026gt; ,-(/ /ir i. G'H c\":3 I p'T 1'^ ahaccordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least one teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.\u0026lt;t\u0026lt;2nt yyr r\u0026gt;^ V A 'f I  i V Ci*jt\nk ^j \" 5 i3 H r \u0026lt; A L\u0026gt; fc  ( \u0026gt;\u0026lt; - -^i t, % 3t5^* John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 7220c Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE 'WILEY A. BRANTON. JR. Admitted to Practice in Georgia i the District of Columbia only. March 13, L990 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Arma Hart Assistant Metropolitan Supervisor Pulaski County School Systems Little Rock, AR Dear Ms. Hart: Enclosed is a copy of the letter which was sent to Beth Deere explaining the incentive school idea and proposed budget. I am still working on the draft which you and I discussed yesterday regarding refinement to the incentive school program. I appreciate our meeting* I feel that it was highly productive and that your insight was most helpful. S:^cerely, Walker JWW:Ip Enclosure JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72200 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. Admitted to Pnctic* in Georgia 4- the District of Columbia only May 2, 1989 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG. SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Beth Deere United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72201 Dear Ms. Deere: ' Special Master Aubrey McCutcheon has indicated that he intends to recommend the funding of the incentive schools as proposed by the parties and to recommend the appointment of a consultant or other person to develop the programs and incentives for those schools. The purpose of this letter is to: (1) request the Court to allow Little Rock and Joshua to have input into that process\nand (2) to suggest certain considerations that have been shared with our clients about what they may expect from those schools over the next five to seven years. The proposals that were submitted for the incentive schools were not completed as Mr. McCutcheon observed. Our expert witnesses advise us that many of the ideas that Mr. James Jennings and Ms. Beverly White shared verbally about the workings of the incentive programs appeared to be useful in achieving the objective of remediating achievement disparities. The district staff did not address the specifics of the incentive school program fully, in part, because of the extensive amount of lawyer time spent in negotiating and otherwise securing the parties' approval of the settlement with the State of Arkansas. was, during that time, somewhat unaccessible to the district staff so that they did not secure my specific input into their planning. The incentive school program, while presented by me, was developed in consultation with black community leaders who were concerned about the disparate transportation burdens imposed upon black youngsters, the relative shortage of classroom space east of University Avenue, and the fact that black young people simply were not learning in the schools. The incentive school program IPage Two Ms. Beth Deere May 2, 1989 was designed to provide regular education from 8:00 until 3:00. During that time, there would be only limited attention given to the segregating programs such as gifted and special education classes. The 8:00 until 3:00 classes would be as rigorous as any in the school district. The special needs of the pupils in the incentive schools would be identified in the form of individual education plans similar to those developed for special students and would be addressed in the after school programs. The second part of the incentive school program would begin at 3:00 and extend at least until 5:30 each day, and would also continue on Saturdays as well. This part of the program would be devoted to the remediation and enhancement needs of each child and would be conducted in such a way as to promote each child's interest in being comfortable with a school setting most of the time. The third key part of the incentive school program would be the special role of the staff. Staff members would be expected to work approximately twenty percent more time than regular staff members. These staff members would have a specific commitment to the goals and objectives herein and would be capable of empathetic relationships with the students of these schools, their parents and the surrounding community. The fourth key part of the incentive school program would be the employment and utilization of aides and others who would supplement the teaching and professional certified staff. The aides would be recruited from parents and students in the higher grades and would work with the teachers, parents and professional staff to achieve the objectives of the plan. The aides would be selected in part because of their interest in education and in furthering their own education. The idea would be to develop, with district sponsorship, over a period of five to seven years, a number of aides as teachers or professionals who would be available for employment with in the district. The fifth part of the incentive school program provides scholarship The amount and terms of the scholarships assistance to the youngsters who are assigned or who choose to remain in those schools. have not been established, but it was contemplated by us that approximately twenty percent of the double funding would be placed into a trust fund for these youngsters. The total number of students assigned to the incentive schools or who remain there after having had a choice option for the next and succeeding years. The scholarship amounts contemplated would be set to ensure that between one and four years college tuition and costs would be made available to these students based upon the average cost of public higher education in Arkansas at this time.Page Three Ms. Beth Deere May 2, 1989 The enhancement programs would be numerous and would require specially trained persons to develop and implement them. We have many ideas that we would share with the district or with such other person(s) that the Master may designate. These schools should logically begin by July 15 with summer enrichment programs which would continue through September 1 or thereabout. Regular School Programs would begin about September 5 and end as scheduled except that educational continuation programs would be extended as need until July 1 of the next school term. Moreover, assuming an approximately one to fifteen teacher pupil ratio for approximately 2,500 pupils, the minimum incentive staff would be: Regular Year Programs Total Assistant Superintendent and Staff Teachers Counselors Principals Teacher Aides Student Assistants (Part-time High School Students) Drama Specialists Music Specialists Drama \u0026amp; Music Aides Art Specialists Art Aides Grammar Specialists Field Trip Coordinator Field Trip Staff (Aides and Teachers) 4 166 8 8 166 83 3 6 12 6 12 12 18 1 The budget would be set and generally as follows\nTotal available revenue for the schools, not transportation and other special funding sources including 2,500 pupils X $6,000 per pupil = $15,000,000 Expenses Certified Staff 220 X average $24,000 = $5,280,000 Benefits $ 530,000Page Four Ms. Beth Deere May 2, 1989 Aides (Full-time) 211 X $10,000 including benefits $2,111,000 $ Administrative Staff 100,000 Part-time Student Assistants 83 X $4,000 Continuation - 332,000 Summer School (extra staff?) 250,000 Programs Field Trips $100 per child 250,000 Activities in school $200 per child 500,000 Equipment, Instruments, Mise. $200 per child 500,000 Aide College Tuition 166 X $1,300 216,000 Parent Programs 1,000 - 1,500 parents at $100 per parent 125,000 Scholarships $600 X 2,500 (escrowed) $1,500,000 Materials and Supplies $50 per pupil 125,000 Testing and Evaluation $100 per pupil 250,000 Meals $250 per pupil 513,000 = $ $ $ $ $ = $ $ $ $ $Page Five Ms. Beth Deere May 2, 1989 Miscellaneous $ 418,000 Total $15,000,000 Staffing Monitoring and general oversight would be at the top administrative level. These costs would be absorbed by the district's budget for administrative and evaluation. Staff criteria and the section process should be developed cooperatively with the parties, especially the teacher groups. This should be put into place at once if the incentive programs have a chance to effectively work this year, as it must in face of the recent MPT results.A? s E li  12 W^^S53^1 :  A f , \" Little Rock School District April 2, 1990 TO: Office of the Metropolitan Supervisor FROM: Incentive School Scholarship Trust Committee SUBJECT: Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship program must have a strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361i. Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. 3. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). 4. The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. 5. The Little Rock School District will begin to fund the program by January 1, 1991according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. 6. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) 7. If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.' Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. The scholarships will be limited to accredited State supported colleges and universities. 9. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a reliable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictJ J n. OKe ViB ot 4\\995 .jur4 IN THE UNITED STATES DISTRICT BASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. MOTION FILED FEB 0 2 1993 J.*.-* R- 16. CLEF^ DEP. CLERK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS The Joshua Intervenors respectfully request the Court as f\n/. follows: 1. To require the (defendant) plaintiff Little Rock School District to consult with Joshua and the others parties prior to making any desegregation plan alterations which require court approval\nand 2. To require the defendants to include in their budget ^\u0026lt; \u0026lt;' projections the scholarship commitments made either by the school district or by the Joshua Intervenors to the parties and to the Court, including the Court of Appeals, for the pupils who attend or have attended the incentive schools since the inception of the Court approved Desegregation Plan herein. The support for this motion is found in the Desegregation Plan itself as well as in the oral arguments in the Court of Appeals made by the school district. Those commitments have been reinforced by the testimony of Dr. Ruth Steele, Dr. James Jennings r Mrs. Estelle Mathis, and every other school official other than Dr. Mac Bernd who was not privy to the agreements or commitments madeX as set forth above. without the scholarship conunitments being made a integral part of the budget of the district. the district proposes to abort the settlement. Joshua requests an Order regarding this matter so that either party may appeal. This is so because the district, under the leadership of a new superintendent, appears to disregard the basic tenets of the agreement which caused the Court of Appeals to approve the settlement herein. Respectfully submitted. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 ORIGINAL SIGNED BY UNDERSIG^\"^\" John W. Walker, Bar #64046 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon record by hand-delivery on this ___ day of ------ all counsel of , 1993. ORIGINAL SIGNED BY UNDERSIGNED COUNSEL John W. Walker Af'LEn Disicc RECEIVED rASTEKM CJSTRCr A- 92 JUL 53 PU G:  AUG 4 1993 u I J IN THE UNITED STATES DISTRICT, QOURT EASTERN DI STRICT'-OF- ARKANSAS-  WESTERN DI^.ISION I Office of Desegregation Monitoring (/ LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION FOR CORRECTION OF FINDING OF FACT OR CONCLUSION OF LAW AND MOTION FOR RULING ON REQUEST THAT INCENTIVE SCHOOL BENEFITS INCLUDING SCHOLARSHIP BENEFITS FOLLOW THE INCENTIVE SCHOOL CHILDREN The Joshua Intervenors respectfully move for correction of finding of fact or conclusion of law and for a ruling on their request that incentive school benefits. including scholarship commitments to incentive school children follow the incentive school children upon their reassignment to another virtually all black school, to wit, the new King Elementary School. 1. The Court indicates that Joshua did not object to the Little Rock survey on a timely basis, i.e., within five days, and therefore, Joshua cannot complain about the manner in which the survey was carried out and/or interpreted and implemented. Joshua did not object to the survey at all before the fact. It only objected after the fact to the good faith of the defendants in the manner in which they conducted the survey and to the conclusion that students who did not affirmatively respond to attend Ish were to be regarded as affirmatively choosing or electing to attend King. Our position was that it was just aslikely that the non-respondents would attend Ish in the same proportion as the respondents as it was for the district to conclude that all of the non-respondents would elect to attend King. We respectfully submit that no citation of authority is needed for that proposition. The Status Report of the district could not have been objected to until it was issued. The Status Report was filed on July 16, 1993. Our objection was to the manner in which the survey was conducted. We note that in the Affidavit from Ms. Marie Parker the district sets forth five separate events for which there are no dates other than June, 1993 and four separate dates for which there are no dates other than July, 1993. The absence of dates by the district is an indication that the district did not know when it did certain things or perhaps that it did not do them. It is for this reason, inter alia. that we requested a hearing. Our 2 . objection was not ripe until after the survey results were in and after the district submitted its Status Report if we had no objection to the announced process. What the Court appears to be saying is that if we do not object to the process on the front end. we cannot complain about the results on the back end. Denial of equal protection is the effect of the result of the process. 3. The Court has yet to rule upon our repeated requests for settlement plan implementation of the special benefits which were designed to flow to the Ish children because of its segregated character. The Court still does not rule. The Court has consistently ruled, however, and the evidence shows that the Little Rock School District has been absolutely derelict in seeking tochildren with benefits promised by the plan. The Court's ruling in closing Ish and in assigning the Ish children to another racially identifiable school, King, albeit a new school, is contrary to the settlement plan. . 4. The authority for the motions in this case IS the Desegregation Plan itself and the various rulings of the Court of Appeals herein. 949 F.2d. 253 (Sth Cir. 1991). The fine tuning suggestions of the plan or of the Court of Appeals' ruling are inapposite under the circumstances herein because the district itself IS responsible for the failure of desegregation and integration of Ish by its utter failure to enhance Ish and to provide it with the necessary \"incentives.\" The Court thus appears to reward the wrongdoer and to punish the children by the challenged school closure. WHEREFORE, the Joshua Intervenors respectfully request the district court to modify its opinion herein by rescinding its order to close the Ish incentive school. In the absence of modification. the Court is requested to issue an Order requiring that all incentive school benefits, including scholarship benefits, follow the incentive school children wherever they may be assigned. Moreover, in the event that King opens as a racially identifiable school, Joshua further requests that it become an incentive school so that all children therein will have the benefit of incentive school programs including the promised scholarships. Respectfully submitted. JOSHUA INTERVENORSI ( By: ohn W. Walker, Bar #64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd day of August, 1993. / + John W. Walker / / U.S. SiLRJ n n I'**- mr CO!\n: IN THE UNITED STATES DISTRlIOTb COURT EASTERN DISTRICT OF 'ARKAf^SAS''  ' WESTERN DIVISION ^\"EHTS.CLE LITTLE ROCK SCHOOL DISTRICT, ET AL. BY. OHP. GLR: PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MEMORANDUM OF POINTS AND AUTHORITY The authorities for the motion filed herewith are: The Desegregation Plans of the district\nThe Court of Appeals' opinions approving the settlement plans herein. See 949 F.2d. 253 (8th Cir. 1991)\nand The various Opinions and Orders of this Court finding the Little Rock School District to be out of compliance with the Desegregation Plan. The proceeding before the court is an implementation one. We submit that no separate authority is required in implementation - the plan itself is the authority. Where the distric defaults in 1. 2 . 3. its duty, the court is required to act to the benefit of the black children herein. These children are not being benefitted by having their incentive school benefits withdrawn on the one hand and by their concomitant assignment to another virtually all black school on the other hand. (King will probably open as an eighty per cent or more black school\nit will thus be racially identifiable) Respectfully submitted. JOSHUA INTERVENORSBy\nll' \u0026gt; /john W. Walker, Bar #64046 I JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd .day of August, 1993. / .trohn'W. Walker /i S f. JOfl JoO rf 1 J UR 2 ud I (R i I I t I :l fw 2 ST 'lOl 22 1 ob nen lonq insq 1 2 3 4 5 V Ai' t MRi WALKERi THE COURTi 6 Yes, ma'am. -T that has not bean addressed. know, whan-I parmittad the suggested that as As you district to . survey\nthe students , I,, an incentive,-they might orfer soma of these benefits that are offered to 1ncentive .school as an.incentive to 3 6 get the kids to go to Ish. V 7 I have not in any wayirulad w1th . respectto that 8 6 motion, however, and I had assumed that the:Incentive school of one thing and that the Interdistrict magnet is another w1 th\n* 01 10 respect to this  1 can't remember what it's called. What i s I J. 11 the magnet program called? i: t 12 iif'i MS. BROWN 1 High intensity learning. El 2. 1 f. 81 T1 81 ei OS XS SS S AS as  9 13 14 16 16 17 18 IB 20 21 22 23 24 26 remembe r. but I some the COURTi High intensity learning. But, In any event, I I couldn't will ba addressing that later. did not Intend to address it today. preliminary questions about King. MR. WALKER J THE COURTi\nalthough 1 do have All right, your Honor. And with respect to scholarships. Mr. Walker keeps reminding the Court that we scho1arshi ps. The scholarship issue is a In terms of how to I know . have not ruled' on really hard one.for\nme administer the schoIarships,' and a 1 so , as 1 recall, the Plan does not commit the Litt Ie.Hock Uistrict to scholarships absolutely. to di scuss 11. MR. WALKERi but commits the district1n good\u0026gt;faith That's where wo differ^ \u0026lt; Ihat's why we '\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":"pth_bcja_metapth595467","title":"Introduction of the Honorable Barbara Jordan given by Elaine R. 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Congress"],"dcterms_title":["Introduction of the Honorable Barbara Jordan given by Elaine R. Jones at the Leadership Conference on Civil Rights","Texas Senate Papers"],"dcterms_type":["Text"],"dcterms_provenance":["Texas Southern University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth595467/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["6 p."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996","Jones, Elaine R., 1944-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_890","title":"Junior High School, Parent-Student Handbook","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":["North Little Rock School District"],"dc_date":["1989/1990"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School discipline","Student activities","Students","Parents"],"dcterms_title":["Junior High School, Parent-Student Handbook"],"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/890"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n1989-1990 JUNIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LI'rl'LE ROCK SCHOOL DISTRICT NORTH LITILE ROCK, ARKANSAS NORTH LITTLE ROCK SCHOOL DISTRICT Parent-Student Statement of Responsibility Student Name Date The statement below must be signed and returned to the homeroom teacher within one (1) week after the student receives the handbook. We have read the North Little Rock Parent-Student Handbook. We understand the District's discipline policies and realize that the student must adhere to these and to the other policies, rules and procedures contained in the Handbook. In the event that we are not entirely certain of some aspect of school policy, we will contact the principal for clarification. Student Signature Parent/Guardian Signature Date State law (80-1629.6-~1629.8) requires documentation of student and parent receipt of student discipline policies. This document will become part of the student's file. (over) Emergency Procedure Information Date ____ Student's Name _______________ _ Date of Birth Address _______________ Home Phone ____ _ In case of emergency, illness or accident to the student named above, the school is authorized to proceed as indicated. Number below in order of desired action. __ Contact parent at number listed above. __ Contact father at Business Name Phone __ Contact mother at ___________________ _ Business Name Phone __ Contact other ____________________ _ Name Phone Physician's Name _______________ Phone ____ _ Ho pital Preference ____________________ _ Signature of Parents or Guardians: Mother's Signature Father's ignature tudent' Signature It  \"'ry important that this be returned to the school office as soon as po ible. JUNIOR HIGH SCHOOL PARENT-STUDENT HANDBOOK NORTH LITTLE ROCK SCHOOL DISTRICT James R. Smith Superintendent 1989-1990 ifllil~ ~@I\u0026amp;ifllil !Lilifif!L~ I\u0026amp;@~([ ~@IID!Lil~ ~~llil@@!L~ ADMINISTRATIVEO FFICES 2700 POPLARS TREET Dear Students and Parents, The North Little Rock School District is recognized as a quality educational institution. Sound academic programs, great variety of offerings, special programs to meet student needs and strong school spirit have led to educational excellence in our schools. Excellence has been maintained through the outstanding support and cooperation of the students and patrons of our school district. I thank you for that support and cooperation and look forward to a continued good working relationship. This handbook has been provided so that you will better understand the purposes, policies, and regulations of the North Little Rock School District. It is important that you familiarize yourself with the total contents and that the handbook be retained for reference from time to time. If you have questions regarding infonnation included in the handbook or any other matter, please contact the principal's office. We welcome suggestions that will help make the North Little Rock Schools even better. I hope that this school year is a happy and productive one for you. Sincerely, '\u0026amp;~~ James Smith Superintendent of Schools bja PO BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/758-1760 ASSURANCE OF COMPLIANCE WITH CIVIL RIGHTS RESPONSIBILITIES The undersigned superintendent for the North Little Rock School District in Pulaski County, assures the Director, General Division, Arkdnsas Department of Education, that all Schools within the District are in compliance with the following Civil Rights Reguldtions as stated: ********* Title VI, Section 601, of the Civil Rights Act of 1964 No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under dDY program or activity receiving Federal financial assistance. Title IX, Section 901, of the Education Amendment of 1972 No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Section 504 of the Rehabilitation Act of 1973 No otherwise qualified handicdpped individual in the United States ... shall, solely by redson of handicap, be excluded from the participation in, be denied the benefit of, or be subject to discrimination under any program or activity receiving Federal financial assistance. This is to certify that the District's Civil Rights Coordinator is: Name: Bobby Acklin Telephone: Address: 270Q Poplar Street (P. O. Box 687) North Little Rock, AR 72115 758-1760 Date 1 COMPLAINTS AND PROBLEM SOLVING A good communication link between the school and the home is necessary if students are to receive the maximum benefits from the educational opportunities available to them in the schools of North Little Rock. Good communication results from open, frequent and objective dialogue among students, teachers, parents and school administrators. Most school problems are the result of poor communication among the parties involved. Proper communication, therefore, usually solves most, if not all, problems that are related to the school. In order to ensure that problems are discussed and solved as quickly and fairly as possible, the following procedure is to be employed in the North Little Rock School District. If a parent becomes concerned about a problem at the classroom level, the parent should make an appointment with the teacher and thoroughly discuss the matter. Most problems are solved at this level. Should the problem not be solved through discussions with the teacher, or if the problem is not related to classroom activities, the parent should contact the principal for further attempts to find a workable solution. If the parent is not satisfied with solutions offered at the building level, the matter may be appealed to the appropriate educational director or assistant superintendent at the District Administrative Office. The phone number is 758-l 7flJ. After other appeals have been exhausted, the parent may appeal to the Superintendent of Schools. The Superintendent may uphold, overturn or modify decisions made by other District administrators. An appeal of a decision by the Superintendent may be heard only by the School Board while an official meeting of the Board is being held. North Little Rock School District 1989-90 Calendar s M I w I E s s M I w I E s August January 1 2 3 4 5 H 2 3 4 5 6 6 7 8 9 10 11 12 Aua. 18, 22, 23, 2~ 7 8 9 10 11.121 13 13 14 15 16 17 SD 19 staff development 14 W [16 17 18 19 20 20 W SD SD SD W 26 Aua. 21, 25, teacher vorlt day 21 22 23 24 25 26 27 27 [28 29 30 31 Au1. 28, first school day 28 29 30 31 September Sept. ~, Labor Day February 1 2 1 2 3 3 H 5 6 7 8 9 Oct. 12-13, AEA Metting 4 5 6 7 8 9 10 10 11 12 13 14 15 16 11 12 13 14 15 16 17 17 18 19 20 21 22 23 Nov. 6-10, dismiss early for parent conferences 18 SD 20 21 22 23 24 24 25 26 27 28 29 30 Nov. 23, Thanltsaiving Day 25 26 27 28 October Dec. 21-Jan 1 March 1 2 3 4 5 6 7 Winter Holidays 1 2 3 8 9 10 11 H H 14 Jan. 1, Nev Year's Day 4 5 6 7 8 9 10 15 16 17 18 19 20 21 Jan. 15, teacher work day 11 12 13 14 15 16) 17 22 23 24 25 26 27] 28 18 [19 20 21 22 23 24 29 [30 31 Feb. 19, staff development 25 28 'Zl 28 29 30 31 (no school) November March 26-30, dismiss early April 1 2 3 4 for parent conferences 1 SBSB SB SB SB 7 5 e 7 8 9 10 11 8 9 10 11 12 13 14 12 13 14 15 16 17 18 April 2-6, Spring Break 15 16 17 18 19 20 21 19 20 21 22 H H 25 April 15, Easter 22 23 24 25 26 27 28 26 27 28 29 30 May 28, Memorial Day 29 30 December June l, Teacher vork day May 1 2 1 2 3 4 5 3 4 5 6 7 8 9 6 7 8 9 10 11 12 10 11 12 13 14 15 16 13 14 15 16 17 18 19 17 18 19 20 H H 23 20 21 22 23 24 25 26 24 H H H H H 30 27 H 29 30 31] 31 June KEY w 2 w TeacherWori\u0026lt;day, Student Holiday 3 4 5 6* r a 9 SD Staff Development Day, Student Ho\u0026amp;day 10 11 12 13 14 15 16 H Ho0day for Students and Staff 17 18 19 20 21 22 23 [ Begin Nine Weeks Period 24 25 26 27 28 29 30 ] End Nine Weeks Period SB Spring Break *Days to be used as make-up days in case of inclement weather Table of Contents Absences and EKcuses ........ . Academic Skills Development Plan Conferences Activities ............ . Arrival Time at School .... . Arkansas School Laws Governing School Attendance North Little Rock School Board Policy Pertaining to School Attendance Behavior at School Activities Bus Conduct ..... . Care of School Property .. Change of Address ..... Communicable Disease Conduct To and From School ..... Contact With Students While at School Corporal Punishment ........ . Demonstrations and Disorderly Activities De tent ion . . . . . . . . . . . . . Discipline for Handicapped Students Distribution of Literature Drugs and Alcohol ....... . Electronic Communication Devices Emergency Phone Numbers. Entrance Requirements .. Expulsion ....... . Field Trips ...... . Gifted/Talented Education Graduation Requirements Guidance Services . Handguns ...... . Health Services ... . Homebound Services Homework/Independent Study Skills Honors Classes ..... . Honor Roll .......... . Injuries/Illnesses at School Leaving School During School Day Lockers . . . . . . . . . . . . Lost and Found . . . . . Magnet Schools ..... How to Apply for Magnet School Enrollment M - to - M Transfers . . . . . .. How to Apply for M - to - M Transfer Make Up Work .......... . Medication ........... . Notes from Parents Regarding Absences Parent-Teacher Association Physical Education Promotion/Retention .... Public Display of Affection Religion in Schools .... Reporting Student Progress Safety Regulations--Bicycles/Motorcycles/Other Vehicles Schedules ........ . School Closing In Inclement Weather School Lunch ...... . School Supplies ........ Search, Seizure and Interrogation. Special Education ........ . Student Assignments ....... . Student Behavior--Prohibited Conduct Student Dress and Grooming Student Insurance . Student Records .. Student Suspension Summer School . Tardies .... Telephones Testing Program Textbooks . Tobacco and Tobacco Products Transfers . Visitors Weapons and Dangerous Instruments Yearbook 1 1 l 2 2 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 7 7 B B 8 8 9 9 9 10 10 11 11 11 11 11 12 12 12 12 12 13 13 13 13 13 14 14 14 15 15 15 16 16 16 16 16 17 17 18 18 19 19 20 20 20 21 21 21 21 21 21 21 I I Absences and Excuses The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instance parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students having unexcused tardies or absences shall be disciplined accordingly. No make up work shall be allowed if the absence is unexcused. A student who accrues 12 excused and unexcused absences in a course during a semester shall not receive credit for that course. Exceptions may be granted by the principal after consultation with teachers, counselors and others who have knowledge of the circumstances. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused and no make up work shall be allowed. Because a student is required to be in attendance, days of suspension to the Student Assignment Class are not counted as days of absence. A student who is exempted from compulsory school attendance will not be permitted to enroll after the 12th day of the first semester or after the 12th day of the second semester unless the principal determines that extenuating circumstances exist. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. Academic Skills Development Plan Conferences Act 474 of the Arkansas General Assembly requires conferences to be organized and held by the public schools with the parents, guardians or persons in loco parentis of students in grades three, six and eight who failed to master the state's minimum performance test. The school district shall evaluate students and develop academic skills development plans to assist students in achieving mastery of the basic skills in subject areas where performance is below mastery. The conferences will be held by the end of October each school year to review the academic skills development plans. Activities Eligibility to participate in athletic activities is governed by the Arkansas Activities Association, including the requirement that a student passes four academic subjects from the preceding semester. Additional information regarding athletics may be obtained from the school office. Eligibility to be a cheerleader or a drill team member is determined by the same standards as athletic participation. Clubs and organizations related to special interests or subject areas do not have min- imum grade requirements except those clubs and organizations that are governed by charters from parent organizations. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership to student organizations and clubs shall not be restricted on the basis of race, sex, national origin or other arbitrary criteria. Entry shall not be by decision of the current membership of the organization. Arrival Time at School Ideally, students should not arrive at school more than 10 minutes before school opens (or before bus departure time) except to participate in scheduled activities. The District recognizes that this ideal cannot always be realized because of family schedules\nhowever, because children must have the security of supervision, absolute limits must exist as to when the school will assume responsibility. The North .Little Rock School District assumes this responsibility up to 30 minutes before school hours for students who do not ride a bus to another school and up to 15 minutes for those who do. Parents must make other arrangements outside these limitations. Arkansas School Laws Governing School Attendance Arkansas school laws pertaining to school attendance are found in the following acts: (Act 60-1983, Act 1069-1985 and Act 466 of 1987): SECTION 1. The public schools of any school district in this State shall be open and free through completion of the secondary program to all persons between the ages of five (5) and twenty-one (21) years whose parents or legal guardians are domiciled in the district and to all persons between those ages who have been legally transferred to the district for education purposes. Any person eighteen (18) years of age or older may establish a domicile separate and apart from his or her parents or guardians for school attendance purposes. In order for a person under the age of eighteen (18) years to establish a residence for the purpose of attending District schools separate and apart from his parents, guardians or other person(s) having lawful control of him under an order of a court, he or she must actually reside in the District for a primary purpose other than that of school attendance. SECTION 2. The minimum age for enrollment in public school kindergarten shall be age five (5) on or before October 1 of the year of initial enrollment. Provided, any student who has been enrolled in a kindergarten program in another state for a period of not less than sixty (60) days, who will become five (5) during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon the written request of the student's parent or guardian. SECTION 3. (a) Every parent, guardian or other person residing within the State of Arkansas having custody or charge of any child or children of age seven (7) through sixteen (16), both inclusive, shall send such child or children to a public, private or parochial school under such penalty for noncompliance as shall be set by law. Provided, however, this Section shall not be applicable to any child who has received a high school diploma or its equivalent as determined by the State Board of Education. (b) The State Board of Education shall adopt rules and regulations for the imple- 2 mentation of this Act, which shall provide that any parent or guardian of a child aged five (5) on or before October 1 of any school year shall have the option not to enroll such child in kindergarten in that year. Any six year old child who has not completed a kindergarten program prior to initial enrollment in a public school district shall be evaluated by the district and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the district's kindergarten program. (Act 60-1983) SECTION 4. The Board of Directors of each school district in the State shall adopt student attendance policies. Each school district shall, as a part of its six-year educational plan, develop strategies for promoting maximum student attendance, including, but not limited to, the use of alternative classrooms and in-school suspensions in lieu of suspension from school. A student attendance policy may include excessive unexcused absences as a mandatory basis for denial of promotion or graduation. (Act 1069-1985) North Little Rock School Board Policy Pertaining to School Attendance Every child who resides within the North Little Rock School District who is at least seven (7) years of age and not more than seventeen (17) years of age, and who is not legally exempt from this requirement, shall attend public school in the District or in some other public school district to which the student may legally be transferred. The following are exempt from the compulsory attendance law: l. One who attends a recognized private, parochial or home school, 2. One who, because of a physical or mental handicapping condition, attends a special school, 3. One who has been suspended or expelled in accordance with the requirements of law, and 4. One who has graduated from high school. Truancy is the unlawful absence from school. Arkansas law holds parents or guardians legally responsible for insuring that children who are subject to the compulsory attendance law do attend school on a regular basis. The Board expects school administrators to seek strict enforcement of laws relating to school attendance. Principals shall see that charges are filed against parents or guardians when attendance laws are broken. Prior to the filing of charges, parents shall be warned in writing that such charges will be filed if their child's attendance does not comport with the Jaw. Behavior at School Activities Students attending chool sponsored activities, on-campus or off-campus, shall be governed by school district rules and regulations and will be subject to the authority of school district per onnel. Failure to obey rule and regulations and/or failure to obey reasonable instructions of school personnel may result in loss of eligibility to attend school sponsored events. Failure to comply with District rules and regulations may also result in disciplinary action applicable under the regular chool program. Bus Conduct Since the school bus is an extension of the classroom, tudents shall be required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior. 3 When a student does not conduct himself /herself properly on a bus, such instances shall be brought to the attention of the building principal by the bus driver. The building principal shall inform the parents immediately of the misconduct and seek their cooperation in controlling the student's behavior. The principal shall discipline guilty students as deemed appropriate. A student who becomes a serious disciplinary problem on the school bus may have transportation privileges suspended or terminated. In such cases, the parents of the students involved shall become responsible for seeing that their children get to and from school. Care of School Property Deliberate destruction or damage to school property will result in payment for loss, as well as other disciplinary action which may include police involvement. Careless destruction or damage may result in a requirement to pay damages. Change of Address It is the parent's responsibility to keep addresses current in the school office. Communicable Disease The Board of Directors hereby authorizes the Superintendent to make determinations on the exclusion of a student/individual suffering from a reportable disease, as defined by the Arkansas Department of Health, on a temporary basis not to exceed ten ( 10) school days. An exclusion longer than ten (10) days shall be brought before the Board of Directors immediately for a determination on the individual's status. Before any official action is taken by the Board for an exclusion longer then ten (I 0) days, the individual shall be provided an opportunity for a hearing before the Board of Directors upon appropriate notice. Students/individuals excluded for reason of infectious/communicable disease shall be readmitted by one or more of the following methods as determined by the State Department of Health: I. By permit for readmission issued by the State Department of Health. 2. After a period of time corresponding to the duration of the communicability of the disease as established by the State Department of Health.  3. By application to the School Health Advisory Committee and upon the recommendation of the School Health Advisory Committee. Conduct To and From School School officials may take disciplinary action against any student who does not exhibit proper personal conduct while traveling to and from school Contact With Students While at School In case of question about the legal custody of a student, the principal shall require the necessary documentation in order to make a valid determination of who has custody and what, if any, limitations are imposed. In cases of estrangement where legal custody has been afforded a parent, or where other legal restrictions have been decided, it shall be the responsibility of the custodial parent to make such information known to the principal. Estranged parents may visit with students during school hours with consent of the parent holding legal custody. Without such consent, visits shall be in the presence of the principal. If the police, SCAN, or family service agencies wish to contact students for the purpose of obtaining information, the principal shall cooperate. If removal from school is requested, the principal shall inform the parent or legal guardian prior to any release of 4  .. custody of the student. If the principal is presented a subpoena by a police officer, he/she must release the student with or without communication with the parent or legal guardian. Corporal Punishment Reasonable corporal punishment may be used as a means of preserving an effective learning environment. When used, corporal punishment shall be moderate and shall be used solely for the purpose of changing student behavior. Corporal punishment shall be administered in the District in accordance with the following guidelines: l. Students shall not be paddled in the presence of other students. 2. Paddling may be done by a building administrator. At least one other certified staff member must be present when corporal punishment is administered. All paddling must be administered in the administrative offices. 3. The student shall be informed of the offense and be afforded an opportunity to explain his/her actions before corporal punishment is administered. 4. The District shall respect the wishes of parents who formally notify the school that they do not want their child disciplined by paddling. Other discipline measures, including suspension, may be employed if parents do not want corporal punishment usect. 5. If used, paddling will be administered to the buttocks only. 6. A written record of the date, nature and reasons for the corporal punishment shall be made and retained by the principal. Demonstrations and Disorderly Activities Demonstrations and disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such demonstration activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Demonstration and disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Detention Elementary and secondary school principals may establish student detention (D Halls) as a means of discipline to preserve an effective learning environment. Detention may be used before and/ or after regular school hours. Parents shall be notified in advance that early /late detention has been assigned and shall assume responsibility for student transportation. Discipline for Handicapped Students Handicapped students who engage in misbehavior are subject to normal school disciplinary rules and procedures so long as treatment does not abridge the right to a free, appropriate public education. Distribution of Literature All publications edited, printed or distributed in the name of, or within the schools of the North Little Rock School District, shall be under the direction and control of the school administration and Board. In allowing the distribution of student literature, the principal shall set firm and fair regulations for students to follow. 5 Drugs and Alcohol This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus), or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply, or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To possess, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) First violation: The student shall b~ suspended off-campus for ten school days\npolice may be called\nproof of professional help is required\nand parental conference is required prior to readmission. (2) Second violation: the student shall be expelled for the remainder of the school year. B. Selling any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. (1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/drug counseling may be grounds for expulsion. Electronic Communication Devices The North Little Rock School District will enforce Act 146 of 1989, which prohibits elementary and secondary students from possessing paging devices or electronic communication devices on school campuses. 6 Emergency Phone Numbers Emergency phone numbers where parents can be contacted are to be provided for each student enrolled in the school. It is the parent's responsibility to keep these numbers current and up-to-date. Entrance Requirements In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October I of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than 60 days, who will become five during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October I of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher and the child's parent/s. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in a first grade of an Arkansas School District or a private school but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. A student entering a school in the District for the first time shall submit a copy of his/her birth certificate. Official enrollment shall not be completed until this requirement is met. When a student moves into the District from attendance in an accredited school, he/she shall be placed in the same grade that would have been assigned in the former school. Students who have attended an unaccredited school sh.JI be evaluated by the District and proper grade placement determined. Arkansas law requires that all student be immunized against poliomyelitis, diphtheria, tetanus, pertussis (whooping cough) and red (Rubeola) measles. Students who do not comply with this requirement shall be excluded from school enrollment. A student entering a school in the District for the first time shall submit a copy of his/her immunization record. 7 Expulsion The Board of Education is authorized to expel a student for the remainder of the school term: _1) for conduct that is deemed to be of such gravity as to make a relatively short temporary suspension inappropriate, 2) when the Board finds that the student's continued attendance at school would be unacceptably disruptive to the educational program, or 3) when continued attendance would present unreasonable danger to other stu-dents and faculty members. Arkansas Statute 80-1516 provides that directors of a school district may exclude students for immorality, refractory conduct, insubordination, infectious disease, habitual uncleanliness or other conduct that would tend to impair the discipline of the school or harm the other students. Field Trips A field trip is defined as any organized educational experience outside the classroom involving travel. Written parental consent must be obtained for each field trip. Gifted/Talented Education A program of gifted/talented education is provided for those students who require differentiated activities and services beyond those normally provided in the regular school program. Students who are above average in ability, task commitment and creativity may be considered for the program. Students must exemplify an interaction of these three traits. Referral for consideration to receive services through the gifted/talented program rnay be made to the principal by school personnel, parents, peers or the student. The decision for placement is made after all available data are reviewed by a referral/placement committee. Enghsh Mathematics Science Social Studies Practical Arts Physical Education Health Education Fine Arts Communications Electives TOTAL Graduation Requirements 4 Units 5 Units 3 Units 1 Unit  Unit 1/2 Unit  Unit  Unit 8 Units 2J Units (No substitutions allowed) (2 units of mathematics and 3 units of science or 2 units of science and 3 units of mathematics) (Must include 1 unit of life science and 1 unit of physical science) (1 unit must be American History and at least  unit must be civics or American Government) (There shall be no activity or assignment substituted for this requirement) (Three non-academic units may be counted) 8 In counting credits for graduation, courses taken in grades nine through 12 shall be considered. No more than three units may be earned in any other way than through regular attendance in a recognized high school. This exception will be made only in cases of extreme emergency and with the principal's permission. A student must be enrolled in six subjects each year. A District progress form shall be a part of the student's record to ensure that the courses taken by the student meet State Standards and District requirements. Any student lacking no more than one credit to meet graduation requirements shall be allowed to participate in the graduation ceremonies, provided the student has paid summer school tuition. A student's diploma shall be retained by the principal's office until any deficiency has been removed. Any deviation from these requirements shall be at the discretion of the principal and his staff. Guidance Services The North Little Rock School District maintains a guidance program in its elementary and secondary schools consistent with state and North Central Association regulations. The program provides counseling for students, parents and school personnel relative to students' academic progress, behavior and personal matters. Parents and students are encouraged to seek guidance services at any time. Handguns The North Little Rock School District will enforce Act 649 of 1989, which prohibits minors from possessing or carrying handguns. In Section I, a handgun is defined as, \"a firearm capable of firing rimfire ammunition or centerfire ammunition, which is designed or constructed to be fired with one hand'.' Health Services Health service by the school nurse are primarily inspectional rather than diagnostic in nature. Students are routinely creened for hypertension in the 10th grade. Screening for vision and hearing is conducted for new student and i available for others at teacher and/or parent reque t. Students receiving pecial education services may be screened more often depending uoon the date of their la t comprehensive evaluation. 9 Secondary students participating in interschool competitive athletics, including Special Olympics, are required to pass a physical examination each year BEFORE being allowed to take part in such sports. Free physical examinations are provided at the beginning of the season for all students participating in such sports. Examinations conducted by family medical doctors at parents' expense will also be accepted. Homebound Services Students with medical conditions certified by a medical doctor which will require them to be absent from school for four or more consecutive weeks are eligible for homebound services. Application forms need to be completed as far in advance as possible and are available from Special Services. (771-6123) Homework/Independent Study Skills Recognizing that homework is a flexible and individual instructional responsibility, teachers in the North Little Rock Schools shall consider the following in making this type of assignment: That parent-student understanding of the necessity for homework is desirable. That homework shall be within the limits of individual student ability. That, within the limits of good judgment, homework should vary gradually from fairly light (no more than 15-30 minutes per day) in grades 1-3 to fairly heavy (no more than 60-120 minutes per day) in grades 10-12. That teachers, particularly at the secondary level, shall, at all times, be aware of the student's problem of multiple assignments. That homework, to be purpo eful and worthwhile, should, in all probability, vary from day to day depending upon the needs of the tudents. That the availability of study materials such as reference books at home be considered in assigning homework. The following guidelines for homework and the development of students' independent tudy skills will be observed in making homework assignments: Assignments will be considered as an extension of the classroom instruction for the purpose of either independent skill practice for mastery or for review of previously mastered skills/ concepts. Assignments v.ill not involve skills/concepts which have not been previously taught. Assignments to achie\\,e mastery of new skills/concepts will follov. guided practice to ensure that the learner can successfully practice the skills concepts accurately. Maximum use of classroom time for input and supervised study should be planned for each lesson. Some homework a .. ignments can best be accomplished during supervised study conducted as part of the allotted instructional period. Assignments will be designed 10 provide short, frequent practice sessions focu ed on small segments of learning while maintaining maximum meaning for the learner. Assignment~ v.ill be made which address common needs of groups of learners and specific needs of individuals rather than automatically assigning common homework to all learners without regard to the individual learner's need. Immediate feedback should be given to the learner whenever possible. 10 Honors Classes Placement in an honors class is based on a student's grades, teacher recommendation and standardized test scores. After all data are studied, the school may issue a written invitation to the student and parent. If this invitation is accepted, then the student is placed in the honors program. Student progress is monitored continuously to determine if the correct placement has been made. Generally, if a nine-week grade falls below a \"C\", then the student is reassigned to a regular class. The grade in the honors class is weighted one point higher than other classes: A = 5 points B = 4 points C = 3 points D = 2 points F = 0 points Honor Roll Each nine weeks, all secondary schools will prepare honor rolls of students making 4.0 averages and 3.0 averages. To be eligible, a student must be a full-time student, have no failing grades, no incomplete grades and no unsatisfactory citizenship grades. Honor roll eligibility will be based on all subjects taken and on the grade point average (GPA) listed on the report card. Injuries/Illnesses at School When a student is injured in the school building or on the school grounds, the parent will be called immediately. The student may be taken to the family doctor if parents have made emergency numbers and the name of the family doctor available. When a student becomes ill at school, the parent is called immediately. The student will remain in the health room until the parent can check the student out of school. If contact with the parent cannot be made, the principal and teacher will do what is expedient and safe for the injured and/or seriously ill student, which may include taking/ sending the student to the emergency room of a hospital. The school assumes no responsibility for treatment. Leaving School During School Day All schools in North Little Rock operate as closed campuses. Students must stay on the school grounds from arrival time until the completion of the scheduled day. If at any time during the school day it becomes necessary for a student to leave school, the student must report to the office to obtain permission from both a parent or guardian and a school official and sign the check-out sheet. Any student arriving at school after the tardy bell or returning after an absence during a part of the school day must report to the office to get permission to return to class. Only those students who live within walking distance (five blocks) and have written consent may be granted permission to walk home for lunch. Lockers Locker space is provided for the storage of a student's school supplies and personal items. In grades seven through nine, locks are provided. Students are responsible for the care of their lockers. 11 Lockers are school property, and therefore, are subject to search by school officials when reasonable cause exists. Lost and Found Students are encouraged to label all belongings. Lost and found items will be kept in a designated area. Unclaimed items will be discarded periodically. Magnet Schools Six magnet schools located in Little Rock are available for North Little Rock students. Each offers one or two areas of specialization for students of all ability levels. Magnet schools offer highly-trained staff members and enriched learning activities. Optional enrollment is open to all students, kindergarten through grade twelve. Registration is on a first-come/first-served basis. Once enrolled, a student has priority to continue attending the magnet school, until he or she chooses to transfer to another magnet school or back to the assigned school in North Little Rock. The Arkansas Department of Education provides transportation to and from school for students who attend magnet schools. Pick-up points will be announced at a later date. How to Apply for Magnet School Enrollment Fill out one application for each child. Place in a stamped envelope and mail to: Magnet School Office, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 758-1760. Applications are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. High school students wishing to attend Metropolitan should see a school counselor for enrollment information. Interested students and parents must return a completed application form to the North Little Rock School District by May 1. M-to-M Transfers The plan approved by the U.S. District Court allows for majority-to-minority (Mto- M) transfers among the three Pulaski County districts (North Little Rock, Little Rock and Pulaski County School Districts.) A student who is enrolled in a district in which his or her race is predominant may enroll in any district and school in the county in which his or her race is in the minority, provided that school offers appropriate programs for the student's needs at his or her grade level. Therefore, any white student in the North Little Rock School District (which is predominantly white) may elect to attend any school in the Little Rock School District (which is predominantly black.) The Arkansas Department of Education will provide transportation from predetermined pickup points for students who participate in the Mto- M transfer plan. How to Apply for M-to-M Transfer Fill out one application for each child. Place in a stamped envelope and mail to: M-to-M Transfer Office, North Little Rock School District, P.O. Box 687, North Little Rock, AR 72115. Applications may be obtained by calling 758-1760. 12 Applications are accepted on a first-come/first-served basis according to priorities set by the court. If the target enrollment for a school has been reached, students are placed on a waiting list. Parents receive notification of their child's acceptance by mail. High school students wishing to attend Metropolitan should see a school counselor for enrollment information. Interested students and parents must return a completed application form to the North Little Rock School District by May I . Make Up Work A student who misses school due to an \"excused absence\" shall be afforded the opportunity to submit make up work. Following the absence, the teacher and student shall make arrangements for completion of the assignments. In order to receive credit, all work must be completed within the prescribed time. A student who misses school due to an \"unexcused absence\" shall not be afforded an opportunity to submit make up work for credit. Medication Written parent consent is required for the school to administer any medication. A medication consent form should be completed, even for medication given on a temporary basis. Prescription and non-prescription drugs must be brought to the school office in the original container stating the dosage and method of administration. Reasons for the medication must be clearly stated. All medication, including non-prescription drugs, will be kept in the principal's office and will be administered by designated school personnel. Students are encouraged not to possess any non-prescription drugs. (Possession of illegal drugs is addressed in the School Board Policy on Drugs and Alcohol FBO.) Notes from Parents Regarding Absences To be readmitted to school, a student shall bring a note from a parent or legal guardian stating the reason for the absence and the dates of the absence. Notes will be presented to the appropriate staff member. If a note is not received on the day of the return, the student will be readmitted to class with an unexcused absence. Parent-Teacher Association Parents are encouraged to join and participate in Parent-Teacher Association activities. Junior high school Parent-Teacher As ociation meetings are usually held on the econd Tuesday of each month. Physical Education Each secondary student shall be required to take physical education unless a doctor's statement is on tile in the principal's office recommending that the student be excused from this activity. Any student who has religious objections to certain activities in the physical education program will be allowed to substitute other activities. Religious objections must have supportive documentation. Upon written request from the parents, a student may be excused from physical education activities on a temporary basis due to illness or injury. 13 Promotions/Retention Students from 9-12 are not classified by grade level except for homeroom and reporting procedures. For such purposes, five units are required for sophomore standing, ten units for junior standing and 15 units for senior standing. It is recommended that individually failed subjects be made up in summer school. Required subjects failed, which are not made up in summer school, must be successfully completed before the student can advance to the next course offering in that sequence. Students in grades 7-8 are on a pass or fail policy. All students in the eighth grade shall be tested in reading, mathematics, language arts, social studies and science on a competency test developed by the State Department of Education. Any student who does not achieve a passing score, as determined by the State Department of Education, shall not be promoted to the ninth grade. The level of competence required will be derived by the State Department of Education from an analysis of the Minimum Performance Test, standardized examinations and any other examination that may assist in determining the level of achievement that is expected in the United States at large. In any examination area where Arkansas students are significantly below the national average, the State Department of Education will devise a plan to move student achievement toward the national average. Retesting shall be permitted for students who score below the level required to progress to the ninth grade. The test shall be administered two (2) additional times before the beginning of the next school year on dates selected by the State Department of Education. Each local school district shall provide opportunities for additional study for all students who request it in order to prepare those students to retake the test. Any student who is retained at the eighth grade shall be evaluated by the student's school principal, teachers and counselors who shall jointly prepare an academic skills development plan to assist the student to attain mastery of the area(s) in which the student is deficient. Any student failing to achieve mastery at the end of the second year shall be evaluated to determine the educational programming that offers additional educational opportunities. A conference shall be held with each student's parent(s) or guardian(s) to review and discuss the student's retention and plan. Special Education students shall be required to accomplish the goals and objectives stated in their individual education plans for the current year before progressing to ninth grade. Public Display of Affection Public display of affection is considered inappropriate behavior. Failure to abide by this rule may result in disciplinary action. Religion in Schools The Board respects the sincere religious beliefs of all students and staff members. The Board believes that teaching about religion, as it relates to a study of the historical development of civilization is appropriate. Moreover, it is proper for teachers to enumerate and emphasize the generally accepted moral and ethical principles of the different religions. Teachers shall not, however, evaluate, advocate or place values upon any particular religion or religious belief. 14 No student shall be required to participate in programs or activities which are contrary to the tenets of his/her religion. Speakers who are affiliated with religious organizations shall be allowed to speak in schools only upon the approval of the Superintendent of Schools. The Superintendent's decision should be guided by the following considerations: The presentation is designed for all students who might attend the assembly or meeting. The presentation does not advocate the beliefs of any denomination, religious group or faith. The presentation does not encourage students to attend worship services or activities associated with specific denominations or beliefs. Reporting Student Progress Report cards are issued to students after each of the first three nine week grading periods. The final report card may be mailed at the parent's expense or picked up in the school office. Written interim reports will be sent home to parents if a student's performance is unsatisfactory. Letter grades (A-F) are used at the secondary level to report progress in academic areas. The following four-point grading scale is used: A= 4.0\nB = 3.0\nC = 2.0\nD = 1.0\nF = 0. Grades shall be based on many factors such as tests, class assignments, class participation, research and special projects and contributions. Students also receive conduct grades. A grade point average (GPA) is computed based on all letter grades a student has received. The letter grades are converted into a numerical value. Grade point averages shall be based on the following scale: 4.0-3.8 = A\n3.79-2.8 = B\n2.79-1.8 = C\n1.79-1.0 = D\nbelow I.0=F. Parents are encouraged to confer with teachers and administrators throughout the year concerning the progress of students. Appointments should be made through the school office. Safety Regulations - Bicycles/ Motorcycles/ Other Vehicles Central Junior High students may ride bicycles to school. Motor vehicles are not allowed. Students in grades eight and nine are permitted to ride motorcycles to school but are not allowed to drive automobiles. In order to have the privilege of riding a motorcycle, the student must complete a registration form provided by the principal. Bicycle and motor vehicle riders must obey the following rules: I. Observe the same traffic regulations required of automobile drivers. 2. Ride single on the bicycle. 3. Park in designated places and leave the area immediately. Bicycles and motor vehicle may not be ridden during the day. The school cannot be responsible for stolen or damaged bicycles or motorcycles\ntherefore, students are encouraged to use locks. Schedules Assignments to classes are based on available data and are generally expected to be permanent. If errors or changes in student enrollment should occur, the school staff will approve appropriate changes. 15 School Closing In Inclement Weather Weather conditions sometimes force the cancellation or alternate scheduling of school. It is not always possible to provide in advance alternative plans and procedures for students to follow because of the varied circumstances of times and conditions that might arise. Therefore, the District admini!tration is charged with the responsibility of making alternate plans, procedures and schedules as the weather conditions warrant and notifying students and parents through the means of broadcast and print media. The guiding principle will be the safety and welfare of the students. School Lunch Hot lunches are provided in the school cafeteria. Students are encouraged to participate in this nutritionally balanced program\nhowever, students may choose to bring a lunch from home. Each student who lives within five blocks of the school will be allowed to walk home during the lunch period provided that a note is brought from the parents stating a desire for a lunch permit to be granted. Students will not be excused to each lunch anywhere else except at home, and only those students having a permit will be allowed to leave the school campus during the lunch period. The North Little Rock School District operates a lunch assistance program which complies with federal guidelines. Students must not sell, give away or exchange lunch tokens. Unused tokens must be returned to the school office. School Supplies Parents are responsible for furnishing school supplies. Basic supplies are available for purchase at the school. Search, Seizure and Interrogation The District respects the rights of students' privacy and security against arbitrary invasion of their person or property. School officials do have the right, however, to search students and their property in the interest of the overall welfare of other students or when necessary to preserve order and discipline in the school. School authorities may conduct searches of student lockers, desks and automobiles when a reasonable cause exists to believe that stolen items or items prohibited by law or policy are contained in the area to be searched. School officials may seize illegal contraband, weapons or stolen property found in a search. The search of a student's person shall be conducted by a school official of the same sex and with an adult witness of the ame sex present. Interrogations by law enforcement authorities shall be conducted in private with the school principal or designee present. Efforts shall be made to have a parent or guardian present. In the event a parent or guardian cannot be present within a reasonable length of time, law enforcement officials shall be permitted to proceed with questioning. Special Education A special education program is provided for handicapped students whose handicapping conditions result in educational deficits. Special education services are available for: I . Speech/ Language handicapped 2. Learning disabled 16 I' I, 3. Mentally retarded 4. Orthopedically handicapped 5. Emotionally disturbed 6. Severely/profoundly handicapped 7. Hearing or visually impaired 8. Other health impaired Referral for consideration to receive special education services may be made to the principal by teachers, administrators, parents, counselors and students. The decision for appropriate placement is made after all available data are reviewed by an evaluation/programming committee and appropriate school personnel. Student Assignments School attendance zones for elementary, junior high school and high school students shall be established in accordance with the Federal Court ordered desegregation plan. Students shall attend the schools as assigned by the District. If a family moves from one attendance zone to another during the final nine weeks of school, the students may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Students who establish residence in another school district may, at the option of the parents, continue enrollment in a North Little Rock school if the change in residence occurs within the final nine weeks of school. Student Behavior - Prohibited Conduct Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation and various other influences that result from student misbehavior. Certain students' actions are beyond the definition of acceptable student behavior and are, therefore, prohibited in school and while traveling to and from school. Prohibited conduct may include, but is not limited to the following: I. Disregard of directions or commands of teachers, administrators, bus drivers or other authorized school personnel. 2. Disruption and/or interference with the normal and orderly conduct of school and school-sponsored activities. 3. Behavior that involves indecent and/or immoral acts. 4. Wagering or any form of gambling. 5. Physical abuse or assault to a school employee, other student or any other individual. 6. Possession of a knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun or any other object that can be considered a weapon or dangerous instrument. 7. Using, offering for sale, or selling alcoholic beverages, any narcotil: drug as defined by Arkansas law, or what the student represents or believes 10 be any substance prohibited by the district policy on Drugs and Alcohol. 8. Destruction of or the attempt to destroy school property. 9. Stealing or the attempt to steal school property or the property belonging to an-other individual. 10. Cheating or copying the work of another student. 11. Failure to abide by a11endance rule . 12. Use of profanity, vulgar language or obscene language. 13. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 14. Engaging in verbal abu e such as namecalling, ethnic or racial slurs or using derogatory statements to other students, school personnel or other individuals. 17 I I I I I I I 15. Hazing. Hazing includes any willful act done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, intimidation, physical abuse or threats of abuse, social or other ostracism, shame or disgrace. The School District reserves the right to establish rules in addition to those appearing in this policy and to punish those who are guilty of their violation. Punishment may include corporal punishment, detention study hall, suspension and expulsion. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. The student shall be informed of the offense and shall be afforded an opportunity to explain the actions before disciplinary action is taken. Student Dress and Grooming The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all times. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed: I. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No hats or sunglasses will be allowed to be worn in the building. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If, in the judgment of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Student Insurance An accident insurance policy is offered to all students at the beginning of the school year on a voluntary basis. Parents may choose school day coverage or 24 hour coverage. Expenses above and beyond either policy covered by the student accident insurance will be assumed by the parents. 18 Student Records Authorized school personnel shall have access to students' records. The parent or legal guardian shall have access to his child's records upon written request to the principal. If a student is 18 years old or older, he/ she has the right to determine who, outside of the school system, may have access to his/her records. A student's records may be released to other school systems upon the written request of the parent or guardian, or student if he/she is 18 years old or older. A student's records may also be released to other school systems upon their request, provided that notification is given to the parent or legal guardian, or student if he/ she is 18 years old or older. Parents have the right to request that the school withdraw material from a student's record. Refusal by the school entitles the parent to a hearing to determine if material is accurate and appropriate. If at the hearing, material is ruled to be accurate, material remains in the file, but parents may prepare a statement to be placed with the material stating their objection. Statement is to be made available with objectional material whenever access is permitted. Directory information may be made available for noncommercial uses by the school principal without the prior consent of the parent. However, at the beginning of each school year, the parent may request that all or part of such information not be made available. Directory information shall be defined as: Student's name Address  Phone number Parent's name Grade level School(s) attended  Activity participation Height and weight, if member of athletic team  Dates of attendance  Honors and awards received Student Suspension The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. Within the scope of this policy, the school principal may suspend students for a period of time not to exceed 10 days for any one action. Students may be suspended off-campus or in the case of secondary students, to the on-campus ,.udent Assignment Class. The following guidelines are to be followed in imposing student suspensions: 1. Suspensions are to be imposed only by the principal. 2. The principal shall advise a student who is to be suspended of the exact nature of the misconduct and shall give the student the opportunity to express his/her perception of the facts of the matter. 3. In the case of secondary students, genuine efforts shall be made to contact the parent prior to imposing a student suspension. 19 ' ' I I i I I 4. The parent or legal guardian and the Superintendent of Schools shall be given written notice of each suspension. The notice shall include the specific reason(s) for the suspension, its duration, the manner in which the student is to be readmitted to school and (if appropriate) the method through which the suspension may be reviewed or appealed. The notice shall be mailed to the parent or legal guardians at the address reflected on the student's records on the day the suspension is imposed. If a suspension exceeds four school days in addition to the day the suspension is imposed, the parent shall be notified of the right to have the decision to suspend reviewed by the Assistant Superintendent for Student Affairs. At the review, the student and the student's parent or legal guardian may make statements and present evidence. The Assistant Superintendent may sustain, revoke, terminate or otherwise modify the suspension. The student, parent of record, the principal and the Superintendent of Schools shall be notified of the Assistant Superintendent's decision on the day the review is completed. Students may be suspended for the violation of rules established by the school and within the scope of policies adopted by the Board. Suspension imposed for periods of time in excess of 10 days shall be treated procedurally as an expulsion. Summary suspension from school, without prior notice and hearing, may be imposed when the student's continued presence in school poses a danger to other persons or property or an ongoing threat of disruption of the academic process. Due process shall be afforded as soon after a summary suspension as is practical. Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. An alternative school for secondary students shall be established for suspension of students who are identified as having severe discipline problems. While assigned to SAC or the alternative school students shall not be eligible to participate in, practice for or attend any student activity whether during or after the school day. Absence from school due to off-campus suspension shall be treated as an unexcused absence AND NO MAKE UP WORK SHALL BE ALLOWED. Summer School A summer school program on a tuition basis is offered to students in grades nine through 12 for credit courses. Students needing this service either for credit toward graduation or for enrichment may participate\nhowever, approval of the principal must be received before credit can be granted. Tardies Promptness to class is necessary in order to maximize learning opportunities for all students. Students are, therefore, expected to be in class and ready for instruction at the appointed time. Principals shall implement suitable discipline procedures to encourage promptness in class attendance. Telephones School telephones are for school business only. Students will be called to the phone only in case of emergencies. Important messages will be delivered by office personnel. Parents desiring to talk with teachers should call the office and leave a phone number. The calls will be returned at a convenient time. When pay phones are available, use will be regulated by building rules. 20 Testing Program Standardized tests are administered in the 10th grade. Other tests, such as the ACT, are scheduled during the year as a service to the students. Textbooks The North Little Rock School District furnishes textbooks to all students and provides access to library books and other media materials. Loss or destruction of books or other media materials will result in payment to the school district. Tobacco and Tobacco Products Students shall not be permitted to have tobacco products (including matches and lighters) in their possession. This restriction applies to students at school, on school grounds, at bus stops, on school buses and/or at any school-sponsored event during or after regular school hours. Transfers The students of the North Little Rock School District will attend school according to assigned residence zones or as assigned under the Federal Court-ordered desegregation plan. The only exceptions are for medical or programrr~ng reasons. If a family moves from one attendance zone to another during the final nine weeks of school, the student may, at the option of the parent or guardian, elect to complete the school year in either of the two zones. Visitors All visitors are required to register with office personnel. Classroom visitations should be arranged in advance through the principal's office. Student visitors in the classroom are strongly discouraged and should be permitted only after careful consideration by the building principal. Weapons and Dangerous Instruments No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a firearm, knife, explosive device, or any other instrument or device capable of causing bodily harm. Expulsion from school may result and/or criminal charges may be filed against any student who has possession of a weapon as described herein. Yearbook No commercially prepared yearbook shall be produced at the junior high level. 21\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":441,"next_page":442,"prev_page":440,"total_pages":3369,"limit_value":12,"offset_value":5280,"total_count":40428,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":307},{"value":"online exhibitions","hits":37},{"value":"teaching guides","hits":34},{"value":"timelines (chronologies)","hits":23},{"value":"bibliographies","hits":15},{"value":"worksheets","hits":5},{"value":"annotated bibliographies","hits":4},{"value":"study guides","hits":4},{"value":"learning modules","hits":3},{"value":"slide shows","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"Sound","hits":1050},{"value":"StillImage","hits":803},{"value":"MovingImage","hits":213},{"value":"Collection","hits":10},{"value":"InteractiveResource","hits":4}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Thurmond, Strom, 1902-2003","hits":2076},{"value":"Mississippi State Sovereignty Commission","hits":1425},{"value":"Newman, I. 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